Welcome to India Trust
INDIAN EDUCATIONAL SERVICE (IES)
INDIAN EDUCATIONAL SERVICE (IES)
"Any system of Education that does not help discriminate between right and wrong, that does not instill fear of sin and love for God, train you in the codes of humilty and reverence, widen the horizon of your wonder, encourage you to worshipfully serve your parents and inspire you, to dedicate your skills and attainments to the progress of your family, your village, your community, country, language and nation stands condemned."
The concept of education includes guiding, trimming, disciplining and grooming for the harmonious development of total personality.
The meaning encompasses the mental, moral and physical dimensions and endows education with the responsibility for gearing optimum growth in all these facets.
As Educational planners and administrators, we are aware of that education and life are coterminous.
"Education must be conceived as an interdisciplinary concept as a factor of multidimensional development of which man is both the end of the instrument".
It is therefore imperative that education provide opportunities to the young to progress as facilitators, i.e. Parents, Teachers, Mentors and Role models.
Participatory and interactive models of learning and teaching will be introduced to turn the students from, being passive recipients of knowledge, to active contributors to the learning process.
It should be our endeavour to move towards the goal because, our training endeavors have been professing the development of the total personality for more achievement oriented, more self-reliant, more adaptive and we do need such manpower for national reconstruction that we are aiming at.
IES - CONTENTS:
- Principles of Educational Management & Management of School.
- Educational Entrepreneurship.
- Advanced Educational Psychology : Personality and Adjustment
- Education for Society, Culture and National Development
- Education for Human and Moral Values
- Character Education
- Micro and Macro Learning
- Evaluation and Measurement of Performance
- Education Beyond School
- Parents Educational Advocacy
- Human Resource Development & Management System in Schools
- Integrated Educational Leadership
FOR EDUCATIONAL MANAGERS:
- Effective Communication
- Effective Human Relations
- Effective Leadership and Supervision
- Advanced Teaching Methodology
- Time Management
- Stress Management
- Managing the difficult Students
- Practical Public Relation With Parents
- Problem Solving
- Role Analysis
- Goal Setting
- Integrated Personality Management
- Feedback Monitoring
- Motivation in School Learning
- Development of Attitudes, Interests and Values
- Quality of Work Life
- Creating Counselling Strategies
- Talent Identification
- Creative or Productive Thinking
- Competency Education
MODULES FOR SPECIALISATION:
- Managing Academic Load on School Children
- Strengthening Primary Stages of Learning
- Management Education for School Children
- Learning Through Discovery
- Modernising the School System
- Quality Control Management
- Enriching Mental Health
- Principles and Leadership Roles
- Ethics and Principle Centered Leadership
- Worldwide Imperatives in Education
- Community Education and Sustainable Development
- Technology in Classroom
- Right Brain Oriented Curriculum
- Intelligent Quotient/Potential Quotient/Emotional Quotient
- Educational Intelligence.
- General Management.
- Character Education.
- Reaching the unreachable through academic excellence.
- Parents as teachers, teachers as parents.
- Schools to run like the factory and research lab.
- Home instruction.
- Education for pride and achievement.
- Role of the teacher in the class room.
- Experimental Educational Learning.
- Motivating kids to be the head of the class.
- Establishing effective home-school partnership.
- Strengthening school for non-traditional families.
- Overcoming academic problems.
- Non directive learning
SPECIAL EDUCATIONAL MANAGEMENT MODULES
- Guidance: A new dimension of creative teaching.
- Personality and children’s adjustment problems.
- Emotional development.
- Social development.
- Transfer and functional learning.
- Discovering the children’s potentialities, intelligence and aptitudes.
- Evaluation of learning.
- Individual differences in mental abilities, their educational implications.
- Education and training.
- Personal, social and moral education.
- The multiple functions of education.
- Education and National Development in India.
- Education beyond school.
- Organisation and management.
- Effectiveness and evaluation in educational institutions.
- Education and training for managing educational institutions.
- Agencies and strategies for curriculum change.
- Teachers’ expectations and pupils’ achievements.
- Communicative competence in language teaching.
- Learning through discussion.
- Syndicate methods.
- Computer assisted learning.
- Creating Open learning system.
- Co-operative teaching.
- Criterion referenced assessment.
- Assessment of practical skills.
- School-based assessment.
- Individual differences and development.
- The theory of multiple intelligence.
- Educating gifted children.
- Development in home and school environment.
- The development of moral and religious ideas and behaviour.
- Personality and cognitive style.
- Integrated education.
- Children with emotional and behavioural difficulties.
PROGRAMMES OF H.R.D.M.S (Human Resource Development and Management System) IN EDUCATIONAL INSTITUTIONS:
- C.L.A.S.S Fellowship Centres
- Career Counselling for X Std. and XII Std. Students
- Examination performance counselling for X Std. and XII Std. students
- Slow learners and passive achievers motivation programme
- Language Lab / Communication Work-Shop for Teachers and Students
- Integrated personality and leadership programme for students between VI Std. and XII Std.
- Managerial supervision and administration effective programme for Non-academic staff
- Workshops and seminar programmes for teachers on various Educational Technologies.
- Parents Educational Advocacy Programme (Parenting Management)
- Medical and Social Counselling for students and teachers
- Workshops for teachers for their self career management
- Youth Talent Development programme on inter-school basis
- United Inter-School Scouts and Guides Training Programme (UISGTP)
- Summer camp programmes at inter-school level
- Educational leadership programmes for Principals and Senior teachers at inter-school level Corporate Principal get-together
- Naturally Gifted Student programmes at inter-school level
- Inter-school level subject wise conference for :
- History Teachers
- Science Teachers
- Math Teachers
- Regional Language Teachers
- Commerce Teachers
- Programmes for the Physically Challenged
- Programmes for Emotionally Gifted
- Programmes for Emotionally Gifted
- Audio Cassettes on Education
- Integrated Computer Education
- Managing Adolescence
- Home School Partnership
THE BIGGER PICTURE
I.N.D.I.A.TRUST builds capacity for the future. I.N.D.I.A.TRUST is people oriented because people drive change. As one of Indian capacity building organisations, we are doing our part in providing programme participants with professional know-how that they can pass on to others and thereby effect long-term, structural change.
Each year 5,000 experts and executives from developing and transition organisations including NGO sector participate in our advanced training programmes. I.N.D.I.A.TRUST provides them with the tools to continue building organisations in the areas of politics, business and civil society, and boost their efficacy. I.N.D.I.A.TRUST also contributes to activities designed to improve the general conditions enabling structural change. To this end, we work to enhance the capacities of decision- makers at the Managerial level.
As an organisation engaged in PUBLIC – NGO – CORPORATE interface, I.N.D.I.A.TRUST seeks to contribute towards a secure and sustainable future. Capacity building through Human Resource Development represents our commitment to this endeavour.
VISION DOCUMENT FOR I.N.D.I.A TRUST - NGO PARTNERSHIP
PROJECT : N.E.E.D
(NATIONAL mission for EMPLOYABILITY and
ENTREPRENEURSHIP skills DEVELOPMENT)
In recent years, we are faced with the realisation that the availability of requisite Employability and Entrepreneurship skills – in terms of nature, quality and numbers - is beginning to emerge as a major constraint in productively using our available human resource.
Our base of skilled and knowledge workers is particularly narrow.
It has been noted at the highest levels that, in order to sustain a high level of economic growth, it is essential to have a reservoir of skilled and trained workforce.
Employability and Entrepreneurship skills and knowledge are the driving forces of economic growth and social development of any country.
Countries with higher and better levels of Employability and Entrepreneurship skills adjust more effectively to the challenges and opportunities of globalization. Shortages have already emerged in a number of sectors.
Large-scale Employability and Entrepreneurship skills development is an imminent imperative.
There is a growing sense that past strategies of Employability and Entrepreneurship skills development are inadequate to deal with contemporary requirements and expectations.
The challenge is not merely of producing more Employability and Entrepreneurship skilled persons needed by the economy.
It is also of ensuring, simultaneously, that Employability and Entrepreneurship skills development initiatives also address the needs of the huge population, by providing them with Employability and Entrepreneurship skills that will make them Employable and Enterprising.
The challenge of translating benefits of high rate of economic growth into a faster pace of poverty reduction, in other word, inclusive growth, through the generation of productive employment and Enterprising remains formidable, and skill development of persons working in the unorganized sector is a key strategy in that direction.
Planned development of Employability and Entrepreneurship skills must be underpinned by an ‘Action’, which is both comprehensive as well as national in character. Piece meal policies, or policies that do not accommodate or reconcile the perceptions of different stakeholders across the country, cannot serve the goals of national development effectively.
A policy response is needed to guide formulation of Employability and Entrepreneurship skills development strategies and coordinated action by all concerned.
Furthermore, in view of linkages between employment, economic growth and skills, it is important that the policies in the area of skills development be linked to policies in economic, employment and social development arenas.
The country is poised at that moment in history when a much brighter future for its entire people is in its reach. Employability and Entrepreneurship skills development will help actualize this potential. Development and articulation of Action plans on Employability and Entrepreneurship skills development is thus a matter of priority.
The issues and challenges in Employability and Entrepreneurship skills development are many These are of:
The size of the task in building a system of adequate capacity
Ensuring equitable access to all, in particular, the youth, the disadvantaged communities, the minorities, the poor, the women, the disabled, the dropouts, and those working in informal economy,
Reducing skill mismatch between supply and demand of skills,
Diversifying Employability and Entrepreneurship skills development programmes to meet the changing requirements, particularly of emerging knowledge economy,
Ensuring quality and relevance of training Employability and Entrepreneurship skills,
Building true market place competencies rather than mere qualifications,
Providing mobility between education and training, different learning pathways to higher levels, and establishing a qualifications framework,
Promoting greater and active involvement of social partners and forging a strong, symbiotic, public-private partnership in skills development
Establishing institutional arrangements for planning, quality assurance, and involvement of stakeholders, coordination of skills development across the country
Governance of skills development system that promotes initiative, excellence, innovation, autonomy, and participation, while ensuring that the legitimate interests of all beneficiaries are protected
Strengthening the physical and intellectual resources available to National level Employability and Entrepreneurship Development (N.E.E.D.) project and providing a direction for the future.
INVOLVEMENT OF NGOs AND OTHER SOCIAL PARTNERS:
They can provide support by way of physical, financial and human resources, sharing of expertise and experience, and, above all, building a conducive environment for, and continued commitment to, skill development.
They can contribute through participation in: identification of competencies, setting competency standards, skill-gap studies, curriculum development, assessment, delivery of training, monitoring and evaluation, and providing work place experience, equipment and trainers, and various incentives to promote Employability and Entrepreneurship skills development.
Most of all, they provide a touchstone to base skills development initiatives in contextual reality and relevance. Involvement of social partners is thus an important strategy.
Accordingly, the Partnership envisages that:
Effective, regular, consultation with social partners on all issues pertaining to Employability and Entrepreneurship skills development, will be adopted as a key strategy.
Standing platforms will be created for such consultation.
Social dialogue will be the cornerstone for designing policy options, planning, and guiding implementation for effectiveness.Where necessary, capacities of social partners will be built up to facilitate their effective participation and contribution to Employability and Entrepreneurship skills development.
Provide greater space for voluntary sector participation, and encourage and enable the voluntary sector by dismantling undue procedural and policy barriers.
Focus much more on establishing ‘institutional mechanisms’ and ‘framework’ aimed at the development of the system, than on direct delivery, but it would not abdicate its responsibility to set up lead institutions of excellence which serve as beacons and role models.
Play a more ‘strategic’ and ‘comprehensive’ role.
Extend to the voluntary sector institutions, on par with service sector institutions, access to schemes and programmes that are aimed at quality improvement - such as curriculum development, trainers’ development, learning resource material development, and networking with lead institutions.
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