Proposal for Assessment & Accreditation
Self Study Report
“Gandhi Vidya Mandir” means a Compre- hensive seat of Education making realise humanitarianism, to all human beings. If I explain in detail ‘Gandhi Vidya’ is a Gan- dhian Education which interprets the type of life style, despite various diversities of ideas, circumstances and abilities which are useful and beneficial for all. This pro- vides social security in the form of unified love (affection affinity) which may help to save the human society from straying by imparting quality education in various streams. Comprising there of Gramsudhar (Village Reformation) character building, prohibition of drugs abuses, public service of Health care, wishing welfare to all. Malice towards none, sharing hands to provide basic needs etc. I have addressed it by Gandhian Education and its big body itself is its ‘Mandir’ (Holy Place). (In the Words of Swami Shri Shriram Sharan Ji Maharaj, Founder of Gandhi Vidya Mandir)
2016
BuniyadiBuniyadi ShikshakShikshak PrashikshanPrashikshan MahavidyalyaMahavidyalya (CTE)(CTE) (Established -1953, Recognised by NCTE and State Govt. of Rajasthan.) Gandhi Vidya Mandir, Sardarshahr - 331 401 (Rajasthan) Phone - 01564 - 220056, Fax - 01564 - 220057, e.mail - [email protected], URL - www.bttc-gvm.org.in A. Profile of the Institution
1. Name and address of the institution: Buniyadi Shikshak Prashikshan Mahavidyalya (CTE), Gandhi Vidya Mandir, Sardarshahr, Dist. Churu 331403 (Raj.)
2. Website URL : – www.bttc-gvm.org.in
1. For communication: Buniyadi Shikshak Prashikshan Mahavidyalya, (CTE) Gandhi Vidya Mandir, Sardarshahr, Dist. Churu 331403 (Raj.)
Office – Name Telephone Number Fax No E-Mail Address with STD Code Head / Principal - drdineshkumar.btt 01564 220056 01564-220057 Dr. Dinesh Kumar [email protected] Self - appraisal Co-ordinator 01564 –- 220056 01564-220057 drkanchasharma.sr Prof. Kanchan Sharma [email protected] –
Residence
Name Telephone Number with Mobile Number STD Code Head / Principal -- 9414086003 Dr. Dinesh Kumar – Self - appraisal Co-ordinator -- 7073471062 Prof. Kanchan Sharma –
4. Location of the Institution:
Urban Semi-urban Rural Tribal
1
Any other (specify and indicate)
5. Campus area in acres: 100 acar
6. Is it a recognized minority institution? Yes No
7. Date of establishment of the institution: Month & Year
MM YYYY August 1953
8. University/Board to which the institution is affiliated:
Institute of Advanced Studies in Education Deemed University of Gandhi Vidya Mandir,
Sardarshahr, Dist. Churu 331401 (Raj.) –
9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act. Month & Year
MM YYYY 2f Jan. 1960
Month & Year
MM YYYY 12B Jan. 1960
2
10. Type of Institution a. By funding i. Government ii. Grant-in-aid 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
c. By Nature i. University Dept. ii. IASE iii. Autonomous College iv. Affiliated College
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
If yes, has the institution applied for autonomy?
Yes No
3
12. Details of Teacher Education programmes offered by the institution:
Sl. Level Programme/ Entry Nature of Duration Medium of No. Course Qualification Award instruction Graduation Secondary/ with 50% Sr. marks for i) B. Ed. Degree 2 Year Hindi, English secondary/ Gen., 45% Graduate for OBC & SC/ST B.Ed. with 55% marks ii) Post Graduate M.Ed. for Gen., Degree 2 year Hindi, English 50% for OBC & SC/ST M.Ed./M.A. Education/M .P.Ed./M.A. iii) Doctoral Ph.D. Philo./Psych. Degree 2-5 years Hindi, English with 55% for Gen., & 50% for SC/ST (Additional rows may be inserted as per requirement)
13. Give details of NCTE recognition (for each programme mentioned in Q.12 above) Level Programme Order No. & Date Valid Sanctioned upto Intake F.No./NRC/NCTE/RJ- Secondary/ Common Sr.secondary/ B.Ed. N/A 250 Order/2015/117284-304 Graduate dated 18 June, 2015 F.NRC/NCTE/RJ- Post Graduate M.Ed 05/2015/117270-274 N/A 50 dated 18 June, 2015 Doctoral Ph.D. N/A N/A 64
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B. Criterion-wise inputs
Criterion I: Curricular Aspects
1. Does the Institution have a stated Vision Yes No es Mission Yes No
Values Yes No
Objectives Yes No
2. Does the institution offer self-financed programme(s)? Yes No
If yes,
a) How many programmes? 02
b) Fee charged per programme M.Ed. 22400/- B.Ed. 26880/-
3. Are there programmes with semester system Yes
4. Is the institution representing/participating in the curriculum development/ revision processes of the regulatory bodies?
Yes No
If yes, how many faculty are on the various curriculum development/vision committees/boards of universities/regulating authority.
8
5
5. Number of methods/elective options (programme wise)
D.Ed. B. Ed. 106 M.Ed. (Full Time) 07 M.Ed. (Part Time) Any other (specify and indicate)
6. Are there Programmes offered in modular form
Yes No
Number
7. Are there Programmes where assessment of teachers by the students has been introduced
Yes No
Number 2
8. Are there Programmes with faculty exchange/visiting faculty
Yes No
Number 2
9. Is there any mechanism to obtain feedback on the curricular aspects from the
Heads of practice teaching schools Yes No
Academic peers Yes No
Alumni YesYes No
Students Yes No
Employers Yes No
6
10. How long does it take for the institution to introduce a new programme within the existing system?
at least 1 academic year
11. Has the institution introduced any new courses in teacher education during the last three years?
Yes No
Number N/A
12. Are there courses in which major syllabus revision was done during the last five years?
Yes No
Number 3
13. Does the institution develop and deploy action plans for effective implementation of the curriculum?
Yes No
14. Does the institution encourage the faculty to prepare course outlines?
Yes No
7
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 X
b) Common entrance test conducted by the University/Government
c) Through an interview X
d) Entrance test and interview X
e) Merit at the qualifying examination X
f) Any other (specify and indicate) X
(If more than one method is followed, kindly specify the weightages)
2. Furnish the following information (for the previous academic year 2014-2015): a) Date of start of the academic year M.Ed. 25 July, 2014 B.Ed. 04 Sept., 2014 b) Date of last admission M.Ed. 23 July, 2014
B.Ed. 02 Sept., 2014
c) Date of closing of the academic year M.Ed. 07 May, 2015
B.Ed. 18 June, 2015 d) Total teaching days 203 e) Total working days 238
3. Total number of students admitted (Session 2015-16)
Number of students Reserved Open Programme M F Total M F Total M F Total B. Ed. 154 96 250 139 76 215 15 20 35 M.Ed. 15 19 34 12 8 20 3 11 14 Ph.D. 13 28 41 4 6 10 9 22 31
8
4. Are there any overseas students? Yes No If yes, how many? N/A
5.
Whatrecurring is the expenditure unit cost of divided teacher by education the number programme? of students/ Unit trainees cost = enrolled). total annual B.Ed. M.Ed. a) Unit cost excluding salary component 2273.00 1395.00 b) Unit cost including salary component 27664.00 26786.00
(Please provide the unit cost for each of the programme offered by the institution as detailed at Question 12 of profile of the institution)
6. Highest and Lowest percentage of marks at the qualifying examination considered for admission during the previous academic session Admissions in B.Ed and M.Ed Courses are made through common entrance test conducted by the State Government. Highest – 416 Lowest 199 7. programme (after admission)? Is there a provision for assessing students knowledge and skills for the Yes No
8. Does the institution develop its academic calendar?
Yes No
9. Time allotted (in percentage)
Practice Practicum & Programmes Theory Teaching Tutorials B. Ed. 26.88% 30.08% 43.04% M.Ed. 47.05% 42.63% 10.32% Note: figures shown in the table does not depict the percentage for activities like co- curricular, sports/working with community, test and assignment etc.
9
10. Pre-practice teaching at the institution
a) Number of pre-practice teaching days 2 4
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 3 0 teaching
b) Total number of practice teaching days 108
c) Minimum number of practice teaching lessons given by each student 7 2
12. How many lessons are given by the student teachers in simulation and pre-practice teaching in classroom situations?
No. of Lessons In 05 No. of Lessons Pre-practice 06 simulation teaching
13. Is the scheme of evaluation made known to students at the beginning of the academic session?
Yes No
14. Does the institution provide for continuous evaluation?
Yes No
15. Weightage (in percentage) given to internal and external evaluation
Programmes Internal External Theory 30% Theory 70% B. Ed. Practical 80% Practical 20% – – Theory 30% Theory 70% – – M.Ed. (Full Time) Practical 100% Practical 00% – –
– – 10
16. Examinations
a) Number of sessional tests held for each paper 0 2
b) Number of assignments for each paper 0 2
17. Access to ICT (Information and Communication Technology) and technology. Yes No
Computers √ Intranet √ Internet √ Software / courseware (CDs) √ Audio resources √ Video resources √ Teaching Aids and other related
materials √ EDU SAT √
18. Are there courses with ICT enabled teaching-learning process?
Yes No
Number 03
19. Does the institution offer computer science as a subject?
Yes No
If yes, is it offered as a compulsory or optional paper? Compulsory Optional
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Criterion III: Research, Consultancy and Extension
1. Number of teachers with Ph. D and their percentage to the total faculty strength 14 40.00% 2. Does the Institution have ongoing research projects?
Yes NoNo
If yes, provide the following details on the ongoing research projects
Funding agency Amount (Rs) Duration (years) Collaboration, if any MHRD 90000 1year Nil
3. Number of completed research projects during last three years.
26
4. How does the institution motivate its teachers to take up research in education? (Mark for positive response and X for negative response) Teachers are given study leave Teachers are provided with seed money Adjustment in teaching schedule Providing secretarial support and other facilities Any other specify and indicate (Pradhyapak Samman) Honors
5. Does the institution provide financial support to research scholars?
Yes No
6. Number of research degrees awarded during the last 5 years. a. Ph.D. 13
b. M.Phil. N/A 7. Does the institution support student research projects (UG & PG)?
Yes No 12
8. Details of the Publications by the faculty (Last five years) Yes √ No Number
International journals √ National journals referred papers √ Non referred papers – Academic articles in reputed magazines/news √ papers Books √
Any other (specify and indicate) √
9. Are there awards, recognition, patents etc received by the faculty?
Yes No
Number 01 10. Number of papers presented by the faculty and students (during last five years): Faculty Students National seminars 70 12 International seminars 18 6 Any other academic forum (Workshop) 83 42
11. What types of instructional materials have been developed by the institution? (Mark ` No.)
Self-instructional for yes andmaterials `X for
Print materials
Non-print materials (e.g. Teaching Aids/audio-visual, multimedia, etc.)
Digitalized (Computer aided instructional materials)
Question bank
Any other (specify and indicate)
13
12. Does the institution have a designated person for extension activities?
Yes No
If yes, indicate the nature of the post.
Full-time Part-time Additional charge
13. Are there NSS and NCC programmes in the institution?
Yes No
14. Are there any other outreach programmes provided by the institution?
Yes No
15. Number of other curricular/co-curricular meets organized by other academic agencies/NGOs on Campus
04
16. Does the institution provide consultancy services?
Yes No
In case of paid consultancy what is the net amount generated during last three years.
N/A
17. Does the institution have networking/linkage with other institutions/ organizations?
Local level (DIET) √
State level (SCERT) √ National level (NCERT, NCTE, UGC, NIOS, MHRD, AIATE) √ International level --
14
Criterion IV: Infrastructure and Learning Resources
1. Built-up Area (in sq. mts.)
4100
2. Are the following laboratories been established as per NCTE Norms?
a) Methods lab Yes No b) Psychology lab Yes No c) Science Lab(s) Yes No
d) Education Technology lab Yes No e) Computer lab Yes No f) Workshop for preparing teaching aids Yes No
3. How many Computer terminals are available with the institution?
63
4. What is the Budget allotted for computers (purchase and maintenance) during the previous academic year? 2,08,000.00
5. What is the Amount spent on maintenance of computer facilities during the previous academic year? 36,925.00
6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year? 42,817.00
15
7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year? Expansion done by the parental body
8. Has the institution developed computer-aided learning packages?
Yes No
9. Total number of posts sanctioned
Teaching 36 ng Non Teaching 22
10. Total number of posts vacant
Teaching NIL ng Non Teaching Nil
11. a. Number of regular and permanent teachers (Gender-wise)
Open Reserved* M F M F Instructor 01 ------Lecturer 05 12 6 2 Reader 02 01 -- -- Professor ------01 Principal 01 ------
b. Number of temporary/ad-hoc/part-time teachers (Gender-wise)
16
Open Reserved* M F M F Instructor ------Lecturer 02 02 01 -- Reader ------Professor ------Principal ------
c. Number of teachers from Same state Other states 03
12. Teacher student ratio (program-wise) Programme Teacher student ratio B. Ed. 1:8 M.Ed. 1:3
13. a. Non-teaching staff
Open Reserved*
M F M F
Permanent 04 - 09 02 ng Temporary 02 - 04
b. Technical Assistants Open Reserved* M F M F Permanent 01 - - - ng Temporary - - - -
14. Ratio of Teaching non-teaching staff
35:22 – 17
15. Amount spent on the salaries of teaching faculty during the previous academic session (% of total expenditure) 62.90% 16. Is there an advisory committee for the library?
Yes No
17. Working hours of the Library On working days 8 hours On holidays 8 hours
During examinations 12 hours
18. Does the library have an Open access facility
Yes No
19. Total collection of the following in the library
a. Books 47249 - Textbooks 41594 - Reference books 5655 b. Magazines 14 e. Journals subscribed 9 - Indian journals 9 - Foreign journals 0 f. Peer reviewed journals - g. Back volumes of journals - h. E-information resources Inflibnet - Online journals/e-journals 6000
- CDs/ DVDs 60 - Databases - - Video Cassettes - - Audio Cassettes -
20. Mention the 364.47 18
Total carpet area of the Library (in sq. mts.)
Seating capacity of the Reading room 100
21. Status of automation of Library Yet to intimate Partially automated Fully automated
22. Which of the following services/facilities are provided in the library? Circulation Clipping
Bibliographic compilation Reference Information display and notification
Book Bank
Photocopying
Computer and Printer
Internet Online access facility
Inter-library borrowing Power back up User orientation /information literacy Any other (please specify and indicate)
23. Are students allowed to retain books for examinations?
Yes No
24. Furnish information on the following Average number of books issued/returned per day 50 Maximum number of days books are permitted to be retained
19 15/Full Session Full Session by students by faculty Maximum number of books permitted for issue
for students 8 for faculty 10 Average number of users who visited/consulted per month 1200 Ratio of library books (excluding textbooks and book bank 12:1 Facility) to the number of students enrolled
25. What is the percentage of library budget in relation to total budget of the institution
7.07
26. Provide the number of books/ journals/ periodicals that have been added to the library during the last three years and their cost.
(2012-2013) (2013-2014) (2014-2015) Number Total cost Number Total cost Number Total cost (in Rs.) (in Rs.) (in Rs.) Text books 730 48748 Other books 123 2600 54 620 Journals/ 20 10555 21 60944 11 23204 Periodicals Encyclopedia
20
Criterion V: Student Support and Progression 1.
ProgrammeProgrammes wise dropout2012-2013 rate for2013-2014 the last three batches2014-2015 B. Ed. 2.29 % 0.91% 5.50% M.Ed. (Full 5.55% 2.85% 6.25% Time)
2. Does the Institution have the tutor-ward/or any similar mentoring system?
Yes No
If yes, how many students are under the care of a mentor/tutor?
21
3. Does the institution offer Remedial instruction?
Yes No
4. Does the institution offer Bridge courses? (at Ph.D. Level)
Yes No
5. Examination Results during past three years (provide year wise data) 2012-13 2013-14 2014-15
B.Ed. M.Ed. B.Ed. M.Ed. B.Ed. M.Ed.
Pass percentage 97.67 100 96.77 91.17 98.60 100
Number of first classes 151 30 136 31 202 30
Number of distinctions N/A N/A N/A N/A N/A N/A Exemplary performances (Gold Medal and university 1 1 1 1 1 1 ranks)
21
6. Number of students who have passed competitive examinations during the last three years (provide year wise data) I II III NET 02 SLET/SET Data Not Available
Any other (specify and indicate)
7. Mention the number of students who have received financial aid during the past three years.
Financial Aid 2012-2013 2013-2014 2014-2015 Merit Scholarship Merit-cum-means
scholarship Fee concession Loan facilities SC /ST/ OBC Students 52 157 88
8. Is there a Health Centre available in the campus of the institution?
Yes No
9. Does the institution provide Residential accommodation for:
Faculty Yes No
Non-teaching staff Yes No
10. Does the institution provide Hostel facility for its students?
Yes No
If yes, number of students residing in hostels Men 55
Women 65
22
11. Does the institution provide indoor and outdoor sports facilities?
Sports fields Yes No
Indoor sports facilities Yes No
Gymnasium Yes No
12. Availability of rest rooms for Women
Yes No
13. Availability of rest rooms for men
Yes No
14. Is there transport facility available?
Yes No
15. Does the Institution obtain feedback from students on their campus experience?
Yes No
16. Give information on the Cultural Events (Last year data) in which the institution participated/organized.
Organized Participated Yes No Number Yes No Number Inter-collegiate - √ - - √ - Inter-university (International) - √ - √ - 01 National - √ - √ - 01 Any other (specify and - √ - - √ - indicate) (Excluding college day celebration)
23
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 (Inter College) 16 I rank Regional - - National - - International - -
18. Does the institution have an active Alumni Association? Yes No If yes, give the year of establishment
2007
19. Does the institution have a Student Association/Council?
Yes No
20. Does the institution regularly publish a college magazine?
Yes √ No
21. Does the institution publish its updated prospectus annually?
Yes No
22. Give the details on the progression of the students to employment/further study (Give percentage) for last three years
24
2012-2013 2013-2014 2014-2015 (%) (%) (%) Higher studies 20 Teaching 58
23. Is there a placement cell in the institution?
Yes No
If yes, how many students were employed through placement cell during the past three years.
2012-13 2013-14 2014-15
- - 10
24. Does the institution provide the following guidance and counselling services to students? Yes No
Academic guidance and Counseling
Personal Counseling
Career Counseling
25
Criterion VI: Governance and Leadership 1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any other similar body/committee
Yes No
2. Frequency of meetings of Academic and Administrative Bodies: (last year) Governing Body/management Quarterly Staff council N/A IQAC/or any other similar body/committee Twice
Academic council Internal Administrative Bodies contributing to quality improvement of the institutional processes. (mention Internal research committee only for three most important bodies) Internal quality assurance Cell
3. What are the Welfare Schemes available for the teaching and non-teaching staff of the institution?
Loan facility Yes No
Medical assistance Yes No
Insurance Yes No
Other (specify and indicate) Yes No
4. Number of career development programmes made available for non-teaching staff during the last three years
1 every year
26
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
03
b. Number of teachers who were sponsored for professional development programmes by the institution National 12 International -
c. Number of faculty development programmes organized by the Institution:
3
d. Number of Seminars/ workshops/symposia on curricular development, Teaching- learning, Assessment, etc. organized by the institution
e. Research development programmes attended by the faculty
83
f. Invited/endowment lectures at the institution
55
Any other area (specify the programme and indicate)
Special Talks 6
27
6. How does the institution monitor the performance of the teaching and non-teaching staff? a. Self-appraisal Yes No
b. Student assessment of faculty performance Yes No
c. Expert assessment of faculty performance Yes No
d. Combination of one or more of the above Yes No
e. Any other (specify and indicate) Yes No
(Day to day observation)
7. Are the faculty assigned additional administrative work?
Yes No
If yes, give the number of hours spent by the faculty per week 12 Hours
8. Provide the income received under various heads of the account by the institution for previous academic session
Grant-in-aid 58,48,905.00
Fees 61,73,387.00
Donation Nil
Self-funded courses Nil
Any other (Parental Body) 5,23,146.00
28
9. Expenditure statement (for last two years) 2013-2014 2014-2015 Total sanctioned Budget 100 100 % spent on the salary of faculty 66.00 75.45 % spent on the salary of non-teaching employees 24.97 20.68 % spent on books and journals 0.77 0.21 % spent on developmental activities (expansion of - - building) % spent on telephone, electricity and water 3.31 2.89 % spent on maintenance of building, sports facilities, 0.08 0.20 hostels, residential complex and student amenities, etc. % spent on maintenance of equipment, teaching aids, 4.18 2.14 contingency etc. % spent on research and scholarship (seminars, 0.06 0.15 conferences, faculty development programs, faculty exchange, etc.) % spent on travel 0.13 0.09 Any other 0.50 .50 (Computer/Postage/Exam/Printing/Miscellaneous) Total expenditure incurred 7855813 10945512
Audited Balance Sheet & Income & Expenditure A/c Receipt & Payment A/c, is enclosed herewith
10. Specify the institutions surplus/deficit budget during the last three years? (specify the amount in the applicable boxes given below)
Surplus in Rs. Deficit in Rs. 2012-2013 8394454.50
2013-2014 2106843.50
2014-2015 523146.00
11. Is there an internal financial audit mechanism?
Yes No
29
7. Is there an external financial audit mechanism?
Yes No
13. ICT/Technology supported activities/units of the institution:
Administration Yes No
Finance Yes No
Student Records Yes No
Career Counselling Yes No
Aptitude Testing Yes No
Examinations/Evaluation/Assessment Yes No
Any other (specify and indicate) Yes No (Teaching Learning)
14. Does the institution have an efficient internal co-ordinating and monitoring mechanism?
Yes No
15. Does the institution have an inbuilt mechanism to check the work efficiency of the non- teaching staff?
Yes No
16. Are all the decisions taken by the institution during the last three years approved by a competent authority?
Yes No 30
17. Does the institution have the freedom and the resources to appoint and pay temporary/ ad hoc / guest teaching staff?
Yes No
18. Is a grievance redressal mechanism in vogue in the institution? a) for teachers
b) for students
c) for non - teaching staff
19. Are there any ongoing legal disputes pertaining to the institution?
Yes No
20. Has the institution adopted any mechanism/process for internal academic audit/quality checks?
Yes No
21. Is the institution sensitised to modern managerial concepts such as strategic planning, teamwork, decision-making, computerisation and TQM?
Yes No
31
Criterion VII: Innovative Practices 1. Does the institution have an established Internal Quality Assurance Mechanisms?
Yes No
2. Do students participate in the Quality Enhancement of the Institution?
Yes No
3. What is the percentage of the following student categories in the institution?
2015 16 M.Ed. B.Ed. Category Men % Women % M–en % Women % A SC 5 0.14 0 0 28 0.11 12 0.35 B ST 1 0.02 0 0 10 0.04 04 0.11 C OBC 4 0.11 7 0.20 99 0.39 60 1.76 D Physically 0 0 0 0 01 0.004 0 0 challenged E General 3 0.08 12 0.35 15 0.06 20 0.58 Category F Rural 13 0.38 5 0.14 130 0.52 81 0.32 G Urban 2 0.05 14 0.41 24 0.09 15 0.06 H Any other 2 0.05 0 0 01 0.004 0 0 (SBC)
4. What is the percentage of the staff in the following category?
Category Teaching Non-teaching % % staff staff a SC 02 5.71 01 2.86 b ST 00 0.00 00 0.00 c OBC 07 20.00 15 42.86 d Women 17 48.57 02 5.71 e Physically challenged 01 2.86 00 0.00 f General Category 25 71.43 04 11.43 g Any other ------( specify)
32
5. What is the percentage incremental academic growth of the students for the last two batches?
Category At Admission On completion of the course 2013-2014 2014-2015 2013-2014 2014-2015 M.Ed. B.Ed. M.Ed. B.Ed. M.Ed. B.Ed. M.Ed. B.Ed. SC 4 34 5 35 4 32 4 34 ST 4 17 5 18 4 17 5 12 OBC 9 134 11 135 9 128 10 130 Physically challenged 1 General Category 17 32 10 28 13 32 10 28 Rural 12 168 13 167 10 162 11 158 Urban 23 51 19 51 21 48 19 49 Any other 1 2 1 2 1 1 1 2 ( SBC)
33
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 discussion, 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: Sardarshahr Signature of the Head of the Institution With seal Date:31-03-2016
34
Buniyadi Shikshak Prashikshan Mahavidyalya Gandhi Vidya Mandir, Sardarshahr, Dist. Churu 331401 (Raj.)
SELF APPRAISAL– REPORT
THE EXECUTIVE SUMMARY
Gandhi Vidya Mandir (GVM) the parental organisation of Buniyadi Shikshak Prashikshan Mahavidyalya, was established by late Sh. Shri Ramsaranji Maharaj (earlier known as Sh. Kanhaiyalal Dugar) on October 2, 1950 in 1190 acre area. It was the vision of late Swamiji as an embodiment of universal humanism, who with the blood and sweat of many devoted social workers, philanthropists, students and staff, created this epitome of emulative excellence in human endeavour as Buniyadi Shikshak Prashikshan Mahavidyalya. It was founded on Aug. 9, 1953, initially offering TTC (Teacher Training Courses), as that time. In 1954, Basic STC was replaced with new course. The degree course (B.Ed.) was started in 1956, M.Ed. in 1960 and the facility for Ph.D. was added in 1968. In 1993, additional responsibility was entrusted and Institute of Advanced Studies in Education (IASE) came into existence, under the centrally sponsored scheme of restructuring and reorganization of teacher education. Science 20th February, 2008 IASE has been converted into CTE which cater to the training requirement of three districts of Rajasthan, namely Nagaur, Churu and Siker to improve the quality of teaching at secondary levels, through specific courses designed for training of in-service teachers.
35
The institution is approved by NCTE for providing teacher education programme such as B.Ed., and M.Ed. with intake capacity of 250 and 50 respectively. The institute enjoys the status of College of Teacher Education (CTE). The building of the institution is a lively example of good architecture. The campus of the institution is beautified with lush green lawns (Sharmdan Udhayan, widespread garden sprawled in approximately. comprising of the 3 fountains, and a natural hilly sites), flower beds and bigha s, pleasing plantation. It is spread over a land of 5 acres with another additional attachment of 2612 Sq. Meters of built up constructed area located in the overall campus. The institution has an excellent infrastructure including spacious classrooms which are also well equipped with Projector, OHP, Smart Boards etc., stacked library, public address system equipped spacious multipurpose hall with a capacity of 300 students, modern well equipped laboratories, conference room, EDUSAT room, modern computer lab, auditorium (Ram Manch), physical room, Gymnasium, comfortable staff room, common room for girls, indoor and outdoor games facility, canteen, drinking water, uninterrupted power supply, internet, fax, photocopier, phone etc. The institution has the prime objective of imparting quality training to prospective teachers who are expected to cater to the educational needs of all the stakeholders. The difference is felt owing to conducive environment to teaching, learning, research and innovation, liberty to teacher and student- teachers for their maximum potential actualization with novel, ICT and value imbibed academic practices. The institute has a duly elected college management committee which looks after the institute. Institute also has different committees of staff members to look after daily affairs and maintain the conducive environment for teaching and learning. The focus of the institute is at creating and sustaining the environment, where prospective teachers can develop an aptitude for teaching, scientific and humanistic attitude, sprit of services to the society and all the essentials of teaching learning skills. This is being done
36 here under dynamic leadership of Management, Principal and committed faculty.
The institute encourages and sponsors the teachers as well as student teachers for participation in professional development programs, seminar, conference, workshop and Inters College/University competitions of academic and co-curricular activities. The institute makes use of the practices in teaching learning in collaboration with practice teaching schools, lab schools, academic members, educationists, education department, alumni, and parents of student teachers and persons of eminence from different local administrative bodies. These are involved in positive social interaction through various prominent institutional curricular, co-curricular and extension activities. Some innovative practices such as adoption of 25 village schools for educational empowerment and guidance, Apana Parivar, On demand Internal assessment, Rural Educational Awareness Programme, Regular Co-curricular Activities, Work Experience paper at M.Ed. Level. Entrance test for Ph.D. admission since 2006, weightage to National Thrust Issues such as Value Education, Gandhian Philosophy, Geeta Drashan deserve special mention. It is a matter of extreme pleasure and pride to mention that this Institute has proved its mettle in the field of education in more than one way from time to time. Of late, the academic staff of this institute prepared the curriculum to be introduced for B.Ed., Shiksha Shastri and M.Ed. courses for the academic session 2015-17. The institute stands out as unique college of teacher education for its distinct emphasis on imparting the sound theoretical knowledge of curriculum subjects, teaching and training methods, including practical exposure to actual teaching with a humanistic touch to groom the student teacher to become both effective teacher and exemplary persons. Thus, the thrust is on carving out and drawing out the best from the pupil teachers who would contribute in shaping the future of the mankind, thus benefiting to the State in particular and to the Globe in general.
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Criterion I: Curricular Aspect
1.1 Curricular Design and Development
1.1.1 State the objectives of the institution and the major considerations addressed by them? (Intellectual, Academic, Training, Access to the Disadvantaged, Equity, Self development, Community and National Development, Issue of ecology and environment, Value Orientation, Employment, Global trends and demands, etc.)
VISION- (In the Words of Swami Shri Shriram Sharan Ji Maharaj, Founder of Gandhi Vidya Mandir) making realise humanitarianism, to all human beings. If I explain in detail Gandhi Vidya Mandir means a Comprehensive seat of Education life style, despite various diversities of ideas, circumstances and abilities which are Gandhi Vidya is Gandhi Education which interprets the type of useful and beneficial for all. It provides social security in the form of unified love (affection affinity) which may help to save the human society from going astray by imparting quality education in various streams. It comprises of gramsudhar (village reformation), preparation of teachers for rural areas, character building, prohibition of drugs abuses, innocence, public service such as Health care, wishing welfare to all. Malice towards none good towards . I have addressed it by Gandhi Education and its big body itself is its every one (Holy place).
Mandir
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MISSION-
1. ToD imparton t De teachersire be C educationommitted . to meet emerging needs and challenges of the society and the Nation. 2. To actualise such teacher education that can create conducive atmosphere for teaching and learning etc. 3. To stress on the holistic development of teacher, bringing out their cognitive, affective and psycho motor skills to the best. 4. To impart such training based on value orientation that can observe the universal standard etc. 5. To prepare such teachers that can fulfil the local and national aspiration such as rural development, character building, drug deaddiction, public service, health care, disaster management and rudimentary needs. Objectives - 1. To prepare such thoughtful teachers who are devoted to Nation, Culture and society. 2. To prepare such teachers that are value oriented and having sound character. 3. To cultivate the feeling of social cohesion and harmony among the pupil teachers. 4. To prepare such teachers that are devoted to education and future building. 5. To train such pupil teachers who are devoted to educational research innovations. 6. To prepare such teachers that can help spread out rural education.
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7. To prepare such teacher educators that can prepare the teachers to realise the above mentioned objectives.
1.1.2. 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).
The need of the curriculum is assessed through the feedback of students, faculty members, Head of practice teaching schools, In-service teachers, alumni, employers, academic peers, global trends, seminars/workshops recommendations, local needs and guidelines issued by NCTE, NCERT, UGC and State Govt.. The eminent educationists are also consulted. Thus the needs assessed and aspirations reflected by all the stake holders are recommended to Board of Studies for inclusion in the curriculum.
1.1.3. How are the global trends in teacher education reflected in the curriculum and existing course modified to meet the emerging needs?
The role of teacher educators and pupil teachers have been redefined keeping in view the global trends and emerging needs of the school children. A balanced blending of traditional methodology with ICT and new technology is being done. The student-teachers are trained to become independent, creative skilful and capable enough to face the world. The curriculum has been modified to meet the emerging trends and needs of the modern society. The Environmental Education and Value Education are included at B.Ed. and M.Ed. level. Educational Aspects of Geeta Philosophy and Gandhian Thoughts of Education are made as a special paper in the B.Ed. curriculum. Globalization of
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Education, Human rights, National Security, RTE Act. 2009, Disaster Management and Child Rights, Yoga, ICT, Prayer etc. like emerging issues are also included in the curriculum as per NCTE Guideline issued in December 2014 .
1.1.4. How does the institution ensure that the curriculum bears some thrust on national issues like Environment, value education and ICT?
The curriculum bears thrust on National issues by way of incorporating Value Education, Right to Education, Human Rights, Child Rights, Secularism, Environment, ICT, National Security, Non-Violence, Population Explosion etc. There are compulsory and optional papers concerning National issues in B.Ed. and M.Ed. Courses. The main subjects of B.Ed. and M.Ed. courses which focus these issues are as follows- Computer Education The computer Education is a compulsory paper for B.Ed. and M.Ed. Students & Methodology of Teaching-Computer science is an optional teaching subject at B.Ed. level.
Value Education, Gandhian and Geeta Philosophy
Special paper on Value Education, Gandhian and Geeta Philosophy is included in the curriculum on the recommendation of seminar/workshop organized by the institute.
Apart from the above, Right to Education, Human rights, Child Rights, Secularism, National Security, Non-Violence & Population Education are included in the curriculum.
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1.1.5. Does the institution make use of ICT for curricular planning? If yes give details.
Yes, the institute makes use of ICT for curriculum planning. Information regarding current issues is downloaded from the internet. Guidelines of competent authority like NCTE, NCERT, UGC etc. are also downloaded. The website of the institute has an option for feedback on curricula. Students, alumni, academic peers, educationist are interacted to give their suggestions on the website. 1.2 Academic Flexibility
1.2.1. How does the institution attempt to provide experiences to the students so that teaching becomes reflective practice?
The institute provides wide varieties of learning situations to the students - teachers according to the needs and requirements of the curriculum. All the necessary steps have been taken by the institution for better implementation of the curricular activities. The student teachers are motivated to make use of ICT in their lesson plan, practice teaching and use of computer for power point presentation. The Institute provides a platform to all student-teachers to participate in various sports, such as
Plus Polioliterary, Abhiyan, cultural, Blood Sharmdan Donation, community and community work etcservice . practice The Institute conducts Micro-Teaching, Demonstration Lesson, Workshop for use of teaching aids, Open Air Session, Practicum, Sessional Work and Rural Awareness Camp (Svachhata Abhiyaan, Literacy Campaign,
Plantation, etc.) for B.Ed. students. Work Experience, Practicum, Rural Awareness Camp , Mobilization of money and means for the victims, Seminars
42 and Sessional Work for M.Ed. Students. Seminar and Work-Shop for Ph.D. Scholars. These entire programmes add sufficient experiences to the students so that teaching becomes more reflective practice.
1.2.2. How does the institution provide for adequate flexibility and scope in the operational curriculum for providing varied learning experiences to the student both in the campus and in the field?
The institute provides varied learning experiences to the students both in campus and in the field. There is adequate flexibility for students to choose specialization as optional paper, sessional work and co-curriculum activities.
1.2.3. What value added courses have been introduced by the institution during the last three years?
Institute has introduced various value added programmes/activities for the students. Students are trained in Power Point Presentation, OAS, various programmes like Yoga, Co-Curricular Activities, Daily Prathana Sabha and a organized Weekly Sarva for incultationDharm Prath of lifena Sabha values for of the Gandhi students. Vidya To Mandir provide family different are activities related to social and community responsibility (e.g. community work) specially Rural awareness camp, social survey and work experience programmes are organized regularly by the institute. Apart from Value Education, Computer Education, Gandhian Thoughts of Education, Computer Science as a teaching subject, Chetna Vikesh Mulya Shiksha (CVMS) and Educational Aspects of Geeta Philosophy are integrated in the curriculum.
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1.2.4. How does the institution ensure the inclusion of the following aspects in the curriculum?
1 Interdisciplinary/Multidisciplinary 2 Multi skill development 3 Inclusive education 4 Practice Teaching 5 School experience/internship 6 Work experience/SUPW
Interdisciplinary/Multidisciplinary
The curricula of M.Ed. and B.Ed. classes have Interdisciplinary/Multidisciplinary approaches. There are various fields of specializations in M.Ed. and B.Ed. courses covering Psychology, Philosophy, Sociology, Technology, etc. Institute also provides inter disciplinary research facility for Ph.D. Scholars. A student of Physical Education, Psychology, Philosophy and Library Science can be registered for Ph.D. in Education.
Multi Skill Development
Institute regularly organizes various programmes for development of Multi-skills in students and are motivated to participate in these programmes. There is a provision for regular co-curricular activities like Literary, Cultural, Sharmdan, Library and Sports in the time table for the holistic development of personality. It also provides a platform to each student to perform his/her talent in desired activity. Institute also conducts Daily Prarthana Sabha in which students are motivated to participate for News Reading, Prerak Prasang
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(Motivational anecdotes), Anmol Vachan (Thought for the day) and General Knowledge Questions. Institute organizes a ten days Rural Educational Awareness programme in which, Training for School Management, Social Responsibilities, Community Participation and Social Work are given to every students. There is a provision for work experience and practicum (field work) for B.Ed. and M.Ed. Students, which provides real classroom experience. Students are also trained to organize social , educational and community events. Students of B.Ed. and M.Ed. are trained to organize an educational exhibition every year at which teaching models are displayed related to upper primary and secondary classes syllabus. Inclusive Education
At present, stress is given on the inclusive education in the curriculum. Practice Teaching
As a part of preparation to actual teaching practice in schools, Microteaching, Demonstration lesson and Expert Lectures related to practice teaching are organized by the institute. Lesson planning is considered an important part in preparation for teaching practice. Before the real practice teaching, the college organize confidence building programme such pedagogical content analysis, lesson planning, developing core teaching skills through micro teaching under simulated conditions, observation of demonstration lesson given by the faculty members or subject experts. Every student has to teach 40 practice lessons in the school 20 lessons in each teaching subjects. All the lessons are supervised and checked by faculty
45 members. Since session 2015-16 third semester there would be Six month Internship for pupil teachers to hone their practical skills as teachers. School Experience
Institute provides both practical and theoretical experience of school management. In theory paper student teachers are given conceptual knowledge about the management of school problems, library organization, school building, time- table, human resources etc.. At the time of practice teaching pupil teachers are provided a real classroom experience. Pupil Teachers are also exposed to a village school experience through Rural Educational Awareness Programme organized for 10 days in each session. In this programme pupil teachers organize all the activities of the school with the help of school staff. Since session 2015-16 third semester there would be Six month Internship for pupil teachers to hone their practical skills as teachers.
Work Experience /SUPW
Work Experience is the core part of the curriculum of M.Ed. It provides different types of school experiences to pupil teachers. Practice teaching, Practicum, Skill of organizing Rural Educational Awareness Camp, Educational Rallies, Co-Curricular activities, Environmental Projects, Celebration of National and International days, festivals, Jayanti (Birthday) and Parva etc. are the major programmes to provide different types of experiences to pupil teachers. The students will stand benefitted with real class room teaching, administrative set-up, examination process, ICT training, A/V teaching, conversion of waste material into useful products (Teaching Aids).
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1.3 Feedback on Curriculum
1.3.1. How does the institution encourage feedback and communication from the Students, Alumni, Employers, Community Academic peers and other stakeholders with reference to the curriculum?
Institute gets feedback on curriculum from Students, Alumni, Employees and Head of Practice Teaching Schools. Feedback format is provided by the institute to Students, Alumni, Employees and Head of Practice Teaching Schools. There is a provision for feedback on the website of the Institute. Student, Alumni, Academic peers, Community may give their suggestions and feedback for curriculum. Seminars/Workshops are also organized for introducing new trends/issues in the curriculum.
1.3.2. Is there a mechanism for analysis and use of the outcome from the feedback to review and identify areas for improvement and the changes to be brought in the curriculum? If yes give details on the same
Yes, a feedback review and curriculum improvement committee have been constituted to gather feedback from different sources. The committee along with faculty members makes recommendation to Board of Studies of the University for improvement in the curriculum.
1.3.3. What are the contributions of the institution to curriculum development?
7 faculty members of this institute are on the Board of Studies, Academic Council and Board of Management of the University. Institute also
47 has an internal academic council which gives suggestion for Curriculum Improvement from time to time.
1.4 Curriculum Update
1.4.1. Which courses have undergone a major curriculum revision during the last five years? How did these changes contribute to quality improvement and student satisfaction? (Provide details of only the major changes in the content that have been made).
B.Ed., M.Ed. and Ph.D. curriculum have undergone major revision during the last five years. The following are the major changes made in the curriculum for qualitative improvement and student satisfaction- Introducing new optional/compulsory papers. (such as Value Education, Gandhian Thoughts of Education, Educational Aspects of Geeta Philosophy, Work Experience and Methodology of Computer Science Teaching. Weightage is given to student attendance and participation in co-
curricular activities while evaluatings the performance of the pupil teachers. National and International issues like Right to Education, Human Rights, Child Rights, Population Education, National Security etc. are also added to Curriculum as per NCTE guidelines issued in December 2014. Bridge course is introduced at Ph.D. level. 1.4.2. What are the strategies adopted by the institution for curriculum revision & update?
Institute collects feedback from Students, Alumni, Employees, Academic Peers, Head of Practice Teaching Schools and this is recommended to the Board of Studies of the University. Institute also considers the
48 recommendations of Seminars/Workshops in improvement, revision and updating the curriculum.
1.5 Best Practices in curricular Aspects
1.5.1. What are the quality sustenance and quality enhancement measures undertaken by the institution during the last five year in curricular aspects?
The following are the quality sustenance and quality enchantment measures under taken by the institution during the last five years in the curriculum - Continuous and Comprehensive Evaluation Students are motivated to participate in National Seminars Daily Prayer Students are motivated to make use of ICT Remedial Classes General Knowledge Question in Assembly Practicum Open Air Session Rural Educational Awareness programme Organization of Educational Exhibition Weightage is given to Student Attendance and Participation in Co-
Curricular activities while assessings students. Organizing workshops for Ph.D. Scholars Apana Parivar
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Work Experience paper for M.Ed. Thrust is given on national issues like Value Education, Computer Education, National Security, Child Right, RTE, Human Right and Environment Education etc.
1.5.2. What innovations/best practices in curricular aspect have been planned/ implemented by the institution?
The following innovations/best practices have been implemented by the institution Computer Education is compulsory for all B.Ed. and M.Ed. students. Environmental Education is compulsory at all levels of education. Work Experience paper has been introduced at M.Ed. level to provide real experience to students. Participation in Co-Curricular activities is compulsory for all students. Knowledge of Science Practicals is made compulsory for all B.Ed. students. Training for use of audio visual teaching aids is compulsory for all B.Ed. Students. Apana Parivar (Tutor ward System) System. Rural Educational Awareness Camp. (Block Teaching a real experience with schools and society) Continuous and Comprehensive Evaluation. On Demand Internal Assessment. Entrance test for Ph.D. registration. Compulsory Bridge course for Ph.D. scholars before registration. Organization of regular workshops for Ph.D. scholars.
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Open Air Session (OAS). Remedial Classes
Additional Information to be provided by Institutions opting for Re- accreditation / Re-assessment
1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Curricular aspects and how have they been acted upon? N/A
2. What are the major quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation. N/A
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Criterion II: Teaching-Learning and Evaluation
2.1 Admission Process and student Profile
2.1.1. Give details of the admission processes and admission policy (criteria for admission, adherence to the decisions of the regulatory bodies, equity, access, transparency, etc.) of the institution?
As per the policy of the State Govt. of Rajasthan, B.Ed. and M.Ed. students are selected through the State level common entrance test and admitted through online Counseling conducted by State Govt. agency. For Ph.D. (Education) a national level common entrance test is conducted by the university as per UGC norms.
2.1.2. How are the programmes advertised? What information is provided to prospective students about the programme through the advertisement and prospectus or other similar material of the institution?
As per state Govt. policy admission to B.Ed. and M.Ed. courses are made through the State level common entrance test. For Ph.D. a National level Entrance test is conducted by the University as per norms of UGC. Prospectus and other information are used to provide information to the prospective students about the program. The Institute website is also available.
2.1.3. How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants?
Admission to B.Ed. and M.Ed. courses are made through the entrance test conducted by state Govt. For Ph.D. University conducts entrance test and 52 prepare a merit list of the successful candidates and this is displayed on the notice board and website of the university. All successful candidates are informed through registered letters, as well.
2.1.4. Specify the strategies if any, adopted by the institution to retain the diverse student population admitted to the institution?
Admission to B.Ed. and M.Ed. Courses are done by the state government through common entrance test. For Ph.D. a national level entrance test is conducted by university and reservation is provided to SC/ST/OBC and other candidates as per reservation policy of Govt.
2.1.5. Is there a provision for assessing student`s knowledge/need and skill before the commencement of teaching programmes? If yes give details on the same.
Student of B.Ed. and M.Ed. are admitted through common entrance test conducted by state govt. For Ph.D. registration a course work is compulsory for all selected candidates. After completion of the course work a performance test is conducted to assess the student knowledge. A candidate is required to obtain at least % marks in the test for s Ph.D. registration. ……
2.2 Catering to diverse Needs
2.2.1. Describe how the institution works towards creating an overall environment conducive to learning and development of the students?
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Institute daily organizes Prathana Sabha in the beginning of the college at which National Anthem, Prerak Prasang, Aahavan Geet, News and G.K. Questions etc. are presented by the students. Institute also conducts co- curricular activities like Sports, Cultural Programme, Shramdan and Literary Activities regularly. Institute organizes Apana Parivar programme every
Saturday for students, in which students in small group with a faculty member as in-charge are encouraged to share their personal and educational problems. Students are also motivated to use library and ICT facilities. Open Air Session, Rural Educational Awareness Camp, Participation of Students in Seminars, Celebration of Jayanti, Festival and Important National and International days, are some of the programme organized to create overall healthy environment.
2.2.2. How does the institution cater to the diverse learning needs of the students?
Institute organizes daily Prayer Session in which National Anthem, Prerak Prasang, Aahavan Geet, News & Anmol vachan are presented by the students. Institute also organizes co-curricular activities like Sports, Cultural Programme, Shramdam & Literary Programmes regularly. Institute organizes Apana Parivar Programme every Saturday for students in which students are divided into small group with the faculty member and students are encouraged to share their personal and educational problems with the faculty member. The Students are also motivated to use library & ICT facilities of the institute. Institute also organizes Open Air Session, Diagnostic test, Remedial classes, Seminars, Celebration of Festival and Important National and International days.
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2.2.3. What are the activities envisioned in the curriculum for the student teachers to understand the role of diversity and equity in teaching learning process?
There are several activities envisioned in the curriculum for pupil teachers to understand the role of diversity and equity in teaching learning process. One compulsory regular period for co-curricular activities Library is kept open on all working days. Organization of practicum work for B.Ed. students in which use of audio- visual aids, administration of psychological tests and science practicals are compulsory for each student. Students are motivated to use INTERNET. Organization of Micro Teaching, Work Experience, Sessional Work, Open Air Session. Rural Educational Awareness Camps and Experience of School Administration. Organization of community services/works like participation of students in Puls Polio & National Disaster Management Programmes. Organization of Seminar and Workshops. Organization of Special Lectures for students by senior faculty members and external experts. Personal guidance for lesson planning. Remedial classes through Apana Parivar and Open Air Session Programme.
2.2.4. How does the institution ensure that the teacher educator is knowledgably and sensitive to cater to the diverse students needs?
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The institute organizes Apana Parivar Programme in which faculty members motivate students to discuss their personal or educational problems and needs. Their problems are tried to be solved by faculty members at its own level first and then through the principal and management if required. The teachers conduct every month a class test to know the difficulties and needs of students. Student Educational Needs are fulfilled by the institute.
Faculty members are well s qualified and knowledgeable according to NCTE norms to fulfil the needs of students. The principal and other senior faculty members observe class rooms and day to day activity from time to time to ensure teacher educators impart knowledge satisfactorily.
2.2.5. What are the various practices that help student teachers develop knowledge and skills related to diversity and inclusion and apply them effectively in classroom situations?
The following activities are organized to help pupil teachers to develop knowledge and skill related to diversity- Participation of M.Ed. & B.Ed. students in the seminar. Workshops for Ph.D. Scholars Micro & Demonstration lessons for B.Ed. students Observation of lesson plan by peer students Rural Educational Awareness Camps. Various methods of teaching by using teaching aids. Knowledge of educational Psychology (Practical and theory)
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2.3 Teaching Learning process
– 2.3.1. How does learning resources such as library, web site, focus group, individual the institution engage students in active learning ? Use of projects, simulation, peer teaching, role-playing, internships, practicum, etc.)
Teaching- learning Process. Institute organizes following activities for students for active learning.
One regular period to library. Library is kept open during all working hours of the institute. Special training is imparted to B.Ed. students for handling audio-visual equipment. Environmental projects are compulsory for B.Ed. Students. INTERNET facility is available for all students and faculty members. Knowledge of Science Practical is made compulsory for all B.Ed. Students. Work Experience paper has been introduced to provide real class room experience at M.Ed. level. Regular Workshops are organized for Ph.D. scholars. Training for administration of psychological tests. Workshops for preparing teaching learning materials are organized for B.Ed. students. Opportunities for participation in National seminars are provided to M.Ed. and Ph.D. scholars. Rural Educational Awareness Camps are organized to provide social and real classroom experiences to students.
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Literary activities are frequently organized to motivate the students for active learning. Every year Educational Exhibition is organized in which students exhibit their self-made working and non-working teaching aids for teaching in practicing schools for students. Apana parivar and open air session are the programmes in which students are motivated to present their personal and educational problems. Students present Anmol Vachan, Prerak Prasang and G.K. Questions in morning assembly regularly. Opportunity is provided to the students in the classroom for group discussion.
2.3.2. How is `learning` made student centered? Give a list of the participatory learning activities adopted by the institution and those, – which contributed to self management of knowledge, and skill development by the students?
The following activities are organized to make learning as student centric.
Micro Teaching Observation of Demonstration Lessons taught by subject experts. Observation of lessons taught by peer students. Participation in Workshop organized for Ph.D. students. Participation of students in seminars. Environmental Projects. Yoga Camps.
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Regular Yoga Classes Social participate through work experience (Plus Polio, Blood Donation etc) Practicum Work (Science, Educational Technology, Psychology, Different methodology of Teaching). Work Experience. Use of INTERNET Active participation in Co-Curricular Activities. Participation in Educational Exhibition and Rural Educational Awareness Camps. Open air session The students will be trained to operate all these activities in their lab schools as well.
2.3.3. What are the instructional approaches and experiences provided for ensuring effective learning? Detail any innovative approach/method developed/used.
The following teaching strategies are used for ensuring effective learning-
Seminar Group Discussion Method Workshop Team Teaching Computer Assisted Instruction Hardware Approach
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Software Approach Demonstration cum Practical Method. Project and Problem Solving Method. Demonstration Method.
2.3.4. Does the institution have a provision for additional training in models of teaching? If yes, provide detail on the models of teaching and number of lesion given by each student.
Yes, M.Ed. and B.Ed. students are provided special training in Inquiry Training & Concept Attainment Models of Teaching.
2.3.5. Does the student teacher use micro teaching technique for developing teaching skills? If yes, list the skill practiced and number of lesson given by each student per skill.
Yes, it is compulsory for B.Ed. students to teach at least five micro teaching lessons in each teaching subject by making use of five teaching skills. The following are the skills commonly used by the students during micro teaching- Skill to Introduce Skill to Question Black Board Writing Skill Reinforcement Skill Demonstration Skill Explanation Skill Stimulus Variation Skill Reading Skill.
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Evaluation Skill.
2.3.6. 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.)
For preparation of real teaching practice in schools, micro teaching, expert lectures related to lesson planning and demonstration lessons are organized. Lesson planning is considered an important part in the preparation of teaching practice. Faculty members take good care of training students in lesson planning too. Before the students are sent to schools for practice teaching, the institute organizes capacity building programmes such as pedagogical content analysis, lesson planning, developing core teaching skills through micro teaching under simulated conditions, observation of demonstration lessons etc. Every student has to teach 40 practice lessons in schools, 20 lessons in each teaching subject. Students have to teach only one lesson per day. All the lessons are supervised and checked by the faculty members and the feedback is given to students to improve their daily teaching. Peer pupil teacher and school teachers also observe lessons sometimes in the class and give formal feedback to the pupil teachers. One lesson per pupil teacher everyday Every lesson plan is choked and approved by subject teacher before delivering in school. Every lesson is observed by at least one teacher educator 10 lesson are observed by every pupil teacher. Written Feedback is given after observation at the end of Lesson.
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Every pupil teacher 40 practice lesson in school, 20 lesson in each teaching subject. 2.3.7. Describe the process of Block Teaching/Internship of students in vogue.
Institute organizes 10 days block teaching programmes every year for B.Ed. students. This programme is named as Rural Educational Awareness
Camp . Institute engages nearby village schools for this programme. Students themselves conduct all the activities of the school including Administration and academic activities. They also conduct pilot study, educational survey, exhibition and co-curricular activities in the village. They also organize community work & social awareness activities such as Literacy Awareness, Women Empowerment, Child Rights, Right to Education and Human Rights, Health awareness camps etc.
2.3.8. Are the practice teaching sessions/plans developed in partnership, cooperatively involving the school staff and mentor teacher? If yes give details on the same
Yes, teaching practice plans are developed with co-operation of school teachers. During meeting with school heads, the educational needs of the schools and the policy directions are communicated. School teachers are oriented about guiding and assessing student performances.
2.3.9. How do you prepare the student teacher for managing the diverse learning needs of student school?
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The institute organizes the following activities for managing the diverse learning needs of students in schools- Remedial classes during block teaching. Organization of Co-Curricular Activities by the pupil teacher. Training provides for Administration of Psychological Tests to pupil teachers. Training is provided to prepare Diagnostic Tests. Special training is provided to use sophisticated A/V aids and secondary level science practical. Training is provided to prepare self instructional materials.
2.3.10. What are the major initiatives for encouraging student teacher to use/adopt technology in practice teaching?
Institute encourages student teachers to use/adopt technology in practice teaching by following major activities- Training is provided to use audio-visual aids. Workshop is organized to prepare teaching-learning material. Educational exhibitions are organized every year. Weight-age is given to make use of teaching aid in internal assessment. Training for use of Computer and INTERNET facility. 2.4 Teacher Quality
2.4.1. Are the practice teaching sessions/plans developed in partnership, cooperatively involving the school staff and mentor teacher? If yes give details on the same.
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Yes, teaching practice plans are developed with co-operation of schools teachers. At meetings with school heads the educational needs of the schools and the policy directions are communicated. School teachers are also oriented about guiding and assessing student performance.
2.4.2. What is the ratio of student teacher to identified practice teaching schools? Give details on what basis the decision has been taken?
Earlier the average ratio was 1:25 but since the session 2015-16 the average ratio is 1:10. The decision of allotment of practice teaching school to student teachers is based upon the following facts: The total number of classes/sections in practice teaching school available for teaching practice. Distance of the practice teaching school from the institute. Availability of school subjects School co-operation. The infrastructure, class rooms & other physical facilities available in the practice teaching schools. Availability of transport facility. The attitude of head & school staff towards practice teaching. Tries to select new village schools every year.
2.4.3. Describe the mechanism of giving feedback to the student and how it is used for performance improvement?
Practice Teaching
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Feed back is given manually. During micro teaching session the teacher educator and the peers provide feedback about the lesson taught by the student teacher. During the practice teaching session, mentor teacher, head of practice teaching schools, peers group and school teacher give formal and informal feedbacks. The feedback mechanism cycle is Plan Teaching
Feedback Modification in Planning Reteach Feedback - Confirmation.– The– subject teacher– guides the student – teacher about– what to observe, how to observe and how to get feedback from their peers. Theory
The test is conducted from time to time to asses the student teachers and then the feedback is given to him by the faculty members. The subject teacher guides the pupil teacher according to their answers to improve their further performance. Personality Development
Institute conduct Literary, Cultural, Sports and Shramdhan Co- Curricular Activities regularly and faculty members give their feedbacks on the performance of the students during these activities.
2.4.4. How does the institution ensure that the student teacher are updated on the policy directions and educational needs of the schools?
The principal of the institution involves teacher educators, school heads and school teachers to ensure that the student teachers are updated on the policy directions and educational needs of the schools. The principal of the institute facilitates the faculty members by arranging a prior meeting of heads
65 of practice teaching schools. The principal of the institute comes to know all the important polices of practice teaching school through discussion with the head and faculty members and makes it clear to all the student teachers. The teacher educator supervises their daily lesson plan. The feedback received from the head and school staff is communicated to all student teachers. The institute includes new policy directions/issues given by NCTE/UGC/State Govt. in the curriculum to update its students. (e.g. RTE 2009, Disaster Management, Environmental Education, National Security, Yoga, Peace and Harmony etc.) Yoga, peace and harmony have been included in the curriculum as per the guidelines issued by NCTE in December 2014. The institute ensures the student teacher is updated on the policy directions through curriculum and special talks about govt. policies.
2.4.5. How do the student and faculty keep pace with the recent development in the school subjects and teaching methodologies?
The faculty members and students study the educational journals and reference books of school subjects to update the knowledge in content and methodologies. The recent development in school education like grading system, RTE, child rights, concept of smart class, continuous and comprehensive evaluation has been discussed with students. The members of the faculty have direct contact with the teachers of different school to get acquainted with the change in school education system through meeting and personal interaction. The faculty members are given opportunities to attend and participate in refresher courses, orientation courses, seminars, conferences, workshops and extension lecturers in different colleges, universities and training
66 institutes organized by SCERT/NCERT/NUPEA etc. to keep pace with the recent developments in the school subjects and teaching methodology. Curriculum of the concerned education board is available in our library for student teachers as well as teacher educator. The institute subscribes various journals, magazines, paper of education fields. All these materials are provided to all of them so that they keep pace with recent development in the school subjects and teaching methodologies. In Open Air Session all these new trends and development are discussed broadly by the faculty members. INTERNET facility is also helpful to keep pace with recent development in education. Special talks given by eminent educationists/experts are also helpful to achieve the same.
2.4.6. What are the major initiatives of the institution for ensuring personal and professional/career development of the teaching staff of the institution (training, organizing and sponsoring professional development activities, promotional policies etc.)
The faculty members who take up research/research projects are facilitated through grant of academic leave, adjustment in teaching schedule, by giving secretarial and financial support. The teacher educator is encouraged to participate in extension programmes, seminars, workshops, orientation and refresher programmes by granting academic leave, registration fee and TA/DA. Institute provides training to make use of ICT and INTERNET. The faculty development programmes are organized from time to time for the professional growth of staff members. Teachers are given ample opportunity to improve their academic and research capabilities. Besides this, in house training facility in research, computer and use of A/V aids is also provided to the staff members.
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2.4.7. Does the institution have any mechanism to reward and motivate staff member for good performance? If yes give detail.
Yes, staff members are honoured for good performance, research work and distinguished work in the Pradhyapak Samman function of the Institute.
2.5 Evaluation Process and reforms
2.5.1. How are the barriers to student learning identified, communicated and addressed?
The institute is devoted and engaged to provide qualitative teacher educations and every challenging situation is properly handled and all the necessary measures are taken. The barriers to student learning are tried to be removed immediately. The environment of the institution is conducive to the student teachers. All faculty members are motivated and devoted to the welfare of student teacher. To identify barriers of learning, Institute has constituted a tutor- Under this system students are motivatedward system to discuss named openly as Apana their Parivar . personal and educational problems with In-charge who is a faculty member. Besides this, Open Air Sessions are also organized regularly throughout the year in which the problem of students relating to learning, personal and teaching are discussed openly with the faculty members. Continuous and comprehensive evaluation system of the institute is also helpful in identifying barriers of learning. The term test are conducted and then weak areas are pointed out to students through the personal guidance and remedial classes.
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2.5.2. Provide details of various assessment /evaluation processes used for assessing student learning?
Choice Bass credit System (CBCS) is adopted for assessing student learning in B.Ed. and M.Ed. programmes, each theory paper has internal and external evaluation, Evaluation consists of 30% marks for internal assessment and 70% marks for external evaluation. In the B.Ed. programme, Enhancement of Professional Capacity (EPC) and Internship are given internal weightage. In M.Ed. programme 24 Credits are given to perspective course and 4 credits for field Internship, tool courses and teacher education courses. Which are further divided into various clusters. 24 Credits are given to Specialization branches and field attachments (4 Credits). Specialization branches in one of the school stages: Elementary (upto VIII), or, secondary and senior secondary (VI to XII), each with: 1. Core courses, within elementary/secondary specialization, focusing on mapping the area 2. Specialization/elective clusters in thematic areas pertinent to that stage, such as: Curriculum, pedagogy and assessment; Policy, economics and planning; Educational management and administration; Education for differently abled; Education Technology, etc.
2.5.3. How are the assessment /evaluation outcomes communicated and used in improving the performance of the students and curriculum transaction?
Internal assessment tests are conducted from time to time by the faculty members in each theory paper. The weaknesses of student teachers are
69 identified by the faculty members on the basis of term test and communicated to the concerned student teacher. Thereafter, remedial teaching is made to remove difficulties in learning. In practice teaching session, feedback is given to each student teacher for their lesson plan to improve the capabilities of student teacher.
2.5.4. How is ICT used is assessment and evaluation processes?
ICTs can be used for the question paper setting, result recording and analysis.
2.6 Best Practice in Teaching Learning and Evaluation Process
– 2.6.1. Detail on any significant innovations in teaching/learning/evaluation introduced by institution.
The following are innovative practices introduced by the institute in teaching, learning and evaluation process. Organization of Rural Educational Awareness Camp. Practical and project work are introduced in Environmental Education paper. Compulsory Environmental Education at all levels. Compulsory Computer Application Education at all levels. Weight-age to Attendance and Co-Curricular Activities. Work Experience for M.Ed. students. On demand Internal Assessment Training to make use of A/V aids, psychological test and science practical to all students
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Workshops for preparing teaching learning aids. Organization of Seminar for all students. Organization of Co-Curricular Activities, this is compulsory for all students. Introduction of Ph.D. entrance test since 2006. Organization of Educational Technology Exhibition. Organization of Apana Parivar Conduct of Daily yoga classes Self Evaluation System Computer Science as teaching subject Organization of Sarva Dharm Prarthna Sabha every Tuesday Development of Question Bank of GK
2.6.2. How does the institution reflect on the best practice in the delivery of instruction, including use of technology?
The institute prepares an annual calendar of events before starting of the session. Inductive, Deductive, Demonstration, Seminar, Group Discussion etc. methods are used to provide interactive teaching-learning. The Institute organizes workshops for preparing teaching- learning materials. Students are motivated to make use of teaching aids in lesson plans. Institute also organises E.T. Exhibition every year in which students display their models to practice teaching school students. Institute organises Rural Educational Awareness Camps every year in which student teachers are exposed to a real school experience of rural environment. Besides, above seminars, work experience for M.Ed. students, training for use of A/V aids, weight-age to attendance and co-curricular activities are unique features of the institute.
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Additional Information to be provided by Institutions opting for Re- accreditation / Re-assessment
1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Teaching Learning and Evaluation and how have they been acted upon?
N/A
2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation.
N/A
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Criterion III: Research, Consultancy and Extension
3.1 Promotion of Research
3.1.1. How does the institution motivate its teacher to take up research in education?
The Institute tries at its best to motivate the teachers to take up research in education to keep abreast of the current trends and development in the field of teacher education. The faculty members are encouraged to participate in seminars, conferences and present their paper on different issues in teacher education. The institute encourages teaching staff for research work by adjusting their work load in the time-table. The teachers are granted academic leave, financial assistance for their research project. The teachers who have completed research work are honoured at Pradhyapak Samman Samaroh of the Institute. M.Ed. class is given to those faculty members who have completed their Ph.D. The following research facilities are available in the Institute. Broadband INTERNET connectivity Computer Lab Periodicals and Journals Reference Books Xerox Machine Psychology lab with nearly 500 Psychological Tests.
3.1.2. What is the thrust area of research prioritized by the institution?
The main area of research prioritized by the institution is as follows
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Curriculum Development issues and concern, Transaction of
curriculum and co-curriculum– area Inclusive education for differently able students. Educational Psychology Educational Philosophy Educational Administration Teacher Education Value and Indian Culture Educational Sociology Physical Education Library Science. Teaching learning process Peace and Harmony Yoga Education
3.1.3. Does the institution encourage Action Research? If yes give detail on some of the major outcome and the impact.
Yes, the institution generally encourages action research and organises action research training programme for in-service teachers and M.Ed. Students.
3.1.4. Give details of the Conference / Seminar / Workshop attended and/organized by the faculty members in last five years.
The following national seminars/workshop are organized by the institute in last five years-
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1. International Seminar on Teacher Education for Peace and Harmony (February 11-13, 2012) 2. International Workshop On Teacher Education For Peace &Harmony 14-15 February,2012. 3. National Seminar on Technology Mediated Professional Development of Teachers and Teacher Educator, (09 to 11 Feb. 2013) 4. National Workshop on Quality in Educational Research Dated: 11 12 February 2013 – 5. State Level Workshop on Action Research on March 11 12, 2013 6. State level Workshop on Value Education on March 13 14, 2013 – 7. State Level Workshop on Eco Friendly Technique on March 18 19, 2013 – 8. State Level Workshop on Chetna Vikas Mulya Shikshaon April 03 - 09, 2013 – 9. State Level Workshop on Action Research on August 07 -08, 2013 10. State Level Workshop on NCF 2005 on August 12 -13, 2013 11. State Level Workshop ICT on September09 -10, 2013 12. State Level Workshop Eduset Based Technology on September 27 - 28, 2013 13. State Level Workshop Teaching Material Development on November 13 -14, 2013 14. Chetna Vikas Mulya Shiksha Nov. 18 24, 2013 15. State Level Workshop Educational Research on December 2 -3, 2013 National Workshop on on – 16. State Level Workshop Computer Literacy on December 2 -3, 2013 17. State Level Workshop Women Empowerment on December 13 -14, 2013 18. State Level Workshop Management information System on January 17 -1 8, 2014 19. State Level Workshop of Humanization of Education on April 21 -22, 2014 20. State Level Workshop Development of Teaching Material on ChetnaVikasMulyaShikshaPhase-1 on May30 - 31, 2014 21. State Level Workshop Education For Social Cohesion on July 01 -02, 2014 22. State Level Workshop of Development of Teaching Material on Chetna Vikas Mulya Shiksha Phase -2 on August 12 13, 2014 23. National Level Workshop of Qualitative Research Methodology on November – 10 11, 2014
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24. State Level Workshop of Development of Teaching Material of Science on April 20 - 21, 2015 25. National Level Workshop of Research Methodology on October 16 17, 2015
– Purposed International Seminar Commonwealth Council for Educational Administration and Management (CCEAM) conference 2016 EDUCATIONAL LEADERSHIP FOR GLOBAL SOCIAL JUSTICE:ISSUES&CHALLENGES on September 19-21, 2016
Seminar attended by staff Members
S.No Name Level of Theme of Dated Organizator Participate Title of . Seminar Seminar d as Paper 1 Dr. Dinesh International Teacher 11 - 13 IASE, Gujrat Seminar Kumar Seminar Education - Feb. 2012 Vidyapeeth & Director for peace Jain Visv and Harmony Bharati 2 Dr. Sarita International Teacher 11 - 13 IASE, Gujrat Peace Based Sharma Seminar Education - Feb. 2012 Vidyapeeth & Integrated for peace Jain Visv Curriculum and Harmony Bharati For Teacher Education 3 Dr. International Teacher 11 - 13 IASE, Gujrat Peace Based Rajkumar Seminar Education - Feb. 2012 Vidyapeeth & Integrated Mali for peace Jain Visv curriculum and Harmony Bharati for Teacher Education
4 Smt. International Teacher 11 - 13 IASE, Gujrat Releance of Deepti Seminar Education - Feb. 2012 Vidyapeeth & Universal Bhardwaj for peace Jain Visv Human and Harmony Bharati Values and peace oriented Education
5 Dr. International Teacher 11 - 13 IASE, Gujrat Participate Lokesh Seminar Education - Feb. 2012 Vidyapeeth & Sharma for peace Jain Visv and Harmony Bharati 6 Dr. International Teacher 11 - 13 IASE, Gujrat Participate Narendra Seminar Education for Feb. 2012 Vidyapeeth & Bhatt Peace and Jain Visv Harmony Bharati
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7 Dr. National Globlization 16-17 Shah Potentian of Narendra Conference and March goverdhan lal Teachers in Bhatt Education 2012 kabra teachers’ Universaliza System: College tion Chang and collaboration of Challanges UGC 8 Dr. National Technology 09-11 Feb, IASE(D) Professional Rajkumar Seminar mediated 2013 University Developme Mali Professional nt of development Teacher & of Teachers Teacher and Educator : Teachers Issues & Educators Challenges
9 Sh. Pusp National Technology 09-11 Feb, IASE(D) Educational Dant Jain Seminar mediated 2013 University Satellite Professional development of Teachers and Teachers Educators 10 Dr. Sarita International International 7-8, Sept. SHRIDHAR Teacher Sharma Seminar Seminar on 2013 UNIVERSITY, Education & Non- PILANI Peace Violence Education and Peace Education 11 Dr. National Technology 09-11 Feb, IASE(D) Politicy and Lokesh Seminar mediated 2013 University Initiatives of Sharma Professional Government development to of Teachers Implement and ICT in Teachers Education in Educators india 12 Dr. National Technology 09-11 Feb, IASE(D) Application Manisha Seminar Mediated 2013 University of Verma Professional Multipronge Department d of Teachers approaches & Teacher in Education Educators. 13 Dr. National Technology 09-11 Feb, IASE(D) Professional Narendra Seminar Mediated 2013 University Developme Bhatt Professional nt of Department Teacher & of Teachers Teacher & Teacher Educator : Educators. Issues & Challenges
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14 Dr. National Technology 09-11 Feb, IASE(D) Professional Rajkumar Seminar Mediated 2013 University Developme Mali Professional nt of Department Teacher & of Teachers Teacher & Teacher Educator : Educators. Issues & Challenges 15 Dr. Rajesh National Technology 09-11 Feb, IASE(D) Developme Kumar Seminar Mediated 2013 University nt of Tripathi Professional Computer Department Based of Teachers Instructions & Teacher for learning Educators. 16 Dr. National Technology 09-11 Feb, IASE(D) Significance Kanchan Seminar Mediated 2013 University & Use of Sharma Professional Gyan Department Darshan of Teachers TV. In & Teacher Educational Educators. Technology 17 Smt. National Technology 09-11 Feb, IASE(D) Role of Deepti Seminar Mediated 2013 University Educational Bhardwaj Professional Technology Department in Distance of Teachers Education & Teacher Educators. 18 Dr. Sarita National Technology 09-11 Feb, IASE(D) ICT in Sharma Seminar Mediated 2013 University Teacher Professional Education Department of Teachers & Teacher Educators. 19 Smt. International Piece and 07 Sridhar Participate Deepti Seminar Harmony December. University, Bhardwaj Through 2014 Pilani Education 20 Dr. International Piece and 07 Sridhar Participate Manisha Seminar Harmony December. University, Verma Through 2014 Pilani Education 21 Dr. Lokesh International Piece and 07 Sridhar Participate Sharma Seminar Harmony December. University, Through 2014 Pilani Education 22 Smt. International Piece and 07 Sridhar Participate Alpna Seminar Harmony December. University, Sharma Through 2014 Pilani Education 23 Smt. National Teaching & 08 -09 Vivekanand Participate Deepti Seminar Learning : Feb., 2014 College of B.Ed. Bhardwaj Issues &
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Challenges
24 Dr. Sarita International Human 28 Feb- 2 Jointly Human Sharma Seminar Values March Organized by Values 3rd ,2014 PTU- 3rd International International Conference JALANDHAR,IIT- Conference on Human BHU,IIIT- on Human Values in HYDERABAD,RO Values in Higher YAL UNIVERSITY Higher Education OF BHUTAN Education 25 Smt. National Relevance of 21-22 Jan. K.D.G.D. Mittal Participate Deepti Seminar Women 2015 Girls College, Bhardwaj Education Sardarshahr 26 Dr. National Relevance of 21-22 Jan. K.D.G.D. Mittal Participate Manisha Seminar Women 2015 Girls College, Verma Education Sardarshahr 27 Dr. National Relevance of 21-22 Jan. K.D.G.D. Mittal Participate Kanchan Seminar Women 2015 Girls College, Sharma Education Sardarshahr 28 Dr.Suresh National Relevance of 21-22 Jan. K.D.G.D. Mittal Participate Sharma Seminar Women 2015 Girls College, Education Sardarshahr 29 Dr.Usha National Relevance of 21-22 Jan. K.D.G.D. Mittal Participate Sharma Seminar Women 2015 Girls College, Education Sardarshahr
Workshop attended by staff Members S.No Name Level of Subject Date Orginazation Participate Workshop Institute as 1 Dr. Rajkumar International Teacher Education 14 - 15 Basic Teachers Participate Mali Workshop - for peace and Feb. 2012 Training College,, Harmony IASE University. 2 Dr. Lokesh International Teacher Education 14 - 15 Basic Teachers Participate Sharma Workshop - for peace and Feb. 2012 Training College,, Harmony IASE University. 3 Dr. Narendra International Teacher Education 14 - 15 Basic Teachers Participate Bhatt Workshop - for peace and Feb. 2012 Training College,, Harmony IASE University. 4 Dr.Kanchan International Teacher Education 14 - 15 Basic Teachers Participate Sharma Workshop - for peace and Feb. 2012 Training College,, Harmony IASE University. 5 Dr. Manisha International Teacher Education 14 - 15 Basic Teachers Participate Verma Workshop - for peace and Feb. 2012 Training College,, Harmony IASE University. 6 Dr. Sarita International Teacher Education 14 - 15 Basic Teachers Participate Sharma Workshop - for peace and Feb. 2012 Training College,, Harmony IASE University. 7 Dr. Rajkumar State On Site Support 16-Mar- CTE, Jamdoli Participate
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Mali Workshop 13 8 Dr. Narendra State On Site Support 16-Mar- CTE, Jamdoli Participate Bhatt Workshop 13 9 Dr. Sarita State On Site Support 16-Mar- CTE, Jamdoli Participate Sharma Workshop 13 10 Sh. Pusp Dant State On Site Support 16-Mar- CTE, Jamdoli Participate Jain Workshop 13 11 Dr. Rajesh State Computer Aided 05-06 CTE, Jamdoli Participate Kumar Tripathi Workshop Learning & Aug. 2013 Teaching Activity Workshop 12 Dr. Sarita State Action Research 07-08 Basic Teachers Participate Sharma Workshop Aug. 2013 Training College,(CTE) 13 Dr. Ajay Krishna State Action Research 07-08 Basic Teachers Participate Tiwari Workshop Aug. 2013 Training College,(CTE) 14 Dr. Rajkumar State Action Research 07-08 Basic Teachers Participate Mali Workshop Aug. 2013 Training College,(CTE) 15 Dr. Rajesh State Action Research 07-08 Basic Teachers Participate Kumar Tripathi Workshop Aug. 2013 Training College,(CTE) 16 Smt. Deepti State Action Research 07-08 Basic Teachers Participate Bhardwaj Workshop Aug. 2013 Training College,(CTE) 17 Dr. Kanchan State Action Research 07-08 Basic Teachers Participate Sharma Workshop Aug. 2013 Training College,(CTE) 18 Dr. Manisha State Action Research 07-08 Basic Teachers Participate Verma Workshop Aug. 2013 Training College,(CTE) 19 Dr.Lokesh State Action Research 07-08 Basic Teachers Participate Sharma Workshop Aug. 2013 Training College,(CTE) 20 Dr. Narendra State Action Research 07-08 Basic Teachers Participate Bhatt Workshop Aug. 2013 Training College,(CTE) 21 Sh. Pusp Dant State Action Research 07-08 Basic Teachers Participate Jain Workshop Aug. 2013 Training College,(CTE) 22 Sh. Pusp Dant State NCFTE 2009 07-08 Basic Teachers Participate Jain Workshop Aug. 2013 Training College,(CTE) 23 Dr. Ajay Krishna State NCFTE 2010 07-08 Basic Teachers Participate Tiwari Workshop Aug. 2013 Training College,(CTE)
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24 Dr. Manisha State NCFTE 2011 07-08 Basic Teachers Participate Verma Workshop Aug. 2013 Training College,(CTE) 25 Smt. Deepti State NCFTE 2012 07-08 Basic Teachers Participate Bhardwaj Workshop Aug. 2013 Training College,(CTE) 26 Dr. Kanchan State NCFTE 2013 07-08 Basic Teachers Participate Sharma Workshop Aug. 2013 Training College,(CTE) 27 Dr. Narendra State NCFTE 2014 07-08 Basic Teachers Participate Bhatt Workshop Aug. 2013 Training College,(CTE) 28 Dr. Lokesh State NCFTE 2015 07-08 Basic Teachers Participate Sharma Workshop Aug. 2013 Training College,(CTE) 29 Dr. Sarita State NCFTE 2016 07-08 Basic Teachers Participate Sharma Workshop Aug. 2013 Training College,(CTE) 30 Dr. Rajkumar State NCFTE 2017 07-08 Basic Teachers Participate Mali Workshop Aug. 2013 Training College,(CTE) 31 Dr. Rajesh State NCFTE 2018 16-17 CTE, Hatundi Participate Kumar Tripathi Workshop Aug. 2013 32 Dr. Narendra State ICT 29 - 31 CTE Udaipur Participate Bhatt Workshop Aug. 2013 33 Dr. Rajkumar State ICT 09-10 Basic Teachers Participate Mali Workshop Sept. Training 2013 College,(CTE) 34 Dr. Narender State ICT 09-10 Basic Teachers Participate Bhat Workshop Sept. Training 2013 College,(CTE) 35 Dr. Kanchan State ICT 09-10 Basic Teachers Participate Sharma Workshop Sept. Training 2013 College,(CTE) 36 Dr. Manisha State ICT 09-10 Basic Teachers Participate Verma Workshop Sept. Training 2013 College,(CTE) 37 Dr. Lokesh State ICT 09-10 Basic Teachers Participate Sharma Workshop Sept. Training 2013 College,(CTE) 38 Dr. Rajesh State ICT 09-10 Basic Teachers Participate Kumar Tripathi Workshop Sept. Training 2013 College,(CTE) 39 Dr. Sarita State ICT 09-10 Basic Teachers Participate Sharma Workshop Sept. Training 2013 College,(CTE) 40 Smt. Deepti State ICT 09-10 Basic Teachers Participate
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Bhardwaj Workshop Sept. Training 2013 College,(CTE) 41 Dr. Ajay Krishna State ICT 09-10 Basic Teachers Participate Tiwari Workshop Sept. Training 2013 College,(CTE) 42 Sh. Pusp Dant State ICT 09-10 Basic Teachers Participate Jain Workshop Sept. Training 2013 College,(CTE) 43 Dr. Ajay Krishna State Handbook 15 - 16 CTE Dabok Participate Tiwari Workshop Development on Sept. Social Science 2013 44 Dr. Sarita National Action Research 20 - 21 CTE, Jamdoli Participate Sharma Workshop Sept. 2013 45 Sh. Pusp Dant National Action Research 20 - 21 CTE, Jamdoli Participate Jain Workshop Sept. 2013 46 Dr. Lokesh State EDUSET 27 - 28 Basic Teachers Participate Sharma Workshop Sept. Training College 2013 (CTE), Sardarshahr 47 Dr. Ajay Krishna State EDUSET 27 - 28 Basic Teachers Participate Tiwari Workshop Sept. Training College 2013 (CTE), Sardarshahr 48 Dr. Rajkumar State EDUSET 27 - 28 Basic Teachers Participate Mali Workshop Sept. Training College 2013 (CTE), Sardarshahr 49 Dr. Kanchan State EDUSET 27 - 28 Basic Teachers Participate Sharma Workshop Sept. Training College 2013 (CTE), Sardarshahr 50 Smt. Deepti State EDUSET 27 - 28 Basic Teachers Participate Bhardwaj Workshop Sept. Training College 2013 (CTE), Sardarshahr 51 Dr. Sarita State EDUSET 27 - 28 Basic Teachers Participate Sharma Workshop Sept. Training College 2013 (CTE), Sardarshahr 52 Dr. Manisha State EDUSET 27 - 28 Basic Teachers Participate Verma Workshop Sept. Training College 2013 (CTE), Sardarshahr 53 Dr. Narendra State EDUSET 27 - 28 Basic Teachers Participate Bhatt Workshop Sept. Training College 2013 (CTE), Sardarshahr 54 Dr. Ajay Krishna State Teaching Material 17 - 18 Basic Teachers Participate Tiwari Workshop Development Oct. 2013 Training College (CTE), Sardarshahr 55 Dr. Kanchan State Teaching Material 17 - 18 Basic Teachers Participate Sharma Workshop Development Oct. 2013 Training College (CTE), Sardarshahr
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56 Smt. Deepti State Teaching Material 17 - 18 Basic Teachers Participate Bhardwaj Workshop Development Oct. 2013 Training College (CTE), Sardarshahr 57 Dr. Sarita State Teaching Material 17 - 18 Basic Teachers Participate Sharma Workshop Development Oct. 2013 Training College (CTE), Sardarshahr 58 Dr. Rajkumar State Teaching Material 17 - 18 Basic Teachers Participate Mali Workshop Development Oct. 2013 Training College (CTE), Sardarshahr 59 Dr. Narender State Teaching Material 17 - 18 Basic Teachers Participate Bhat Workshop Development Oct. 2013 Training College (CTE), Sardarshahr 60 Dr. Manisha State Teaching Material 17 - 18 Basic Teachers Participate Verma Workshop Development Oct. 2013 Training College (CTE), Sardarshahr 61 Dr. Lokesh State Teaching Material 17 - 18 Basic Teachers Participate Sharma Workshop Development Oct. 2013 Training College (CTE), Sardarshahr 62 Dr. Rajesh State Teaching Material 17 - 18 Basic Teachers Participate Kumar Tripathi Workshop Development Oct. 2013 Training College (CTE), Sardarshahr 63 Sh. Pusp Dant State Teaching Material 17 - 18 Basic Teachers Participate Jain Workshop Development Oct. 2013 Training College (CTE), Sardarshahr 64 Sh. Pusp Dant National Chetna Vikash 18-24 Basic Teachers Participate Jain Workshop Moolya Shiksha Nov, 2013 Training College,Collborated with IASE(D) University 65 Dr. Lokesh National Women Issues -- 19-20 Lohia College & Women Vs Sharma Wo rkshop Yesterday, Today Oct., 2013 UGC, Bhopal Women and Tomarrow Center 66 Dr. Rajkumar State NCFTE 2009 29 - 30 SIERT Udaipur Participate Mali Workshop Oct. 2013 67 Dr. Manisha National Women Issues -- 19-20 Lohia College & Women and Verma Workshop Yesterday, Today Oct., 2013 UGC, Bhopal Human and Tomarrow Center Rights 68 Dr. Kanchan National Women Issues -- 19-20 Lohia College & Moderating Sharma Workshop Yesterday, Today Oct., 2013 UGC, Bhopal effect of and Tomarrow Center Women in Family 69 Dr. Sarita National Women Issues -- 19-20 Lohia College & Gender In- Sharma Workshop Yesterday, Today Oct., 2013 UGC, Bhopal Equality:New and Tomarrow Center dimension 70 Smt. Deepti National Women Issues -- 19-20 Lohia College & Women Vs Bhardwaj Workshop Yesterday, Today Oct., 2013 UGC, Bhopal Women and Tomarrow Center
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71 Dr. Sarita National Chetna Vikash 18-24 Basic Teachers Participate Sharma Workshop Moolya Shiksha Nov, 2013 Training College,Collborated with IASE(D) University 72 Dr. Kanchan National Chetna Vikash 18-24 Basic Teachers Participate Sharma Workshop Moolya Shiksha Nov, 2013 Training College,Collborated with IASE(D) University 73 Sh. Ramavtar National Chetna Vikash 18-24 Basic Teachers Participate Workshop Moolya Shiksha Nov, 2013 Training College,Collborated with IASE(D) University 74 Dr. Manisha National Chetna Vikash 18-24 Basic Teachers Participate Verma Workshop Moolya Shiksha Nov, 2013 Training College,Collborated with IASE(D) University 75 Smt. Madhu National Chetna Vikash 18-24 Basic Teachers Participate Sharma Workshop Moolya Shiksha Nov, 2013 Training College,Collborated with IASE(D) University 76 Smt. Deepti National Chetna Vikash 18-24 Basic Teachers Participate Bhardwaj Workshop Moolya Shiksha Nov, 2013 Training College,Collborated with IASE(D) University 77 Dr. Lokesh National Chetna Vikash 18-24 Basic Teachers Participate Sharma Workshop Moolya Shiksha Nov, 2013 Training College,Collborated with IASE(D) University 78 Dr. Kanchan State Educational 13 - 14 Basic Teachers Participate Sharma Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 79 Smt. Madhu State Educational 13 - 14 Basic Teachers Participate Sharma Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 80 Smt. Deepti State Educational 13 - 14 Basic Teachers Participate Bhardwaj Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 81 Dr. Narender State Educational 13 - 14 Basic Teachers Participate Bhat Workshop Research Dec. 2013 Training College (CTE), Sardarshahr
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82 Dr. Manisha State Educational 13 - 14 Basic Teachers Participate Verma Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 83 Sh. Rajesh State Educational 13 - 14 Basic Teachers Participate Kumar Tripathi Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 84 Dr. Ajay Krishna State Educational 13 - 14 Basic Teachers Participate Tiwari Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 85 Sh. Pusp Dant State Educational 13 - 14 Basic Teachers Participate Jain Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 86 Dr. Lokesh State Educational 13 - 14 Basic Teachers Participate Sharma Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 87 Dr. Rajkumar State Educational 13 - 14 Basic Teachers Participate Mali Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 88 Dr. Sarita State Educational 13 - 14 Basic Teachers Participate Sharma Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 89 Sh. Ramavtar State Educational 13 - 14 Basic Teachers Participate Godara Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 90 Kumari Santosh State Educational 13 - 14 Basic Teachers Participate Jain Workshop Research Dec. 2013 Training College (CTE), Sardarshahr 91 Sh. Sube Singh State Computer 17 - 18 Basic Teachers Participate Suthwal Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 92 Smt. Deepti State Computer 17 - 18 Basic Teachers Participate Bhardwaj Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 93 Dr. Kanchan State Computer 17 - 18 Basic Teachers Participate Sharma Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 94 Dr. Manisha State Computer 17 - 18 Basic Teachers Participate Verma Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 95 Smt. Madhu State Computer 17 - 18 Basic Teachers Participate Sharma Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 96 Kumari Santosh State Computer 17 - 18 Basic Teachers Participate Jain Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 97 Sh. Ramavtar State Computer 17 - 18 Basic Teachers Participate Godara Workshop Education Dec. 2013 Training College
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(CTE), Sardarshahr 98 Dr. Narender State Computer 17 - 18 Basic Teachers Participate Bhat Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 99 Sh. Pusp Dant State Computer 17 - 18 Basic Teachers Participate Jain Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 100 Dr. Rajesh State Computer 17 - 18 Basic Teachers Participate Kumar Tripathi Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 101 Dr. Rajkumar State Computer 17 - 18 Basic Teachers Participate Mali Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 102 Dr. Sarita State Computer 17 - 18 Basic Teachers Participate Sharma Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 103 Dr. Ajay Krishna State Computer 17 - 18 Basic Teachers Participate Tiwari Workshop Education Dec. 2013 Training College (CTE), Sardarshahr 104 Dr. Sarita State Women 23 -24 Basic Teachers Participate Sharma Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 105 Smt. Deepti State Women 23 -24 Basic Teachers Participate Bhardwaj Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 106 Dr. Manisha State Women 23 -24 Basic Teachers Participate Verma Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 107 Dr. Ajay Krishna State Women 23 -24 Basic Teachers Participate Tiwari Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 108 Smt. Madhu State Women 23 -24 Basic Teachers Participate Sharma Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 109 Sh. Ramavtar State Women 23 -24 Basic Teachers Participate Godara Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 110 Dr. Kanchan State Women 23 -24 Basic Teachers Participate Sharma Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 111 Dr. Lokesh State Women 23 -24 Basic Teachers Participate Sharma Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 112 Dr. Rajesh State Women 23 -24 Basic Teachers Participate Kumar Tripathi Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 113 Dr. Narender State Women 23 -24 Basic Teachers Participate
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Bhat Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 114 Dr. Rajkumar State Women 23 -24 Basic Teachers Participate Mali Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 115 Kumari Santosh State Women 23 -24 Basic Teachers Participate Jain Workshop Empowerment Dec. 2013 Training College (CTE), Sardarshahr 116 Dr. Sarita State Management 17 - 18 Basic Teachers Participate Sharma Workshop Information Jan. 2014 Training College System (CTE), Sardarshahr 117 Smt. Madu State Management 17 - 18 Basic Teachers Participate Sharma Workshop Information Jan. 2014 Training College System (CTE), Sardarshahr 118 Dr. Narendra State Management 17 - 18 Basic Teachers Participate Bhatt Workshop Information Jan. 2014 Training College System (CTE), Sardarshahr 119 Dr. Kanchan State Management 17 - 18 Basic Teachers Participate Sharma Workshop Information Jan. 2014 Training College System (CTE), Sardarshahr 120 Dr. Lokesh State Management 17 - 18 Basic Teachers Participate Sharma Workshop Information Jan. 2014 Training College System (CTE), Sardarshahr 121 Smt. Deepti State Management 17 - 18 Basic Teachers Participate Bhardwaj Workshop Information Jan. 2014 Training College System (CTE), Sardarshahr 122 Dr. Manisha State Management 17 - 18 Basic Teachers Participate Verma Workshop Information Jan. 2014 Training College System (CTE), Sardarshahr 123 Dr. Rajesh State Management 17 - 18 Basic Teachers Participate Kumar Tripathi Workshop Information Jan. 2014 Training College System (CTE), Sardarshahr 124 Dr. Rajkumar State Management 17 - 18 Basic Teachers Participate Mali Workshop Information Jan. 2014 Training College System (CTE), Sardarshahr 125 Kumari Santosh State Management 17 - 18 Basic Teachers Participate Jain Workshop Information Jan. 2014 Training College System (CTE), Sardarshahr 126 Sh. Pusp Dant State Management 17 - 18 Basic Teachers Participate Jain Workshop Information Jan. 2014 Training College System (CTE), Sardarshahr 127 Dr. Sarita International International 11 Feb. Organised by Participate Sharma Workshop Colloquium on 2014 Interfaith Inter Paradigm for foundation Social Cohesion India,Baha’I House Democrary and of workshop,IASE Development University
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128 State Humanization of 21 - 22 Basic Teachers Participate Workshop Education April 2014 Training College (CTE), Sardarshahr 129 Dr.Suresh State Follow-up Training 23 - 24 CTE, Jamdoli Participate Sharma Workshop Programme April, 2014 130 Smt. Usha State Follow-up Training 23 - 24 CTE, Jamdoli Participate Sharma Workshop Programme April, 2014 131 Smt. Alpna State Academic 26 - 27 CTE, Udaipur Participate Sharma Workshop Leadership May, 2014 132 Dr. Narendra State Gender 09 - 10, CTE, Hatundi Participate Bhatt Workshop Sensatization June 2014 133 Smt. Alpana State Administration 01 - 02 CTE, Udaipur Participate Sharma Workshop Planning in July, 2014 Education 134 Dr. Kanchan State Administration 01 - 02 CTE, Udaipur Participate Sharma Workshop Planning in July, 2014 Education 135 Sh. Ramavtar State TLM Development 07 - 08 CTE, Hatundi Participate Workshop July, 2014 136 Sh. Pusp Dant State Inservice Module 12, Aug. CTE, Jamdoli Participate Jain Workshop Development 2014 137 Dr. Suresh State Curriculum 07 - 08 CTE, Jamdoli Participate Sharma Workshop Development Oct. 2014 138 Smt. Usha State Curriculum 07 - 08 CTE, Jamdoli Participate Sharma Workshop Development Oct. 2014 139 Dr. Lokesh State Evaluation System 13 - 14 CTE, Hantundi Participate Sharma Workshop Oct. 2014 140 Dr. Lokesh National Qualitative 10-11 Basic Teachers Participate Sharma Workshop Research Nov., Training College Methodology 2014 (CTE), Sardarshahr 141 Smt. Madhu National Qualitative 10-11 Basic Teachers Participate Sharma Workshop Research Nov., Training College Methodology 2014 (CTE), Sardarshahr 142 Smt. Deepti National Qualitative 10-11 Basic Teachers Participate Bhardwaj Workshop Research Nov., Training College Methodology 2014 (CTE), Sardarshahr 143 Dr. Manisha National Qualitative 10-11 Basic Teachers Participate Verma Workshop Research Nov., Training College Methodology 2014 (CTE), Sardarshahr 144 Smt. Alpna National Qualitative 10-11 Basic Teachers Participate Sharma Workshop Research Nov., Training College Methodology 2014 (CTE), Sardarshahr 145 Dr. Kanchan National Qualitative 10-11 Basic Teachers Participate Sharma Workshop Research Nov., Training College
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Methodology 2014 (CTE), Sardarshahr 146 Dr.Suresh National Qualitative 10-11 Basic Teachers Participate Sharma Workshop Research Nov., Training College Methodology 2014 (CTE), Sardarshahr 147 Dr.Usha Sharma National Qualitative 10-11 Basic Teachers Participate Workshop Research Nov., Training College Methodology 2014 (CTE), Sardarshahr 148 Dr. Suresh State In-Service 12 -13 CTE, Jamdoli Participate Sharma Workshop Material Nov. 2014 Development Phase -2 149 Dr. Ajay Krishna National Educational 17 - 18 CTE Dabok Participate Tiwari Workshop Research and Nov. 2014 Methodology 150 Dr. Ajay Krishna State Eco Friendly 04 -5 April CTE, Sangaria Participate Tiwari Workshop Technique 2015 151 Prof. Ratanlal State Educational 7-Apr-15 Mohini Devi Resource Bhojak Workshop Technology Goenka Girls B.Ed. Person College, Sikar 152 Dr. Lokesh National Research 09 -10 CTE, Bhusawar Participate Sharma Workshop Methodoloy April 2015 153 Smt. Madhu State Development of 20 - 21 Basic Teachers Participate Sharma Workshop Teaching Material April 2015 Training College of Science (CTE), Sardarshahr 154 Dr. Lokesh State Development of 20 - 21 Basic Teachers Participate Sharma Workshop Teaching Material April 2015 Training College of Science (CTE), Sardarshahr 155 Sh. Praveen State Development of 20 - 21 Basic Teachers Participate Sharma Workshop Teaching Material April 2015 Training College of Science (CTE), Sardarshahr 156 Dr. Ajay Krishna State Development of 20 - 21 Basic Teachers Participate Tiwari Workshop Teaching Material April 2015 Training College of Science (CTE), Sardarshahr 157 Dr. Sarita State Development of 20 - 21 Basic Teachers Participate Sharma Workshop Teaching Material April 2015 Training College of Science (CTE), Sardarshahr 158 Sh. Pusp Dant State Development of 20 - 21 Basic Teachers Participate Jain Workshop Teaching Material April 2015 Training College of Science (CTE), Sardarshahr 159 Sh. Praveen State TLM Development 07 - 08 CTE, Bhusawar Participate Sharma Workshop May, 2015 160 Prof. Manisha National Research 14 - 15 CTE, Udaipur Participate Verma Workshop Methodoloy May 2015 161 Dr. Sheetal National Research 14 - 15 CTE, Udaipur Participate Chotia Workshop Methodoloy May 2015 162 Sh. Praveen State Continious 17 - 18 CTE Dabok Participate
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Sharma Workshop Comprehensive May 2015 Evaluation 163 Dr. Narendra State Educational 01 -02 IASE Ajmer Participate Bhatt Workshop Technology July 2015 164 Dr. Sarita State Educational 05 - 06 IASE Bikaner Participate Sharma Workshop Technology Oct. 2015 165 Prof. Kanchan National Research 16 - 17 Basic Teachers Participate Sharma Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 166 Dr. Sarita National Research 16 - 17 Basic Teachers Participate Sharma Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 167 Smt. Meenakshi National Research 16 - 17 Basic Teachers Participate Saraswat Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 168 Smt. Meenakshi National Research 16 - 17 Basic Teachers Participate Modi Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 169 Dr. Rajkumar National Research 16 - 17 Basic Teachers Participate Mali Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 170 Dr. Rama National Research 16 - 17 Basic Teachers Participate Sharma Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 171 Dr. Suresh National Research 16 - 17 Basic Teachers Participate Sharma Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 172 Sh. Pramod National Research 16 - 17 Basic Teachers Participate Kumar Pandia Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 173 Sh. Pusp Dant National Research 16 - 17 Basic Teachers Participate Jain Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 174 Dr. Rajesh National Research 16 - 17 Basic Teachers Participate Kumar Tripathi Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 175 Dr. Ranjeeta National Research 16 - 17 Basic Teachers Participate Baid Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 176 Sh. Praveen National Research 16 - 17 Basic Teachers Participate Sharma Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 177 Dr. Anand National Research 16 - 17 Basic Teachers Participate Srivastav Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 178 Prof. Manisha National Research 16 - 17 Basic Teachers Participate Verma Workshop Methodoloy Oct. 2015 Training College
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(CTE), Sardarshahr 179 Dr. Lokesh National Research 16 - 17 Basic Teachers Participate Sharma Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 180 Sh. Vijender National Research 16 - 17 Basic Teachers Participate Singh Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 181 Dr. Narender National Research 16 - 17 Basic Teachers Participate Bhat Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 182 Dr. Sheetal National Research 16 - 17 Basic Teachers Participate Chotia Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 183 Kumari Santosh National Research 16 - 17 Basic Teachers Participate Jain Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 184 Smt. Deepti National Research 16 - 17 Basic Teachers Participate Bhardwaj Workshop Methodoloy Oct. 2015 Training College (CTE), Sardarshahr 185 Dr. Suresh National Research 27 - 28 CTE, Jamdoli Participate Sharma Workshop Methodoloy Oct. 2015 186 Dr. Rama State New Trends in 27 - 28 CTE Jamdoli Participate Sharma Workshop Education Nov. 2015 187 Dr. Rama National Research 14 - 15 CTE Sangaria Participate Sharma Workshop Methodoloy Dec. 2015 188 Dr. Sarita National Research 15 Dec. CTE Sangaria Resource Sharma Workshop Methodoloy 2015 Person
Training Progremmes attended by staff Members
1. Dr. Suresh Sharma attended Refresher Course in 2012 2. Dr. Anand Shrivastav and Sh. P.K. Pandia attended Refresher Course in education organized by ASC, UGC HRDC, University of Jammu, Jammu in January-February 2016
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3.2 Research and publication output
3.2.1. Give details on instructional and other materials developed including teaching aids and / or used by the institution for enhancing the quality of teaching during the last three year.
The faculty member and student teachers together have developed instructional and other materials mentioned below- Diagnostic Tests. Low cost teaching learning models. Attitude scales. Programmed instructional material. Power point slides on different topics. Working Models. Wi-Fi Campus Books Published by Faculty members Publication of Research Journal
3.2.2. Give detail on facilitates available with the institution for developing instructional materials?
The institution has the following facilities for developing instructional material- Educational Technology Lab. Work shop Computer Lab. Rich Library Psychology Lab.
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Science Lab Language Lab Edu-Sat 24 hours Internet facility SUPW Room Inflibnet facility avelable
3.2.3. Did the institution develop any ICT /technology related instructional materials during last five years? Give details.
The faculty members have developed certain instructional ICT materials as mentioned below - Programmed instruction materials Power Point Slides OHP Transparencies Film Slides CAI
3.2.4. Give details on various training programs and/or workshops on material development (both instructional and other materials) a. Organised by the institution b. Attended by the staff c. Training provided to the staff Organised by the institution Every year institute organizes National and State level workshops on research methodology, teaching learning material development and action research.
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Attended by the staff The following faculty members have attended workshop/seminars on the development of teacher learning materials- S.No Name Level of Subject Date Orginazation Participate Workshop Institute as 1 Dr. Ajay Krishna State Handbook 15 - 16 Sept. CTE Dabok Participate Tiwari Workshop Development on 2013 Social Science 2 Dr. Ajay Krishna State Teaching Material 17 - 18 Oct. Basic Participate Tiwari Workshop Development 2013 Teachers Training College (CTE), Sardarshahr 3 Dr. Kanchan State Teaching Material 17 - 18 Oct. Basic Participate Sharma Workshop Development 2013 Teachers Training College (CTE), Sardarshahr 4 Smt. Deepti State Teaching Material 17 - 18 Oct. Basic Participate Bhardwaj Workshop Development 2013 Teachers Training College (CTE), Sardarshahr 5 Dr. Sarita State Teaching Material 17 - 18 Oct. Basic Participate Sharma Workshop Development 2013 Teachers Training College (CTE), Sardarshahr 6 Dr. Rajkumar State Teaching Material 17 - 18 Oct. Basic Participate Mali Workshop Development 2013 Teachers Training College (CTE), Sardarshahr 7 Dr. Narender State Teaching Material 17 - 18 Oct. Basic Participate Bhat Workshop Development 2013 Teachers Training College (CTE), Sardarshahr 8 Dr. Manisha State Teaching Material 17 - 18 Oct. Basic Participate Verma Workshop Development 2013 Teachers Training College (CTE), Sardarshahr
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9 Dr. Lokesh State Teaching Material 17 - 18 Oct. Basic Participate Sharma Workshop Development 2013 Teachers Training College (CTE), Sardarshahr 10 Dr. Rajesh State Teaching Material 17 - 18 Oct. Basic Participate Kumar Tripathi Workshop Development 2013 Teachers Training College (CTE), Sardarshahr 11 Sh. Pusp Dant State Teaching Material 17 - 18 Oct. Basic Participate Jain Workshop Development 2013 Teachers Training College (CTE), Sardarshahr 12 Sh. Ramavtar State TLM Development 07 - 08 July, CTE, Participate Workshop 2014 Hatundi 13 Sh. Pusp Dant State Inservice Module 12, Aug. CTE, Participate Jain Workshop Development 2014 Jamdoli 14 Dr. Suresh State Curriculum 07 - 08 Oct. CTE, Participate Sharma Workshop Development 2014 Jamdoli 15 Smt. Usha State Curriculum 07 - 08 Oct. CTE, Participate Sharma Workshop Development 2014 Jamdoli 16 Dr. Suresh State In-Service Material 12 -13 Nov. CTE, Participate Sharma Workshop Development Phase - 2014 Jamdoli 2 17 Smt. Madhu State Development of 20 - 21 April Basic Participate Sharma Workshop Teaching Material of 2015 Teachers Science Training College (CTE), Sardarshahr 18 Dr. Lokesh State Development of 20 - 21 April Basic Participate Sharma Workshop Teaching Material of 2015 Teachers Science Training College (CTE), Sardarshahr 19 Sh. Praveen State Development of 20 - 21 April Basic Participate Sharma Workshop Teaching Material of 2015 Teachers Science Training College (CTE), Sardarshahr 20 Dr. Ajay Krishna State Development of 20 - 21 April Basic Participate Tiwari Workshop Teaching Material of 2015 Teachers Science Training College (CTE), Sardarshahr
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21 Dr. Sarita State Development of 20 - 21 April Basic Participate Sharma Workshop Teaching Material of 2015 Teachers Science Training College (CTE), Sardarshahr 22 Sh. Pusp Dant State Development of 20 - 21 April Basic Participate Jain Workshop Teaching Material of 2015 Teachers Science Training College (CTE), Sardarshahr 23 Sh. Praveen State TLM Development 07 - 08 May, CTE, Participate Sharma Workshop 2015 Bhusawar
Training provided to the staff Institute regularly organized a special training for the staff members on use of A/V aids.
3.2.5. List the journal in which the faculty members have published papers in the last five years.
The following faculty members have published their paper in the Journal/Magazine during the last five years-
Name TITLE OF PAPER NAME OF JOURNAL YEAR OF WITH ISSN NO. PUBLICATION Prof. Kanchan A Study of In-Service Chhavi 2013 VOL. 1, 2013 Sharma Women (Day & Night) ISSN - 2319-9679 in Rearing Children : Issues Related with sense of security Prof. Kanchan Role of Women In Saint Nirankari 2014 Sharma Inculcation of Values (Samagam Memorial (Sanskar) Magazine 2014) Registered with the registrar of News Paper for India under RNI Number 723/57
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Prof. Kanchan A Study of Value Chhavi 2015 VOL. 1, 2015 Sharma System in Adolescent ISSN - 2319-9679 Students of Tribal Area Prof. Kanchan A Study of Education Journal of Socio 2015 Sharma & Value System Educational & Cultural (Sanskar) in ResearchVol 1 – Adolescent Students of Tribal Area Prof. Kanchan Supreme Stage of Premabhakti Samagam 2015 Sharma Devotion (Bhakti) Memorial Magazine. (Love:Devotion) Prof. Manisha Verma A Comprative Study of BAAT SHIKSHA KI iSSN 2012-13 Students Following NO. 2319-2011 Hinduism, Islam, Christianity at Secondary Level Prof. Manisha Verma A Study of Needs Chhavi 2015 VOL. 1, related to Sanskrit ISSN - 2319-9679 2015 Senior Teachers Prof. Manisha Verma Role of Teachers in Yovadristi Promotion of Peace Education 2015 Prof. Manisha Verma National Security & Alakh Dristi Teachers 2015 Dr. Lokesh Sharma A Comprative Study of Chhavi 2013 VOL. 1, Social Behaviour of ISSN - 2319 - 9679 Students pursuing various professional courses 2013 Dr. Lokesh Sharma A Comprative Study of BAAT SHIKSHA KI Values of Students pursuing various professional courses 2013 Dr. Anand Srivastav Concept of The Journal of Socio Personlity According Educational & Cultural to Indian Philosophy ResearchVol 1 – 2015 Dr. Sarita Sharma A Study of the personality of Naya Shikshak students belonging to 2010 (National Journal) different blood groups at secondary level. Dr. Sarita Sharma A Study of parents Edusearch ISSN :0976 2011 – 97
and teachers 1160 awareness towards (National Journal) right to education act –
Dr. Sarita Sharma Anusandhan Anveshika stability2009 intelligence (International Journal) and A Study personality of emotional type 2012 of different blood group type of students
Dr. Sarita Sharma A Study of Public BAAT SHIKSHA KI awarenessof secondary towards level 2013 RTE 2009 Dr. Rajkumar Mali A Study of effects on u;k f”k{kd mental health of B.Ed. Students caused by 2010 Dhyan (Meditation) & Pranayam Dr. Rajkumar Mali A Study of effects on fo|kes/k emotional maturity of B.Ed. Students caused 2010 by Dhyan (Meditation) & Pranayam Dr. Rajkumar Mali A Study of Personality u;k f”k{kd of students belonging to different blood 2010 groups at secondary level. Dr. Rajkumar Mali A Comprative study of u;k f”k{kd 2010 secular aptitude of students at secondary level. Dr. Rajkumar Mali A Comprative study of u;k f”k{kd 2010 moral decision taken by students belonging to different religions at secondary level. Dr. Ratan Lal Bhojak Quality Promotation BAAT SHIKSHA KI ISSN in teacher education NO. 2319-2011 2012-13 Prof. Hemlata Emerging Trends in BAAT SHIKSHA KI ISSN Talesara Education NO. 2319-2011 2012-13
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Prof. Vinod Gupta Sensitivity and BAAT SHIKSHA KI ISSN 2012-13 Awareness Level of NO. 2319-2011 Higher Education Institutions towards NAAC Sponsored Quality Academic Activities : An Evaluative Study
3.2.6. Give details of the awards, honors and patents received by the faculty members in last five year.
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3.2.7. Give details of the Minor/Major research projects completed by the staff members of the institution in last five years.
The following research projects financed by MHRD have been completed by the faculty members during last five years-
S.No. Name Topic of Research Year 1. Dr. Rajkumar Mali A Study of Environmental 2011 Awareness of Prospective and In-service Teachers. 2. Dr. Vidyanand A Study of Effects of Attention 2011 Pandey At the learning level. 3. Dr. Jeetender A Study of The Effect of 2011 Kumar Loda Value-Education on The Personality – Development of Children. 4. Dr. Dinesh Kumar A Study of Public Awareness 2011 Dr. Sarita Sharma Towards RTE-2009 5. Dr. Amitabh A Study of Effects of 2012 Sharma Guidance on Students at Secondary School Level. 6. Dr. Rishudeep A Study of Higher Mental 2012 Bhatnagar Ability and Scientific Aptitude
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of Science Students.
7. Dr. Rajkumar Mali A Study of Teachers Level of 2012 Learning in determine specific Teaching fields of In-Service Teachers Training programme. 8. Dr. Sarita Sharma Situation of Child Rights in 2013 Upper Primary Schools : A Study 9. Dr. Rajkumar Mali A Study of Problems faced by 2014 headmasters working in Government schools of churu and nagaur districts. 10. Prof. Kanchan A case study of education and 2015 Sharma enculturation of Adolescent Students of Vanvai Area. 11. Prof. Manisha A Study of Needs Related to 2015 Verma In-Service Teacher Training of Senior Teachers of Sanskrit Subject. 12. Dr. Lokesh A study of teaching 2015 Sharma effectiveness of In-Service Training obtained science teachers. 13. Dr. Ajay Krishna “A Study of Effect on the 2015 Tiwari Personality and Accomplishment Development of Adolescence Students on Account of Chetna Vikas Mulya Shiksha 14. Dr. Rajkumar Mali A Study of Teachers 2015 Competency and Skills towards National Curriculum Framework -2005. 15. Dr. Narender Use of Computer by the In- 2015 Bhatt Servioce Computer Trained Teachers in their Schools : A Study.
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16. Dr. Suresh A Study of Educational Stress 2015 Sharma in Teachers of Teacher Training College and College of Teacher Education. 17. Smt. Usha A Study of Educational Skills 2015 Sharma in Trainees of Teacher Training College and College of Teacher Education. 18. Smt. Alpana A study of Teachers need 2015 Sharma towards In-service Teachers Training Programme of Hindi Subject of Senior Secondary Teachers. 19. Smt. Madhu A Study of Teachers need 2015 Sharma towards In-Service Teachers Training Programme of Science Subject of Senior Secondary Teachers.
3.3 Consultancy
3.3.1. Did the institution provide consultancy services in last five year? If yes give details
Institute provide consultancy in the field of Teacher Education. The following consultancy services provided in the last five years- a) Training for preparation of teaching learning materials and working models to school teachers. b) regarding state Govt. rules and regulation & NCTE norms. Training camp is organized for principal of new teacher training college s c) Recently the Government of Rajasthan has asked the Institute to adopt 25 Government Schools of rural area to lend them educational support for the betterment of the marginalised students.
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3.3.2. Are faculty / staff members of the institution competent to undertake consultancy? If yes, list the area of competency of staff member and the step initiate by the institution to publicize the available expertise.
Yes, faculty/staff members of the institute are competent to undertake consultancy. The area of consultancy is given below-.
S.No Name of faculty Consultancy Area 1. Dr. Dinesh Kumar Member of Inspection Committee of NCTE. External Member of Board of Studies (Education) MDS University, Ajmer External Research Expert in other University. External Expert for Curriculum Development Committee(Education), Jai Naryan Vyas University, Jodhpur External Expert for Curriculum Development Committee (Education), Jain Vishwa Bharti University, Ladnun Key Note Speaker and Chairperson in many National Seminars. ated in Navodaya Vidalaya Samiti by Educationalist nomin
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District Magistrate, Churu. 2. Dr. Sarita Sharma Research (Ph.D. Level) Resource person in IGNOU Member of Selection Committee, RMSA 3. Sh. Praveen Sharma Member of Selection Committee, RMSA
3.3.3. How much revenue has been generated through consultancy in the last five years? How is the revenue generated, shared among the concerned staff member and the institution?
Institute and its faculty provide consultancy on free of charge basis. No consultancy charges are levied because they are against the norms and values of the Institute.
3.3.4. How does the institution use the revenue generated through consultancy?
As there is no fee levied for consultancy, the revenue generated is nil from consultancy services.
3.4 Extension Activities
3.4.1. How has the local community benefited from the institution?
Extension activities are an integral part of teaching programme of the institute. Extension Services are provided to neighboring schools mainly in the field of science education, computers and information technology, and
103 mathematics education. Institute runs rural educational awareness camp in which literary, environmental education, health and hygiene awareness, girl child education awareness, water conservation, campus beautification programmes are organized. The college runs various outreach programmes such as exhibition of teaching aids prepared by pupil teachers, distribution of aids to different schools, cleanliness drive, conduct of anti-tobacco campaign, celebration of socially relevant festivals and days such as human rights days, women days etc. The faculty members also participate in RMSA meeting, Selection Committee and also render their service as guides for research work. The Institute has also organized various relief camps in the national/local disaster. Students and faculty members also participate in Plus Polio Campaign, Censuses Work and Election Duty etc. The institute has adopted 25 village schools for their educational upliftment and empowerment. The institute is organizing various camps along with Ayurveda College and Krishi Vigyan Kendra.
3.4.2. How has the institution benefited from the community?
As the institute is situated in a rural area, the community participates in most of activities of the institution. Community participation is viewed as education technology during exhibition, festivals, Independence Day, Republic Day celebration and annual function etc. organized every year. During such occasions interaction with community members yields valuable feedback to make the institution more progressive in term of efficiency and quality. The
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Community also participates in meetings organized by the institute from time to time for its progress.
3.4.3. What is the future plan and major activities the institution would like to take up for providing community orientation to students?
The future plan of the Institute for providing community orientation is to launch a Community Radio Station and also to have a tie-up with the Red Cross Society for Blood Donation etc. The institute also envisages to have partnership with the Disaster Management cell of the Govt. of India in case any calamity occurs. The institute wishes to present the 25 adopted govt. schools as role models for the whole district in the first step, in next five years.
3.4.4. Is there any project completed by the institution relating to the community development in the last five years? If yes, give details.
There is no such project initiated or completed by the institute. One research project is going on.
3.4.5. How does the institution develop social and citizenship value and skills among its students?
The institute organizes following activities to develop social and citizenship values and skills among its students. Community work based on field work is incorporated in the syllabi of B.Ed. and M.Ed. to provide practical experience for development of social values and skills. a
Regular Shr mdan programme105 based on Gandhian Philosophy
Regular Co-Curricular activities such as Cultural, Literary and Sports. Observes and celebrates Socially Relevant Festivals. Observes and celebrates Republic Day and Independence Day. Observes and celebrates Important and Socially Relevant Days such as Women Day, Human right Day, Science Day, Consumers Day etc. Encourages students to actively participate in Tree Plantation Programme and celebrates Van Mahotsav Programme. Organises Rural Educational Awareness Camp Organises Cleanliness Drive, Anti-Tobacco Campaign, Women Empowerment Campaign, Literacy Campaign. Organises awareness programme such as Environment Protection, Child Right, Right to Education, Human Right etc. Organises Expert Lectures related to socially relevant issues. Yoga classes are organised in the morning regularly. Plus Polio Campaign The institute has adopted 25 village schools for their educational upliftment and empowerment. The institute is organizing various camps along with Ayurveda College and Krishi Vigyan Kendra.
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3.5 Collaborations
3.5.1. Name the national level organizations if any with which the institution has established linkages in the last five years. Detail the benefits resulted out of this linkages.
The Institute has established linkage with UGC, NCERT, NCTE, NUPEA, MHRD, IGNOU, NIOS, SIERT, DIETE and different Universities of India. The faculty members have completed and are completing research projects financed by MHRD. Faculty members are also provided training by SIERT, NUPEA and NCERT in the different fields of education and research. Institute also receives financial assistance for general development such as library, E.T. department and infrastructure development from UGC.
3.5.2. Name the international level organizations if any with which the institution has established linkages in the last five years. Detail the benefits resulted out of this linkages.
International Rotary Club and Red Cross Society for organizing Blood Donation Camp etc. The needy were provided Blood etc.
3.5.3. How did the linkages if any contribute to the following? Curriculum Development Teaching • Training • Practice Teaching • Research • Consultancy • Extension • • 107
Publication Student Placement • •
Curriculum Development:- The Board of Studies, Academic Council, Board of Management and Departmental Research Committee of the University, Programme Advisory Committee of the Institute have members from UGC, NCERT, NUPEA and IGNOU. The recommendations of seminar/workshop organized with collaboration of different organization such as UGC, NCTE, NCERT and NIOS are implemented/incorporated in the curriculum of B.Ed. and M.Ed. courses. The Curriculum was constructed as per the guidelines issued by NCTE in December 2014. Teaching:- Funds provided by the concerned bodies such as UGC and MHRD for development of library, infrastructure and Research Work are used by faculty members. State government provided funds for the teaching and non-teaching staff members till 2012. Training:- Faculty members actively participate in Refresher and Orientation Programme organized by UGC and different organizations from time to time for their professional growth, development of skills and competencies. MHRD has been financing various training programs from time to time. Practice Teaching:- NCERT, SCERT have organized training programme regarding Practice Teaching Research: - Faculty members of the institute complete their research projects financed by MHRD. Some psychological tools and library books are purchased through grants received from UGC. Institute is the member of
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DELNET and Research Scholar & faculty members use this facility for their research work. Consultancy:- Extension:- Some facilities are provided by government for Extension activities in rural area. Publication:- Under CSS fund is provided for Publication. Student placement:- Schools give priority to the students of the Institute.
3.5.4. What are the linkages of the institution with the school sector?
This institute has linkage with 30 school of nearby rural area. Institute always provides technical and academic support to the schools. Institute provides teaching learning materials to the schools, organizes rural educational awareness camps,– anti-tobacco Campaign, educational programm for women empowerment, child right education, education for all, Right To Education like Campaign with the help of schools during their Block teaching and special occasions such as pulse-polio, voluntary community work like disaster management etc. School teachers are imparted training from time to time. Woolen cloths are given away among the needy students and value education books are provided to the school library.
3.5.5. Are the faculty member actively engaged in school and with teacher and other school personnel to design, evaluate and deliver practice teaching? If yes give details.
Yes, faculties are actively engaged with school staff during practice teaching. Faculty members visit teaching practice schools during the practice sessions to observe pupil teachers. Principals/ Head of the school are invited
109 before starting the practice session for their suggestions and feedback. School teachers are also involved in evaluation and feedback process during the practice teaching sessions. The pupil teachers are sent to the practice teaching school for contact and to gather information about previous knowledge of the student before starting practice teaching process.
3.5.6. How does the faculty collaborate with school and other college or university faculty?
The faculty members of the institute regularly provide consultancy to the related school and deliver special lecturers and provide training to schools and rural society. Faculty provides training to the in service teachers. Teaching learning materials based on value education are also provided to – concerned practicing schools. Extension lectures are also delivered to the school teachers by the faculty members.
3.6 Best Practice in Research, consultancy and extension
3.6.1. What are the major measure adopted by the institution to enhance the quality of Research, consultancy and extension activities in last five year?
The following major measures are adopted by the institution to enhance the Quality of Research, Consultancy and Extension activities-
Institute has constituted internal research committee consisting of senior faculty members to provide suggestion for qualitative improvement in research. DELNET facility is available for research scholars and faculty members. 110
Library is enriched by research Journals, International dissertation and research related materials. Psychological lab is enriched and there is a lab having more than 500 psychological tests. Faculty members are honoured for their research work annually regularly. Organization of seminars/workshop related to research. Need based research areas are identified & then faculty members go ahead with research projects. This research is based on needs. Lecturers/talks are delivered by external research experts.
3.6.2. What are significant innovations /good practices in Research, consultancy and Extension activities of the institution?
The following are the significant innovations / good practices in Research, Consultancy and Extension activities
– Admission to Ph.D. is made through entrance test conducted by University at National level since 2006 before UGC guidelines were issued in 2010. Institute organises regularly at least two workshops for Ph.D. scholars every year. In these workshops experts from outside are invited to provide help/training to scholars and solve their problems related to research. There are 8 Research guides in the institute. Pre Ph.D. Submission Viva-Voce is compulsory for all Ph.D. Scholars. In their presentation, scholar made power point presentation before all
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faculty members, Ph.D. Students and M.Ed. Students. Suggestions are given by the faculty members for improvement of research work. Institute honoures faculty members for their research work at annual functions. Internal research committee is constituted for qualitative improvement in research. Need based research area is identified through feedback from society/teachers/ Administrators. 25 Rural Government schools have been adopted for extension activities. (Innovative program on health and agriculture) Non-monetary (free) consultaincy
Additional Information to be provided by Institutions opting for Re- accreditation / Re-assessment
1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Research Consultancy and Extension and how have they been acted upon?
N/A
2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation.
N/A
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CRIETERION: IV INFRASTRUCTURE AND LEARNING RESOURCES
4.1 PHYSICAL FACILITIES
4.1.1. Does the institution have the physical infrastructure as per NCTE norms? If yes, specify the facilities and the amount invested for developing the infrastructure. Enclose the master Plan of the building.
Yes the institute has more than sufficient physical infrastructure as per NCTE norms. Institute has the following facilities-
Class rooms equipped with ICT facilities such as Smart Board, LCD, and OHP Well-equipped computer lab with all necessary equipment and INTERNET facilities Modern E.T. lab with EDU-SAT and Production facilities. Science lab sufficient for 12th level experiment. Physiological lab with about 500 psychological tests. Library with about 47000 books, 9 Journals and International Dissertation Abstracts. Modern Language Lab. Gymnasium with all modern facilities. Sports room with indoor and outdoor game facilities. Subject wise Departmental lab. Common room for girls and boys. Canteen Facility. Seminar Room
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Assembly Hall with a capacity of 350 students. SUPW Room. Auditorium with a capacity of 5000 students. Master plan is enclosed. Shramdan Udyan (Garden) with beautiful fountains Boys (350 Capacity) and Girls (250 Capacity) Hostels Pavilion Sports Complex for outdoor games and sports. Annexure - 1 (Master plan of the building attached with this report)
4.1.2. How does the institution plan to meet the need for augmenting the infrastructure to keep pace with the academic growth?
Institute has sufficient space nearly 100 acre for further requirement and also has sufficient rooms and facilities for further expansion to keep pace with the academic growth.
4.1.3. List the infrastructure facilities available for co-curricular activities and extra-curricular activities including games and sports.
Institute has the following facilities for co-curricular and extra curricular activities- A large hall with the capacity of 350 students, equipped with public address system for daily prayer and morning assembly. Indoor and outdoor game facilities. Gymnasium Facilities. An auditorium with a seating capacity of about 5000 students.
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Outdoor game facilities for Basket-ball, Volleyball, Badminton, Lawn- Tennis, Athletics, Cricket, Handball, Kabeddi, Kho Kho etc are available. Recording Facilities. CCA related books available.
4.1.4. give details on the physical infrastructure shared with other programmes of the institution or other institutions of the parent society or university.
Institute shares only auditorium of the parental society for large programs.
4.1.5. 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 centre, etc.)
Institute has the following facilities to ensure the health and hygiene of the staff and students. Staff room with wash room. Common room for girls. Separate wash room for boys and girls. Canteen facility. Safe drinking Water Ayurved hospital and dispensary with ambulance are also available in the campus. Doctors regular visits to hostels 2 hours Doctors services available on call. 115
4.1.6. Is there any hostel facility for students? If yes, give details on capacity, no. of rooms, occupancy details recreational facilities including sports and games, health and hygiene facilities, etc.,
Yes, Institute has separate hostel facilities for boys and girls. Boys hostel has capacity of 350 students with 123 of 250 students with 60 rooms. At present there are 4 60 girls residing in room. Girls hostel has capacity the hostels. Both hostels have T.V. room, hall, indoor and outdoor game boys and facilities, sufficient wash rooms, health centre facilities and Gymnasium facility.
4.2 MAINTENANCE OF INFRASTRUCTURE
4.2.1. 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. Building Laboratories Furniture Equipments Computers Transport/Vehicle
Audited report of last five years are enclosed.
4.2.2. How does the institution plan and ensure that the available infrastructure is optimally utilized?
Institute regularly plans and ensures that the available infrastructure is optimally utilized. Infrastructure facilities available in the institute such as library, sports stadium, psychological lab, E.T. lab, Computer lab, INTERNET
116 etc. are regularly utilized. Facilities are kept open for the students and faculty members during working hours and extended hours whenever required. The physical infrastructure is judiciously and optimally put to use.
4.2.3. How does the institution consider the environmental issues associated with the infrastructure?
The Institute considers the environmental issues associated with the infrastructure very crucial. The Institute is located in a pollution free area and in a peaceful atmosphere away from the city. The institute has lush green garden (Shramdan Udyan) developed by students and faculty of the Institute. The classrooms are spacious with large windows and proper ventilation and adequate natural light. The facilities such as collecting rain water, garbage pit and fire extinguisher like measure show concern of the institute towards environmental issues.
4.3 LIBRARY AS A LEARNING RESOURCE 4.3.1. Does the institution have a qualified librarian and sufficient technical staff to support the library (materials collection and medial computer services)? Yes, Institute has appointed qualified librarian and supporting staff in the library. 4.3.2. What are the library resources available to the staff and students? (Number of books-volumes and titles, journals national and international, magazines, audio visual teaching learning resources, – software, internet access, etc.) –
Institute has a library in which 47249 books, having about 23346 titles are available. Library has 09 national journals, International Journal and 13 magazines subscribed. Library has 60 CDROM and INTERNET facility. 8 books are issued to students. 12 books are issued to staff members.
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4.3.3. Does the institution have in place, a mechanism to systematically review the various library resources for adequate access, relevance, etc. and to make acquisition decisions? If yes, give details including the composition and functioning of library committee. Institution has constituted a library committee for purchase of books and proper functioning of library. Library is computerized for adequate access and acquisition of books.
4.3.4. Is your library computerized? If yes, give details.
Yes, library is computerized. A software libguru is used in the library and institute has been using INFLIBNET facility.
4.3.5. Does the institution library have computer, internet and reprographic facilities? If yes give details on the access to the staff and student and the frequency of use.
Yes, institute library has 31 computers and INTERNET facilities for use of staff. For students photo state machine is also available. On an average 50-60 student and 7-8 faculty members visit the library daily.
4.3.6. Does the institution make use of Inflibnet / Delnet / IUC facilities? If yes, give details.
Yes, the institute uses INFLIBNET facility.
4.3.7. 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.)
Institute library opens six days in a week and on all working days. The library opens eight hours per day and also opens during examination days. Central Library opens all holly days.
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4.3.8. How do the staff and students come to know of the new arrivals?
New arrivals of the library are displayed on the notice board and display board of the library.
4.3.9. Does the institution's library have a book bank? If yes, how is the book bank facility utilized by the students?
Yes, library has a book bank facility. Every student is given a set of seven to eight books from the book bank and two library cards also give to students. Student can keep these books for the whole session. Books are deposited by the students after annual examination.
4.3.10. What are the special facilities offered by the library to the visually and physically challenged persons?
Librarian and supporting staff provide personal assistance to physicaly challenged persons.
4.4 ICT AS LEARNING RESOURCE
4.4.1. Give details of ICT facilities available in the institution ( Computer lab, hardware, software, internet connectivity, access, audio visual, other media and materials) and how the institutions ensures the optimum use of the facility.
Computer Lab Institute has separate computer and E.T. labs. Computer lab has 63 computers, printers, scanner, UPS and LCD Projector. All the 63 computers are connected with 1 GBPS INTERNET facility. Lab has 50 software related computer and education etc.
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E.T. Lab Institute has well equipped E.T. lab. Educational technology lab has the following modern facilities- Pepxiscope, Over Head Projector, LCD Projector, T.V. EDUSAT facility, Epidiascope, Film Strip Projector, Film Projector etc. The computer and E.T. lab is open for faculty members and students during the working hours. Students are encouraged to use audio-visual facilities during lesson plans. All students are provided special training to use audio visual aids, educational files developed by institute.
– 4.4.2. Is there a provision in the curriculum for imparting computer skills to all students? If yes give details on the major skills included.
Yes, the ICT is compulsory for all B.Ed. and M.Ed. students. Students are provided following major skills- Use of MS Office Use of Instructional Technology Construction of lesion plans by use of ICT Use of ICT in communication Prepare PPT
4.4.3. How and to what extent does the institution incorporate and make use of the new technologies/ICT in curriculum transactional processes?
There is a provision for training in use of ICT for every student. Training in computer skill like use of l, power point presentation, CAI etc. is also necessary for every B.Ed. and M.Ed. student.
4.4.4. 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)
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Pupil teachers use Smart Board, Over Head Projector, Multimedia Projector and Slide Projectors in classroom transactions. Faculty members also use Over Head Projector, Multimedia Projector and Slide Projectors like ICT facilities for their classroom presentation.
4.5 OTHER FACILITIES
4.5.1. 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?
All the instructional infrastructure of the institute is accessible to all students of B.Ed., M.Ed. and Ph.D. scholars. They can easily assess library, psychological lab, computer lab, E.T. Lab and other facilities available. Library period has been introduced in the time table for B.Ed. and M.Ed. students for optimal use of library resources. Faculty members also encourages pupil teachers to make use of instructional facilities available in the institute. Students and faculty members of the institute also use INFLIBNET facility during the working hours of the institute. Student teachers are provided training to make use of A/V aids. They are also encouraged to make use of A/V aids during practice teaching. E.T. lab is also available in working hours of the institute to provide necessary help to student teachers. Sport facilities are also available to the pupil teachers. Time allotted for sports in week. Institute shares its facilities with other schools. Institute provides training to In-service teachers. It also provides A/V aid training to school teachers. The audio visual aids like charts and models prepared by the pupil teachers are given away to the specially rural area schools.
4.5.2. What are the various audio-visual facilities / materials (CDs, audio and video cassettes and other materials related to the program) available
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with the institution? How are the student teachers encouraged to optimally use them for learning including practice teaching?
Various audio visual aids facility and material like DVD/CD, CDROM, Audio Cassettes, Video Cassettes, Transparencies, Slides, Programmed Instructions based on content of various school teaching subjects are available. Apart from these improvised apparatus, Epidiascope, Slide Projector, Film Strip Projector, EDU SAT facility, OHP, Multimedia Projector, Pepxiscope etc. facilities are available. There is a provision of training to student teachers to make use of A/V aids in the curriculum. Training is provided to all students to handle A/V aids. Student teachers are motivated to make use of A/V aids.
4.5.3. What are the various general and methods Laboratories available with the institution? How does the institution enhance the facilities and ensure maintenance of the equipment and other facilities?
The institute has the following general and method laboratories Psychological Lab E.T. Lab Physics Lab General Science Lab Language Lab Computer Lab Geography Methodology Room History Methodology Room Commerce Methodology Room Chemistry Lab Mathematics Lab SUPW Room Museum and Art Gallery Physical Lab
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In-charge teacher of each laboratory keeps track of facilities, lab maintenance, upkeep and upgrading the equipments, materials and services available in the laboratory. Teacher in charge of respective lab ensure the careful and proper use of equipment of the lab. The damaged material is replaced and the areas which require some modifications/improvment are located by teacher/internal audit committee and feedback from student teacher is taken and then necessary modifications are effected from time to time. Proper funds are allocated and provided by the institute for enhancing the facilities and for ensuring the maintenance of the equipments of the lab. The student teachers are encouraged to make optimal use of the various material and equipments for learning including practice teaching.
4.5.4 Give details on the facilities like multipurpose hall, workshop, music and sports, transports etc. available with the institution.
Multipurpose hall - The institute has facility of multipurpose hall. Multipurpose hall has seating capacity of 350 students. Hall has a public address system and a decorated stage with lighting facilities. It acts as a common ground for students, faculty and renowned educationists for regular interfaced, conferences, seminars and other events.
Seminar Room - The institute has the facility for seminar room having capacity of 50 persons, equipped with public address system.
Sport & Gymnasium - Institution has a sport room which provides facilities for indoor and outdoor games. Institute has the following major indoor & outdoor games facilities- T.T. Chess Carrom Rope Jumping
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Badminton Cricket Volleyball Football Hockey Handball Kabaddi Kho-Kho Athletics Apart from these, Institute has a well equipped gymnasium for men and women which is used by the pupil teachers.
SUPW and Museum - Institute has a museum in which collection of the students and institution is kept. Institution has a SUPW room which is having unique social productive work and provides training in arts and music. Yoga Room - Institute has a separate yoga room in which different ashans are performed by the pupil teacher in the morning. Training in yoga is also given to physical in-service teachers from time to time. Canteen - Institute has a canteen providing refreshment to student teacher and has a capacity of 25 students. Garden - a the pupil teachers ra A garden named Shr mdan Udyan has been developed by regular period of Shramdan is earmarked in the time table in which and faculty members through Sh mdan . A pupil teachers and faculty members perform ra
Sh mdan . 4.5.5. 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, Institute classrooms are equipped with the latest technologies for teaching. Each classrooms are equipped with Smart Board, green boards, use of OHP & LCD projector and electric facilities and generator facilities.
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4.6 BEST PRACTICES IN INFRASTRUCTURE RESOURCES
4.6.1. How does the faculty seek to model and reflect on the best practice the diversity of instruction, including the use of technology?
Faculty members seek to model and reflect on the best practice in the diversity of instruction. This includes the use of technology etc. Well qualified faculty is there and they use ICT like Smart board, LCD Projector, OHP and Power Point slides for teaching. Most of the teachers participate in the workshop and have got training by experts. The latest teaching methodology used for Inductive thinking strategies and problem solving methods are used for teaching. Main emphasis is on transfer of learning from theoretical to practical aspects. Every teacher lays emphasis on learning by doing principle. The demonstration by the teacher is supposed to be done by the learners. The approach adopted by the teachers is flexible not rigid. From time to time teachers attend and participate different seminars, conferences and workshops. Most of the teachers are efficient in using computers for teaching. Emphasis is made on use of improvised apparatus in teaching of science by respective teachers. Emphasis is made on learning through experiences and learning by doing principle. Teachers create such situations for providing conducive environment to the students for appropriate learning.
4.6.2. List innovative practices related to the use of ICT, which contributed to quality enhancement.
Pupil teachers are provided training for use of audio visual aids. ICT education is compulsory for all students. Computerization of library.
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PPT Training Use of EDU-SAT INFILBNET facility available
4.6.3. What innovations/best practices in 'Infrastructure and Learning Resources' are in vogue or adopted / adapted by the institution?
The following are the best practices and innovations adopted/adapted by the institution in infrastructure and learning resources- The institution is situated in lush green environment and free from all types of pollution. There is provision of rain water conservation. The institute provides furnished classrooms and well equipped laboratories for smooth functioning of teaching learning process. The institute provides well equipped computer and educational technology lab. Institution has Apana Ward System) system in which every teacher of the institution is made In-charge of a introduced Parivar Tutor – small group of students. Students are encouraged to discuss their personal and educational problems with In-charge of the faculty. Faculty members try to solve problems at their own level or if required, then also through the management. Environmental Education and Computer Education are made compulsory for M.Ed. and B.Ed. Students. Organization of national & state level seminar/workshop. Formation of Internal research committee for qualitative improvement of research work. Due weight-age is given to attendance and co-curricular activities. Introduced of on-demand-internal-assessment. Establishment of a question bank. Introduced of internship paper at B.Ed. and M.Ed. level.
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Value Education, Educational thoughts of Gandhian Philosophy and Educational Aspects of Geeta Philosophy have been introduced at B.Ed. level. Regular co-curricular activities. Organization of rural educational awareness camp Emphasis is given to continuous and comprehensive evaluation. INFLIBNET facility is available to faculty members and students. EDU-SAT facility is available to faculty members and students. Smart Class Rooms are available for teaching. Shramdan Udyan
Additional Information to be provided by Institutions opting for Re- accreditation / Re-assessment
1. What were the evaluative observations made under Infrastructure and Learning Resources in the previous assessment report and how have they been acted upon? N/A
2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous Assessment and Accreditation with regard to Infrastructure and Learning Resources?
N/A Criterion V: Student Support and Progression
5.1 Student Progression
5.1.1. programme and ensure that they receive appropriated academic and How does the institution assess the students preparedness for the
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professional advice through commencement of their educational programme to completion?
B.Ed. & M.Ed. students are admitted to the institute through common entrance test conducted by the state Govt. of Rajasthan. After admission to the course, weekly written assessment is made by the concerned subject teacher to find out barriers to students for learning. When the student is found weak, the remedial class is conducted for him. An expert observation is also made available to the student after their internal evaluation.
5.1.2. How does the institution ensures that the campus environment promotes motivation, satisfaction, and development and performance improvement of the students?
The institute organizes the following activities to ensure that campus environment promotes motivation, satisfaction, development and performance improvement of the students. Co-curricular activities Organization of Prayer session, tournaments and matches, cultural programme, and literary work. Organization of Seminar/Workshops Participation in Community Work Lecturers by distinguished persons Celebration of Important National Days/Festivals/Jayanties Conduct of Yoga Classes Proper Guidance & Counseling Organization of training & workshop for using A/V aids Internship progremm for B.Ed. and M.Ed. students in real life situation. Though Apana Parivar activity of the Institution.
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5.1.3. Give gender wise dropout rate after admission in the last five years and list possible reasons for the drop out. Describe the mechanism adopted by the institution for controlling drop out?
S.No. Year Class Dropout 1. B.Ed. 0 2010-11 2. M.Ed. 0 3. B.Ed. 4 2011-12 4. M.Ed. 3 5. B.Ed. 5 2012-13 6. M.Ed. 2 7. B.Ed. 2 2013-14 8. M.Ed. 1 9. B.Ed. 12 2014-15 10. M.Ed. 2
5.1.4. What additional services are provided to students for enabling them to compete for job and progress to higher education? How many students appeared / qualified in SLET, NET, Central / State service through competitive exam in the last two years?
The students are provided services for enabling them to compete the entrance exam for admission to M.Ed. class and Ph.D. registration also. About 12 students have qualified NET/SLET through competitive examination for the last two years. 5.1.5. What percentage of the students on average go for further studied or choose teaching as a career? Give detail.
About 20-30% students go for further studies and 70-80% students choose teaching as a career.
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5.1.6. Does the institution. provide training and access to library and other education related electronic information, audio / video resources, computer hardware and software related and other resources, computer hardware and software related and other resources available to the student teacher after graduating from the institution? If yes give details on the same.
In the beginning of each session, the students are given orientation about the functioning, rules, facilities and resources available in the institution, library and in the campus. The student can easily make use of the library resources like books, encyclopedia, journal, survey report, language teachers are allowed to use INTERNET facility and computers available in the learning resources CD s, books and manuals etc. , magazine etc. Student library. These facilities are also easily accessible to the old students by the permission of principal.
5.1.7. Does the institution provide placement service? If yes, give details on the service provide for the last two years and the number of students who have benefited?
Yes, institution provides placement services to its students. Institution has a placement cell which organises on-campus interviews for students regularly. The following students have been placed in last two years.
Session No of student appeared for No of students placed placement 2013-14 20 8 2014-15 22 10 5.1.8. What are the difficulties faced by the placement cell? How does the institution overcome these difficulties? A large number of training colleges are invited for placement but very few institutions are present. The institution overcomes this difficulty through
130 personal contact over phone and through common network of people working in the Institution.
5.1.9. Does the institution have arrangement with practice teaching schools
for the placement of the students teacher? The requirement of the teachers in the practice teaching schools is collected at the time of internship and also at the end of each semester. Student-teachers are informed and facilitated to get the job in the school of their own choice. During the practice teaching in the schools, the heads of the concerned schools are allowed to observe the lessons delivered by each student teacher so as to select the pupil teacher for their school.
5.1.10. What are the resources (financial, human ICT) provided by the institution to the placement cell?
Placement cell was established by the institution to provide assistance to the students. In-charge professor of the placement cell looks after the cell and organises on-campus interview, makes contacts with other institute and keeps in touch with students. Placement cell has modern facilities like INTERNER, computer, LCD projectors.
5.2 STUDENT SUPPORT
5.2.1. How are the curricular (teaching learning process), co-curricular and extra-curricular programmes planned, (developing academic calendar, communication across the institution, feedback) evaluated and revised to achieve the objectives and effective implementation of the curriculum?
For the effective implementation of curricular, co-curricular and other academic activities, the institute systematically plans and incorporates all the
131 activities in its academic calendar. If need arises, necessary modification are effected in the academic calendar to achieve the objectives of the curriculum and effective implementation of all activities. The academic calendar is planned by In-charges of B. Ed. and M.Ed. with active consultation and participations of faculty members, in the light of needs of students and feedback of old students. In-charge analyses the different conditions and academic calendar of the university, calendar of the state govt. education department and prepares an initial draft for various curricular, co-curricular activities of the session. Then this draft is discussed at the staff meeting and necessary modifications are made in the light of the valuable suggestions of the staff members. Various curricular and extra curricular activities are planed for their effective implementation. These activities are planed and evaluated as under- Planning and Evaluation of Curricular Activities (Teaching Learning Process) including Teaching and Training - For the effective planning and implementation of curricular activities of the institute, academic calendar is prepared in which every aspect of the curriculum is given due weight-age. The calendar of the institutions incorporates various aspects right from admission process to the annual examinations. Periodically the academic calendar is discussed and assessment is made to find out the needs of students, if need arises necessary modification is made. Both teaching and training activities are planned simultaneously which mainly include- Planning and implementation of micro teaching session. Practice teaching planning. Expert lecturers from faculty members related to practices teaching. Demonstration lesson. Planning for internal evaluation. Planning for Practicum work. Planning for completions of various units of the syllabi. Planning for rural educational awareness camp (Block Teaching). Planning for internship activities.
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Co-curricular and Extra Curricular activities- Various co-curricular and extra curricular activities including extension lectures, experts lectures, community participation, organization of morning assembly, celebration of important national/international days, Jayantis, Parva and Festivals, organization of rural educational awareness camp, Shramdan, cultural and sports activities are also planned well in advance and all this planning is shared well in time to the students, teachers and administrator. Feedbacks on the academic calendar are solicited from the teachers and students. Implementation of the academic calendar- For effective implementation of the curricular, co-curricular and extra curricular activities mentioned in the academic calendar various committees are constituted by the institute. Each committee is headed by a coordinator and to assist him/her other teacher educators are there as the members.
5.2.2. How is the curricular planning done differently for physically challenged students?
Institute tries to provide ground floor classrooms and main labs to physically challenged students. Help is extended as and when required by such students.
5.2.3. Does this institution have mentoring arrangement? If yes, how is it organized?
Yes, the institute has mentoring arrangements. For this purpose the institute has the following provisions.-
1. Apana Parivar (Tutor ward system)- All the students of the institute are categorised into various tutorial – groups. Each group has a mentor (teacher in-charge) to solve the educational,
133 personal and social problems of the students. He/She provides help and support to them. In addition, the teacher educator encourages the students for active participation in various activities of the Institute.
2. Guidance & counseling cell: The institute has a guidance and counseling cell for providing appropriate academic, career and professional guidance to the students. They are also provided counseling services related to their social, cultural or family environment problems. This cell has also mentor (teachers In- charge/coordinator) to provide these services.
5.2.4. What are various provisions in the institution which support and enhance the effectiveness of faculty in teaching and mentoring students?
The institute organises various seminars, workshops, extension lectures and expert talks at Institutional level for enhancing the effectiveness of faculty in teaching. The faculty members are encouraged to attend and participate in various International, National, seminars, Orientation course, Refresher course and workshops for enhancing their effectiveness in teaching and other skills.
5.2.5. Does the institution have its website? If yes, what is the information posted on the site, how often is it updated?
Yes, the institute has updated website i.e. www.bttc-gvm.org.in. The following information has been posted on the website.- Aims of the institute Details of the society Institute course details Details of teaching and non-teaching staff.
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Details of different departments Infrastructure of the institute Activities of the Institute Research work of the Institute Achievement and events of the institute Financial details of the institute News, photo gallery of the institute Feedback corner. Academic Calendar Institute website is normally updated regularly.
5.2.6. Does the institution have a remedial programme for academically low achievers? If yes, give details.
Student weaknesses are diagnosed weekly through the class tests, internal evaluation, class seminars, oral testing and observations. After diagnosing the weaknesses, appropriate remedial teaching is provided to the low achievers on weekly basis. For remedial teaching the following strategies were adopted by the teacher mentor. Providing extra time to such students. Encouraging student teacher to visit library frequently. Using more modern teaching aids. Assigning them more practical and field work. Providing necessary guidance for examination and other works. Creating such cordial environment in which they feel free to consult their concerned teacher. Remedial Clesses
5.2.7. What specific teaching strategies are adopted for teaching. (a) Advanced learners and (b) Slow Learners
ADVANCED LEARNER:
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Seminars, Group Discussion, delivery of model lessons, project method, assigning extra work are adopted for advanced learners.
SLOW LEARNER: Teaching strategies are adopted according to the needs and pace of the learners. Mostly demonstration method, experimental method, story telling method and supervised study method are used for such students. Extra time is provided to these learners to solve their problems. Special classes and tutorials are arranged for the betterment of slow learners.
5.2.8 What are the various guidance and counseling services available to the students? Give details.
There is a guidance and counseling cell in the institution which provides guidance and counseling to the pupil teacher as and when required teaching and specialization paper. Guidance and support are provided to the pupil teachers in their personal, academic and social matters. Admission is made through centralized counseling system at the state level. In the beginning of the session, academic counseling and orientation to newly admitted pupil teachers are provided for two days. Orientation programme aims at acquainting them with various subjects and options in the course. Need and importance of these options are explained in detail by the concerned teacher educator. During the session, tutorial groups and in house meeting are also organized to solve the individual problems of the pupil teachers. Institute organizes Parivar programme every Saturday for students, in which students in small group with a faculty member as in-charge are encouraged to Apana share their personal and educational problems.
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5.2.9. What is the grievance redressal mechanism adopted by the institution for the students? What are the major grievances redressed in last two years?
Apana Parivar (Tutor ward system), guidance and counseling cell are established for redressal of the students grievance. All the problems of the – students are reported and entertained through this cell. There is the mechanism to record the grievance of the student if any through suggestion box. The grievances are being attended with proper care and redressed to the satisfaction of the student teacher.
5.2.10. How is progress of the candidate at the different stages of programmes monitored and advised?
ACADEMIC PROGRESS:
The academic progress of the student is monitored through daily classroom observation by the mentor teachers. Monthly class tests, seminars, assignment, projects, internal assessment and internal viva-voce are
conducted regularly to monitor students progress. CULTURAL & SOCIAL PROGRAMME:
The cultural and social programmes of the student is monitored through their participation in morning assembly, college functions, guest lectures on various aspects, daily period of co-curricular activities, competitions at institution level and competitions at inter college level and community participation services etc.
After monitoring the progress of the students in different areas, necessary feedback, advice and guidance are provided to them for
137 improvement. Feedback is provided by the mentor teacher during the tutorial groups and in house meetings.
5.2.11. How does the institution ensures the student's competency to begin practice teaching (pre-practice preparation) and what is the follow up support in the field of (practice teaching) provided to the students during practice?
The institution ensures -practice preparation and practice teaching participation in various ways- the students competency in pre
PRE-PRACTICE:
various activities are organized. They include orientation about micro For ensuring the students competencies to begin practice teaching teaching skills, demonstration lesson of each subject by the subject teachers, micro teaching session by student teachers, delivery of demonstration lessons in simulated situation under the supervision of the teacher in-charge etc. All this process goes on for at least ten days.
FOR PRACTICE TEACHING:
A teacher-educator is sent to the practicing schools to provide the support and feedback to the pupil teacher. The teacher-educator monitors all the daily activities and supervises the lessons of the student teachers and provides feedback to them accordingly. He/She also identifies the problems faced by pupil teachers and makes necessary arrangement to solve them from time to time. The pupil teachers are encouraged to participate in various school activities such as morning assembly, mid-day-meal, school functions, sport meets, environment related activities etc. Support from school staff is ensured by the arrangement of pupil teachers.
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5.3 STUDENT ACTIVITIES
5.3.1. Does the institution have alumni association? If yes. a. List the current office bearers. b. Give the year of last election. c. List activities of last two years. d. Give details top ten alumni occupying prominent possible. e. Give details on the contribution.
Yes, the college has alumni association but not in the formal ways.
5.3.2. How does the institution encourage students to participate in extracurricular activities including sports and games? Give details on the achievement of students.
The institution encourages the pupil teachers to participate in various literary competitions organized by other colleges and also to participate in college functions, morning assembly, house meetings, tutorial groups and in sports & cultural activities organized by the institution. After their participation, they are encouraged by giving away certificates, prizes, trophies and medals on the occasion of annual function. Students are also encouraged to participate in intra college and university level functions and competitions.
5.3.3. How does the institution involve and encourage students to publish materials, like catalogues, wall magazines and other materials? List major publications.
The institute provides various opportunities to involve the students in various activities for presentation and publication of their materials- Articles, thoughts for the day, poems, jokes, stories etc. are invited from the students of different sections of the B.Ed. & M.Ed. class. They submit
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all the materials to the respective subject editors for publication in the college magazine. Research articles of Ph.D. scholars are published in various journals. Research supervisor encourage their scholars to publish their papers. Students are given a chance to present their view in the activities organized by institute like seminar, morning assembly, workshop etc. The students are also encouraged to participate in essay competition and good essay is published in the college magazine.
5.3.4. Does the institution have a student council or any similar body?
As per the rule and regulation of the state government formal student elections or student union is banned, but students advice is solicited from time to time in the organization of various cultural, literary and sports activities.
5.3.5. Give details of various bodies and their activities, which have student's representative on it. The institute provides an opportunity to most of the students to participate in the various activities. Student representative is nominated on Programme Advisory Committee (PAC) which prepare annual plan of the representative and their parents are also included in the college management institute. Students are also included in various committees. Old students committee. The student committee also runs hostel mess.
5.3.6. Does the institution have a mechanism to seek and use data and feedback from its graduates and from employers to improve the preparation of programme and growth and development of the institution?
Yes, the institute has a mechanism of feedback from its graduates and employers through self appraisal performa and website to improve the
140 preparation of programme and growth & development of the institute. Suggestion box and visitor note book are also there for suggestion and feedbacks.
5.4 BEST PRACTICES IN STUDENT SUPPORT AND PROGRESSION
5.4.1. Give details of institutional best practices in Student Support and Progression?
The best practices of the institute in Student Support and Progression are as follows Guidance & Counseling cell – Suggestion Box Alumni association Institute Website Financial Support for poor students through Social Worker. Apana Parivar Prog Special Talk ramme for solving the students problems. Regular Yoga Active participation in seminar and other activity
Additional Information to be provided by Institutions opting for Re- accreditation / Re-assessment
1. What were the evaluative observations made under Student Support and Progression in the previous assessment report and how have they been acted upon? N/A
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2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous Assessment and Accreditation with regard to Student Support and Progression?
N/A
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CRITERION VI: GOVERNANCE AND LEADERSHIP
6.1. INSTITUTIONAL VISION AND LEADERSHIP
6.1.1. What are the institution's stated purpose, vision, mission and values? How are they made known to the various stakeholders?
VISION- (In the Words of Swami Shri Shriram Sharan Ji Maharaj, Founder of Gandhi Vidya Mandir) making realise humanitarianism, to all human beings. If I explain in detail Gandhi Vidya Mandir means a Comprehensive seat of Education despite various diversities of ideas, circumstances and abilities which are Gandhi Vidya is Gandhi Education which interprets the type of life style, useful and beneficial for all. It provides social security in the form of unified love (affection affinity) which may help to save the human society from going astray by imparting quality education in various streams. It comprises of gramsudhar (village reformation) character building, prohibition of drugs abuses, innocence, public service such as Health care, wishing welfare to all. Malice towards none . I have addressed it by Gandhi Education and its big body itself is its good towards every one (Holy place).
Mandir MISSION-
1. ToD imparton t De teachersire be C educationommitted . to meet emerging needs and challenges of the society and the Nation. 2. To actualise such teacher education that can create conducive atmosphere for teaching and learning etc.
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3. To stress on the holistic development of teacher, bringing out their cognitive, affective and psycho motor skills to the best. 4. To impart such training based on value orientation that can observe the universal standard etc. 5. To prepare such teachers that can fulfil the local and national aspiration such as rural development, character building, drug deaddiction, public service, health care, disaster management and rudimentary needs.
6.1.2. 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 vision and mission statements are in terms of addressing to the needs and demands of the society, students, schools, educational institution's traditions and value orientations. Institution is catering to their needs. Mission includes quality issues, specifically participation of all the stakeholders in improving quality.
6.1.3. 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.)
The top management commitments are as follows - To create and provide the environment conducive to the s attainment of institutional goals focusing on a clear vision and mission. To impart qualitative teacher education.
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To develop intelligent, well informed, disciplined and socially responsible teachers. Reincarnation of values into the student-teachers and teachers educators. To inculcate the spirit of service to the society among student teachers and teacher education. To instill a human attitude and scientific thinking among student teachers and teacher educators. To elicit the co-operation of all the stake holders. Ensure and develop mechanism for monitoring and sustaining a work, culture, commitment and passion for attaining the institutional goals. To develop this institute as a center of excellence in the field of teacher education. The institution always tries to a possible extent in translating its vision and goals into academic practices. The management's contribution towards its mission is exemplary. It recruits the well qualified faculty members. It provides encouragement and recognition to the student teachers and teacher-educators during functions and teaching learning process. Physical infrastructure and the latest ICT tools and apparatus are made available to carry out teaching learning process effectively. Management organizes various meetings with the faculty and also rewards the faculty. The faculty and students are given individualized care and their concern are addressed. Every cultural, academic and sports event organized in the institution is encouraged by being present in these events by management members. 1. Composition & Functioning of Institute management committees. Composition
S.No Name Designation 1. Sh. Kanak Mal Dugar President 2. Sh. Sampatmal Nahta Vice-President
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3. Sh. Tejkaran Surana Astt. Vice-President 4. Sh. Kalika Prasad Sharma Member 5. Sh. Naveen Dugar Member 6. Sh. Prakesh Sethia Member 7. Sh. Kethu Lal Daga Member 8. Sh. Kamal Kanat Singh Member 9. Dr. Sumitra Sharma Member 10. Sh. Bal Krishan Koshik Member 11. Smt. Namita Kothari Member 12. Sh. Kishan Lal Baid Member 13. Sh. Vishwanath Mittal Member 14. Sh. Sumti Chand Gothi Member 15. Dr. Mahesh Chandra Sharma Member 16. Sh. Shriyansh Dugar Member 17. Sh. Nortan Mal Dugar Member 18. Sh. Sushil Jain Member 19. Sh. Banwar Lal Atri Member 20. Sh. Panna Lal Daga Tresurer 21. Sh. Tirlok Chand Bothra Member 22. Sh. Abhay Jain Member 23. Dr. Dinesh Baid Member 24. Dr. Wasim Ahmad Member 25. Dr. Surendra Pal Member 26. Sh. Motilal Bothra Member 27. Sh. Brijmohan Shraf Member 28. Sh. Hement Dugar Member 29. Dr. Mahesh Chand Sharma Member 30. Sh. Himanshu Dugar Member 31. Sh. Nagraj Daga Member 32. Sh. N.P.Sharma Member Secretary
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Functioning Institute management committees provides infrastructure and – financial support to the institution for carrying out teaching-learning process s smoothly. The institute encourages participatory management practices and team work between the different components of the institute. To assist the principal in academic work various sub-committee are constituted. These committees plan, execute and co-ordinate the activities in their respective areas. The details of management committee and its meetings held during the session 2015-16 are as under- Institute s
S.N. No. of meeting held Meeting held on 1. 1 6-07-2015 2. 2 16-10-2015 Major outcomes of the meeting. Academic Calendar of the session 2015-16 is discussed. Educational Leadership for Global Justice: Issues & Challenges in the collaboration Decision for organizing International Seminar on of CCEAM and RCEAM
6.1.4. How does the management and head of the institution ensure that responsibilities are defined and communicated to the staff of the institution?
The management and the head of the institution discuss, decide, assign and then allocate the role and entrust the responsibilities to the staff members on the basis of their academic record, potential, aptitude and interest and as well as the institutional regime experience in teaching and other academic and co-curricular events, creative and constructive aspects of the personality, specialization, communication style and motivation level. The allocated responsibilities are communicated to the staff through academic calendar, staff meeting, circulars and office orders.
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6.1.5. 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?
Institute cross-verifies feedbacks of students and teachers through observation of Head of the institute and peers groups and appraisal report of principal of the institute.
6.1.6. How does the institution identify and address the barriers (if any) in achieving the vision/ mission and goals?
The institute identifies and address the barriers in achieving the vision/mission and goals in the following manners- Deliberating the issues. Developing and implementing mechanism in the informal/direct/indirect way. Various committees have been constituted for smooth functioning of the institution. The barriers in achieving the vision, mission and goals are identified by the concerned committees. The reasons for the barriers are thoroughly discussed by the various committees, head of the institution and the management in the staff, academic meetings and remedial measures are identified by taking into consideration the suggestions provided by the faculty members. The concerned committees deliberately work for various quality related issues pertaining to teacher education being imparted by the institution.
6.1.7. How does the management encourage and support involvement of the staff for improvement of the effectiveness and efficiency of the institutional processes?
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At the meeting between the management and the staff members the management considers the suggestions of the staff members and it encourages, appreciates and support involvement of the staff for improvement of the effectiveness and efficiency of the institutional process. Management actively involves in professional growth of the faculty members by organizing extension lectures, seminars and workshops in the institution and also encourages them to participate in various seminars, conference, workshops organized by other institutions. TA/DA is also provided by the management to faculty members for attending/participating in various activities organized by other institutions. The management grants academic and study leave to the staff members for improving their efficiency.
6.1.8. Describe the leadership role of the head of the institution in governance and management of the curriculum, administration, allocation and utilization of resources for the preparation of students.
The principal of the institute provides requisite leadership to the system. He continuously supervises the working of teaching and non-teaching staff and gives suggestions for their improvement when required. The head of the institute constitutes various committees after discussion in the staff meeting and allocates and assignes the institutional work to the committee. The work of each committee is coordinated by a convener. The Principal provides administrative and academic leadership in association with the various faculty members. Strategies are evolved for academic growth. The head of the institution takes care and fulfils the requirements of the faculty. He also makes individual appreciation, takes personal care and shows concern to the staff members, student teachers and institution. The principal of the institution is always available to students and staff members for redressal of their grievances and also coordinates as a liaison officer between the student teacher, faculty and the management.
6.2 ORGANIZATIONAL ARRANGEMENTS
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6.2.1. List the different committees constituted by the institution for management of different institutional activities? Give details the meetings held and the decisions made, regarding academic management, finance, infrastructure, faculty, research, extension and linkages and examinations during the last year.
The institute has constituted the following committees Academic Council – Purchasing committee Internal Research Committee Planning Department Literary Activities Committee Cultural Activities Committee Sports Activities Committee Practice Teaching Committee Discipline Committee Grievance Cell IQAC Anti Women Harassment Cell Examination Cell Anti Ragging Cell The Meeting of different committees are held from time to time and major decisions taken at the meeting are given below- S.N. Committee No of Major Decisions Meetings 1. Academic Council 2 i. A committee is constituted to discuss the recommendations and opinion collected from pupil teachers on curriculum feedback Performa. ii. Annual calendar of B.Ed. and
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M.Ed. class was discuss and decision for its implementation was taken. 2. Purchasing committee 2 i. Purchase new Books and lab. Equipment and Apparatus. ii. Purchase E.T. Equipments. 3. Internal Research 2 i. Research projects are approved. Committee ii. Research proposal are approved for Ph.D. Registration. iii. Organizing Research workshops. iv. Request to all the staff members to take research projects. 4. Planning Department 2 i. Annual calendar for training programme for the session 2011- 12 was finalized. ii. Decision for organizing camp for Sanskrit Spoken 5. Co-Curricular 2 i. Decision taken for organizing Activities Committee different Co-Curricular Activities in the college according to academic calendar. ii. Decision taken for sending B.Ed. and M.Ed. students in other institutions/university to participate in youth festival/literary acticities. 6. Discipline Committee 2 i. Action taken against B.Ed. student Sh. Ramesh Soni for indiscipline. ii. Measure decided for maintaining discipline in the college.
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6.2.2. Give the organizational structure and the details of the academic and administrative bodies of the institution.
Details of academic and administrative bodies of the institution.
S.N. Committee Members 1. Academic Council i. Prof. Kanchan Sharma ii. Prof. Manisha Verma iii. Dr. Sarita Sharma, Asso. Prof. iv. Dr. Lokesh Sharma, Asso. Prof. v. Dr. Anand Shrivastav, Asso. Prof. vi. Dr. Raj Kumar Mali, Asst. Prof. vii. Dr. Rama Sharma, Asst. Prof. 2. Purchasing committee i. Smt. Dipti Bhardwaj, Asst. Prof. ii. Sh. Pushp Dant Jain, Instructor iii. Sh. Rahul Nahata, Office Asst. 3. Internal Research i. Dr. Sarita Sharma Committee ii. Prof. Kanchan Sharma iii. Prof. Manisha Verma iv. Dr. Lokesh Sharma v. Dr. Anand Shrivastav vi. Dr. Ajay Krishan Tiwari vii. Dr. Raj Kumar Mali 4. Planning Department i. Dr. Anand Shrivastav ii. Dr. Lokesh Sharma iii. Dr. Rajesh Trapthi iv. Sh. Pushp Dant Jain v. Sh. Vineet Kumar Pincha 5. Co-Curricular Activities i. Dr. Anand Shrivastav Committee ii. Sh. C.S.Bharti iii. Dr. Sheetal Choutia 6. Discipline Committee i. Dr. Narendra Bhatt
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ii. Ms. Santosh Jain iii. Dr. Raj Kumar Mali iv. Sh. C.S. Bharti 7. Grievance Cell i. Prof. Kanchan Sharma ii. Ms. Santosh Jain iii. Dr. Raj Kumar Mali 8. Placement Cell i. Prof. Kanchan Sharma ii. Mrs. Dipti Bhardwaj iii. Sh. Pushp Dant Jain
6.2.3. To what extent is the administration decentralized? Give the structure and details of its functioning.
Administration of the institution is quite decentralized. This institution has maintained an administrative setup in which the principal is given full freedom by the managing committee. The institution has constituted 9 committees to execute different functions like admission, academic activities, examination, management of library etc. There is a constant interaction among the functional units of all the committees. The functions of each committee are well defined to ensure the administrative decentralization. Ultimately all the academic and administrative activities are reviewed by the concerned committees to ensure the academic and administrative accountability of the system.
6.2.4. How does the institution collaborate with other sections/ departments and school personnel to improve and plan the quality of educational provisions?
The Meeting of the institution authorities with school personnel are held regularly for doing necessary improvement in the field of teacher education. The feedback about teaching practice is taken from school personnel. School teachers are also consulted while developing the academic
153 plan and their suggestions are considered during decision making process. Seminars/workshops are organized in which distinguished teacher-educator and teachers participate. The re-commendations of seminars are included in the curriculum of the courses. The feedback from the employer, Alumni and other stakeholders are also included in the curriculum.
6.2.5. Does the institution use the various data and information obtained from the feedback in decision-making and performance improvement? If yes, give details.
The institution welcomes all the meaningful and relevant information for decision making and performance improvement. The concerned data for feed back is obtained form the faculty members, student-teachers, Head of practice teaching schools, visiting eminent educationists, employers, alumni, seminars/workshop etc.
6.2.6. What are the institution's initiatives in promoting cooperation, sharing of knowledge, innovations and empowerment of the faculty? (Skill sharing across departments' creating/ providing conducive environment).
For promoting cooperation among the faculty members various committees are constituted for execution of the institutional plan and teaching learning activities. The committees consist of various faculty members and one of the them acts as a convener. Respective committee member works cooperatively in a team spirit. The principal monitors the functioning of all committees. Suggestions regarding various activities of the institution are placed before the principal and decisions are taken after discussing the matter at staff meetings. Institution also works for the empowerment of the faculty. They provide conducive environment for working. Extension lectures, seminars and workshops are organized in the institute. The faculty members are also motivated and sponsored to participate in the seminars and
154 workshops and refresher courses for their professional growth organized by other institutions.
6.3 STRATEGY DEVELOPMENT AND DEPLOYMENT
6.3.1. 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 a MIS in place, to select, collect align and integrate data and information on academic and administrative aspects of the institution
6.3.2. How does the institution allocate resources (human and financial) for accomplishment and sustaining the changes resulting from the action plans?
The changes resulting from the action plans are accomplished and sustained through proper allocation of the human and financial resources. Various committees and head of the different departments are entitled to assess and recommend the resources needed for carrying out the academic and co-curricular activities. The concerned committees forward the recommendations to the principal and then the principal and the management members consider the recommendation for allocation of the human and financial resources.
6.3.3. How are the resources needed (human and financial) to support the implementation of the mission and goals, planned and obtained?
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To support the implementation of mission and goal an institutional yearly academic plan for the whole session is prepared by the staff members, in which the activities related to teaching learning curricular and co- curricular activities are planned. To carry out these activities smoothly the – human and financial resources are planned and mobilised according to the norms. In view of the need and urgency of the work the financial resources are provided by the management.
6.3.4. Describe the procedure of developing academic plan. How are the practice teaching schoolteachers, faculty and administrators involved in the planning process?
In-charges of M.Ed. and B. Ed. class prepare academic calendar every year. The prepared plan is discussed at staff meeting among staff members, principal of the institute and then it is finalized. Before finalizing the plan the head of practice teaching schools are also consulted regarding tentative schedule for the availability of schools for practice teaching and organizing extension activities.
6.3.5. How are the objectives communicated and deployed at all levels to assure individual employee's contribution for institutional development?
Major decisions are taken at the staff meeting. The information is passed to the staff members through written circular/notices and office order. It is also displayed on notice board for students. The communication and deployment approach of the institutional objectives is individualized. It adopts a hierarchic approach from student to teachers. Specific Teachers and committees are accountable to the principal. The principal and managing committee mutually get in touch with the parents of the student teachers, practice teaching schools. The objectives of the
156 institution are communicated to the student teachers at the morning assembly, classes and meetings.
6.3.6. How and with what frequency is the vision, mission implementation plans monitored, evaluated and revised?
Vision and mission of the institute are not revised as yet. Implementation plans frequently evaluated and revised.
6.3.7. How does the institution plan and deploy the new technology?
The institute plan includes the latest instructional aids to upgrade the level and effectiveness of classroom interaction and curriculum transaction in terms of learning outcomes. The principal considers the suggestions and reforms proposed by the faculty members regarding the use of new technology in teaching learning process. There are smart classes, EDU-SAT, 24 hours Internet facility and ICT.
6.4 HUMAN RESOURCE MANAGEMENT
6.4.1. How do you identify the faculty development needs and career progression of the staff?
The faculty development needs are identified by the principal and the management through evaluation of staff, self-appraisal report and feedback from the students every year. The performance of faculty and staff members is assessed by the institute through self-appraisal and comprehensive evaluation by student teachers. All faculty members submit their self appraisal report to the principal. Student teachers also submit comprehensive evaluation in the prescribed performa. These assessments are evaluated by the principal and a comprehensive report is submitted to the managing committee. Suggestions are also given to the faculty members for improvement.
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6.4.2. What are the mechanisms in place for performance assessment (teaching, research, service) of faculty and staff? (Self appraisal method, comprehensive evaluations by students and peers). Does the institution use the evaluations to improve teaching, research and service of the faculty and other staff?
The faculty development needs are identified by the principal and the management through evaluation of staff, self-appraisal report and feedback from the students every year. The performance of faculty and staff members is assessed by the institute through self appraisal and comprehensive evaluation by student teachers. All faculty members submit their self appraisal report to the principal. Student teachers also submit comprehensive evaluation in the prescribed performa. These assessments are evaluated by the principal and a comprehensive report is submitted to the managing committee. Suggestions are also given to the faculty members for improvement.
6.4.3. What are the welfare measures for the staff and faculty? (mention only those which affect and improve staff well-being, satisfaction and motivation)
The institute encourages the teachers to take research project and to complete their research programme successfully such as Ph.D. while pursuing their teaching. Teachers are provided INTERNET facility and consultancy from the principal and other senior faculty members. They are motivated to attend the seminars, workshops and various conferences organized by the other institutions. Loan facility is also available to the staff. Institute also provides financial assistance such as TA/DA, registration fee to the faculty member to attend seminar/workshops. The facilities like Insurance, Felicitation to teachers at Pradhyapak Samman Samaroh are available.
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6.4.4. 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, Institute has conducted computer oriented training programmes, language proficiency training programmes, research training programmes and A/V handling training programmes etc.
6.4.5. What are the strategies and implementation plans of the institution to recruit and retain diverse faculty and other staff who have the desired qualifications, knowledge and skills (Recruitment policy, salary structure, service conditions) and how does the institution align these with the requirements of the statutory and regulatory bodies (NCTE, UGC, University etc.)?
Salary is paid to staff members as per NCTE and University norms.
6.4.6. 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).
There is no part time/adhoc faculty member.
6.4.7. What are the policies, resources and practices of the institution that support and ensure the professional development of the faculty? (E.g. budget allocation for staff development, sponsoring for advanced study, research, participation in seminars, conferences, workshops, etc. and supporting membership and active involvement in local, state, national and international professional associations).
The institute supports and ensures the professional development of the faculty. Faculty members are constantly motivated and encouraged for
159 their professional growth and development. The faculty members are sponsored to participate in seminar and workshops organized by the various other institutions. For this purpose, TA/DA, registration fee and academic leave are provided by the institution to the faculty members as required. Institution also encouraged faculty member to take MHRD/UGC sponsored research project. Institute also organizes seminars/workshop, extension lectures, training programmes and orientation/refresher courses for faculty development.
6.4.8. What are the physical facilities provided to faculty? (Well maintained and functional office, instructional and other space to carry out their work effectively).
Institution has developed separate subject wise department cum- lab. Each subject teacher is made in-charge. Each department-cum-lab is well – furnished. Computer with INTERNET facilities are also given to each staff members. Institute has well furnished staff room, principal office, with proper setting arrangement and college office with all necessary amenities, completely equipped laboratories, class rooms and well stocked library are provided to facilitate the faculty members for discharging their duties. There are seminar room, conference room, EDU SAT room for faculty members and students to use.
6.4.9. What are the major mechanisms in place for faculty and other stakeholders to seek information and/or make complaints?
The Faculty members get information directly or indirectly from the principal personally or through circulars. Institution has a provision of suggestion box and feedback on website where stakeholders can give their suggestions from time to time and can get information regarding institutional activities.
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6.4.10. Detail on the workload policies and practices that encourage faculty to be engaged in a wide range of professional and administrative activities including teaching, research, assessment, mentoring, working with schools and community engagement.
Every staff member is involved in various activities of the institution. Workload to the staff member is given as per NCTE/State Government norms, UGC and University guidelines. Each staff member a member of different committee to look after routine functioning of the institute. Ample time is given to every faculty members to carry out all the activities efficiently.
6.4.11. Does the institution have any mechanism to reward and motivate staff members? If yes, give details.
Yes, the institute awards its faculty members who have completed their research projects and research work through Pradhyapak Samman Samaroh at the annual function of the institution. Staff members are encouraged to pursue higher studies and to attend advanced programme by granting them academic leave or study leave.
6.5 FINANCIAL MANAGEMENT AND RESEARCH MOBILIZATION
6.5.1. 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
No
6.5.2. What is the quantum of resources mobilized through donations? Give information for the last three years.
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Institute has not received any fund from donation, but the parental body Gandhi Vidya Mandir arranges finance whenever needed.
6.5.3. Is the operational budget of the institution adequate to cover the day- to-day expenses? If no, how is the deficit met?
Yes, the operational budget of the institute is adequate to cover the day-to-day expenses. The parental body Gandhi Vidya Mandir arranges finance whenever needed.
6.5.4. 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).
The fees received from the student through Government agency and the grant received from the govt. fulfils the mission and is sufficient to offer and run quality programmes. The balance sheet of the last five year is enclosed herewith to show the income and expenditure.
6.5.5. Are the accounts audited regularly? If yes, give the details of internal and external audit procedures and information on the outcome of last two audits. (Major pending audit paras, objections raised and dropped).
Yes, accounts of the institutions is audited by Chartered Accountant, Govt. auditors. Last two year audit reports are enclosed herewith.
6.5.6. Has the institution computerized its finance management systems? If yes, give details.
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Yes, the institution has computerized its finance management systems.
6.6 BEST PRACTICES IN GOVERNANCE AND LEADERSHIP
6.6.1. What are the significant best practices in Governance and Leadership carried out by the institution?
The following are the significant best practices in Governance and Leadership carried out by the institution- Well defined duties and responsibilities to develop organizational and managerial skills in the staff members for smooth functioning. Transparency in administration. Decentralization of the leadership through committee system. Democratic decision making system. Cordial interaction among stakeholders and administrative members. Leadership qualities in the pupil teachers are inculcated by providing them a platform to participate in various sports and cultural activities. Organizational and managerial skills are inculcated to the students teachers by providing them opportunities to organize and manage various activities such as morning assembly, college functions and community programme participation etc. Communication skills are developed through competitions, functions, seminars and workshops. For providing first hand experiences about functioning and management of institutional work to M.Ed. students, the work experience paper has been introduced in the curriculum. Organization of academic activities in rural area through awareness campaign.
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Daily prayer Regular Yoga Classes Regular Shramdan Apana Parivar Participation in social activities such as Plus Polio, Blood Donation etc.
Additional Information to be provided by Institutions opting for Re- accreditation / Re-assessment
1. What were the evaluative observations made under Governance and Leadership in the previous assessment report and how have they been acted upon? N/A
2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous Assessment and Accreditation with regard to Governance and Leadership?
N/A
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CRITERION - VII INNOVATIVE PRACTICES
7.1. INTERNAL QUALITY ASSURANCE SYSTEM
7.1.1. Has the institution established Internal Quality Assurance Cell (IQAC)? If yes, give its year of establishment, composition and major activities undertaken.
The Internal Quality Assurance Cell (IQAC) has been established in the College in 2007 with a view to ascertain and sustain quality of Teacher Education through cooperative efforts of the participative organs/constituents of the institution. Year of Establishment 2007 Composition: – Chairman Dr. Dinesh Kumar, Principal Coordinator Prof. Manisha Verma Members: Prof. Kanchan Sharma Dr. Lokesh Sharma Dr. Narendra Bhatt Dr. Rajesh Trapthi Dr. Sheetal Chotia Sh. Vijendra Singh Dr. Rama Sharma Member from the Management Sh. Bajarang Lal Soni Nominees from local society, Students and Alumni Sh. Chagan lal Sewada Nominees from Employers /Industrialists/stakeholders Sh. Banwari lal Jangir
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The objectives of the IQAC are: a) To ensure quality improvement in the academic, administrative activities and programmes of the institution. b) To ensure stakeholders participation in planning, management and development of different programmes.
Major activities of the IQAC are: a) To design and implement the annual plan of the institution for quality enhancement. b) To develop the mechanism of feedback from stakeholders. c) Development and application of quality parameters for various academic and administrative activities of the institution. d) Collection of information on various quality parameters of education and best practices followed by other institutions. e) Organizing seminars, workshops and training programmes on quality related subjects and promotion and dissemination of such activities of information. f) Development and application of innovative practices in various activities leading to quality enhancement with a futuristic perspective. g) Creation of student-centric classroom learning environment, conducive to quality education. h) Preparation of Annual Quality Assurance Report (AQAR) for review and reflections. i) Quality promotion of Rural Education through the activities organized by the institute.
7.1.2. Describe the mechanism used by the institution to evaluate the achievement of goals and objectives.
The Managing Committee and Internal Academic Council critically analyze the efforts and results made by the institution to evaluate the
166 achievement of goal and objectives. It involves the evaluation of feedback and suggestions provided by the Pupil-Teachers, Head of Practice Teaching Schools, Alumni Members, Parents of the Pupil-Teachers, Well Informed Community Members and Faculty Members. The institute is maintaining the rural education support system in the 25 adopted government school. All the suggestions, feedback, self appraisal of the teacher educators and over all achievements of the institution per year provide a complete picture of accomplishment status of goals and objectives.
7.1.3. How does the institution ensure the quality of its academic programmes?
The institution ensures the quality of its academic programmes through continue and comprehensive evaluation, observation, developments and application of quality benchmarks for the various academic and administrative activities of the institution.
7.1.4. How does the institution ensure the quality of its administration and financial management processes?
The institution ensures the quality of its administration and financial management by making the process more transparent and accountable to the stakeholders. The quality initiatives on financial management are thus:
Preparation of annual statement of accounts by the management. Auditing by a registered chartered accountant and audit committee of the education department. All purchases are done through departmental purchasing committee. Payment to the firms is made through Cheque/DD.
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Cheque/Bank Account. Payment of staff member s salary is made through
The college administration is fully decentralized, where teaching, non- teaching, student-teachers, old student teachers, parent or guardian of old student teacher, the management of the institution as well as members of the community frequently participate.
7.1.5. How does the institution identify and share good practices with various constituents of the institution.
Meetings are organized periodically to identify and share good practices with all the constituents of the institution. Orientation programes for staff members of our constituent institutions are organized. The institution has constituted some committees consisting of teachers, management members, alumni and student representatives to critically evaluate the growth and efficiency of the institution and its stakeholders. Student-teachers participations are also encouraged especially in academic and administrative matters.
7.2 INCLUSIVE PRACTICES
7.2.1. How does the institution sensitize teachers to issues of inclusion and the focus given to these in the national policies and the school curriculum.
The institution encourages to design and develop pedagogical activities which promote inclusion in the institution. The teacher are exposed to the concept of inclusive education, need based pedagogy on principles of effective teaching such as - classroom organization, seating arrangement, evaluation process, etc. The teachers are given orientation on different disabilities. Brain storming sessions are organized for the teachers and students on
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a) The different types of disabilities, identification, causes and prevention. b) How to help the children with disabilities in classroom and at home. c) Various government facilities available to the students with disabilities etc. As and when possible teachers are allowed to attend seminars, workshop and training programmes and undergo training to appraise themselves with the direct application of their knowledge and skills to teach students in inclusive education.
7.2.2. 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 follows Rajasthan State Government's Merit cum Reservation Policy in matters of admission. In the syllabi of the B. Ed. & M.Ed. courses, there are some topics especially devoted to the education of exceptional children, women education, and education of socially disadvantaged. This provision in the curriculum makes teachers' work easier to teach students about inclusion and exceptionalities as well as dealing with the problems arising out of gender differences and inequalities and their impact on learning.
7.2.3. 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.
In the curriculum of B. Ed. & M.Ed. courses the activities that are being organized to foster social interaction, active engagement in learning and self - motivation are as follows:
169 a) There is a provision for projects to design and survey related to the interaction with the community. Role of education in women empowerment, Education and socio-economic status, Education and Income pattern of the society, RTE act. 2009 etc. b) Building link between the school and community. c) To identify and mobilize community resources for overall improvement of school and vice-versa. d) Participation of community in planning the various school programmes and planning steps for preventing environmental degradation through Village Education Committee. e) To understand each child individually to provide personal attention in the learning process, especially to the children with special needs through case studies. f) To manage and organize 'other than classroom' school activities to understand and manage different factors which contribute to building congenial atmosphere for learning. g) Prepare feedback report for oneself with implications for further planning; remedial teaching and preparing further learning activities and necessary materials. h) Making proper arrangement for the use of library, teaching aids, field visits, play ground etc. i) To identify and focus special attention on the content enrichment needs of the pupil. j) Action researches are conducted by every student-teacher and they get self motivated to solve their day to day classroom problems. k) There is a provision of various activities in the curriculum such as community services, maintaining records of the schools, preparing TLM, organizing various extension activities etc.
7.2.4. How does the institution ensure that student teachers develop proficiency for working with children from diverse backgrounds and exceptionalities?
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The institution provides orientation to the student-teachers to understand each child individually to give them personal attention in the teaching learning process, especially the children with special needs. Some of the suggestive activities are organized in the institution are:- Making the student-teachers aware of the characteristics of children with diverse background. Student-teachers are made proficient in handling and counseling of the children with diverse background through guidance and counseling. Student-teachers are trained to understand and deal with the needs and problems of children with diverse background during teaching practice. Conducting case studies of problematic children. Conducting action research by the pupil-teachers and in- service teachers. Observing and recording some behavioral aspects of an exceptional child.
7.2.5. How does the institution address to the special needs of the physically challenged and differently-abled students enrolled in the institution?
Teaching faculty is acquainted to address the individual needs of physically challenged and disable students enrolled in the institution. They provide special attention to students with partial sightedness and low hearing. Most of the laboratories, resources room and classrooms are on ground floor of the building.
7.2.6. How does the institution handle and respond to gender sensitive issues (activities of women cell and other similar bodies dealing with gender sensitive issues)?
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The institution is well prepared to handle and respond to gender sensitive issues. The principle of equality is followed by the teachers and the management alike. Special care is taken to avoid the any discrimination in allocation of duties to women students and usually mixed groups are constituted for different purposes and particularly leadership training is given to girls also. Girl students are encouraged for self security. International Women's Day is being celebrated every year on 8th March. The active and inspiring women from the community are invited on this occasion. All the pupil-teachers of the institution participate in awareness and extension services concerned with gender sensitive issues. There is a cell against women harassment. This institution gives priority to promote social responsibilities and citizenship roles among the students. 7.3 STAKEHOLDERS RELATIONSHIP:
7.3.1. How does the institution ensure the access to the information on organizational performance (Academic and Administrative) to the stakeholders?
The institution ensures the access to the information on organizational academic performance at meetings of the internal academic council. Maintaining commitment and confidence of the stakeholders in the institution is a top priority. The institution displays its achievement pursuits and excellence of its students in college magazine, during teaching practice, meetings of community members, national and local newspapers and on its website also. The URL is updated from time to time about the new developments in the institution.
7.3.2. How does the institution share and use the information data on success and failures of various processes, satisfaction and dissatisfaction of students and stakeholders for bringing qualitative improvement?
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The institution involves stakeholders through institution community- parents' participation and Alumni Association. In different meetings organized by the institution, various issues are discussed about the academic and administration aspects with stakeholders periodically. Creative suggestions of the stakeholders are welcomed and these suggestions are being reviewed from time to time. Students involved directly in the academic activities such as content analysis, evaluation methods, and extension activities are concerned. Faculty member ensures the participation of students in cultural, social activities and competitions. Student-teachers' suggestions are also invited through suggestion box. Pupil teachers communicate the information, problems and suggestions to the respective teacher in- Apana Regular feedback related to the performance of the student is taken. charge in Parivar Programme.
7.3.3. What are the Feedback mechanisms in vogue to collect, collate and data from students, processional community, Alumni and other stakeholders on program quality? How does the institution use the information for quality improvement?
The institution has devised certain performa to collect data from students and their parents about the administration, teaching and their on campus experiences. It also provides the facility to the parents to be able to monitor their children's progress, interact with teachers, provides suggestions and to give feedback on overall institutional operation. Further student feedback on course, subject, syllabus, grievance redressal and infrastructure are considered in right earnestness for quality sustenance. The student- teachers also provide feedback through the suggestion box and student corner portal on college website. The institution undertakes regular assessment of the ICT tools, computer labs, science labs, etc so as to make the course, content, delivery and evaluation more attractive, productive and relevant. Further interactive
173 learning through discussion, demonstration and practical experience is being followed to create an environment conducive to learning. The institution also allows students to collaborate with peer groups, review their marks, and overall performance, register and participate in various events. The institution makes this vital information like transcripts, attendance, event calendar, college announcement etc available in one central location. Thus the institution acts as a means for consolidation of variety of information and effective utilization of the same. Thus the institution manages to maintain the quality in its administration and academic activities.
Additional Information to be provided by Institutions opting for Re- accreditation / Re-assessment
1. How are the core values of NAAC reflected in the various functions of the institution? N/A
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