Inservice teacher education

In- service teacher education

The moment a teacher has completed his training in a college of education, it does not mean that he is now trained for all times to come. A teaching degree, like B.Ed makes him enter into service as a teacher. Thereafter his job continues well only if he continues his studies everyday in the classroom situations and outside the classroom, he comes across problems and side by side he is a expected to sort them out. There is need of more and more knowledge, more and more education for making him a better teacher.
                 There are formal an informal programmes of in-service education organized from time to time. The higher authorities concerned with education want to ensure that the standards of education are properly maintained. That is possible only if the teachers refresh their knowledge and keep it up to the mark. The different agencies, therefore keep on organizing teacher education programmes for enriching the knowledge of teachers and also for over all proficiency and betterment.
             According to Lawrence, “In-service education is the education a teacher receives after he has entered to teaching profession and after he has had his education in a teacher’s college. It includes all the programmes – educational, social and others in which the teacher takes a virtual part, all the extra education which he receives at different institutions by way of refresher and other professional courses and travels and visits which he undertakes.

Thoughts of APJ

Environment day

Know our world..... protect our environment.... throw out our ego..... let us move together for a better tomorrow.... have a nice day.....

Republic day

A. P. J ' s thought

RUSA

                         RUSA

Rashtriya Uchchatar Shiksha Abhiyan (RUSA) is a Centrally Sponsored Scheme (CSS), launched in 2013 aims at providing strategic funding to eligible state higher educational institutions. The central funding (in the ratio of 60:40 for general category States, 90:10 for special category states and 100% for union territories) would be norm based and outcome dependent. The funding would flow from the central ministry through the state governments/union territories to the State Higher Education Councils before reaching the identified institutions. The funding to states would be made on the basis of critical appraisal of State Higher Education Plans, which would describe each state’s strategy to address issues of equity, access and excellence in higher education.

Objectives

The salient objectives of RUSA are to;

Improve the overall quality of state institutions by ensuring conformity to prescribed norms and standards and adopt accreditation as a mandatory quality assurance framework.
Usher transformative reforms in the state higher education system by creating a facilitating institutional structure for planning and monitoring at the state level, promoting autonomy in State Universities and improving governance in institutions.
Ensure reforms in the affiliation, academic and examination systems.
Ensure adequate availability of quality faculty in all higher educational institutions and ensure capacity building at all levels of employment.
Create an enabling atmosphere in the higher educational institutions to devote themselves to research and innovations.
Expand the institutional base by creating additional capacity in existing institutions and establishing new institutions, in order to achieve enrolment targets.
Correct regional imbalances in access to higher education by setting up institutions in unserved & underserved areas.
Improve equity in higher education by providing adequate opportunities of higher education to SC/STs and socially and educationally backward classes; promote inclusion of women, minorities, and differently abled persons.

ASAP

                        ASAP

Demographic dividend, Development indicators and Market potential have placed India in a formidable position in the 21st century’s financial landscape. By the year 2020, the country is poised to become a major human resource hub of the World even ahead of many developed nations of the present. A huge responsibility rests with the State Governments towards making the country future ready and a great deal of this depends upon concerted efforts in raising the quality and standards of the human resources. The Government of India, realizing this has created a road map for Human Resources Development at all levels including Education, Research, Industry and Trade.

The Kerala State, by realizing this responsibility, has embarked upon an ambitious project named State Skill Development Project to equip its young population with skills in cutting edge sectors in order to effectively alleviate the unemployment problem in the state.  The project combines both preventive (Additional Skill Acquisition Programme - ASAP) and curative approaches (Additional Skill Enhancement Programme). On the preventive side, the General and Higher Education Departments together will implement the Additional Skill Acquisition Programme (ASAP) to amplify  working hands in different sectors of the economy, by providing additional skill sets to students along with their regular courses. In the curative part, Additional Skill Enhancement Programme (ASEP), under the leadership of Labour and Local Self Government Departments, is envisaged to encompass skill development and grooming initiatives for unemployed persons registered in the Employment Exchanges across the State.

 

Kerala, traditionally known for its high quality man power spread all over the World and with a high density of science and technology personnel, have always set a model for the nation in developmental issues. The realization of the fact that its unemployed population kept swelling despite having a rich talent pool, made it think and devise ways to counter the trend.  It is in this context that the Additional Skills Acquisition Programme (ASAP) has been developed  to impart sector specific skills to create a labour market ready work force.