Gujarat University


The HRDC's main philosophy is to keep in mind that the teacher is central to the system. As the pace of change has accelerated, the future of higher education has become more unpredictable and discussions about how to maintain its relevance to country’s dream intensified. The world is changing faster than ever and our skill sets have a shorter life; the world is getting more connected that ever before; in this connected world, mentorship takes on new importance and meaning; challenges we face are multi-faceted requiring systems thinking & socio-technical sensibilities; and while skills are important, so are mind sets and dispositions. The amount of published material on the topic also grows larger each year. As a consequence, all but the most conscientious observers, including most faculty, administrators and policy makers, are likely to have gaps in their understanding of the problems that need attention. Under the given scenario, the role of the teacher has evolved over a period of time and in the present ear of globalization, it is expected that teachers will assume the role of a change leader and a felicitator. Faculty development through HRDCs, PMMMNMTT centres and other faculty training programmes constitute an important strategy for achieving faculty excellence. The thrust of faculty development through these implementing units is to enable all faculty to acquire specific competencies that help improve their work performance, particularly teaching effectiveness, and become more effective at facilitating student learning; learn about new fields/frontiers of knowledge and apply new instructional delivery models, technologies and pedagogies to promote improved student learning outcomes and enhance teaching effectiveness and excellence in research and engaged scholarship. It is, therefore, necessary to develop inbuilt mechanisms to provide opportunities for teachers for lifelong learning and capacity building as an ongoing process of professional development within the framework of knowledge society so as to keep the in-service teachers mindful of their very existence of appreciating the facts in paradigm shift in teaching-learning experiences in view of outcome based learning and blended learning mode that:

  • this job is about relationships
  • what ultimately matters are not what is taught, but what is learnt
  • what we teach and how we teach, and how we assess, ought to be aligned with the intended learning outcomes, such that they are fully integrated and consistent with each other