Prof. Desh Raj Thakur
To build a knowledge-based society, higher education is a powerful tool and Indian higher education system is one of the largest in the world. Holistic development of the country is possible with educated human beings.
Imparting quality education is mainly dependent on factors viz, curriculum, faculty, information source, teaching methods, Examination system, Evaluation mechanism and Infrastructure. Amongst all these components, faculty plays a vital role in ensuring quality enhancement in Higher Education. Therefore the need and relevance of faculty development has been recognized by various commissions and committees in India for a continuous professional improvement of teachers. The Deshmukh Committee (1959) appointed by the University grants commission, suggested that the most essential quality required for a teacher was a sound knowledge of the subject and ability to communicate it to students. The Education Commission (1964-66), rightly remarked that, of all the different factors which influenced the quality of education, the most significant being the quality, competence and character of the teachers. The Sena committee (1974) emphasized the importance of teachers in higher education and discussed the issues related to their problems, facilities, qualification, remuneration and professional growth. Based on these recommendations, the university grants commission launched a major programme of faculty improvement through various opportunities and fellowships. The National Policy on Education (1986) based on Kothari Commission Report (1964-66), stressed on a new programme of teacher education to focus on a continuous education for academic upliftment. Report of National Knowledge Commission and Yashpal Committee Report (1993) on Rejuvenation & Reforming of Higher Education are influencing the higher education scenario in the country.
In pursuance of these policies, the different academic as well as training institutes across the country have been making concerted efforts with well designed training programmes on various important topics including communication skills, teaching methodology, evaluation system, management, personality development, resource generation and information system etc. 66-Malaviya Mission Teacher Training Centres (earlier HRDC) have been established throughout the country by UGC since 1987 for teachers’ motivation and to enhance quality of teaching with systematic training modules along with exposure to interdisciplinary areas. The MMTTC, H.P. University was established in 1989 and since then 17683 teachers have participated in 530 programmes for career development necessary to fulfill multidimensional responsibility efficiently in higher education. The orientation programmes refresher courses workshops; short term courses etc. provide opportunity to enhance motivation skills and knowledge through systematic updation in specific subjects, techniques & methodology and these inculcating right kind of values and imbibing positive attitude that would in turn encourage them to take initiatives for innovative and creative work. Thus along with comprehensive academic and personal development MMTTCs are equipping the teachers to cope with the paradigm shift in education during recent years demanding ICT, integration with pedagogy. The MMTT Centres are thus dedicated to encourage, promote and strengthen the existing knowledge of teachers in sync with broad social objectives.
UGC-MMTTC,H.P. University, Shimla-5
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