BHAGWAN MAHAVEER COLLEGE OF EDUCATION Affiliated to

Transcription

BHAGWAN MAHAVEER COLLEGE OF EDUCATION
Affiliated to Maharshi Dayanand University,
Rohtak (Haryana)
SUBMITTED TO
NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL
An Autonomous Institution of the University Grants Commission
P.O. Box. No.1075 Nagarbhavi, Banglore-560072, India
Near Railway Crossing, Jagdishpur,
Sonepat-131030 (Haryana)
1
CONTENT
Contents
Page No.
Part I: Institutional Data
05
A. Profile of the Institution
05
B. Criterion-wise Inputs
08
Criterion -I: Curricular Aspects
09
Criterion-II: Teaching -Learning and Evaluation
12
Criterion -III: Research, Consultancy and Extension
16
Criterion-IV: Infrastructure and Learning Resources
19
Criterion-V: Student Support and Progression
25
Criterion-VI: Governance and Leadership
30
Criterion-VII: Innovative Practices
35
Part-II: Evaluative Report (Executive Summary)
38
1. Criterion -I: Curricular Aspects
40
2. Criterion-II: Teaching -Learning and Evaluation
49
3. Criterion -III: Research, Consultancy and Extension
63
4. Criterion-IV: Infrastructure and Learning Resources
82
5. Criterion-V: Student Support and Progression
96
6. Criterion-VI: Governance and Leadership
111
7. Criterion-VII: Innovative Practices
129
Part-III: Annexure:
134-165
1. Annexure
2. Annexure
3. Annexure
4. Annexure
2
NAAC REPORT
PART-I
INSTITUTIONAL
DATA
3
PROFILE OF
THE
INSTITUTION
4
Profile of the Institution
1.
Name and Address of the Institution: Bhagwan Mahaveer College of Education,
Jagdishpur, Near Railway Crossing,
District Sonepat (Haryana)-131030
[email protected]
2.
Website URL
:
www.bmcesnp.in
3.
a) For communication
:
Office
Name
Telephone no.
Fax no.
E-mail address
with STD code
Dr. D.P. Tomar
0130-3207734
0130-2325600 [email protected]
Principal
Mob.-09416736538
Dr. P. K. Pattnaik 8570976460
0130-2325600 [email protected]
Self-Appraisal
Coordinator
b) For communication
:
Name
Dr. D.P. Tomar, Principal
Residence
Telephone no. with
STD code
---
9416736538
---
08570976460
Dr. P. K. Pattnaik
Self-Appraisal Coordinator
Mobile number
4.
Location of the Institution
:
Rural
5.
Campus area in acres
:
02 Acres
6.
Is it a recognized Minority Institution?
:
yes
7.
Date of establishment of the Institution
:
29/09/2006
8.
University/Board to which the institution is Affiliated:
9.
University
:
Maharishi Dayanand University, Rohtak (Haryana)
Board
-
Board of School Education, Haryana
Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.
Not Applicable
5
10. Type of Institution
a) By Funding
b) By Gender
c) By Nature
Self Financed
Co-education
Affiliated College
11. Does the University/State Education Act have provision for autonomy?
NO
12. Details of Teacher Education programmes offered by the institution:
SL.
Level
No.
Primary/
i)
Elementary
Secondary/
ii)
Sr. Secondary
Programme Entry
Nature of
Course
Qualification Award
Duration
Medium of
Instruction
D.Ed.
+2
Diploma
2 years
Hindi
B.Ed.
Graduation
Degree
2 years
iii) Post Graduate M.Ed.
Graduation
(B.Ed.)
Degree
2 years
Hindi &
English
Hindi &
English
13. Give details of NCTE recognition (for each programme mentioned in Q. 12 above)
Level
Primary/
Elementary
Secondary/
Sr.
Secondary
Post
Graduate
Programme Order No. & Date
D.Ed.
B.Ed.
M.Ed.
Valid
up to
a) NRC/NCTE/F-7/8305
Dated 14-11-2006
b) NRC/NCTE/F-7/HR-654/
2007/29586 Dated 03-10-2007
c) NRC/NCTE/F-7/49518
HR-1206/2008-49518
Dated 14-05-08
a) NRC/NCTE/F-3/HR-417/6290
Dated : 29-09-2006
b) NRC/NCTE/F-7/HR655/2007/29078
dated 28-09-2007
c) NRC/NCTE/F-7/49511
HR-1187/2008-49511
Dated 14-05-2008
d) NRC/NCTE/HR-417+HR1187/2015/03442-46
Dated 23-05-2015
a) NRC/NCTE/F-7/HR-652/2007/
29572
Dated 03-10-2007
b) NRC/NCTE/F-7/49483 HR6
Sanctioned
Intake
50
50+50= 100
100+50= 150
100
100+100=
200
100+100+
100= 300
300 (2Years)
35
35+35= 70
1149/2008-49483
Dated 14-05-2008
c) NRC/NCTE/HR-1149/2015/
103119-123
Dated 23-05-2015
7
100 (2Years)
PART-B
CRITERIA
WISE INPUTS
8
Criteria I: Curricular Aspects
1.
Does the Institution have a stated
Vision
Yes
Mission
Yes
Values
Yes
Objectives
Yes
2.
a) Does the Institution offer self-financed programme(s)?
Yes
b) How many programmes?
The Institution offers three Programmes i.e. D.Ed., B.Ed. and M.Ed.
c) Fee charged per programme.
D.Ed. – Rs.25,800/- per year
B.Ed. – Rs.44,000/- per year + University Charges (Rs 4305/-)
M.Ed. – Rs.38500/- per year + University Charges (Rs 4305/-)
3.
Are these programme with Semester System?
Yes
• D.Ed. and M.Ed. with Semester System
• B.Ed. with Annual System
4.
Is
the
Institution
representing/participating
in
the
curriculum
development/revision processes of the regulatory bodies?
No. Curriculum is decided by the Board/University
If yes, how many faculties are on the various curriculum development/
vision committees /boards of university/regulating authority?
Not Applicable
9
5.
Number of methods/elective options (programme wise)
D.Ed.
05
B.Ed.
09/2
M.Ed. (full time)
03
M.Ed. (part time)
---
Any other (specifies and indicates)
---
6.
Are there programmes offered in modular form? :
No
7.
Are there programmes where Assessment of Teachers by the Student has
been introduced?
Yes.
Number
02
1. Feedback From Students
2. Alumni Meet
8.
Are there programmes with faculty exchange/visiting faculty?
No
9.
Is there any mechanism to obtain feedback on the curricular aspects from
the …
• Heads of practice teaching schools
Yes
• Academic Peers
Yes
• Alumni
Yes
• Students
Yes
10
10. How long does it take for the Institution to introduce a new programme
within the existing system?
We already have three programmes and we can introduce new programme
within procedural requirement for starting that programme.
11. Has the Institution introduced any new courses in teacher education
during the last three years?
No.
12. Are there courses in which major syllabus revision was done during the
last five years?
Yes, syllabus for B.Ed. & M.Ed. programme has been revised by M.D.
University, Rohtak.
13. Does the Institution develop and deploy action plans for effective
implementation of the curriculum?
Yes
• Time table
• Monthly planning
• Teacher's diary
14. Does the Institution encourage the faculty to prepare courses outlines?
No, In Haryana state courses outlines are prepared by S.C.E.R.T. & M.D.
University, Rohtak
11
Criterion II: Teaching-Learning and Evaluation
1.
How are students selected for admission into various courses?
Being a Minority Institution the admission to D.Ed., B.Ed. as well as M.Ed.
courses are made on merit basis at college level. However preference is
given to Jain Minority Students.
2.
Furnish the following information (for the previous academic year2014-2015)
3.
D. Ed.
B. Ed.
a) Date of start of the academic year
08-07-14
08-10-14
18-12-14
b) Date of last admission
03-09-14
15-10-14
17-01-15
c) Date of closing of the academic year
23-07-14
15-09-15 31-01-16
d) Total Teaching days
439
182
224
e) Total working days
575
219
224
Total number of students admitted during the Session (2014-15)
Programme
Number of
Students
Reserved
Open
M
F
Total
M
F
Total
M
D.Ed.
40
110
150
09
31
40
31 79
110
B.Ed.
25
275
300
03
04
07
22 271
293
57
70
0
0
0
13 57
70
M.Ed. (Full time) 13
4.
M. Ed.
Are there any overseas Students?
:
12
F
Total
No
5.
What is the „unit cost‟ of teacher education programme? (Unit cost =
total annual recurring expenditure divided by the number of
students/trainees enrolled). (During 2014-15)
a) Unit cost excluding salary component -
Rs. 27,845-33
Total No. of Students -
670
b) Unit cost including salary component -
Rs. 10482.31
Total No. of Students -
670
(Please provide the unit cost for each of the programme offered by the
Institution as detailed at Question 12 of profile of the Institution)
6.
Highest and Lowest percentage of marks at the qualifying examination
considered for admission during the previous academic session
Programmes
D.Ed.
B.Ed.
M.Ed.
(Full time)
7.
Open
Reserved (SC)
Highest (%) Lowest (%) Highest (%) Lowest (%)
83.20
51.00
80.00
50.80
78.42
50.00
64.67
50.00
85.40
54.30
-----------------
Is there a provision for assessing students‟ knowledge and skills for the
programme (after admission)?
Yes- Through internal examination and assignments.
8.
Does the Institution develop its academic calendar?
Yes
13
9.
Time allotted (in percentage)
Programmes
Theory
Practice Teaching
Practicum
D.Ed.
75.00 %
20.00 %
5.00 %
B.Ed.
56.00 %
20.00 %
24.00%
M.Ed. (Full time)
68.57 %
14.20%
17.14 %
10. Pre-practice teaching at the Institution
a)
Number of Pre-practice teaching days
b)
Minimum number of Pre-practice teaching
D.Ed.
Lessons given by each student
B.Ed.
00
20
00
20
11. Practice Teaching at School
a)
Number of schools identified for practice teaching
06
06
b)
Total number of practice teaching days
30
20
c)
Minimum number of practice teaching
03
42
Lessons given by each student
12. How many lessons are given by the student teachers in simulation? and
pre-practice teaching in classroom situations?
05
10
13. Is the scheme of evaluation made known to students at the beginning of
the academic session?
Yes, during the 1st week of the session the students are oriented about
scheme of evaluation.
14. Does the Institution provide for continuous evaluation?
Yes, unit tests are conducted once in a month. Apart from Unit test, House
Examination is also conducted twice in a year.
14
15. Weightage (in percentage) given to internal and external evaluation
Programmes
Internal
External
D.Ed.
70 %
30 %
B.Ed.
80%
20 %
M.Ed. (Full time)
80%
20 %
M.Ed. (Part time)
16. Examinations
D. Ed.
B. Ed.
a)
Number of seasonal tests held for each paper
02
02
b)
Number of assignments for each paper
01
01
17. Access to ICT (Information and Communication Technology) and
technology.
Computer
Yes
Intranet
No
Internet
Yes
Software/courseware (CDs)
Yes
Audio resources
Yes
Video resources
Yes
Teaching Aids and other related materials
Yes
Any other (specify and indicate)
Yes
18. Are there courses which ICT enabled teaching-learning process?
Yes
Number
02
19. Does the Institution offer computer science as a subject?
Yes, Compulsory for D.Ed., B.Ed. and Optional for M.Ed.
15
Criterion III: Research, Consultancy and Extension
1. Number of teachers with Ph.D. and their percentage to the total
faculty
strength.
Number
8
Percentage 32 %
2.
Does the Institution have ongoing research projects?
No
3.
Number of completed research projects during last three years.
Nil
4.
in
How does the institution motivate its teachers to take up research
education?
• Teachers are given study leave
:
Yes
• Teacher are provided with seed money
:
Yes
• Adjustment in teaching schedule
:
Yes
• Providing secretarial support and other facilities
:
Yes
The Institution always encourages its Lecturers to do research work. Those
who are desirous to Ph.D. are given all support.
5.
Does the Institution provide financial support to research scholars?
No.
6.
Number of research degrees awarded during the last 5 years.
a) Ph.D.
Nil
b) M. Phil.
Nil
16
7.
Does the Institution support student research projects (UG & PG)?
Yes, all M.Ed. students are required to work on research projects.
8.
Details of the Publications by the faculty (last five years)
Yes
Yes
International Journals
9.
National journals- refereed papers
Non refereed papers
Academic articles in reputed
Magazines/news papers
Books
No
Number
6
Yes
87
Yes
02
Yes
19
Yes
02
Are there awards, recognition, patents etc received by the faculty?
No.
10. Number of papers presented by the faculty and students (during last
five years):
Faculty
Students
National seminars
186
15
International seminars
05
---
Any other academic forum (workshop)
85
--
11. What types of instructional materials have been developed by the
Institution?
Self-instructional materials
Yes
Print materials
Yes
Non-print materials (e.g. Teaching aids/
Audio-visual, Multimedia etc.)
Yes
Digitalized (Computer aided instructional materials)
Yes
Question bank
Yes
Any other (specifies and indicates)
----17
12. Does the Institution have a designated person for extension activities?
Yes.
If yes, indicate the nature of the post
No specific post is created. A Senior Faculty is looking the affairs of
extension activities.
13. Are there NSS and NCC programmes in the institution?
No.
14. Are there any other outreach programmes provided by the institution?
No.
15. Number of other curricular/co-curricular meets organized by other
academic agencies/NGOs on Campus
NO
16. Does the institution provide consultancy services?
No.
17. Does the institution have networking/linkage with other institutions/
organizations?
Local level
Yes
State level
Yes
National level
Yes
International level
Yes
18
Criterion IV: Infrastructure and Learning Resources
1.
Built-up Area (in sq. mts.)
7104.10 sq. Mtrs.
2.
3.
Are the following laboratories been established as per NCTE norms?
a) Psychology Resource Center
Yes
b) Science & Math Resource Center
Yes
c) Education Technology lab/ICT Resource Centre
Yes
d) Language Lab
Yes
e) Computer Lab
Yes
f) Workshop for preparing teaching aids
Yes
How many Computer terminals are available with the institution?
Number 40
4.
What is the Budget allotted for computers (purchase and maintenance)
during the previous academic year?
Rs. 50,000/-
5.
What is the amount spent on maintenance of computer facilities during
the previous academic year?
Rs. 1,50,000/-
6.
What is the amount spent on maintenance and upgrading of laboratory
facilities during the previous academic year?
Rs.42,900/-
7.
What is the budget allocated for campus expansion (building) and
upkeep for the current academic session/financial year?
Rs. 1.5 crore
19
8.
Has the institution developed computer aided learning packages?
NO
9.
Total number of posts sanctioned
B.Ed.
M.Ed.
Teaching
24
10
Non- Teaching
08
------
10. Total number of post vacant
Teaching
02
Non- Teaching
---
11. a) Number of regular and permanent teachers
Gender –wise
Open
Reserved
M
F
M
F
Lecturers
11
10
01
----
Readers
02
---
---
---
Professors
02
---
---
---
b) Number of temporary/ad-hoc/part-time teachers (Gender-wise)
Gender -wise
Open
Reserved
M
F
M
F
Lecturers
01
01
01
---
Readers
---
---
---
---
Professors
---
---
---
---
c) Number of teachers from
Same state
12
Other states
13
20
12. Teacher student ratio (program-wise)
Programme
Teacher student ratio
B.Ed.
1:20
M.Ed. (Full time)
1:07
13. a) Non-teaching staff
Gender -wise
Open
M
08
---
Permanent
Temporary
F
02
---
Reserved
M
F
---------
F
-----
Reserved
M
F
---------
b) Technical Assistants
Gender -wise
Open
M
01
---
Permanent
Temporary
14. Ratio of Teaching - Non-teaching staff
5
:
2
15. Amount spent on the salaries of teaching faculty during the previous
academic session (% of total expenditure)
Rs. 22,40,000/16. Is there an advisory committee for the library?
Yes.
17. Working hours of the Library
On working days
9:30 am-4:30 pm
On holidays
9:30 am-2:30 pm
During examinations
8:30 am-5:30 pm
21
18. Does the library have an Open access facility
Yes.
19. Total collection of the following in the library
a) Books
22578
-Textbooks
18461
-Reference books
4117
b) Magazines
10
c) Journals subscribed
-Indian Journals
28
-Foreign Journals
--
d) Peer reviewed journals
20
e) Back volumes of journals
--
f) E-information resources
- Online journals/e-journals
--
-CDs/DVDs
40
-Databases
--
- Video Cassettes
--
-Audio Cassettes
--
20. Mention the Total carpet area of the Library (in sq. mts.)
400 sq.mtr.(aprox.)
Seating capacity of the Reading room
150
21. Status of automation of Library
Yet to intimate
Partially automated
Yes
Fully automated
22
22. Which of the following services/facilities are provided in the library?
Circulation
Yes
Clipping
Yes
Bibliographic compilation
No
Reference
Yes
Information display and notification
Yes
Book bank
No
Photocopying
Yes
Computer and Printer
Yes
Internet
Yes
Online access facility
Yes
Inter-library borrowing
No
Power back up
Yes
User orientation/Information literacy
Yes
Any other (please specify and indicate)
----
23. Are students allowed to retain books for examinations?
Yes.
24. Furnish information on the following
a) Average number of books issued/returned per day
150
b) Maximum number of days books are permitted to be retained
by students
14
by faculty
30
c) Maximum number of books permitted for issue
for students
04
for faculty
08
d) Average number of users who visited/consulted per month 350
23
e) Ratio of library books (excluding textbooks and book bank facility) to the
number of students enrolled
1 : 43
25. What is the percentage of library budget in relation to total budget of
the institution?
0.19%
26. Provide the number of books/journals/periodicals that have been added
to the library during the last three years and their cost.
I
(2012-13)
Number
Text books
434
Other books
800
Journals/
Periodicals
Any other
specify and
indicate
Total
25
Total
cost
(in Rs.)
10,370/-
II
(2013-14)
Number
Total cost
(in Rs.)
Number
558
75264/-
311
2500
27,645/-
III
(2014-15)
27
48,428/-
3002
30,795/-
24
Total cost
(in Rs.)
28
35,585/-
Criterion V: Student Support and Progression
1.
Programme wise “dropout rate” for the last three batches
Programmes
2.
D.Ed.
Year 1
2011-12
02
Year 2
2012-13
10
Year 3
2013-14
08
B.Ed.
09
10
18
M.Ed. (Full Time)
01
04
06
Does the Institution have the tutor-ward/or any similar mentoring
system?
Yes.
If yes, how many students are under the care of a mentor/tutor?
15 to 18
3.
Does the institution offer Remedial instruction?
Yes.
4.
Does the institution offer Bridge courses?
No.
5.
Examination Results during past three years (provide year wise data)
UG
D.Ed.
Pass Percentage
Number of First
Classes
Number of
Distinctions
Exemplary
Performances
(Gold Medal
and University
Ranks)
PG
M.Ed.
B.Ed.
201012
201113
201214
201112
100
74.32
100
09
110
139
----
201213
201314
75.18 89.19
88.65 63.30 90.90
93.39
39
127
228
215
27
29
49
81
103
----
----
----
----
----
----
----
----
----
----
----
----
----
----
25
201213
201314
201112
6.
Number of M.Ed. Students who have passed competitive examinations
during the last three years (provide year wise data)
2011-12 2012-13 2013-14
7.
NET/ SLET/SET
04
04
03
----
----
----
Mention the number of students who have received financial aid during
the past three years.
Financial Aid
Category
M.Ed.
B.Ed.
D.Ed.
8.
2012-13
2013-14
2014-15
SC
01
02
---
BC
---
---
---
SC
03
02
01 (Blind)
BC
01
---
---
SC
36
43
31
BC
13
07
01
Is there a Health Centre available in the campus of the institution?
Yes.
9.
Does the institution provide Residential accommodation for:
Faculty
No
Non-teaching staff
No
10. Does the institution provide Hostel facility for its students?
Yes.
Boys --
100
Girls --
10
26
11. Does the institution provide indoor and outdoor sports facilities?
Sports fields
Yes
Indoor sports facilities
Yes
Gymnasium
No
12. Availability of rest rooms for Women
Yes.
13. Availability of rest rooms for men
Yes.
14. Is there transport facility available?
Yes.
15. Does the Institution obtain feedback from students on their campus
experience?
Yes.
16. Give information on the Cultural Events (Last year data) in which the
institution participated/organized.
Organized
Yes
No
Participated
Number
Yes
Inter-collegiate
Inter-university
National
Any other
(specify and
indicate)
Mehndi, Rangoli,
Poster, ClayModeling,
Republic day
(Excluding college day celebration)
27
No Number
17. Give details of the participation of students during the past year at the
university, state, regional, national and international sports meets.
Participation of students
(Numbers)
Outcome
(Medal achievers)
State
--NIL--
--NIL--
Regional
--NIL--
--NIL--
National
--NIL--
--NIL--
International
--NIL--
--NIL--
18. Does the institution have an active Alumni Association?
Yes.
If yes, give the year of establishment
2009-10
19. Does the institution have a Student Association/Council?
No.
20. Does the institution regularly publish a college magazine?
Yes
21. Does the institution publish its updated prospectus annually?
Yes.
22. Give the details on the progression of the students
employment/further study (Give percentage) for last three years
Higher studies
Employment (Total)
Teaching
Non-teaching
Year 1(%)
40
75
70
5
Year 2(%)
45
70
65
5
28
Year 3(%)
40
80
75
5
to
23. Is there a placement cell in the institution?
Yes.
If yes, how many students were employed through placement cell
during the past three years.
1
2
3
35
45
50
24. Does the institution provide the following guidance and counseling
services to students?
o Academic guidance and Counseling
Yes
o Personal Counseling
Yes
o Career Counseling
Yes
29
Criterion VI: Governance and Leadership
1.
Does the Institution have a functional Internal Quality Assurance Cell
(IQAC) or any other similar body/committee
2.
Yes
Frequency of meetings of Academic and Administrative bodies: (last
year)
Governing body/Management
2
Staff council
12
IQAC/or any other similar body/ committee
4
Internal Administrative bodies contributing to quality
Finance,
improvement of the institutional processes. (mention
Purchase,
only for three most important bodies)
3.
Stock
What are the Welfare Schemes available for the teaching and nonteaching staff of the institution?
Loan facility
Yes
Medical assistance
Yes
Insurance
No
P.F.
Yes
4.
Number of career development programmes made available for NonTeaching staff during the last three years
None
5.
Furnish the following details for the past three years
a. Number of teachers who have availed the Faculty Improvement
program of the UGC/NCTE or any other recognized organization
10
Number of teachers who were sponsored for professional
development programmes by the institution
02
30
b. Number of faculty development programmes organized by the
institution
07
c. Number of seminars/workshops/symposia on Curricular
development, Teaching-learning, Assessment, etc. organized by the
institution
Five National seminars and two workshops organized by the institution
d. Research development programmes attended by the faculty
03
e. Invited/endowment lectures at the institution
• In 2014- S B Singh- Role of ICT In Teacher Education
• 21st April 2014-K N Thakur:Value Education and Role and
responsibility of Teachers
• 29th Nov. 2013- Dr Chandrakala,professonalization of the teacher
education.
• Workshop- 13th April 2013- Dr V P Singh: Activity based Teaching
Learning
6.
7.
How does the institution monitor the performance of the teaching and
non-teaching staff?
a. Self-appraisal
Yes
b. Student assessment of faculty performance
Yes
c. Expert assessment of faculty performance
No
d. Combination of one or more of the above
Yes
e. Any other (specify and indicate)
No
Are the faculty assigned additional administrative work?
Yes
31
If yes, give the number of hours spent by the faculty per week
Ten
8.
Provide the income received under various heads of the account by the
institution for previous academic session (2014-2015)
Grant-in-aid
Nil
Fees
24916050/-
Donation
Nil
Self-funded courses
Interest & Others
Rs.7,84,183/-
9.
Expenditure statement (for last two years)
2013-14
2,44,00,000
2014-15
2,55,00000
% spent on the salary of faculty
28.00
28.91
% spent on the salary of non-teaching employees
2.02
1.00
% spent on books and journals
0.19
0.19
% spent on developmental activities (expansion
56.29
56.07
% spent on telephone, electricity and water
0.38
0.75
% spent on maintenance of equipment, teaching
2.25
2.29
0.38
0.56
% spent on travel
0.38
0.37
10.13
9.16
100
100
Total sanctioned budget
of building) and maintenance of building, sports
facilities, hostel and students amenities
aids, contingency etc.
% spent on research and scholarship (seminars,
conferences, faculty development programs,
faculty exchange etc.)
Total expenditure incurred
32
10. Specify the institutions surplus/deficit budget during the last three
years? (specify the amount in the applicable boxes give below)
Year
Surplus in Rs
Deficit in Rs.
2012-13
--------
7,57,000/-
2013-14
--------
22,50,000/-
2014-15
--------
12,50,000/-
11. Is there an internal financial audit mechanism?
Yes.
12. Is there an external financial audit mechanism?
No.
13. ICT/Technology supported activities/units of the institution:
Administration
Yes
Finance
Yes
Student records
No
Career Counseling
No
Aptitude testing
No
Examinations/Evaluation
No
Assessment
No
No
14. Does the institution have an efficient internal coordinating and
monitoring mechanism?
Yes.
15. Does the institution have an inbuilt mechanism to check the work
efficiency of the non-teaching staff?
Yes.
33
16. Are all the decisions taken by the institution during the last three years
approved by a competent authority?
Yes.
17. Does the institution have the freedom and the resources to appoint and
pay temporary/ad hoc/guest teaching staff?
Yes.
18. Is a grievance redressal mechanism in vogue in the institution?
a) for teacher
Yes
b) for students
Yes
c) for non-teaching staff
Yes
19. Are there any ongoing legal disputes pertaining to the institution?
No
20. Has the institution adopted any mechanism/process for internal
academic audit/quality checks?
Yes
21. Is the institution sensitized to modern managerial concepts such as
strategic planning, teamwork, decision-making, computerization and
TQM?
Yes
34
Criterion VII: Innovative Practices
1.
Does the institution has an established Internal Quality Assurance
Mechanisms?
Yes
2.
Do students participate in the Quality Enhancement of the institution?
Yes
3.
What is the percentage of the following students (D.Ed, B.Ed. & M.Ed.
categories in the institution?
(2014-15)
Men % Women
Category
4.
%
a
SC
16
2.42
07
1.06
b
ST
--
--
--
--
c
OBC/BC
04
0.60
15
2.27
d
Physically Challenged
01
0.15
00
00
e
General Category
121 18.28
356
53.78
f
Rural
47
9.00
126
24.23
g
Urban
31
5.96
316
60.77
h
Any other (specify)
--
--
--
--
What is the percentage of the staff in the following category?
Category
a
b
c
d
e
f
g
SC
ST
OBC
Women
Physically challenged
General category
Any other (specify)
Total
Teaching
staff
%
Non-Teaching
Staff
%
01
-06
17
-26
-50
3.03
-18.18
5.52
-78.79
--
01
-04
02
-05
-12
3.03
-12.12
6.06
-15.15
--
35
5.
What is the percentage incremental academic growth of the students
(B.Ed. & M.Ed.) for the last two batches?
Category
At Admission
On completion of the course
Batch I
Batch II
Batch I
Batch II
2012-13
2013-14
2012-13
2013-14
SC
21(5.67)
16(4.32)
21(5.67)
15(4.05)
ST
--
--
--
--
34(9.19)
25(6.76)
31(8.38)
18(4.88)
------
------
------
------
General Category
315(85.13)
329(88.9)
267(72.16)
278(75.13)
Rural
123(33.24) 108(29.19)
118(24.05
89(24.05)
Urban
247(66.76) 262(70.81)
201(54.32)
222(60.00)
OBC
Physically
Challenged
Any other (specify)
36
PART-II
EVALUATIVE
REPORT
37
Executive Summary
Bhagwan Mahaveer Education Foundation, a trust registered in Surat, established
Bhagwan Mahaveer College of Education at Kundli, on National Highway No. 1, near
the border of Haryana & Delhi in September 2006 in a leased building. The beginning of
the college was very humble with an intake capacity of 100 students in B.Ed. course
under the able guidance of its governing body the college progressed by leaps and bounds
and in 2008 acquired the status of the biggest college of education in Haryana with an
intake capacity of 150 students in D.Ed., 300 students in B.Ed. & 70 students in M.Ed.
The courses are recognized by NCTE and affiliated to M.D. University, Rohtak.
(Appendix I to IV)
Photograph of the Building
Lush Green Lawns of the College
The college established another milestone by constituting its own three-storyed
building at village Jagdishpur, District Sonepat and shifted there in July 2009. The
college today has all the modern infrastructure with basic amenities and facilities
including Laboratories, classrooms, staff rooms, separate common rooms for boys and
girls, multipurpose hall, air conditioned computer centre with internet facility, play
ground
and lush green campus. A large number of modern teaching aids like film
projector, overhead projector, color T.V., VCR, LCD projector etc. are used by the
38
faculty members to keep pace with the latest trends in using technology in the field of
teacher education.
The college has an excellent well endowed library with the latest reading, research
and reference material consisting of more than 20,000 books, which add to the learning
process. Educational magazines and research journals have been subscribed for the
library. Educational CDs as well as periodicals are also available in the library.
The aim of the trust is to produce quality teachers with great moral values so that
they could contribute in the task of nation building. The board of Governors (BOG)
nominated by the trust always emphasizes on the quality of education in the college. The
college organizes various activities which help in all round development of the traineeteachers. The college also motivates its students to take part in the community
awareness/development programs like education for all, awareness against AIDS,
environmental pollution, dowry, foeticide killing etc.
The college gives great emphasis on discipline. Teachers and students maintain
very good relation and are always prepared to help each other. The college also maintains
very cordial relations with the practice teaching schools.
Our college has the potential and strength to face the challenges in providing
quality education. It has been our endeavor to, remain at pace with changing scenario,
produce sincere and dedicated teachers and groom them into motivated, creative,
responsible and independent persons. The academicians and officers, who visit our
college, have full of praise about the environment, infrastructure and discipline in the
college.
Prof. D. P. Tomar, who has vast experience of teaching and research, leads the
BMCE as Principal with a team of 35 well qualified and dedicated faculty including Dr.
R. N. Manav, eminent Professor and Dr. P K Pattnaik & Dr. R K Nayak, Associate
Professor , who have long experience in the field of teaching and research.
39
Criteria-1:
Curricular Aspects
1.1. Curricular Design and Development
1.1.1. State the objectives of the institution and the major considerations
addressed
by
them
(Intellectual,
Academic,
Training,
Equity,
Self
development, Community & National Development, issues of ecology and
environment, value orientation, employment, global trends and demands, etc).
Objectives: The objectives of the institution that address various considerations
are as:
 A passion for academic excellence and effective learning
 Uncompromising human values
 A sensitive social conscience
 An abiding commitment to improve the quality of teacher education
 To enable trainee teachers to realize their full potential
 To make them understand that they serve as agents of improvement and change in
the society.
 To produce quality teachers with exemplary moral values, who could play
important role in nation building.
 To provide an opportunity of quality education to rural students.
 To provide quality education for all irrespective of any discrimination of caste,
creed, religion and region.
 To develop qualities of leadership and moral values among the student teachers.
 To enable students to develop communication skills and use modern information
technology for school education.
 To develop research attitude among student teachers in order to solve their school
and daily life related problems.
 To enable student teachers to acquaint with professional ethics and commitment
towards their social responsibilities.
40
1.1.2. Specify the various steps in the curriculum development processes
(Need assessment, development of information database pertaining to the
feedback from faculty, students, alumni, employees and academic experts and
formalizing the decisions in statutory academic bodies)
As such the institution has not taken any step for the curriculum development
because the curriculum is designed and developed by the Maharishi Dayanand
University, Rohtak. If any workshop is organized by the University for Curriculum
Revision, or suggestions are invited then efforts are made to send the faculty members to
attend the same. Based upon feedback from various sources (students, alumni, faculty &
experts) institution is providing/motivating students about various current issues through
tutorial periods or morning assembly.
1.1.3. How are the Global trends in Teacher Education reflected in the
curriculum and existing courses modified to meet the emerging needs?
The institution tries to reflect Global trends in Teacher Education curriculum by
organizing activities like slogans writing, poster making, debates on the issues like
Global Warming and Pollution. Some social problems like Aids, Sanitation, Blood
Donation, Reforestation, Saving Water, Sex Awareness, Awareness regarding various
social issues related with blindness, Swine flu and various seasonal diseases are also
discussed in the college from time to time. Various Magazines have been subscribed by
the institution and students get global exposure through articles. Internet is also a source
of knowing Global trends and how to implement them in teacher education.
1.1.4. How does the institution ensure that the curriculum bears some thrust
on national issues like environment, value education, ICT?
The value education is given to the students by teacher educators in classrooms.
The extension lectures are also organized by the institution which help in inculcating
different values among students. A common awareness is created among the students to
keep the environment pollution free. More emphasis is given to use Over head projector,
41
LCD projector and Power point presentation by faculty members, and students are also
encouraged to use ICT equipments to prepare and deliver their lesson plan and seminars.
1.1.5. Does the institution make use of ICT for curricular planning? If yes,
give details.
Curriculum is framed by the M.D. University, Rohtak but institution makes use of
ICT in implementing prescribed syllabus through various use of ICT equipments like:
 Concerned teachers are instructed to give power point presentation on some topics.
 Tape-recorder is used to improve pronunciation in English.
 Students are shown CD‟s (Video) on various topic prepared by NCERT experts.
 Internet is used by the teachers and students for knowing and discussing current
trends on various issues/topics/method of teaching available in the curriculum.
Computer Lab.
42
1.2. Academic Flexibility:
1.2.1. How does the institution attempt to provide experiences to students so
that teaching becomes a reflective practice?
To make teaching a reflective practice the college arranges the following
programmes:
a) Micro-teaching: - Every pupil-teacher is provided training of different teaching
skills. Micro-teaching cycle is repeated till the pupil-teachers develop good
teaching skills.
b) Simulated teaching: - After Micro-teaching, the pupil-teachers are provided with
demo lessons by concerned subject teachers and the art of delivering the lesson,
using chalk board and preparing lesson plan in advance is taught to them regarding
simulated teaching. In this programme pupil-teacher plays the role of a teacher as
well as of a student. While performing the role of a teacher, he teaches the
students with the help of different teaching aids like charts, models, slide
projectors etc. Then, the performance of each pupil-teacher is discussed and
feedback is given to improve his teaching process. In this way, the pupil-teachers
acquire the desirable skill in the artificial classroom.
c) School teaching practice: - Pupil-teachers are sent to secondary schools for
teaching practice with their teachers. The teachers observe their teaching and give
suggestions. This training is provided for 15 days for D.Ed., 40 days for B.Ed. &
M.Ed. students are taken to schools for 7 days for their field work.
d) Discussions and Seminars: - Group discussions and seminars on different topics
are held and pupil- teachers are informed about their weak points by their
supervisor.
43
e) Teacher delivers the lecture first and then the students are persuaded to
speak on the given topic. This practice removes their hesitation. To prepare
themselves on the subject, they learn more and more. If they commit
mistakes the Teacher point out the mistakes to enable them to become good
teachers.
1.2.2. How does the institution provide for adequate flexibility and scope in
the operational curriculum for providing various learning experiences to the
students both in the campus and in the field?
The college provides adequate flexibility and scope in the operational curriculum
by giving the students practical experiences in the campus as well as in the field. Use of
various laboratories in the college, teaching practice, Educational trips, Youth festivals,
Hindi diwas, Alumni meet, Board decoration, Annual function, Art & Craft, Quiz,
Athletic meet, Adult education programme, literacy mission, AIDS awareness rallies for
social issues help the students through practical experiences.
1.2.3. What value added courses have been introduced by the institution
during the last three years which would for example: Develop communication
skills (verbal and written), ICT skills, Life skills, community orientation,
social responsibility etc.?
The college arranges various short-term value added courses from time to time.
These courses include, English-speaking course, ICT course, Yoga, Community
orientation & occasion like Hindi diwas was celebrated to develop their written skills etc.
Life skills are developed through religious lectures by eminent saints. Values like feeling
of oneness, feeling of brotherhoodness,
social and national integration and
internationalism are developed by teachers and eminent social workers.
44
June 21 as the International Day of Yoga.
1.2.4. How does the institution ensure the inclusion of following aspects in the
curriculum?
I.
II.
Interdisciplinary/Multidisciplinary
Multi-skill development
III.
Inclusive Education
IV.
Practice teaching
V.
VI.
VII.
School Experience/Internship
Work Experience/SUPW
Any other (specify and give details)
The college has included the following aspects in the curriculum:
I.
Institution provides inter disciplinary/multidisciplinary programmes like ICT, English
speaking course, Craft education, Personality development etc. The teacher education
being imparted by the institution is itself inter disciplinary because all the subjects
Hindi, English, S.St., Maths, Science, Commerce, Economics etc. are part of the
course.
45
II.
The institution endeavors to develop full potential of the students by inculcating
different skills among them like utilization of ICT, social skills (Through Teamwork),
intellectual skill (through lecture, library books, magazines, encyclopedias, surveys
etc.) cultural, communication and social activities etc.
III.
The institution also endeavors to provide inclusive education by providing extra
facilities for physically challenged students. If they have any kind of problem, then,
they are advised to meet their respective teacher any time. Teachers are also instructed
to deal with special children with due care and not let them realize that their handicap
is an obstacle for learning. Normal students are also given lectures in tutorial periods
to understand their problem and help them instead of making a mockery of them.
IV.
During practice teaching at campus for micro and simulated lessons extra time and
help is given to slow learners. Teacher observer remains there if any speech impaired
child is giving his/her lesson to help him/her. Sitting arrangement is made as per their
convenience for orthopedically and visually impaired children.
V.
School Experience: - Aim of institution is to provide quality education through easy
ways for all students. Special children are given opportunities to select centre of
teaching practice of their own choice or nearby. Relaxation is provided as much as
possible and adjustment in time table during teaching practice is made with the
cooperation of other students. Classroom adjustment is also made as per their
convenience. Teachers take all precautionary measures that they feel at ease and
comfort while teaching practice.
VI.
Work experience/SUPW: - The institution has various laboratories for work
experience. These include candle making, Interior decoration, Gardening, POP work,
Art & Craft, Clay modeling etc.
46
1.3. Feedback on Curriculum
1.3.1. How does the institution encourage feedback and communication from
the students, alumni, employers, community, academic-peers and other
stakeholders with reference to the curriculum?
Feedback is a very important process to know the deficiencies and merits of the
system. Our institution invites the feedback from the students, teachers, employers,
academicians and alumni to know their views about the infrastructure, teachers, and
various activities carried out on the campus and the curriculum. Visitors are requested to
give their feedback in visitor‟s diary.
1.3.2. Is there a mechanism for analysis and use of the outcome from the
feedback to review and identify areas for improvement and the changes to be
brought in the curriculum? If yes give details on the same.
These views/suggestions for the improvement and progress of the college given by
the students, teachers, employers, academic peers are seriously considered and analyzed
by the Internal Quality Assurance Cell (IQAC) of the college and if found catalytic to
improvement and progress, are implemented.
1.3.3. What are the contributions of the institution to curriculum
development? (Members of BOS/sending timely suggestions, feedback etc.)
Curriculum is designed and developed by the university.
47
1.4. Curriculum update
1.4.1. Which courses have undergone a major curriculum revision during the
last five years? How did these changes contribute to quality improvement and
student satisfaction? (Provide details of only the major changes in the content
that have been made).
From the academic session 2010-11 changes in the B.Ed. curriculum had been
made by the university. Emphasis was given on the use of ICT to make the improvement
in the quality of teacher education. And from the academic session 2011-12 for M .Ed.
courses semester and internal assessment was introduced by the university.
1.4.2. What are the strategies adopted by the institution for curriculum
revision and update? (Need assessment, feedback from practicing schools etc.)
As already stated the college has no direct role in the curriculum design,
development or revision. This is entirely the prerogative of the university.
1.5. Best Practices in Curricular Aspect
1.5.1. What is the quality sustenance and quality enhancement measure
undertaken by the institution during the last five years in curricular aspects?
The college provides all facilities required for maintenance/enhancement of
quality education and it includes well qualified and experienced teaching staff,
laboratories, seminars, group discussions, workshops etc.
1.5.2. What innovations/best practices in "Curricular Aspects" have been
planned/implemented by the institution?
1. All laboratories are upgraded from time to time.
2. Academic calendar is planned in advance.
48
Criteria II -Teaching-Learning and Evaluation
2.1.
Admission process and Student profile
2.1.1. Give details of the admission processes and admission policy (criteria
for admission, adherence to the decisions of the regulatory bodies, equity
access, transparency etc.) of the institution.
Though In Haryana the admission to B.Ed. and M.Ed. courses are regulated by
University, the criteria for admission are determined by the university keeping in view
the norms laid down by NCTE and state Govt. s direction. Since our college is a Jain
Minority
Institution declared by National Commission for Minority Educational
Institutions, Govt. of India, New Delhi and affiliated to Maharshi Dayananda University,
Rohtak, therefore as per the direction of M. D. University the admission are made at
college level. The applications are invited through advertisement published in National
Newspapers. Counseling is conducted in college and admissions are made on merit basis.
Admission in B.Ed. and M.Ed. courses during 2012-13, 2013-14 and 2014-15 are done
on merit basis. The admission process is absolutely transparent and strictly according to
the norms and procedure laid down by university. To apply for admission equal
opportunity is to given to all the applicants who fulfill the minimum qualification/criteria
for admission.
2.1.2. How are the programmes advertised? What information is provided to
prospective students about the programmes through the advertisement and
prospectus or other similar material of the institution?
The advertisement for admission to B.Ed. and M.Ed. courses are made by college
in National and local newspapers. The college prospectus contains information regarding
infrastructure, criteria for admission, fee structure and other information related to the
college.
49
2.1.3. How does the institution monitor admission decisions to ensure that the
determined admission criteria are equitably applied to all applicants?
The institution constitute admission committee, the committee verify the original
documents of the candidates. If the candidates fulfill the criteria admission forms is
issued the college. The admission committee helps them in selecting the teaching subjects
and optional subjects on the basis of the subjects they have studied at graduation and post
graduation level. The admission criteria is applied to all the candidates equitably.
2.1.4. Specify the strategies if any , adopted by the institution to retain the
diverse student population admitted to the Institution( e.g. individuals of
diverse economic, cultural, religious, gender, linguistic, background and
physically challenged ).
The institution strictly follows the rules and policies framed by the university and
State Government. There is no discrimination on the basis of caste, colour, creed, gender
and religion during the admission or their stay in the college.
At the time of admission in various courses the college follows the direction given
by the University. All the norms are adopted strictly framed by university.
2.1.5. Is there a provision for assessing students knowledge\needs and skills
before the commencement of teaching programmes? If yes, give details on the
same.
The admission committee discusses about the students weak and strong points of
each subject, at the time of admission to access the students‟ knowledge, skill and interest
regarding their optional subjects. Students are not forced to obey the committee decision
to opt. for any paper, but they are free to select the subjects according to their
qualification, knowledge, skills, needs and interests. Committee merely suggests for the
well-being/welfare of the students.
50
2.2. Catering to Diverse Needs
2.2.1. Describe how the institution works towards creating an overall
environment conducive to learning and development of the students.
The institution always endeavors to provide conducive environment to learning
and development of the student teachers. The institution has spacious building
comprising of well furnished, ventilated classrooms, fully equipped resource centers viz.
Psychology resource centre, Art and Craft resource centre, Information and
Communication resource centre and Health and Physical resource centre etc. The
institution has well equipped library having internet and Photocopy machine, more than
22,000 books, magazines, Educational journals, encyclopedias etc. Institution has
separate common rooms for boys and girls, a large multi-purpose hall, grassy lawns,
playground, and a canteen. The institution lays emphasis on the organization of curricular
and co-curricular activities for the all round development of the students. Activities like
debates, seminars, essay competition, mehndi competition, poster making competition,
clay modeling, Rangoli competition and dancing and singing competitions are conducted
from time to time which help in the inculcation of values like cooperation, leadership,
tolerance,
self-discipline
among
students.
These
activities
also
provide
opportunity/platform to the student teachers to show their creative abilities. Institution
advocates for healthy and friendly relationship between faculty and students.
2.2.2. How does the institution cater to the diverse learning needs of the
students?
The institution caters to the diverse learning needs of the students through various
teaching methods like project and demonstration method, using ICT equipments and
assignments etc. Different Psychological tests are given to students to assess their
teaching aptitude, interest and personality. For providing practical knowledge tours and
trips are organized. Seminars are organized to enrich their knowledge.
51
2.2.3. What are the activities envisioned in the curriculum for student
teachers to understand the role of diversity and equity in teaching learning
process?
To understand the role of diversity and equity in teaching-learning process, the
students are divided into groups and are assigned different assignments and projects.
Different activities like sports, Rangoli competitions, College decorations, gardening,
games quiz, debate etc. are organized from time to time. Optional subjects also help the
students to understand the role of diversity and equity in teaching-learning process.
2.2.4. How does the institution ensure that the teacher educators are
knowledgeable and sensitive to cater to the diverse student needs?
The teacher educators are appointed on the basis of their qualification and their
ability to cater to the diverse student needs. Teacher educators eligibility is first
scrutinized by the selection committee of the institute on the basis of their qualification,
experience and achievements. Thereafter, they are interviewed by the experts of the
university and then they are finally appointed.
2.2.5. What are the various practices that help student teachers develop
knowledge and skills related to diversity and inclusion and apply them
effectively in the class room situation?
To develop knowledge and skills related to diversity and inclusion of the students
in various activities are organized in the college. For developing teaching skills, the
teacher educators give demonstrate lessons for each micro-teaching skill and then pupilteachers deliver micro-teaching skill lessons under the supervision of the teachereducators. Then, teacher-educators deliver simulated lessons before going to the schools
for their teaching practice. The pupil teachers are taught to prepare and use different
teaching aids like charts, models, flash cards, slides, OHP sheets etc. They are also taught
to handle and use different teaching aids like LCD and slide projectors, Over head
projectors and computers etc. To develop various skills among the pupil-teachers
52
different practical activities are conducted in the college like candle making, gardening,
interior decoration and Rangoli etc. After diagnosing various needs and potential,
students are categorized, and then special attention is paid to fulfill their needs in normal
classroom situation.
2.3. Teaching-Learning Process
2.3.1. How does the institution engage students in “active learning”?(use of
learning resources such as library, website, focus group, individual projects,
simulation, peer teaching, role playing, internship, practicum etc.)
The institution emphasis to engage students in „active learning‟. The students are
assigned different projects and assignments for which they use library and internet.
Seminars are also conducted to engage the students actively. B.Ed. and M.Ed. students
are persuaded to give power point presentation. The students are divided into peer groups
for Micro-teaching and Simulated teaching sessions and taught how to use different
teaching aids. They are also assigned practical works like candle making, gardening,
interior decoration, clay modeling etc. another activity for active learning is morning
assembly (News reading, presentational thought, National Anthem and Maintenance of
discipline).
2.3.2. How is learning made student centered? Give a list of the participatory
learning activities adopted by the institution and those, which contributed to
self-management of knowledge and skill development by the students?
At the commencement of the session, the students have liberty to choose their
optional and teaching subject according to their need, interest and qualifications. In order
to make learning student-centered activities like seminar, debate, declamation contest,
essay writing competition, games and other various types of competitions are organized
and students are motivated not only
to participate but to organize these events under the
supervision of concerned teacher. Student teachers are encouraged to prepare teaching
aids and utilize various resources economically.
53
2.3.3. What are the instructional approaches( Various models of teaching
used) and experiences provided for ensuring effective learning? Detail any
Innovative approach\method developed and\used.
The teachers use instructional approaches and experiences for effective learning.
The teachers use inductive and deductive approach and different models of teaching
according to need and demand of situation.
2.3.4. Does the institution have a provision for additional training in models of
teaching skills? If yes, provide details on the models of teaching and number
of lessons given by each student.
There is no provision to provide additional training in models of teaching.
2.3.5. Does the student teachers use micro teaching techniques for developing
teaching skills? If yes, list the skills practiced and number of lessons given by
each student per skill.
The student-teachers use Micro-Teaching techniques for developing teaching
skills. Each B.Ed. students has two teaching subjects for which they have to practice
various teaching skills like skill of questioning, skill of introducing the lesson, skill of
illustration with example, skill of reinforcement, skill of stimulus variation, skill of map
reading, skill of narration, skill of explanation etc. according to the needs of different
subjects. Adequate practice is given to the students to attain perfection over various
teaching skills. Apart from five Micro lessons per subject, each student prepares and
delivers five simulated lessons per subject before going to school teaching practice.
2.3.6. Detail the process of practice teaching in schools( lessons a student give
per day, lessons observed by the teacher educators, peers/school teachers,
feedback mechanism, monitoring mechanisms of lesson plans etc.).
The School practice-teaching programme is organized as per the rules and
regulations of the Maharishi Dayanand University, Rohtak. According to university
54
instructions, a student has to deliver one lesson per day of each subject. Thus a total of 15
school-practice lessons and 2 discussion-lessons per subject are delivered by each student
teacher. These lessons are observed by the teacher educators, peers and school teachers.
While observing, the teacher educators give remarks for feedback on lesson plans
prepared by pupil-teachers.
The institution is also running D.Ed. course. School teaching practice, feedback
and monitoring is done as per SCERT instructions. Before sending students to school,
lessons are delivered by teacher educator and training is given to prepare them for
teaching in school. School teaching practice for D.Ed. course is conducted into two
sessions of 20 days each. Lesson planned and delivered are 60 for Ist Year and 80 for
D.Ed. IInd year.
M.Ed. students conduct research work for their dissertation under the guidance of
a supervisor to be allotted by Principal. M.Ed. students are taken to school for field work
under the supervision of a teacher for collection of data needed for their field work.
2.3.7. Describe the process of block teaching/internship of students in vogue.
The B.Ed. students are taught Micro-lesson plans to equip them with teaching
skills. Thereafter, they are given adequate practice in each of the skill for both the
subjects. When the students attain adequate training in the teaching skill, they are taught
how to prepare mega lesson plans. Sufficient practice time is given to all the students
before sending them to schools for real practice-teaching. After discussing with the
school authorities, the schedule is prepared for practice-teaching and then students are
sent to schools for 17-day practice-teaching programme. A pupil-teacher has to deliver
two lessons per day and in all 15 lessons and two discussion lessons per subject. In all 30
general lessons and 4 discussion lessons (for both the subjects) are delivered by the pupilteachers.
As per the SCERT, Gurgaon the practice-teaching for D.Ed. course is organized
for 20 days at a time. Before sending to schools the students are taught how to prepare
lesson plans and the teacher-educators give demonstration lessons to provide them the
55
technique of teaching and using teaching aids. The students are given sufficient practice
of teaching in the institution itself. Thereafter they are sent to schools for real practiceteaching. Institution follows the rules framed by SCERT, Gurgaon, for school teaching
practice for D.Ed. course.
2.3.8. Are the practice teaching sessions/plans developed in partnership, cooperatively involving the school staff and mentor teacher? If yes, give details
on the same.
The teacher-educators discuss teaching-practice programme with the pupilteachers in detail before sending them to schools for real practice-teaching. The Principal
appoints teacher-educators to discuss the programme with the heads of the various
schools and subject teachers about the time table, subjects to be taught, the number of
periods to be taken by the pupil-teacher. The pupil-teachers strictly follow the time table
of the school and take active participation in all the curricular and co curricular activities.
The teacher-educators supervise and guide the pupil-teachers when it is necessary. Pupil
teachers are warned to maintain the discipline of the school. If a pupil teacher creates any
indiscipline, school head is free to take disciplinary action against that student and
institution fully cooperates with school administration.
2.3.9. How do you prepare the student teacher for managing the diverse
learning needs of students in schools?
Before sending the pupil-teachers to school for practice-teaching, the teachereducators deliver them demonstration lessons so that they can learn how to teach in the
class. They are also taught how to write a lesson plan, use different teaching aids, use
blackboard effectively, prepare time table, take attendance of the class, conduct morning
assembly, prepare school leaving certificate and organize curricular and co curricular
activities. They are taught how to use library and modern techniques to make their
teaching effective and learning a very easy and interesting activity. These activities help
teacher-educators for managing the diverse learning needs of the students in schools.
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2.3.10.
What are the measure initiatives for encouraging student teachers
to use/adopt technology in practice teaching?
During the practice-teaching it is necessary for all the pupil-teachers to prepare
teaching aids according to the need of the lesson. They are encouraged to use computer,
LCD, OHP, slide projector etc.
2.4. Teacher Quality
2.4.1. Are the practice teaching plans developed in partnership cooperatively
involving the school staff and mentor teachers? If yes, give details.
The mentor teachers visit the schools selected for teaching practice and the
practice teaching plans are developed cooperatively in partnership with the school staff.
The time table of the school, subjects to be taught by the pupil-teachers, the number of
periods to be taken etc. are discussed with the Principal/Headmaster and school teachers.
The school teachers also observe pupil-teachers performance in the classes and give their
feedback.
2.4.2. What is the ratio of student teacher to identified practice teaching
schools? Give the details on what basis the decision has been taken.
The students are divided approximately into groups of 20 students and each group
is supervised by a teacher educator. Thus, Teacher-Student ratio is 1:20 approximately.
The basis of this ratio is that a smaller group of pupil-teachers can be observed minutely,
and individual attention can be paid by teacher educators. Grouping is not done roll no.
wise but keeping in mind student‟s need and nearness to their home if possible to avoid
unnecessary wastage of time. Student teachers and teaching schools ratio depends upon
number of students in that school.
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2.4.3. Describe the mechanism of doing feedback to the students and how it is
used for performance improvement?
To improve the teaching performance of pupil-teachers, the teacher educators
observe them in simulated teaching class in the college and give their suggestions orally
and in writing, pointing out their weak points. They also give suggestion for
improvement in the confidence level & performance. Before sending pupil teachers to
school special lectures on teaching aids and use of technology are given by concerned
teacher in the class. During practice teaching in schools, the performance of pupilteachers is also observed by the teacher educators and school teachers. They provide their
suggestions for improvement in the teaching performance. Written remarks are given on
the practice teaching files. Pupil teachers who lack perfection are advised to observe the
performance of other pupil-teachers. At the end of the class, group discussion is also held
on daily basis in which short comings are pointed out and suggestions are given to
overcome them. The Principal of the institution visits teaching practice schools during
teaching practice and inform student-teachers about various issues related with teaching
practice. The educational needs of the schools are also discussed time to time by the
faculty and the Principal of the college with the Principals/Headmasters of practicing
schools.
2.4.4. How does the institution ensure that the student teachers are updated
on the policy directions educational needs of the schools?
General directions or information‟s or instructions given by Univ./Board/Govt. are
announced by the Principal during morning assembly and cutting of Newspapers and
notices are displayed on the Notice board. Principal held‟s meeting with faculty members
& Head of schools from time to time to discuss various recent educational developments
and Govt. Policies and how to implement these policies in classroom and administration
of the institute.
2.4.5. How do the students and faculty keep pace with the recent development
in the school subjects and teaching methodologies?
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Nowadays internet facilities are available, any type of information related to new
development can be downloaded from internet and can be discussed with the pupil
teacher.
To update themselves with the latest developments in the school subjects and
teaching methodology and inNov.ations, the pupil-teachers and the teacher educators read
educational journals, NCERT journals and Reference book etc. The teacher educators
attend seminars and workshops to update their knowledge of teaching methodology.
2.4.6. What are the major initiatives of the institution for ensuring personal
and professional/career development of the teaching staff of the institution
(training and sponsoring professional development activities, promotional
policies etc.)?
The institution always persuades the teacher educators to attend various seminars,
workshops etc. for their professional development and to gain knowledge about the
recent trends/developments in the field of education. They are granted leave, registration
fee, TA & DA by the institution. The institute also organizes seminars/workshops to add
the professional knowledge of teacher educators and pupil-teachers. Recently institution
organized a National Seminar on theme, “Reforms for Quality Teacher Education
Programme”. Educational journals are also available in the library to update their
knowledge.
2.4.7. Does the institution have any mechanism to reward and motivate staff
members for good performance? If yes give details.
To motivate the faculty members for good performance the institute gives titles &
certificates for their contribution. The Principal praises the sincere and hardworking
teacher educators in meetings and Morning assembly. Their suggestions for further
improvement are discussed democratically in the Principal-faculty meetings.
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2.5. Evaluation Process and Reforms
2.5.1. How are the barriers to students learning identified communicated and
addressed (conducive environment, infrastructure, access to technology
teacher quality etc.)?
The Principal meets the students often to identify the problems and needs of the
students and takes steps to remove the barriers. The institute itself takes good care to
provide congenial atmosphere for study, modern teaching aids and quality teachers.
Suggestions received from students and teachers are discussed and if found valid, then,
accepted and implemented. The teacher educators also listen to the students‟ problems
and needs and give them proper guidance. Students‟ counseling cell also actively takes
care of students‟ barrier/obstacles/problem in learning. Complaint or Suggestion box has
been placed so that student teachers can inform about their learning needs & problems
without hesitation. Suggestions given by old students are welcomed, or discussed and
possible solutions are implemented.
2.5.2. Provide details of various assessment/evaluation process (internal
assessment, midterm assessment term end evaluations, external evaluation)
used for assessing learning?
As per the university norms, one house test is mandatory but the institution
conducts two house exams. in a year. After completion of half of the syllabus a house
exam is conducted and the second house exam is held after the completion of the full
syllabus. The result of both the examinations is intimated to the students so that they
could know their level of knowledge. Apart from these tests the paper/subject wise
assignments, projects, unit tests, seminars, presentation, group discussions are also
conducted time to time to evaluate the knowledge & provide feedback to
pupil-teachers.
At the end of the session MD University conducts the theory as well as practical
examinations.
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2.5.3. How are the assessment / evaluation outcomes communicated and used
in improving the performance of the student and curriculum transaction?
After each house test/examination the answer sheets are shown to the students so
that they could know their mistakes and weaknesses. Teachers too come to know which
topic is fully understandable & where extra emphasis and time need to be given.
Knowing students performance teachers too change their teaching methodology.
Principal held‟s meeting with faculty members and necessary actions are taken to remove
the barrier and improve the performance of students. Those who perform well in house
exam and co-curricular activities are given certificates to boost their moral.
2.5.4. How is ICT used in assessment and evaluation process?
The institute uses ICT for keeping various records related to assessment and
evaluation of the students, the teaching and non-teaching staff. The question papers set by
the faculty members are typed and printed using computer in college campus. The record
of the students‟ assessment is also maintained with the help of computer.
2.6. Best Practices in Teaching-Learning and Evaluation Process
2.6.1. Detail on any significant innovation in teaching/learning/evaluation
introduced by institution?
The institution is planning to introduce ICT based objective type unit tests series
for all the courses. The institute is preparing a question bank for each subject of each
course. After the completion of a unit students will be asked to sit before computer and
answer the questions of that unit on the computer in a given time and thereafter get result
instantly. This unit practice will help the pupil-teachers to improve their quality of
education, knowledge and interest in ICT. Computer based tests will save time, money
and wastage of papers, preserving trees leading to address environmental issues.
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2.6.2. How does the institution reflect on the based practice in the delivery of
institution including use of technology?
The main objective of the institution is to produce quality and responsible teachers
who could make their place in modern world. To prepare quality teachers the institution
has established well equipped modern computer laboratory. As per college time table
every student get one hour time to get computer training under the supervision of the
trained teacher.
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Criterion-III
3.1. PROMOTION OF RESEARCH
3.1.1. How does the institution motivate its teachers to take up research in
education?
The institution constantly motivates its teachers to take up research in education in
following manner:
• Faculty members are encouraged to participate and present their research papers in
national and international conferences/seminar for which they are provided
academic leave.
• Workshop/orientation programmes regarding research methodology and statistics
are attained by faculty members as and when organized by various affiliated
colleges of M D Rohtak and other universities.
• Extension lectures are delivered by esteemed/reputed professors/associate
professors for enriching research experiences of the faculty members.
• Teachers are encouraged to attend seminars, conferences, workshops, etc
• Adjustment in teaching schedule is usually made to help the teachers involved in
research.
• The institution holds seminars and workshops which facilitate the interaction with
other experts.
• Research ideas through normal teaching, innovation and field work are
encouraged.
• Teachers are provided with various facilities such as free internet access, online eresources, research journals etc for motivating them to take up research seriously.
• Teachers are encouraged to acquire higher qualification like-M.Phil., Ph.D.
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3.1.2. What are the thrust areas of research prioritized by the institution?
The thrust areas of research prioritized by the institution are as under:
• Environmental awareness
• Cybercrime
• Special Education: Learning disability/MR/Physically handicap
• Reforms in curriculum
• ICT awareness /use of ICT for teaching children with special needs
• Need of guidance
• Professional Commitment.
• RTE awareness
3.1.3. Does the institution encourage Action Research? If yes give details on
some of the major outcomes and the impact.
Yes, the institution encourages action research by the faculty members as well as
students.
Action research is being done by faculty members and perspective teachers at
continuous intervals. Action research is an attempt to correlate theory and practice. The
present day classroom problems can only be solved if teacher becomes research minded.
Major Outcomes:
• Bad handwriting of students have been improved
• pronunciation of the students has been corrected or improved
• Interest towards scientific experiments have been developed
• spelling errors have been reduced, indiscipline problems were being solved
• participation of students in co curricular activities was being enhanced
• Attendance problems of the students was being solved.
Impact: Action research makes the teachers interested in their work and it infuses in
teachers quality of research mindedness and develops experimental outlook. It helps the
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teachers in solving immediate problems of the classroom. It widens as well as deepens
the knowledge of the teachers.
3.2. RESEARCH AND PUBLICATION OUTPUT
3.2.1. Give details of instructional and other materials developed including teaching
aids and/or used by the institution for enhancing the quality of teaching during the
last three years.
The various instructional and other materials developed or used by the institution
are detailed below:
• Self instructional material has been developed according to latest syllabus of M.
D. University Rohatak, highlighting the main areas/points of whole
syllabus(subject wise).
• Demonstration (CDs/VCDs) experiments in science subjects is available for
enriching the knowledge of perspective teachers.
• Print materials such as:
 Lesson Plans
 Charts
 Flash Cards
 Transparencies

• Non-Print materials such as Slides, Models.
• Power Point Presentations
• Question Bank
• Various audio cassettes and CD‟s have been bought from NCERT
• Audio Cassettes and CDs on various topics of English and Hindi, Science, Math
and Social Studies.
• Lesson Plan CDs
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3.2.2. Give details on facilities available with the institution for developing
instructional materials.
The various facilities available with the institution for developing instructional
materials are as follows:
• The institution has a well equipped computer lab with 40 computers connected
in LAN as well as in WAN are used for development of self instructional
material, PowerPoint presentations and computer assisted learning material.
• Fully equipped language lab with 01 Computer (Internet connection): 30
systems/head phones.
• For development of print and non print materials the institution has separate
labs like P.T.A lab and E.T. lab equipped with LCD Projector, OHP and Green
Board.
• Periods per week in the time table are allotted for preparation of teaching aids.
• Free internet service for students and faculty round the clock for all the 365
days.
• Multipurpose room for fabricating teaching aids.
• Well equipped library with following facilities: Text Books & reference books
 Journals/Periodicals, Magazines and Newspapers
 Computers
 Audio & Video Cassettes
 Internet
 Resource materials on digital media such as CDs


3.2.3. Did the institution develop any ICT/technology related instructional
materials during the last five years? Give details.
Yes, the institution has developed following ICT/technology related instructional
materials:
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• Lesson Plan CDs
• Subject related CDs
• PowerPoint Presentations(200)
• Audio cassettes and CDs on various topics of English and Hindi.
• Recording of extension lecture given by experts.
3.2.4. Give details on various training programmes and/or workshops on
material development (both instructional and other materials)
a) Organized by the Institution
b) Attended by the staff
c) Training provided to the staff
• Five National Seminars was organized by the Institution.
• The institution organized 7 days workshop on ICT Training programme for
teacher educators sponsored by „Sakham‟ Microsoft from 28th May 2015 to 3rd
June 2015 which was attainted by whole faculty members of the institution.
• Remedial teacher training programme and bridge course for drop out students
is being attainted by D.Ed. faculty members which is organized by SCERT
once in an year.
• Various national seminars/conferences are being attainted by faculty members
for the up gradation of their knowledge and to get awareness regarding latest
teaching learning process.
3.2.5. List the journals in which the faculty members have published papers in
the last five years.
The list of journals in which the faculty members have published papers in the last
five years is as follows:-
Annexure-3.1& 3.2
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3.3. CONSULTANCY
3.3.1 Did the institution provide consultancy services in last five years? If yes,
give details.
The institution extends its expertise for consultancy services to educational
institutions and organizations in the following manner:
• Holding
conferences
on
professional/technical
skills
in
Teaching,
Microteaching.
• Deputing the faculty to hold consultation sessions with heads/manager of local
schools for improving school education.
• To provide counseling through guidance cell to children of nearby villages.
• The pupil teachers are encouraged to tutor younger kids to improve their
reading and writing skills.
3.3.2 Are faculty/staff members of the institute competent to undertake
consultancy? If yes, list the areas of competency of staff members and the
steps initiated by the institution to publicizes the available expertise.
Yes, the faculty members of the institute are competent to undertake consultancy.
Their areas of competency are education and the subjects of their post graduation. They
provide consultancy to students of D.Ed., B.Ed., M.Ed., M.A. (Education) and M. Phil.
• Consultation regarding personality development is given to the students.
• consultation
regarding development of self confidence is provided to the
students
• Consultation regarding development of competitive spirit among students is
being given.
• Consultation regarding enhancement of teaching skills is given to the students.
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• Consultation
regarding solving educational and personal problems of the
students
3.3.3 How much revenue has been generated through consultancy in the last
five years? How is the revenue generated, shared among the concerned staff
member and the institution?
This is a college of Education. Consultancy is done in the field of education with a
sense of devotion to the cause of education and no fee is charged by the staff for it.
3.3.4 How does the institution use the revenue generated through
consultancy?
No revenue is generated as mentioned above so no question of how to use that
revenue.
3.4. EXTENSION ACTIVITIES
3.4.1. How has the local community benefited from the institution?
(Contribution of the institution through various extension activities, outreach
programmes, partnering with NGO‟s and GO‟s)
The cooperative activities of the college have a long lasting effect on the
community. The community by and large recognizes the extension activities of the
college. It improves the local linkages and gives awareness to the community on basic
issues and ads to the goals of National Development. The institution has organized
various extension activities, outreach programmes etc for the benefit of local community.
The details are as follows:
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• Extension Activities:

The teacher educators demonstrated to school teachers about the preparation of
teaching aids and how to use them. Moreover, the teachers were told how to
involve the students in developing the lesson.

The distribution of free medicines to the residents of surrounding villages aims
towards the National goal of “Health for All”.

The pupil teachers were taken to the nearby villages to perform cleanliness
activities under “Swachchh Bharat Aviyan" and to create awareness among the
villagers to save the girls and to educate them.

The pupil teachers were taken to slum areas around and nearby villages. They
met the villagers and interacted with them. They asked the reason for being not
educated. The pupil teachers emphasized upon the need of education in today's
world and motivated them to learn and educate their family.

The pupil teachers are encouraged to plant the trees and take care of them. Van
Mahotsava day's importance is told to students. Various competitions
organized by the institution (Seminar, Symposium, Slogan writing, chart
making competitions etc)

Population Education and Health & Hygiene Awareness:
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
Workshop on activity based teaching learning-13th April 2013

Akhil Bharatya Sahitya parishad-11th April,2013.

Shahidi Diwas 23rd march 2014.

Extension lecture by various doctors of medical institution were organized with



the theme "Health and Hygiene".

Seminars, slogan writing competitions and various competitions organized on
the theme of "population education".

A procession was organized for the theme "Save the girl child" and " Female
Foeticide."
• Outreach Programmes:
The pupil teachers and members of the faculty are carrying out the outreach
programme in the following manner:
• Vote India Vote Campaign(2013-14)
• Educational tour Kurukshetra(panorama and neigh- bowering)
• Six Days Workshop for D.Ed. 28th April-3rd May2014
• Literacy programme -2013
• Value Education: Duties and responsibilities of teacher-21st April 2014 by K.N.
Thakur.
• Role of ICT in teacher Education 21st Feb 2014 by S V Singh
• Professionalization of the teacher education By Dr Chandrakala on 29th Nov. 2013
• Partnering with NGOs and GOs:
Government organization: M.D. University (Rohtak), SCERT (Gurgaon)
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3.4.2. How has the institution benefitted from the community? (Community
participation in institutional development, institution-community networking,
institution-school networking, etc)
The Institution has been benefitted by the community in various ways:
• Institution-school networking: During practice teaching, all teacher trainees
interact well with the school. Besides classroom teaching, each pupil teacher is
supposed to take part in the morning assembly of the school, organize certain
activities in the school and conduct action research. Thus the student teachers
interact with school/community to study their emerging needs and provide
appropriate solutions to their problems.
• Institution-community
networking: As the pupil teachers interact with the
students after being given training, they perform well in teaching and thus help
them in their placement.
Moreover, broader prospective regarding teaching develops during community
interaction. The pupil teacher learns to tackle the students according to their need and
psychology. When pupil teacher comes in contact with the community, variety of
students interacts with them and thus their communication skills are improved.
"Community Awareness programme" is organized. The pupil teachers are taken to
various areas and are given chances to interact with various communities. The students
come to know about the flaws of ways of thinking that lead to illiteracy among those
people and are thus able to organize various programmes leading to development of
community.
• Community participation in Institutional development: Schools are invited to visit
the institution and varieties of teaching aids are exhibited. The schools are allowed
to choose whatever teaching aids they like. Their suggestions are also welcome to
improve the work done by the students and the programme organized by institute.
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Time to time heads and staff of the schools are invited in the institute to give their
views about improvement in curriculum and other school activities that are availed by the
institution during teaching.
After teaching practice, a thanks giving party is organized by pupil teachers with
school authorities. Principal of the college makes it a point to attend the party and
expresses gratitude to the school head as well as staff members. The views regarding the
improvement in organization of teaching practices, discipline among school students,
preparation and utilization of teaching aids by school teachers are exchanged with the
pupil teachers.
3.4.3. What are the future plans and major activities the institution would like
to take up for providing community orientation to students?
The future plans and major activities that will be taken up, are as follows:
• Organization of workshops to develop communication skills in teachers and
personality development.
• Establishing N.S.S unit within the institute.
• To broaden the scope of educating down trodden people of nearby community/areas.
• Organizing " Nukkad Natak" to show the social evils related to education and to make
people aware of them.
• Increasing the scope of community service programmes.
• Provision for support to disabled persons.
3.4.4. Is there any project completed by the institution relating to the
community development in the last five years? If yes, give details.
The institution has completed following project related to community development:
• Adult Education & Literacy: The pupil teachers were taken to nearby village for
spreading literacy among adults. During their interaction with the villagers, the pupil
teachers told them the importance of literacy in today's world and motivated them to
learn. The response noticed afterwards was encouraging.
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3.4.5. How does the institution develop social and citizenship values and skills
among its students?
In a professional institution, especially in a college of education, sensitization and
development of social and citizenship values and skills is one of the major objectives.
This institution has adopted a number of practices through which a sense of social and
civic responsibility is inculcated. They are stated below:
• While holding programmes like sadan meetings and morning assembly, different
responsibilities are assigned to the student teachers. They get opportunity to
organize programmes independently under the guidance and supervision of the
sadan in charge.
• The student teachers are assigned different responsibilities in organizing
educational tours.
• The student teachers share different responsibilities in organizing intra college
meets in skill-in-teaching, preparing teaching aids, drawing & painting, collage
making, dance, poem recitation etc.
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• During the week, members of the sadan on duty, perform various duties like
writing news and thought for the day, observing discipline in the library,
controlling and regulating the visitors.
• Student teachers are involved in plantation of trees and flowering plants for
beautification of the campus.
• Various extension activities such as adult education, environmental awareness,
social work, AIDS awareness,, population education, etc are organized to inculcate
social concern in the minds of the student teachers.
3.5. COLLABORATIONS
3.5.1. Name the national level organizations, if any, with which the institution
has established linkages in the last five years. Detail the benefits resulted out
of such linkages.
Following is the list of national level organizations with which the institution has
established linkages:
National level: NCTE
Local level: SCERT, MDU and BSEH
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3.5.2. Name the international organizations, with which the institution has
established any linkage in the last five years. Detail the benefits resulted out of
such linkages.
The institution has established linkage with Microsoft and organized a 7 days
workshop for faculty development programme.(international organizations.)
3.5.3. How did the linkages if any contribute to the following:
a. Curriculum Development
b. Teaching
c. Training
d. Practice Teaching
e. Research
f. Consultancy
g. Extension
h. Publication
i. Student placement
a) Curriculum development: The experience, interaction and feedback gained
from linkages help in identifying the new emerging and job oriented areas
which should be included in the curricula so as to contextualize them.
Expertise and peer suggestions of such organizations also help in curriculum
development.
b) Teaching: The linkages with various agencies help in arranging faculty
exchange and academic development. Faculty from these institutions is
involved in teaching and research collaboration. It has improved the quality of
work and its applications.
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c) Training: The linkages help in gaining experience, interaction and feedback
regarding various teaching skills. The students get training with modern
equipment and ICT enabled hardware/software. Such students are able to
compete nationally in getting placements
d) Practice Teaching: The students of the institution go for practice teaching in
various schools to get hands on experience and realize the real-time situations.
e) Research: Such linkages promote front-line research activities in the
institution. The members of the faculty and the students are able to have access
to advanced databases for acquisition of precise and accurate data. Such
collaborative research also helps in developing new academic contacts.
f) Consultancy: The linkages help to develop national and international
competency and expertise in our students and members of the faculty. The
institution encourages consultancy work by the faculty.
g) Extension: The linkages with National Organizations and the University
departments lead to the development of new and Innovative programmes. Such
technologies are passed on to the community and stakeholders through
publications in research journals and through direct outreach programmes. The
linkages of the institution promote extension activities directly beneficial to the
community in terms of health awareness programs, education of the rural
masses, environmental awareness etc
h) Publication: The linkages lead to amalgamation of concepts and hybridization
of the researchers. The institution has published the research journal called
ANWESHAN: journal of Education regularly since 2011.The institution has
several publications from the members of faculty with co-authorship from
other universities. These publications in recent and emerging areas imply
development of cutting-edge technologies.
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i) Student Placement: The institution-school linkages enable the schools to
fathom the depth of knowledge of students of this institution. The students also
get trained with hands on experience in relevant schools during their practice
teaching. This helps in better understanding of the schools. The institution has
established a placement cell for promotion of linkages between the institution
and the schools in order to cater to the needs of the schools and better
placement of our students.
3.5.4. What are the linkages of the institution with the school sector?
(Institute-School-Community networking)
The institution has established extensive linkages with the school sector in respect
of practice teaching, placement of the students, research and extension activities. The
college has linkages with various schools:
3.5.5. Are the faculty actively engaged in schools and with teachers and other
school personnel to design, evaluate and deliver practice teaching? If yes give
details.
Yes, the members of faculty are actively engaged in schools and with teachers and
other school personnel to design, evaluate and deliver practice teaching. The principal of
the institution sends teacher educators in different schools as per their convenience during
practice teaching session under the supervision of faculty members. All the concerned
faculty members discuss and plan out whole practice teaching schedule with the head of
the school. They actively collaborate with teachers and other school personnel to design
the time table of student teachers, evaluation of student teachers, organizing certain
activities in the school, etc. Moreover the faculty members interact with school to study
their emerging needs and provide appropriate solutions to their problems.
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3.5.6. How does the faculty collaborate with school and other college or
university faculty?
The institution has a large number of linkages of research and extension activities.
Such linkages help in training the faculty in the field of research and extension
programmes in service of society. Such activities also provide value addition to the
academic programmes of the institution. The faculty members collaborate with school
and other college or university faculty in following ways:
• The linkages with reputed schools, college and other universities help in academic
development.
• Teachers of practicing schools are involved for conducting action research in
school setting.
• Holding seminars, conferences and workshops on research and latest trends in
education.
• Conducting guidance & counseling sessions.
• Organizing short term orientation and competency building programmes.
• Organizing special lecture series in collaboration with experts from school and
other college or university faculty to improve the quality of research in teacher
education.
BEST PRACTICES IN RESEARCH, CONSULTANCY AND EXTENSION
3.5.7. What are the major measures adopted by the institution to enhance the
quality of research, consultancy and extension activities during the last five
years?
To enhance the quality of research, consultancy and extension activities the
institution has adopted following measures:
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For Research activities
• Special lecture series and workshops on research for students and faculty are
arranged
• Faculty members without doctoral degree are encouraged to do so by providing
them opportunity/ assistance.
• Teachers of practicing schools are involved for conducting action research in
school.
• Research proposals related to thrust areas of this institution that is, language
teaching, ICT, Inclusive education, etc are being submitted by the individual
members of the faculty to various agencies.
For extension activities
Extension activities are an integral part of teaching programmes in the
institution.
Members of the faculty are encouraged to participate in extension activities
in the following ways:
 They are treated on duty.

 The college meets out the expenditure towards registration fee, TA/DA,
etc.
• Student teachers are also encouraged to participate in a variety of extension
activities in the following manner:
 By treating them on duty.

 They are given prizes and certificates of commendation for their
participation in extension activities.
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 Student teachers are appreciated in front of all the students for their
commendable performance.
3.5.8. What
are
significant
innovations/good
practices
in
research,
consultancy and extension activities of the institution?
Research
• Members of faculty are continuously persuaded, encouraged for submission of
research projects on problems of regional and global importance
• Academic achievements of the staff are encouraged by providing publicity and
recognition.
• To promote research in the field of education and to extend this service to
stakeholders including research workers, teachers, teacher educators and
educational administrators, the institution established a Centre for Innovation
and Research (CIR) which functions under the research committee of the
college.
Consultancy
• The institution has established linkage with schools for research, training, campus
placement and consultancy.
Extension
• Extension programmes like Adult Education, AIDS Awareness etc are annual
features of activities of the institution.
• The various extension programmes are planned and executed by the institution in
collaboration with national and local organizations.
• Faculty and students are continuously motivated and encouraged to participate in
variety of extension activities.
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Criterion-IV Infrastructure and Learning Resources
4.1.
Physical Facilities
4.1.1. Does the institution have the physical infrastructure as per NCTE
norms? If yes, specify the facilities and the amount invested for developing the
infrastructure. Enclose the master plan of the building.
The physical infrastructure and earthquake proof building of the institution has
been built up as per the norms of the NCTE. The college was established in the year 2006
with all necessary facilities. The institution has 3 acres of land. The built up area of the
institution is 7337.16 sq. m. The institution has fully furnished and well ventilated
classrooms with the capacity of sitting for fifty students in a room. The college has well
equipped four storied, partially computerized library with a separate reading room. More
than 22,000 text books are available. It has huge collection of reference books, National
educational journals, Encyclopedias, magazines and newspapers. Apart from library,
fully equipped Psychology resource centre, Art & Craft resource centre, physical health
centre, computer laboratory and Science and Mathematics resource centre have been
established in the institution.
The institution has a seminar hall with a seating capacity of 250 students. The
administrative block comprises of Principal's office, Staff room and reception counter is
built in a very beautiful way. Separate common rooms for boys and girls are available.
The indoor and outdoor games facilities are also available in the institution.
The institution has a canteen where students and staffs can get the hygienic food of
their choice. The college is surrounded by lush green lawns. The bus facility for students
and staff is available in the institution. The total amount invested for the development of
the infrastructure is Rs. 1.5 corer/-. The copy of the master plan is enclosed herewith.
Annexure 4.1
82
4.1.2. How does the institution plan to meet the need for augmenting the
infrastructure to keep pace with the academic growth?
The institution has 3 acres of land to meet the need for augmenting the
infrastructure to keep pace with academic growth. The spacious rooms and laboratories
are constructed as per the demand and requirement. A peaceful environment conducive to
learning is provided to the students so that they can learn more during their stay in the
institution. The institution invariably encourages the use of its academic and physical
facilities by organizing different educational activities.
4.1.3. List the infrastructure facilities available for co-curricular activities and
extracurricular activities including games and sports.
The institution has very big ventilated multipurpose & seminar hall where all the
co-curricular activities and extracurricular activities are organized. The hall has the
seating capacity of 250 students. The different activities like debates, dancing, singing,
group discussion, guest lectures, quiz etc. are also organized from time to time.
To conduct the indoor games like chess, table tennis, ludo etc. a physical health
resource centre has been established in the institution. Facilities for Gymnasium are also
made available for the students. For the activities related to outdoor games like
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volleyball, football, cricket, badminton, hockey, athletics etc. a huge playground is
available in the institution. Sports kits and material facilities are provided to students.
4.1.4. Give details of the physical infrastructure shared with other
programmes of the institution or other institution of the parent society or
university.
The institution shares the physical infrastructure with other programmes of the
institution like D.Ed. other institution of the parent society. If the people of the society
want to organize any meeting, the institution provides them multipurpose hall with
furniture and public address system etc.
4.1.5. Give details on the facilities available with the institution to ensure the
health and hygiene of the staff and the students (rest rooms for women, wash
room facilities for men and women, canteen, health center, etc.)
To ensure the health and hygiene of the staff the institution has a well furnished
canteen where hygienic food is prepared both for students as well as the staff. The
students get the food of their choice at cheaper rates. College authorities always check the
quality of food provided to the staff and students.
The institution has separate rest rooms for boys and girls where they can
rest/discuss issues during their leisure time. Separate washrooms for male and female
students are there. A separate washroom is also available for female staff. Due care is
taken regarding the cleanliness of the washrooms. A small dispensary is there with first
aid facilities. In case of any emergency the institution provide transport facility to the
students and staff. For providing clean drinking water, water coolers with aqua guard
system are fitted with in the institution. Provision of dustbins at various locations
throughout the institution is made to maintain cleanliness. Proper drainage system is there
in the building.
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4.1.6. Is there any hostel facility for students? If yes, give details on capacity,
no. of rooms, occupancy details, recreational facilities including sports and
games, health and hygiene facilities etc.
The institution has hostel facility, for male students. The necessary facilities like
almirah, fan, drinking water, bathrooms etc. are available. To get hygienic food there is a
separate hostel mess besides canteen. For the recreation of the boarders, sports and games
facilities are available.
4.2. Maintenance of Infrastructure
4.2.1. What is the budget allocation and utilization in the three years for the
maintenance of the following? Give justification for the allocation and
unspent balance if any.
The institution has spent a total amount of Rs. 50925000/- in the last three year on
different infrastructure facilities. The details are as follows:-
2012-13
2013-14
2014-15
Building
150,00000/-
150,00000/-
150,00000/-
Laboratories
150000/-
150000/-
150000/-
Furniture
150000/-
150000/-
150000/-
Equipments
100000/-
100000/-
100000/-
Computers
150000/-
50000/-
50000/-
Sports
75000/-
75000/-
75000/-
4.2.2. How does the institution plan and ensure that the available
infrastructure is optimally utilized?
The institution has given free hand to the staff and students to use the various
facilities like computer lab., Educational technology lab. and sports lab. The staff and
students can use all these facilities whenever they needed for their professional as well as
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personal use. This is reviewed by the concerned constituted committee. The institute
generates and expands the infrastructure continuously. The advisory committee focuses
on upkeep and maintenance of the infrastructure.
4.2.3. How does the institution consider the environmental issues associated
with the infrastructure?
The institution is built in the open area which is free from pollution. All the rooms
are spacious and well ventilated keeping environmental issues in mind minimum use of
wood for windows and doors frame is exercised. Open space is there for morning
assembly. The college building is surrounded by lush green lawns which give fresh air &
create a conducive environment for study. The college has a very big playground. The
full time gardeners are working to maintain the lawns with grass types like selection 1
and Goa carpet. The campus is full of the flower pots. Arrangements have been made for
clearing the campus. Students are encouraged to utilize the waste products for further use,
if possible. Students wishing to celebrate festivals like Holi and Diwali, then firecrackers
and synthetic colors are not allowed. To save electricity tubes are used instead of
traditional bulb.
4.3. Library as a learning resource
4.3.1. Does the institution have a qualified librarian and sufficient technical
staff to support the library (material collection and media computer services)?
A permanent well qualified and efficient librarian and an assistant librarian have
been appointed. Sufficient technical staff is also there for their support. More than 22,000
text books on various subjects are there for use. A separate reference section is created.
National educational journals, Encyclopedias, Magazines, Newspapers are made
available for students and staff. The library is partially computerized and has internet
facility.
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4.3.2. What are the library resources available to the staff and students? (Number
of books-volumes and titles, journals-national and international, magazines, audio
visual teaching-learning resources software, internet access, etc.).
The sufficient number of text books, educational journals, magazines and
newspapers are made available for student and staff. The students and staff can get the
text books issued as per their requirements. Each student can get 4 books at a time for
fourteen days while the faculty members can take 8 books at a time. The students select
the text books themselves. Separate reading section is there in the library. The students
can use it during their leisure time. The details of the library are:
a) Books
22578
-Textbooks
18461
-Reference books
4117
b) Magazines
10
c) Journals subscribed
-Indian Journals
-Foreign Journals
28
--
d) Peer reviewed journals
20
e) Back volumes of journals
-87
4.3.3. Does the institution have in place, a mechanism to systematically review
the various library resources for adequate access, relevance etc. and to make
acquisition decisions. If yes, give details including the composition and
functioning of library committee.
Yes, the institution has a mechanism to systematically review various library
resources. The Principal of the college has constituted a library committee which
comprises the librarian and four staff members. The committee ensures the proper
functioning of the library. The student teachers in their tutorial groups are asked about
their needs and suggestions. Regular meetings of the library committee takes place and
checks the stock of the library and submit a report to the head of the institution. The
library committee prepares a list of the new text books and educational journals which are
useful for the students and the faculty members and recommends them for purchasing.
New books are added every year in the library.
4.3.4. Is your library computerized? If yes, give details.
Yes, the college library is partially computerized. The course wise details of the
students have been loaded into the computer. Data of books is also loaded into computer.
Internet facility is available in library. Currently OPAC system has been installed.
4.3.5. Does the institution library have Computer, Internet and Reprographic
facilities? If yes, give details on the access to the staff and students and the
frequency of use.
The institution has facility of computer and internet in the library. The students
and faculty members can use this facility freely according to their requirement. The
M.Ed. students use the internet facility for their research work. Faculty members also use
this facility to write their articles and research work (paper). Reprographic facility like
photocopier is available in the library. CD‟s on various subjects are also available in the
library.
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4.3.6. Does the Institution make use of INFLIBNET/DELNET/IUC facilities?
If yes, give details.
The institution does not have facility to use Inflibnet/Delnet/IUC as it has not
signed any agreement and joined any consortium.
4.3.7. Give details on the working days of the library? (Days the library open
in an academic year, hours the library remains open per day etc.)
The institution strictly follows the university calendar. There are six working days
in a week. The library remains closed on Sunday and gazette holidays. The students
and faculty members can consult the library during summer vacations also. The working
hours of the library are:
On working days
9:30 a.m. to 4:30 p.m.
During examination
8:30 a.m. to 5:30 p.m.
4.3.8. How do the staff and students come to know of the new arrivals?
When new books, educational journals, magazines are purchased and added in the
library, the name of all these new arrivals are displayed on the display board in the
library.
4.3.9. Does the institution's library have a book bank? If yes, how is the book
bank facility utilized by the students?
The institution does not have book bank facility. A library card is issued to each
student. The D.Ed., B.Ed. and M.Ed. students can take 4 books of their choice for
fourteen days. The teachers can take 8 books of their choice. Reference books,
educational journals and other reading material are available in the library. The students
can consult study material during college time and can expand their knowledge. The
institution is planning to establish a book bank in the near future.
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4.3.10.
What are the special facilities offered by the library to the visually
and physically challenged persons?
The institution provides books to the physically challenged students free of cost.
Transport facilities are also provided them free of cost. There is a wheel chair and ramp
for them. The entire library staff as well as faculty members cooperate with them. Due
care is taken by the college authority as per their requirements.
4.4. ICT as Learning Resource
4.4.1. Give details of ICT facilities available in the institution (Computer lab,
hardware, software, internet connectivity, access, audio visual, other media
and materials) and how the institution ensures the optimum use of the facility.
The institution has well equipped air conditioned computer laboratory with
internet facility. 40 computers are available in laboratory. The students and faculty
members can use the computers as per their requirements. The details of the ICT facilities
available in the Computer Lab are:
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Hardware
Configuration
Intel ® core 2 duo CPU
E 7200 @ 2.53 GHz
160 GB SATA, 1GB DDR (2) RAM
17” LCD monitor, DVD, Printer
Head phone, Mouse, Keyboard
Multimedia, Online UPS- 1 KB
Quantity
Make
50 computers
Assembled
The other ICT equipments available with the institution are:
• LCD projector
• Over head projector
• Slide projector
• Computer with internet facility
• T.V.
• DVD player
• Audio cassette player
• CD‟s and Cassettes etc.
The students are given opportunities to use all these facilities as per their
requirement. Public address system is also available. Student teachers are given training
in handling these equipments and using them in making teaching-learning more effective
by the staff members.
4.4.2. Is there a provision in the curriculum for imparting computer skills to
all students? If yes give details on the major skills included
Yes, there is a provision in curriculum for imparting computer skills to all
students. Computer education is compulsory for all the D.Ed. and B.Ed. students. All the
students are supposed to learn MS-Excel, MS-Word, MS-Power Point presentation,
Internet, creating wall papers etc. During their stay in college the students are free to do
practice on computers in leisure time. To provide proper guidance to the students a
trained computer assistant always remains available in computer lab. The students can
91
avail internet facility to expand their knowledge. Various books on computer education
are also available in the library.
4.4.3. How and to what extent does the institution incorporate and make use
of the new technologies/ICT in curriculum transactional processes?
The ICT is compulsory part of the syllabi, therefore, a well equipped computer
lab. has been established in the institution. The students are encouraged to prepare slides
related to their lesson plans & deliver through LCD projector. Maximum opportunities
are provided by staff members to the students to make the use of computers in order to
become masters in their respective subjects. Teachers too make use of latest technology
like power point presentations for delivering their lecturers. Internet is a source to update
their knowledge.
4.4.4. What are major areas and initiatives for which student teachers
use/adopt technology in practice teaching? (Developing lesson plans,
classroom transactions, evaluation, preparation of teaching aids)
The pupil teachers use the technology in teaching practice. The teachers help them
in developing lesson plan in their respective subjects. The pupil teachers use the latest
technology for presenting their lesson plans, articles and research papers in seminar
through LCD and OHP. The teacher educators teach them how to use & prepare teaching
aids using technologies.
4.5. Other Facilities
4.5.1. How is the instructional infrastructure optimally used? Does the
institution share its facilities with other for e.g.: serve as information
technology resource in education to the institution (beyond the program), to
other institutions and to the community.
If any other institution or community people approach the institution to use the
above mentioned infrastructure, the institution authority gladly permit them. If the people
of nearby villages organize any educational function or any other social activity the
institution provides them multipurpose hall with public address system etc. on condition
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of not disturbing the environment and discipline of the college. Charts & Models made
by teacher educator are donated to school for use. College provides OHP & projector if
any school Demands. Teacher educators are always there to help school teachers how to
prepare power point presentation for their lectures. If villagers approach college for help
against educational problems, our expert teachers are sent to discuss the problem and tell
them how world is changing and additional approach to tackle those matters is needed to
modify, like parents son/daughter, relations.
4.5.2. What are the various audio-visual facilities/materials (CD‟s, audio and
video cassettes and other materials related to the program) available with the
institution? How are the students teachers encouraged to optimally use them
for learning including practice teaching?
The institution has sufficient number of audio and video CDs, cassettes and
transparencies‟ related to different subjects. The pupil teachers use these CDs for their
learning purpose as well as for teaching practice. The college has well equipped language
lab where student practice their language skill. The different activities performed by the
pupil teachers are recorded so that same can be used whenever required. For
microteaching the teaching skill practiced by the pupil teachers are recorded and the same
are shown them to remove their mistakes.
4.5.3. What are the various general and methods laboratories available with
the institution? How does the institution enhance the facilities and ensure
maintenance of the equipment and other facilities?
The institution has established different laboratories as per the NCTE norms.
1. Educational Psychology Resource Centre.
2. Science and Mathematics Resource Center/Curriculum lab.
3. ICT Resource Centre.
4. Language Resource Centre.
5. Art & Craft Resource Centre.
6. Health & Physical Education Resource Centre.
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All these labs are properly ventilated and well furnished so that pupil teachers can
work with full ease and comfort. The college management provides sufficient funds for
the maintenance of lab.
4.5.4. Give details on the facilities like multipurpose hall, workshop, music
and sports, transport etc. available with the institution.
The institution has one seminar hall and one separate multipurpose hall each with
a seating capacity of 250. All the co-curricular activities are conducted in multipurpose
hall. Seminars and workshops are conducted in seminar hall. Public address system and
other necessary facilities are made available in both the halls.
The institution has a separate health and physical education lab. where all the
facilities for indoor games like table tennis, chess, ludo etc. are made available for
students and faculty members. A huge playground is there for outdoor games like cricket,
football, volleyball, shot put, high jump, long jump etc. The institution has a separate Art
& Craft lab. where the activities related to work like clay modeling, drawing and painting
etc. are conducted. The institution has the music instruments like harmonium, table, flute
etc. The institution provides transport facility to the students as well as to the faculty
members.
4.5.5. Are the classrooms equipped for the use of latest technologies for
teaching? If yes, give details. If no, indicate the institutions future plans to
modernize the classrooms.
The classrooms of the institution are well ventilated. At present the classrooms are
not equipped for the use of latest technology. The future plan of the institution includes
permanently modernizing classrooms with LCD projector and computers so that the
teachers and students can give the power point & OHP presentation.
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4.6. Best Practices in Infrastructure and Learning Resources
4.6.1. How does the faculty seek to model and reflect on the best practice in
the diversity of instruction, including the use of technology?
When the teacher educators teach in the classroom they use technological facilities
like Over head projector, LCD projector and different slides.
ICT mediated lesson plans are made by teacher educators. Power point
presentations are prepared by teachers subject wise so as to enrich the knowledge of the
students in their particular subject mater.
4.6.2. List of Innovative practices related to the use of ICT, which contributed
to quality enhancement.
For microteaching the teaching skill practiced by the pupil teachers are recorded
by the use of latest technology and the same are shown to them to evaluate their
weaknesses. Teacher educators encourage the pupil teachers to search the internet to get
the latest information to write their assignments. The students are motivated to avail the
opportunity of using LCD projector, slide projector so as to present seminars, topics
related to their subject and assignments as and when mentioned in their curricular
aspects.
4.6.3. What innovation/best practices in "Infrastructure and Learning
Resources" are in vogue or adopted/adapted by the institution?
The pupil teachers are encouraged to spend their leisure time in educational
technology lab. and computer lab. Learning resources like slide projector, over head
projector and LCD projector are compulsorily used by the pupil teachers. Co curricular
activities are conducted on different occasions according to the academic calendar.
Suggestion Box: There is a suggestion box in the college if the student does not
wish to be identified and wants to suggest/complaint something on any issue
academic or non-academic he/she can put his/her letter in suggestion box. Visiting
members
and
parents
are
welcomed
for
95
their
suggestions
as
well.
Criterion-V Student Support and Progression
5.1. Student Progression
5.1.1. How does the Institution assess the student's preparedness for the
programme and ensure that they receive appropriate academic and
professional advice through the commencement of their professional
education programme (student's pre-requisite knowledge and skill to
advance) to completion?
The institution assesses the students‟ preparedness for the programme by
conducting different kinds of oral and written tests given to them from time to time in the
class room as well as through Micro and Mega-teaching/simulated teaching programmes.
Different tasks and assignments are given to the students as mentioned in their curricular
aspects. After evaluation, feedback is given to them how to overcome their shortcomings.
Students are advised to participate in various co curricular activities related to teaching
learning process so that they may excel not only academically but also non academically.
They are asked to take part in competition like chart making, chalkboard writing,
preparing best out of waste and pot decoration etc. For developing their personality,
exploiting inherent potential various programmes like Talent hunt and cultural events are
organized that help them in their professional career and developing into good Citizen of
nation.
5.1.2. How does the institution ensure that the campus environment promotes
motivation, satisfaction, and development and performance improvement of
the students?
To ensure that the campus environment promote motivation, satisfaction,
development and performance improvement of the students the institute organizes
various curricular and co-curricular activities. The faculty members ensure that the
maximum number of pupil-teachers take part in these competitive activities. A suggestion
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box has been installed in the college for improving the environment of the campus & for
making it conducive for learning. Rewards and appreciation certificates are given to good
performers to boost their morale and motivate others. Intra and inter college competitions
are also organized by the institution for their all round development for student teacher's
satisfaction teachers give them best remarks as per their performance grade and their
names are announced and trophies are given by Principal in the Morning assembly.
5.1.3. Give gender wise dropout rate after admission in the last five years and
list possible reasons for the drop out. Describe (if any) the mechanism adopted
by the institution for controlling the drop out?
Ours being a professional college, the number of drop out students is negligible.
Only a few students drop out from the course owing to their selection for some
government jobs or other higher course. Since our students dropped out of the course for
better opportunity, no steps were needed to be taken by the college to control this
tendency. As the college started in 2006, so data available is only for last four years not
five years.
DROP OUT “Number of Students Year wise”
Year
2011-12
2012-13
2013-14
D.Ed.
02
10
08
B.Ed.
09
10
18
M.Ed.
01
04
06
Total
12
24
32
5.1.4. What addition services are provided to students for enabling them to
compete for the jobs and progress to higher education? How many students
appear/qualified in SLET, NET, Central/State services through competitive
examination in the last two years?
B.Ed. and D.Ed. students usually opt for higher courses. To compete in various
exams excellent command over language and facts is required and our faculty members
are competent enough to meet that requirement of students. Job related Informations are
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provided by the placement cell, from time to time, through college notice board. Faculty
members acquaint students with tactics like how to save time in competitive exams, focus
on main points, revise the syllabi in minimum time, prepare notes and what style should
be adopted while answering a question. Students are welcome to discuss their problems
and issues related with jobs or preparation for competitive exam. Students have appeared
and qualified various competitive tests including SET, STET and NET.
2011-12 2012-13 2013-14
M.Ed. Students
NET/ SLET/SET
04
04
03
Any other HTET/CTET
----
04
06
Library facilities including competitive books, magazines and free internet
services are provided to students to update knowledge and enhance their moral.
5.1.5. What percentage of students on an average go for further studies/choose
teaching as a career? Give details for the last three years.
Though we do not have complete and correct information, it is estimated that
almost 90% of our students go for teaching job or for further studies in education.
5.1.6. Does the institution provide training and access to library and other
education related electronic information, audio/video resources, computer
hardware and software related and other resources available to the student
teachers after graduating from the institution? If yes, give detail on the same.
Yes, institution helps and provides every possible facility to its former students.
Former students are allowed to use library. They are allowed to take all the teaching aids
like projector, OHP and audio and visual CD's and transparency for their lesson
presentation at their working places time to time. These students are also allowed to use
internet facilities and computer lab for preparing their power point presentation and
preparing any computer related material with the help of concerned teacher.
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5.1.7. Does the institution provide placement services? If yes, give details of
the services provided for the last two years and number of students who have
benefited.
The institute started in July 06 and a placement cell was constituted in 2008. The
Placement cell approaches to the Principals/Headmasters of practice teaching schools and
other nearby schools to give employment to our students in their schools. Apart from this,
vacant positions are put up on notice board so that students could apply. The main motto
of the placement cell is to provide information and help to its students.
5.1.8. What are the difficulties (if any) faced by the placement cell? How does
the institution overcome these difficulties?
The placement cell of the college is unable to get exact data regarding the students
who got service through placement cell because students who are selected do not inform
the placement cell of the college. To overcome this problem, the college tried to collect
information from old students by sending a letter to them but very few replied back.
College holds alumni meet once in a year and try to collect maximum data about the old
students from the alumni students of our college.
5.1.9. Does the institution have arrangements with practice teaching schools
for placement of the student teachers?
Yes, the institution has made arrangements with the practice teaching schools as
well as other schools in the area for placement of our students. The placement cell of the
college writes to these schools and collects information every year to appoint our
students.
5.1.10. What are the resources (financial, human and ICT) provided by the
institution to the placement cell?
The institute has assigned placement responsibilities to two educators and provides
secretarial support besides employment news/other news papers to placement cell.
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Institution also provides free internet, computer and printer facilities along with a phone
connection to seek help and information from placement cells of other institutions,
universities and schools.
5.2. Student Support
5.2.1. How are curricular (teaching-learning processes), co-curricular and
extracurricular programmes planned, (developing academic calendar,
communication across the institution, feedback) evaluated and revised to
achieve the objectives and effective implementation of the curriculum?
For the planning of curricular, co-curricular and extracurricular activities an
academic calendar is prepared by the institution in the beginning of every session. The
academic calendar of the institution includes various aspects from admission process to
the annual examinations of M.Ed, B.Ed, D.Ed courses. Periodically the academic
calendar is discussed in staff council and if needed necessary modifications is made by a
committee of
teaching staff headed by principal. Different types of curricular and
extracurricular activities are visualized in advance and, then, accordingly various
committees
namely
library
committee,
cultural
committee,
sports
committee,
examination committee etc. are constituted. The incharge and members of these
committees are given additional responsibilities to conduct these activities smoothly as
per the calendar. These committees plan, notify and execute the activities from time to
time. After the completion of activity, feedback is taken from the students for further
improvement in such types of programmes.
5.2.2. How is the curricular planning done differently for physically
challenged students?
One student of B.Ed. visually impaired/blind in 2014-15 and one student of B.Ed.
2013-14 was admitted in the college. Financial aid and social interaction was provided to
such students. They are properly guided and cared by teachers.
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5.2.3. Does the institution have mentoring arrangements? If yes, how is it
organized?
Yes, the institution has mentoring arrangement. In the beginning of every
academic session separate orientation programmes are organized for different courses. In
these programmes students are provided with information regarding their theory and
practical papers according to their needs and interests. Students are informed about the
activities organized by the institution and they are motivated to participate in different co
curricular activities like debates, Seminars, Rangoli, Mehandi and quiz competitions etc.
Besides, tutorial incharge of the group guides them according to their curricular, career,
social, cultural, and family problems.
5.2.4. What are the various provisions in the institution, which support and
enhance the effectiveness of the faculty in teaching and mentoring of students?
The institution has various programmes which support and enhance the
effectiveness of the faculty in teaching and mentoring of students. For example, well
equipped library provided research journals, newspapers, magazines, research abstracts
and latest books to update the knowledge of students and teachers. Various teaching aids
like over head projectors, slide projectors, DVD, LCD, computer, tape recorder etc. to
enchance role of ICT in teacher education. Seminars on current sensitive issues,
workshops, extension lectures by experts and group discussions are also organized by the
institution.
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Photos of the National seminar conducted by institution
5.2.5. Does the Institution has its website? If yes, what is the information
posted on the site and how often it updated?
The institution has its own website named www.bmcesnp.in . This website gives
information like vision, mission, Board of Governors, courses offered, infrastructure, fee
structure, admission procedure and list of faculty along with their qualifications. It is
updated at regular intervals or whenever any new/latest information has to be added.
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5.2.6. Does the institution have a remedial programme for academically low
achievers? If yes give details.
The institution has well qualified and trained faculty. Students are constantly
observed and examined according to their curricular needs, interest, abilities, capabilities
and academic performance. Though, all students are given equal attention but the
institution has remedial programmes for academically low achievers. Faculty first
identifies such students and tries to diagnose and solve their problems. Extra
classes/attention is given by the faculty to listen such students and a personal rapport is
maintained with such students.
Photographs of Faculty Members of M.Ed. B.Ed. & D.Ed. Programmes
5.2.7. What specific teaching strategies are adopted for teaching
(1) Advanced Learners
(2) Slow Learner
Different teaching strategies are adopted by the teachers for the advanced learners
and slow learners. For advance learners‟ special projects, assignments, ICT facilities and
brainstorming sessions are organized. Special guidance and study material are provided
to them for self study. On the other hand individual attention is paid to the slow learners.
First of all weaknesses of slow learners are identified in particular subjects and
accordingly extra classes, tutorials, special educational programmes etc. are arranged for
them. Their needs and interests are taken into consideration and they are taught according
to their pace of learning. Their parents are also guided by the teachers so that their
weakness could be overcome.
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5.2.8. What are the various guidance and counseling services available to the
students? Give details.
Students are given educational, vocational and personal guidance as per their
needs and interest through Grievance and Redressal cell. This cell consists of two
teachers, who provide guidance in selection of subjects and other academic problems.
The students are also guided for higher studies and vocational programmes. If any student
wants to share his personal problem and seeks guidance, proper suggestions/guidance is
given to him. Students are given career counseling whenever vacant posts of teachers are
advertised. Placement cell of the college has also been making efforts for students to get
employed. Before appearing in competitive examination/interview students are given
briefing/special lecture on how to get through these.
5.2.9. What is the grievances redressal mechanism adopted by the institution
for students? What are the major grievances redressed in last two years?
Grievance and Redressal cell of the college hears the problems of the students
very carefully and tries to help to the maximum extent. A suggestion/complaint box has
also been fixed in the college in which students can draw the attention of the highest
authorities of the college on an issue without disclosing their identity. Sometime back
students had grievances of transport and photocopy facility which were solved by the
institute.
5.2.10.
How is the progress of the candidates at different stages of
programmes monitored and advised?
The progress of the students at different stages of programme is monitored in a
very systematic way. The institute conducts micro-teaching, simulated teaching and real
class room teaching to develop teaching skills. Class tests, unit tests and project
assignments are conducted at regular intervals for the continuous evaluation of the
students. Project and assignment in each subject, sessional work, field work etc. are also
assigned to them. For M.Ed. students there is dissertation work to develop research skills
in them. The students‟ progress is well monitored through the internal tests/examinations
and they are informed about their short comings and ways to overcome them.
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5.2.11.
How does the institution ensure the Students competency to begin
practice teaching (pre-practice preparation details) and what is the follow up
support in the field (practice teaching) provided to the students during
practice teaching in schools?
Before sending the students for real teaching-practice, orientation programmes are
organized in each subject by different subject experts. The theoretical aspects (aims,
objectives, pedagogical analysis, unit planning, lesson planning and preparation and use
of teaching aids, methods of teaching and skill of teaching) is made clear to them in
respective subject classes. Extension lectures are also arranged on different topics for
effective teaching learning process. The subject teachers teach them to develop lesson
plans on different skills. The students prepare rough lesson plan using different teaching
methods which are checked by the subject teachers. Demo lessons are given by the
teachers on different skills to make the concept clear about teaching processes. Once the
student learns to prepare lesson plans on different skills, micro-teaching is organized. All
the students are divided into groups and micro-teaching takes place in two phases: In the
first phase any one subject is taken by the student after the completion of both the phases
it is ensured that student has developed the required skills. After micro-teaching, megateaching is organized in which use of audio-visual aids is compulsory. Students are
guided and evaluated by the experts. They are told about their weak points and ways to
overcome them. After micro and mega lesson in simulation students attain competency in
different skills then, they are sent to nearby schools for real classroom teaching. The
students are instructed to follow all the instructions properly. The students are observed
by the teacher educators, M.Ed. students, school teachers and remarks are given on their
performance. During their real teaching they get experience of maintaining discipline,
arranging curricular and co curricular activities, preparing school time table, report card,
attendance register etc. which are part of their future work. From time to time suggestions
are given to them to improve their performance in different aspects of teaching and
learning process.
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5.3. Student Activities
5.3.1. Does the Institution have an Alumni Association?
If yes
I.
II.
List the current office bearers
List Alumni Association Activities of last two years.
III.
Give details of the top ten Alumni occupying prominent position.
IV.
Give details on the contribution of alumni to the growth and
development of the institution.
(I)
Yes, there is an alumni association in our institution.
(II)
2009,2010,2011,2013 and 2015
(III)
Our institution started in 2006 and alumni association was constituted in
2008. BMCE organized first alumni meet in 2009 , second in January 2010,
third was 17th April 2011, fourth was 3rd April 2013 and recently organized
in 8th Nov. 2015, in which all former students were invited. Dr. Vipin
Kumar Singh President, Ms. Juli Secretary and Mr. Yogesh kumar Joint
secretary was unanimously elected by the old students. Different kinds
cultural programmes were arranged for them. They were asked to come on
to stage and share their memory and experience at the campus and in real
professions. Some of the students presented poems, songs and dances.
Feedback forms were distributed to them and their views were seriously
considered and analyzed for further improvement.
(IV)
As our institution is an education college, most of our alumni are employed
as teachers/lecturers in schools and colleges.
(V)
Many suggestions received from the alumni were found very graceful in
the development of the institution.
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Alumni Meet 2015
Alumni Meet 2013
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Alumni Meet, 2011
5.3.2. How does the institution encourage students to participate in
extracurricular activities including sports and games? Give details on the
achievements of students during the last two years.
The institution is always concerned about the all round development of its
students. The institution provides ample opportunities to students to participate in
extracurricular activities in addition to their academics study. Different activities like
mehndi competition, traffic rule week, blood donation programme, clay modeling,
rangoli, poster making, Indoor and outdoor games etc. are organized in the college. The
students are motivated to participate in the sports and games also
Volleyball Championship
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5.3.3. How does the institution involve and encourage students to publish
materials like catalogues, wall magazines, college magazine, and other
material. List the major publications/materials brought out by the students
during the previous academic session.
Our institution encourages students to write articles, poems, songs, jokes, and
thoughts etc. for college magazine. Display board and wall magazines are also
maintained and exercised by our students with themes and art work.
5.3.4. Does the institution have a student council or any similar body? Give
detail on construction, major activities and funding.
Student union elections are not held in our college. However, Student Forum is
constituted every year by taking four representatives from all the three courses. If there is
any grievance, Student Forum takes up the matter with the Principal or Management.
5.3.5. Give details of the various bodies and their activities (academic and
administrative), which have students representation on it.
There are many academic and administrative bodies in which students have their
representatives. These committees are as under:
I. Library committee
II. Sports committee
III. Editorial board
IV. Alumni association
V. Social service committee
VI. Canteen committee
5.3.6. Does the institution has a mechanism to seek and use data and feedback
from its graduates and from employees to improve the presentation of the
programme and the growth and development of the institution?
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Our Principal interacts with the students from time to time to gather information
on teacher's behavior, way of the teaching and organization of different activities.
Suggestions of students and employees are taken into consideration and implemented to
improve the education programme. There is a suggestion box in the college in which the
students are free to drop their suggestions/complaints. At the time of alumni meets
alumni‟s are requested to fill up feedback form for the betterment of the institution and
quality of education. Their suggestions are considered at the highest level. Similarly at
the completion of the course we ask our students to fill up a feedback Performa. Their
feedback is also given serious consideration. Thus, the institute has very good mechanism
to seek feedback from all the sources and use the data in best interest of education as well
as the institution.
5.4.
Best Practices in Student Support and Progression
5.4.1. Give details of institutional best practices in Student Support and
Progression?
The following are the best practices in student score and progression:
1. Systematic teaching including micro, macro and real teaching.
2. Continuous monitoring of student's progression in academic, curricular and
co curricular activities.
3. Equal opportunities for all students without any discrimination of caste,
creed, religion or gender.
4. Special support to physically challenged students.
5. Placement cell
6. Grievance and Redressal Cell
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Criteria-VI: Governance & Leadership
6.1. Institutional Vision & Leadership
6.1.1 What is the institution‟s stated purpose, vision and values? How are
they made known to the various stakeholders?
A. Purpose
I.
The institution's purpose is to acquaint the faculty and students with
research in education including action research.
II.
To enable faculty to develop communication skill among students and use
modern information technology and professional excellence.
III.
To instill in them human & national values, social consciousness that
prepares them to be socially responsible and adorable citizens.
B. Vision
An abiding commitment for academic excellence and to improve the
quality of teacher education.
C. Mission
I.
II.
To enable trainee teachers to realize their full potential
To make them understand that they serve as agents of improvement and
change in the society.
III.
To produce teachers of high quality and exemplary moral, who would play
important role in nation building.
D. Values
I.
To produce teachers who are intellectually competent, emotionally balanced,
culturally refined, spiritually mature, morally upright, physically healthy,
vocationally productive and self sufficient.
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II.
Development of leadership qualities and educating girls to make them
empowered.
Above purpose, vision, mission and values are made known to various stake
holders through website, magazine etc.
6.1.2 Does the mission include the institution's goal and objectives in terms of
addressing the needs of the society, the students it seek to serve, the school
sectors, education institution's traditions and value orientations?
Yes, the mission of the institution includes the goals and objectives of the
institution which have been framed keeping in view the needs of the society, students,
schools, educational traditions and values of the institution.
6.1.3 Enumerate the top management's commitment, leadership role and
involvement for effective and efficient transaction of teaching and training
processes (functioning and various committees and board of management,
BOG, etc.).
The management committee is committed for effective and efficient transaction of
teaching and learning process. It formulates the policies and endeavors to implement
them in letter and spirit. The teaching faculty recruitment procedure is transparent.
Advertisements are given in leading news papers. Selection committee comprises of
professors from university, other experts and members of management. Various
cells/committees are constituted for the smooth and efficient running of the education
programme. The Management and the Principal ensure that responsibilities of the various
committees and staff members are properly defined and communicated to them. These
responsibilities are communicated to the staff members through the Principal.
Committees have independent status and their recommendations are considered in top
management officials meetings and implemented as per requirements.
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6.1.4 How does the management and head of the institution ensure that
responsibilities are defined and communicated to the staff of the institution?
Board of governance of the college meets at regular intervals to monitor the
progress and development of various disciplines of the college. Current situation is
evaluated critically and future plans are formulated. Principal also meet the Management
Committee and board of governance and report the progress of the institution or any
problem faced by the institute. Decision regarding responsibility given to staff member is
taken on the basis of their academic and professional record, interest and experience.
Principal is the pivot in communicating the message to staff members through
circulars/notices or meetings.
6.1.5 How do the management/ head of the institution ensure that valid
information (from feedback and personal contacts etc.) is available for the
management to review the activities of the institution?
The Head of the institution receives valid information about the activities of the
institution through feedback form filled up by students and alumni and through grievance
redressal cell. There is a suggestion box fixed in the college by using that students can
put their complaint/suggestions without disclosing their identity. The feedback collected
from the students regarding the subject knowledge, teaching method, communication
skills and overall behavior of teacher is analyzed independently without any bias. The
valid complaint/suggestions are taken seriously and steps are taken by the Principal to
implement them. Some of the complaints/suggestions are also brought to the notice of the
management for their information and intervention.
6.1.6 How does the institution identify and address the barriers (if any) in
achieving the vision/mission and goals?
Various committees constituted for smooth functioning of the institution identify
the barriers and message is conveyed to Principal. The barriers coming in the way of
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achieving goal/mission of the institution are removed by holding group discussions
among the staff members, Principal, Management and with government authorities.
6.1.7 How does the management encourage and support involvement of the
staff for improvement of the effectiveness and efficiency of the institutional
processes?
The management considers every staff member has vital importance for the
progress of the institution. With this point of view, it supports the involvement of the
staff for the improvement of the effectiveness and the efficiency of the institutional
process. The management of institution has democratic and forward looking attitude.
During meetings all staff members are allowed to express their views, opinion without
any hesitation and this helps in running the institution effectively, smoothly and
successfully. Faculty members are allowed to attend seminar or workshop, which in turn
leads to new learning & experience for teacher and helps in improving teaching
efficiency.
6.1.8 Describe the leadership role of the head of the institution in governance
and management of the curriculum, administration, allocation and utilization
of resources for the preparation of students.
The Principal is a learned person respected by the staff members and students as
well. He is always very keen to interact with students and staff members to know their
views/suggestions for the improvement and progress of the education and the institute.
He effectively leads the staff members to achieve the goal of the institute. He utilizes the
best potential of every staff member in managing the curriculum, administration and
utilization of resources.
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6.2. Organizational Arrangements
6.2.1. List the different committees constituted by the institution for
management of different institutional activities? Give details of the meetings
held and the decisions made, regarding academic management, finance,
infrastructure, facilities, research, extension and linkages and examinations
during the last years.
The institute constitutes various committees like Internal Quality Assurance
Cell (IQAC), staff counsel, Grievance and Redressal cell, Placement cell, Women
Welfare cell, Library committee, sports committee, admission committee etc. in
the beginning of session every year for the smooth functioning of the institution.
During the previous year 2008-09 some important decisions taken by the various
committees of the institute are as under:
A. Board of Governors (BOG)
I.
The college started in a leased building at kundli in 2006. BOG
decided to purchase land and construct its own building.
II.
In 2008 BOG decided to increase the intake capacity of B.Ed., D.Ed.
and M.Ed.
III.
In July 2009 BOG decided to shift the college from the lease premises
to its own permanent site.
IV.
In 2009 BOG decided to open a canteen in the campus and also to
start buses from college to various parts of Sonepat and Delhi.
B. Academic Council of Staff (ACS)
I.
In the year 2010 ACS decided to constitute a IQAC, to improve the
quality of education in the college. This committee not only monitors
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the quality of education but also give suggestions for the improvement
of education to the BOG/Management Committee.
II.
In 2009 the council decided to form a Grievance Redressal and
Placement cells.
III.
In 2009 the ACS decided to form an alumni association.
C. Placement Cell
The members of the placement cell go through the newspapers daily,
collect the advertisement related to teaching jobs, display on notice board
and inform to the students in their classes.
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6.2.2. Give the organizational structure and details of the academic and
administrative body of the institution.
TRUST
Sonepat Campus
BMCE
Gujarat Campus
BMIP
MSIT
BOG
Principal
Academic Staff
Administrative Staff
Staff
Council
Student
Council
SchoolPracticing
Committee
IQAC
Gender
Welfare
Committee
Sports
Committee
Co curricular Placement
Activities
Cell
Committee
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Grievance
Redressal Cell
Alumni
Association
6.2.3. To what extent is the administration decentralized? Give the structure
and details of its functioning.
The administration is fully decentralized in various committees and cells which
function independently. Although financial aspect is completely monitored by
management committees while day to day activities of the institution are governed by
Principal.
6.2.4. How does the institution collaborate with other sections / departments
and school personnel to improve and plan the quality of educational
provisions?
The decision taken by various committees are discussed in staff council and
academic issues are discussed in IQAC as well. Similarly school teaching practice
committee discusses various issues with the heads of the schools. Based upon their
suggestions decisions are taken by various committees for the improvement and
collaboration e.g. charts and model lesson plan on various topics are given to schools for
their academic benefit. Feedback taken is the key ingredient to improve quality of
education.
6.2.5. Does the institution use the various data and information obtained from
the feedback in decision making and performance improvement? If yes, give
details.
Yes, the institution uses various data and information obtained through feedback.
The feedback is analyzed in depth and put up before IQAC/BOG for implementation. In
the alumni meet a (feed back form) Questionnaire is filled up by the students. The
suggestions given are considered for further improvement.
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6.2.6. What are the institutions initiatives in promoting co-operation, sharing
of knowledge, inNov.ations and empowerment of the faculty? (skill sharing
across departments creating / providing conductive environment).
The institute endeavors to promote cooperation among the faculty and students
with the help of assigning those responsibilities together in a team. They hold discussions
to share knowledge and inNov.ations. Encouraging students and teachers to participate in
seminars, conferences and providing them a platform to discuss their benefits with peers.
6.3. Strategy Development and Deployment
6.3.1. Has the institution an Management Information System (MIS) in place
to select, collect align and integrate data and information on academic and
administrative aspects of the institution?
The institution has a proper management information system under which the data
collected about academic and administrative aspects of the institution is analyzed in depth
and evaluated. The suggestions found conducive to improvement for academic and
administrative aspects are implemented.
6.3.2. How does the institution allocate resources (human and financial) for
accomplishment and sustaining the changes resulting from the action plans?
The institution allocates human and financial resources in a systematic manner.
Various plans for future are prepared after taking into consideration feedbacks,
suggestions and opinions from various sources. Thereafter, financial/human resources are
allocated on need basis to accomplish those plans.
6.3.3. How are the resources needed (human and financial) to support the
implementation of the mission and goals, planned and obtained?
To implement a policy or realize a goal both human and financial resources are
needed. The institution prepares a blue print of the plan regarding human, finance and
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time resources after having suggestions from various committees. Thereafter, the plan is
assigned to the concerned committee. Financial requirements are met from fee. Proposal
for additional finance is sent to Management Committee, if needed.
6.3.4. Describe the procedure of developing academic plan. How are the
practice teaching school teachers, faculty and administrators involved in the
planning process?
The faculty under the guidance of the Principal prepares an academic calendar in
the beginning of the academic session besides university guidelines. Committee after
having discussions with the heads and teachers (if necessary) of the teaching-practicing
schools finalizes a calendar and implements it and further modifications are made by
issuing notices from time to time. The main aspects of the plan are:
I.
II.
Syllabus and curricular activities
Formation of committee
III.
School are finalized
IV.
Students are divided into groups
V.
Concerned teacher-educators are given names of students, attendance sheet and
teaching practice schedule.
VI.
Teaching practice time table is framed by the concerned teacher.
VII.
Principal along with senior member of faculty visits every school
VIII.
The whole plan is reviewed to make it perfect and then finalized.
6.3.5. How the objectives are communicated and deployed at all the levels to
assure individual employees contribution for institutional development?
The objectives are communicated with the help of meetings, circulars and notices,
to teaching, non-teaching staff and students. In real teachers act as a pivot between
students and head of committee or Principal in citing mistakes or
further suggestions for
better execution and formulation of new plan. Experience of every employee or student if
reasonable is given weight age. Modified plans may be re introduced that proves
individual participation of faculty and students.
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6.3.6. How
and with what
sequence are
the vision, mission and
implementation plans monitored, evaluated and revised?
The vision, mission and implementation plans are monitored/ evaluated and
reviewed every three months by Principal through meetings with faculty members.
The performance of the pupil-teacher in home exams and in co curricular activities
are discussed and evaluated. In the meeting decisions are taken to improve the
implementation of various plans. BOG also evaluates, reviews the implementation
of various plans after regular time interval.
6.3.7. How does the institution plan and deploy the new technology?
If any new technology in education system comes to notice, its usefulness is
evaluated and discussed in the staff council and IQAC. Human and finance
resources involved are also taken into consideration. If assessed useful, the new
technology is adopted.
6.4. Human Resource Management
6.4.1. How do you identify the faculty development needs career progression
of the staff?
The institution is of the opinion that for the development of any educational
institution, the development of faculty and their career progress is very important. The
needs for faculty development and their progression are identified by the institution from
time to time, either through student‟s requirement, feedback or teachers‟ own evaluation
report to Principal. The staff members are encouraged to attend the seminars,
conferences, workshops, symposiums etc. The institution provides financial help to
faculty who wish to attend such events. They are treated on duty on such days. Each and
every staff member gets an equal opportunity of participation in such events. The
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information regarding above mentioned developmental programmes are circulated among
the faculty members.
6.4.2. What are the mechanisms in place for performance assessment
(Teaching, research, service) of faculty and staff? (Self appraisal, method,
comprehensive, evaluations by students and peers) Does the Institution use the
evaluations to improve teaching, research and service of the facility and other
staff?
To access the performance of the faculty and staff in different fields like teaching,
research, service etc. a planned and systematic procedure is followed. At the beginning of
the session the staff is told that they would be accessed by different committees or by
different feedbacks. They are also informed that it was expected from them that they
would work hard for the upliftment of the institution. The feedback is obtained from the
alumni meeting and academic peers about the performance of the faculty at regular
intervals. In case any complaint is found, the concerned teacher is called by the Principal
in his office and his/her weaknesses are discussed and useful suggestions are given to
improve upon without hurting the feelings of the teacher. At the end of the session
students are asked to fill up feedback forms on the performance of their teachers. Alumni
are also requested to fill up the feedback forms. These feedback forms are carefully
analyzed and assessed by the IQAC.
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6.4.3. What are the welfare measures for the staff and faculty? (Mention only
those which affect and improve staff well-being, satisfaction and motivation)
The institution provides healthy environment for both the staff and students. The
facility of Yoga, indoor and outdoor games are provided to the staff in the campus. All
the faculty members are motivated to attend the Faculty Development Programmes. The
faculty is given full freedom to utilize the library and ICT facilities for the enrichment of
their knowledge. Regular annual increments are given to faculty and staff. The workload
is equally distributed and subjects are given according to their specialization and interest.
If any faculty member or staff member has any problem (academic or personal), he/she is
always welcome to discuss with Principal and get them solved.
6.4.4. Has the institution conducted any staff development programme for upgradation and training of teaching and non-teaching staff? If yes, give details.
• The institution organized 7 days workshop on ICT Training programme for
teacher educators sponsored by „Sakham‟ Microsoft from 28th May 2015 to 3rd
June 2015 which was attainted by whole faculty members of the institution.
• Remedial teacher training programme and bridge course for drop out students is
being attainted by D.Ed. faculty members which is organized by SCERT once in
an year.
• Various national seminars/conferences are being attainted by faculty members for
the up gradation of their knowledge and to get awareness regarding latest teaching
learning process
7
7 Days Workshop on Faculty Development Programme
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6.4.5. What are the strategies and implementation plans of the institution to
recruit and retain diverse faculty and other staff who have the desired
qualification, knowledge and skills (recruitment policy, salary structure,
service conditions) and how does the institution align these with requirements
of statutory and regulatory bodies(NCTE, UGC, University etc.).
The institution appoints and retains diverse faculty and other staff according to the
norms laid down by the NCTE, UGC and M.D. University, to which the institute is
affiliated. As ours is a self financed institution the teachers are recruited by a selection
committee including the experts from M.D. University, Rohtak. The vacancies of
different subjects are advertised in the leading newspapers. Taken into account the
academic excellence, teaching experience and performance of the candidates in the
interview the candidates are selected. Their pay scales and service conditions are as per
norms of the NCTE, UGC and M.D. University.
6.4.6. What are the criteria for employing part-time/adhoc faculty? How is the
part-time/adhoc faculty different from regular faculty (e.g. salary structure
work load etc.).
Part time/Adhoc faculty are selected if it is necessary, by a college committee
comprising Principal, senior faculty members and management. They are given
consolidated salary and their appointment is for a fixed period. The workload of such
faculty is not equal to that of regular faculty. They have to deliver two or three lectures in
a week. At the time of selection due care is taken that they have specialization in that
field.
6.4.7. What are the policies, resources and practices of the institution that
support and ensure the professional development of the faculty? (E.g. budget
allocation for staff development, sponsoring for advanced study, research,
participation in seminars, conferences, workshops, etc. and supporting
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membership and active involvement in local, state, national and international
professional associations)
The staff members are encouraged to attend the seminars, conferences, workshops,
symposiums etc. The institution provides the financial aid and treats them on duty. Every
staff member gets an equal chance of participation.
6.4.8. What are the physical facilities provided to faculty? (Well maintained
and a function and functional office, instructional and other space to carry out
their work effectively).
The physical facility provided to the faculty are spacious and separate Ladies &
Gents staff rooms with comfortable chairs, well maintained administrative office,
spacious classrooms, hygienic canteen, fully equipped laboratories and library. Clean and
hygienic separate wash rooms have been provided for male and female faculty members
and transport facility has also been provided.
6.4.9. What are the major mechanisms in place for faculty other stakeholder
to seek information and\or make complaints?
The students, staff and other stake holders are free to meet the Principal at any
time. The staff & students are informed about various activities through notices. The
complaint is also free to meet with top management through proper channel to explain
their grievance and get them redressed. Even the personal problem of faculty, if shared is
given serious thought and the institution tries to help to the maximum possible extent to
solve. Complainant cum suggestion box is there.
6.4.10.
Detail on the workload policies and practices that encourage
faculty to be engaged in a wide range of professional and administrative
activities including teaching, research, assessment, monitoring working with
schools and community engagement.
125
In the beginning of every academic session, the workload is equally distributed
among all the staff members. While drafting the time table, In-charge divides equal
number of lectures to all the staff members. Sufficient time is provided to the staff for
upgrading their research work. All the staff members are assigned some duties of
extracurricular and co curricular activities. All the faculty members are involved in some
or the other activities of the communities. Work is equally distributed so that no one is
getting over burden.
6.4.11.
Does the institution have any mechanism to reward and motivate
staff members? If yes give details.
The institution appreciates the performance of the faculty members in many ways
including verbal and written appreciation and extra increments.
6.5. Financial Management and Resource Mobilization
6.5.1. Does the institution get financial support from the government? If yes,
mention the details received in the last three years under different heads. If
no, give details of the source of revenue and income generation.
Our institute is a self-financed institution and therefore does not get any financial
aid/support from the government. The only source of revenue and income is fee collected
from the students.
6.5.2. What is the quantum of resources mobilized through donations? Give
information for the last three years.
The institution does not receive any kind of financial donation.
6.5.3. Is the operational budget of the institution adequate to cover the day to
day expenses, if no how is the deficit met.
126
Yes the operational budget of the institution is adequate to cover the day to day
expenses. The year wise surplus/deficit budget for the last three years is given below:Year
Surplus in Rs
Deficit in Rs.
20012-13
--------
57,57,000/-
2013-14
--------
22,50,000/-
2014-15
--------
12,50,000/-
6.5.4. What are the budgetary resources to fulfill the mission and offer quality
programs (Budget allocations over the past five year depicted through income
expenditure statement, future planning and resources allocated during the
current year and excess/deficit)?
The budgetary resource is college course fee. The accounts of the institution are
regularly audited by the charted accountant appointed by the college management. The
audit report of the last three years is attached.
6.5.5. Are the accounts audited regularly? If yes give the details of internal
and external audit procedures and information on the outcome of last two
years?
Yes the accounts of the institution are audited regularly by the internal charted
accountant. The financial management of the institution is completely computerized. The
details of the fee collected from the students are maintained manually as well as in
computers.
6.5.6. Has the institution computerized its finance management system? If yes,
give details.
Yes the institution has computerized its finance management system. The
complete information about the number of students and fee collected from them are
available in computer. Along with expenditure of the year.
127
6.6. Best Practice in Governance and Leadership
6.6.1. What are the significant best practices in Governance and Leadership
carried out by the institution?
The best practice in Governance and Leadership are
• The board of governance of the college meets at regular interval to monitor
the progress in the college.
• The Principal of the institution meet the faculty members to receive the
information about the activities conducted in the institution.
• The barriers that come in the way of achieving goals are removed by
holding discussions among Principal, Management and staff members of
the institution.
• Value Audit System.
• Transparency in administration.
• Organizational and managerial skills are imparted to students by involving
them in various activities.
• Democratic decision making system.
128
Criterion VII: Innovative Practices
7.1
Internal Quality Assurance
7.1.1. Has the institution established internal quality assurance cell (IQAC)?
If yes, give its year of establishment, composition and major activities
undertaken.
Yes, the institution established Internal Quality Assurance Cell (IQAC) in 2009.
IQAC has helped in the improvement of education.
Major Activities Undertaken- Design and implementation of annual plan for various
institution activities:
I.
IQAC is monitoring internal and external examination results, feedback through
various activities and events organized in the college. IQAC evaluates the
achievement and goals and objectives of the college.
II.
Quality circles are promoted in all academic departments to involve faculty,
students, research scholars and non-teaching staff in the institution.
III.
For academic departments and individual faculty members performance is assured
periodically.
IV.
Feedback from students or faculty performance, usefulness of the curriculum,
infrastructure, administrative and sports services have been taken to identify
service failures and deficiency and to take appropriate corrective and preventive
measures. Feedback is also taken from employees, parents, retired teachers,
supporting staff and alumni.
129
V.
Development of quality marks/parameters for various academic and administrative
activities of the institution.
VI.
Retrieval of information on various quality parameters of higher education and
best practices followed by other institutions.
VII.
Organization of workshops and seminars on quality related themes and promotion
of quality circles for the institution.
VIII.
Development application of Innovative practice in various programmes/activities
leading to quality enhancement.
7.1.2. Describe the mechanism used by the institution to evaluate the
achievement of goals and objectives.
The mechanism used by the institution to evaluate the achievement of goals and
objectives is preparation of Annual Self Appraisal report, feedback from students on
faculty performance, usefulness of the curriculum, infrastructure, administration and
support services have been taken to identify service failures and deficiency and to take
appropriate corrective and preventive measures. Feedback is also taken from employees,
parents, retired teachers, supporting staff and alumni of the institute.
7.1.3. How does the institution ensure the quality of its academic
programmes?
The institution ensures the quality of its academic programmes by organizing
seminars, workshops, alumni meet and various innovative practices.
7.1.4. How does the institution ensure the quality of its administration and
financial management processes?
The institution ensures the quality of its administration and financial management
process by regular meeting of the governing body members with the officials of
130
administration and financial management. Suggestions which are considered useful for
quality enhancement are implemented. Service failures and deficiencies are identified to
take appropriate corrective and preventive measures.
7.1.5. How does the institution identify and share good practices with various
constituents of the institution?
The institution identifies and share good practices by sharing various information
received from different areas of the institution to maintain coordination amongst them.
Various constituents of the institution get deeply committed to various goals set up by the
institution‟s vision and mission.
7.2 Inclusive Practices
7.2.1. How does the institution sensitize teachers to issues of inclusion and the
focus given to these in the National policies and the school curriculum?
The institution sensitizes teachers to issues of inclusion by motivating them to
consider national policies and school curriculum. There is a provision for special
education, positive learning environment for students of backward and weaker section.
Financial assistance is given by the institution for them.
7.2.2. What is the provision in the academic plan for students to learn about
inclusion and exceptionalities as well as gender difference and their impact on
learning?
The curriculum designed by the university is implemented in such a way that
inclusion, exceptionalities and gender difference have either no impact or minimum
impact on students.
131
7.2.3. Detail of the various activities envisioned in the curriculum to create
learning environments that foster positive social indirection, active
engagement in learning & self motivation.
Various activities envisioned in curriculum to create leading environments that
foster social interaction are cultural programmes, sports, group tours, projects on various
social issues, lectures by religious people and social educators, social awareness
programmes etc. These activities help in creating an environment which helps in evading
social differences and creating active engagement and harmony in learning.
7.2.4. How does the institution ensure that student teachers develop
proficiency for working with children from diverse backgrounds and
exceptionalities?
There is provision of micro-teaching, simulated teaching, real class room situation
and special education as a subject is introduced in curriculum to develop proficiency for
working with children from diverse background and special children.
7.2.5. How does the institution address to the special needs of the physically
challenged and differently able students enrolled in the institution?
The institution has ten blind/Physically challenged students. Such a large number
of such students show that they are cared well by the institution. Keeping in view their
special needs, special arrangements have been made. Security guards bring them to their
class rooms; teachers help them in preparation of their lessons, files and notes. Other
students behave with them in a friendly manner so that they do not feel any inferiority
complex. They are also guided by the Guidance and Counseling Cell from time to time.
7.2.6. How does the institution handle and respond to gender sensitive issues
(activities of women cell and other similar bodies dealing with gender sensitive
issues)?
132
The Women Cell of the institution handles and responds to gender sensitive
issues. Girl students are encouraged through different activities like group discussions,
seminars, cultural programmes etc. to have hesitation free terms with male students.
7.3 Stake Holder Relationship
7.3.1. How does the institution ensure the access to the information on
organization performance (academic and administrative to the stake
holders)?
The working of the institution is very transparent and access to information on
academic and administrative performance is freely available to the students, teachers and
parents of the students. All information is also freely available in the Principal‟s office
and on our website.
7.3.2. How does the institution share and use the information/data on success
and failures of various processes, satisfaction and dissatisfaction of students
and stake holders for ringing qualitative improvement?
The institution shares the information on success and failures of various
programmes through meetings, magazines, news bulletin etc.
7.3.3. What are the feedback mechanisms in vogue to collect, collate data from
students, professional communities, alumni and other stake holders and other
stake holders on programme quality? How does the institution use the
information for quality improvement?
Feedback is collected from students and alumni and professional experts on
programmes quality. Feedback is seriously examined and analyzed by IQAC which is the
highest body in the college responsible for improvement in the quality of education also
have management‟s representative. The suggestions which are considered to be helpful in
the improvement of the quality of education are implemented and put up before the
management, if needed.
133
ANNEXURE
134
135
136
137
(Approved by NCTE & Affiliated to M.D.U., Rohtak)
Village Jagdishpur, Near Railway Crossing, Distt. Sonepat (Hr.)
Tel : 0130-2325600-605 E-mail : [email protected]
ANNEXURE-3.2
SEMINAR ATTENDED \PARTICIPATED BY THE FACULTY MEMBERS
S. Name of
No. faculty
1 Dr. D.P. Tomar
Presented \participated Topic
(1)Teacher‟s Accountability: Need of
National Seminar/ Workshop/
Orientation Program organized by
BMCE, Sonepat
Date
Maa Omwati COE Palwal
3 -4-2010
DDUMC,Meerut ,Up
18-4-2000
Dakshin Bharat hindi Prachar
6th March, 2012
6-3-2010
the Hour
(2) Critical reflection in teacher
education
(3) globalization and materialization
of value & cultural Education
(4) Participated
sabha(Kerala)
Modern College of Professional
(5) Pedagogy in Teacher Education
6) Instructional Role of Information
17th
March,
Studies
2012.
Noida College of Physical Education
10th March,
2011
and Communication Technology
9th April 2011
7)
Inclusive
Education:
A
BMCE
Prospective Issue
8)
Preparation
of
Professional
Maa Omwati College of Education,
May 1997
Teachers for 21st Century challenge
Hassanpur, Palwal
9) Participated
(DIET), Keshavpuram
10-11-2011
10) Participated
Hindu College of Education, Sonepat
18th Nov, 2011
11) Attended NAAC Sponsored
Bhagat
Phool
Singh
Mahila
Vishwavidyalaya
12)
Participated
Sponsored
in
NACC
Maharishi
Dayanand
Rohtak,Haryana
138
University,
March, 19-20,
2015
2
Dr. Pradipta
Kumar Pattnaik
(1)Job satisfaction of teachers
(2)Quality management and
execellence in teaching.
(3)Quality and Equity in higher
education
(4) Co-operative learning stratigies:
A Golden road Towards collaborative
learning.
(5)Women education as a tool for
rural development
(6)Quality and effectiveness of
Teacher Preparation
(7)Quality teacher education in new
millennium
Sri Sai Group[ of Institutes, BadhaniPathankot
Veerayatan B.Ed. College, Nalanda,
Bihar
Shiva Institute of Management
Studies, Meerut
29-3-2008
5-6 June,2009
Prasanna Purusottam Dev
Mahavidyalaya
Noida College of Physical Education,
Dhoom Manikpur,U.P.
24-6-2007
24-1-2009
Chetram Sharma COE,Noida
5-4-2008
(8) Secondary School Students‟
attitude towards Mathematics: A
close link with teacher Stereotype
9) TQM: Quest for Quality research
in higher education
GDR, COE Panipat
10) A study of teacher stereotype on
students attitude to wards
Mathematics
Maa Omwati COE Palwal
06-03-2010
2-5-2010
3.4.2010
NCPE Noida U.P.
13-2-2010
12)Peace Education in teacher
education
Budha COE,Karnal.
13) TQM: Quest for Quality Research
Kapuri ram college of education
1st may 2010
in Higher Education
14) Teacher Education in Cyber Age
12-13-Dec.2009
Gyan Vihar University, Jaipur
BMCE, Sonepat
11)Quality and effectiveness of
teacher preparation
12-12-2009
march-10, 2011
B.M College of Education, Jagdishpur,
Sonepat,Hr.
Budha College of Education, Ramba,
15) Information Technology:
139
12th March, 2011
March-10, 2011
Pedagogical Innovation in Teacher
Education
16) Educating Teacher Educators : An
Emerging Issue in 21st Century
16th and 17th April
2011
Karnal,
NCPE,Noida
2nd April 2011
17) Educating Teacher Educators : An
Emerging Issue in 21st Century
18) Simulation A Innovative
Technique in teacher Education
NCPE,Noida
18th-20th Nov 2011
Greater Noida College of Education,
Greater Noida,
24th-25th Nov 2011
17th
March
2012
19) Empowering Rural Community to
begin global Educational reforms at
global level
All India association of educational
Research(AIAER)
20) Participated
RIE, Bhubaneswar
21) Instructional Role of Information
and Communication Technology
NCPE, Dhoom, Manikpur
12-13 oct2012
22) Importance of Continuous and
Comprehensive Evaluation
Budha College of Education, Indri
Road, Ramba, Karnal,
23rd feb 2013
23) Participated in research workshop
Ch. Kapoori ram college of
education,panipat,
15-16 MARCH 2013
24) Participated in research workshop
31st
Jialal institute of Education Ajmer
Rajstan
March 2012.
.
9th feb 2014.
12-12 april2014
25) Participated in two days state level
workshop
ch
kapoori
ram
education,panipat
college
of
5th april
2014
26) autism: a challenge before teacher
education
BMCE, Jagdishpur, sonepat, Haryana.
27) women empowerment : policy and
perspective
Ch kapoori ram college of education,
panipat, Haryana.
28) educating teacher educators for
diversity: A challenge
institute of education, Haldia.
29) Right to education Act: some
emerging issues
Road, Ramba, Karnal, Haryana.
19-20 March 2015
30) professional development: Quality
Indicator for new curriculum in
teacher education
Road, Ramba, Karnal, Haryana.
6th April 2015.
140
14-15 feb 2015
14-15 feb 2015
.
.
31) Participated in two days NAAC
Sponsored workshop
IQAC, M
Haryana,
32) Participated in one day state level
workshop titled Research
Methodology and Statistics
GVM, College of education
Women, Sonepat,Haryana
33) Participated in 7 days Microsoft
sponsored workshop
D
University,
Rohatak,
For
BMCE, jagdishpur, Sonepat
Tikaram College of Education
28th may to 03 june
2015
25-26th sept 2015
17th Nov to 13th
Dec 2014
34)Human rights Education
35) participated 28 days Orientation
Programme
1
Mr. Ajay
Kumar
• “Professional
Accountability
Education ”
Staff academic college (UGC), BPS
Khanpur, Kalan
Ethics
and • Two days organized by Kapoori • January-23in
Teacher
Ram College of Education,
24, 2010.
Mahawati, Panipat, Hr
• “ Value Education ”
• One day National Seminar • Febuary-13,
organized by Budha College of
2010.
Education, Karnal
•
“Question Bank: Reforms in
Evaluation System”
•
“ Present Problems in Teacher
Education in India ”
• One Day National Seminar
• 6th,
March,
organized by B.M. College of
2010
Education, Jagdishpur, Sonepat
• Two days National Seminar
organized by Ch. Kapoori Ram
th
College of Education, Mahawati • March,9 ,
2011
Panipat
•
“ Human Values in Teacher
Education ”
One Day National Seminar
organized by
Institute of 10th March,
education, Haldia, West Bengal
2011
One day National Seminar 17th March,
organized by Noida College of 2011
Physical Education, Noida, UP
•
“ ICT and Total Quality
Management in Teacher
Education ”
•
Two Days National Seminar
“Quality Teaching, Quality
Learning in Higher Education” organized by Kirorimal College of 30th & 31st
Education, Sonepat
January, 2012
•
“Courses and Policies of
Research Ethics ”
organized by Tika Ram College of
Education, Sonepat
“ Teacher Professionalism for
Quality Education ”
organized by Bhagwan Mahaveer
•
141
1st May, 2013
College of Education, Sonepat,
Haryana
•
9th feb, 2013.
“ Challenges and Issues of
Inclusive (Integrated)
Education in India ”
One Day National Workshop
organized
B.M. College of
Education, Jagdishpur, Sonepat
•
“ Sexual Harassment at Home,
Work place and Educational
Institutions ”
organized
by
Kapoori
Ram College of Education,
11-12 April,
Mahawati, Panipat
2014
•
“Stress Management for
Students ”
One Day National Seminar by
Kapoori
Ram
College
of
Education, Mahawati, Panipat
Feb. 9th, 2014,
28th Feb. ,2015
•
•
•
“ Curriculum Framework in
the reference of new norms of
NCTE, 2014”
One Day National Seminar B.M.
College of Education, Jagdishpur,
Sonepat,
“Ethics and Quality
Enhancement in Teacher
Education”
MODERN
COLLEGE
OF
PROFESSIONAL
STUDIES,
Ghaziabad
“The Role of ICT in
Education- Internet, EModels etc.”
•
Faculty Empowerment on ICT
Training Programme for
Teacher Educators ”
•
“E- Learning Tools for
•
“ Research Methodology and
Statistics ”
•
“ Education for Human Rights
and Values in India”
1stMarch, 2015,
6th March, 2012.
organized by ITERC
10th Nov, 2010
Seven Days Workshop organized
by Bhagwan Mahaveer College of
Education, Sonepat and Sponcered
by SAKSHAM MICROSOFT
28th May- 3rd
June, 2015.
Three Days Workshop organized
by Guru Ram Das College of
Education, Delhi
4th -6th
One Day Workshop organized by
2015.
GVM College of Education,
Sonepat
organized by Hindu College of
Education, Sonepat, Haryana
142
May,
6th April, 2015.
10th -11th
One Day Workshop organized by December,
Institute of Professional and 2011.
Technical Education, AMOGHA,
Ghazibad on 26th Feb, 2011.
26th Feb,2011.
•
“Innovative Methods of
Evaluation in Teacher
Education”
•
“DEVELOPMENT OF
UTILITARIAN LESSON
PLAN and USE OF ICT IN
TEACHER EDUCATION”
Dr. Ram Manohar Lohiya
Institute, Ghaziabad
“ Mathematics for Secondary
Teachers ”
Two Days Day Orientation
programme
organized
by
GODWIN PUBLIC SCHOOL
,Meerut sponsered by CBSE
BOARD
•
18th Dec,2010.
8th -9h Sep,
National Workshop cum Seminar 2006
on Commerce & Economics,
organized by Tika Ram PG Girls
College, Sonepat,
•
‟‟India Vision, 2020”
•
“Research Methodology and One day Workshop organized by March, 29th to
G.V.M. College of Education for 31st ,2012.
Statistics”,
Women, Sonepat
•
•
6th April, 2015.
Seven
Days
Workshop
organized
“Faculty Empowerment on
ICT Training Programme for by Bhagwan Mahaveer College of
Teacher Educators”
“National Curriculum
Framework for Teacher
Education”,
th
rd
Two-day Orientation Programme 28 May to 3
organized by the Department of June, 2015.
Education, Maharshi Dayanad
University, Rohtak
Febuary-2627,2011.
2
Mr.Saket
Bihari
•
“E-Learning, Online and
Hybrid Learning”
Two days National Seminar 13-14
organized by Aggarwal College, March2015
Faridabad
•
“Right to Education (RTE)
Act 2009: Issues and
challenges”
Two days National Seminar
14th-15th Feb,
organized by Budha College of
2015.
Education, Karnal
143
•
“Spiritual Intelligence”
organized bySRM UNIVERSITY
9th May, 2014
•
“Strategic Plan to
Empowerment Rural and
Unprivileged Women through
Legal Literacy”
organized by Ch. Kapoori Ram 11-12 April 2014
College of Education, Mahawati
Panipat
•
“ICT and Teacher Education:
A Prospects and challenges”
One Day National Seminar th
organized by
Institute of 5 April, 2014
education, Haldia, West Bengal
•
“Innovation in Evaluation”
nd
rd
organized by
Uday Memorial 22 -23
B.Ed. College, Jharkhand on 22nd- March, 2014
23rd March, 2014
•
“Information Communication
technology and Teacher
Education”
organized by Bhagwan Mahaveer 9th feb, 2014
College of Education, Sonepat
,Haryana
•
“Need of Value Education in
School Curriculum”
organized by
INSTITUTE OF
10th April, 2013
MANAGEMENT & RESEARCH,
Ghaziabad
•
“The Influence of teachers”
performance Empowerment in
Improving the Quality of
Teacher Education”
,Haryana
•
“Value Education”
One Day National Workshop
organized by
IES Group of
Education,Bhopal and Shikhsa 26th August,
Sanskriti Utthan Nyas
2012
•
“Higher Education at a time of
Crisis: Challenges and
Opportunities”
One Day National
organized
by
UNIVERSITY
•
“Role of Value Education in
•
“Role of E-learning and
9th feb, 2013.
Seminar
SRM
7th April, 2012
by
INSTITUTE
OF
MANAGEMENT & RESEARCH,
31st March, 2012
Ghaziabad
144
Networking in Teacher
Education”
NOIDA
COLLEGE
OF 17th
PHYSICAL EDUCATION on 17th 2012.
March, 2012.
•
Enhancement in Teacher
Education”
MODERN
COLLEGE
OF 6th March, 2012.
PROFESSIONAL
STUDIES,
Ghaziabad
•
“The Role of ICT in
Education- Internet, EModels etc.”
organized by ITERC
•
Faculty Empowerment on ICT
Training Programme for
th
May-3rd
by Bhagwan Mahaveer College of 28
June,
2015.
•
“E- Learning Tools for
Three Days Workshop organized
by Guru Ram Das College of 4th -6th
Education, Delhi
2015.
•
3
Ms. Shail
Dhaka
“ Research Methodology and
Statistics ”
Sonepat
March,
10th Nov, 2010
May,
6th April, 2015.
th
th
organized by Hindu College of 10 -11
December
Education, Sonepat, Haryana
,2011.
Institute of Professional and
th
Technical Education, AMOGHA, 26 Feb, 2011.
th
Ghazibad on 26 Feb,2011.
•
“Education for Human Rights
and Values in India ”
•
“Innovative Methods of
Evaluation in Teacher
Education ”
•
“DEVELOPMENT OF
UTILITARIAN LESSON
PLAN and USE OF ICT IN
TEACHER EDUCATION”
Dr. Ram Manohar Lohiya
Institute, Ghaziabad
18th Dec, 2010.
•
“ Mathematics for Secondary
Teachers ”
Two Days Day Orientation
programme
organized
by
GODWIN PUBLIC SCHOOL,
8th -9h Sep,
Meerut sponcered by CBSE
2006
BOARD
•
“Multilingualism-Need Of
The Hour”
One Day National Seminar March 10,2011
145
Haryana
•
•
4
Dr. Usha
Rani Jain
“Preparation Of Humanistic
Teachers For 21st Century”
“Innovative Pedagogy In
April 9,2011
organized by Maa Omwati College
Of Education, Hassanpur, Palwal
organized by Modern College Of
Professional Studies,Ghaziabad
March 6,2012
College of Education, Sonepat, Feb 9,2013
Haryana
•
“Quality Concern In Teacher
Education”
•
“Right To Education and
organized by Bhagwan Mahaveer Feb 9,2014
Haryana
•
“Constructivism :An
Innovative Approach In
Teacher Education
organized by Institute Of
Education, Haldia
•
“Curriculum Reforms In
March 1,2015
,Haryana
•
“Faculty Empowerment on Seven Days Workshop organized
ICE Training Programme for by Bhagwan Mahaveer College of 28th
May-3rd
June, 2015.
•
“Re-Orienting Teacher
Education In Creation Of a
Knowledge Society”
Haryana
•
“Education For Human Rights
and “Values In India”
organized by Hindu College Of
Education, Sonepat
•
Framework For Teacher
Education”
organized by Bhagwan Mahaveer Feb 26-27,2011
Haryana
146
April 5,2014
Dec 11,2011
5
Ms. Neeraj
Mrs. Sunil
Kumari
•
“Empowering Teacher
Educators For Quality Teacher
Education”
Haryana
•
“Concept Of Peace and
College of Education, Sonepat, Feb 9,2014
Haryana
•
“Sexual Harassment At
Workplace:-Measure For
Tackling”
organized by
March 8,2014
S.D Institute Of Education,
Ambala Cantt.
•
“Professional Development
and Quality Assurance In
Teacher Education System In
Reference To New Norms Of
NCTE,2014”
Haryana
March 1,2015
•
ICE Training Programme for by Bhagwan Mahaveer College of
28th
May-3rd
June, 2015.
•
“Teacher Preparation For
Inclusive Education”
One Day National Seminar Feb 9,2014
Haryana
•
“Teacher Education-Issues
and Challenges”
Haryana
•
28th
May-3rd
Education, Sonepat and Sponcered June, 2015.
•
“Teacher Preparation For
Inclusive Education”
Haryana
147
Ms. Sneh
•
“Teacher Education-Issues
and Challenges”
Haryana
•
“Quality Assurance and
•
“Professional Development
and Quality Assurance In
Teacher Education System In
Reference To New Norms Of
NCTE,2014
Feb 9,2014
Haryana
College of Education, Sonepat March 1,2015
,Haryana
•
Education, Sonepat and Sponcered 28th
May-3rd
June, 2015.
•
“Vartmaan Shiksha Me Mulya
Sankat Kyon? Avashyakta
Mulyaparak Shiksha Ki”
Haryana
•
“Role Of NCTE in Teacher
Education”
Jan 30-31,2012
organized by Kirorimal College Of
Education, Khewra, Sonepat
•
Enhancement Of Teacher
Educators”
organized by Modern College Of
Professional Studies, Mohan
Nagar, Ghaziabad
•
“Professionalism Among
Haryana
•
“Inclusive Education A
Component Teacher
Education”
Haryana
•
“Teacher Education: NCF
2005”
organized Institute of Education,
148
March 6,2012
Haldia
Ms. Seema
Rani
•
“Teacher Qualification and
Professional Development”
•
April 5,2014
Haryana
March 1,2015
28th
May-3rd
June, 2015.
•
“Challenges & trends in
organized by Kirodimal College of
Education
January 30, 31
(2012)
•
“Teacher education”
organized by Mata Harki Devi
College of Education for Women
29th April 2012
•
“Peace Education for global
society”
organized by Dewan Institute of
Management studies (College of
Education)
•
“Educational Leadership”
organized Sunrise College of
Education
•
“Knowledge construction and
preparing Model Lesson Plan
for D.Ed. Pupil teacher in
various subjects”
2 days workshop organized by
Ch. Kapoori Ram College of
Education, Mahawati
12-13 October,
2012
Advance first Aid (Trauma &
Medical emergencies)
One Day workshop organized by
K.M. College of Education
Feb 2, 2013
“Teacher educators”
Five day Training Program
organized by Board of School
education Haryana, Bhiwani
•
•
•
Framework for Teacher
Education”,
Two-day Orientation Programme
organized by the Department of
University, Rohtak
149
March 17, 2012
April 22, 2013
29 Jan-2 Feb
2013
April, 6th , 2013
Ms. Juli
•
May-3rd
June, 2015.
•
An analysis of quality in
Teacher Education
Haryana
•
Inclusive Education is a
Challenge for quality Teacher
Education Program
One Day National Seminar Feb 9,2013
Haryana
•
NCTE -2009: An Approach
for reorienting Teacher
Education
Haryana
•
Curriculum Implementation
Assessment:In view of NCTE
new norms 2014
organized Institute Of Education, April 5, 2014
Haldia
•
NCFF-2005 and NCFTE2009guidelines
organized by Bhagwan Mahaveer March 1,2015
Haryana
•
Remedial teaching training &
bridge course 2013-14 level 2
•
Remedial teaching training of
level 2
•
15 Jan, 2014 to
17 Jan 2014
21.04.2014 to
25.04.2014
22.07.2014 to
26.07.2014
by Bhagwan Mahaveer College of
ICT Training Programme for
May-3rd
June, 2015.
150
Ms. Renu
•
“Integration of ICT in Teacher
Education”
organized by Bhagwan Mahaveer Feb 26-27,2011
Haryana
•
“Parents of quality education”
One Day National Seminar May 1, 2010
organized GDR College of
education, Panipat
•
“Total Quality Management in
Haryana
•
“Emerging Needs and
Revitalizing of Teacher
“Education
•
NCF-2005 MHRD Guidelines
of NCTE-2009 attended 5
Days remedial
College of Education, Sonepat ,
Haryana
Two day Teaching Training
Program organized by Board of
Feb 05.2.2014
School education Haryana,
to 07.02.2014
Bhiwani
•
Remedial teaching training &
bridge course 2013-14 level 2
•
•
Teacher Status : NCTE New
Norms ,2014
•
“Research methodology and
statistics
•
Ms. Indu
Remedial training of Level 2
•
21.04.2014 to
25.04.2014
22.07.2014 to
26.07.2014
College of Education, Sonepat March 1,2015
,Haryana
Sonepat
April 6, 2015
“Faculty Empowerment on by Bhagwan Mahaveer College of
ICE Training Programme for Education, Sonepat and Sponcered
28th
May-3rd
June, 2015.
“Pre service Teacher
Education in Indian Society”
151
Feb 9,2014
Haryana
•
“Teacher Education need to be
Modify”
Haryana
•
“Research methodology” on
statistics.
One day Workshop organized by
G.V.M. College of Education for
April 6, 2015
Women, Sonepat
•
Remedial teaching training
and bride course 2013-14 of
level 2
Remedial teaching training of
level 2
•
Ms. Rinku
Rani
March 1,2015
21.04.2014 to
25.04.2014
22.07.2014 to
26.07.2014
•
May-3rd
June, 2015.
•
“ICT in Teacher Education”
organized by Bhagwan
Mahaveer College of Education,
Sonepat ,Haryana
March 6,2010
•
National Curriculum
framework for Teacher
Education
Two-day Orientation Programme
organized by the Department of
University, Rohtak
Feb, 26-27, 2011
•
“Curriculum –Cum Quality
Assurance”
organized by Bhagwan
Mahaveer College of Education,
Sonepat ,Haryana
March 10,2011
•
“Quality teaching of quality
learning”
April 3, 2010
One day National seminar
organized by Maa Omwati College
of Edu.
•
Quality concerns in Teacher
Education”
,Haryana
152
Feb 9,2013
•
•
•
•
•
•
Ruchi Arora
NCF2005 MHRD guidelines
& NCFTE-2009
organized by
Five day Board of School
Feb 5.2.2014
To 07.02.2014
Emerging Needs
&Revitalizing of the Teacher
Education”
,Haryana
Feb 9,2014
Remedial teaching training
bridge course 2013-14 of level
2
remedial training of Level 2
Teacher Status : NCTE New
Norms ,2014
Participated in one day
workshop on “Research
methodology and statistic”
Haryana
Sonepat
21.04.2014 to
26.07.2014
22.07.2014 to
26.07.2014
March 1,2015
April, 6, 2015
•
28th
May-3rd
June, 2015.
•
“Evaluation in Teacher
Educatiom”
One day seminar organized by
Budha College of Education
Feb13,2010
•
“Teacher‟s Accountability:
What &Why”
Haryana
March6,2010
•
“Constructivism as a Paradigm One day National seminar
organized by Maa Omwati College April3,2010
Shift For Administration
of edu.
&Supervision”
•
“Application of S.P.S.S. in
Education Research”
organized by B.P.S. Mahila
153
April 12-13,2010
Vishvidyala Khanpur
Kalan,Sonepat
•
“Curriculum –Cum Quality
Assurance”
Haryana
•
STC
organized by Lingaya‟s Lalita
Devi Institute of Management &
Science, Delhi
•
August 25,2012
“Psychological Practicals And
Action Research”
organized by Lingaya‟s Lalita
Devi Institute of Management &
Science, Delhi
Transforming Teacher
Education : Crafting Direction
for Change
organized by Amity Institute of
Education, New Delhi
Implementation And
Assessment: in view of NCTE
New Norms 2014
Haryana
•
“Research methodology and
statistic”
April 6,2015
Sonepat
•
May-3rd
June, 2015.
•
“Human and Rights
Education”
organized by PDM College of
Education
May 29,2011
•
“Education for Human Rights
and Value in India”
organized by Hindu College of
Education
Nov 10,2011
•
Free and Compulsory Act
2009
organized by K.M.College of
Education
•
•
Mr. Mahipal
March 10,2010
154
August 28,2012
December1011,2012
March1,2015
March 2526,2011
•
•
•
•
•
•
•
“Enhancing learners and
teachers competencies with
the use of ICT”
organized by Noida College of
Physical
Education
March17,2012
“Course and Policies for
Research”
organized by Tika Ram College of
Education
May1,2013
“Quality Concerns in Teacher
Education”
Haryana
Feb 9,2013
“Reforming In Service
organized by Ganga Institute of
Education, Jhajjar
“Constructivism and its
Different Learning
Perspectives”
,Haryana
Haryana
“A Vision to Teacher
Education Curriculum and
Pedagogy”
March 23,2013
Feb 9,2014
March 1,2015
28th May-3rd
June, 2015.
155
(Approved by NCTE & Affiliated to M.D.U., Rohtak)
Village Jagdishpur, Near Railway Crossing, Distt. Sonepat (Hr.)
Tel: 0130-2325600-605 E-mail: [email protected]
Annexure 3.3
Sr.
No.
Name of
faculty
member
Designation Name of Article
Name of Journal
Month and
Year of
Publication
Name of the
Books
1.
Dr. D. P.
Tomar
Principal
Ambikeya
July,2010
1.Teaching
of
Social studies
1.Problems of the students of
employed parents
2.Critical Reflection in Teacher
Education” in a National Seminar
conducted by Maa Omwati College
of Education
3.Mathematical Phobia of
Government and Private School
Students in relation to certain
“Demographic Variables
Dr. R N
Manav
Maa Omwati
Journal
Educational
Research &
Development
Community
Guidance &
Research
4. Attitude of secondary school
Teachers towards the usage of
Internet in relation to Gender,
Locality and types of Management
Anweshan Journal
of Education
5.Needs of Female Teachers
working in Government
Sr.
Sec. School of Delhi
Anweshan Journal
of Education
6. A Study of Academic Anxiety
of Secondary School Students in
relation to their Academic
Achievement
2.
Journal of
Education
Professor
July 2010June 2011
and
3.Philosophical,
Sociological and
Economic Basis
of Education
Nov 2010
June 2011
June 2012
Maa Ommwati
Journal
Educational
Research &
Development
July, 2012
June, 2013
1983
156
2.Learner
Learning
Cognition.
1. A Study of
attitudes, self
concept &
values of
professional and
non-professional
college students
and
relationships of
these variables
with their
2004
achievement.
2014
2. Siksha
Manovigan
2004.
3. uchhatar
sikhsa
monovigyana
3.
Dr. P.K.
Pattnaik
Associate
Professor
• Education of Single Parent
cared child: Problems and
Remedial measures.
• Academic performance of
collegiate students: a study of
Arunachal University
• Training needs of the Primary
school teachers of Orissa.
• Self instructional study
“Structure of Atom for 9th grade
students.
• Role of ICT in enhancement of
teacher education.
• Myths and realities about
Privatization of higher
education.
• Job satisfaction of teachers : A
challenge before teacher
Education
• Quality Assurance in Higher
Edu: Role of action Research
• Training need of the primary
school teacher on co-curricular
activities
• Study of classroom
environment in relation to
residential status of high school
students
• Communication in knowledge
construction
• Study
of
Classroom
Environment in relation to
Residential status of Higher
School Students
157
The Primary
Teacher
July 2003
Study Material:
May2004
1.Educational
and mental
measurement
University news
MERI Journal of
Education
MERI Journal of
Education
2.Career
information and
career guidance
Oct.2006
Oct, 2007
MERI Journal of
Education
University news
Nov, 2009
Book
Oct-nov
2009
University news
2008
JIE
The Eternity
May, 2008
2007
MERI Journal of
Education
Jan.2010
The Eternity-A
Multilateral
Research Journal
April 2010
Vision: Sai
Journal of
2010
Edited book
•
Reorien
ting teacher
educators for
quality teacher
education
•
Preservice teacher
education in
contemporary
Indian society
•
Preservice teacher
education in
contemporary
Indian society
•
Educati
on for
Scheduled tribe
adolescents
• A Study of Teacher Stereotype
on students Attitude towards
Mathematics
• A Study Creativity in relation
to their self concept and level
of aspiration of tribal and non
tribal high school students
Education
2010
Ambikeya:
Journal of
Education.
2011
• Classroom Environment
Glance towards Gender
:A
• Attitude of secondary school
students towards science in
relation
to
gender
and
residential status
• Quality
management
and
excellence in teaching and
learning for higher education
need of the day
• Creativity of Tribal and Non
tribal High school students of
west Garo Hills of Meghalaya
• A study of Academic Cheating
in
relation
to
parental
involvement, Residence and
Gender at higher secondary
stages
Maa Ommwati
Journal
Educational
Research &
Development
Anweshan:
journal of
Education
University News:
Research Journal
in Higher
education
2011
2011
PRANGNYA:
Journal of Social
Sciences,
2012
The Light of
Education
2011
• A study of creativity of tribal
and non tribal high school
students in relation with their
self concept
• Maxims of teaching as the Key
ingredients in the Arena of
Teaching Learning Process
• A study of creativity of tribal
and non tribal high school
students in relation with their
level of aspiration of west Garo
EDUQUEST: An
International
Refereed Journal
in Education
2012
Edited book
International
Journal of
Education And
Allied Sciences,
158
2012
hills of Meghalaya, IJEAS
• Anxiety
Pattern
among
Adolescent Boys and Girls of
North-west Delhi
•
• Self-concept and adjustment of
Orphans in relation to their
gender variation
•
• Job Satisfaction and Frustration
among
secondary
school
Teachers in relation to Gender,
• Co-operative
learning
strategies: A golden road
towards collaborative learning
• Academic
achievement
of
school students in relation to
their self-concept
• Relationship
of
Academic
Achievement among secondary
students in relation to their
examination anxiety
• Strategic plan for faculty
development Programmes.
2012
Educational
Journal
2011-12
Anweshan:
Journal of
Education,
The Light of
Education
Sodh Samikhsa
Educational
Journal
2011
Maa Ommwati
Journal
Educational
Research &
Development
Anweshan:
Journal of
Education
• Academic
achievement
of
school students in relation to
their self-concept
• Cyber Crime Awareness Among
Teacher Trainees :An Analytical
Analysis,
2013
2012-13
2012-13
Pillai Journal of
Educational and
technology
2014
PRABODHINEE
: A Research
Journal of
Education and
Sanskrit
2014
Anweshan:
journal of
education
EDUSPECTRA: AIE
Interdisciplinary
Journal Of
Research &
Education
159
2014
2015
Sr.
No.
Name of
faculty
member
Designation
Title of the Research Paper/Article
Name of Journal
4.
Mr. Saket
Bihari
Asst. Prof.
A Study of Teacher Effectiveness
and Emotional Intelligence among
Senior Secondary School Teachers
Online International
Interdisciplinary Research
Journal (OIIRJ)
ISSN
/Vol/Issue/ Month
and Year of
Publication
2249-9598
Vol. IV, Nov 2014
Special Issue
A Study of Emotional Maturity of
Senior Secondary School Students
Education and Development
( An International Journal of
Education and humanities)
A Peer Reviewed Journal
2320-3684
Vol 3, No 1
Jan-Dec
2014 Issue
VidyawartaInternational
Multilingual Research
Journal
Interdisciplinary Referred
Journal
2319-9318
Vol.6, Issue 8 OctDec 2014
A Study of Different Problems of
Adolescents
Aggression and Academic
Achievement of
Secondary School Students
Gender Differences inComputer
Attitude Among Secondary School
Students in North West Delhi
A Study of Value Pattern of
Secondary School Teachers
Academic Anxiety among Secondary
School Students with reference to
Gender, Habitant and Types of
School
Influence of Gender on the
160
Bhartiyam International
Journal of Education and
Research
A Quarterly peer reviewed
refereed International Journal
of Research and Education
Scholarly Research Journal
for Humanity Science and
English Language
(SRJHSEL)
An International Peer
Reviewed
Asian Journal of
Multidisciplinary Studies
(AJMS)
International Journal of
Educational and
Psychological Research
(IJEPR)
Indian e-Journal on Teacher
Education (IEJTE)
2277-1255
Vol 4, Issue 1 Dec
2014
2348-3083(e)
2349-9664(p)
OCT-NOV 2014 Vol
I Issue VI
2321-8819 (P)
2348-7186(E)
Vol III Issue 1
January 2015
2279-0179
Vol. 3
Issue 4 December
2014
2320-7566
Personality Traits of High School
Students
Awareness of Yoga among
Secondary School Students with
respect to certain Demographic
Variables
Ambikeya Journal of
Education
0975-9735
Vol 6, No 1
Mental Health of School Going Boys
and Girls Adolescents in Secondary
Schools of Delhi
Indian Journal of Research
PARIPEX
2250-1991
Vol4,Issue 6, June
2015
Attitude of Secondary School
Students towards Education in
Relation to Their Gender and
Locality
EDUCATION PLUS, APH
2277-2405
Volume 4,Number 1
January-December
2015
Role of Value Education in Teacher
Education
VidyawartaInternational
Multilingual Research
Journal
Interdisciplinary Referred
Journal
The Influence of Teacher‟s
Performance Empowerment in
Improving the Quality of Teacher
Education
Empowering Teacher
Educators for Quality
Teacher Education
Edited Book
Information and Communication
Technology and Teacher Education
Pre -Service Teacher
Education in Contemporary
Indian Society
Paradigm Shifts in Education
as a Progressive IndicatorIssues, Approaches &
Prospects
Spiritual Intelligence and Leadership
in Fortifying Quality Excellence
5.
Ms.Shail
Dhaka
Asst. Prof.
Volume 3, Issue-2,
April, 2015
Vol.-1, Issue-VIII
Vol.-1, Issue-VIII
Vol.-1, Issue-VIII
Vol.-1, Issue-VIII
E –learning, online and Hybrid
Teaching
Teaching Learning and
Evaluation
Vol.-1, Issue-VIII
“Attitude Of Secondary School
Teachers Towards The Usage Of
Internet In Relation To Gender,
Locality and Types Of Management”
“Anweshan” Journal Of
Education
Vol.1 No.1
June,2011
“Critical Reflection In Teacher
Education”
“Maa Omwati Journal Of
Education Res and dev.
Vol.2 No.1
July,2010-June,2014
161
“Attitude and Opinion Of Secondary
School Teachers Toward The Use Of
Internet In Relation To Their
Subjects Taught”
“Attitude and Opinion Of Secondary
School Teachers Towards The Use
Of Internet In Relation To Locality”
“Teacher: Problem Solver”
“RTE and Teacher Education”
“Teacher Trainees‟Attitude Towards
The Use Of Inetrnet”
6.
Ms. Sunil
Kumari
Asst. Prof.
“Quality Assurance And Teacher
Education”
“Anweshan” Journal Of
Education
Eduquest” An International
Referred Journal In
Education
“Pre Service Teacher
Education In Contemporary
Indian Society”
Educators For Quality
“Examination Anxiety Among
Secondary School Students In
Relation To Some Demographic
Variables”
Education For All
An International Journal For
Education And
Humanities
Lecturer
“Professionalism Among Teacher
Educators”
8.
Mr. Ajay
Kumar
Asst. Prof.
“Impact of Parents Encouragement
on Creative Thinking Abilities of
Adolescent”
“Teacher Professionalism for Quality
162
2014
Vol.04,No.1
2014
Jan-June,2015
“Indian Woman Past and Present”
Ms. Sneh
“Vol.2,Issue:2
July-Dec,2013
Pillai Journal Of Educational
Res and Tech
“Pre Service Teacher
Education In Contemporary
Indian Society”
Universal Journal Of
Education and Humanities
7.
Vol.1 No.2 and Vol.2
No.1
Dec,2011
June,2012
Educators For Quality
2014
Vol.2
Feb,2015
2319
Vol-IV
Number-1
Jan-Dec 2015
2014
Anweshan Journal of
Education
Vol.-III, No.-2 &
Vol.-IV, No.-1
ISSBN NO.
22493794
Saad Publications
ISBN-978-93-82884-
Education”
9.
10.
Mr. Mahipal
Ms. Ruchi
Arora
Asst. Prof.
Asst. Prof.
26-2
“Challenges and Issues of Inclusive
(Integrated) Education in India”
SR publication
“Mathematical Interest of Secondary
School Students in relation to Certain
Demographical Variables”
An International Journal of
Education & Humanities, ,
APH Publishing Corporation
“Teaching Aptitude and Adjustment
of Seminar second”
Anweshan Journal of
Education
Dec. 2011
2249-3794
Vol. 1 (2), Vol. II (1)
Dec. 2011
“Students Attitude Towards use of
computer”
Anweshan Journal of
Education
2249-3794
Vol. III (2), IV (1)
Dec, 2013
June 2014
“Gender and Locality Difference in
Emotional Maturity among College
youth”
Prabodrince
“Academic Achievement of
secondary school students in Relation
to their study Habits
Bhartiayam International
Journal of Education &
Research
Quality concerns in Teacher
Education”
Empowering Teacher
Educators for Quality
Education
“Seminar Proceeding- Pre-Service
Teacher Education in Contemporary
Indian Society”
Construction and its Different
learning Perspectives
“Seminar Proceeding Empowering
Teacher Educators for Quality
“A study of Job Satisfaction Among
College Teacher And Engineers”
“Effectiveness of Concept
Attainment Model In Teaching Of
Science”
“Seminar Proceeding”
Curriculum Implementation and
assessment in view of NCTE new
163
ISSN NO. 23199687, Jan-Dec,1012
2348-5949
Vol. (1)
Feb, 2014
2277-1255
Vol. 4 (III)
June, 2015
978-9380633-17-6
Quality Concern in
Teacher Education
Education For All
Education And
Humanities
Anweshan Journal of
Education
issues and challenges in
teacher education in view of
new norms 2014
2319
Vol-IV
Number-1
Jan-Dec 2015
2249-3794
Dec, 2014
June 2015
ISBN NO 978-935212-386-5
norms 2014
11.
Ms. Seema
Rani
Asst. Prof.
“A study of Job Satisfaction Among
College Teacher And Engineers”
Education For All
Education And Humanities
“Effect of Level of Education on
Approach Towards Modernity And
Vocational Interest”
Shrinik Education Research
Journal of Education
Annual &Bilingual journal
164
2319
Vol-IV
Number-1
Jan-Dec 2015
2347-3541
Vol-1,
Oct.2013
B.Ed. Course for 100 Intake
165
Appendix-I
166
Two Years B.Ed. Course for 300 Intake
167
Appendix-II
168
M.Ed. Course for 25 Intake
Appendix-III
169
170
M.Ed. Course for 100 Intake Revised Appendix-IV
171
172

BHAGWAN MAHAVEER COLLEGE OF EDUCATION Affiliated to

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