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 (1985-90). 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 3.01 48 Table-3.01 Establishment of ASCs in India Years Establishment of ASCs Cumulative No. of ASCs 1987 29 29 1988 11 40 1989 4 44 1990 1 45 2000 6 51 2005 1 52 2006 2 54 2007 3 57 2009 9 66 2011-66 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 www.ascamu.org1 8 March 2010. [31]
Fig. 3.02 Set-up of ASCs in India State-wise Set-up of Academic Staff Colleges 7 6 5 4 3 2 1 0 6 1 2 2 3 1 3 3 1 1 2 3 3 4 5 1 1 1 2 1 3 3 4 5 1 4 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]
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: 3.02 49 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 www.ascamu.org1 8 March 2010. [33]
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. 3. 1.1 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, www.naac.gov.in, June 2011 [34]
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. 3.1.2 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]
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]
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]
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]
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]
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]
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]
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]
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. 3.2.1 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. 3.2.2 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]
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. 3.3.1 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]
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. 3.3.2 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. 3.3.3 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]
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]
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. 52 3.4 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, www.ugc.ac.in [47]
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 2010-11, 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. 53 53 Rahman, P. F and Ahmed, I,(2009), Academic Professionalization in Higher Education Through Staff Development - An overview of Indian experience www.ascamu.org1 8 March 2010. [48]
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 (1987-2008) VII-IX th plan (1987-2001) X th Plan (2002-07) XI th plan (2008) Total NA 17 3 20 37 14 3 54 3 Madurai Kamaraj University, 34 11 2 47 Madurai 4 University of Mysore, Mysore 51 20 3 74 5 University of Rajasthan, Jaipur 51 15 3 69 6 Sri Venkateshwara University, Tirupati 45 13 3 61 7 Banaras Hindu University, Varanasi 31 14 3 48 8 Gauhati University, Guwahati 46 24 4 74 9 10 11 Gujarat University, Ahmedabad Jamia Millia Islamia, New Delhi University of Madaras, Chennai 33 13 4 50 57 29 4 90 55 23 5 83 12 Nagpur University, Nagpur 37 19 3 59 13 Jawaharlal Nehru Tech. University, Hyderabad 63 13 2 78 14 Saurashtra University, Rajkot 1 9 2 12 15 Jadavpur University, Kolkata 0 15 4 19 16 Andhra University, Vishakhapatnam 17 Guru Nanak Dev University, Amritsar Jai Narayan Vyas University, 18 Jodhpur 19 B.R.A Bihar University, Muzaffarpur 40 14 3 57 52 17 4 73 46 13 0 59 40 17 3 60 [49]
20 University of Bardwan, Bardwan 21 University of Kashmir, Srinagar 22 Bharathia University, Coimbatore Dr. H.S. Gour Vishwavidayal, 23 Sagar 37 24 4 65 33 12 2 47 46 19 3 69 45 2 1 48 24 Kumaun University, Nanital * 1 3 4 25 26 27 28 29 30 Himachal Pradesh University, Shimla Bharathidasn University, Tiruchirapali Bangalore University, Bangalore Kurukshetra University, Kurukshetra North-Eastern Hill University, Shilong Mauluna Azad Natioinal Urdu University, Hyderabad 58 23 4 85 34 17 4 55 12 13 4 29 36 12 4 52 * 1 1 2 * * 1 1 31 Manipur University, Imphal * * 1 1 32 Devi Ahilya Vishwavidyalaya, Indore 76 10 3 89 33 Punjab University, Chandigarh 54 19 4 77 34 35 36 37 38 Sambalpur University, Sambalpur Karnataka University, Dharwad Aligarh Muslim University, Aligarh University of Hyderabad, Hyderabad Pondicherry University, Pondicherry 5 6 2 13 32 8 2 42 72 27 4 103 40 13 3 56 65 21 4 90 [50]
39 University of Pune, Ganesh khind, Pune 93 30 4 127 40 University of Clcutta, Kolkata 50 21 4 75 41 D.D.U. Gorakhpur University, Gorakhpur 46 22 5 73 42 University of Ranchi, Ranchi 27 15 4 46 43 University of Jammu, Jammu * 4 3 7 44 Dr. B. A. Marathwada University, Aurangabad 47 21 4 72 45 University of Calicut, Calicut 39 9 3 51 46 Rani Durgawati, Vishwavidayalya, Jabalpur 56 9 3 68 47 University of Mumbai, Mumbai 61 21 3 85 48 University of Lucknow, Lucknow 69 18 4 91 49 Maharshi Dayanand Saraswati University, Ajmer 2 1 0 3 50 University of Kerala, Karivattom 60 28 7 95 51 Goa University, Goa 61 11 3 75 52 Patna University, Patna 37 12 2 51 53 University of Allahabad, Allahabad Utkal University, 54 Bhubaneshwar 62 19 3 84 39 9 2 50 55 University of Delhi, Delhi 38 14 3 55 56 Laxmibai National Institute of Physical Education, Gwalior NA NA NA NA 57 Pt. Ravishankar Shukla University, Raipur NA NA NA NA Total 2151 802 170 3123 NA-Data not available *ASC not yet established **Total number of participants in ASC, University of Hyderabad from 1987-2007 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 1987-2008 [51]
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 2001. In X th plan2002-07 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 2008. 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 1987-2001, 2002-07 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 1987-2001, while this number for the duration 2002-07 was computed 160 per year and 170 for the year 2008. Thus number of programmes per year has been growing over the years proportionate with number of ASCs. [52]
Table 3.04: Plan-wise participants of Orientation Programmes organized by ASCs during (1987-2008) S.NO Name of ASCs VII-IX th plan (1987-2001) X th Plan (2002-07) XI th plan (2008) Total Male Total Female Total Male Female Male Female Male Female 1 Jawaharlal Nehru University NA NA 362 320 59 60 421 380 801 New Delhi 2 Osmania University, 871 379 412 178 79 58 1362 615 1977 Hyderabad 3 Madurai Kamaraj University, 749 499 203 224 36 41 988 764 1752 Madurai 4 University of Mysore, Mysore 1280 513 553 198 72 29 1905 740 2645 5 University of Rajasthan, Jaipur 970 787 262 327 47 17 1279 1131 2410 6 Sri Venkateshwara University, 1125 322 331 133 65 36 1521 491 2012 Tirupati 7 Banaras Hindu University, 664 279 518 190 105 47 1287 516 1803 Varanasi 8 Gauhati University, Guwahati 917 794 473 462 59 57 1449 1313 2762 [53]
9 Gujarat University, Ahmedabad 737 259 302 125 75 57 1114 441 1555 10 Jamia Millia Islamia, New 1148 679 809 455 90 68 2047 1202 3249 Delhi 11 University of Madras, Chennai 1010 817 390 377 101 115 1501 1309 2810 12 Nagpur University, Nagpur 1162 473 610 247 84 53 1856 773 2629 13 Jawaharlal Nehru Tech. 1520 551 275 135 54 32 1849 718 2567 University, Hyderabad 14 Saurashtra University, Rajkot 16 6 144 77 49 23 179 106 285 15 Jadavpur University, Kolkata 0 0 288 315 74 65 362 380 742 16 Andhra University, 943 273 291 126 120 37 1354 436 1790 Vishakhapatnam 17 Guru Nanak Dev University, 723 755 247 317 48 42 1018 1114 2132 Amritsar 18 Jai Narayan Vyas University, 830 408 289 135 0 0 1119 543 1662 Jodhpur 19 B.R.A Bihar University, 950 173 494 93 54 24 1498 290 1788 [54]
Muzaffarpur 20 University of Bardwan, Bardwan 21 University of Kashmir, Srinagar 759 204 659 242 98 43 1516 489 2005 520 287 48 139 29 24 597 450 1947 22 Bharathia University, 705 622 322 337 87 62 1114 1021 2135 Coimbatore 23 Dr. H.S. Gour Vishwavidayal, 708 437 31 11 19 5 758 453 1211 Sagar 24 Kumaun University, Nanital * * 11 10 88 29 99 39 138 25 Himachal Pradesh University, Shimla 26 Bharathidasn University, Tiruchirapali 27 Bangalore University, Bangalore 1215 433 642 299 97 58 1954 790 2744 755 439 393 308 108 42 1256 789 2045 366 216 325 219 98 35 789 453 1259 28 Kurukshetra University, Kurukshetra 820 856 233 167 71 76 1124 1099 2223 [55]
29 North-Eastern Hill University, * * 18 27 22 21 40 48 88 Shilong 30 Mauluna Azad Natioinal Urdu * * * * 23 4 23 4 27 University, Hyderabad 31 Manipur University, Imphal * * * * 25 19 25 19 44 32 Devi Ahilya Vishwavidyalaya, 1092 962 160 102 64 36 1316 1100 2416 Indore 33 Punjab University, Chandigarh 828 901 300 450 55 96 1183 1447 2630 34 Sambalpur University, 85 33 125 47 73 19 1183 99 2630 Sambalpur 35 Karnataka University, Dharwad 1829 214 210 80 48 16 2087 310 382 36 Aligarh Muslim University, Aligarh 37 University of Hyderabad, Hyderabad** 38 Pondicherry University, Pondicherry 39 University of Pune, Ganesh khind, Pune 1400 408 790 287 91 39 2281 734 3015 ** ** ** ** 73 21 73 21 94 1696 443 597 213 126 63 2419 719 3138 2537 726 811 388 93 64 3441 1178 4619 [56]
40 University of Clcutta, Kolkata 990 787 482 437 80 75 1552 1299 2815 41 D.D.U. Gorakhpur University, 916 196 610 124 99 26 1625 346 1971 Gorakhpur 42 University of Ranchi, Ranchi 649 295 331 197 78 24 1058 516 1574 43 University of Jammu, Jammu - - 48 38 49 38 97 76 173 44 Dr. B. A. Marathwada University, Aurangabad 1479 310 808 205 150 40 2437 555 2992 45 University of Calicut, Calicut 769 418 149 148 52 69 970 635 1605 46 Rani Durgawati, 885 945 100 125 44 45 1029 1115 2144 Vishwavidayalya, Jabalpur 47 University of Mumbai, Mumbai 870 1092 679 453 55 60 1604 1605 3209 48 University of Lucknow, Lucknow 49 Maharshi Dayanand Saraswati University, Ajmer 1198 738 308 320 55 51 1561 1109 2670 44 62 22 21 0 0 66 83 149 [57]
50 University of Kerala, 1197 980 613 491 170 166 1980 1637 3617 Karivattom 51 Goa University, Goa 1456 624 253 99 90 26 1799 749 2548 52 Patna University, Patna 850 366 357 211 62 40 1269 617 1886 53 University of Allahabad, 1240 542 407 278 55 29 1799 749 2548 Allahabad 54 Utkal University, 944 282 311 121 76 26 1331 429 1760 Bhubaneshwar 55 University of Delhi, Delhi 444 790 204 351 45 74 693 1215 1908 56 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 11376 7149 7090 4220 3819 2422 67260 37376 104636 NA-Data not available *ASC not yet established **Total number of participants in ASC, University of Hyderabad from 1987-2007 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]
3.5.2: Plan-wise Participants of orientation programme organized by ASCs during 1987-2008 Now let us discuss the number of teachers participated in orientation programme during the 1987 to 2008. 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 2002-07, 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 1987-2008 and out of that the numbers of male and female participation is 67, 260 (64.2%) and 37, 376 (35.8%) respectively. [59]
S.NO 1 Table 3.05: Plan-wise number of Refresher courses organized by ASCs during Name of ASCs Jawaharlal Nehru New Delhi University (1987-2008) VII-IX th plan (1987-2001) [60] X th Plan (2002-07) XI th plan (2008) Total NA 51 9 60 2 Osmania University, Hyderabad 110 61 9 180 3 Madurai Kamaraj University, Madurai 87 30 7 124 4 University of Mysore, Mysore 182 60 8 250 5 University of Rajasthan, Jaipur 153 68 14 223 6 7 Sri Venkateshwara University, Tirupati Banaras Hindu University, Varanasi 97 23 4 124 68 37 8 113 8 Gauhati University, Guwahati 106 64 11 181 9 Gujarat University, Ahmedabad 89 38 12 139 10 Jamia Millia Islamia, New Delhi 62 68 11 141 11 University of Madaras, Chennai 139 58 14 211 12 Nagpur University, Nagpur 115 51 7 173 13 Jawaharlal Nehru Tech. University, Hyderabad 128 42 5 175 14 Saurashtra University, Rajkot 8 48 7 63 15 Jadavpur University, Kolkata 23 63 11 97 16 17 18 19 Andhra University, Vishakhapatnam Guru Nanak Dev University, Amritsar Jai Narayan Vyas University, Jodhpur B.R.A Bihar University, Muzaffarpur 153 40 6 199 91 40 9 140 81 45 2 128 91 30 3 124 20 University of Bardwan, Bardwan 127 29 9 165
21 University of Kashmir, Srinagar 63 26 4 93 22 Bharathia University, Coimbatore 105 46 5 156 23 Dr. H.S. Gour Vishwavidayal, Sagar 70 16 2 88 24 Kumaun University, Nanital * * 2 2 25 Himachal Pradesh University, Shimla 106 67 14 187 26 Bharathidasn University, Tiruchirapali 86 39 6 131 27 Bangalore University, Bangalore 22 40 8 70 28 Kurukshetra University, Kurukshetra 105 31 8 144 29 North-Eastern Hill University, Shilong * 1 11 12 30 Mauluna Azad Natioinal Urdu University, Hyderabad * * 7 7 31 Manipur University, Imphal * * 6 6 32 Devi Ahilya Vishwavidyalaya, Indore 171 44 6 221 33 Punjab University, Chandigarh 119 60 9 188 34 Sambalpur University, Sambalpur 13 47 11 71 35 Karnataka University, Dharwad 77 15 4 96 36 Aligarh Muslim University, Aligarh 189 87 14 290 37 University of Hyderabad, Hyderabad 75 44 8 127 38 Pondicherry University, Pondicherry 78 34 12 124 39 University of Pune, Ganesh khind, Pune 285 111 11 407 40 University of Clcutta, Kolkata 195 74 17 286 41 D.D.U. Gorakhpur University, Gorakhpur 72 48 15 135 [61]
42 University of Ranchi, Ranchi 61 52 12 125 43 University of Jammu, Jammu * 11 8 19 44 Dr. B. A. Marathwada University, Aurangabad 134 72 18 224 45 University of Calicut, Calicut 137 41 2 180 46 Rani Durgawati, Vishwavidayalya, Jabalpur 142 42 7 191 47 University of Mumbai, Mumbai 131 43 10 184 48 University of Lucknow, Lucknow 136 28 6 170 49 Maharshi Dayanand Saraswati University, Ajmer 13 28 3 44 50 University of Kerala, Karivattom 165 139 26 330 51 Goa University, Goa 59 34 9 102 52 Patna University, Patna 45 23 1 69 53 University of Allahabad, Allahabad 110 61 10 181 54 Utkal University, Bhubaneshwar 65 63 14 142 55 University of Delhi, Delhi 101 57 10 168 56 Laxmibai National Institute of Physical Education, Gwalior NA NA NA NA 57 Pt. Ravishankar Shukla University, Raipur NA NA NA NA Total 5040 2470 482 7992 NA-Data not available *ASC not yet established **Total number of participants in ASC, University of Hyderabad from 1987-2007 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]
3.5.3: Plan-wise Refresher Course conducted by ASCs during 1987-2008 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 2002-07, 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 1987-2001, 2002-07 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 1987-2001, 494 per year during 2002-2007 period and 482 in the year 2008. Thus there has been consistent growth observed in number of programmes over the years [63]
Table 3.06: Plan-wise participants of Refresher courses organized by ASCs during (1987-2008) S.NO Name of ASCs VII-IX th plan (1987-2001) X th Plan (2002-07) XI th plan (2008) Total Male Total Female Total Male Female Male Female Male Female 1 Jawaharlal Nehru University NA NA 1158 642 144 73 1302 715 2017 New Delhi 2 Osmania University, Hyderabad 2837 1075 1511 531 220 92 4568 1698 6266 3 Madurai Kamaraj University, 1693 1033 491 429 123 111 2307 1573 3880 Madurai 4 University of Mysore, Mysore 4887 1526 1328 649 188 62 6403 2237 8640 5 University of Rajasthan, Jaipur 3202 1427 1759 1214 313 212 5274 2853 8127 6 Sri Venkateshwara University, 2554 703 557 140 82 49 3193 892 4085 Tirupati 7 Banaras Hindu University, 1375 517 1010 331 236 57 2621 905 3526 Varanasi 8 Gauhati University, Guwahati 2527 1687 1047 832 198 166 3772 2685 6457 9 Gujarat University, Ahmedabad 2415 856 987 423 297 157 3699 1436 5135 10 Jamia Millia Islamia, New Delhi 1437 600 1520 817 187 149 3144 1566 4710 11 University of Madras, Chennai 2844 1924 839 808 249 215 3932 2947 6879 12 Nagpur University, Nagpur 3047 1263 1182 666 167 89 4396 2018 6414 13 Jawaharlal Nehru Tech. University, Hyderabad 3030 122 934 432 95 30 4059 584 4643 [64]
14 Saurashtra University, Rajkot 188 57 1048 284 66 78 1302 419 1721 15 Jadavpur University, Kolkata 360 286 977 655 233 161 1570 1102 2672 16 Andhra University, 3768 1124 815 281 110 45 4693 1450 6143 Vishakhapatnam 17 Guru Nanak Dev University, 1298 1378 537 664 119 133 1954 2175 4129 Amritsar 18 Jai Narayan Vyas University, 1738 951 1118 527 31 11 2887 1489 4376 Jodhpur 19 B.R.A Bihar University, 1819 321 594 171 62 8 2475 500 2975 Muzaffarpur 20 University of Bardwan, Bardwan 2235 565 810 231 188 41 3233 837 4070 21 University of Kashmir, Srinagar 1047 372 445 239 58 34 1550 645 2195 22 Bharathia University, 1692 1364 632 630 78 48 2402 2042 4444 Coimbatore 23 Dr. H.S. Gour Vishwavidayal, 1153 646 279 86 35 6 1467 738 2205 Sagar 24 Kumaun University, Nanital * * * * 25 24 25 24 49 25 Himachal Pradesh University, 2428 803 1731 770 345 124 4504 1697 6201 Shimla 26 Bharathidasn University, 1510 852 724 604 98 66 2332 1522 3854 Tiruchirapali 27 Bangalore University, Bangalore 526 328 682 590 165 91 1373 1009 2382 28 Kurukshetra University, Kurukshetra 29 North-Eastern Hill University, Shilong 2010 1701 549 466 111 86 2670 2253 4923 * * 17 8 174 105 191 113 304 [65]
30 Mauluna Azad Natioinal Urdu * * * * 110 49 110 49 159 University, Hyderabad 31 Manipur University, Imphal * * * * 143 107 143 107 250 32 Devi Ahilya Vishwavidyalaya, 2381 1741 613 535 81 83 3075 2359 5434 Indore 33 Punjab University, Chandigarh 2072 1589 795 1110 136 156 3003 2855 5858 34 Sambalpur University, 298 100 1148 462 249 73 1695 635 2330 Sambalpur 35 Karnataka University, Dharwad 2347 648 352 144 103 26 2802 854 3656 36 Aligarh Muslim University, 4152 850 1702 586 264 97 6118 1533 7651 Aligarh 37 University of Hyderabad, 4010-1644 - 151 38 3000 2843 5843 Hyderabad** 38 Pondicherry University, 1796 706 604 201 177 93 2577 1000 3577 Pondicherry 39 University of Pune, Ganesh 7574 1935 2632 1117 231 110 10437 3162 13599 khind, Pune 40 University of Clcutta, Kolkata 3577 2309 1490 1201 332 257 5399 3767 9166 41 D.D.U. Gorakhpur University, 1539 277 945 216 370 86 2854 579 3433 Gorakhpur 42 University of Ranchi, Ranchi 1305 522 1005 469 196 70 2506 1061 3567 43 University of Jammu, Jammu _ - 155 125 108 104 263 229 492 44 Dr. B. A. Marathwada 4556 829 2694 409 685 60 7935 1298 9233 University, Aurangabad 45 University of Calicut, Calicut 2466 1565 528 388 31 50 3025 2003 5028 [66]