Teacher Training and Skill Enhancement in India using Innovative Techniques
Seema Nair1, Amruta Jog.2

1Seema Nair, Faculty BBA, BMCC, Pune (Maharashtra), India.

2 Amurta Jog, Faculty BCA, BMCC, Pune (Maharashtra), India.

Manuscript received on 11 February 2020 | Revised Manuscript received on 27 February 2020 | Manuscript Published on 10 March 2020 | PP: 71-76 | Volume-9 Issue-4S March 2020 | Retrieval Number: D10120394S20/2020©BEIESP | DOI: 10.35940/ijitee.D1012.0394S20

Open Access | Editorial and Publishing Policies | Cite | Zenodo | Indexing and Abstracting
© The Authors. Blue Eyes Intelligence Engineering and Sciences Publication (BEIESP). This is an open-access article under the CC-BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/)

Abstract: In the present workforce, it is observed that most people are either unskilled or they find their jobs to be redundant or changing so rapidly that their skills become irrelevant. Earlier research suggests that the present-day education system is marksoriented, based mostly on rote learning, and does not train people with the skill sets required by the industry, thus creating a skill gap. Prior research points out that academicians and industry should work together to bridge this gap. In India, various initiatives have been undertaken by the Indian government, like “ITI Finishing Schools” which are implemented with the help of the Confederation of Indian Industry,or initiatives like “Skill India” and “Startup India”, which focus on skill development. Quality education and training are the strategic necessities that can deliver employment skills. As a part of skill enhancement, an employee should not only plan for the skills required for the automated world, but also acquire those that go beyond technical competence. Researchers observed that generic skills like creativity, innovation, imagination, decision making, analytical skills, and design skills will take up the priority spots on the employer’s agenda. These skills have to be encouraged in the coming years and should be included in the course of formal education. To handle this daunting task, teachers have to anticipate and plan their activities, which would enhance their students’ creativity. This asks for the skill development of teachers in the form of on-the-job training while performing regular teaching duties, which is a lifelong learning process. It has been observed that the children educated through Finnish education system have been doing consistently well. Their skill anticipation and teacher training programs have been yielding good results. So, would it be possible to adapt their model to train teachers in India? If so, then how effectively? What changes need to be incorporated for implementing the same in Indian conditions? This research paper attempts to do a comparative study of education systems prevalent in Finland and India, with emphasis on teacher training and skill enhancement. In the process, also find ways for sustained development of prominent stake holders in education.The paper is based on analogies between Finnish education systems and Indian initiative towards quality education in the form of Draft National Education Policy 2019. The paper outlines the comparisons and possible changes in the Indian education system, based on the review of various literature available today. The conclusion is that, though Finnish education system cannot be adapted as it is in the Indian scenario but can definitely be implemented in certain areas which have been mentioned in the recommendations.

Keywords: Draft National Education Policy 2019, Finnish Education System, Teacher Training Program, Skill Enhancement of Teachers.
Scope of the Article: Smart Learning and Innovative Education Systems