INTRODUCTION
The National Education Policy 2020 lays emphasis on the promotion of Indian Languages, Arts and Culture, and tries to remove this discontinuity in the flow of Indian Knowledge System by integrating IKS into curriculums at all levels of education. In order to facilitate a seamless integration of Indian traditional knowledge with modern subjects, UGC has come up with’Guidelines for Training of Faculty on IKS’. These guidelines will inspire the faculty in higher education institutions of the country to generate a positive attitude, explore, and undertake quality research on IKS, and herald a new era in higher education ecosystem of the country in the light of NEP 2020. The IKS guidelines will be a part of the training modules under “Malviya Mission” and will be considered under CAS scheme as per the UGC regulations
The guidelines are available on the UGC website. All the Higher Education Institutions are requested to take necessary steps to follow the guidelines to facilitateb seamless integration of Indian traditional knowledge with modern subjects.
BACKGROUND
Integration of IKS in the curriculum at various levels involves an introduction to IKS, it’s
Scope & History, and amalgamation of fundamental IKS concepts into modern textbooks, leading
to developing Indian Thought Models based on available IKS literature, and their application into
various contemporary problems solving methods. Understanding that teacher training is important
to the success of NEP 2020, UGC constituted a committee of experts to recommend strategies by
formulating guidelines for effective teacher training/orientation in IKS. Teacher
training/orientation is typically conducted by various agencies such as HRDC, and PMMMNMTT
( Malviya Mission). The faculty in the UGC- recognized institutions are required to attend a
mandatory induction program (175 hours) and periodically attend the refresher courses which may
include subject-specific courses. The refresher courses are required for the continued professional
advancement of the faculty in UGC-recognized academic institutions.
GUIDELINES
The needs of faculty coming into the induction program are slightly different from the ones coming for the refresher courses. Faculty coming into the induction program are experts in their topics but may not have deep knowledge about the IKS. The freshly inducted faculty members attending this program may not have the experience of teaching large classes. Therefore, the guidelines are specified separately for the induction/orientation program and the refresher courses. The major purpose of all such training programs shall be to generate a positive attitude towards IKS and promote interest in knowing and exploring more, rather than covering a lot of content related to IKS.
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| Guidelines
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2.1 Induction Program |
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2.2 Refresher Courses |
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2.3 Suggestions for Effective Implementation |
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Roadmap for Effective Implementation of the Teacher Training in IKS |
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ANNEXURE
Model Syllabi for the teacher training guidelines. The following syllabi have been prepared by the committee to help guide the creation of such courses for teacher training. These course outlines are not prescriptive and are intended to help the instructors in the preparation of course syllabi as per the needs of the learners.
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| Annexure 1A: Model syllabi for IKS modules in the Induction Program
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Course 1: IKS Induction Program in IKS |
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Course 2: IKS Induction Program Module for Chemistry and Metallurgy |
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| Annexure 1B: Model Syllabi for Refresher Courses in IKS
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Course 1: Course on Indian Science and Technology |
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Course 2: Refresher Courses on IKS based Chemistry and Metallurgy |
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Course 3: Course on Indian Economics and Business Model |
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Course 4: Course on Ancient Indian Art and Architecture |
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Course 5: Mathematics in India: from Vedic period to modern times |
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Course 6: Basics of Indian Astronomy |
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Course 7: Introduction to Indian Astronomy |
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