These in-service Courses of 4-weeks (144 hours) duration are meant for younger teachers, those having less than eight years experience of teaching. Various modules of this course are based on Lectures/discussions methods. They focus on the areas such as Societal Context of Higher Education; Management of higher Education; Indian Education and Pedagogy; Socio-psychological, Environments and Human Right issues – the student problems. The faculty invited for the Orientation Courses are well known in their fields nationally and internationally. The Centre make in a point to create enriching and indicative sessions.



Orientation Programme: 

Newly appointed lecturers including adhoc teachers (2 years service) and all those teachers who require orientation for getting higher grade are eligible.

  • University/College is included in the list of colleges under Section 12 (B) / 2 (F) of the U.G.C. Act. 
  • Duty leave is required to be sanctioned to the teachers for attending Orientation Programme/Refresher Courses.
  • Teacher participants may be paid A/C III railway fare (all trains) or A/C deluxe bus fare on production of tickets.
  • Outstation participants may be provided fee boarding and lodging by the University. To cover the cost of their boarding/ loading, the commission will pay the University Rs.300/- per day outstation participant for 'A' class cities, Rs. 250/- per day for other place. In case only fee loading is provided, DA will be allowed at 75 percent of the ordinary rate of daily allowance.
  • In case the outstation participant dose not avail the facility for boarding/ loading, he/she will be paid Rs. 250/- per day.
  • In case a local participant dose not avail the facility of hospitality by the ASC, he/she will be paid Rs. 100/- per working day/participant will be paid to ASC for proving hospitality.
  • Attendance at the orientation programmes and refresher courses is a pre requisite for lecturer for placement and promotion under the Career Advancement Scheme of the UGC.
  • Certificate of participation can only be issued, once you qualify the norms of attendance and secure required grades in Project work, Presentations and other academic activities of the course.

Components of the Orientation Course:

In order to achieve the above objectives, the curriculum for the orientation course may have the following four components with minimum 144 contact hours, that is, six hours daily for a four-week programme:

COMPONENT A: Awareness of linkages between society, environment, development and education.

COMPONENT B: Philosophy of education, Indian education system and pedagogy.

COMPONENT C: Resource awareness and knowledge generation.

COMPONENT D: Management and personality development.


This component should aim at helping the teacher realise the larger context of education and the role of a teacher in society. Some illustrative topics to be covered are:

  •      Secularism
  •      Egalitarian society
  •      National integration
  •      Multilingualism
  •      Multiple cultures
  •      Equality
  •      Status of women and children
  •      Casteism
  •      Environmental pollution and biodiversity
  •      Poverty
  •      Unemployment
  •      Urbanisation
  •      Modernisation
  •      Rural development
  •      Youth
  •      Indiscipline
  •      Role and responsibility of a teacher
  •      Value-based education
  •      Indian tradition
  •      Creation of an Indian identity
  •      Human rights
  •      Sustainable development
  •      Globalisation and higher education
  •      Public interest movements (PIL, consumer protection, judicial, activism, etc.)


This component should aim at imparting basic skills and sensitivities that a teacher needs for effective classroom teaching. Some of the illustrative topics are:

  • Philosophy of education: Aims at value-based education; role of social and educational institutions, comparative educational systems, internationalisation of education.
  • Indian education system, policies, programmes and planning; organisational structure, university autonomy.
  • Economics of education and human resource development: Resource mobilisation.
  • Quality assurance in higher education: indicators of quality assurance, assessment and accreditation
  • Learner and the learning process: Understanding the adolescent learner, motivation, interests, human development, memory, aptitudes, intelligence, learning styles.
  • Methods and materials of teaching: prescribed texts, effective classroom teaching techniques, and assignments.
  • Technology in teaching: Concept of teaching, levels of teaching and phases of teaching; audio, video, educational films, computers, etc.
  • Curriculum design: Approaches, curriculum development, needs-based courses and remedial courses.
  • Evaluation and feedback: Measurement and examination reforms, including setting question papers.
  • Alternate methods of learning: Distance and open learning, self-learning and informal learning.


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.

  • Information technology: New modes of information storage and retrieval, computer applications, communications, multimedia, computer-aided learning, internet.
  • Documentation centres: Information networks, information super highway, national and international databases.
  • Libraries: Reference material, bibliographies, encyclopaedia, periodicals.
  • Institutions: Apex and specialised institutions, museums, laboratories, centres of excellence.
  • Research: Research projects, sponsoring agencies, academic writing and publication, etc.
  • Industry-university linkages.


Under this component teachers should be familiarised with the organisation and management of the college/university. They should be made aware of the ways in which they may develop their own personalities. Illustrative topics may be:

  • Communication skills: verbal and non-verbal.
  • Thinking skills and scientific temper.
  • Leadership, team building and work culture.
  • Administrative skills: Decision-making, service rules, human relations and interpersonal effectiveness.
  • Educational management: Institutional management, management of committees, examinations, hobby clubs, sports and co-curricular activities.
  • Student guidance and counseling.
  • Mental health: Attitudes and values.
  • Career planning, time management.
  • 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 will select the number of topics and methodologies of teaching. Weightage 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 goods.