ADDIE, Instructional Design, Training, In-Service, SPSS
||The Author(s) 2018. This article is published with open access at www.chitkara.edu.in/publications
We exist in a technology era where everything is controlled via electronic devices and education is also highly impacted from ICT (Information and Communication Technology) tools (Bates, 2000). The present study is an attempt to highlight the training need analysis approach and its applicability. Further, it focuses on the application of information and communication technology tools to analyze the data patterns during training need. ADDIE (Analysis, Design, Development, Implementation, Evaluation) approach has been chosen to explore the correlation between techniques/ approaches of training need analysis and evaluation of training program for n=100. The respondents have been surveyed to express their views on five levels of ADDIE Model. Further, an association has been explored between the demographics of trainers and design & development process of the training programs.
Education is provided by public and private institutions in India and it is the responsibility of central and state governments to provide educational facilities to compatriots. Since independence, different Commissions, Policies, Laws, Rules, and Regulations have been formulated both at the School level and at the level of higher education to improve the state of education. After independence, it was created by policymakers and in accordance with Article 45 of the Indian Constitution –
“The State shall endeavor to provide, within a period of ten years from the commencement of this Constitution, for free and compulsory education for all children until they complete the age of fourteen years (MHRD, 2017).”
Articles 15, 16, 19, 28, 25, 29, 46, 146, 244, 330 and 335 of the Indian Constitution contain various constitutional provisions regarding education and equity. Despite all these constitutional and legislative provisions, the result is not as healthy as it should be. The child is at the center of our entire educational system and teachers play a fundamental rule in the formation of the child’s ideology. The quality of education depends to a large extent on the quality of its teachers, but this observation has not been extended to the intention that quality teachers come out from the institutions where scholastic teacher educators exist. A significant contribution to teacher preparation in developing teachers’ aptitude for examining teaching from the point of view of students brings different experiences and similarities in the classroom (Darling - Hammond, 2000). However, there are serious drawbacks in teacher preparation programs both in the service and before the service. Teachers’ education persists with low “ecological validity” and underlines the tensions in the selection and technical experience of DIET staff and in their attitudes towards basic teachers, which limit their engagement in local contexts (Dyer et al., 2004). According to Anurag Behar, CEO of the Azim Premji Foundation, there are four methods to improve our education system
- In order to perform better, the faculties must be paid better, which will then lead to improvement (Ballou & Podgursky, 1997).
- Governments should attempt and attract scholastic fraternity to become teachers. Coherent salary packages, high standard recruitment practices and conditions to support professional satisfaction are some key areas which should be kept in consideration.
- There is no alternate of a good teacher and the capacities of teachers must be developed to perform better via high quality teacher trainings. The teachers who are more prepared for teaching are more confident and successful with students than those who have had little or none (Darling - Hammond, 2000). The research also indicates that the reforms in teacher training creating more tightly integrated programs with specialized coursework on teaching and learning construct teachers who are more effective as well as more
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