ESTD:1986 www.kssvceh.org (: 0836-2374081 Email:[email protected] Fax: 0836-2374081
KANAKADAS SHIKSHAN SAMITI’S
VIDYANAGAR, HUBLI-31.
INSTITUTIONAL ACCREDITATION SELF APPRAISAL REPORT
SUBMITTED TO
DIRECTOR
NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL,
BANGALORE.
JULY 2015
1
Famous Places
2
KEY MAP
KARNATAKA STATE
ROUTE MAP
KSS VIJAYANAGAR COLLEGE OF EDUCATION, HUBLI-31.
Route from Old bus stand to KSS Vijayanagar College, Hubli
3
& 65888
TRACK ID : KACOTE23453 To, The Director P.O.Box No 1075, Nagarbhavi, Bangalore – 560072. India
Subject: Request for Accreditation by NAAC. Ref. : NAAC/CAPU/SR/KACOTE23453/ IEQA CYCL-1/2015 Dtd:06-05-2015.
Respected sir,
We express our deep sentiments of gratitude for having given us an opportunity to undergo NAAC accreditation process. Thus, we are submitting herewith S.A.R of the college along with all the necessary and genuine general information about our college. Kindly accept with great acknowledgment the same. This is for your kind perusal. We expect your kind Co-operation and magnanimity of heart in the process of Assessment and Accreditation.
Hope that you will kindly extend your support in this regard. We are looking forward visiting us at the earliest.
With high regards.
Place : Hubli. Your’s faithfully Date : 22-09-2015
4
KANAKADAS SHIKSHAN SAMITI’S VIJAYANAGAR COLLEGE OF EDUCATION HUBLI-31.
INDEX
Sl.No. Content Page No. 1. Accreditation Letter 4
2. About Hubli 7-8
3. Kanakadas Shikshan Samiti – A bird’s view 8-11
4. Vijayanagar College of Education – A brief note 12-15 ACCREDITATION REPORT PART – I : INSTITUTIONAL DATA
5. Vision and Mission 16
6. Values 17
7. Objectives 17-18
8. The Path travelled 19
9. Foresights 20
10. Profile of the Institution 21-23
CRITERION WISE INPUTS
11. Criterion – I Curricular Aspects 24-25 Criterion – II Teaching Learning and Evaluation 26-29 Criterion – III Research, Consultancy and Extension 30-32 Criterion – IV Infrastructure and learning Resources 33-38 Criterion – V Student Support and progression 39-42 Criterion – VI Governance and Leadership 43-47 Criterion – VII Innovative Practices 48-49 ACCREDITATION REPORT PART – II : EVALUATIVE REPORT 50
5
12. Executive Summary 51-52 13. CRITERION WISE ANALYSIS Criterion – I Curricular Aspects 53-63
Criterion – II Teaching – Learning and Evaluation 64-86
Criterion – III Research, Consultancy & Extension 87-117
Criterion – IV Infrastructure and Learning Resources 118-135
Criterion – V Student support and Progression 136-152
Criterion – VI Governance and Leadership 153-181
Criterion – VII Innovative Practices 182-189
14. Mapping of Academic Activities of the Institution 190
15. Declaration by the Head of the Institution 191
PART – III
16. Annexure 192
Glimpses of infrastructure and memorable moments 17. 228-236 captured by the camera.
6
ABOUT HUBLI
Hubli officially Hubballi(Kannada) is an agglomerating city in the state of Karnataka, India Where it is the fastest growing city after the capital Bangalore. It also known as “Chota Mumbai”, It is the largest city in North Karnataka and a commercial hub. The name Hubballi literally means “Flowering creeper” in Kannada. The twin cities Hubli-Dharwad collecting referred to as Hubli-Dharwad.
This historic Hubli town was known as Rayara Hubli, also called ‘Eleya Purvada Halli’ or ‘Purhalli’ was the old Hubli. The Mughals conquered Rayara Hubli and it was then placed under the governance of the ‘Nawab of Savanur’ who built a new extension named Majidpura, Later trader Basappa shettar built new hubli arround the Durgadaballi (Fort Maidan) part of Rayara Hubli.
Hubli was conquered by the Marathas from the Nawab of Savanur in 1755- 56. In the following years Hubli was conquered by Hyder Ali, only to be recaptured by the Marathas in 1790. At this point in time the old town was administered by a person named Phadke under the Peshwas and the new town was under the administration of the Sangli Patwardhan. The British took our old Hubli from the Peshwas in 1817.
The twin cities Hubli-Dharwad are located at a distance of around 420 KM North of Bangalore , The capital of Karnataka state and 550 KM South of Mumbai while Dharwad is the administrative headquarters, the city of Hubli, situated about 20 Km south east of Dharwad. Dharwad district (before Re- organization of 1997) covers an area of 13,738 Sq. KM and with a twin city population of about 12 Lakhs. Twin cities are educational and financial industrial hub for North Karnataka.
Hubli is well provided with pre-university engineering colleges as well as universities. The city is blessed with four universities and Two deemed universities and 200 colleges providing quality education for students across North Karnataka, Maharashtra and Andra Pradesh and hence earned the name of ‘Shikshana Kashi’. Karnataka Institute of Medical Sciences(KIMS), formerly known as Karnataka Medical College is a one of the most reputed Government Medical College in India, Other important medical colleges are SDM College of medical science and Hospital, KLE university’s college of Pharmacy. One of the
7 pristine universities – The Karnataka University is situated in Dharwad. B. V. Bhoomraddi College of Engineering and Technology are the major engineering colleges.
Hubli-Dharwad is the cultural, educational and music capital of Karnataka. The most well known Hindustani music exponents, Great poets, notable personalities belonging to Hubli-Dharwad.The city has some of the important monuments siddharooda math, Moorsavir math Chandramouleshwar Temple, Unkal lake, Iskon temple, which are famous tourism places and not be missed the delicious Dharwad Pedas, the speciality of the city. Hubli has a major railway junction in North Karnataka. It is also the headquarters of North-Western Karnataka Road Transport Corporation. The air-port of Hubli is around 8Km from the old Bus-stand.
Kanakadas Shikshan Samiti - A bird’s view
Kanaka Dasa was a poet, philosopher, musician and composer from modern Karnataka. He is known for his Kirtanes and Ugabhoga, compositions in the Kannada language for Carnatic music. Kanakadasa firmly believed that without the grace of God, attainment of the highest bliss was impossible. Nothing moves in this world except at this initiation and hence he pleads support from the Lord earnestly. Kanakadasa was one of the most sublime thinkers of his age. He was a reformist, mystic and poet of high order.
The Samiti bears the name of the great Saint-Poet Kanakadasa (1509-1609 A.D.) who belongs to the tradition of Haridasa literary movement which ushered in an era of devotional literature in Karnataka. Besides conveying dvaita (dualism) tenets, he preached kindness and equanimity in a world full of sorrows. He condemned superstitions, hollow rituals and upheld virtues of a pious life.
Kanakana Kindi (window of Kanaka) enjoys a special place at the Shri Krishna temple of Udupi. There is a legend that Kanakadasa, who was a non- Brahmin, wanted to have a ‘darshan (encounter) of the idol. He was not allowed into the shrine by orthodox Madhwas, as Kanakadasa was not a Brahmin by
8 birth. Kanakadasa then started singing praise of Shri Krishna and was lost to outside world in a corner outside the temple. Suddenly there was a breach in the wall, where Kanaka stood, and Lord Krishna offered full darshan bending towards poet. A small window was constructed at the breach later. The idol has still a bend!
Today that window stands as a tribute to the unique saint of Karnataka. Almost all devotees who visit Udupi Krishna temple try to have a peep at the idol, through the petty window wishing to relive the ecstasy, Kanaka had at the divine ‘darshan’. It is also a memorial to Kanakadasa and eclectic Hindu belief that devotion, poetry and sainthood are above caste and creed and certainty above orthodoxy.
The Samiti professes the values Satya (Truth) Shanti (Peace) and Shrama (Industriousness) preached by Saint-Poet Kanakadasa and is playing a vibrant role in the social transformation under the guiding preachings of Saint-Poet Kanakadasa.
Kanakadas Shikshan Samiti, Gadag, a body registered under the Bombay Act was founded in the year 1965 with the noble purpose of spreading education in the northern part of Karnataka. Late Shri. Gavisiddappa Belawadi Ex. M.L.C. of Bombay Karnataka was one of the director of the Samiti . Within a span of 49 Years, today it has grown up to a great strength under the dynamic leadership of its Founder President Dr. B. F. Dandin and more than 50 Educational Institutions are running successfully ranging from Nursery to P.G. courses including Primary and High School, PU and Degree Colleges, D.Ed. and B.Ed. Colleges, hostels for SC/ST students etc. Thus the Samiti has been playing an active role in educating the youth in the northern part of Karnataka. We are proud to celebrate the Golden Jubilee of the Samiti this year.
9
Our Emblem The institution emblem emphasizes the true essence of knowledge and excellence in human understanding of the world around us. It is chosen from the great social reformer kannada saint Bhakta Kanakadas “Shodisenna manada kalusha boodisayya jnanvenage” distill the dirt of mind and preach me the knowledge” It signifies the relationship between teacher and students should be like a bondage between god and devotees. Along with the values satya(Truth), Shanti(Peace) Shrama(Industriousness) which were preached by him. This emblem is a source of inspiration and a guiding star to all our educational endeavors.
The Honorable President Dr. B. F. Dandin M.Sc.
Dr. B. F. Dandin is the founder and President of Kanakadas Shikshan Samiti, Gadag. Dr. B. F. Dandin a basically a teacher, Mentor, Philosopher and source of inspiration to the serving staff young budding teach ers of the college. He established the Prasad Nilay and free boarding facilities in 1965 with the noble cause of serving the weaker sections of the society through education especially in North Karnataka. Under his dynamic leadership 50 educational institu tions are running successfully ranging from nursery to P.G courses including primary and high schools, PU and Degree colleges, D.Ed and B.Ed colleges, hostels for SC / ST students etc. He is also actively involved in social and political activities. He is a live example of simplicity, modesty and untiring selfless activities towards fulfilling the aspirations of society. He is a proud
10 recipient of the prestigious Honorary Doctorate from Karnatak University, Dharwad in 2011 in recognition to his dedication to the cause of Education.
The Honorable Secretary Shri. Ravi B.Dandin B.E.
Shri. Ravi B. Dandin is a young and energetic secretary of Kanakadas Shikshan Samiti, Gadag. Apart from being an Engineer he is actively involved in educational, social and political activities. He is a dynamic leader, good administrator and also a film producer. He bears a modern outlook and fore sighted vision. Under his dynamic leadership the Samiti is reaching great heights year after year.
GOVERNING BODY
1 Prof. B. F. Dandin PRESIDENT
2 Smt. Geetanjali S. Kadiwal VICE-PRESIDENT
3 Shri. Ravi B. Dandin GENERAL SECRETARY
4 Dr. Puneetkumar Benakanwari JOINT SECRETARY
5 Shri. S. I. Belawadi MEMBER
11
VIJAYANAGAR COLLEGE OF EDUCATION - A GLANCE
VIJAYANAGAR The Vijayanagar empire referred to as the Kingdom of Bisnagar by the Portuguese was an empire based in south India, in the Deccan Plateau an region. It was established in 1336 by Harihara I and his brother Bukka Raya I at sangama Dynasty. The empire rose to prominence as a culmination of attempts by the southern powers to word off Islamic invasions by the end of the 13th century. It lasted until 1646 although its power declined after a major military defeat in 1565 by the Deccan sultanates. The empire is named after its capital city of Vijayanagara, whose ruins surround present day Hampi, now a World Heritage Site in Karnataka, India.
The Vijayanagar Empire reached its peak during the rule of Krishna Deva Raya when Vijayanagar armies were consistently victorious. The rulers of the Vijayanagara Empire maintained the well-functioning administrative methods developed by their predecessors, The empire’s economy was largely dependent on agriculture.
The Vijayanagara kings were tolerant of all religions and sects. The kings used titles such as Gobrahamana Pratipalanacharya ("protector of cows and Brahmins") and Hindurayasuratrana ("upholder of Hindu faith") that testified to their intention of protecting Hinduism. The Empire's founders, Harihara I and Bukka Raya I, were devout Shaivas, but made grants to the Vaishnava order of Sringeri with Vidyaranya as their patron saint, and designated Varaha (an Avatar of Vishnu) as their emblem. The Bhakti (devotional) movement was active during this time. During the rule of the Vijayanagara Empire, poets, scholars and philosophers wrote primarily in Kannada, Telugu and Sanskrit, The administrative and court languages of the Empire were Kannada and Telugu. Vijayanagar architecture is a vibrant combination of the chalukya, Hoysala, Pandy and Chola styles, idioms that prospered in previous centuries its legacy of sculpture, architecture and painting influenced the development of the arts long after the empire came to an end. Over 7000 inscriptions (shilashasana) including 300 copper plate inscriptions have been recovered, almost half of which are in Kannada, they remaining in Telugu, Tamil and Sankrit.
Vijayanagar college of Education, bearing the name of this great Empire “Vijayanagar” was established by Kanakadas Shikshan Samiti, Gadag, in the year
12 of 1986 with the inspiration of honourable Dr. B. F. Dandin, founder president of Kanakadas Shikashan Samiti, Gadag. Under the dynamic leadership of its secretary Shri. Ravi B. Dandin, the college has grown up to be on of the prestigious college of education in the northern part of Karnataka.
This college is permanently affiliated to Karnataka University Dharwad. It is recognized by NCTE and Government of Karnataka and also included under section 2(f) and 12(b) of UGC act 1956 in the year of 2002, 2003. From 13 th April 2011 it is included in government Grant-in-Aid. The year of 2008 M.Ed(PG) centre has been established in the college. The college has successfully completed 28 years and more than 3000 trained graduates have successfully come out of this college and are servicing in different capacities all over the country.
Dr. (Smt) N. D. SHAIK, Principal M.A., M.Sc., M.Ed., Ph.D
Dr.(Smt) N. D. Shaik is serving in this B.Ed. college since 1990. By recognizing her sincere and dedicated services. She was promoted as Principal in the year 2005. Along with being a good teacher she is discharging the role and responsibility of Principal with equal effectiveness. She is well known for her hard work, dedicated service, encouragement, administration, discipline, simplicity and concern for student welfare.
Dr. (Smt) V. B. Dandin, Vice-Principal M.A., M.Ed., Ph.D
Dr.(Smt) V. B. Dandin is Vice-Principal of our B.Ed college. She is serving in this B.Ed college 1993. She is one of the dynamic and most co-operative vice Principal. She is making lot of efforts for the progress of the students as well as the institution. She guides the staff in very well manner and bears the responsibility for welfare of the students, staff and institution.
13
TEACHING STAFF
Sl.No. Name Qualification Designation
1. Dr. (Smt) N. D. Shaik M.A., M.Sc.,M.Ed., Ph.D. Principal
M.A.(Kan), M.A(His), M.Ed., 2. Dr. (Smt) V. B. Dandin Asst. Professor Ph.D. M.A.(Hin), M.A.(His), M.Ed., 3. Dr. (Smt) R. M. Kotur Asst. Professor M.Phil., Ph.D.(Edu), Ph.D.(Hin.lit)
4. Smt. A. J. Patil M.Sc., M.Ed., M.Phil.,(Ph.D) Asst. Professor
M.A., M.Ed., M.Phil., P.G.D.H.E, 5. Smt. J. C. Hiremath Asst. Professor SLET, (Ph.D) M.Sc., M.Ed., M.Phil., Ph.D., 6. Dr. P. S. Hegadi Asst. Professor P.G.D.K.C. 7. Dr. M. R. Bhat M.A., M.Ed., Ph.D. Asst. Professor
8. Shri. R. S. Patil M.A., M.Ed.,M.Phil., (Ph.D) Asst. Professor
9. Dr. H. V. Belagali M.A.,M.Ed.,Ph.D. Asst. Professor M.A., M.Ed., M.Phil., 10. Shri. D. H. Nayak Asst. Professor SLET.,(Ph.D)
NON-TEACHING STAFF
Sl.No. Name Qualification Designation Physical 1. Shri. H. R. Kuri B.A., M.P.Ed., M.Phil. (Ph.D) Education Director 2. Shri. N. S. Basanal M.A., M.Lib. Librarian
3. Smt. M. B. Inamati B.A FDA
4. Smt. Sudha Dandin B.A FDA
5. Shri. V. Y. Janagi B.A., B.ED. SDA
Shri. Maruti 6. B.A., B.Ed. CCT Venktapur 7. Smt. P. M. Malhari B.A., B.Lib. Library Assistant Shri. Manjunath J.O.D.C., B.C.A., C.O.P.A., 8. Technician Shiraguppi D.M.E
14
9. Shri. M. B. Attikolla S.S.L.C Attender
10. Shri. G. A. Shaik S.S.L.C Attender
Shri. Rachappa 11. B.Com Attender Munavalli
12. Smt. Shreedevi Kamaji PUC Attender
Shri. Chandrappa 13. PUC Peon Musundi Shri. Prashant 14. S.S.L.C Peon Navalagund
15. Shri. Kumar Doni 9th std Peon
16. Shri. Mahesh Kori S.S.L.C Watchman
17. Shri. M. M. Mulagund 7th std Scavenger
15
KANAKADAS SHIKSHAN SAMITI’S VIJAYANAGAR COLLEGE OF EDUCATION HUBLI-580031.
Vision ∑ “ To provide qualitative and creative teachers for man making and nation building.”
Mission ∑ To endeavour teacher-trainees as to become artisons of future Nation. ∑ To develop passion of dynamic teaching as per contemporary changes in global scenario. ∑ To acquaint rational thoughts comprehensively among teacher-trainees by the fragrance of democratic dimensions. ∑ To imbibe amenities of core ethics by high standards of academic rigor and vigor. ∑ To transform the facilities of mind by offering pedagogical activities for the teacher-trainees to excel in-born competencies.
16
Values
∑ Providing facilities to enhance sound academic and intellectual excellence. ∑ Every single teacher trainee is treated as trustworthy to heighten the peak of knowledge. ∑ Drawing out and propagating manifested unique inborn traits of teacher-trainees in the best way. ∑ Fostering creativity through various instructional avenues to make adept teacher to offer remedial solution for social life. ∑ Utilize best knowledge and skills in day today life by observation and practices. Objectives ∑ To endow the teacher-trainees with the latest technological expertise for its use in their profession. ∑ To enhance employability among teacher-trainees by developing the skills through various programmes in the course. ∑ To foster craving among teacher-trainees for life- long learning. ∑ To breed the latent competencies through various co-curricular and Extra-curricular activities.
17
∑ To elevate the sensitization of problems pertaining to perspectives of education. ∑ To Profound intellectual rapport for deprived teacher-trainees. ∑ To cultivate professional ethics and skills by providing a plat form during practice sessions. ∑ To embody aesthetic traits by imparting especial mode of teaching through novelty.
18
The Path Travelled…….
‹ Establishment of the college ………. 1986 ‹ Vijayanagar Practicing High school 1989 ‹ Permanent affiliation by the university 2001 ‹ Included in 2F of the University Grants Commission 2002 ‹ Included in 12B of the University Grants Commission 2003 ‹ P.G Centre(M.Ed) Established 2008 ‹ President of the Samiti Prof. B.F. Dandin honored 2011 with Honorary Doctorate by Karnatak University Dharwad. ‹ Government Grant-in-Aid 2011 ‹ Faculty members qualifies the SLET 2012 and 2015 ‹ Faculty members are conferred Ph.D. 2013 and 2014 ‹ Establishment of smart classrooms 2013 ‹ Vivekananda English Medium School 2015 ‹ Our students’ have bagged University ranks in various years. 1987, 1988, 1989, 1990, 1991, 1993, 1994, 1995, 1998, 2006, 2012
19
Foresights: In the next five years……………
‹ 100 percent faculty with Ph.D.
‹ Digitalization of library
‹ E- governance and administration
‹ Organization of National and International level conferences / seminars / Workshops.
‹ Efforts towards procuring UGC Sponsored major and minor research projects.
‹ Online interaction among the different components of the institution
‹ Construction of women’s hostel
‹ Special provisions for inclusive education
20
Profile of the institution
A. Profile of the Institution
1. Name and address of the institution : Vijayanagar College of Education, Vidyanagar , Hubli–31 2. Website URL : http://www.kssvceh.org
3. For communication Office :
Telephone Number Name Fax No E-Mail Address with STD Code Principal 0836 - 0836 - Noorjahankhadar Dr.(Smt) N. D. Shaik 2374081 2374081 @yahoo. com Vice -Principal 0836 - 0836 - vijayalaxmidandin1230 Dr.(Smt) V. B. Dandin 2374081 2374081 @gmail.com Self - appraisal 0836- 0836- Co-ordinator [email protected] 2374081 2374081 Dr.(Smt) R. M. Kotur
Residence:
Telephone Name Number with Mobile Number STD Code Principal --- 9448821986 Dr.(Smt) N. D. Shaik Vice -Principal 0837-238983 9591363174 Dr.(Smt) V. B. Dandin Self - appraisal Co -ordinator 0836-2460640 9448874576 Dr.(Smt) R. M. Kotur
4. Location of the Institution :
Urban V Semi-urban Rural Tribal
Any other (specifies and indicate)
5. Campus area in acres : 0.9 acrs
21
6. Is it a recognized minority institution? : Yes No V
7. Date of establishment of the institution : Month and Year
MM YYYY
Jun 1986 8. University/Board to which the institution is affiliated:
Karnataka University
9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.
Month and Year Month and Year
MM YYYY MM YYYY 2f August 2002 12b May 2003
10. Type of Institution a. By funding i. Government ii. Grant-in-aid V iii. Constituent iv. Self-financed v. Any other (specify and indicate)
b. By Gender i. Only for Men ii. Only for Women iii. Co-education V
c. By Nature i. University Dept. ii. IASE iii. Autonomous College iv. Affiliated College V v. Constituent College vi. Dept. of Education of Composite College vii. CTE viii. Any other (specify and indicate)
11. Does the University / State Education Act have provision for autonomy?
Yes No V
If yes, has the institution applied for autonomy?
Yes No
22
12. Details of Teacher Education programmes offered by the institution:
Sl. Programme/ Entry Nature of Medium of Level Duration No. Course Qualification Award instruction Certificate 1. Pre-primary Diploma Degree Certificat Primary/ 2. Diploma Elementary Degree Certificate Secondary/ Diploma 3. Sr. secondary UG Eng and B.Ed. Degree 1 Year Degree Kan Diploma Post 4. Eng and Graduate M.Ed B.Ed Degree 1 Year Kan Other Certificat 5. (specify) Diplomae (Additional rows may be inserted as per requirement)
13. Give details of NCTE recognition (for each programme mentioned in Q.12 above) Sanctioned Level Programme Order No. and Date Valid upto Intake Pre-primary - - - -
Primary/ - - - - Elementary F.KAR/B.Ed/35/SRO/NCTE/ Secondary/ B.Ed. 100 Sr. secondary 2000-2001/1041, 2-7-2000
25 1)F.SRO/NCTE/M.Ed/2006- Post M.Ed 2007/13184, 22-10-2007 Graduate 2)F.SRO/NCTE/2010-2011/ 35 20638, 24-08-2010. Other - - - - (specify)
23
11. CRITERION WISE INPUTS Criterion I: Curricular Aspects
1. Does the Institution have a stated
Vision Yes V No Values Yes V No
Mission Yes V No Objectives Yes V No
2. Does the institution offer self-financed programme(s)? If yes,
a) How many programmes? NIL
b) Fee charged per programme NIL
3. Are there programmes with semester system NIL
4. Is the institution representing/participating in the curriculum development /revision processes of the regulatory bodies?
Yes V No If yes, how many faculty are on the various curriculum development / vision committees / boards of universities / regulating authority.
EIGHT
5. Number of methods / elective options (programme wise)
Course General Methods Electives
B.Ed. 5 8 2
M.Ed. (Full Time) 3 - 5
6. Are there Programmes offered in modular form
Yes V No Number ELEVEN
i. Micro Teaching ii. Simulation iii. Preparation of Teaching Aids iv. Class room Teaching v. Models teaching vi. C.M.I
24
vii. IT Lesson viii. Workshop on evaluation ix. C.A.I x. Programmed instruction materials (Soft copy and Hard copy) xi. Video tutorials 7. Are there Programmes where assessment of teachers by the students has been introduced
Yes V No Number SEVEN
8. Are there Programmes with faculty exchange / visiting faculty
Yes V No Number TWELVE
9. Is there any mechanism to obtain feedback on the curricular aspects from the Yes V No Heads of practice teaching schools
[ Academic peers Yes V No Alumni Yes V No Students Yes V No Employers Yes V No 10. How long does it take for the institution to introduce a new programme within the existing system? VARIES ON NATURE OF PROGRAMMES 11. Has the institution introduced any new courses in teacher education during the last three years?
Yes No V Number NIL 12. Are there courses in which major syllabus revision was done during the last five years?
V Number NIL Yes No
13. Does the institution develop and deploy action plans for effective implementation of the curriculum?
Yes V No
14. Does the institution encourage the faculty to prepare course outlines?
Yes V No
25
Criterion II: Teaching-Learning and Evaluation
1. How are students selected for admission into various courses? a) Through an entrance test developed by the institution
b) Common entrance test conducted by the University/Government V c) Through an interview d) Entrance test and interview
e) Merit at the qualifying examination V f) Any other (Specify and indicate) (If more than one method is followed, kindly specify the weightages)
2. Furnish the following information (for the previous academic year):
a) Date of start of the academic year 30 - 12 - 2013 b) Date of last admission 11 - 01 - 2014 c) Date of closing of the academic year 28 - 10 - 2014 d) Total teaching days 210 e) Total working days 264 3. Total number of students admitted : (2013-14)
Number of Reserved Open Programme students
M F Total M F Total M F Total B.Ed. 31 69 100 59 27 84 10 04 14
M.Ed. 18 17 35 13 08 21 05 09 14 (Full Time)
4. Are there any overseas students? Yes No V If yes, how many? -
5. What is the ‘unit cost’ of teacher education programme? (Unit cost = total annual recurring expenditure divided by the number of students/ trainees enrolled). a) Unit cost excluding salary component 7130.46 b) Unit cost including salary component 84300.10 (Please provide the unit cost for each of the programme offered by the institution as detailed at Question 12 of profile of the institution)
26
6. Highest and Lowest percentage of marks at the qualifying examination considered for admission during the previous academic session: 2013-2014 Open Reserved Programmes Highest (%) Lowest (%) Highest (%) Lowest (%) SC 82.79% 61.15% ST 85.07% 71.83% C-1 82.54% 71.19%
B.Ed 86.78% 55% 2A 86 .00 % 52.92% 2B 82.37% 77.14% 3A 77.92% 51.69% 3B 85.29% 65.12%
7. Is there a provision for assessing students’ knowledge and skills for the programme (after admission)?
Yes V No
8. Does the institution develop its academic calendar?
Yes V No 9. Time allotted (in percentage)
Programmes Theory Practice Practicum Teaching B.Ed. 70% 20% 10% M.Ed. (Full Time) 91% - 3%
10. Pre-practice teaching at the institution
a) Number of pre-practice teaching days 1 2
b) Minimum number of pre-practice teaching 0 6 lessons given by each student
11. Practice Teaching at School
a) Number of schools identified for practice teaching 1 5 b) Total number of practice teaching days 3 0 c) Minimum number of practice teaching lessons given 2 6 by each student
27
12. How many lessons are given by the student-teachers in simulation and pre-practice teaching in classroom situations?
No. of Lessons In No. No. of Lessons simulation (micro teaching, 6 + 2 = 8 Pre-practice teaching Nil Innovative teaching)
13. Is the scheme of evaluation made known to students at the beginning of the academic session?
Yes V No
14. Does the institution provide for continuous evaluation?
Yes V No
15. Weightage (in percentage) given to internal and external evaluation
Programmes Internal External B.Ed. 33.3% 66.6% M.Ed. (Full Time) 25% 75%
16. Examinations
a) Number of sessional tests held for each paper 0 1 Gen MoT
b) Number of sessional assignments for each paper 1 2
17. Access to ICT (Information and Communication Technology) and technology.
Yes No Computers V Intranet V Internet V Software / courseware (CDs) V Audio resources V Video resources V Teaching Aids and other related V materials TV, DVD, CD, VCR, Slide Any other (specify and indicate) projector, LCD projector, Interactive White Board, Pen drive.
28
18. Are there courses with ICT enabled teaching-learning process?
Yes V No Number ONE
19. Does the institution offer computer science as a subject?
Yes V No
If yes, is it offered as a compulsory or optional paper?
Compulsory V Optional
29
Criterion III: Research, Consultancy and Extension
1. Number of teachers with Ph.D. and their percentage to the total faculty
strength Number 6 60% B.Ed
2. Does the Institution have ongoing research Projects?
Yes V No
If yes, provide the following details on the ongoing research projects
Funding Amount Duration Collaboration Faculty agency (Rs) (years) if any In-Charge
Self 10000 1 - Shri. R S Patil
(Additional rows/columns may be inserted as per the requirement)
3. Number of completed research projects during last three years.
4
4. How does the institution motivate its teachers to take up research in education? (Mark Vfor positive response and X for negative response)
∑ Teachers are given study leave V
∑ Teachers are provided with seed money V
∑ Adjustment in teaching schedule V
∑ Providing secretarial support and other facilities V
∑ Any other specify and indicate
5. Does the institution provide financial support to research scholars?
Yes No V
6. Number of research degrees awarded during the last 5 years.
Ph.D 3 M.Phil 0
7. Does the institution support student research projects (UG and PG)?
Yes No V 8. Details of the Publications by the faculty (Last five years)
30
YES NO Number
International journals V - 5
National journals – referred V - 6 papers Non referred papers Academic articles in reputed V - 4 magazines/news papers
Books V - 2
Any other (specify and indicate) - - -
9. Are there awards, recognition, patents etc received by the faculty?
Yes V No Number FIVE
10. Number of papers presented by the faculty and students (during last five years): Faculty
National seminars 48
International seminars 17
Any other academic forum 10
11. What types of instructional materials have been developed by the institution? (Mark ` V’ for yes and `X’ for No.)
Self-instructional materials V Print materials V Non-print materials V (e.g. Teaching Aids/audio-visual, multimedia, etc.) Digitalized (Computer aided instructional materials) V Question bank V Any other (Specify and indicate) V
12. Does the institution have a designated person for extension activities?
Yes V No
If yes, indicate the nature of the post.
Full-time Part-time Additional charge V 13. Are there NSS and NCC programmes in the institution?
Yes No V
31
14. Are there any other outreach programmes provided by the institution?
Yes V No
15. Number of other curricular/co-curricular meets organized by other academic agencies / NGOs on Campus
TWENTY
16. Does the institution provide consultancy services?
Yes V No
In case of paid consultancy what is the net amount generated during last three years.
FREE
17. Does the institution have networking/linkage with other institutions/ organizations?
Local level V State level V National level V International level
32
Criterion IV: Infrastructure and Learning Resources
1. Built-up Area (in sq. mts.) 1,925 sq.mtr 2. Are the following laboratories been established as per NCTE Norms?
a) Methods lab Yes V No b) Psychology lab Yes V No c) Science Lab(s) Yes V No d) Education Technology lab Yes V No e) Computer lab Yes V No f) Workshop for preparing teaching aids Yes V No
3. How many Computer terminals are available with the institution? 50 4. What is the Budget allotted for computers (purchase and maintenance) during the previous academic year?
Rs. 1,00,000=00
5. What is the Amount spent on maintenance of computer facilities during the previous academic year?
Rs. 60,000=00
6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year? Rs. 71,667 =00 7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year? Rs. 70,00,000=00 8. Has the institution developed computer-aided learning packages?
Yes V No 9. Total number of posts sanctioned Open Reserved M F M F Teaching 4 5 1 0 Non-teaching 12 4 1 0
33
10. Total number of posts vacant Open Reserved
M F M F Teaching 0 0 0 0 Non-teaching 0 0 0 0
11. a) Number of regular and permanent teachers Open Reserved (Gender-wise) M F M F Lecturers 4 5 1 0
M F M F Readers 0 0 0 0
M F M F Professors 0 0 0 0
b) Number of temporary/ad-hoc/part-time teachers (Gender-wise)
Open Reserved
M F M F Lecturers 1 1 0 0
M F M F Readers 0 0 0 0
M F M F
Professors 0 0 0 0
c) Number of teachers from same state TEN
Other states Nil 12. Teacher student ratio (program-wise) Programme Teacher student ratio B.Ed. 1:10 M.Ed. 1:7 (Full Time)
34
13. a) Non-teaching staff Open Reserved M F M F Permanent 12 4 1 0 M F M F Temporary 0 0 0 0
b) Technical Assistants M F M F Permanent 0 0 1 0
M F M F
Temporary 0 0 0 0
14. Ratio of Teaching – non-teaching staff.
Teaching 1:10 Non-Teaching 1:6
15. Amount spent on the salaries of teaching faculty during the previous academic session (% of total expenditure)
83%
16. Is there an advisory committee for the library?
Yes V No
17. Working hours of the Library. On working days 10.00AM TO 6.00PM (8 Hours)
On holidays 10.30 AM TO 5.30PM (7 Hours)
During examinations 9.00 AM TO 7.00 PM (10 Hours)
On vacation 10.30 AM TO 5.30 PM (7 Hours)
18. Does the library have an Open access facility.
Yes No V
35
19. Total collection of the following in the library a) Books - Textbooks 6432 - Reference books 1100 b) Magazines and Journals 24 c) Peer reviewed journals 02 d) Back volumes of journals 25 e) E-information resources - Online journals/e-journals 02 - CDs/ DVDs 145 - Databases
- Video Cassettes 10 - Audio Cassettes 10
20. Mention the Total carpet area of the Library (in sq.mts.)
163.28 Sq.mtr Seating capacity of the Reading room 50 21. Status of automation of Library Yet to initiate Partially automated V Fully automated 22. Which of the following services/facilities are provided in the library? Circulation V Clipping V Bibliographic compilation V Reference V Information display and notification V Book Bank V Photocopying V Computer and Printer V Internet V Online access facility Inter-library borrowing V
36
Power back up V User orientation /information literacy Any other (please specify and indicate)
23. Are students allowed to retain books for examinations?
Yes V No
24. Furnish information on the following Average number of books issued/returned per day
40 Maximum number of days books are permitted to be retained by students SEVEN
by faculty As per need
Maximum number of books permitted for issue
for students FIVE
for faculty As per need
Average number of users who visited/consulted per month
1500
Ratio of library books (excluding textbooks and book bank facility) to the number of students enrolled
70 :1
25. What is the percentage of library budget in relation to total budget of the institution.
0.03%
37
26. Provide the number of books/ journals/ periodicals that have been added to the library during the last three years and their cost.
I II III 2013-14 2012-13 2011-12
Total cost Total cost Total cost Number Number Number (in Rs.) (in Rs.) (in Rs.)
Text books 8 Donated 3 1048 35 7500.00
Other books Nil Nil 1534 Donated Nil Nil
Journals/ 5 3500.00 - Nil Nil Nil Periodicals Any others specify and ------indicate (Additional rows/columns may be inserted as per requirement)
38
Criterion V: Student Support and Progression 1. Programme wise “dropout rate” for the last three batches Programmes 2011 -12 2012 -13 2013 -14 B.Ed. 02 02 02
M.Ed. (Full Time) 00 01 00
2. Does the Institution have the tutor-ward/or any similar mentoring system? Yes V No
If yes, how many students are under the care of a mentor/tutor?
TEN 3. Does the institution offer Remedial instruction?
Yes V No
[ 4. Does the institution offer Bridge courses?
Yes V No
5. Examination Results during past three years (provide year wise data) UG (B.Ed) PG (M.Ed) I II III I II III 11-12 12-13 13-14 11-12 12-13 13-14 Pass percentage 95% 85% 98% 100% 90.90% 94.28% Number of first 63 60 59 26 27 28 classes Number of 17 20 25 09 03 05 distinctions Exemplary 03 02 09 - - - performances
(Gold Medal and 02 - - - 01 - university ranks)
6. Number of students who have passed competitive examinations during the last three years (provide year wise data) 11 -12 12 -13 13 -14
NET - - - SLET/SET - - -
Any other (specify and indicate)
39
7. Mention the number of students who have received financial aid during the past three years.
I II III Financial Aid 2011-12 2012-13 2013-14
Merit Scholarship 23 13 20
Merit -cum -means - 01 - scholarship Fee concession - - 29
Loan facilities - - -
Any other 02 01 - EBL Scholarship Minority Scholarship - 01 -
(Additional rows may be inserted as per requirement) 8. Is there a Health Centre available in the campus of the institution?
Yes V No
9. Does the institution provide Residential accommodation for:
Faculty Yes No V Non-teaching staff Yes V No
10. Does the institution provide Hostel facility for its students?
Yes V No If yes, number of students residing in hostels
Men 20
Women NIL
11. Does the institution provide indoor and outdoor sports facilities? Sports fields Yes V No Indoor sports facilities Yes V No Gymnasium Yes V No
12. Availability of rest rooms for Women
Yes V No
40
13. Availability of rest rooms for men
Yes V No
14. Is there transport facility available?
Yes No V 15. Does the Institution obtain feedback from students on their campus experience?
Yes V No
16. Give information on the Cultural Events (Last year data) in which the institution participated/organized. (2013-14)
Organized Participated
Yes No Number Yes No Number
Inter-collegiate V - 4 V - 8
Inter-university ------
National ------Any other ------(specify and indicate) (Excluding college day celebration) 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 Outcome (Numbers) (Medal achievers) State - - Regional - - National - - International - - Inter -university - - University - - Inter -collegiate 06 03
18. Does the institution have an active Alumni Association? Yes V No If yes, give the year of establishment 2012 - 13
19. Does the institution have a Student Association/Council?
Yes V No
41
20. Does the institution regularly publish a college magazine?
Yes V No
21. Does the institution publish its updated prospectus annually?
Yes V No
22. Give the details on the progression of the students to employment/further study (Give percentage) for last three years 2011 -12 2012 - 13 2013 - 14 (%) (%) (%) Higher studies 15% 15% 20% Employment (Total) 22% 26% 30% 20% 23% 26% Teaching Non teaching 2% 3% 4% Approximately
23. Is there a placement cell in the institution?
Yes V No
If yes, how many students were employed through placement cell during the past three years.
2011-12 2012-13 2013-14
20 25 30
24. Does the institution provide the following guidance and counseling services to students? Yes No
∑ Academic guidance and Counseling V ∑ Personal Counseling V ∑ Career Counseling V
42
Criterion VI: Governance and Leadership
1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any other similar body/committee
Yes V No
2. Frequency of meetings of Academic and Administrative Bodies: (last year) 2013-14.
Governing Body/management Quarterly
Once in a Staff council month
IQAC/or any other similar body/committee Once in a year
Internal Administrative Bodies contributing to quality Once in a improvement of the institutional processes. (mention month only for three most important bodies)
3. What are the Welfare Schemes available for the teaching and non-teaching staff of the institution?
Loan facility Yes V No Medical assistance Yes V No Insurance Yes No V Other (specifies and indicate) Yes V No
4. Number of career development programmes made available for non- teaching staff during the last three years 2011-12 2012-13 2013-14
2 3 4
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
2011-12 2012-13 2013-14
- - -
43
b) Number of teachers who were sponsored for professional development programmes by the institution 2011-12 2012-13 2013-14 National - - - International - - -
c) Number of faculty development programmes organized by the Institution: 2011-12 2012-13 2013-14
1 1 1
d) Number of Seminars/ workshops/symposia on curricular development, Teaching- learning, Assessment, etc. organized by the institution
2011-12 2012-13 2013-14 1 1 1 e) Research development programmes attended by the faculty 2011-12 2012-13 2013-14 0 6 11
f) Invited/endowment lectures at the institution 2011-12 2012-13 2013-14 4 5 6 Any other area (specify the programme and indicate)
0 0 0
6. How does the institution monitor the performance of the teaching and non- teaching staff?
a) Self-appraisal Yes V No
b) Student assessment of faculty performance Yes V No
c) Expert assessment of faculty performance Yes V No
d) Combination of one or more of the above Yes V No
e) Any other (Specify and indicate) Yes No V
44
7. Are the faculty assigned additional administrative work?
Yes V No
If yes, give the number of hours spent by the faculty per week
05
8. Provide the income received under various heads of the account by the institution for previous academic session
Year (2013-14)
Grant-in-aid 75,62,624.00
Fees 6,61,057.00
Donation NIL
Self-funded courses NIL
Any other ( specify and indicate) NO
9. Expenditure statement (for last two years)
2012-13 2013-14 Total sanctioned Budget 1091328 7487851 % spent on the salary of faculty 19% 61% % spent on the salary of non-teaching employees 14% 32% % spent on books and journals 0.91% 0.8% % spent on developmental activities (expansion of - 1% building) % spent on telephone, electricity and water 4% 0.69% % spent on maintenance of building, sports facilities, hostels, residential complex and student 3.5% 1.03% amenities, etc. % spent on maintenance of equipment, teaching 1.5% 0.51% aids, contingency etc. % spent on research and scholarship (seminars, conferences, faculty development programs, faculty - - exchange, etc.) % spent on travel 0.53% - (history tour sanctioned by UGC 2011-12)
45
Any other (specify and indicate)
1. College examination expenses 2. College Examination Expenses 3. Printing Expenses 4. Medical Expenses 5. Sports Expenses 6. Municipal Tax 7. Stationary 8. LIC Premium 56.56% 3.69% 9. PF 10. Maintains Expenses 11. News papers and periodical 12. Electricity bill 13. Telephone bill 14. Water bill 15. CTC Expenses 16. Lesson plan Expenses Total expenditure incurred 100% 100%
10. Specify the institutions surplus/deficit budget during the last three years? (specify the amount in the applicable boxes given below)
YEAR Surplus in Rs. Deficit in Rs. 2011 -12 - 268663
2012 -13 1167996 -
2013 -14 77359 -
11. Is there an internal financial audit mechanism?
V Yes No 12 . Is there an external financial audit mechanism?
Yes V No
13. ICT/Technology supported activities/units of the institution:
Administration Yes V No
Finance Yes V No
Student Records Yes V No
Career Counseling Yes V No
Aptitude Testing Yes V No
Examinations/Evaluation/ Yes V No
46
V Assessment Yes No Any other (specify and indicate) Yes No V 14. Does the institution have an efficient internal coordinating and monitoring mechanism?
Yes V No
15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-teaching staff?
Yes V No
16. Are all the decisions taken by the institution during the last three years approved by a competent authority?
Yes V No
17. Does the institution have the freedom and the resources to appoint and pay temporary/ ad hoc / guest teaching staff?
Yes V No
18. Is a grievance redressal mechanism in vogue in the institution?
a) for teachers V b) for students V c) for non - teaching staff V 19. Are there any ongoing legal disputes pertaining to the institution?
Yes No V
20. Has the institution adopted any mechanism/process for internal academic audit/quality checks?
Yes V No
21. Is the institution sensitised to modern managerial concepts such as strategic planning, teamwork, decision-making, computerisation and TQM?
Yes V No
47
Criterion VII: Innovative Practices
1. Does the institution has an established Internal Quality Assurance Mechanisms?
Yes V No
2. Do students participate in the Quality Enhancement of the Institution?
Yes V No
3. What is the percentage of the following student categories in the institution?
Year of 2013-14
Category men % Women %
a SC 5 5 10 10 b ST 1 1 2 2
c OBC 24 24 42 42 d Physically 1 1 - - Challenged e General Category 4 4 9 9 f Rural 17 17 23 23
g Urban 20 20 40 40
Any other h - - - - ( specify)
4. What is the percentage of the staff in the following category?
Non - Teaching Category % teaching % staff staff a SC - - - - b ST 01 1 01 01 c OBC 05 5 05 5 d Women 5 5 03 3 e Physically challenged 01 1 01 1 f General Category 03 3 05 5 g Any other ( specify) - - - -
48
5. What is the percentage incremental academic growth of the students for the last two batches?
On completion of the At Admission course Category Batch I Batch II Batch I Batch II 2012-2013 2013-2014 2012-2013 2013-2014 (%) (%) (%) (%) SC 64.59 71.54 71.04 74.69 ST 65.07 65.36 71.07 73.45 OBC 66.03 69.96 75.21 74.45
Physically - 61.04 - 67.33 challenged General Category 63.08 68.08 75.98 78.08 Rural 69.63 68.95 75.32 76.32 Urban 68.42 66.40 77.01 71.33
Any other( Blind) 57.01 - 67.75 -
49
KANAKADAS SHIKSHAN SAMITI’S
VIJAYANAGAR COLLEGE OF EDUCATION HUBLI.
Part –II
50
Executive Summary
Kanakadas Shikshan Samiti’s Vijayanagar college of Education, mainly focuses on the educational mission to empower countless people through proper mode of training, especially economically challenged section and rural area students. Vijayanagar college of education, bearing the name of the great empire ‘Vijayanagar’ was established by Kanakadas Shikshan Samiti, Gadag. The college started functioning from the year 1986, with the recognition of state Govt. of Karnataka and approve by NCTE, New Delhi. It is permanently affiliated to K.U.D. Under the dynamic leadership of its founder President Dr. B. F. Dandin and efficient administrator, Secretary Mr. Ravi B. Dandin and under the leadership of principal. The college has grawn up to be one of the prestigious colleges of education in northern port of Karnataka.
The college has successfully completed 28 years and more then 3000 trained graduates have successfully come out of this college and are serving in different capacities all over the country. The management has made modest efforts to see that not only talented but all other teacher-trainees should develop in them qualities and skill of an inspiring teacher. Everyone in our college campus is quality conscious, which helps to strengthen self-esteem A variety of learning experiences help learn are to achieve sequential optimum progress.
Since the year of establishment, the college is progressing by leaps and bounds professionally. It has earned name and fame not only in the northern part of Karnataka but all over the state. Teacher Education plays a vital role in reforming and strengthening the education system. A sense of introspection has helped our faculty, students, administration, and management by following the principles of vision for lifelong learning, strategies for learning skills, technology for comprehensive learning, resources for remedial measures and enhancement. It makes everyone to relies that Where they stand and what their merits and demerits are. The effort of our college is collective one.
51
The institution is following curriculum and syllabus prescribed by KUD. The faculty members are instrumental in sending views, comments on curriculum. We at this institution, envision the holistic devt of our students into vibrant professionals, consists of human values eco-friendly environment and competent in all latest skills. The vision, mission, values and objectives of the institution are never lost sight of.
Towards achieving this goal, the college has a sufficient building with amenities to accommodate classrooms, laboratories, library, multipurpose hall, offices, Sports room, Placement cell, canteen etc. The library is a rich centre for learning resources replete with books, journals and audio-visual aids. The classrooms are smart with the modern technology like interactive boards, LCD projectors. The psychology laboratory is replete with the psychological laboratory is replete with the psychological equipments and tests. The institution has a well furnished computer laboratory with 50 terminals and wi-fi facility. The institution makes all efforts to procure all government scholarships and financial assistance to help the students coming from low economic strata.
Every faculty member remains with a stans belief that quality is the only way to succeed and sustain. Under the able and far- strengthen leadership of our management and principal the journey of our institution has been achieved with the blessings of goddess saraswati the college is on its way to the glory of realizing the vision and mission through the achievement of objectives adhering to the values and make this institution a centre of commitment and a resource for all these committed to the cause of education.
52
CURRICULAR ASPECTS
53
11. Criterion wise analysis
Criterion – I: Curricular Aspects
1.1 Curricular Design and Development
1. State the objectives of the institution and the major considerations addressed by them? (Intellectual, Academic, Training, Access to the Disadvantaged, Equity, Self development, Community and National Development, Issue of ecology and environment, Value Orientation, Employment, Global trends and demands, etc.)
The institution has clearly proclaimed vision, mission, values and objectives apparently.
Our Objectives
∑ To produce competent, potential and dedicated professionals.
∑ To inculcate desire for serving the society irrespective of caste, creeds, colour, geographical, contour.
∑ To organize activities to help the student-teacher to be sensitized towards the nation – building process.
∑ To endow the adopt student-teachers with the latest technological trends for their using professions.
∑ To cultivate rational thinking, scientific temperament and scientific approaches for solving the problems in emerging society.
∑ To foster a craving among student-teachers for lifelong learning.
∑ To develop the leadership quality among student-teacher by inculcating democratic ethics.
∑ To enhance employability of students by developing the skills through various programmes in the course.
Major considerations addressed through objectives:
Intellectual Training
∑ The compulsory papers, selected methods and the elective options of the B.Ed. course, studied by the students help in development of intellectual capacity of the student-teachers.
∑ Teaching through interactive methods, simulations, assignments, projects and use of ICT, CCA activities, to administer psychological test enhances the knowledge among student-teachers. ∑ Observation mainly during micro, macro, innovative developed number of faculties of mind among students.
54
∑ Downloading the academic content from websites. Such as PDF, Tutorials, Videos etc..
Academic Training
∑ Development of various skills among teacher trainees through micro- teaching, macro-teaching, communication strategies, ICT enabled activity through seminars, innovative practice lessons, such as RPM, CAM. ∑ Students are encouraged to use OHP, Slides, power point presentations and Interactive boards to acquaint them with technology and ICT use in classroom.
Access to disadvantaged
∑ Access is ensured to SC/ST/OBC/PH and economically backward students as per Government of Karnataka Reservation Policy. ∑ The institution doesn’t have discrimination among men and women. The number of women admitted the previous years is relatively more. ∑ Students from rural, remote and interior are encourage to join for the main stream of education.
Self development and Employment
∑ The B.Ed course helps in achieving maximum self development through various curricular and co-curricular activities. ∑ B.Ed course, as is one of the professional course which in ensures employment immediately after the completion of the course. ∑ During period of course students get exposed to real teaching situations and are ready for employment in teaching profession. ∑ Able to handle challenging professions through various activities, experiences. ∑ Through counseling and guiding, placement cell, student-teacher will appoint in various institutions. ∑ For employment of students MOU signed with the other institutions.
Community and national development ∑ Awareness programs were conducted under numerous clubs which addressing various social concern issues in the community. ∑ CT camp, Blood donation camps, campaign for various national issues and social issues created social responsibility among student-teacher. ∑ National days and festivals celebrated regularly in the institution foster the feeling of national integration and unity among student-teachers. ∑ Guest lectures organized by the institution project the environmental issues and concern to foster ethical values among student-teachers.
Global Trends and demands
∑ Access to internet to keeps student-teachers abreast with the global trends and challenges.
55
∑ Student-teachers were made knowledgeable about operation of social, educational sites. ∑ Student teachers are encouraged to use the links in the websites for using PPT’s, Text, PDF files and videos.
2. Specify the various steps in the curricular development processes. (Need assessment, development of information database pertaining to the feedback from faculty, students, alumni, employers and academic experts, and formalizing the decisions in statutory academic bodies).
1) The institution is not directly involved in the process of developing curriculum of the B.Ed. semester courses as university designs and prescribes curriculum. 2) Few of the faculty members have served as members, board of studies of universities, and participated in workshops, seminars, faculty development programmes organized in connection with curriculum formation. 3) The feedback mechanism is adopted by our institution. Feedback is taken from academic experts, Faculty heads of practice schools, student alumni. 4) For the reconstruction of syllabus the feedback is taken from the students alumni, faculty and employers.
3. How are the global trends in teacher education reflected in the curriculum and existing courses modified to meet the emerging needs?
1) The various boards of studies under Karnataka University, Dharwad in- corporate global trends in teacher education in the curriculum and modify it whenever and where ever necessary. 2) The boards concerned takes adequate care to ensure that the emerging global trends in higher education are truly reflected in the curriculum. These include core subjects, methods, aspects related to environmental education, moral education and ethical aspects and various global trends and issues. Therefore the importance is given to ICT, Computer education, Special education, creativity in innovating teaching and various other latest modern technologies initiated incorporated by the university. 3) The institution committed to transact the same curriculum with no shortcuts, Therefore various curricular and extracurricular activities are carried out sincerely with the aim of achieving all above mentioned aspects. 4) Faculty is also instructed to make maximum use of the latest technologies and resources to transact curriculum as to develop conductive and interesting environment in the campus.
56
4. How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education and ICT?
1) The curriculum framed by the university bears testimony to the fact that sufficient thrust is placed on national and international issues like globalization, Environmental issues, Population education and value education. 2) The students are exposed to innovative teaching methods using LCD, smart board and Audio Visual Equipments during the course. 3) A number of programs focusing on national issues like environment, value education, population education and ICT are organized to ensure that the curriculum bears some thrust on national issues.. 4) The Role playing model exhibits environment and value education issues.
5. Does the institution make use of ICT for curricular planning? If yes give details. Our institution use ICT for following purposes. Administration, academic calendar, time table of various workshops, Orientation programmes, Demonstration lessons, Teaching learning, Simulation, Evaluation, Accessing information, Downloading syllabi and curriculum aspects of various universities, planning of curricular and co-curricular actitivities, relevant subject matter from different websites.
1.2 Academic Flexibility
1. How does the institution attempt to provide experiences to the students so that teaching becomes a reflective practice? Teacher education at our institution attempts to provide experiences through
∑ Micro teaching, micro lesson, Innovative practices. ∑ Conducting field trips, visits, group discussion and seminars. ∑ Psychological practices, case studies, assignment related to theory papers. ∑ Work shop on preparation of models, teaching aids. ∑ Morning and Evening assemblies. ∑ Preparation of content in OHP transparences, slides and PPTs which allure the teaching in different dimension.
All the above said activities provide essential experiences to the trainees so that teaching become a reflective practice.
2. How does the institution provide for adequate flexibility and scope in the operational curriculum for providing varied learning experiences to the students both in the campus and in the field?
∑ The institution organizes various curricular and co-curricular activities to provide adequate flexibility and scope in the operational curriculum.
57
∑ Students participate in seminars and role plays, debates, elocution, essay writing, art and work experience etc.. according to their interest and capabilities and get ample learning experience. ∑ Students visit historical places, science centres, villages and schools to collect data and enrich learning experiences.
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 institution tries to develop communication skills through methodology of languages, organizing various literary activities / competitions like elocution, extempore speech, essay writing, debates, on the spot poem writing, etc. ∑ ICT is a compulsory subject studied by our students in the 1st semester and the ICT fundamental skills are developed through the ICT practical work. ∑ The institution has computer lab in which 50 computers provide basic computer operating skills. ∑ The institution has a language lab with necessary equipments. The help of equipments student-teachers are developing communication skill. ∑ Life skills, community orientation and social responsibility are developed through the Citizenship Training Camp organized by the college every year. ∑ Blood donation camps and also awareness programs on aids, family planning and environment were organized. ∑ Guest lectures and workshop held on personality development create awareness among the students about the importance of personality development and soft skills. ∑ Personality development course for student-teachers. ∑ Spoken Classes for various background students.
4. How does the institution ensure the inclusion of the following aspects in the curriculum? i. Interdisciplinary/Multidisciplinary ii. Multi-skill development iii. Inclusive education iv. Practice teaching v. School experience / internship vi. Work experience /SUPW vii. Any other (specify and give details)
i. Interdisciplinary/Multidisciplinary After the analyses of B.Ed course, we come to know that the interdiciplainary and multi diciplainary are taken into consideration while framing syllabus.
58
ii. Multi-skill development Multi skills are developed through curricular and co-curricular programmes(Cultural activities, Sports, Field trips, national festival etc..) such as micro teaching, innovating teaching, ICT, soft skills and communication skills.
iii. Inclusive education There is provision for inclusive education in curriculum. To make aware the trainees for inclusive education there is unit named Individual differences in paper II, Sem II, various disabled students are given admission in our institution, every year.
iv. Practice teaching Practice teaching is conducted in various practicing schools, adhering to the requirements of the B.Ed course.
v. School experience / internship The student-teachers get real school experience during practice teaching which is considered as internship for 40 days.
vi. Work experience /SUPW Students are involved in various SUPW activities throughout the course. Guest faculties are invited to provide specific training and skill development in preparing various SUPW item like envelop, files, candles, dolls, painting and best out of waste materials.
vii. Any other (specify and give details) The college arranges with morning assembly where in the student presents thought for the day, deliberation on specific educational themes, speech on special days of concern personality and news reading. The day ends with Vande mataram.
1.3 Feedback on Curriculum 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 obtained at different levels by people regularly.
∑ Students : The institution obtains feedback from the students by using rating scale at the end of the course regarding the teaching faculty, facilities provided in the college and the various curricular and co- curricular aspects. ∑ Alumni and Employers: Feedback and communication with the alumni is encouraged by conducting periodical meetings. Constructive suggestions are incorporated for the enhancement of quality. ∑ Management : Our institution regularly obtain feedback on curricular and co-curricular activities, physical resources, faculty development etc.. from management through occasional meetings.
59
∑ Community : Well wishers from our community also visit our college and provide feedback and encouragement after observing the progress of our college. ∑ Academic peers : Academic peers and Principal of different colleges give feedback about planning, execution and evaluation of all courses in curriculum. ∑ Co-ordination board and LIC committee : The university authorities also visit the college and scrutinize the curricular and co-curricular activities of the college and provide timely suggestions. ∑ Head master schools : Feedback is also collected from headmasters of the practicing schools at the end of the practice teaching.
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.
Though we don’t have a specific mechanism to analyze and use the outcome from the feedback, in staff meeting we deliberate on the feedback and review and identify areas for improvement of the overall conduct of the course and the changes to be brought in the curriculum. The members of the management also reflect upon the feedback and provide timely guidance for further improvement of the overall conduct of the course.
3. What are the contributions of the institution to curriculum development? (Member of BoS / sending timely suggestions, feedback, etc.)
∑ The institution is not directly involved in the process of developing curriculum of the B.Ed. semester course. However our Principal served as member of board of studies of universities and few of the faculty members participated in a number of workshops, seminars while curriculum was under formation and have thus contributed to the up gradation of the curriculum. The institution obtains and uses feedback from the students, alumni, employers, community, academic peers and experts for effective implementation of the prescribed syllabus.
∑ Faculty gives suggestion about practical work, as a moderator, as an examiner provides feedback to university.
1.4 Curriculum Update 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).
60
During the last 5 years our curriculum has not been revised and no major changes have been adopted. Since last year i.e. from 2013-14 Karnataka University, DWD has introduced content component course (CCC) in B.Ed. for the student-teachers who have not studied respective school subjects at their degree level. As now B.Ed course is open for all graduates. The time table was prepared to teach content component course and teacher educators teach the subjects and provide essential guidance regarding the content.
2. What are the strategies adopted by the institution for curriculum revision and update? ( need assessment, student input, feedback from practicing schools etc.)
∑ As stated earlier the institution is not directly involved in the curriculum revision and update, but as per the needs of students we modify the transaction of curriculum accordingly.
∑ Feedback from a practicing school suggested that students should be trained in the use of smart boards, hence we have installed smart boards in our class rooms and we also train our students in using these smart boards.
1.5 Best Practices in curricular Aspects 1. What are the quality sustenance and quality enhancement measures undertaken by the institution during the last five years in curricular aspects?
For the quality sustenance and quality enhancement measures undertaken by the institution during the last five years in curricular aspects are :
∑ Feedback mechanism
∑ Continuous evaluation
∑ Compulsory attendance
∑ Remedial teaching
∑ Establishment of IQAC on 2013
∑ The faculty have attended syllabus revision workshops organized at the university level and also UGC Sponsored various International, National and state level seminars, conferences and symposiums.
∑ The institution has established linkages with various institutions and schools.
61
∑ Faculty members are actively involved in pursuing higher education and there is an increase in the number of M.Phil. and Ph.D. holders among the faculty members.
∑ Teaching is carried on through the use of smart boards, PPT etc.
∑ The institution organizes personality development Programs and Workshops.
2. What innovations/best practices in ‘Curricular Aspects’ have been planned/ implemented by the institution?
∑ In order to meet the global trends to bring out the best in the student- teacher the institution organizes beneficial programs like personality development, talents day, innovative teaching awareness programs (Aids / Environment / Social issues) and use of technology and ICT in teaching. ∑ The college commences with morning assembly where in students present thought for the day, deliberation of specific educational themes and news reading. The day ends with Vande Mataram.
Best practice 1
Title of the Practice: “Induction Programme”
Objectives
1. To acquaint the trainees with the knowledge of the curricular framework of B.Ed. course.
2. To develop awareness about the functioning of the institution.
3. To develop awareness about the rules and regulations of the institution.
Description of Practice
1. Invocation song by the student trainees.
2. Welcome by the Principal.
3. Inauguration by the lighting lamp.
4. Introduction of the institution and rules/regulations to be followed by the trainees during the course.
5. Self introduction by all the staff members.
6. Self introduction by the trainees.
7. Orientation of the B.Ed theory and Practice teaching program by senior staff members.
62
Outcome / Impact
Acquaint student trainees with curriculum of B.Ed. course and functioning of the institution.
Best practice 2
Title of the Practice: Morning Assembly
Objectives-
1. To know the skills of student-teacher.
2. To develop stage courage in the student trainees. 3. To develop oratory skills among student trainees. 4. To acquaint students with the current events. 5. To identify the strength and weakness of student-teacher. Description of the Practice Morning assembly is conducted by one student trainee every day.
1. Prayer song.
2. Naad Geete (Jai Bharat Jananiya Tanujate)
3. Thought for the day-Some quotations with explanation.
4. Speech on some educational concept.
5. Speech on special days of personalities.
6. News reading.
7. National Anthem.
Outcome / Impact
Develop stage courage, confident, oratory skills, information collection skill among student trainees and also acquaint them with current events.
63
TEACHING, LEARNING AND EVALUATION
64
Criterion II: Teaching-Learning and Evaluation
2.1 Admission Process and Student Profile
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?
∑ As our institution is being included in the Government grant-in-aid, the intake is 100. So out of 100 seats 75 seats are allotted by CAC cell (Centralized Admission Cell) (Govt.) and remaining 25 seats are admitted by management as per Govt policy. ∑ The Institute affiliated to Karnataka University, Dharwad and follows norms laid down by the NCTE, State Government, DSERT and KUD time to time.
Equity:
∑ There is equity in admission process. ∑ Equity is ensured through Karnataka Government Reservation Policy.
2009-10 2010-11 2011-12 2012-13 2013-14 Categories M F M F M F M F M F SC 11 7 11 7 9 5 5 7 4 10 ST 8 4 4 6 3 3 3 2 3 4 PH ------1 - 1 - OBC 35 32 23 44 30 48 29 45 21 53 C1 1 2 3 2 2 - 6 1 2 2 MEN / 55 45 41 59 44 56 44 55 31 69 WOMEN
Access:
∑ The Socio-economically weaker sections of society are provided access as per Government reservation Policy. ∑ The disadvantaged community is also considered while admitting students under the management quota.
Transparency:
∑ The percentage of marks and reservation category of the both government and management candidates list is notified. ∑ The reservation policy of the state Government is strictly adhered. ∑ Marks obtained would be make affirm to the students in the tests, semesters.
65
∑ College is the platform for auxiliary of curricular and co-curricular activities. The disciples, who are judged, assessed and evaluate transparently without bias. ∑ IA will be prepared based on merit and tests by the college and performance in student teachers activities. ∑ Correspondences through website.
2. How are the programmes advertised? What information is provided to prospective students about the programs through the advertisement and prospectus or other similar material of the institution?
The programme is properly advertised through pamphlets, brochures and prospectus. The institute publish its updated prospectus annually containing full information of institute and programme structure of B.Ed semester wise. Our college adopts several other means of advertisements about the information as hoarding, through TV channels, local media, our website etc.. for programme structure of B.Ed.
Information provided to the students are as under :
Vision, mission, objectives and values of the college. Faculty details, programme details, infrastructural details, laboratory details, transport facilities during emergency, scholarship and other facilities, admission eligibility criteria, fee structure, admission guidelines, Hostel facility, student support services-IQAC, alumni club, guidance and counseling etc..
3. How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants?
Having a centralized admission cell for selection of students for B.Ed course every year, the equitability in admissions are 100% ensured. The meritorious students and roaster quota are ensured by the system of admission in the state.
An admission committee under the chairmanship of the Principal and senior faculty members is formed which prepares the merit list and displays the same on the notice board.
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, backgrounds and physically challenged)
Government, Scholarships are given to the students by social welfare department. Management gives admission to the diverse economic, cultural, religious, gender, linguistic backgrounds physically challenged.
66
Institution provides following facilities to retain the diverse students population admitted.
∑ Health checkup programme ∑ Health unit ∑ Prizes / awards to merit students. ∑ Book bank facility ∑ Hostel facility ∑ Canteen facility ∑ Ladies room ∑ Xerox facility ∑ Recreational programme ∑ Individual guidance and counseling.
5. Is there a provision for assessing student’s knowledge/ needs and skills before the commencement of teaching programmes? If yes give details on the same.
Institution has made provision of conducting on entry behavior test. Comprising of General knowledge, language, teaching attitude and reasoning and concerned subject knowledge.
At the time of admission students are told to solve all the exercises given at the end of the units of 8 th 9th and 10 th std text books of their respective methods. This helps them to review the school syllabus.
Before commencement of teaching programme we conduct content test based on which they have prepared as per the instruction given at the time of admission above school syllabus and try to assess the students knowledge.
2.2 Catering to Diverse Needs
1. Describe how the institution works towards creating an overall environment conducive to learning and development of the students?
The environment as exists in the college is highly congenial and conductive for learning teaching, learning process is performed in democratic situation. Also students have got the liberty to work, express freely hand take initiatives to perform all the activities independently under the supervision of incharge.
Our college provides following facilities for creating an overall environment conducive to learning and development of the students.
∑ Multipurpose hall ∑ General Lecturer hall ∑ Individual method rooms ∑ Psychology lab
67
∑ Science lab ∑ Language lab ∑ Mathematics lab ∑ History / Geography lab ∑ Information communication lab ∑ Educational Technology lab ∑ Library ∑ Ladies room ∑ Boys room ∑ Hostel - boys and girls ∑ Play ground ∑ Canteen ∑ Sanitary arrangement ∑ Hospital ∑ Xerox centre ∑ Gymnasium
Internal personality
∑ Book bank ∑ Special guidance and counseling ∑ Remedial teaching for slow learners
Our college has qualified faculty to teach students regularly in the
classes as per time table.
2. How does the institution cater to the diverse learning needs of the students?
To cater to the diverse needs of the students like communication skills, ICT skills, use of internet browsing, journals and magazines, life skills, health, value, environmental education programme. Different educational clubs projects, assignments, various extracurricular activities, extension service programme and faculty uses different skills and teaching methods according to the need of the subjects which helps in catering diverse needs of students apart, we also accept suggestions and request of the student related to their learning. Further, if needed we take the help of experts, in this regard.
3. What are the activities envisioned in the curriculum for student- teachers to understand the role of diversity and equity in teaching learning process?
The curriculum of B.Ed course has been introduced for trainees to understand role of diversity and equity in teaching learning process. The units are as follows.
∑ Social order
68
∑ Individual differences
∑ Minimum level of learning
∑ Mastery learning
∑ Resourceful teaching ∑ Reflective thinking
∑ Social service
∑ SUPW
∑ Demonstration ∑ P.E
∑ Innovative teaching Some activities like survey of educational problems of a locality, study of festival celebrated in village / urban area, psychological testing are in visioned in the curriculum.
4. How does the institution ensure that the teacher educators are knowledgeable and sensitive to cater to the diverse student needs?
∑ The college has a well qualified, experienced staff with 70% Ph.D. holders and rest (undergoing Ph.D) to handle the course.
∑ Faculty members are encouraged to attend Seminars and Conferences.
∑ Teacher educators have attended workshops, refresher and orientation courses.
∑ Teacher educators update their knowledge by reading newspapers, magazines and educational journals, educational websites, CD and DVDs.
∑ Staff also browse internet on regular bases and imbibe the essential knowledge, which helps them to be knowledgeable and sensitive to cater to diverse students needs.
∑ The faculty members are encouraged to organize state and national level Seminars and Workshops.
The members of the staff are given the maximum encouragement by the institution without any biasness to take part in various seminars, Conferences, workshops etc.. The institution takes special care to ensure that all the members of the staff make the best use of all the resources available like internet provisions, digital library, computers, LCDs , OHPs etc…
69
5. What are the various practices that help student-teachers develop knowledge and skills related to diversity and inclusion and apply them effectively in classroom situations?
The teaching learning process is strengthened through lectures, seminars, demonstration practice, micro-teaching and micro-teaching practice, sports activities, field trips, intensive lab works and project works. The use of audio-visual equipment and latest technological equipments substantially contribute towards this process. Speaking in English is encouraged the students are advised make the maximum use of library. The students are instructed to use the internet facility available in the college for their Teaching- learning purpose. Students are guided to make the necessary teaching learning materials like charts, flashcards, picture cards, OHP sheets, static models and dynamic models. A college magazine to cater to the creative skills of students is also published. For the purpose of inclusion, students are provided with activities as per their interest and needs.
2.3 Teaching-Learning Process
1. How does the institution engage students in “active learning”? (Use of learning resources such as library, web site, focus group, individual projects, simulation, peer teaching, role-playing, internships, practicum, etc.)
The institution engages its students in active learning by providing the following learning resources:
Library:
∑ The library has adequate holdings interns of books, journals other learning materials which enables students to acquire knowledge and skills. ∑ Visit to Library is compulsory for the students and staff. Attendance register is maintained in library. ∑ Book bank facility is available to the students. Local news papers, educational journals, magazines are kept for reading in library. ∑ Digital and e-library facilities are provided to the students.
Website:
∑ The Internet facilities like WI-FI and other learning resources are available in the institution for the academic excellence of both the students and staff members.
∑ Students and teachers are encouraged to make use of Smart Boards.
∑ Students make adequate use of ICT.
70
∑ Students have an access to the Computer Laboratory wherein they download the Study Materials from the Internet.
Focus Group:
∑ Slow learners are provided remedial teaching for micro and innovative teaching. In case macro teaching individual feedback will be given. ∑ Advanced learners are provided more challenging tasks like seminars quizzes CAM, PI etc.. ∑ Students with leadership oratory skills are given an opportunity to organize various curricular and extracurricular programmes. ∑ Efficient students are elected through election and nominated as secretaries to the college student council where in they perform their designated roles. ∑ Students strengths and weakness are identified and feedback will be given in micro, macro and innovative lessons.
Individual Projects:
∑ Students prepare individual projects in their of respective methods at the B.Ed. course.
∑ Biography of the personalities, who contributed towards applications of society.
∑ History students prepare historical models.
∑ Science students prepare low cost teaching aids and working models.
∑ All students prepares Power Point Presentation in their respective methods and innovative teaching programme.
∑ Visits to the scientific important places namely museums, science centre, factories, hospitals, planetarium etc…
∑ All method students are encouraged to best usage of content material available in websites in the form of videos, text, pdf and ppt etc..
Peer Teaching:
∑ Peer team members actively participate and give suggestions to improve the teaching.
∑ Peer teaching is also encouraged through students seminars based on the curricular concepts.
∑ Innovative lessons are also observed in peer teaching, such as CAM, RPM etc…
Simulation and Role Plays:
∑ Micro-teaching session and few- pre-school practice lessons are carried out in simulation.
71
∑ Role Play model is also used in teaching by the student-teachers in their innovative teaching programme.
∑ Concept attainment model is also used in their innovative teaching programme.
∑ The students participate in role plays such as mock – parliamentary session.
Internship and Practicum:
∑ The institution have specific internship program of 30 days where student-teachers experience it during the block practice teaching.
∑ Students are required to submit Practicum/Project work such as resource unit, unit plan and unit test in all the methods of teaching.
∑ They also submit assignments in all the subjects.
∑ They also submit tour report, citizenship training camp report, SUPW report, daily dairy, report on visits to important places etc.
2. How ‘learning’ is 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?
∑ Learning is made student cantered. Students are encouraged to interact in the class rooms. ∑ Students are involved in tutorials, laboratories and seminars. ∑ Life skill courses are imbibed. ∑ Knowledge management skills are inculcated by inviting students’ ideas and concepts in projects. ∑ By encouraging them to use the institutional facility like digital library and ICT gadgets. ∑ By encouraging them to present papers in national seminars. ∑ Quiz Programs, Field Trip, Citizen Camp Activity etc., are conducted by involving the students. ∑ Case Study and Action Research are encouraged.
3. What are the instructional approaches (various models of teachings used) and experiences provided for ensuring effective learning? Detail any innovative approach/method developed and/used.
Our Teacher Educators employ both interactive and participatory approach in transaction of theory portion. The use of ICT has helped our faculty to a great extent in being thoroughly prepared for the theory class, as the portions to be taught are prepared in advance on CDs, which are approved before the classes. As the internet facility is provided in the premises any additional information required is fetched from the internet thereby the theory portion is explained with the involvement of students
72
and they act as facilitators of education and not more transmitters of information and sincere efforts are made to establish the link between the theory and practice. During the Internship programs the school experiences allow our student-teachers to apply what they have learnt and pedagogical knowledge, skills and attitudes in different school situations. The student- teachers are involved in all the activities of the Practice teaching schools especially the activities directed at the improvement of teaching and learning. Based on the formal and informal feedback, the students learning is then integrated into the Academic calendar for improving our program .
OTHER ACTIVITIES
∑ Conducting Brain storming sessions are held. ∑ Technology is used to enhance learning. ∑ Student - Teachers prepare lessons using power point slides. ∑ Through presentation using Power Point, OHP projector in Class room Seminars/ Workshops. ∑ Special workshops on various models of teaching are also arranged by the institution.
4. Does the institution have a provision for additional training in models of teaching? If yes, provide details on the models of teaching and number of lessons given by each student.
The student-teachers are involved in all the activities especially the activities directed at the improvement of teaching and learning applying Concept Attainment Model and Role Playing model .Theory and practice both are given to the students. The students are encouraged to use these models during their Innovative teaching practice. Two lessons are given by each students in their respective method.
5. Do the student-teachers use micro-teaching technique for developing teaching skills? If yes, list the skills practiced and number of lessons given by each student per skill.
The Micro-teaching workshop is arranged at the beginning of the academic year and very concept of Micro-teaching is instilled in the student – teachers and they are made to understand the relevance of the Micro- teaching before starting of the Practice teaching Programme. Preparing a micro lesson plan on a short content is compulsory. A student-teacher teaches in a small class consisting of 5 to 10 student-teachers for 5 to 10 minutes. In these simulated settings they learn six teaching skills and also develop confidence to enable them to face the class room conditions. After obtaining feedback the student-teachers, attend their lesson plans on the basis of suggestions, and re – plans the lesson. After that he re-teaches amended lesson to students (5 or 10). Here also student-teachers obtain re- feedback. Thus a micro-teaching cycle is completed.
73
Separate counselling is done for the underperforming students so that they catch up with the rest of the class. Counselling is also done for the above average student-teachers so that they further develop their strengths.
The following micro-teaching skills are practiced by the student-teachers:
∑ Introducing a Lesson ∑ Explaining Skill ∑ Questioning Skill ∑ Illustrating with Examples ∑ Using Black Board ∑ Stimulus Variation
Each student-teacher practices teaching and re-teaching on each skill.
6. Detail the process of practice teaching in schools. (Lessons a student gives per day, lessons observed by the teacher educators, peers/school teachers, feedback mechanism, monitoring mechanisms of lesson plans, etc.)
Practice teaching is a very important aspect during B.Ed course. VCEH try to inculcate the best practices for the future teachers by following appropriate principles and steps. Our college adopted 15 schools for practice teaching.
The process After completion of the micro-teaching and before the commencement of practice teaching in the first phase workshop on theoretical and practical aspects are arranged. Demonstration lessons are organised for the smooth conduct of teaching for learners. Every method master in their respective subjects gives a demonstration lesson by inviting the 8 th and 9 th std students from our practicing schools. Method masters based on their experiences, knowledge and findings presents a model lesson before the student-teachers. Care is taken to see that all steps are covered. After presentation of the lesson, the session is open for all students to discuss about their problems doubts, queries. Method master will guide and counsel by appropriate responses. Arrangements are made to see that at least 15 to 20 demonstration lessons are conducted by committed teachers in the practicing schools of the college. The students are instructed to observe the lessons of their respective methods.
The process practice teaching in schools:
∑ Lessons observed by peers four periods per day. ∑ Lessons observed by teacher educators- per day are six.
74
All the lessons given by a particular student-teacher are supervised by a teacher educator as allotted by the Principal to a teacher educator by rotation system per week. Feedback is given to the student orally in detail and particular major comments are written in their lesson plans with explanation. There is a particular mentoring system while observation schedule maintained by the teacher educators.
Feedback Mechanism : Direct school visit by teacher educators, feedback from school subject teachers, and submission of the rough draft of observation record and lesson plans submitted to the teacher educators are different ways to get feedback. Feedbacks are provided then and there for student’s improvement after the classrooms, orally as well as in the written format, a feedback record is maintained.
Monitoring mechanism of lesson plans : lesson plans are written by the students, and these are checked by the subject teachers and also perused by the teacher educators. Good lesson plans prepared by students are often exhibited for the benefit of other students.
7. Describe the process of Block teaching / Internship of students in vogue .
The student-teachers take 40 days block practice teaching classes. In all these days students have to give 12 lesson plans for each respective method. During practice teaching program, they are supposed to attend morning assembly, conduct class test, one literary test, one psychology test, one co-curricular activity, case study, action research, school profile collect data related to school plant, building records, admission procedure and other related information in the practicing school.
8. Are the practice teaching sessions/plans developed in partnership, co- operatively involving the school staff and mentor teachers? If yes give details on the same.
The Practice Teaching plans are developed with the co-operation of the School Staff by our Principal, supervisors and Students Teachers. As the process is continuous for quality improvement, there is regular interaction with the school Teachers and the Headmaster who cooperate with our Institution to a great extent for the betterment of our students teachers. The student-teachers are given an opportunity to conduct all educational activities in that school, so that they get the feel of running the school. All the Head Masters are invited to the college for discussions, all those involved in the process of qualitative improvement in education are committed and responsible, this also helps to great extent in qualitative improvement of the curriculum.
The student-teachers are divided batch wise for each practicing school.
75
∑ The teacher-educators are appointed for each Practicing Schools. ∑ While allotting Schools for Student-teachers care is taken for female students. ∑ Disabled, Pregnant women or any case of concern to the nearest school of their choice.
The Senior Teachers and the Head Masters guide and direct the Student - Teachers to understand the real situation with solutions applicable to the school students which help in achieving Self development, Self – confidence and Awareness of real competitive world is achieved.
Practice Teaching in I and II semester
1) School Permission and deciding the date 6) Circulation of time table and group list to
by college school
2) Allotment of student to schools 7) Practice teaching in schools
3) Content of practice lesson given by the school 8) Observed by peer, school teachers along
headmaster with method -masters
4) Method wise allotment of lessons by 9) Conducting various activities such as
teacher -educator Tests, CCA, ECA, Preparation of Magazine
etc. 5) Time -table preparation by the students 10) Closing ceremony of Practice Teaching
9. How do you prepare the student-teachers for managing the diverse learning needs of students in schools?
Our college aims at addressing the diverse learning needs of the students in schools, therefore our student-teachers are given proper exposure on this issue . Before proceeding for the Practice teaching program our Student-Teachers are made aware of the school – student’s behavior, their attitude, learning method, etc, and how they should apply their theoretical experience on this issue in practice to work towards becoming an ideal teacher.
Before proceeding for the practice teaching programme, all student- teachers are made aware of the school – student behavior, their attitude, learning method problems, interest etc…
Various case studies on under achievers, slow learners, gifted which are discussed before the commencement of practice teaching. Counseling is given to our Student-Teachers for catering the special needs of the school students. The student-teachers are also instructed to follow the given aspects in the practice teaching sessions.
76
∑ To keep the classes in learner cantered mode ∑ To follow the school rules and regulations ∑ To maintain the classes in activity based learning ∑ To deal with the students psychology ∑ To follow the utilization of as many teaching learning aids as possible ∑ To deal with exceptional children using a special methods. ∑ To conduct special classes for slow learners after school hours if necessary. ∑ Counsel and motivate the weak students ∑ Student-teachers also follow the pattern of cooperative learning and inclusive ∑ approach for managing diverse learning needs of students in schools.
10. What are the major initiatives for encouraging student-teachers to use /adopt technology in practice teaching?
To provide them knowledge and skills for using technology in practice teaching, lab in charges of Educational Technology and Computer conduct workshops before the commencement of Practice teaching. The students are highly motivated to use power point presentations, Over Head Projector, Slide Projector and other lab equipments. The teacher educators also use the above mentioned teaching materials during Demonstration lessons. The teacher educators themselves use / adopt technology in the form of smart class, audio visual aids like OHP, LCD projectors, film strip projectors etc while delivering demonstration lessons for encouraging and motivating the student-teachers. The institute has a well equipped Workshop, where in the students prepare the teaching aids and the students also are guided to prepare the transparencies, and slides.
2.4 Teacher Quality
1. Are the practice teaching plans developed in partnership, cooperatively involving the school staff and mentor teachers? If yes give details.
The Practice Teaching plans are developed with the co - operation of the School Staff by our Principal, supervisors and Students Teachers. As the process is continuous for quality improvement, there is regular interaction with the school Teachers and the Headmaster who cooperate with our Institution to a great extent for the betterment of our rural school students. The student-teachers are given an opportunity to conduct all educational activities in the respective school, so that they get the feel of running the school. All the Head Masters are invited to the college for discussions, all those involved in the process of qualitative improvement in education are committed and responsible and this also helps to great extent in qualitative improvement of the curriculum.
The student-teachers are divided batch wise for each practicing school.
77
∑ The Teacher Educators are appointed for each Practicing Schools as incharge to look after the activities of students during the practice. ∑ While allotting Schools for Student-teachers care is taken of Women students, Disabled, Pregnant women or any case of concern to the nearest school of their choice.
The Senior Teachers and the Head Masters guide and direct the Student - Teachers to understand the real situation with solutions applicable to the school students which help in achieving Self development, Self – confidence and Awareness of real competitive world is achieved.
Students prepare practice teaching plans as per the needs and requirement of the respective schools. Mentor teachers are the college faculties are always available in school during the total practice teaching duration. The faculty observes each lesson and gives oral and written feedback to the students along with peer group.
2. What is the ratio of student-teachers to identified practice teaching schools? Give the details on what basis the decision has been taken?
One Teacher educator is assigned to each practicing school, who work closely with the Head Masters for smooth functioning. As our Teacher- educators are well qualified and experienced the practice teaching programs are carried out successfully with the cooperation of the school staff and Head masters. The ratio of the student-teacher and school for the practice teaching is 10:1, the decision of which is taken on the basis of existing NCTE norms.
3. Describe the mechanism of giving feedback to the students and how it is used for performance improvement.
Institution is striving hard to bring up the performance of student- teachers, a three-tier mechanism of feedback is implemented with repeat to practice teaching in schools.
∑ Observation and remarks by the subject teachers on every lesson. Subject teachers discuss the mistakes and provide suggestive measures while checking the lesson plans also. ∑ Peer students, observations and remarks. ∑ School teachers on practice-teaching duty are also observe the lessons and give useful suggestions for the betterment. ∑ In the micro teaching under simulation conditions incharge of observer along with peer feedback would be provided on elements of each skill. ∑ Suggestions on different trends are also made adopted in the trainees while delivering the innovative teaching which includes instruction through PPT, OHP, RPM and CAM etc.. ∑ Feedback will be given on organising curricular and co-curricular activities.
78
4. How does the institution ensure that the student-teachers are updated on the policy directions and educational needs of the schools?
∑ Two staff members of the college act as ambassadors and would keep in constant touch with the websites of various educational boards and schools. These staff members would report to the Principal on the updated versions of policy directions and educational needs of students. A meeting is arranged in which the student-teachers would be briefed about the updated details. Also, education related updates would be provided to the students then and there. Students are given information regarding various policy directions by displaying them on students’ notice board and by giving verbal information and also to do part time research leading to M.Phil and Ph.D degrees. The teacher-educator is encouraged to organize seminar, Symposium etc.. And our college spends the expenditure of the same. The college provides incentives for publication of articles and meets the charges for the presentation of research papers in the seminars.
∑ Various charts, models, materials are provided to the school. ∑ In service teachers of schools are observing operation and teaching through smart boards. ∑ The outcomes of action research are given to schools. ∑ Continuous and comprehensive evaluation related dimensions are discussed.
5. How do the students and faculty keep pace with the recent developments in the school subjects and teaching methodologies?
The students and faculty keep pace with the recent developments in the school subjects and teaching methodologies by the following ways. ∑ Discussion with headmaster of secondary school to be aware of recent developments in school. ∑ Discussion about new exam system and curriculum. ∑ Orientations on recent trends in school. ∑ Availing library and Internet facility. ∑ Participating in workshops, seminars and orientation programmes. ∑ During the practice teaching the students are supposed to write the lesson plan so that they go through the subjects truly. ∑ Faculties before they are going to access the schools should have thorough knowledge on school subjects. ∑ Now days recent trends in modes of ICT based teaching are discussed. ∑ Student centered activities are given important in schools. ∑ Schools of evaluation and blue print of examination prioritized with respective subject.
79
6. What are the major initiatives of the institution for ensuring personal and professional/career development of the teaching staff of the institution (training, organizing and sponsoring professional development activities, promotional policies, etc.)
The college supports the teacher-educators to attend/organize seminars, conferences, workshops any worth work achievement by faculty Ph.D award writing books and other achievements are acknowledged by felicitation. Motivation is ensured through infrastructure support to faculties like library, computer Lab, Internet, Man power, stationary and printing, photo copy facilities etc..
Our faculty in association with school-teacher, resource persons, department jointly take participation about curricular activities, tools of evaluation, research work etc..
7. Does the institution have any mechanism to reward and motivate staff members for good performance? If yes, give details.
Yes, institution rewards and motivates the staff members for their good performance by providing acknowledgement during college ceremony function and also by giving appreciation letters. Incentives in form of funds or gifts are also rewarded. Staffs are motivated further usage of academic infrastructure facilities.
2.5 Evaluation Process and Reforms.
1. How the barriers to student learning are identified, communicated and addressed? (Conducive environment, infrastructure, access to technology, teacher quality, etc.) ∑ Evaluation always keeps an eye on the strengths and weaknesses of the student-teacher in all the activities in which they are expected to participate. Every effort is made to strengthen the strengths and overcome weaknesses. Total development of total personality of an individual is always kept in view as a basic Principal of evaluation. ∑ Every student-teacher is considered to be a potentially effective teacher of tomorrow. Hence all the best efforts are strengthened to achieve the desired through the means of various tools of evaluation. ∑ The institution conveys knowledge of evaluation methods to the student-teachers at the beginning of the year by workshops. ∑ Features of comprehensive and continuous, summative and formative evaluation are developed among the student-teachers. ∑ The concept of evaluation, methods and techniques of evaluation and the spirit of how best to evaluate are made known by arranging a two hour program and discussions on evaluation at the beginning of achievement test.
80
∑ The spirit of evaluation is encouraged day in and a day out in all their actions, so they appreciate the fact that they are undergoing a professional course and the study is not limited only with the Examination as an objective. ∑ The Evaluation committees monitor the day to day performance as per the advice of the IQAC. The evaluation cell is expected to report to the IQAC every fortnight. ∑ The institution uses regular computer with internet, printer, scanner and copier for the effective efficiency of the work for all the administrative processes.
2. Provide details of various assessment /evaluation processes (internal assessment, midterm assessment, term end evaluations, external evaluation) used for assessing student learning?
The student-teachers are assessed and evaluated as per the norms laid down by Karnataka University, Dharwad. A copy of the assessment procedure is here by reproduced below :
Scheme of Assessment
Theory – I Semester
Participation Test (1)* Assignment Total Paper in Group Marks (1)* Marks Marks Activities
Ed 1 S1 10 10 - 20 10 10 - 20 Ed 2 S1 10 10 - 20 Ed 3 S1 10 10 - 20 Ed 4 S1 10 10 5 25 Ed 5 MOT-1 10 10 5 25 Ed 6 MOT-2 10 10 - 20 Ed 9 CE
81
Theory – II Semester
Participation Test (1)* Assignment Total Paper in Group Marks (1)* Marks Marks Activities
Ed 1 S2 10 10 - 20
Ed 2 S2 10 10 - 20
Ed 3 S2 10 10 - 20
Ed 4 S2 10 10 - 20
Ed 5 MOT-1 10 10 5 25
Ed 6 MOT-2 10 10 5 25
Ed 10 OPT-2 10 10 - 20
Practice Teaching
Sl. Semester -I Semester - II Particulars No. Marks Marks Micro-teaching under simulated conditions 9 1. (3 skills without over (3x3) lapping)
(8 lessons) (4 lessons) 3 best (2 best 8 16 + the criticism 2. Lesson Planning lessons to be (4x2) (4x4) lesson to be considered considered for for evaluation) evaluation (4 lessons) (8 lessons) (2 best 3 best Lesson Teaching 8 lessons to be 16 + the criticism 3. (Including Teaching (4x2) considered (4x4) lesson to be Aids) For considered for evaluation) evaluation Innovative Teaching (simulated) 8 4. 1) Model of Teaching or One lesson (1x8) 2) Integrating Technology in Teaching
82
5. Unit Plan 10 Resource Unit/ 6. Instructional Kit/Work 20 book/ Working models* Construction of 7. Achievement Test 20 (50 items) Administration of Achievement Test and 8. 5 Interpretation of Test Scores Observation Record 9. 5 (Minimum of 30 lesson) Total 25 100
3. How are the assessment/evaluation outcomes communicated and used in improving the performance of the students and curriculum transaction?
∑ The assessment and evaluation outcomes are used in improving performance of the students and curriculum transaction. ∑ The students found to be poor performers are encouraged and remedial classes are conducted to let them overcome their deficiencies. ∑ As the evaluation approach in the college is comprehensive and continuous involving scholastic as well as co-scholastic dimensions. The students get to know what they are expected to do and how. ∑ The evaluation outcomes or results are continuously communicated using formal as well as non-formal methods of communication. For example, students’ evaluation outcomes are provided to them through the remarks given to them in terms of marks and observations on their lesson plan file. ∑ Information regarding their performance in the internal test is provided to them through the display of marks on the notice board. Results are provided by the subject teacher concerned to the respective students in the classroom itself where the answer sheets are also shown to the students so that they may come to know the mistakes, if any, committed by them, during the assessment process. ∑ Teacher educators of the college are also provided with information about the student performance in different subjects and the subjects taken by the concerned teacher educator. They try to find out suitable ways and means to manage improved performance by the students. ∑ Students are personally called by the mentors to talk about their performance and guide them further.
83
4. How is ICT used in assessment and evaluation processes?
ICT has vital role in the process of evaluation. The related activities are as follows:
∑ Preparing and maintaining the academic records of the students. ∑ The data base of internal assessment and external evaluation are stored and maintained. ∑ Continuous record on each and every activity for the whole year, so as to assess the Student-teacher. ∑ List of students with subject details ∑ Examination schedule ∑ Tabulation of marks ∑ Compilation of result ∑ Assignments of different subjects ∑ Question bank
2.6 Best Practices in Teaching -Learning and Evaluation Process
1. Detail on any significant innovations in teaching/learning/evaluation introduced by the institution?
We have recently introduced and brought focus towards using learning styles and strategies rather than conventional teaching styles, henceforth bringing a “paradigm shift” from “Teaching to Learning”.
Inauguration and Orientation program arranged at the commencement of the regular classes, wherein key note address is given by the Principal, Chairperson and others to the student-teachers wherein they are appraised about the background of the college, its vision and mission as reflected through its activities, the services provided by the college, the employment scenario. They are also acquainted about the B.Ed. course, the evaluation system and the role expectancy of teachers and all the challenges they would be facing as a teacher in future. On this occasion the staff mingles with the students in a informal way to make the students comfortable, as most of them are from rural areas, and this helps them feel part of our institution and this also helps to reduce the dropout rate. They are informed that the teaching skill is the basic skill to be a teacher and that the theory and practice are the inseparable aspects of education.
∑ Academic Calendar prepared is flexible and revised to suit the needs of the student-teachers to make the teaching learning and evaluation more meaningful and effective ∑ We use teacher-pupil interactions and pupil-pupil interactions in day to day classroom teaching.
84
∑ We emphasize strategies like ‘Co-operative Learning’, ‘Team Teaching’ and ‘Self Learning’ through ICT. The College encourages the use of the technology in its day-to-day functions including delivery of lessons. It encourages the faculty members to use ICT in their teaching-learning process. The material required to be used are provided beforehand. Charts, models, CDs are used to help teaching and learning. ∑ The teachers also try to use Multi-Media whenever required and active participation is sought from the students. ∑ Faculty empowerment activities are promoted. Faculty members use computers for browsing the internet which help them in preparing their instructions and in providing latest information. ∑ Prior to Practice Teaching, Microteaching, simulation and demonstration classes are arranged for a Pre-practice Teaching session where the student-teachers are sensitized to the linguistic, ethnic, physical, cognitive, cultural differences existing in the school students. ∑ Teacher Educators interact with the student-teachers and inform them about diversity, equity, Inclusion, Human Rights, RTE, etc. ∑ Students are assigned projects; they are encouraged to take part in group discussions. ∑ Self evaluation, class evaluation and teacher evaluation are followed. ∑ Continuous internal evaluation is carried out to innovate teaching learning. ∑ Feedback is given through counselling, analysis by teachers and peers, open-forum discussions and experience-sharing. ∑ The teaching/ learning/ evaluation process constantly undergoes improvement, the teacher educator are constantly innovating new techniques to make the whole process interesting so as achieve our vision and mission. ∑ The faculty members prepare learning materials using CDs and use PowerPoint and present in the class. ∑ The institution helps the student-teachers to become more familiar with the use of computers. The institution applies cooperative learning approach and context based learning approach to some topics of the B.Ed. curriculum. ∑ Personality development and social awareness programmes are conducted regularly they are given hands on experience in use of modern technology to overcome their inhibition and also to increase their skills.
The diverse instructional approaches used for curriculum transaction are:
∑ Interactive lectures ∑ Demonstration-cum-lecture ∑ Display of all the relevant information in the learning and Information Horizon
85
∑ Group discussions seminars and workshops to augment the syllabus and Case- Studies Remedial and Tutorials ∑ Assignments/ projects to go beyond the scope of the syllabus ∑ Self-instructional materials ∑ Simulation and role playing ∑ Action research ∑ participative learning ∑ Self-learning is fostered through individual assignments, project work, self Study materials, and encouragement to use learning resources. The teacher-educators use varied techniques to cater to the needs of the Students according to their cognitive levels and learning styles
2. How does the institution reflect on the best practice in the delivery of instruction, including use of technology?
we are satisfied that the stated objectives of our B.Ed program are achieved through our regular monitoring and revising the implementation strategy to improve the teaching learning process. We feel proud when our student-teachers pass out to become able and effective teachers and contribute to the national development.
∑ Use of Smart Boards, Projectors, CD ROMs, films, OHP, Audio system, PPT etc.. ∑ Academic Calendar has enriched teacher learning process of student- teacher. ∑ Integration of theory with practice to give the proper exposure and training to student-teachers. ∑ The Faculty is sensitive to the social and technology aspects and have addressed the diversity and equity issues very well in the rural areas.
Our college ensures that the issues related to the social context of learning, aims of education, vision of education in India, identity, diversity and equity, ideas of educational thinkers, school and physical health, child rights, developing the self and aspirations as a teacher forms the common core of teacher education for all stages of the education .The process of nurturing and mentoring of student-teachers is visualized and institutionalized. Adequate preparation for practice of teaching is provided through various in-house hands on experiences including simulated practice.
86
RESEARCH, CONSULTANCY AND EXTENSION
87
Criterion III: Research, Consultancy and Extension
3.1 Promotion of Research
1. How does the institution motivate its teachers to take up research in education?
Constant and continuous motivation by the institution inspired the teaching staff to undertake research related tasks in education domain are emphasized as under.
∑ Researchers are given flexibility in their routine assigned workload to take up the research.
∑ The college encourages teachers to attend and present papers in seminars, conferences, participate in workshops, symposiums and refresher course at various levels.
∑ The institution equipped with Internet access with computer connected gadgets and Wi-Fi facilities given to faculty members to gather educational information from various educational related websites for the reference.
∑ The college staff motivates and guide the student-teachers to take up action research which gives remedies to problems of day today teaching- learning processes occurs in regular classes.
∑ The staffs are supported to continue higher studies like Ph.D. research and other degrees.
∑ The institution supported to pursue Ph.D. degree to the researcher named below :1) Smt. V. B. Dandin, 2) Shri. P. S. Hegadi, 3) Smt. A. J. Patil, 4) Smt. J. C. Hiremath, 5) Shri. D. H. Naik 6) Shri. R. S. Patil.
∑ Study leaves were sanction for staff members to pursue research and other degrees.
∑ There is always adjustment in routine schedule among the staff members, who are involved in research studies.
∑ The institution given opportunities to faculty to obtain consultancy and guidance services from resourceful and experienced personalities of sister institutions.
∑ The management assists the expenditures of research works undertaken by the teachers.
∑ The various publications of International, national journals and magazines are provided for references.
88
∑ The titles of various Books and resource materials of renowned authors and publishers are available.
∑ Institute encourages the staff members to publish their articles in international, national journals and magazines.
∑ The institute supports the faculty to carry out UGC major and minor projects for their professional enhancement.
∑ Photostat copies, hard copies, fax, and camera, printing materials, online interaction facilities are made available to the researcher by the institution.
∑ Post graduation department provides reference books, dissertations, thesis for the research study.
∑ Modern electronic equipments – handy digital camera, scanner, pen drive, CDs, DVDs, Card reader, chips are provided to the faculy and students.
∑ Institution supported one of staff Dr. P.S.Hegadi to utilize internet connected computer accessories and LCD projector for Facebook method of instruction as a part of his Ph.D. research.
2. What are the thrust areas of research prioritized by the institution?
The prime areas of research through which our institution given vital priority for teachers to upgrade the contemporary knowledge of various levels are, elementary education, secondary education, teachers education, college education, adults education. In this information age online teaching, social site method of formal instruction through computer accessed gadgets through the means of internet, communication, mass media, curriculum aspects of educational technology, components of Educational Psychology – attitude, aptitude, achievement, interest, social interaction skills, etc., Management issues like, organization climate, teachers efficacy, problems faced by students, teachers and head masters, responsibilities of teachers and administrators. Applications of educational values of Philosophers in the pedagogy of education are also some other thrust areas of research.
In parallel student-trainees are also made to engage in to take up the Case studies, Diagnostic test, preparation of Question paper according to blueprint, Innovative teaching, Micro-teaching, Practice teaching where there is scope for perspectives of research with most valuable timely feedback from teacher-educators. Workshop is organized to create knowledge about the activities and action research which directly related to diagnosing immediate classroom and administrative problems, then providing remedies to problems.
89
3. Does the institution encourage Action Research? If yes give details on some of the major outcomes and the impact.
∑ Yes, our institution encourages Action research which is part and partial of teaching-learning process in which teacher-students identifies problems in the area faced across teaching process, about students misbehaviours, learning disabilities, indiscipline, and administrative obstacles in the institutional complex in their regular functions. Later appropriate remedies will be guided by staff so that students could be initiated to cope up the related problems within the time.
∑ Action research is mentioned as optional paper in the university syllabus. Respective in charge faculty conducted the workshop and guided the student-teachers during their practice teaching. Though college has not introduced Action Research as one of the optional discipline, concerned lecturers initiations to carry out projects related to action research.
∑ Obviously the students would inculcated steps of action research, scientific methodology, scientific attitude, and scientific temperament and develop the skill of practice to find out the immediate classroom problems and solutions on their own. It boosted the confidence to deliver instruction without fear. Other professional qualities like interest, patience, honesty, observation, analyses, creativity, intelligence, sympathy, discipline, confidence, dignity towards others, social interactions, communication, management and administration etc., would be developed.
∑ Apart from this, action research given the platform to future teacher about possible problems occurs in their teaching arena made them to spontaneously provide ready remedies. Not only that student-teachers also present their lesson boldly in front of students of various backgrounds irrespective of their geographical region, family’s social, educational and economical aspects, individual variances intelligence, creativity etc.
90
4. Give details of the Conference / Seminar / Workshop attended and/organized by the faculty members in last five years.
The details of the Conferences/Seminars/workshop attended by the faculty members in the last five years are as follows:
Details Number level workshop Seminar University - State 22 National 17 42 International 20 Total 84
Workshop organized by faculty for student-teacher
Various workshops were organized by the institution in different sessions for knowledge enhancement of student-teachers. The efforts made were combined efforts of the whole faculty present in the respective session.
List of the workshop organized is as below:
1. Support for classroom teaching 2. Decision making and problem solving 3. Women empowerment 4. ICT in education 5. Managing conflicts 6. Importance of evaluation 7 assessment 7. Indicators of school effectiveness 8. Evaluation techniques 9. Case study 10. Action research 11. Preparation of Models and its use during instructional environment 12. How to organize programme 13. Enacting the place
91
Seminars attended by the faculty
Seminar attended / Paper presentation Sl.No. Name of the Faculty State/National/International level 1. Dr.(Smt). N. D. Shaik • Educating for peace and harmony Principal with the earth and ourselves, 28 th Dec 2012 - 3rd Jan 2013. • Current trends in Teacher Education 25 th March 2013. • Nourishing the potential of exceptional children, 11 th , 12 th Oct 2014. 2. Dr. V .B. Dandin • Impact of agriculture on environment Vice-Principal of India, 9 th March 2012. • Impact of agriculture on environment in India, 9 th March 2012. • Nourishing the potential of exceptional children, 11 th , 12 th Oct 2014. • Foreign direct investment in retail market: opportunities and challenges In india, 27 th Sept 2014. • Revisiting predominance of dynamic inscriptions , 18 th Oct, 2014. 3. Dr.(Smt). R.M. Kotur • Innovative practices in teacher education program, 15 th & 16 th Oct 2011. • Environmental studies and Global Peace, 18 th -28 th Nov 2011. • Challenges and solutions in Indian higher education, 21 st Jan 2012. • Factors influencing integration of ICT, 11 th - 12 th Aug 2012. • Scientometric approach to research assessment, evaluation, performance of Indian universities, 28 th , 29 th Dec 2012. • Mahatma Jotibha Fule: A modern Indian Philosopher, 3 rd March 2013. • Current trends in Teacher Education, 25 th March 2013. • Nourishing the potential of exceptional children, 11 th , 12 th Oct 2014.
92
• Paribhashik shabdonke anuvada me bhadhaye, 20 th , 21 st Dec 2014. 4. Smt. A. J. Patil • Challenges and solutions in Indian higher education, 21 st Jan 2012. • Nourishing the potential of exceptional children, 11 th , 12 th Oct 2014. 5. Smt. J. C. Hiremath • Women Achievers, 13 th Jan 2010. • Rural degree colleges what do they have and what do they want, 6 th , 7 th Nov 2011. • Learning communities for global education reforms, 18 th , 20 th Nov 2011. • All India Poetess conference, 6 th , 8th Jan 2012. • Challenges of higher education, 21 st Jan 2012. • Corruption as a violation of human rights, 10th Feb 2012. • Human rights violation in small and medium scale industries, 2 nd , 3 rd Mar 2012. • Human rights in India: Theory and practices 19 th , 20 th Mar 2012. • Research methodology, 19-20 th Oct 2012. • Current trends in Teacher Education, 25 th Mar 2013. • Contemporary issues in commerce, 21 st Sept 2013. • Teacher education in present scenario, 19 th , 20 th Sept 2014. 6. Dr. P. S. Hegadi • Challenges of higher education, 21 st Jan 2012. • Scientometric approach to research assessment, evaluation, performance of Indian universities, 28 th -29 th Dec 2012. • Current trends in Teacher Education 25 th Mar 2013. • Interpersonal interactions of organization climate at college level, 21 st Sept 2013.
93
• Globalization and Indian society: challenges prospectus, 13 th August 2014. • Teacher education in scenario 19 th , 20 th Sept 2014. • Nourishing the potential of exceptional children, 11 th , 12 th Oct 2014. 7. Dr. M. R. Bhat • Challenges of higher education, 21 st Jan 2012. • Emerging issues of human rights with special reference to women sexual and reproductive health, 2 nd Mar 2012. • Scientometric approach to research assessment, evaluation, performance of Indian universities, 28 th , 29 th Dec 2012. • Current trends in Teacher Education, 25 th Mar 2013. • As reemerging global power, 26 th Jan 2014. • Quality concern in teacher education, 7 th Feb 2014Relevance of Basaveshwaras social thoughts and teachings to contemporary Indian society, 18 th , 19 th Feb 2014. • Quality enhancement in higher education 14 th Sept 2014.
• Nourishing the potential of exceptional children, 11 th, 12 th Oct 2014. 8. Shri. R. S. Patil • Challenges of higher education, 21 st Jan 2011.
• Gender and Human Rights, 26 th , 17 th March 2011. • Challenges in higher education, 8 th , 9th April 2011. • Educational Research and SPSS training programme, 22 nd , 24 th April 2011. • Democracy and development, 10 th Sept 2011.
94
• Suphis and Sharanas of Karnataka, 8th , 9 th Sept 2011. • Teacher competencies contributory to quality in higher education, 14 th Oct 2011. • Learning communities for global education, 18 th , 20 th Nov 2011. • Art of academic writing, 27 th , 28 th Dec 2011. • Corruption as a violation of human rights, 9 th , 10 th Feb 2012. • Human rights violation in small and medium scale industries, 2 nd , 3 rd Mar 2012. • Thoughts of Shivsharanas, 22 nd ,23 rd Aug 2012. • Research Methodology, 19 th , 20 th Oct 2012. • RMC, 5 th , 14 th Dec 2012. • Current trends in Teacher Education, 25 th Mar 2013. • Sampanmula Ghataska Tayarike, 23 rd , 25 th Sept 2013. • Contemporary issues in management, 21 st Sept 2013. • ICT based education, 9 th , 10 th Oct 2013. • Women empowerment during 21 st century in India, 22 nd , 23 rd Nov 2013. • Modalities of implementry CCC in B.Ed programme, 10 th March 2014. • Role of teacher educator in importing value, 16 th Sept 2014. • Teacher Education in present scenario, 19 th , 20 th Sept 2014. • Current issues and challenges of Indian financial System, 29 th Sept 2014. • Backward children, 11 th , 12 th Oct 2014. • Economic Development, 11 th Nov 2014.
95
• Leadership development: A key to future, 22 nd , 23 rd Nov 2014. 9. Dr. H. V. Belagali • Review and returning of B.Ed. curriculum in the context of globalization, 2010. • Current trends in Teacher Education, 25 th Mar 2013. • Nourishing the potential of exceptional children, 11 th ,12 th Oct 2014. • Relevance of Basaveshwar social thoughts, 18 th , 19 th Feb 2014. 10. Shri. D. H. Naik • Review and returning of B.Ed. curriculum in the context of globalization 2010. • Current trends in Teacher Education 25 th Mar 2013. • Nourishing the potential of exceptional children 11 th ,12 th Oct 2014. • Relevance of Basaveshwar social thoughts 18 th , 19 th Feb 2014.
Workshop attended by the faculty
Workshop attended Sl.No. Name of the Faculty University level/State/National 1. Dr.(Smt). N. D. Shaik • Information and communication Principal technology based education, 9 th , 10 th Oct 2013. • Modalities of implementing CCC in B.Ed. program, 10 th March 2014. 2. Dr.(Smt) V. B. Dandin • Role of student welfare department in Vice-Principal achieving empowerment of students, 10 th March 2012.
• Information and communication technology based education 9 th , 10 th Oct 2013. • Preparation on B.Ed. syllabus based on CBCS as per the NCFTE and NCTE guide lines, 14 th , 16 th Sept 2014. 3. Dr.(Smt) R. M. Kotur • Revision on B.Ed. syllabus of KUD, 9th Sept 2012.
96
• Modification of B.Ed Syllabus, 6 th , 7th Oct 13. • Information and communication technology based education, 9 th , 10 th Oct 2013. • Adhunik Gadya sahitya: Raji Seth Ke Upanyasa Ke Sandharbha Me, 10 th , 11 th Jan 2014. • Modalities of implanting content component in B.Ed. Programme, 10 th March 2014. • Curriculum framework for teacher education and development of B.Ed. syllabus, 13 th June 2014. • Preparation on B.Ed. syllabus based on CBCS as per the NCFTE and NCTE guide lines, 14 th , 16 th Sept 2014. 4. Smt. A. J. Patil • Revision on B.Ed. syllabus of KUD, 9th Sept 2012. • Information and communication technology based education, 9 th , 10 th Oct 2013. • Preparation on B.Ed. syllabus based on CBCS as per the NCFTE and NCTE guide lines, 14 th , 16 th Sept 2014. 5. Smt. J. C. Hiremath • Teacher competencies contributing to quality in higher education, 14 th Oct 2011. • ICT based education, 9 th , 10 th Oct 2013. • Kannada Bhasha bodaneya adiyalli kannada vishayadalli madari sampanmula ghataka tayarike, 23 rd , 25 th 2013. • Nourishing the potential of exceptional children 11 th , 12 th Oct 2014. 6. Dr. P. S. Hegadi • One day workshop for teacher educators on 03-12-2011. • ICT based education, 9th , 10 th Oct 2013. • Preparation on B.Ed. syllabus based on CBCS as per the NCFTE and NCTE guide lines, 14-16 th Sept 2014.
97
7. Dr. M.R.Bhat • Quality and excellence through in higher education assessment and accreditation, 9 th Jun 2011. • Information and communication technology based education, 9 th , 10 th Oct 2013. 8. Shri. R. S. Patil • National hazards and disaster management, 14 th ,15 th Mar 2011. • Curriculum framework for teacher education and development of B.Ed. Syllabus of KUD, 13 th June 2014. • B.Ed syllabus preparation, 14 th , 16 th Sept 2014. 9. Dr. H. V. Belagali • Revision on B.Ed. syllabus of KUD, 9th Sept 2012. • Curriculum framework for teacher education and development of B.Ed. Syllabus of KUD, 13 th June 2014. • Preparation on B.Ed. syllabus based on CBCS as per the NCFTE and NCTE guide lines, 14 th , 16 th Sept 2014. 10. Shri. D. H. Naik • ICT based education, 9 th ,10 th Oct 2013. • Curriculum framework for teacher education and development of B.Ed. Syllabus of KUD, 13 th June 2014 3.2 Research and Publication Output
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 college is well equipped with essential Educational technology lab, Psycho-lab, Computer lab, Science lab, Language lab with internet access helped the students to prepare subject wise resource materials.
∑ Our institution is being created its own website which focuses on information about college, course and academic activities, syllabus staff, structure, examination.
∑ The teachers and students are made to involve in various mode of presentations as a part of academic curriculum in innovative teaching - power point presentations using computer connected gadgets, The slides and OHP transparencies.
98
∑ Concept attainment model (CAM) is introduced and developed for the logical reasoning.
∑ Artistic mode of instruction-Role playing model which integrated and exalted aesthetic traits of trainees through their creativity. One act play, drama, stills, stories, songs, mono-acting, dances, dialogues etc. are the various forms of Role playing model.
∑ Interactive boards give scope for emphasizing modern way of teaching by the faculty and students under simulation conditions and in their regular teaching.
∑ Charts, models, photographs, slides, pictures, flash cards, ppts, OHP transparency sheets, handouts are developed by teachers and students, presented in their lessons in the college in their method respectively.
∑ Linear and Branched Programmed instructional materials are prepared under Ed-3: Educational Technology by teachers and students, presented in simulation conditions.
∑ The college supported Dr. P.S. Hegadi to open the account on Facebook social site as a formal method of instruction in which videos, PPT’s, texts, photos of content, Growth and Development of Educational Psychology.
∑ Modern electronic equipments namely handy digital camera, scanner, pen drive, CDs, DVDs, Card reader, chips are provided to the faculty and students during their needy circumstances.
2. Give details on facilitates available with the institution for developing instructional materials? The instructional materials are being developed with support of Institution and faculty members.
∑ Various kinds of instructional aids i.e. handmade charts, digital charts, photographs, Photostat copies, static and working models, programmed instructional materials, PPT’s, OHP transparencies, slides, text materials, printed materials etc... Are developed by trainers according to the guidance of respective method teachers.
∑ During demonstration of Micro-teaching lessons, work shop is conducted regarding awareness of Audio-Visual teaching aids and their usage.
∑ All the method teachers’ prepared valid teaching aids related to content selected for teaching and used them during the workshop and demonstration lessons.
99
∑ Resource persons would be invited to render the assistance to prepare the various ways of instructional materials.
∑ The Computer laboratory with 50 systems along with internet facility provided to teachers and students to download, prepare educational software materials. Software’s and Print materials of curriculum could be prepared by the staff and students in the ICT lab.
∑ The Information and Communication Technology accessories connected with Internet through Wi-Fi Connectivity for staff and students in the campus.
∑ Educational Technology lab equipped with technological hardware’s- OHP, LCD Projector, A-V Cassettes, Photostat copier, fax, CDs, DVD’s, slide projector, TV, DVD Player, tape recorder, Scanner, Camera supports the respective software’s instructional materials which are made available for staff students.
∑ Classrooms are made modernized with smart classrooms, interactive boards.
∑ Various Resourceful titles are available in the library which excludes reference books, research reports, magazines, News papers, encyclopedia with 10,144 collections.
∑ To carry out science activities/practicals/projects the science laboratory made equipped with equipments, instruments, tools, chemicals, machines, specimens opened the gate for students to gain authentic and relevant information.
∑ Language lab constituted with A-V Cassettes, CDs, DVD’s, charts, models which create idea for preparation of instructional aid.
∑ Students’ trainees are encouraged to take up individualized instruction which caters to the needs of diversified learners- types of individual instruction are programmed instruction/learning, CAI, CAL,CAM, Self study etc...
∑ Demonstration in innovative teaching stimulated students to make traditional, contemporary costumes and materials needy for the stage platform presentation.
∑ Laboratories of MOT- History, Geography and Mathematics encouraged the students to prepare various charts, models, photographs, pictures.
∑ SUPW faculty guided students to prepare instructional aids using low cost and waste materials for their teaching learning activities.
100
3. Did the institution develop any ICT/technology related instructional materials during the last five years? Give details .
Being a secondary teacher’s trainee college the instructors involved in development of conventional, innovative and ICT based instructional materials.
∑ OHP transparencies and slides of various methods developed by both faculty member and trainee-students in their regular and innovative teaching respectively.
∑ Power Point Presentations were prepared and used by faculty and students in their respective methods.
∑ Links and materials like texts, videos, PPT’s, PDF files, photos and tutorials of online teaching, social sites, and educational sites are being instructed by some of the staff.
∑ Self-Instructional/learning Materials mainly, Linear and Branched forms of programmed instruction developed by faculty and students.
∑ Dr. P.S. Hegadi, opened the Facebook social site account as a formal method of instruction in which videos, PPT’s, texts, photos, scanned materials were uploaded about the topic growth and development of individual in educational psychology.
∑ Preparation of Handmade Charts, digital charts, maps, flash cards, pictures, photographs, static and working models, softwares are mandatory during lesson teaching in practice teaching in schools.
4. Give details on various training programs 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
a. Organized by the institution As Chinese proverb says that one picture is equivalent to thousand words. Thus priority will be given to development of instructional materials by the students. ∑ In order to prepare teaching aids workshops/training were arranged in the college for the teacher trainees for the regular teaching in the school. ∑ Training would be organized to develop software’s and print materials of linear and branched programmed instruction.
101
∑ PPTs are convincing for the curriculum transaction through the instruction, so required training was conducted for students. ∑ Negatives of slides using camera roll and OHP transparency sheets of content are developed by the trainees using modern printing technology. ∑ Training is being given about operation and handling of LCD projector, Interactive board, Over Head Projector and Slide Projector mentioned in the assignment of innovative teaching. ∑ Number of rehearsals carried out by students in Role Playing Model which displayed the creative act. One act play, drama, stills, stories, songs, mono-acting, dances, dialogues are the various forms of Role playing model on which training would be given by the faculty. ∑ In the Action Research Workshop procedure and steps of the research highlighted about probable problems occurring in the class room environment was taken up by the faculty to the trainees. b. Attended by the staff
∑ Our college faculty Dr. P.S.Hegadi involved in training to staff and Students of SJG Women’s College of Education, Guledgudd as a resource person on Educational Psychology Practicals of Karnataka Women’s University, Bijapur. ∑ Dr. P.S.Hegadi participated in workshop of innovative teaching practices in the SJG Women’s College of Education, Guledgudd as a resource person on Educational Psychology Practical’s. ∑ All staff members attended workshop on ICT based education in 2013. ∑ Dr. P. S. Hegadi attended workshops as a resource person at SJGIP School, Guledagudda. ∑ Dr.M.R.Bhat had attended refresher course in 2014, conducted by Academic staff college, KUD. c. Training provided to the staff ∑ Institution trying hard to encourage the faculty by giving training on features of operation and function of interactive board during their instruction. ∑ Special lecturers by eminent speakers are organized to know the new trends in the field of education. ∑ Training given to faculty in relation to NAAC.
102
5. List the journals in which the faculty members have published papers in the last five years.
List the journals in which the faculty members have published papers and books
Sl.No. Name of the Faculty Published Papers and Books 1. Dr.(Smt). R. M. Kotur • Anubhava mantapa chi Aitihasikstha, Basava Patha (marathi), Bimonthly, June 2009. • Lingayat Dharma Samskar; Dharma Samskar v eshtalinga dharana, Basava Patha July 2009. • Basava tatva chintana, Nari sanman : Sharanche Apoorva Yogadan, 27 th Nov 2010. • Basava Patha( marathi), Basavalinga Prabha, January 2011. • Environmental studies and Global Peace, 28 th Nov 2011. AIAER. • Basava Patha( marathi), eka tari vachana anubhavave, Bimonthly, January 2012. • Basava tatva chintana Basaveswarancha vachanathil shaikshnika tatva (marathi), 2012. • Raji seth ke katha sahitya Me Manviya Savidhana, Jyoti Prakashan Gajiyabad 2013. 2. Smt. Jyotishree Hiremath • Elementary education and fundamental right and education for all, AIAER, Journal, Nov 2011. • Bhasha Koushalyagalu, Sikshana sanskriti. • A study of secondary School students Mass, media behavior and study habits in relation their academic achievement, ISBN, OCT 2014. • Attitude towards mass media and its role in promoting academic achievement of secondary school students, ISBN, Nov. 2014.
103
3. Dr. M. R. Bhat • Exploration into construction of moral education in colleges and universities in a new period, A ENGLISH quarterly education and research journal, ISSW, 2ND Sept 2012. • A study of anxiety in learning English of secondary school students of a Hubli Taluk, A ENGLISH quarterly education and research journal, ISSW, 7 th march 2014. • Quality enhancement in higher education, Laxmi book Publication, ISSN, 2014. 4. Shri. R. S. Patil • Learning community for global education AIAER Journal, Nov 2011. • ICT for teacher education, IRJCBS. • Multilingualism and Bilingualism for language teacher, IJLLT. • Backwardness in leadership: causes and remedial measures, IJPE. • Parinamakari Bodhane mattu Anubodhane, Shikshana Sanskriti . • Academic leadership: A key to future. • Language teaching: creativity in language. • Shaikshanika manovignyan, Text Book. • Vektitva mattu manava samarthyagala manovigyana, Text Book. Give details of the awards, honors and patents received by the faculty members in last five years.
Our faculty involved in the progress of educational and social perspectives in return reorganization obtained stated as mentioned below.
1) Dr. N. D. Shaik ∑ Syndicate member of KUD, 2009-10 ∑ Chairman and Member of Co-ordination board, KUD ∑ Academic council member of KUD (2 nd time) ∑ Member for big purchase committee KUD
104
∑ Member for Library Advisory board of KUD ∑ Member, International Giants club ∑ Life member, World council for curriculum and instruction ∑ Chairman, University public school’s selection committee ∑ Moderator, Method paper
2) Dr. V .B. Dandin ∑ Member and activist in Sanatana sanstha, Hubli ∑ External Examiner of KUD ∑ Evaluator OF KUD ∑ PRO, MP election, 2014 ∑ Member of B.Ed. curriculum construction, KUD
3) Dr. R. M. Kotur ∑ Savitribai Pule education talent national award, on 3 rd March 2013, Nagpur ∑ External Senior Supervisor of KUD ∑ Member of B.Ed. curriculum construction, KUD ∑ Question Paper setter for method and Content Component course ∑ Evaluator, Subject Expert ∑ Resource Person ∑ Translator of Hindi Marathi, Kannada ∑ Ph.D. Guide, Evaluator and External Referee ∑ PRO, MP election, 2014 ∑ Member, Akhila Bharateeya Mahasabha Dharwad ∑ Member, Karnataka vidyavardhaka sangha Dharwad ∑ Member, Basavatatva prasara samsthe, Dharwad
4) Smt. A. J. Patil • Moderator • PRO, MP election, 2014 • Question Paper setter for method • Evaluator • External examiner • Member of B.Ed. curriculum construction, KUD
5) Smt. J. C. Hiremath • PRO, MP election, 2014 • External Examiner of KUD • Evaluator • Member of B.Ed. curriculum construction, KUD
6) Dr. P. S. Hegadi
∑ PRO in M.P. Election in 2014 ∑ Paper evaluator
105
∑ Paper setter of Method & External examiner ∑ Resource person on Educational Psychology Practicals. ∑ Resource person on Innovative Teaching ∑ Resource person on Micro and Macro Teaching ∑ Organizing member of sharana sangama samaramba, gulelgudd ∑ Member of B.Ed. curriculum construction, KUD ∑ Resource persons to “connect”, as a resource person
7) Dr. M. R. Bhat ∑ Appreciation from Rastrothan Blood Camp, Hubli ∑ Research guide and Evaluator Ph.D. in DBHPS. ∑ PRO in M.P. Election in 2014 ∑ Examiner in university paper evaluation ∑ Chief Internal examiner of KUD ∑ Paper evaluator
8) Shri R. S. Patil
∑ Appreciation memento from Rastrothan Blood Camp, Hubli ∑ Examiner in university paper evaluation ∑ Chief Internal examiner of KUD ∑ Author of B.Ed text books ∑ Member of B.Ed. curriculum construction, KUD ∑ P.R.O, MP Election in 2014
9) Dr. H.V. Belagali ∑ 2009- Karnataka Janapada academy prashathi ∑ Co-ordinator K.S.S PG Department(M.Ed) ∑ Moderator K.U.D B.Ed theory Examination. ∑ 2013- Guru rakshe by Rambhapuri Swamiji ∑ 2013 onwards IQSE member ∑ 2014 public Relation Officer of KSS hubli ∑ 2013 Member, Siddarudha Math Trust
10) Shri D. H. Naik ∑ Examiner in university paper evaluation ∑ P.R.O, MP Election in 2014
11) Shri H. R. Kuri
∑ Examiner in university paper evaluation ∑ Organizer of sports and events
6. Give details of the Minor / Major research projects completed by staff members of the institution in last five years .
Yes, The Minor research projects completed by Four Staff members of the Institution in last five years.
106
3.3 Consultancy
1. Did the institution provide consultancy services in last five years? If yes, give details.
Yes, Education is the vast area requires consultancy and guidance service at all stages right from primary to university level. Our college established placement cell through which more than 50 students obtained the employment. Institution also encourages the staff member to offer free consultancy services to benefit to the society. Our faculty bears vast storage of knowledge and skills find applications in sorting out career, professional, Educational, learning and individualized problems.
Our following faculty members are enthusiastic to offer honorary consultancy services to numerous institutions located at urban and rural geographical areas listed below.
1) Dr. N.D.Shaikh, Principal ‹ Advisor, Sana Educational Institute, Hubballi. ‹ Advisor, Anjuman College of Education, Hubballi.
2) Dr. V .B. Dandin, Vice Principal ‹ Advisor to Kanakadasa Sikshana Samiti, Gadag. ‹ Advisor to Bheemambika D.Ed. College, Gadag.
3) Dr. R.M. Kotur, Assistant Professor, ‹ Member of Karnataka Vidyavardhak Sangh Dharwad. ‹ Resource person, Rajiv Gandhi college of Education, Dharwad. ‹ Activist to promote religious, moral, cultural and social activities of Akhila Bhartiya Veerashaiva Mahasabha & Basava peace mission, Dharwad, Basava Drushti Centre, Kollahapur.
4) Dr. P. S. Hegadi, Assistant Professor, ‹ Advisor to Shri Jagadguru Gurusiddeshjwar Vidyavardhaka Sanskritika Sansthe, Guledgudd, Dist: Bagalkot. ‹ Consultant, Advisor and Resourse Person to SJG International Public School, Guledgudd, Dist: Bagalkot. ‹ Advisor and Resourse Person to SJG Women’s B.Ed. College, Guledgudd, Dist: Bagalkot. ‹ Advisor and Resourse Person to SJG D.Ed. College, Guledgudd, Dist: Bagalkot. ‹ Counselor, advisor to “Connect”, Vidyanagar, Hubballi is the private institution provide training in the Personality Development, Spoken English, IBPS Coaching Etc. ‹ Advisor to SJG P.U.. College, Guledgudd, Dist: Bagalkot.
107
‹ Activist to promote religious, moral, educational, cultural and social activities of Shri Gurusiddeswar Brhunmath, Guledgudd, Dist: Bagalkot.
5) Shri. R. S.Patil ‹ Advisor, Vivekanand High School, Hubballi. ‹ Resources Person, Chauson B.Ed. College, Chikkodi. ‹ Resource person for IGNOU B.Ed at K.S.R B.Ed college, Belagavi. ‹ Supervisor and guide for IGNOU B.Ed at B.V.V.S. B.Ed, Bagalakot. ‹ Advisor for Sagar college of Education, Belagaum. ‹ Advisor for M.N.R.S college of Education, Belagaum. ‹ IEQA member Chauson college of Eduation, Chikkodi.
6) Dr. H.V.Belagali ‹ Advisory committee member in SJR B.Ed. College Nulvi. ‹ Organizing secretary, Alumni Association, S.K.Arts and H. S. Kotambri College, Hubblli. ‹ President, Karnatak University B.Ed. College Teacher Association, Dharwad. ‹ Member, IEQA, S.K.Arts and H. S. Kotambri College, Hubblli. ‹ President, Karnataka State Teacher Training Institutions Employees Association, Hubballi. ‹ Life Member, Siddarudh Math Trust, Hubballi. ‹ Advisory Committee Member, CBS Degree College, Noolvi.
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 publicize the available expertise.
Yes, Institution has very energetic and professionally competent teachers in particular area which helps the students to enhance and develop their personality traits.
Sl.No Staff Area 1 Dr. N.D.Shaikh Art of adjustment with life skills 2 Dr. V .B. Dandin Sanatan Tatva Prashar 3 Dr. R.M. Kotur Basava Philosophy Methodology of Health and 4 Smt. A.J.Patil Hygienic Food Preparation of Competitive 5 Smt. J.C.Hiremath Examinations 6 Dr. P. S. Hegadi Instructions through Social sites
108
7 Dr.M.R.Bhat Karate and Dance 8 Shri R.S.Patil Personality development 9 Dr. H.V.Belagali Folklore Songs in Kannada 10 Shri D.H.Naik Das Philosophy 11 Shri N.S.Basanal E-Library 12 Shri H.R. Kuri Yoga, Health and Meditation
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?
Nil, Since the Consultancy, Guidance and Counseling is free, so no revenue is generated.
4. How does the institution use the revenue generated through consultancy?
Not applicable.
3.4 Extension Activities
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)
Various extension activities, outreach programmes, in association with Non-Government Organization
∑ Special guest lecturers with respect to all the methods. ∑ Awareness programmes in association with government and other organizations. ∑ Visits to academically important places. ∑ We have connection with various organizations like Augstya foundation, Samrtha Bharth, DSERT, NSDC, Edutel, C. B. Guttal Medical college etc.. ∑ Essay competition . ∑ Sanskriti Kammata. ∑ World Environmental Day. ∑ Women’s day. ∑ Public addressing on various issues and burning problems.
Various extension activities, outreach programmes, in association with Government and Non-Government Organizations [ ∑ Our faculty and students volunteered for blood donation.
109
∑ Organized and participated in Celebration of National and International days. ∑ Special awareness programme on investment tax benefits, banking services and facilities by Advisor. ∑ Cultural programme by the blind students with……. ∑ A blood donation awareness guest lecture organized by youth Red Cross Unit. ∑ A Legal Literacy Programme was organized for Women welfare. ∑ World Population Day, Teachers day, Womens day, Youths day. ∑ A workshop on Mind, Memory Management and Personality Development. ∑ Workshops conducted with concerned departments. ∑ CTC Camps guest lecturers and awareness programmes. ∑ Awareness programmes. ∑ Special Speeches by dignitary of other fields. ∑ Guidance to parents based on case study.
2. How has the institution benefited from the community? (Community participation in institutional development, institution-community networking, institution-school networking, etc.)
Community participation in Institutional development
∑ Organizing our CT camps in association with community and organization to develop leadership and civic and social responsibilities. ∑ Visits to community resource centers/ important other places to gain knowledge to our students. ∑ The institution products Student-teachers are the catalysts of the community. ∑ Even after the course students are involved in serving the society. ∑ Various distinguished personalities of the community grace various college functions by acting as chief-guests, judges & invitees.
Institution – Community Networking:
∑ Teacher trainees would made to best serving human being in the society. ∑ Anti corruption rally. ∑ Voter awareness campaign. ∑ Campaign towards water conservation. ∑ Aids awareness rally. ∑ visit to religious institutions and participate in the activities to propagate human values. ∑ blood donation camp in collaboration in RSS Hubli. ∑ Health Camps were arranged with DBHPS. ∑ Visit Belgaum Central jail by the staff to understand the what are causes made them as criminals.
110
∑ Created social and civic awareness jointly with the various organizations. ∑ Concern among the students and teachers of the institution and provided an opportunity to link with and serve the community at large.
Institution-School Networking
∑ Schools are the laboratories for student trainees which caters to the needs of development of teaching skills. ∑ The institution has close networking with its practicing schools. These schools promote the development of teaching skills, real classroom teaching experience . ∑ Provide opportunities for leadership in organizing various co-curricular and extracurricular activities in the school. ∑ It is also a strong evaluator of the students’ performance as a school teacher apart from these Vivekanand, Vijayanagar and SJJ schools tie up for undertaking innovations and research works.
The institution holds the belief that one must give more than received. Hence service to society is the prime aim of the institution.
3. What are the future plans and major activities the institution would like to take up for providing community orientation to students?
∑ Through the placement cell quality teacher will provided intern they should offer their service to community.
∑ Organizing alumni personalitie to share the their professional views in development programmes.
∑ Our institute extends a close linkage with the local community all possible support & co-operation.
∑ We plan to train high school teachers in the use of smart and interactive boards, online teaching, educational sites that demands for future student.
∑ To create environmental concern and awareness among the community members in tie up with various organization.
4. Is there any project completed by the institution relating to the community development in the last five years? If yes, give details.
No.
5. How does the institution develop social and citizenship values and skills among its students?
∑ Every year as per academic activity Citizenship Training Camp (CTC) is reiterated, wherein citizenship values, skills of civic responsibilities,
111
physical and health related issues, aspects, environmental aspects were highlighted for the Hence of the camp. ∑ the educational tour, trips, outreach programmes attempts to develop social & citizenship values & skills among its students. ∑ Various programmes propagate civic responsibilities, health related aspects, environmental issues are highlighted.
∑ First hand information rural life experiences are provided to student- teacher in the visits, CTC and interaction with the various personalities during their visits.
∑ Lecturers were arranged about traffic and motor vehicles rules with RTO & Police departments.
3.5 Collaborations
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.
∑ Our institution fallows norms & regulation laid down by the of NCTE time to time.
∑ TO enhancement of the quality of education various funds allocated for the development of the college sought by UGC.
∑ Though we are not directly linked with NCERT, NIEPA, CCRT the resource materials related to teacher education & the training programmes guide our faculty for their professional development.
∑ Red Cross Society is established in the institution and is actively involved in serving the community through enlightening the student- teacher through various programmes.
∑ Our Institution has subscribed to the Journals of the Educational Technology and Psychology.
∑ Edutel Technologies Pvt. Ltd. in association with National skill Development Corporation made the campus interview and selected some of our students training through satellite.
∑ Institution is being continued collaboration with KSS BSW College Hubli, Vijayanagar P.U. College, Hubli and mother institution Kanakadas Shikshan Samiti jointly contributing towards the issues of health and sanitation, Educational, Rural development, Womens
112
problems and development, Community development, Social evils, Special children problems etc. In this regard joint activities taken with KIMS, DHIMHANS, Eye hospitals, Leprosy hospitals, Matru Chaya Kalyan Kendra, Balakara Bal Mandira, State home for women, Balakiyara Bal Mandira.
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.
Institution has tie-up with Agastya International Foundation, Rotary Club, Lions Club, Red Cross, Giants Club, Innerwheel Club in relation to Educational, Social, Cultural, National, International activities. So that various outputs are free health to the society, Blood donation, Eye checkup, World Trauma day etc. Such activities resulted for the harmonious development of students and nation.
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
Our institution has established a direct linkage with the Karnatak University, Dharwad. So we are following the B.Ed. syllabus which is framed by the University. Some of our faculty members have participated as BOS members, Academic Council members and thus have contributed to curricular development. Our faculty participated and prepared syllabus for upcoming B.Ed course in their respective subjects, methods and options.
b) Teaching By participating in seminars, workshops, conferences and attending orientations and refresher courses, our faculty is exposed to the new knowledge pertaining to the B.Ed. curriculum, and are in better position to deal with the new curriculum feedback at the end of every academic is carried out to know the positive and negative of educators. c) Training
113
Our faculty are enriched and empowered by exposure to training programmes conducted by the various constituent colleges in Hubli and also out of Hubli.
d) Practice teaching Functional linkages with schools help and facilitate us to conduct practice teaching programme successfully. There is a cordial relationship with all the selected secondary school Head Master and Management for smooth conduction of practice teaching every year.
e) Research Under the support and guidance of D.S.E.R.T. we are encouraging and motivating the teachers to take up action research projects to solve educational problems.
f) Consultancy Some of our faculty have visited the D.Ed. and B.Ed. institutions and have offered consultancy services to them in the field of their methodologies.
g) Extension There is a mutual co-operation between the institution and other local organizations related to planning and implementation of extension activities.
h) Publication The faculty members have published articles in reputed journals and also papers published in reputed publications with ISBN and ISSN number. i) Student Placement Through the placement cell 11% percent of the students have secured jobs since three years and are serving in different capacities. 4. What are the linkages of the institution with the school sector? (Institute-school-community networking)
∑ The functional linkages of the institution with the local schools is not only limited to organize practice teaching, practical examination, demonstration lessons, but also provide an academic forum to discuss educational issues like, low percentage result in the S.S.L.C. Examination, Education of the girl child etc..
∑ The institution organizes every year co-curricular activities in the practice teaching schools.
∑ Few good and relevant teaching aids are donated to the practice teaching schools.
∑ After retirement the head masters and the closely associated teachers of practice teaching schools are falicited by the institution.
114
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 faculty of our institution is also involved in the following:
∑ Contact the teachers of the practicing schools and discuss with them the arrangement for the teaching practice for students-teachers. ∑ Prepare the time table, observe the lessons and give necessary guidance to the student-teachers. ∑ The Institute gets regular feedback from heads/teachers of the schools and various steps are taken to eliminate the discrepancies pointed out.
6. How does the faculty collaborate with school and other college or university faculty?
Our faculties have good rapport with the practicing schools and the University.
∑ The members of the faculty have rapport with the school faculty and discuss the course programmes well in advance. Every effort is being taken to improve the competencies of the student-teachers.
∑ The faculty members act as resource persons, judges and guests to schools/colleges. ∑ Faculty members also attend faculty development programmes organized by other colleges wherein they interact with the faculty of other college and universities and benefit mutually.
3.6 Best Practices in Research, Consultancy and Extension
1. What are the major measures adopted by the institution to enhance the Quality of Research, Consultancy and Extension activities during the last five years?
The following major measures have been adopted by the institution to enhance the quality of research, consultancy and extension activities.
Research:
∑ 60% B.Ed. staff is Ph.D. holders and other staff members are M.Phil. Holders. Faculty members are encouraged by the institution to obtain Ph.D.
∑ The time table is adjusted as per the requirement of staff pursuing Ph.D.
∑ Provision for leave is made available to staff pursuing Ph.D.
∑ Dr. R. M.Kotur, Dr.M.R. Bhat and Dr. H.V.Belagali are the Research Guides for Ph.D. and M.Phil. scholors.
115
∑ Institution provides well equipped laboratories, advanced technological amenities to the faculty to pursue research .
Consultancy:
∑ Faculty members are encouraged to give free consultancy to various schools and colleges. ∑ Few faculty members are advisors and actively involved in consultancy and exchange the educational aspects with other institutions.
Extension Activities
∑ The college through ‘CTC’ and various clubs have carried out many community oriented programmes such as Voter awareness, Blood donation camps, AIDS Environment awareness programme, Save girl child programmes, population awareness programmes, health and hygiene, Road safety and legal awareness programmes.
2. What are significant innovations / good practices in Research, Consultancy and Extension activities of the institution?
Apart from this innovative practices consultancy and extension activities provided with State, National and International organizations. Such as Academy of Creative Teaching(ACT), Bharat Samkruti Pratistan, Bharat Vikas Sangam, Education Department, Neharu Yuva Kendra, Chartered Accountants of India, Deshpande Foundation which benefited to the teachers and students.
Best Practice – IV
Title: “Fostering literary skills among Student-teachers (From Science discipline)”
Use of social media applications like, Facebook, Youtube, WhatsApp in our institutions helped the teachers and students in exchange of information.
Description of the practice
The student-teachers who have opted in various methods are allotted different units/topics related to MOT of B.Ed. Course and are instructed to prepare a seminar presentation for duration of 10-12 minutes. A presentation schedule is prepared and students present their papers accordingly. After presentation, the session is open for discussion where in students interact, clear doubts and also support the concepts presented. The method master deliberates on the presentation and makes additions and covers the discrepancies. All the papers presented are spiral bound to make up a manuscript.
116
The Impact/outcome
Students develop the oratory skills, skill of writing for a presentation and experience the joy of self learning.
117
INFRASTRUCTURE AND LEARNING RESOURCES
118
Criterion IV: Infrastructure and Learning Resources
4.1 Physical Facilities
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.
Yes, The institution has full pledged physical infrastructure as per NCTE norms. The facilities and funds invested for developing the infrastructure are mentioned below. The institution having its own building and total build up area of the institution is 1,925sq.mtr. The institution has open play ground. Its area is 1823sq.mtr.
The Physical Facilities are...
∑ Class rooms. ∑ Method rooms ∑ Multipurpose hall ∑ General seminar hall ∑ Principal chamber ∑ Management chamber ∑ Administrative and account office ∑ Boys hostel ∑ Canteen ∑ Practicing school ∑ Staff rooms ∑ Girls common room ∑ Boys common room ∑ Separate Washroom for faculties, boys and girls ∑ Parking space for vehicle
The facilities and amount invested for developing the infrastructure are given below :
SL.NO. FACILITIES AMOUNT 1. Land and building 50,00,000=00 2. Furniture 3,00,000=00 3. Equipments 50,000=00 4. Computer 1,50,000=00 5. Laboratories 2,15,615=00 6. Sports 50,665=00 Master plan of the building is enclosed(Annexure attached)
119
2. How does the institution plan to meet the need for augmenting the infrastructure to keep pace with the academic growth?
The institution has the plan to augment the infrastructure to keep pace with the academic growth as follows :
∑ To use modern technologies in teaching-learning-practice. ∑ Well equipped and well furnished class rooms. ∑ Free internet facilities for all B.Ed students and staff. ∑ Availability of National, International, Online E-books and E-Journals. ∑ Highly equipped physical science, Bio science, Psychology, ICT and language labs. ∑ Hostel facility for women
3. List the infrastructure facilities available for co-curricular activities and extracurricular activities including games and sports. ∑ Method rooms ∑ Multipurpose hall ∑ General seminar hall ∑ Psychology lab ∑ Science lab ∑ History lab ∑ Geography lab ∑ Education Technology lab ∑ ICT lab ∑ SUPW ∑ Library ∑ Language lab with computers ∑ Room for indoor games and music ∑ Play ground (area 1823 sqr.Mtr) ∑ Yoga and meditation hall ∑ Practicing school ∑ Wi-Fi facility in campus. ∑ Website of our College.
Sports Facilities:
Outdoor Games: 100 meters Track and Long Jump Pit, Shot-Put and Discus Throw, Volley Ball, Foot Ball, Tenikoit , Throw Ball , Kabaddi, Kho- Kho and Cricket.
∑ Indoor Games: Carom, Chess, Table Tennis, Yoga, ∑ Mass P-T Band set, Musical instruments.
Above infrastructure are available for co-curricular and extracurricular activities, games and sports.
120
4. Give details on the physical infrastructure shared with other programmes of the institution or other institutions of the parent society or university.
Physical infrastructure shared with other programmes of the institution or other institutions of the parent society or university as are follows :
∑ The local NGO’S of Hubli organize different types of programmes for B.Ed. students and teachers.
∑ Playground shared with practicing school.
∑ General seminar hall and multipurpose hall shared with practicing school, M.Ed section and university level workshops, meetings.
∑ Building shared with various departmental competitive exams on holidays.
∑ Different departments make use of our premises for conducting training programme and meetings.
5. Give details on the facilities available with the institution to ensure the health and hygiene of the staff and students (rest rooms for women, wash room facilities for men and women, canteen, health center, etc.)
The college Building is well furnished and properly maintained. Separate toilet facility is provided for students and staff. Attached toilet facilities are provided for principal room. To ensure clean water facility, periodic cleaning and maintenance of water tanks are carried out. The institution provides purified drinking water to the students. The entire premises are kept cleaned by sweeping and moping regularly. First aid kit is provided in the college premises.
Awareness lectures on Health and Hygiene are organized to bring awareness among the students by Eminent Doctors. Fire Extinguisher is installed in important places of the Building. Transformation is provided immediately for the students and staff in case of emergency.
Our management has provided excellent medical facilities to staff and students through our first aid center and nearest hospital of KMC and Shusrutha Multi speciality hospital. Sophisticated and hygienic canteen facility available for students and staff. Red Cross wing established which plays a role in creating awareness of health and related hazards and thereby helps in preserving the health of students and teachers. Women cell established in view of welfare of female students and guidance will be given to their grievances academically and professional aspects.
121
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.
Yes, we have boys hostel near to our college.
∑ Name of the Hostel : Shanteswara Boys Hostel.
∑ Capacity of hostel : 50 Students
∑ No of Rooms : 22
∑ Occupancy : Each room can accommodated 2 or 3 students depending on the size of room.
∑ Mess Facility : Mess Facility is available in the Hostel.
∑ Recreational : Recreational Hall is available at the Hostel. Movies of Different languages are screened every week end.
Ladies Hostel :
The institution made arrangements for women for hostel facilities by an agreement with the neighboring PG centers.
4.2 Maintenance of Infrastructure
1. What is the budget allocation and utilization in the last five years for the maintenance of the following? Give justification for the allocation and unspent balance if any.
Budget allocation and utilization in the last five years : 2009-10 2010-11 2011-12 2012-13 2013-14 Sl. Content / No. type Allocated Utilized Allocated Utilized Allocated Utilized Allocated Utilized Allocated Utilized Rs. Rs. Rs. Rs. Rs. Rs. Rs. Rs. Rs. Rs.
1. Building 25,000 24,171 1,35,000 1,29,050 4,80,000 4,58,770 30,000 - 1,00,000 84,520
2. Laboratories 20,000 16,325 15,000 13,850 5,000 2,850 18,000 16,800 10,000 5,900
3. Furniture 10,000 - 5,000 - 5,000 - 50,000 40,000 15,000 - Equipments 4. 35,000 26,000 35,000 29,000 25,000 - 40,000 - 25,000 - and Computers 5. Library
2. How does the institution plan and ensure that the available infrastructure is optimally utilized?
∑ The available infrastructure is optimally utilized for academic, Seminar, Workshop, Meetings, cultural and sports activities during working days.
122
∑ Various Government competitive exams select and use our college as an examination centre. ∑ The general hall is used by other institutions of K. S. Samiti for organizing debates, Seminar, conference etc.. ∑ Computer Laboratory is maximally utilized for internet access by both staff and students.
3. How does the institution consider the environmental issues associated with the infrastructure?
The institution already exists in pollution free environment surrounded by nature belt. If the Institution having any Water problem, sanitary problem, deficient of bench, desk, and classrooms are noted and submitted to the Principal. Follow-up activities are taken by the Principal and all requirements are fulfilled with permission of the chairman. Instructions are being issued by the chairman to the Principal and concerned staff to maintain the institution cleanness. Based on that, weekly inspection is done by the concerned staff.
4.3 Library as a Learning Resource
1. Does the institution have a qualified librarian and sufficient technical staff to support the library (materials collection and media/computer services)?
Yes, the institution has qualified and experienced librarian to is looking after the library functions and arrangements. To help the librarian in all the work one more qualified assistant librarian is also provided.
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.).
Sl. No. of Subject no. books 1) Text Book 6432 2) Reference Books 1100 3) No. of Journals 10 4) No. of Encyclopedia 105 5) Dictionaries 50 6) No. of Magazines 12 7) News papers 7
123
8) Thesis 6 9) Dissertations 70 10) Action research 95 11) Donated books 1534
Subject wise books
No. of Sl.No. Name of Items Books 1) Education Philosophy 1111 2) Education psychology 949 3) Education Technology 622 4) School Management 965 5) Skills and Strategies of Teaching 60 6) Computer 208 7) Physical Education 115 8) Population Education 250 9) Environmental Education 150 10) Guidance and Counseling 48 11) S.U.W.P 75 12) Statistics of Education 135 13) MOT - English 240 14) MOT - Kannada 502 15) MOT - History 484 16) MOT - Geography 290 17) MOT – Hindi 75 18) MOT- Physical Science 214 19) MOT- Mathematics 201 20) MOT- Bio. Science 188 21) Other books 1912
124
Audio – Visual Teaching learning resources
Sl.No. Name of Items Quantity
1) OHP 2
2) Slide Projector 2
3) LCD Projector 4
4) Tape recorder with radio 1
5) Video cassette 10
6) Audio cassette 10
7) Digital camera 1
8) Computers 5
9) TV 2
10) DVD Player and VCR 1
11) Charts 121
12) CDs and DVDs 145
13) Transparency sheet 101
14) Slides 84 1 15) Handy camera
16) Printer with Xerox 2
17) Internet access 2
NON BOOK MATERIAL
Sl.No. Name of Items Quantity
1) World Globe 02
2) Maps 45
3) Outlines 15
4) Geographical Charts 45
5) Historical charts 20
125
6) Language charts 20
7) Science charts 20
8) Mathematics charts 16
9) Display board 01
10) Display stand 02
11) Paper stand 05
12) Periodical stand 01
DAILY NEWS PAPERS
Sl.No. Name of News papers
1) Samyukta Karnataka (Kannada)
2) Vijaya Karnataka (Kannada)
3) Kannada Prabha (Kannada)
4) Prajavani (Kannada)
5) Vijayavani (Kannada)
6) Deccan Herald (English)
7) The Hindu (English)
PERIODICALS AND MAGAZINES
Sl.No. Name of Items Period
1) Sudha Weekly
2) Karmaveer Weekly
3) Physics for you Monthly
4) Employment News monthly
5) Computation success review Monthly
126
6) Sparda spoorti Monthly
7) March of Karnataka Monthly
8) Shrinudi Monthly
9) Janapada Monthly
10) World Focus Monthly
11) Yojana Monthly
12) Education yoga Quarterly
13) Education track Monthly
14) International Educator Half Yearly
15) Resource Journal of Science Education Monthly
16) University News Monthly Indian Journal of Library information 17) Quarterly technology 18) Journal of Education Psychological research Monthly Journal of Education Planning and 19) Quarterly administration 20) Quest in Education Quarterly
21) Career 360 Quarterly
22) The Vedant Kesari Monthly
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.
There is functional library committee comprising of the Principal, Librarian, and members of committee.
Library Committee
Shri. N. S. Basanal Chairman Dr.(Smt) V. B. Dandin Secretary Smt. A. J. Patil Member Dr. P. S. Hegadi Member Shri. D. H. Naik Member Smt. Pratibha Malhari Member
127
Library committee meets four times during every sessions for discussions, purchase of books, Journals, periodicals, news papers, automation of the library, maintains of library and effectively running of the book bank for the students. College has framed and advisory committee for library to provide guidance and suggestions for knowledge source enrichment.
4. Is your library computerized? If yes, give details.
Yes, the Library partially computerized. All the books and material are properly been quoted and numbered for effective use easy accessibility. It is also equipped with internet and computer facilities for students as well as staff.
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 library has appropriate number of computers with internet access. The Library also has a photo copier and printer for both staff and students. The Computer, Internet and Reprographic facility is available. Students and staff members are using the library services during the library hour, break time, after college working hours, and during there leisure hours.
6. Does the institution make use of inflibnet / Delnet / IUC facilities? If Yes, Give details.
The institution is to subscribe for inflibnet.
7. Give details on the working days of the library? (Days the library is open in an academic year, hours the library remains open per day etc.)
The library open for all days in the academic year for the benefit of students in view of competitive examination and for the staff in view of professional and research related works.
a) On working days 10 to 6 - 8 hours
b) On Holidays 10.30 to 5.30 - 7 hours
c) During examinations 9 to 7 - 10 hours
d) On vacation 10.30 to 5.30 - 7 hours
8. How do the staff and students come to know of the new arrivals?
The Staff and students come to know of the new arrivals by circulation of notice. Information displayed on the journal rack, display of list of new arrivals on the notice board, display board. The new arrival resource is kept in the separate racks.
128
9. Does the institution’s library have a book bank? If yes, how is the book bank facility utilized by the students?
Yes, The students are provided with text books through book bank. Each student can issue three books for the entire year from this book bank. Inspite of this three library cards are also given to the students for the issue of books for 14 days. Special facility of books is also given to economically backward students for the session through book bank.
10. What are the special facilities offered by the library to the visually and physically challenged persons?
Visually and physically challenged students are provided extra books along with extra time. The library provides personal attention to the physically challenged and blind students, nearby window chairs and tables are provided to them. Internet facility also support such students.
4.4 ICT as Learning Resource
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 institutions ensures the optimum use of the facility.
Qualitative Information Communication Technology Facilities are available in the college. The college has educational technology lab. Students use ICT facilities and prepare MS Power points, slides for presentation of important concept in their subjects. A separate computer Laboratory has optimum number of systems and internet facility with the UPS capacity of 500 Voltas and also Wi-Fi active campus. Our class rooms are smart with interactive boards and audio facilities. Students and staff of our college make use of the ICT facility when needed to make teaching interesting and effective. Teachers use LCD Projector, Motivational CDs, DVDs, Educational movies, Tutorial DVDs, Educational CDs, OHP and Slide projector, etc.. for the teaching learning process.
Hardware Software MONITOR MICROSOFT OFFICE WORD 2007 KEYBOARD ADOBE READER 9 MOUSE HD VDECK PRINTER NUDI MODEM BARAHA UPS NERO CPU WIN RAR LAN BOX
129
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, as per the Karnatak University Dharwad Computer Education is a compulsory optional subject for the 1st semester. Hence students are taught theory as well as fundamental skills of operation and function of computer, internet and information are imparted. Practical training is given to students in computer laboratory at least 2 hours a week.
The major skills developed through the curriculum of Computer education are:
∑ Developing fundamental computer skills. ∑ Skills of using the operating systems (MS Office) and mail merge, documentation through MS Word, MS Excel and Power Point. ∑ Skill of browsing information through internet and downloading the required information, youtube videos, and incorporate them in classroom teaching. ∑ Skill of e-mail correspondence. ∑ Skill of using multi media for teaching. ∑ Skill of social networking through social websites and educational websites.
3. How and to what extent does the institution incorporate and make use of the new technologies/ICT in curriculum transactional processes?
The college incorporates and makes use of new technologies ICT by conducting activities like computer learning, Educational psychology practical, Educational Technology Practicals, Tutorials, Information Technology Practical, Class seminars, Workshops through which students prepare OHP, slides and CDs. Teaching class are conducted with the help of AV aids. Faculty will prepare self-instructional materials, print materials, power point slides, examination papers, award list, attendance sheet, etc.. In the college website we will upload on the following aspect every year:
∑ Course Curriculum ∑ Staff members particular ∑ Achievements of students activities ∑ Academic calendar ∑ Co-Curricular Calendar ∑ Extra Curricular Calendar ∑ Infrastructure Details ∑ Latest Announcements ∑ Visitors to the department ∑ Library Facilities ∑ Placement details.
130
4. What are major areas and initiatives for which student-teachers use /adopt technology in practice teaching? (Developing lessons plans, classroom transactions, evaluation, preparation of teaching aids)
Student’s teachers adopt technology in practice teaching as per the availability of facility for developing lesson plans, class room transaction, evaluation and preparation of teaching aids.
Sl.no Area Uses Institution has developed IT 1 Developing Lesson Plan Lesson plan Filmstrips, transparencies, IT based lesson, Internet access, 2 Class room transaction use of laptop, Tutorials softwares. 3 Evaluation Question paper strips, Models, teaching aids using Preparation of teaching LCD, Slide projector, enlarged 4 aids images, video clips, animation, and audio experiences.
4.5 Other Facilities
1. How is the instructional infrastructure optimally used? Does the institution share its facilities with others for e.g.: serve as information technology resource in education to the institution (beyond the program), to other institutions and to the community.
The institutional infrastructure is optimally used for all the academic co curricular and extra-curricular activities of the institution. The institute has ICT lab which help us to prepare PPT shows, seminars, practical work, etc. student-teacher use this material from science lab for their practice teaching. Psychological tests are used by the student-teacher for practical work. During teaching aid workshop various type of teaching aid are prepared by our students and these teaching aids are made available the student-teacher for their practice teaching.
College Library is made available to our sister institution to take educational reference. Various school teachers alumni, research students, take reference for their course from our Library.
Workshop and training programmes in different dimensions like latest evaluation patterns, CCE patterns, motivational lectures for teachers and students as well as career counseling for students are organized. We also provide our infrastructure to conduct competitive exams conducted by the Government.
131
2. What are the various audio-visual facilities/materials (CDs, audio and video cassettes and other materials related to the program) available with the institution? How are the student-teachers encouraged to optimally use them for learning including practice teaching?
The institution has all the necessary audio visual facilities; Students use these resources during morning assembly, cultural activity, seminar presentations, and student union activities and on occasions of national celebrations. Students also use these facilities during micro-teaching sessions and practice teaching. Below mentioned facilities are in our Institution.
SI.NO NAME OF THE ITEM QUANTITY
1. OHP 1 2. Slide Projectors 1 3. LCD Projector 4 4. Tape Recorder 1 5. Educational D.V.Ds. 10 6. Audio Cassettes 10 7. Digital Camera 1 8. T.V 1 9. Digital handy camera 1 10. Xerox machine 2 11. Computers 50 12. C.C.T Camera 5 13. Seismography 1
3. What are the various general and method Laboratories available with the institution? How does the institution enhance the facilities and ensure maintenance of the equipment and other facilities?
There are various general and method Laboratories available with the institution.
1. Library
2. Science lab
3. History lab
4. Geography lab
132
5. Psychological lab
6. Computer lab
7. Language lab
8. Method rooms
9. Educational-technology Lab
10. Indoor sports room
11. Mathematics lab
12. Work experience lab
Each laboratory has the lab incharges. Lab in-charges are responsible for maintenance of equipment and other facilities. There are special register for each department. The institution gives total freedom to the lab in- charges to put demands in beginning of the session, and purchase committee is responsible to make material available to the right time.
4. Give details on the facilities like multipurpose hall, workshop, music and sports, transports etc. available with the institution.
There is one multipurpose hall. It consists of two hundred seating capacity to conduct workshop and seminar as well as curricular and co- curricular activities. ICT lab, methodology labs are useful for micro- teaching workshop, IT workshop etc.. Music room is equipped with music system musical instruments. For indoor sports, there is sports room and for outdoor sports events like athletics etc.. there is a big play ground. Transport facility is provided by management for students and faculty for field study, survey, visits etc...
5. Are the classrooms equipped for the use of latest technologies for teaching? If yes, give details. If no, indicate the institution’s future plans to modernize the classrooms.
Yes, the class rooms are well equipped for the use latest technology for teaching they are:
∑ Interactive white boards with internet connectivity. ∑ Audio system ∑ LCD projector ∑ OHP ∑ T V, DVD Player and CDs ∑ Internet access
133
4.6 Best Practices in Infrastructure and Learning Resources
1. How does the faculty seek to model and reflect on the best practice in the diversity of instruction, including the use of technology?
Faculty of the college prepares power point presentations, transparencies, charts, models, CD’s, DVD’s etc.. to make optimal use in transacting the curriculum. Same is taught to the pupil teacher for preparing and making use of the ppts, transparencies, charts and models. Personal attention is provided to the needy students. Bilingual instructions were given accordingly.
2. List innovative practices related to the use of ICT, which contributed to quality enhancement.
The following innovative practices related to the use of ICT which contribute to quality enhancement are given as under:
∑ Trainee teachers access the educational and social sites related to the content. ∑ LCD in demonstration lesson ,daily lecturer and workshop. ∑ One day workshop is arranged for student-teachers about how to prepare power point presentation. ∑ Each and every students teacher prepares CD for power point presentation in IT lesson. ∑ Use for cell phone for recording feed back. ∑ Recording and shooting resource persons speech. ∑ Internet communication. ∑ Visit to website and downloading the information, Images and videos clips. Use of smart boards. ∑ Students collects videos, photos, text etc of content.
3. What innovations/best practices in ‘Infrastructure and Learning Resources’ are in vogue or adopted/adapted by the institution?
The following are the innovative learning resource and Infrastructure adopted by the Institution:
∑ Use of smart boards and PPT presentations for transacting curriculum, ∑ Computer lab with internet facility. Indoor and outdoor sports facilities and conduct of mass drill every week. ∑ Conduct of morning assembly and evening assembly. ∑ Using library and ICTE resources. ∑ Computerized Library. ∑ Well equipped Laboratories. ∑ Net access during the working hours.
134
∑ Updated new magazines and journals, newspapers. ∑ Audio-Visual aids for teaching and Learning. ∑ Multipurpose hall. ∑ Seminar hall. ∑ Chalk and talk Interactive Board. ∑ Indoor and outdoor sports facilities and conduct of mass drill every week. ∑ Yoga camp. ∑ Educational sites, social sites are used for the instruction.
135
STUDENT SUPPORT AND PROGRESSION
136
Criterion V: Student Support and Progression
5.1 Student Progression
1. How does the institution assess the students’ preparedness for the programme and ensure that they receive appropriate academic and professional advice through the commencement of their professional education programme (students’ pre-requisite knowledge and skill to advance) to completion?
In the beginning of first week, The College organizes orientation programme for trainees on school subject in detail. Where in teacher educators acquaint fundamental information about the structure of B.Ed programme. To search individual potentialities, competencies we conduct talent day at the introductory session, wherein student display their talents and skills of their interested areas. Institution conducts personal introduction of trainees in ‘Induction day’ programme to know their academic, family, cultural, social, curricular, extracurricular and economical status through which institute come to know about their aims and ambitions.
Interested students in the repeated areas are encourage to complete in the election to elect representatives of council so that they will be involved in the activities to bring out there potential at optimum level. Guidance will be given to elected representatives to organize carryout all the activities under the guidance of incharge faculty.
2. How does the institution ensure that the campus environment promotes motivation, satisfaction, development and performance improvement of the students?
Motivation
Respective method teachers and incharge faculty of programme are individually guiding on practice lessons, macro teaching, assignments etc..Scholarship and endowment are given to the students to promote their motivation. The infrastructure facilities are availed by all the students equally. The worthy accomplishment of students are acknowledged by issuing incentives, shields, trophies, cash prizes etc.. All students receive fair treatment equally in the institution. Equal opportunities are provided to all students. Internal assessment is carried out by the staff members considering the performance showed by student-teachers. Individual attention and guidance provides emotional support to students. Various curricular, co-curricular, extracurricular activities, guest lecturers, special programmes provide a plat form for students to participate which help them for personality development and confidence.
137
The generous management which takes particular care to see that the students don’t lack in any of the comforts, by providing them with fans, lights, pure water facilities for drinking, parking for vehicles and hygienic wash rooms.
Satisfaction
Co-curricular activities-celebration of special days, events, visit, field trips, guest lecturers etc.. will be satisfying the students. To provide satisfaction at all grounds college has framed a student council so that students can turn up with any sphere of improvement. Feedback from trainees as well as teacher educators is obtained after every academic year to check whether students are satisfied or not. Training related to all round development including sports improves the students.
Development
Group discussion, seminars, power point presentation, anchoring of programmes, preparing and presenting thematic cultural programmes, organize executions celebrating festival and national days, excursions, visits to science centers, museums, help in over all features of development of the trainees.
Performance Improvement
Various activities Quiz, debate, election, language games, mock, parliament, conducting experiments, organizing activities of respective method clubs etc… enhance the performance of the students.
3. Give gender-wise drop-out 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?
Year 2009-10 2010-11 2011-12 2012-13 2013-14 Male 0 1 0 2 1 Female 0 1 2 0 1 Total 0 2 2 2 2
The reason for the dropout is due to –
∑ Government appointment in various sectors in case of both. ∑ Health Problem. ∑ Domestic problem.
To reduce the dropout rate the Institution has taken up the following steps –
138
∑ Meeting held with parents to convince them that education is also as important other aspects life. ∑ The college has been giving suitable guidance and counseling to needy students write from the beginning of the session explaining the advantages of course, which will fetch a placement for them in the noble profession.
4. What additional services are provided to students for enabling them to compete for the jobs and progress to higher education? How many students appeared/qualified in SLET, NET, Central/State services through competitive examination in the last two years?
∑ Vijayanagar college of Education Hubli gives guidance orally about further studies and various courses. Library provides information about various jobs through news papers, weekly, employment news etc. Not only that competitive books, magazines, encyclopedia, yearbooks, internet facility etc. meant for competition are encouraging the students to appear for the exams. ∑ News papers, employment news, magazines, internet etc, are made available to students to keep students updated about the job opportunities and prospects of higher education and displayed on library notice board. Especially information about TET/CET for the recruitment of secondary school teachers. ∑ Important and relevant news regarding jobs and higher education are announced in the morning assembly. ∑ Resource persons are invited and guest lectures organized to guide the students regarding preparation for entry into jobs through facing competitive examinations and the brighter prospects of higher education. ∑ The B. Ed trainees are offered career guidance and also provided with special coaching to face competitive exams conducted by the central and other national and state level bodies. ∑ The Guidance and Counseling Cell and Placement Cell work actively in disseminating information regarding jobs and provides all the needed assistance to student-teachers to procure jobs and also admission for higher studies.
During the last two years SLET/NET appeared and qualified list .
Exams SLET NET KES
Years Appeared Qualified Appeared Qualified Appeared Qualified 2012-13 08 0 04 0 - - 2013-14 04 0 03 0 - -
139
Students appeared / qualified Central/State services through competitive examination in the last two years.
Nil.
5. What percentages of students on an average go for further studies/ choose teaching as a career? Give details for the last three years?
The table showing percentage of students opting for higher studies and joining teaching profession:
Sl.No Year Higher Studies % of higher studies 1. 2011-12 15 15% 2. 2012-13 16 16% 3. 2013-14 20 20%
Sl.No Year Teaching career % of Teaching career 1. 2011-12 20 20% 2. 2012-13 23 23% 3. 2013-14 26 26%
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 details on the same.
Yes, The college tries to provide maximum facilities to our student- teachers after graduating from the institution. Such as library, science laboratory psychology laboratory, educational laboratory, teaching aids, e- resource materials, like CDs, DVDs, Internet these facilities are provided after getting the prior permission from the Principal.
7. Does the institution provide placement services? If yes, give details on the services provided for the last two years and the number of students who have benefited.
Yes, The institution provides placement services. A placement cell was established in the institution in the year 2010-11. Campus interview, were also arranged. Career guidance and counseling is given to students. Eligible and willing students were guided properly and they have got appointment in private institutions. Placement also track the employment vacancies published in various news papers, employment news and inform the students by placing the advertisement on the notice board and even information regarding placement will be provided in the morning assembly.
140
The Composition of the placement cell is as follows:
1. Dr. H. V. Belagali Placement Officer 2. Shri. R. S. Patil Secretary 3. Dr. M. R. Bhat Member 4. Shri. D. H. Naik Member
The numbers of students who have benefited through the placement cell are mentioned below:
Sl.No. Years No. of students benefited % of employed 1. 2012-13 15 15% 2. 2013-14 18 18%
8. What are the difficulties (if any) faced by placement cell? How does the institution overcome these difficulties?
∑ Lack of fluency in English and Good communication as most of students is coming from rural areas and kannada medium. ∑ The policy of state government about recruitment. ∑ Low salaries in unaided schools demotivate students to accept the job. ∑ Inability to cope up with the ICT based education. ∑ Willingness to work only at urban (City) Places.
To overcome above difficulties the institution provides special English communication classes for the students along with essential CD materials regarding English communication. Apart from this the institution is conducting the habit of reading English news papers and group discussion in English to improve their English knowledge. The institute even organizes personality development lecturers and workshops to motivate students for further studies, and to face competitive examination. We guide and counsel them to take private classes.
9. Does the institution have arrangements with practice teaching schools for placement of the student-teachers?
Yes, The institution has tie up with all practice teaching schools. The heads of practicing schools inform their preferring needs to us. We recommend our students who are registered in the placement cell. The efficient trainees are absorbed by the Practice teaching schools through cell.
141
10. What are the resources (financial, human and ICT) provided by the institution to the placement cell?
∑ Financial Resources:-
Miscellaneous office requirements and escort conveyance is provided by the institution.
∑ Human Resources:-
The placement cell concert the resource persons of various backgrounds providing the services.
The Placement Cell has the following resources –
1. Dr. H. V. Belagali Placement Officer 2. Shri. R. S. Patil Secretary 3. Dr. M. R. Bhat Member 4. Shri. D. H. Naik Member
ICT Resources :-
The ICT Resources of the college (Computer with Internet connectivity, Telephone, Photocopy machine and fax) are availed to the Placement Cell. Documentation and data are stored in the computer systems.
5.2 Student Support
1. How are the 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?
Institute forms a committee to prepare academic calendar. Each work planed under the head of the institution with help of previous students parents, PT school faculty, University department feedback. Several committees duly constituted for planning the curricular processes, hold meetings, discussion, take decisions and execute the plans accordingly. Committees prepare academic calendar as per the working schedule of the University. Regarding curricular, co-curricular and extracurricular activities, a list of activities is prepared by the committee after discussing with other staff members. Daily time table, unit completion plan, tests, teaching practice, CTC programme and tentative schedule of university theory and practical examinations are included in academic calendar of every year apart from own semester / year plan.
142
Prospectus is major medium of communication that is brought out every year by the institution wherein the extract of B.Ed course. The salient features about the institution, the management committee, admission eligibility criteria, fee structure and infrastructure facilities are highlighted. Feedback regarding this from employers, parents, heads of practicing schools and faculty of other institution is used to enhance the quality of B.Ed programme ahead.
2. How is the curricular planning done differently for physically challenged students?
Physically challenged candidate students have joined this college. Obviously, the institution takes care of physically challenged students. They are advised to sit on the first row so that they can see, hear, and communicate with teachers. During examination physically challenged students may be provided additional services. Extra time to write examination at a place which suits them within premises. Individual care about presentation of lessons, assignment, participation in co-curricular activities has been taking with special care. Pregnancy leaves are sanctioned for needy married ladies. Physically challenged female students and pregnant ladies are allotted to nearby schools for practice teaching.
3. Does the institution have mentoring arrangements? If yes, how is it organized?
Yes, our institution has the mentoring arrangements. In this connection, the institution has constituted a team consisting of all the faculty headed by one senior member. This senior faculty member define the work to be done by mentors. 10 to 15 member of students comes under the control of one mentor. All the student are controlled in all aspects by the mentor. Mentor activities are monitored by IQAC and the report to be sent to chairman through Principal about the learning disabilities weak in subjects etc..
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 provided all the required infrastructure facilities for supporting and enhancing the effectiveness of the faculty in teaching and learning. On duty/study leave incurred is for the participation and preparation materials are borne by the institutions. The faculty is encouraged to visit other institution as guests, resource person in the process of enhancement of their teaching effectiveness. Our management arranges various resource persons lecturers to deliberate on specific topics. Discussions are held with the experts from university, scrutiny committee
143
members, co-ordination committee members, LIC members as an where they visit the college.
Teaching is supported by modern technology like interactive boards, access to internet and use of computers. The faculty is encouraged to participate in state, national and international seminar / conference / workshops, to keep updated with the latest developments and also have in depth knowledge which directly influences their teaching effectiveness and they also get a chance to interact with the faculty of other institutions.
Teachers Role as mentors :
The teachers role as mentor is emphasized. The institution provides mentoring services to students. Students with educational and personal problems approach teachers. There exists a tutorial system. Students are categorized in to certain groups and each group is facilitated by a teacher. The teacher renders his or her assistance to the students through special attention to academic, personal, financial and other needs of the students.
[
5. Does the institution have its website’? If yes, what is the information posted on the site and how often is it updated?
Yes, The Institution has its own website www.kssvceh.org and the information is posted on the site includes the following – ∑ Home page location ∑ Message board with vision, mission, values and objectives ∑ Affiliation and approval details ∑ Faculty details ∑ Infrastructure facilities ∑ Alumni and Placement cell ∑ Admission Details ∑ Eligibility criteria ∑ Syllabus ∑ Results ∑ Academic calendar ∑ Contact details of the college ∑ Photo Gallery ∑ Placements
It is updated regularly by every month whenever changes take place in the institutions academic and administrative sector.
144
6. Does the institution have a remedial programme for academically low achievers? If yes, give details.
Yes, the institution provide remedial programme for academic low achievers in the form of group learning and individual learning self study, discussion among peer group guidance through tutorials and other extra classes. Based on Pre-examination results and Tests conducted in the college the low achievers are identified by all the faculty members. All staff members are involved in student counseling both academically and personally. Mentor of each student gives counseling periodically based on their progress. Student personal problems are also discussed. Peer groups help in the improvement of slow learners. Additional materials will be provided to them. Alternatives ways of teaching will be provided.
In few cases wherein the student-teachers finds it difficult to cope up with the academic expectations, then such low achieving student-teacher is assigned to high achiever in the ratio of 1:2 or 1:3. In this way the high achiever helps the low achiever as per the guidance given, and the low achiever is in constant touch with the high achiever to solve his / her immediate problems.
7. What specific teaching strategies are adopted for teaching
a) Advanced learners and
b) Slow Learners
a) Specific teaching strategies adopted for teaching advanced learners
∑ Various enrichment programmes are provided. ∑ Extra and challenging assignments. ∑ Nominating them as leaders to the for discussion. ∑ Involving them in team teaching and co-operative learning. ∑ Providing opportunities to anchor and conduct various curricular, co- curricular and extracurricular programmes. ∑ Encouraging them to participate in seminars along with PPT presentations. ∑ Providing them extra library resources and materials. ∑ Additional access to internet and encouraging use of technology. ∑ Encouraging them to involve in discussion during curriculum transaction. ∑ Encouraging them to introduce innovation in practice teaching. ∑ Assigning action research projects during practice teaching. ∑ Surprise unit tests are conducted.
145
∑ Initiations to conduct diagnostic tests. ∑ Providing E-sources, Internet facilities and online resources. ∑ Preparation models. ∑ Conducting psychological tests like Intelligence test, Creative test. ∑ Guiding students to visit CBSE and ICSE schools to know about academic affairs. b. Specific teaching strategies adopted for teaching slow learners
∑ The college has mentor scheme with a purpose to give remedial coaching to slow learners. ∑ For slow learners interaction classes are conducted. ∑ Extra / Repeated coaching classes are taken by faculty members. ∑ Individual attention and guidance provided by the faculty. ∑ Extra time given to complete the curricular tasks. ∑ Slow learners are associated with advanced learners in the ratio of 1:2 or 1:3. ∑ Remedy will be provided to them by faculty about their disabilities. ∑ Allowing them to use more number of books.
8. What are the various guidance and counseling services available to the students? Give details.
The institution has established a Guidance and Counseling cell through which various services are provided. The suggestions are welcome through suggestion box, feedbacks , complaint cell or in the staff meeting organized by the Principal Where all suggestion are pooled and final decision is taken by the management.
Guidance and counseling services are provided as per the need of the individual or group. Grievance and redressal cell solves the problems of staff as well as students whether professional or personal. Even guidance and counseling cell works beyond college boundaries and hours for local community help. Individual, Psychological, Financial, Economical, Teaching learning, Medical, Occupational etc, Problems of students considered with almost care.
9. What is the grievance redressal mechanism adopted by the institution for students? What are the major grievances redressed in last two years?
Yes, The Institution has ‘Grievance redressal mechanism’. Grievances are forwarded to committee through student council and staff members are
146
discussed and tried to solve in staff meeting. Suggestion box is placed in the college to help the students to express their grievances. The grievance in our college relating to admission procedure, study problems, adjustments, results, payment of fees assignments and welfare amenities etc.. are solved through this cell. The system is compressive and flexible and proved effective in promoting harmonious relationship among student, staff and head of the institution.
10 . How is the progress of the candidates at different stages of programs monitored and advised?
The progress of candidates is monitored through micro-teaching, practice teaching classes, class tests, two terminal exams and in competitive co-curricular activities, sports and games, CTC camp, educational tour. They are also closely monitored through student mentor system and are advised periodically. At each level incharge teachers are observing the trainees performances according to parameters, dimensions mentioned. The incidental feedback is on all occasions for their progress.
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?
∑ Micro-teaching skills introduced to feature teachers through the workshop in which theory end demonstration by faculty members to activate students. ∑ Micro-teaching practice – 10 days makes the student confident. The tenure about and remove shyness nature. ∑ Theoretical background of lesson planning gives philosophy and its importance. ∑ Demonstration lesson by teacher educator in simulation and in real situation motivate the student to follow the scientific steps involved in it. ∑ Practice teaching in simulation and real situation integrates various skills of micro-teaching. ∑ Every teacher educator act as a mentor to a group of student-teachers to observes each and every lesson and provides verbal and written feedback during practice teaching in simulation and in real situation. ∑ Peer students and school teachers also play an important role in providing feed back during practice teaching.
147
5.3 Student Activities
i. Does the institution have an Alumni Association? If yes,
a) List the current office bearers b) Give the year of the last election c) List Alumni Association activities of last two years. d) Give details of the top ten alumni occupying prominent position. e) Give details on the contribution of alumni to the growth and development of the institution.
a) Yes, the institution has an Alumni Association. The list of alumni association current office bearers are as follow, it is actively taking the part in the development of college.
Dr.(Smt) N. D. Shaik President Dr.(Smt) V. B. Dandin Joint Secretary Dr. H. V. Belagali Co -ordinator Smt. A. J. Patil Treasurer
Dr. P. S. Hegadi Member
b) The Alumni Association itself selects members through democratic principles. c) The Alumni activities since two years are : ∑ Academic guidance. ∑ Plantation. ∑ Providing books for economically weaker section students. ∑ Consultancy services. ∑ Placement services. ∑ Counseling for SLET and NET exam. ∑ Involvement in Blood donation camp. ∑ Book donation to library book bank.
d) The following are the top ten alumni occupying prominent position.
Sl.No Name of the Alumni Position held Under secretary primary education 1) Shri. I. F. Magi Government of Karnataka. Principal, Vijayanagar College of 2) Dr.(Smt) N. D. Shaik Education, Hubli. Vice Principal, Vijayanagar College of 3) Dr.(Smt). V. B. Dandin Education, Hubli. Assistant Professor, Vijayanagar College 4) Dr. H. V. Belagali of Education, Hubli.
148
Assistant Professor, School of 5) Dr. A. V. Karbasangoudar Education, Rani chennamma university, Belagavi.
Assistant Professor, KSR College of 6) Prof. B. G. Dharwad Education, Belagavi
7) Smt. J. S. Varur B.E.O, D.D.P.I Dharwad. Lecturer, Vijayanagar P. U. College, 8) Shri. K. B. Kuri Hubli. Shri. Umesh 9) B.E.O, Hubli city. Bommakkanavar Smt. Vijayalaxmi 10) Lecturer, Diet Dharwad. Hanchinal
e) Give details on the contribution of Alumni to the growth and development of institution.
∑ Valuable feedback. ∑ Share their experiences and prepare students mentally. ∑ Spread positive attitudes and positive image of the institution in the society. ∑ Motivate and encourage our students to aim for the top positions. ∑ Providing books for economically week students. ∑ Development of infrastructure facilities. ∑ Academic help to student. ∑ Providing job opportunities.
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.
We have a physical director who looks after the sport activities meant for male and female students with support of management. Students proficient in sports and extracurricular activities are identified at the time of admission itself and circular to this effect is issued to the classes and interested students are motivated to practice in different events in evening after the college hour and before in the morning. Based on the interest and talent they are selected to represent the college in the intercollegiate sports and cultural activities. Our dedicated faculty, other staff and management encourage our student-teachers to participate in extracurricular activities, cultural and literary activities including sports and games. The wining students are given prizes, trophies, Championship cups and certificates on the celebration of the annual day.
149
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.
The college encourages student-teachers to display literary materials like wall magazines in science, maths, History, Geography, Kannada, English, Hindi and other subjects through there departments also. The college encourages student-teachers to form different clubs in each faculty i.e. science club, History club, Language club, computer Lab, health and physical club. Student-teachers have educational board in each club and members assists others in collecting articles particular photographs, news paper, Clippings, general readings and are responsible for consideration, editing of the manuscripts and magazines.
Yes , The institution has a student’s, council. Student representative are selected on basis of their performance assessment in talent show programme and other criteria. All the staff members student-teachers performance and nominate as secretary, elections if necessary are also held. For union secretaries, general secretary, ladies secretary, cultural secretary, sports secretary, CTC secretary, library secretary, publicity secretary are working under the guidance of teacher educators incharge of each sections. Principals holds the charge of president and senior most teacher is acting as chairperson of student council. Junior staff members hold the charge of different sections.
4. Give details of the various bodies and their activities (academic and administrative), which have student representation on it.
Yes, The institution has a student’s Union with a faculty incharge and various activities are conducted in the specific areas.
Major activities of the various bodies
Sl.No. Body Activities
1. IQAC Planning, execution, monitoring
Mentoring, Organization, 2. Student council Collection of funds, celebration, peer feedback, maintain discipline
Prepare time table, bringing Time Table for practice units, displaying units, maintain 3. teaching committee discipline, practice teaching school
150
Collection of grievance redressal 4. Grievance redressal cell of grievance, under the guidance of committee Collection of articles, collection of advertisement for fund, editing, editorial activity committee 5. printing, publishing distribution feedback
Community work, extension work, finding social problems of 6. Social service department the community considering needs of community arrangement of activities.
7. Physical Education Organization of sport activity evaluation Suggesting to reference book, 8. Library committee encouraging students to use library for development.
9. Does the institution have a mechanism to seek and use data and feedback from its graduates and from employers to improve the preparation of the programme and the growth and development of the institution?
Yes, The institution regularly monitors the feedback and revises the programme, the teaching-learning-evaluation process is constantly reviewed and changes are made to improve the programme. We collect feedback from student-teachers personally, in meetings through, through faculty, from suggestion box. Feedback collected about infrastructure, activities, and at the end of the term students feedback on course evaluation, evaluation of teacher educators teaching are analyzed by using rating scales, feedback is got from highschool head master, school teachers during teaching practice and college receives feedback from external experts about improvement of course programmes, preparation.
5.4 Best Practices in Student Support and Progression The institution has the following best practices towards students support and progression.
∑ Management council meeting every month. ∑ Staff meeting every week. ∑ Emergency meeting during inspections and celebrations are conducted. ∑ Students are helped to get financial support from the Government (background scholarship, educational loan). ∑ Parents are informed about the student’s progress every month. ∑ There is established alumni association.
151
∑ Advanced learners are encouraged to take up the competitive examinations. ∑ Interested students are encouraged for sports activities. ∑ Poor and deserving candidates are given fee concessions. ∑ Feedback on teachers is also considered for improving the quality of teachers. ∑ Encouraging the students to take part in inter collegiate cultural events, competitions. ∑ Remedial classes are being organized regularly. ∑ Active student council is present in the college. ∑ Alumni association is under process of registration. Active supports through alumni are given to the institution. ∑ The placement cell and career cell and counseling cell also work towards student progress. ∑ Formation of various departments under student council.
152
GOVERNANCE AND LEADERSHIP
153
Criterion VI: Governance and Leadership
6.1 Institutional Vision and Leadership
1. What is the institution’s stated purpose, vision, mission and values? How are they made known to the various stakeholders?
Vision
∑ “ To provide qualitative and creative teachers for man making and nation building.”
Mission
∑ To endeavour teacher-trainees as to become artisons of future Nation.
∑ To develop passion of dynamic teaching as per contemporary changes in global senrio.
∑ To acquaint rational thoughts comprehensively among teacher-trainees by the fragrance of democratic dimensions.
∑ To imbibe amenities of core ethics by high standards of academic rigor and vigor.
∑ To trans the facilities of mind by offering pedagogical activities for the teacher-trainees to excel in-born competencies.
Values
∑ Providing facilities to enhance sound academic and intellectual excellence.
∑ Every single teacher trainee is treated as trustworthy to heighten the peak of knowledge.
∑ Drawing out and propagating manifested unique inborn traits of teacher-trainees in the best way.
∑ Fostering creativity through various instructional avenues to make adept teacher to offer remedial solution for social life.
∑ Utilize best knowledge and skills in day today life by observation and practices.
154
Objectives
∑ To endow the teacher-trainees with the latest technological expertise for its use in their profession. ∑ To enhance employability among teacher-trainees by developing the skills through various programmes in the course. ∑ To foster craving among teacher-trainees for life-long learning. ∑ To breed the latent competencies through various co-curricular and Extra-curricular activities. ∑ To elevate the sensitization of problems pertaining to perspectives of education. ∑ To Profound intellectual rapport for deprived teacher-trainees. ∑ To cultivate professional ethics and skills by providing a plat form during practice sessions. ∑ To embody aesthetic traits by imparting especial mode of teaching through novelty.
In the stake holders meeting the institutions purpose, vision, mission, values and success in each academic year is briefed by the Principal to seek any uggestions and evolve concrete plan to develop the student fraternity in a healthy way. The feedback received is implemented after the deliberation with management.
The vision, mission and values are also displayed in the college campus, in the prospectus of the college and hoisted on the college website.
2. Does the mission include the institution’s goals and objectives in terms of addressing the needs of the society, the students it seeks to serve, the school sector, education institution’s traditions and value orientations?
∑ Yes. The mission includes the values. The goals and objectives are framed as per the needs of the society. The students it seeks to serve the school sector. ∑ Institutions goals and objectives are achieved through the teaching process, which promote awareness regarding the societal issues and instill an attitude to deliberate on the possible measure. ∑ It inculcates in the students a democratic outlook in shaping the rural public into responsible, resourceful and enterprising citizens, with a view of promoting the best national culture and civilization.
155
3. Enumerate the top management’s commitment, leadership role and involvement for effective and efficient transaction of teaching and learning processes (functioning and composition of various committees and board of management, BOG, etc.)
For effective and efficient transaction of teaching learning process, a proper hierarchy of Management has been designated so as to coordinate at each level of management. Our management is dedicated for betterment of college in all its dimensions. Management support for the infrastructural development. They guide and counsel faculty time to time. They monitor admission process. Management gives feedback on teaching learning process for the optimum use of campus which motivate staff for the community service and extension.
The Principal of the college is the head of the institution and is always there to provide requisite leadership to our College of Education, and this provides academic leadership and in association with various faculties, who head many departments and cells, evolves strategies for academic growth. The Principal encourage the teacher-educator for effective involvement in decision making.
Management also provides free hand and democratic environment to the head of institute and various heads of committees to draw decisions and execute effectively and efficiently. Proper infrastructure and modern technology are given by the institution to achieve the set objectives
Composition and Functioning of various Committees
Board of Governance The following Objectives have been laid down by our College of Education to realize the vision and fulfill the mission.
∑ To produce competent and commitment oriented professionals.
∑ To inculcate the desire for serving the society.
∑ To organize activities to help the student-teacher to be sensitized towards the nation – building process.
∑ To endow the student-teachers with the latest technological expertise for its use in their profession.
∑ To cultivate rational thinking and scientific temper for solving the problems in emerging society.
∑ To foster a craving among student-teachers for lifelong learning.
∑ To develop the leadership quality among student-teacher.
∑ To enhance employability of students by developing the skills through various programmes in the course.
156
1) Internal Quality Assurance Cell (IQAC)
∑ To develop a system for conscious, consistent and catalytic action to improve the academic and administrative performance of the college. ∑ To promote innovative practices for effective teaching learning process. ∑ To optimize, integrate and monitor the modern methods of teaching learning and evaluation. ∑ To evolve a feedback mechanism and employ it for reforms and development. ∑ To ensure the adequacy, maintenance and functioning of support structures. ∑ To prepare action plans for academic session. ∑ To monitor the quality parameters of the college. ∑ To create intellectual atmosphere for the benefit of educational system of college at the grass root level.
2) Admission Committee
∑ To report online about the admitted candidates on the university website. ∑ To check college admission forms and testimonials. ∑ To allot teaching and optional subjects to the students as per their choice and subject combinations. ∑ Takes care of smooth administration of Admission Process. ∑ To provide necessary counselling for the new course.
3) Maintenance and Development Committee
∑ The Maintenance and Development Committee shall oversee the property and building of the College with the following objectives: ∑ To ensure that long-range planning is undertaken to enable informed decisions on property and building renovation, construction and maintenance matters. ∑ To take care of college campus maintenance and development with maximum utilization of resources with optimum expenditure. ∑ To identify and consider relevant health, safety and environmental issues in its decision making processes involved in up keeping and maintenance of the campus. ∑ To recommend new changes in existing policies in the area of campus planning and development.
4) Finance and Purchase Committee
∑ To maintain uninterrupted flow of materials to support the development schedules. ∑ To procure materials economically at a cost consistent with the quality and service required. ∑ To keep a check on the stock entries. ∑ To manage the finances as per the need and requirement of the college.
157
∑ To provide financial support for smooth administration and development of institution.
5) Academic Council
∑ To draft the academic calendar for the session in accordance with university calendar. ∑ To make execution of academic programme smooth and efficient. ∑ To frame Time Table and assign equal work load to individual faculty members. ∑ To keep a check on the discrepancies that arises in the Time Table from time to time. ∑ To ensure the standard, validity and fairness of examinations. ∑ To review the preparation, implementation and administration of the examination. ∑ To review examination results and update the current question bank. ∑ To keep the record of each and every issue related to the examination. ∑ To plan the various activities to be followed in the academic year.
6) Sports Committee
∑ To develop sound physical and mental health and to inculcate the spirit of healthy competition amongst the students. ∑ To organize yearly Annual Sports Meet. ∑ To forward the recommendations for the purchase of games / sports material as per requirement of the students. ∑ To maintain the available grounds and space for indoor games. ∑ To create awareness about the benefit of sports.
7) Co-curricular Activities Committee
∑ To plan co-curricular activities calendar before the commencement of session . ∑ To monitor the programmes conducted throughout the year. ∑ To promote active participation of students as well as staff in all the co- curricular events. ∑ Organisation of various functions such as Induction / Inaugural Functions, Farewell Function, Ganesh chatruti, Celebrations of Diwali, Republic Day, College Annual Day, U.N.O. Day etc. ∑ Making arrangements for excursions, field trips and tours.
8) Publication Committee ∑ To provide a platform for the creative expression of the students. ∑ To collect articles, poems, jokes, riddles, write-ups, essays etc for the college magazine. ∑ To screen and edit the manuscripts of the students, during practice teaching. ∑ To look after the publishing of the annual college magazine “Kanaka vani”
158
9) Library Committee ∑ To frame and modify the general rules and regulations for the proper functioning of the library. ∑ To regulate the library service to develop reading habit among students and ensure that the college library actually becomes the hub and centre of knowledge. ∑ To watch the proper maintenance of the college library and to keep the library well equipped. ∑ To countercheck the list of books in various subjects to be purchased in collaboration with subjects experts as per their requirement. ∑ To place orders for subscribing useful magazines and periodicals. ∑ To carry out physical check /audit of library annually at the end of every academic year.
10) Discipline Committee ∑ To improve discipline in the classrooms and campus by conducting enquiries on cases of misbehaviour and recommending suitable actions. ∑ To strictly prohibit ragging on the campus . ∑ Promote concept of self-discipline. ∑ To maintain discipline in the college campus and making sure that rules and regulations framed by the college in this behalf are strictly adhered to by the students.
11) Women Development Cell
∑ To disseminate knowledge about rights and laws related to women to the students, staff and community. ∑ To create a sense of responsibility in the students and have healthy study and work culture in the campus. ∑ To enhance the self-esteem and self-confidence of girl students, women faculty and staff in the College. ∑ To prevent discrimination and sexual harassment against women by promoting gender harmony among students and employees. ∑ To deal with cases of discrimination and sexual harassment against women in a time bound manner, aiming at ensuring support services to the victimized and termination of the harassment.
12) Guidance and Counselling committee
∑ To provide guidance to the students on various options available in the course of their study. ∑ To help the students to solve their Personal, Educational and Vocation related problems. ∑ To provide information to the students on the scope and relevance of any area irrespective of their field of interest.
159
∑ To conduct training programs like workshops on self esteem, presentation skills, communication skills and mock personal interviews for the students to enable them to face the interview. ∑ To provide guidance and counselling to community.
13) Grievance Redressal Committee
∑ To consider the grievances lodged by the students in writing and take remedial. ∑ To solve the grievances without any bias. ∑ To find out the solution for ad-hoc complaints.
14) Alumni Association and Placement Cell
∑ To foster and perpetuate friendship and cooperation among the alumni members by organizing Alumni Meet, every year. ∑ To nurture the social, literacy and cultural interest of the alumni and alumnae through the publication of articles, functions and meetings of the association and in other ways. ∑ To maintain an active alumni headquarter and organize events in the college campus. ∑ To ensure and take care to provide the best arrangements for placing the students in premier institutions. ∑ To remain in constant touch with the employers to intimate their human resource requirement and pass this employment information to the student.
15) Students Welfare Committee ∑ Looking after the college canteen. ∑ Making sure those grievances of the students which are expeditiously and suitably redressed by the college administration. ∑ To take care of student welfare from all the dimensions. ∑ Collecting feedback from students regarding teaching and facilities available. 16) Staff Welfare Committee
∑ To look upon the welfare of its members by rendering all possible financial or non-financial help as the need arises among its member. ∑ To encourage a positive atmosphere of open communication which contributes to high employee morale and a dedicated and motivated workforce? ∑ To initiate and act upon several measures for the benefit of the staff. ∑ To create a bond of unity and a spirit of satisfaction amongst the staff members to enhance the quality of teaching imparted at the Institute.
160
4. How does the management and head of the institution ensure that responsibilities are defined and communicated to the staff of the institution?
∑ Staff meeting with the management is held quarterly in an year. The Head of the institution calls meetings with their staff once in month and also conducted as when required. Responsibilities are assigned as per the caliber of the individual in a democratic environment such as preparation of academic calendar formation of various committees and allocate various items of work for the smooth functioning of the institution.
∑ The Principal monitors and supervises all the academic, co-curricular and curricular committees and provides timely guidance.
∑ The Principal evaluates the performance and discharge responsibilities by the faculty and communicates the same to the management.
5. How does 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?
Head of the institute ensures that adequate information on various aspects is obtained through regular staff meetings, meeting with coordinators, and regularly monitors/reviews the Academic Calendar on a daily basis exist, wherein along with the Academic audit: Students feedback, feedback from outgoing students, and Alumni and parents. Suggestion box is maintained to get the feedback. Self appraisal by teachers and assessment by the Head of the institution, communicated to the Management.
6. How does the institution identify and address the barriers (if any) in achieving the vision / mission and goals?
With the help of feedback peer discussion and observation any hindrance in achieving the vision, mission and objectives are addressed immediately and corrective actions are taken. The management along with functionaries and faculty members try to peruse visualize problems in advance and provide preventive or reformative solutions.
Feedback given by the students about the staff members, the Principal of the institution helps in identifying the barriers. Barriers are eliminated through identify the solution. The students can directly contact with the chairman through the suggestion box, phone and in person as the urgency demands. From the letters and feedback given by students, Principal and the managing board will give necessary solution accordingly.
161
7. How does the management encourage and support involvement of the staff for improvement of the effectiveness and efficiency of the institutional processes?
∑ Quarterly review meetings to have a glance over their performance.
∑ Encourages staff to publish papers in journals and magazine.
∑ Encourages staff to publish books related to their subject and honour them.
∑ The management encourages faculty members to pursue faculty improvement programmes and enhance student knowledge and achieve excellence.
∑ Encourages the staff members to qualify themselves and update their knowledge by participating in various programmes like seminars, workshops, conferences etc.
∑ Encourages to involvement of staff by delegation of responsibilities, participation in various administrative committees in college, institute etc..
∑ Incentives are given for the staff members for centum results.
∑ The management give full freedom to plan and execute curricular and co-curricular activities.
∑ The management encourages and make permission for learn to pursue higher studies like Ph.D.
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 of the college closely governs the curriculum by being fully involved in all activities besides administration. Each curriculum document is personally seen by herself. The Principal ensures full utilization of resources available in institution. Suitable and timely guidelines are provided for conduct of examinations.
Curriculum:
∑ The Principal is the supreme head to bring about effective transaction of curriculum. She allots the specific curricular responsibilities to the faculty through the formation of various committees.
162
Administration:
∑ Principal decentralizes the powers by using managerial skills. She allots various responsibilities to the faculty through the formation of various committees and monitor the work time to time.
Allocation and Utilization of resources for the Preparation of the students:
∑ The head of the institution promotes to use community resources like library, laboratory, sports, technology aids, OHP projectors, audio visual resources.
6.2 Organizational Arrangements
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, faculty, research, extension and linkages and examinations during the last year.
The college has a well established functional organizational structure and governance system for planning, implementation, monitoring and evaluating the administrative and academic provisions. As executive head, the Principal manages the college with the help of a number of committees. System of accountability in all aspects of management is very functional.
No. of Committees Decisions taken meetings 1) It is decided to take admission as per the government rules and KUD norms and Admission 2 according to the intake strength of the college. committee 2) Discussion on dropout of students and action plan for next academic year. 1) It is decided to prepare time table according to Time table 6 the scheduled activities of the college (3 in committee each Semester). 1) It is decided to receive indent from the staff Library and purchase books according to the budget 2 Committee allocation and to issue books. 2) Stock verification of the library books.
1) It is decided to conduct annual sports. Sports 2 2) Submission of prize winners list to IQAC committee committee.
163
Three meetings in each semester 1) It is decided to conduct internal exam as per KUD norms for 1st semester. 2) It is decided to submit I.A. marks list and conduct of 1 st semester university exam. Examination 6 3) It is decided to conduct internal exam as per committee KUD norms for 2 nd semester. 4) It is decided to conduct internal exam as per KUD norms for 2 nd semester. 5) It is decided to submit I.A. marks list. And conduct of 2 nd semester university exam. 1) It is decided to encourage the faculty and students to involve in research and extension activities. 2) It is decided to motivate the faculty to Research undertake major and minor research project and 3 and apply for UGC Sponsored Seminar / extension Workshop / Conferences under XII Plan. Research paper and Seminar/ Workshop / Conferences.
164
1. Give the Organizational structure and the details of the academic and administrative bodies of the institution.
KANAKADAS SHIKSHAN SAMITI
PRESIDENT
VICE -PRESIDENT SECRETARY
GOVERNING BODY VIJAYANAGAR COLLEGE OF EDUCATION
DEPARTMENT OF HIGHER PRINCIPAL KARNATAK UNIVERSITY EDUCATION, BANGALORE EX-OFFICO DHARWAD
VICE -PRINCIPAL
NON -TEACHING TEACHER EDUCATORS
STUDENTS COUNCIL
165
Organizational Structure
Management
President
Vice-President
Secretary
Principal
Academic Wing Administrative Wing
Teacher educator FDA
IQAC SDA
Admission and prospectus Alumni Association Discipline Cultural Examination assignment and assignments Magazine
Library Grievance Cell
Career and Guidance Cell Placement Cell
Sports Ladies Department
TEACHER TRAINEES
166
The details of academic and administrative bodies of the institution for 2013-14 sessions are:
Management Members
Prof. B. F. Dandin President Smt. Geetanjali Kadiwal Vice-President Shri. Ravi B. Dandin Secretary Dr. Puneetkumar Benakanwari Joint secretary Shri. S. I. Belawadi Member
1) NAAC Committee
∑ Dr.(Smt) N. D. Shaik Advisor ∑ Dr. R. M. Kotur Co-Ordinator. ∑ Dr. P. S. Hegadi Assistant Co-ordinator ∑ Shri. Manju Shiraguppi Lab Technician
2) IQAC Committee ∑ Dr.(Smt) N. D. Shaik Chairperson ∑ Dr.(Smt). V. B. Dandin Co-ordinator. ∑ Shri. Ravi. B. Danin Secretary(K.S.Samti) ∑ Shri. S. Y. Kadiwal Syndicate Member(KUD) ∑ Dr.(Smt) R. M. Kotur Member ∑ Smt. A. J. Patil Member ∑ Smt. J. C. Hiremath Member ∑ Dr. M. R. Bhat Member ∑ Smt. M. B. Inamati Member
3) Admission and Prospectus Committee ∑ Dr.(Smt). N. D. Shaik Principal ∑ Dr.(Smt). V. B. Dandin Vice Principal ∑ Smt. M. B. Inamati F.D.A ∑ Shri. V. Y. Janagi S.D.A 4) Nominees from Local Society
∑ Dr. M. G. Hublikar ∑ Dr. S. B. Naregal ∑ Shri. A. D. Hublikar ∑ Shri. K. B. Desai (Desai and company owner)
5) Discipline Committee ∑ Shri. H. R. Kuri ∑ Dr. H. V. Belagali ∑ Smt. A. J. Patil ∑ Smt. Pratibha Malhari
167
6) Examination and Assignments Committee ∑ Dr.(Smt) N. D.Shaik Chairman ∑ Shri. D. H. Naik Secretary ∑ Shri. R. S. Patil Member ∑ Shri. M. B. Inamati FDA ∑ Shri. M. H. Shiraguppi Office staff
7) Library Committee ∑ Dr.(Smt) N. D. Shaik Chairman. ∑ Shri. N. S. Basanal Secretary ∑ Dr.(Smt) V. B. Dandin Member ∑ Smt. A. J. Patil Member ∑ Dr. P. S. Hegadi Member ∑ Shri. D. H. Naik Member ∑ Smt. Pratibha Malhari Member
8) Career and Guidance Cell ∑ Dr. P. S. Hegadi Chairman ∑ Smt. J. C. Hiremath Secretary ∑ Shri. R. S. Patil Member
9) Sports Committee ∑ Shri. H. R. Kuri Chairman. ∑ Dr. M. R. Bhat Secretary ∑ Shri. D. H. Naik Member
10) Alumni Association ∑ Dr.(Smt) N. D. Shaik President ∑ Dr.(Smt) V. B. Dandin Joint Secretary ∑ Dr. H. V. Belagali Co-ordinator ∑ Smt. A. J. Patil Treasurer ∑ Dr. P. S. Hegadi Member
11) Cultural Committee ∑ Dr.(smt) R. M. Kotur Chairman. ∑ Dr. M. R. Bhat Secretary ∑ Smt. J. C. Hiremath Member ∑ Shri. D. H. Naik Member ∑ Shri. N. S. Basanal Member
12) Magazine Committee ∑ Dr. M. R. Bhat Chairman. ∑ Smt. J. C. Hiremath Secretary ∑ Dr. R. M. Kotur Member ∑ Shri. R. S. Patil Member ∑ Shri. D. H. Naik Member
168
13) Grievance Cell ∑ Smt. J. C. Hiremath Chairman. ∑ Shri. R. S. Patil Secretary ∑ Dr. P. S. Hegadi Member ∑ Dr. H. V. Belagali Member
14) Placement Cell ∑ Dr. H. V. Belagali Placement Officer ∑ Shri. R. S. Patil Secretary ∑ Dr. M. R. Bhat Member ∑ Shri. D. H. Naik Member
15) Ladies Department: ∑ Dr.(Smt) V. B. Dandin Chairman. ∑ Smt. A. J. Patil Secretary ∑ Smt. J. C. Hiremath Member
Administrative Wing
No. of Bodies Decisions taken Meetings 1) It is decided to prepare action plan for women hostel under UGC XI plan. Finance 02 2) Funds provided by Samiti and expenditure incurred towards building construction. 1) It is decided to provide facilities for female students by constructing ladies hostel under UGC XII plan. Infrastructure 02 2) It is decided to equip the lecture halls with the latest technology such as Interactive boards. Faculty 1) Additional recruitment under management 01 Recruitment prerogative. Performance 1) It is decided to receive feedback from the Evaluation of 01 students and discuss the same in staff Teaching and meeting Non – Teaching 1) It is decided to encourage the faculty and students to involve in research and extension activities, related to school activities. Research and 03 2) It is decided to motivate the faculty to Extension undertake major and minor research project and apply for UGC sponsored seminar/workshop/conferences under XII plan.
169
3) It is resolved that faculty should be encouraged to prepare research papers and present the seminar /workshop /conferences. Three meetings in each semester 1) It is decided to conduct internal exam as per KUD norms for 1 st semester. 2) It is decided to submit I.A. marks list and Examination 04 conduct of 1 st semester university exam. 3) It is decided to conduct internal exam as per KUD norms for 2 nd semester. 4) It is decided to submit I.A. marks list and conduct of 2 nd semester university exam
Academic Bodies Principal and Vice- Principal
Forum of No. of Decisions taken HOD Meetings 1) It is decided to provide information for staff members regarding the guidelines issued by the NAAC office in respect of overall IQAC 02 quality management. 2) It is decided to get information and feedback from all the stake holder for the preparation of IQAC report. 1) It is decided to take admission as per the government rules and KUD norms and Admission according to the intake strength of the 02 Committee college. 2) Discussion on dropout of students and action plan for next academic year. 1) It is decided to receive indent from the staff members, students and LIC members for Library purchase library materials. 02 Committee 2) Stock verification of the library books along with the committee members is done accordingly to fulfill the need of the library. 1) It is decided to conduct various sports Sports activities throughout the year. 02 Committee 2) It is decided encourage to student participate and organize at various levels. Two meetings in each semester : Examination 04 1) It is decided to conduct internal exam as Committee per KUD norms for 1 st semester.
170
2) It is de cided to submit I.A. marks list and conduct of 1 st semester university exam. 3) It is decided to conduct internal exam as per KUD norms for 2 nd semester. 4) It is decided to submit I.A. marks list and conduct of 2 nd semester university exam. 1) It is decided to encourage the faculty and students to involve in research and extension activities. 2) It is decided to motivate the faculty to undertake major and minor research
project and apply for UGC sponsored seminar/workshop/conferences under XII Research and 03 plan. Extension 3) It is resolved that faculty should be encouraged to prepare research papers and publish in National and International publications. 4) Management allow all the faculty to
undertake minor research projects and major research projects for their professional enhancement. 1) It is decided to maintain discipline in the campus during each semester. Discipline 02 2) Use of cell phone, chewing of tobacco and Committee smoking are strictly prohibited in the campus.
2. To what extent is the administration decentralized? Give the structure and details of its functioning.
For smooth functioning of the college affairs, various committees are formulated and generated in democratic conditions including faculty and students to take care of various dimensions of the college so as to achieve the set goal whether in academics/administrative or any other. Roles, duties and responsibilities of each committee is clearly defined with their set goals and objectives. Also powers are disseminated successively to lower hierarchical levels of organization. Though administration is of decentralized nature but still it is a form of team work with co-operation and co-ordination in discipline manner. Everyone is responsible irrespective of their regular routine. Implementation of all academic programmes is discussed with faculty. The academic programmes are organized in consultation with the faculty and concerned committees. The Principal provides guidance to subordinate for the enhancement of leadership quality and keep a check.
The structure and details are also given under item I & II of 6.2.
171
3. How does the institution collaborate with other sections/departments and school personnel to improve and plan the quality of educational provisions?
∑ The institution has close linkages with Karanatak University Dharwad as regards conducting the semester B.Ed. course.
∑ The institution has close association with Ph.D Department of studies in education, Karanatak University Dharwad in connection to development of academics.
∑ We also communicate with the Principal of Karanatak University Dharwad B.Ed college and staff of K. U. B.Ed college for guidance.
∑ We also communicate with the Principal and senior staff of various B.Ed. colleges which are affiliated Karnataka University, Dharwad and other universities.
∑ We have collaboration with the heads and the senior teachers of practicing schools for improving the quality of educational practices.
∑ Our college tie up with GO’s and NGO’s namely banks, municipal corporation, Red cross, Sanatana Samskruti, Sindhu gramina abhivruddhi, Vishwa Hindu Parishad and Deshapande foundation, edutel, JD, DSERT, Connect, RSS, NSDC etc.. for arranging social awareness programmes.
4. 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 the various data and information obtained from feedback in dicession making and performance improvement. Feedback from student-teachers at the end of II semester and from alumni, from the heads of the practicing school, from parents from faculty, from experts, from University, Department of Education Dharwad are obtained to define the problems and suggestions to be followed in the future perspectives for the healthy development of the college.
∑ The institution is eager to welcome the suggesting from resource persons, renowned personalities, visitors from various fields.
5. What are the institution’s initiatives in promoting co-operation, sharing of knowledge, innovations and empowerment of the faculty? (Skill sharing across departments’ creating/providing conducive environment).
172
∑ The knowledge obtained through participation in orientation programmes, workshops, seminar and conferences is shared the outcome and discuss all staff during meetings.
∑ We also have good relations with neighburing colleges for promoting co- operation, sharing of knowledge, innovations and empowerment of the faculty.
∑ Institution encourages the faculty to attend seminars / conferences / workshops and empower their knowledge and skills.
∑ Faculty are granted leave when they are invited as judges, resource persons and guests by different institutions, that helps to create a cordial relation with other institutions.
∑ Meetings conveyed by Principal are an effective platform for bringing co- operation and sharing among faculty members.
6.3 Strategy Development and Deployment
1. Has the institution an MIS in place, to select, collect align and integrate data and information on academic and administrative aspects of the institution?
Yes, The institution has an MIS(Management Information System) in place all students and faculty related data is computerized. We have own website- www.kssvceh.org to select, collect align and integrate data and information on academic and administrative aspects of the institut ion .self made formats for feedback are prepared and analyzed and further provided to Head of Institute for their perusal for further betterment of quality.
2. How does the institution allocate resources (Human and financial) for accomplishment and sustaining the changes resulting from the action plans?
∑ The Human resources of college are allocated duties considering work load as per the norms of NCTE, KUD and Collegiate Education.
∑ Keeping in view of action plans the work is distributed among the human resources to accomplish and sustain the changes resulting from the action plans. The financial resources are also allocated as per the requirements of the action plans.
∑ The advisor, Principal & concerned in charge sit together to discuss, plan and prepare a list with estimation. These are submitted to the administration wing that makes necessary allocation.
173
3. How are the resources needed (human and financial) to support the implementation of the mission and goals, planned and obtained?
∑ Financial and Human Resources are needed to support the implementation of the mission and goals. The Human resource required is the qualified, dedicated, with values and sensitive to the social needs. Our institution being government grant–in–aid, all the human resources needed are as per the government allotment. The salary of the faculty is paid by the government and other financial expenses are met through the fees collected from students.
The Budgetary provisions are utilized for:
∑ Infrastructure, maintenance and development ∑ Upgrading the existing programs ∑ Improving and upgrading of library and laboratories. ∑ Introduction of new and relevant technology
4. Describe the procedure of developing academic plan. How are the practice teaching school teachers, faculty and administrators involved in the planning process?
Every year towards the end of the session the lean period is used to discuss and develop academic plan for the next year Principal and faculty participate in the discussion. By considering university calendar of events, the institution develops its own academic year plan after series of meetings. Distribution of work and formation of committees take place to put the plan into action. The practice teaching school teachers, faculties are invited to periodic meetings to discuss about the arrangement for the teaching practice for students-teachers. The teaching and administrative staff together implements the plan of action prepared by the institution in periodic meetings.
5. How are the objectives communicated and deployed at all levels to assure individual employee’s contribution for institutional development?
The objectives are communicated in staff meetings and entrusted to respective chairman of the committees, who in turn communicate the decisions to the colleagues. The respective faculty members follow as per the suggestions and decisions taken at high level so as to attain goals.
6. How and with what frequency are the vision, mission and implementation plans monitored, evaluated and revised?
The vision, mission and implementation plans are monitored and evaluated continuously.
174
∑ In the stake holders meeting the institutions purpose, vision, mission, values and success in the academic year is briefed by the Principal to seek any suggestions and involve concrete plan to achieve the vision and mission of the institution. The feedback received is implemented after the deliberation with management and decision are taken for revisions.
∑ The Principal monitors and evaluates the implementation of vision, mission after every major task completion and observations are communicated to the management and the faculty and measures are taken for improvement.
∑ At the end of each semester the institution performance is evaluated in terms of achievement of vision, mission, values and success both by the Principal and Management.
7. How does the institution plan and deploy the new technology?
According to the demands and trends, our institution plans and deploys the new technology in academics and in administration. The innovative practices emerging as a result of new technology are incorporated in our teaching learning process. At present we have a Wi-Fi active campus and our classrooms are equipped with LCD projectors, sound systems and smart (inter-active) boards. We have a full fledged computer laboratory with 50 computers. Training in the use of smart boards is provided to faculty related reference, material and books, journals, manuals and software are made available of the earliest.
6.4 Human Resource Management
1. How do you identify the faculty development needs and career progression of the staff?
Faculty is given self appraisal form, peer appraisal form student feedback and finally the Principal’s comment helps in identifying the faculty development and needs. Time to time professional requirements and recommendations by UGC and NCTE is considered by management and there by the faculty development needs and career progression of the staff are identified. Expert resource persons are invited by the institution to deliberate on specific topics. Principal recommends staff members to attend workshop and seminar that are fully sponsored by the college. Faculty is deputed for orientation and refresher courses. Faculty is encouraged to enhance professional qualifications through registering and completing various P.G. Courses and Ph.D. Faculty accepts invitations to work as resource persons and judges at various academic and co-curricular and extracurricular programmes.
175
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 faculty and other staff?
The institution has adopted a self appraisal method and utilizes the feedback received from students in each academic year end. Interview way conducted to know the status of the faculty of the college by the alumni. Feedback from the experts from the university and colleges regarding teaching and research. Feedback report is evaluated by the Principal. Accordingly, the teaching method and research activities are rescheduled.
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 has Welfare schemes like
∑ Study leave for doing Research ∑ Medical leave ∑ Maternity leave ∑ Adjusting the teaching schedule ∑ Faculty is encouraged and allowed enhance qualification. ∑ Provision of loan through the co-operatives societies run by K.S.Samiti, Gadag and National banks. ∑ The worthwhile accomplishment and task of the staff are appreciated by the management. ∑ The group D employees are given incentives during various festivals and complete uniform every year.
4. Has the institution conducted any staff development programme for skill up-gradation and training of the teaching and non-teaching staff? If yes, give details.
Yes, Guest lecturers are arranged for staff development. Faculty is encouraged to attend seminars, workshops, orientations training programmes. For maintenance of accounts, experts advice, suggestions were given spoken English, communication skills, Using ICT, Surfing internet etc.. were given through various modes of faculty development programme. Staff members are encouraged to participate in in-service programmes conducted by the Government, university etc..
5. What are the strategies and implementation plans of the institution to recruit and retain diverse faculty and other staff who have the desired qualifications, knowledge and skills (Recruitment policy, salary structure, service conditions) and how does the institution align these
176
with the requirements of the statutory and regulatory bodies (NCTE, UGC, University etc. )?
Recruitments are done strictly as per prescribed qualification by regulatory bodies like the affiliating university KUD / NCTE / UGC and state government norms. As per requirement the post are advertised in local papers. Application received is duly scrutinized and short listed. These candidates are asked to appear before selection committee. The selection committee scrutinizes through the selection procedure and also verifies the original documents of every required members.
6. What are the criteria for employing part-time/Adhoc faculty? How are the part-time/Adhoc faculty different from the regular faculty? (E.g. salary structure, workload, specializations).
As per the NCTE / UGC / Government rules.
For the yoga, SUPW, Computer education, camp and for some lecturers resource persons are invited taking into consideration their competency. According to the norms of university workload would be allotted.
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 membership and active involvement in local, state, national and international professional associations).
The Management supports the faculty to attend seminars, conferences, workshops. The institution bears expenditures and grants on duty leave to the faculty. Faculty deputed to attend refresher and orientation programme. They make provision for leave to pursue higher studies (Ph.D.) Faculty members are encouraged to present papers in Seminars and Conferences. They are encouraged to publish Research papers in various journals. The management suggested adopting a school for improving the result, academics and having familiar information about the school children in real situations. Vivekanand English medium school is adopted by our college, for sustainable development of the children, wherein all the faculty teach, guide and council the problems accordingly. The management given freedom to tie up with local organizations which may influence the society in any domain. The faculty members organise various activities along with local organisation every year, where genuine topics for discussion are carried out.
8. What are the physical facilities provided to faculty? (Well-maintained and functional office, instructional and other space to carry out their work effectively).
177
The institution has the physical infrastructure as per NCTE norms. Spacious administrative buildings with all facilities are provided. The seating arrangements for the faculties are well maintained and inspiring to carry out the work effectively.
The following physical facilities are provided by the management.
∑ Staff rooms ∑ Library facility with internet connection. ∑ Award and rewards for the faculty achievement ∑ Marriage leave ∑ Study leave ∑ Computer Lab ∑ Fee concession wards ∑ Language lab ∑ Psychology lab ∑ Science lab
9. What are the major mechanisms in place for faculty and other stakeholders to seek information and/or make complaints?
The faculty and stake holders seek information directly from the college office and the complaints are made directly to the Principal and also through the grievance cell established in the college. The college website is being updated to give latest information. Prospectus and college calendar are provided. Every activity in the college is displayed in the college notice board. Programmes conducted in the college are published in the newspapers. Suggestion box is also established by grievance cell to give valuable, constructive suggestions to be incorporated in the college.
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, mentoring, working with schools and community engagement.
The work load norms as prescribed by Karnataka University Dharwad are adopted strictly. The work load policy and practices for the faculty are planned in the beginning of every academic in order to distribute the work load equally. Based on the qualification, experience and the inborn skills. Along with the work schedule of time table and mentors job, staff members are involved in other research, assessment and curriculum, visiting the teaching practice schools. Supervisors of respective practice teaching schools give the required guidance and counselling to the students under the care. The faculty is involved in the university examination activities, (External examiner, paper setter etc..) community activities and organises awareness programmes for benefit to the community. The faculty is
178
encouraged to take up research and also apply for UGC sponsored major and minor research programmes.
11. Does the institution have any mechanism to reward and motivate staff members? If yes, give details.
Yes, the management motivates staff members to their higher studies and reward awards for their skillful activities. Even management helps by rewarding the faculty who are involved in extension and outreach programmes.
6.5 Financial Management and Resource Mobilization
1. Does the institution get financial support from the government? If yes, mention the grants received in the last three years under different heads. If no, give details of the source of revenue and income generated.
Yes, the institution gets financial support from the Government. Our college is an aided B.Ed college where the staff salaries paid by Government of Karnataka. The details of the grants received in the last three years under different heads are as follows :
Fees received from CAC, Salary received Year Bangalore for Government Karnataka Government quota for the staff 2011-12 1,38,605.00 - 2012-13 2,76,960.00 51,31,820.00 2013-14 2,54,185.00 68,63,459.00 2014-15 - 78,08,376.00
2. What is the quantum of resources mobilized through donations? Give information for the last three years.
No donation is collected.
3. Is the operational budget of the institution adequate to cover the day- to-day expenses? If no, how is the deficit met?
No, the deficit amount is adjusted by receiving from the management.
4. What are the budgetary resources to fulfill the missions and offer quality programs? (Budget allocations over the past five years, depicted through income expenditure statements, future planning, resources allocated during the current year, and excess/deficit)
∑ Fees collected from the students.
179
∑ The budgetary resources fulfill by the contribution of management to offer quality measures to conduct B.Ed course.
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 audits. (Major pending audit paras, objections raised and dropped).
Yes, the accounts are audited regularly through both internal and external audit procedures. During the last two years there have been no major pending audit paras, no objections raised or dropped.
6. Has the institution computerized its finance management systems? If yes, give details. Yes, latest accounting software package (TALLY) and MS Excel are used for the accounting process. The financial resources are maintained through office software. Payment of salary through online (HRMS) is in vogue and other details of the individual members are computerized. 6.6 Best practices in Governance and Leadership
1. What are the significant best practices in Governance and Leadership carried out by the institution?
Vision, mission and objectives are focused in every activities.
∑ Decentralization of Administration.
∑ Deputation of faculty to attend faculty development programme.
∑ Academic calendar is prepared.
∑ Internal and External audits.
∑ Formation of committees to carry on the specific curricular, co- curricular and extracurricular activities of the B. Ed course.
∑ There is coordination among all the departments.
∑ Formation of student council.
∑ Active participation of student council.
∑ Internal and external audits.
180
Best Practice: VI
Title of the practice: Formation of clubs (Science club, Language club and History club)
Objectives:
∑ To develop the competencies in the respective subjects. ∑ Promote interest in the respective subjects. ∑ Training in the productive use of leisure. ∑ To develop the leadership quality. ∑ To develop the co-operation movement.
Procedure: The clubs are formed and various portfolios are assigned to interested students after consensus as follows
Patron/Adviser : Principal President : Staff incharge Club Secretary : Student-teacher Dy. Secretary : Student-teacher Treasurer : Student-teacher Dy. Treasurer : Student-teacher Publicity Officer : Student-teacher Dy. Publicity Officer : Student-teacher
Various activities are conducted by the clubs through the year as to meet the goals. Impact/ Outcome: Students develop competencies, interests and learn the productive use of leisure, leadership qualities and co-operation attitude.
181
INNOVATIVE PRACTICES
182
Criterion VII: Innovative Practices
7.1 Internal Quality Assurance System
1. Has the institution established Internal Quality Assurance Cell (IQAC)? If yes, give its year of establishment, composition and major activities undertaken.
The institution has established Internal Quality Assurance Cell on in the Year 2012-13, Where in the management, faculty and Non Teaching staff are members.
Its composition :
Sl.No. Name Designation 1. Dr.(Smt) N. D. Shaik Chairman 2. Dr.(Smt) V. B. Dandin Co-ordinator 3. Shri. Ravi B. Dandin Secretary (K.S. Samiti) 4. Shri. S. Y. Kadiwal Syndicate Member (KUD) 5. Dr.(Smt) R. M. Kotur Member 6. Smt. A. J. Patil Member 7. Smt. J. C. Hiremath Member 8. Dr. M. R. Bhat Member 9. Smt. M. B. Inamati Member
The major activities undertaken are :
∑ Designing and implementing annual plans for institution level activities for quality enhancement. ∑ Arrange for feedback responses from students for quality related institutional processes. ∑ Organization of workshops and seminars on quality related schemes. ∑ Participation in the creation of a learner centered environment conducive for quality education. ∑ Prepare focused Annual Quality Assurance Report. ∑ Conduct of remedial coaching for slow learners and backward students. ∑ Organization of guest lecturers to enrich the knowledge base of students and teachers. ∑ Community focused programmes like creating awareness about AIDS, Voter awareness, traffic rules environment issues and various health and hygiene related programmes. ∑ Discussion and feedback from faculty member.
183
2. Describe the mechanism used by the institution to evaluate the achievement of goals and objectives.
Various mechanisms are used by the institution to evaluate the achievement of goals and objectives:
∑ The college prepares an annual plan and action plan for whole academic year and implements them effectively which is evaluated periodically under guidance of IQAC. ∑ Faculty appraisal by the Principal and management. ∑ Students academic achievement and records. ∑ Students evaluation on teachers activities. ∑ Feedback from the practicing and adopted schools. ∑ Feedback from the alumni and placement of outgoing student. ∑ Opinion of parents on the administration of the college.
3. How does the institution ensure the quality of its academic programmes?
The IQAC prepares the plan of action for the academic year in the form of academic calendar besides tests, monthly tests, assignments, seminars, preparatory test, enrichment class and remedial classes up left the quality. Rigoroes pre practice teaching and practicing teaching sessions develop effective teaching and communication skills. Guidance and counseling committee and placement cell helps teacher trainees to avail job opportunities and facilities of self employment for young generation. Students are engaged in SUPW work such as preparation of greeting cards, flowers, files, sponge doll, plastic bag, envelop etc. First aid and Fire safety camp were organized. Talent show such as dance, music, skit at, was conducted to bring out the hidden talents and develop them. The IQAC monitors all academic and administrative functions and ensures that the Institute is functioning smoothly and effectively and gives necessary directions as required .
4. How does the institution ensure the quality of its administration and financial management processes?
Decentralization of administration further enhance the quality of administration as every faculty member is directly/indirectly involved in administration. Further every faculty member is involved in administration work for two hours per week. The institution ensures the quality of administration and financial management processes through the able guidance of management and the leadership of the Principal. Computers are used for all the processes and financial interactions are made through bank payments to ensure transparency. The institution has both internal and external audit. The financial accounts are documented day to day.
184
5. How does the institution identify and share good practices with various constituents of the institution.
The institution has various committees viz , subject clubs, various cells and also the students council. The institution identifies and share good practices with various constituents. Innovations are manipulated by the management, Principal, academic and administrative committees. Individual faculty members are encouraged to do intensive practices and new ideas. Practices are introduced in teaching skills and teaching learning process and also the valuable effect of institution its initiative to explore in dimensions to enhance the overall quality of the educational process. Seminar, Workshop is conducted. Training programme like model preparation, Teaching aids preparation and SUPW is important. Guest lecture is arranged. Whenever a staff member attends the seminar the information is shared and discuss with other staff members of our institutions.
7.2 Inclusive Practices
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 the teacher to issues focused by national policy and curriculum structured by NCTE, UGC, and other committee and Government departments in the following manner:
∑ Faculty members are sensitized towards national policies and school curriculum through participation in seminars, workshops.
∑ The institution ensures that student-teachers develop proficiency for working with children from diverse backgrounds.
∑ The institution address the special needs of the physically challenged and differently – able students enrolled in institutions.
∑ Quality education is ensure to develop the essential skills in students to lead successful life and also make them morally conscious.
∑ Self esteem is encouraged in addition to class room instructions.
∑ A Systematic education is provided which suits the need of today and tomorrow of the students.
∑ Periodical update and innovative practices are implemented now and then.
∑ Women cell is also functional to take care of women sensitive topics and issues.
185
∑ The fair and judicious admission policy and procedure ensures the inclusion of all the students irrespective of ability, creed, ethnic, socio- economic background – in an open learning environment.
2. What is the provision in the academic plan for students to learn about inclusion and exceptionalities as well as gender differences and their impact on learning?
The institution being of a co-education nature the students need not be taught regarding gender differences.
However various subjects taught at the B.Ed course like Psychology of teaching and learning, Philosophical and Sociological foundations of Education, Population Education do provide the knowledge base regarding inclusion and exceptionalities as well as gender difference and their impact on learning. Various extra-curricular, co-curricular in the academic plan also provide provision for equality of opportunities to all. The marginalized students are identified and special attention is given to improve their learning.
3. Detail on the various activities envisioned in the curriculum to create learning environments that foster positive social interaction, active engagement in learning and self-motivation.
Various activities are envisioned in the curriculum are carried out to create an interesting learning environment in the classrooms.
positive social Active engagement in self-motivation interaction learning
CTC Camp, Cultural Population Education , Internship, Morning programmes, Case Environmental assembly, Sports week, Study, Sociomatry, Education, Teaching Campus cleaning, Self Field Trip, Educational Methods, Use of ICT, study in the library, tour, Excursion, Quiz Practice Teaching, Preparation competition, Visit Psychology practical’s, instructional Fairs, Places etc… and Tests, Innovative material, Surfing the Teaching, Visit to Internet on content. important places 4. How does the institution ensure that student-teachers develop proficiency for working with children from diverse backgrounds and exceptionalities?
The Institution has undertaken various strategies for developing proficiency for working with children from diverse backgrounds and exceptionalities as follows:
186
∑ Educational Psychology subject imparted to students to know about individual differences. ∑ Guidance and counseling to students. ∑ Bridge course, Diagnostic test and Remedial classes, individual feedback for slow learners. ∑ We celebrate almost all the National and International festivals and cultural days of our country. ∑ By providing training of various multi sensory teaching methods and use of appropriate teaching aids, the proficiency of trainees are increased. It develops proficiency for working in children from diverse backgrounds. ∑ Regular feedback of every practice teaching session also helps them for the sale. ∑ Along with this, trainees over all personality are developed by various activities such as news reading, speech and proverbs in the assembly. ∑ Our college students made a visit to schools of special children to know various traits.
5. How does the institution address to the special needs of the physically challenged and differently-abled students enrolled in the institution?
The Institution identifies the Physically challenged and differently-abled students and gives them all possible support, guidance and help. Personal and academic counseling is also given whenever necessity occurs. They are allotted to the schools of there choice and included from those co-curricular and extra-curricular activities which pose a challenge to there physical handicaps. Other students are told to assist them in camps and outside.
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)?
∑ Our institution being a co-education institution is responsive to gender sensitive issues.
∑ We have 60% of women students and 50% women faculty so that almost care can be taken.
∑ We have created the portfolios of ladies representatives in the students council where in lady secretaries are elected and nominated.
∑ College has separate common room for boys and girls. Games and sports are conducted separately for boys and girls.
∑ A Women’s Cell and anti sexual harassment cell is also established under the Chairmanship of a senior lady faculty. All grievances of lady students are addressed through the cell.
187
∑ Women’s day is celebrated meaningfully. Equality irrespective of gender is practiced both at the students and faculty level.
7. 3 Stakeholder Relationships
1. How does the institution ensure the access to the information on organizational performance (Academic and Administrative) to the stakeholders?
∑ The Institution has developed good relationship with stake holders. The Institution ensures the access to the information on organizational performance to all the stake holders through the following – ∑ The Principal provides a brief report on the organizational performance (both academic and administrative) in the stake holders meeting. ∑ Further, the access to information is also available on the college website, prospectus and also in the form of reports presented in college functions like social gathering and alumni meetings. ∑ The stake holders are also at liberty to get the required information directly from the Principal. ∑ The institution maintains cordial relationship with schools on account of sending students for teaching practice.
2. How does the institution share and use the information/data on success and failures of various processes, satisfaction and dissatisfaction of students and stakeholders for bringing qualitative improvement?
The institution collects the feedback from students Alumni, employees, heads and senior teachers of practicing schools, parents, expert visitors, scrutiny members regarding both areas of the good performance and the areas of performance requiring improvement. The evaluation data from university in the form of semester results is also taken into consideration. The observations of the Principal and management are further incorporated into the data.
All this data is deliberated upon by the Management along with Principal in the light of success and failures of various processes and the satisfaction of students and stake holders and thereby decisions regarding corrective measures to bring qualitative improvement are taken and promptly implemented.
3. What are the feedback mechanisms in vogue to collect, collate and data from students, professional community, Alumni and other stakeholders on program quality? How does the institution use the information for quality improvement?
188
List of feedback mechanism in vogue to collect, collate a data from students, professional community, alumni and other stake holders on programme quality are as follows :
∑ Suggestion box ∑ Attendance of the students. ∑ Feedback from trainees after every workshop. ∑ Occasional visits from alumni. ∑ Feedback from practice teaching schools. ∑ Feedback from External examiners. ∑ Feedback from LIC observations. ∑ Feedback from coordination board of KUD. ∑ Feedback from trainees for faculty. ∑ Feedback from parents and visits. ∑ Feedback from experts, Scrutiny members and other resource persons. ∑ Feedback from B.Ed semester results.
All the information collected fees analyzed by the management along with the observation of the Principal and substantial steps are taken for quality improvement.
189
1. Mapping of Academic Activities of the institutions?
Note : A week is six working days and day is of six clock hours. The table should cover the entire academic session and may be extended as per the requirement.
190
2. Declaration by the Head of the Institution
I certify that the data included in this Self-Appraisal Report (SAR) are true to the best of my knowledge.
This SAR is prepared by the institution after internal discussions, and No part thereof has been outsourced.
I am aware that the Peer team will validate the information provided in this SAR during the peer team visit.
Place: Hubli Date: 22-09-2015
191
PART – III
16. Annexure
Documents annexed with the Self-appraisal Report
Annexure Description Page No. No. A brief note on teacher education scenario in the state, rules, regulations and policies on academic and administrative governance 1 193-196 issued by the state and central Govt. / regulatory bodies and affiliating University/board
2 Institutional academic calendar 197-198
3 Institutional academic Time Table 199-200
4 A copy of the syllabus 201-206
5 Master plan of the institution 207
Sample of student feedback on curriculum 6 208-215 and faculty Audited income - expenditure statement for 7 the previous financial year 216-219 A copy of the latest recognition order issued 8 by NCTE 220-222
University results for previous academic 9 year 223
Sample of feedback on Practice Teaching by Teacher Educators / Staff of Practice 10 224-227 teaching Schools, peers and heads of practice teaching schools
192
Teacher Education Scenario in the state of Karnataka
Karnataka is a big state in India. It is south India. It has six crore population. Since independence, it had only 71 teacher training colleges(B.Ed Colleges) to train secondary school reachers in this state. That means, there was control of state govt. and central govt. on opening such colleges. But in 2003 Indian govt. took a decision to liberalize higher education by permitting all those private managements to open higher education institutions, like medical engineering, and teacher training colleges,(of course, through proper agencies) if they fulfill the norms prescribed by concerned autonomous agencies set up by central government. In India, a body called ‘National council for Teacher Education’ is the key body to decide whether permission is to be given to a particular management to open a teacher training college, or not. It has a southern regional office at Bangalore, the capital of Karnataka, to look after such applications in five southern states in India. In December 2003, NCTE permitted the opening of about 230 B.Ed colleges in Karnataka. By this, total number of B.Ed colleges jumped to 300. At present there are 305 B.Ed colleges in the state of Karnataka NCTE is the main Central body which lays down the Norms and Standards for B.Ed Colleges and grants recognition to B.Ed Colleges. The admission criteria is laid down and monitored by the State Government. UGC(Central Autonomous Body) monitors the quality of Education and sanctions financial assistance under various schemes to B.Ed colleges for improvement of quality. The B.Ed Colleges after obtaining recognition from NCTE shall obtain permanent affiliation from the University paying the stipulated affiliation fees (once in five years) and yearly annual fees and university development fees. Student university fees (yearly), examination Fees (twice a year) are also filled and the rules and regulations issued by the university are to be followed by the affiliated colleges.
Norms and Standards for Bachelor of education programme leading to Bachelor of Education (B.Ed) degree
1. Preamble
The Bachelor of Education programme, generally known as B.Ed., is a professional course that prepares teachers for upper primary or middle level (classes VI-VIII), secondary (classes IX-X) and senior secondary (classes XI-XII) levels.
2. Duration and Working Days
1) Duration : B.Ed. programme shall be of duration of at least one academic year or two semesters.
193
2) Working Days
(a) There shall be at least two hundred working days each year exclusive of the period of examination and admission, out of which at least forty days shall be for practice teaching or skill development in nearby schools.
(b) The institution shall work for a minimum of thirty six hours in a week (five or six days), during which physical presence in the institution of all the teachers and student-teachers is necessary to ensure their availability for individual advice, guidance, dialogues and consultation as and when needed.
3. Intake, Eligibility and Admission Procedure :
(1) Intake There shall be a basic unit of one hundred students divided into two sections of fifty each for general sessions and not more than twenty five students per teacher for a school subject for methods courses and other practical activities of the programme to facilitate participatory teaching and learning.
(2) Eligibility
(a) Candidates with at least fifty percent marks either in the Bachelor’s Degree and/or in the Master’s degree or any other qualification equivalent thereto, are eligible for admission to the programme.
(b) The reservation in seats and relaxation in the qualifying marks in favour of the reserved categories shall be as per the rules of the concerned Government,
(3) Admission Procedure Admission shall be made on merit on the basis of marks obtained in the qualifying examination and/or in the entrance examination or any other selection process as per the policy of the State Government/U.T. Administration and the University.
(4) Fees The institution shall charge only such fee as prescribed by the affiliating body / State Govt. concerned in accordance with provisions of National Council for Teacher Education (Guidelines for Regulations of tuition fees and other fees chargeable by unaided teacher education institutions) Regulations, 2002, as amended from time to time and shall not charge donations, capitation fee etc from the students.
4. Staff Academic: Principal/Head – One; Lecturers – Nine, Supporting Staff - Seventeen
5. Facilities: Infrastructural Facilities and Instructional Facilities are laid down to be adhered by the college for obtaining recognition from NCTE.
194
Criteria for admission to B.Ed Course issued by the state government (2013-2014)
Bachelors’ degree in Education (B.Ed) is a one academic year course taken up after graduation. This course can be pursued from any Government, Aided and Unaided institutions recognized by NCTE and affiliated to any Universities in Karnataka.
Eligibility : All applicants shall have a minimum of 50% of marks in aggregate of all the three year of degree including electives and languages. excluding Internal assessment Marks and class examination marks. But S.C, S.T, C1 and Physically handicapped candidates shall have a minimum of 45% of marks in aggregate of all the three years of Degree including electives and languages, excluding Internal assessment Marks and class examination marks.
Allotment of seats and Reservation : Out of the total number of Govt. seats 1.00% of seats are reserved for Candidates belonging to various Special Groups as per existing rules. The following reservations are made for various categories. The reservations are subject to change as per Govt. orders issued from time to time.
Gen eral Merit 50% Scheduled Caste 15% Scheduled Tribe 03% Category -1 04% Category -2A 15% Category -2B 04% Category -3A 04% Category -3b 05%
Other reservations:
Kannada For those who have studied in Kannada Medium 5% Medium from Ist std to 10 std. Reservation If sufficient number of women candidates is Female 30% not available, such seats shall be filled by men Reservation candidates. Physically Percentage of disability shall not be less than 3% Handicapped 40% and shall not exceed 75%
Procedure for selection : Selection is based on merit in the qualifying examination and reservation of seats.
195
Fee Details (2013-2014)
SL. INSTITUTION TYPE ARTS(Rs) SCIENCE(Rs) No. 1. Government Institutions 5000=00 5150=00
2. Aided Institutions 6000=00 6150=00
3. Un-aided Institutions 10000=00 10150=00
Distribution of seats (total intake = 100 SEATS)
SL.No. INSTITUTION TYPE ARTS(Rs) SCIENCE(Rs)
1. Government Institutions 100 00
2. Aided Institutions 75 25
3. Un-aided Institutions 50 50
196
CALENDER OF COURSE ACITIVITIES FOR THE ACADEMIC YEAR 2013-14
Month Activities (Semester – I) Reopening of the College Commencement of I semester Classes Opening ceremony and Induction programme Orientation about B.Ed course, content, study MOTs and Optional subjects Talent’s search programme through talent day January Swami Vivekananda Jayanti (Youth’s day) Republic day Workshop, Demonstration and Micro- lessons Workshop and Demonstration of Practice- teaching Sport events Internship programme Election and Inauguration of student-council Theory classes and Class test February Debate Competition Intercollegiate Sports 1st Internal Test Announcement assignment March Visit to special school Theory classes and unit test Series of guest lecturer Seminars Sport events Medical inspection April Theory classes unit test Games Dr. Ambedkar Jayanti Compilation of Theory syllabus May Submission of assignments Submission I.A to KUD
197
Preparatory holidays for 1 st semester University exam June 1st Semester University theory exams Midterm vacation Commencement of second semester theory classes July Orientation about second semester B.Ed course Internship programme Theory classes and Class test Sports Announcement assignment August Independence day Citizenship training camp(CTC) Theory classes and Class test Series of guest lecturers SUPW workshop September Educational tour Theory classes and Class test Sports Seminars 2nd internal test Sport and cultural activities competitions Annual sport meet October Annual celebration and Deepdaan programme Submission assignment Compilation of theory syllabus Preparatory holidays for 2 nd semester University exam Commencement of II semester University exam Closing of second semester November End of the academic year Annual vacation
198
199
200
KARNATAKA UNIVERSITY, DHARWAD
SYALLABUS FOR B.ED COURSE
A. Theory Semester – I
Instructional Sl. University Paper Paper Title Hours per I.A Total No. Examination week Philosophical and Sociological 1. Ed 1 S1 4 20 80 100 Foundations of Education Understanding 2. Ed 2 S1 Learning and 4 20 80 100 Motivation
Educational 3. Ed S 4 20 80 100 3 1 Technology
Skills and Strategies 4. Ed 4 S1 4 20 80 100 of Teaching
Methodology of 5. Ed -MOT-1 3 25 50 75 5 Teaching - 1
Methodology of 6. Ed -MOT-2 3 25 50 75 6 Teaching - 2
7. Ed 7 -PT-1 Practice Teaching - 1 25 - 25
8. Ed 8 -PT-2 Practice Teaching – 2 25 - 25
9. Ed 9 -CE Computer Education 4 20 80 100
Total 26 200 500 700
201
Semester – II
Sl. Instructional University No Paper Paper Title Hours per I.A Total Examination week Education in Emerging Ed S 4 20 80 100 1. 1 2 India Understanding 2. Ed 2 S2 Personality and 4 20 80 100 Human Abilities Educational Ed S 4 20 80 100 3. 3 2 Management Curriculum and Ed 4 S2 4 20 80 100 4. Evaluation Methodology of Ed -MOT-1 3 25 50 75 5. 5 Teaching – 1 Methodology of Ed -MOT-2 3 25 50 75 6. 6 Teaching - 2
7. Ed 7 -PT-1 Practice Teaching - 1 100 50 150
8. Ed 8 -PT-2 Practice Teaching - 2 100 50 150 Any one of the Subjects mentioned below:
Value Education Environmental Education Population Education Human Rights 9. Ed 10 -OPT-2 Education 4 20 80 100 Action Research Guidance and Counseling in School Educational Planning and Finance Quality Assurance in Education Health and Physical Education 10. Total 26 350 600 950
Ed 11 : Community orientation and Co-curricular activities
1. S.U.P.W** 2. P.E / Games** 3. C.T.C** ** To be assed using grades-A, B, C, D
202
B. Practice teaching – The activities and allotment of marks for practice teaching in each method of teaching school subjects (Ed7 and Ed8) are as follows ;
Semester-I Semester - II Particulars Marks Marks Micro-teaching under simulated conditions (3x3) (3 skills without over lapping) (4 lessons) (8 lessons) (2 best 3 best + the 8 lessons to be 16 criticism lesson Lesson Planning (4x2) considered (4x4) to be for considered for evaluation) evaluation (4 lessons) (8 lessons) (2 best 3 best + the Lesson Teaching 8 lessons to be 16 criticism lesson (Including Teaching Aids) (4x2) considered (4x4) to be for considered for evaluation) evaluation
Innovative Teaching (simulated) 8 1. Model of Teaching or One lesson (1x8) 2. Integrating Technology in Teaching
Unit Plan 10
Resource Unit/Instructional 20 Kit/Work book/ Working models* Construction of Achievement Test 20 (50 items) Administration of Achievement Test and 5 Interpretation of Test Scores
Observation Record 5 (Minimum of 30 lesson)
Total 25 100
203
C. Eligibility to take the Examination : a. A candidate shall appear at the final examination if he/she satisfactory completes, besides fulfilling all other conditions under regulation of this syllabus, the following additional work also and has maintained proper records.
i. Participation in the co-curricular programmes, SUPW, Health and Physical Education activities organized by the college.
ii. Participation in a field trip, such as visit to schools, science clubs, museums and the like model institutions.
iii. Participation in seminars, symposia, programmes organized by the college for professional advancement.
iv. Internal assessment in respect of 9.0(c) above shall be in a form of assigning grades from A(highest) through B, C, D, or E (lowest). There will be no minimum grade for pass to be obtained. However, the grade obtained by the student shall be recorded in the marks card.
b. The college shall submit to the University all the internal assessment marks pertaining to theory and practicum as detailed in above to the University a week before the commencement of the theory examination.
D. Scheme of Examination : There shall be a University Examination at the end of each semester.
1) Scheme of studies and examination of the B.Ed course (vide Annexure 1) 2) The composition of theory and internal assessment for each paper shall be 80 and 20 marks respectively except in the case of MOT wherein it shall be 50 and 25 marks respectively.
E. Practical Examination : a. The University shall conduct Practical examination in teaching one lesson in each of the subjects of practice teaching offered by the student under MOT-I and MOT-II at the end of the second semester. Each lesson shall be observed fully and assessed by two examiners. Preferably on internal and other external chosen on the basis of their special knowledge of the subject. b. The final result shall take into account the performance of the student in I and II semesters assessed both internally and externally.
204
F. Theory Examination Question paper pattern :
Pattern of Question papers for B.Ed. Papers Ed 1, Ed 2, Ed 3, Ed 4, Ed 9, and
Ed 10 (duration of examination-3 hrs)
Marks No. of questions to Total Nature of objectives to be Section per be answered marks covered question Knowledge / Understanding 12 Questions out /Comprehension type A of 15 questions to 5 60 questions. Each should be answered answered in not more than one page. Application, Analysis, Synthesis, Evaluation type 2 Questions with B 10 20 questions Each should be internal choice answered in about 2 to 3 pages Total 80
For B.Ed papers Ed 5 – MOT-1, and Ed6-MOT-2 (duration of examination- 2 hrs)
No. of Marks Total Nature of objectives to be Section questions to be per marks covered answered question Secondary school subject – 5 Questions Methodology of Teaching out of 8 A 2 10 Application type questions. questions to be Each should be answered in answered not more than one page. Knowledge/ Comprehension 4 Questions type questions on theory of out of 6 B 5 20 Methodology. Each should be questions to be answered in not more than 1 answered page. Understanding/comprehension Analysis. Synthesis, 2 Questions Evaluation type questions on C with internal 10 20 theory of methodology. Each choice should be answered in about 2 to 3 pages. Total 50
205
G. Internal Assessment
In case of the theory papers excepting the MOTs, the internal assessment shall be for 20 theory marks, assessed through a test of 10 marks and one assignment/seminar for 10 marks. In MOT papers, the internal assessment shall be for 25 marks, assessed through a test of 10 marks, an assignment/seminar for 10 marks and participation in group activities for 5 marks.
Internal assessment –Components and Marks
Theory – I Semester
Participation Test (1)* Assignment Paper in Group Total Marks Marks (1)* Marks Activities
Ed 1 S1 10 10 - 20 10 10 - 20 Ed 2 S1 10 10 - 20 Ed 3 S1 10 10 - 20 Ed 4 S1 10 10 5 25 Ed 5 MOT-1 10 10 5 25 Ed 6 MOT-2 10 10 - 20 Ed 9 CE
Theory – II Semester
Participation Test (1)* Assignment Paper in Group Total Marks Marks (1)* Marks Activities
Ed 1 S2 10 10 - 20
Ed 2 S2 10 10 - 20
Ed 3 S2 10 10 - 20
Ed 4 S2 10 10 - 20
Ed 5 MOT -1 10 10 5 25
Ed 6 MOT-2 10 10 5 25
Ed 10 OPT-2 10 10 - 20
206
207
K. S. Samiti’s Vijayanagar College of Education, Vidyanagar , Hubli.
Feedback from students
Questionnaire No. 1
Name : Roll No.:
MoT I & II : Date :
Rate the courses on the following attributes using the 4 point scale shown.
4.00 3.00 2.00 1.50 0.0
Very Good Good Satisfactory Unsatisfactory
Course – I
A Sl. B C D Parameters Very No. Good Satisfactory Unsatisfactory Good 1. Depth of the course content including project work if any 2. Extent of coverage of course
3. Applicability/relevance to real life situations 4. Learning value (in terms of knowledge, concepts, manual skills, analytical abilities and broadening perspectives) 5. Clarity and relevance of textual reading material 6. Relevance of additional source material(Library) 7. Extent of effort required by students
8. Overall rating
208
Questionnaire No. 2
Student Feedback on Teachers
Please rate the teacher on the following attributes using the 4-point scale shown
1. Knowledge base of the teacher (as perceived by you)
A B C D Name of the Teacher Very Good Good Satisfactory Unsatisfactory
Dr.(Smt) N. D. Shaik Smt. Vijayalaxmi Dandin Dr.(Smt) R. M. Kotur Smt. Asha Patil Smt. Jyotishree Hiremath Shri. Pampapti Hegadi Dr. Manjunath Bhat Shri. Rajkumar Patil Dr. H. V. Belagali Shri. Doddabasappa Naik Shri. Honakerappa Kuri
2. Communication Skills (in terms of articulation and comprehensibility)
A B C D Name of the Teacher Very Good Good Satisfactory Unsatisfactory Dr.(Smt) N. D. Shaik Smt. Vijayalaxmi Dandin Dr.(Smt) R. M. Kotur Smt. Asha Patil Smt. Jyotishree Hiremath Shri. Pampapti Hegadi Dr. Manjunath Bhat Shri. Rajkumar Patil Dr. H. V. Belagali Shri. Doddabasappa Naik Shri. Honakerappa Kuri
209
3. Sincerity / Commitment of the teacher
A B C D Name of the Teacher Very Good Good Satisfactory Unsatisfactory
Dr.(Smt) N. D. Shaik Smt. Vijayalaxmi Dandin Dr.(Smt) R. M. Kotur Smt. Asha Patil Smt. Jyotishree Hiremath Shri. Pampapti Hegadi Dr. Manjunath Bhat Shri. Rajkumar Patil Dr. H. V. Belagali Shri. Doddabasappa Naik Shri. Honakerappa Kuri
4. Intrest generated by the teacher
A B C D Name of the Teacher Very Good Good Satisfactory Unsatisfactory
Dr.(Smt) N. D. Shaik Smt. Vijayalaxmi Dandin Dr.(Smt) R. M. Kotur Smt. Asha Patil Smt. Jyotishree Hiremath Shri. Pampapti Hegadi Dr. Manjunath Bhat Shri. Rajkumar Patil Dr. H. V. Belagali Shri. Doddabasappa Naik Shri. Honakerappa Kuri
210
5. Ability to integrate course material with environment / other issues, to provide a broader perspective.
A B C D Name of the Teacher Very Good Good Satisfactory Unsatisfactory
Dr.(Smt) N. D. Shaik Smt. Vijayalaxmi Dandin Dr.(Smt) R. M. Kotur Smt. Asha Patil Smt. Jyotishree Hiremath Shri. Pampapti Hegadi Dr. Manjunath Bhat Shri. Rajkumar Patil Dr. H. V. Belagali Shri. Doddabasappa Naik Shri. Honakerappa Kuri
6. Ability to integrate content with other courses
A B C D Name of the Teacher Very Good Good Satisfactory Unsatisfactory
Dr.(Smt) N. D. Shaik Smt. Vijayalaxmi Dandin Dr.(Smt) R. M. Kotur Smt. Asha Patil Smt. Jyotishree Hiremath Shri. Pampapti Hegadi Dr. Manjunath Bhat Shri. Rajkumar Patil Dr. H. V. Belagali Shri. Doddabasappa Naik Shri. Honakerappa Kuri
211
7. Accessibility of the teacher in and out of the class (includes availability of the teacher to motivate further study and discussion outside class).
A B C D Name of the Teacher Very Good Good Satisfactory Unsatisfactory
Dr.(Smt) N. D. Shaik Smt. Vijayalaxmi Dandin Dr.(Smt) R. M. Kotur Smt. Asha Patil Smt. Jyotishree Hiremath Shri. Pampapti Hegadi Dr. Manjunath Bhat Shri. Rajkumar Patil Dr. H. V. Belagali Shri. Doddabasappa Naik Shri. Honakerappa Kuri
8. Ability to design quizzes / Tests /assignments / examinations and projects to evaluate students understanding of the course.
A B C D Name of the Teacher Very Good Good Satisfactory Unsatisfactory
Dr.(Smt) N. D. Shaik Smt. Vijayalaxmi Dandin Dr.(Smt) R. M. Kotur Smt. Asha Patil Smt. Jyotishree Hiremath Shri. Pampapti Hegadi Dr. Manjunath Bhat Shri. Rajkumar Patil Dr. H. V. Belagali Shri. Doddabasappa Naik Shri. Honakerappa Kuri
212
9. Provision of sufficient time for feedback
A B C D Name of the Teacher Very Good Good Satisfactory Unsatisfactory
Dr.(Smt) N. D. Shaik Smt. Vijayalaxmi Dandin Dr.(Smt) R. M. Kotur Smt. Asha Patil Smt. Jyotishree Hiremath Shri. Pampapti Hegadi Dr. Manjunath Bhat Shri. Rajkumar Patil Dr. H. V. Belagali Shri. Doddabasappa Naik Shri. Honakerappa Kuri
10. Overall rating
A B C D Name of the Teacher Very Good Good Satisfactory Unsatisfactory
Dr.(Smt) N. D. Shaik Smt. Vijayalaxmi Dandin Dr.(Smt) R. M. Kotur Smt. Asha Patil Smt. Jyotishree Hiremath Shri. Pampapti Hegadi Dr. Manjunath Bhat Shri. Rajkumar Patil Dr. H. V. Belagali Shri. Doddabasappa Naik Shri. Honakerappa Kuri
213
Questionari No. 3
Student overall evaluation of the programme and teaching to be filled only ofter the course results declared.
Name of the student :______
Roll No. : ______
1. The syllabus of each course was
a) adequate b) inadequate c) challenging d) dull
2. Background for benefiting from the course was
a) more than adequate b) adequate c) inadequate d) cannot say
3. Was the course easy or difficult to understand?
a) easy b) manageable c) difficult d) very difficult
4. How much of the syllabus was covered in the class?
a) 85 to 100% b) 70 to 85% c) 55 to 70% d) less than 55%
5. What is your opinion about the library material and facilities for the course?
a) more than adequate b) adequate c) inadequate d) very poor
6. To what extent were you able to get material for the prescribed readings?
a) Easily b) with some difficulty c) not available at all d) with great difficulty
7. How well did the teacher prepare for the classes?
a) thoroughly b) satisfactorily c) poorly d) indifferently
8. How well was the teacher able to communicate?
a) Always effective b) sometimes effective c) Just satisfactorily d) generally ineffective
214
9. How far the teacher encourages student participation in class?
a) Mostly yes b) Sometimes c) Not at all d) always
10 . If yes, which of the following methods were used?
a) Encouraged to raise questions b) get involved in discussion in class c) Encourage discussion outside class d) did not encourage
11. How helpful was the teacher in advising?
a) Very helpful b) sometimes helpful c) not at all helpful d) did not advise
12. The teacher’s approach can best be described as
a) Always courteous b) sometimes rude c) always indifferent d) cannot say
13. Internal assessment was
a) Always fair b) sometimes unfair c) Usually unfair d) sometimes fair
14. What effect do you think the internal assessment will have on your course grade?
a) Helps to improve b) discouraging c) no special effect d) sometimes effective
15. How often did the teacher provide feedback on your performance?
a) Regularly/in time b) with helpful comment c) Often/ late d) without any comments
16. Were your assignments discussed with you?
a) Yes, fully b) Yes, partly c) not discussed at all d) sometimes discussed
17. Were you provided with a course contributory lecture too at the beginning?
a) Yes b) no If yes, was it helpful? a) Yes b) no
18. if you have other comments to offer on the course and suggestions for the teacher you may do so in the space given below or on a separate sheet.
215
Audit report 2013-14
216
217
218
219
220
221
222
K.S.SAMITI VIJAYANAGAR COLLEGE OF EDUCATION VIDYNAGAR, HUBLI -31
RESULT OF B.Ed II SEM 2013-14 DISTICTION
14E10802 14E10803 14E10805 14E10808 14E10809 14E10810 14E10811 14E10814 14E10816 14E10818 14E10819 14E10820 14E10821 14E10822 14E10823
14E10825 14E10826 14E10827 14E10829 14E10832
14E10833 14E10834 14E10836 14E10837 14E10838 14E10830 14E10843 14E10845 14E10846 14E10849 14E10850 14E10851 14E10852 14E10855 14E10856 14E10857 14E10858 14E10860 14E10861 14E10867
14E10868 14E10869 14E10870 14E10871 14E10872
14E10874 14E10875 14E10878 14E10879 14E10880 14E10884 14E10885 14E10886 14E10887 14E10889 14E10891 14E10892 14E10894 14E10898
1st CLASS
14E10801 14E10804 14E10806 14E10807 14E10812 14E10815 14E10817 14E10824 14E10831 14E10835 14E10839 14E10840 14E10841 14E10844 14E10847 14E10848 14E10853 14E10854 14E10859 14E10862
14E10863 14E10864 14E10865 14E10866 14E10873
14E10876 14E10877 14E10881 14E10882 14E10883 14E10888 14E10890 14E10893 14E10895 14E10896 14E10899
2nd CLASS
14E10813 14E10842
PASS 14E10828
223
K. S. Samiti’s Vijayanagar College of Education, Vidyanagar, Hubli.
LESSON OBSERVATION SCHEDULE FOR STAFF
Name : ______Roll No. : ______
Date : ______Lesson No :______
School : ______Class : ______
Subject : ______Period :______
Topic : ______
Sl.No. Items Excellent Good Average Poor 1. Clarity of Objectives 2. Organization of Content 3. Introducing the Lesson 4. Approaches adapted 5. Mastery over the subject 6. Pupils Involvement 7. Adequacy of Language 8. Use of Teaching Aids 9. Black Board work 10. Reinforcement 11. Class Room Management 12. Questioning 13. Recapitulation & Evaluation 14. Closer of the Lesson 15. Personality of Student Teacher
Marks Awarded :
224
225
FEED BACK ON PRACTICE TEACHING BY HEADS OF PRACTICE TEACHING SCHOOLS
FORMAT – 1 : Conduct of practice teaching programme in school
Sl. Item YES NO No. 1. Does the institution seek prior permission for practice teaching Do the trainees consult concerned school teachers while preparing 2. practice teaching Time Table Do all the trainees attend the school assembly during practice 3. teaching 4. Do the trainees conduct assembly during practice teaching Do the trainees participate in the school activities other than 5. prescribed lessons Do the trainees conduct co-curricular activities during practice 6. teaching 7. Do the students use innovate methods in teaching 8. Do the trainees use Teaching Aids in teaching Do the practice teaching by trainees affect the performance of 9. school students in the final examination 10. Are the trainees punctual during practice teaching in the school 11. Do the trainees maintain discipline during practice teaching 12. Do the school teachers have positive attitude towards trainees 13. Do the school students have positive attitude towards Do the method masters accompany trainees during practice 14. teaching Do the method masters consult the concerned school teachers for 15. the guidance the assessment of the trainees.
226
FEED BACK ON PRACTICE TEACHING BY HEADS OF PRACTICE TEACHING SCHOOLS
FORMAT – 2: Class room teaching
Sl.No. Items Excellent Good Average Poor 1. Clarity of Objectives 2. Organization of Content 3. Introducing the Lesson 4. Approaches adapted 5. Mastery over the subject 6. Pupils Involvement 7. Adequacy of Language 8. Use of Teaching Aids 9. Black Board work 10. Reinforcement 11. Class Room Management 12. Questioning 13. Recapitulation & Evaluation 14. Closer of the Lesson 15. Personality of Student Teacher
Any others Suggestions / Comments:
227
17. Glimpses of infrastructure and memorable moments captured by the camera
OUR COLLEGE AT GLANCE
FRONT VIEW OF THE COLLEGE
CLASS ROOM
228
STUDENT COUNCIL INAUGURATION
DELEGATES VISIT TO OUR INSTITUTION
VISIT TO SCIENCE CENTRE
229
ICT LAB LIBRARY
PSYCHOLOGY LAB EDUCATION TECHNOLOGY LAB
SCIENCE LAB USE OF ICT
230
Visit to History Museum
EDUCATIONAL TRIP
VANA MAHOSTAVA
231
HONOR TO RANK STUDENT HONOR TO STAFF
CULTURAL PROGRAMME
ANNUAL DAY
232
DEEPDAAN PROGRAMME
CONTRIBUTING TO NATIONAL DEVELOPMENT
233
BLOOD DONATION
CTC CAMP
234
INDOOR GAME OUTDOOR GAME
235
B.ED 2013-14 GROUP PHOTO
236