Training of Teachers: Institutionalising Training and Development of Academic Faculty of TVET Institutions for Realising
said Shri Narendar Modi, current Prime Minister of India at the National Conference on Skill Development on the morning of Wednesday 25th September 2013.
- PDF / 664,977 Bytes
- 28 Pages / 419.528 x 595.276 pts Page_size
- 3 Downloads / 156 Views
Introduction “In the last century we were very proud of IITs (Indian Institutes of Technology). It is a very good thing no doubt but in this century we need to think about ITIs (Industrial Training Institutes) and give it the same importance,”
said Shri Narendar Modi, current Prime Minister of India at the National Conference on Skill Development on the morning of Wednesday 25 th September 2013. In India only 40% of the 55,000 instructors at Technical and Vocational Education and Training (TVET) have undergone a full instructor-training course. There is huge shortage of quality instructors in the country. The quality of training depends upon the quality of trainer. Therefore, there is an urgent need to look into the training of the trainers of ITI (data compiled from Planning Commission Reports 2011). The role of TVET in preparation of manpower for the national development is well acknowledged in India today. Never the less, the potential of this aspect of education has not been fully exploited due to a wide variety of constraints. One of them being lack of qualified, trained and motivated trainers essential for determining the skills of future workers. The issues and challenges of TVET teachers are quite different from general teachers and thus require a distinct response in terms of skills and competencies that should be regularly updated alongside technological. Concentrating on capacity building of the trainers of TVET will maximize the nation’s investment in vocational education. Rationale for Staff-Training for Excellence The Indian government has been dedicated to reform the education system and to place India into a world class education hub. A knowledgeable and skilled workforce is seen as the most important human capital required for the development of India. The work force needs to be continuously equipped with knowledge and
M. Pilz (ed.), India: Preparation for the World of Work, DOI 10.1007/978-3-658-08502-5_10, © Springer Fachmedien Wiesbaden 2016
184
M.U. Ajithkumar
skills to increase India’s competitiveness in the global market. This requirement is leading to a demand on the skills delivery system, which is particularly the role and responsibility of TVET teachers or trainers (see chapter 13). The most important ‘agent of change’ in ‘Knowledge Society’ is the teacher. The Second International Congress on TVET (1999) organised by UNESCO points out that from economic growth to human development the bridge has to be built through the teachers who are well trained. It is essential that Technical and Vocational Education (TVE) teachers are not only qualified in an academic sense, but have a good knowledge of real world systems and processes within their field of teaching. It is critical that the TVET teachers possess knowledge, skills and attitude relevant to the rapidly changing labour market. Ideally, this should be attained prior to entering TVE teaching duties, and kept up to date by regular contact with industry or commerce, or otherwise addressed through in-service programs. In this context,
Data Loading...
