SNM TRAINING COLLEGE Moothakunnam North Paravur, Ernakulam (Dt), Kerala, (Affiliated to M G University, Kottayam) Estd - 1960 E-mail: [email protected] www.snmtrainingcollege.org
SELF APPRAISAL REPORT for Assessment and Re-accreditation
Submitted to National Assessment and Accreditation Council, (NAAC), Bangalore – 560072 ______SNM Training Collge, Moothakunnam
A. Profile of the Institution
1. Name and address of the institution : S N M Training College, Moothakunnam
2. Website URL : www.snmtrainingcollege.org
3. For communication :
Office
Telephone Name Number with Fax No E-Mail Address STD Code Dr.Asha.O.S. 0484 482115 Snmtrainingcollegemkm (Principal 0484-2482115 0484 2482084 @gmail.com incharge ) Vice-Principal Dr.Seeja.K.R. (Self - appraisal 0484 2482084 [email protected] Co-ordinator)
Residence
Telephone Number Name Mobile Number with STD Code Principal incharge 0484-2483170 9447875414
Vice-Principal
Self - appraisal Co-ordinator 0484-2448210 9847519235
4. Location of the Institution:
Urban Semi-urban Rural Tribal
Any other (specify and indicate)
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5. Campus area in acres: 4.44 acres
6. Is it a recognized minority institution? Yes No
7. Date of establishment of the institution: MM YYYY Month & Year 07 1960 8. University/Board to which the institution is affiliated:
M G University, Kottayam
9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act. Month & Year MM YYYY 2f 06 1998
Month & Year
MM YYYY 12B 06 1998
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
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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
12. Details of Teacher Education Programmes offered by the institution:
Sl. Programme/ Entry Nature of Medium of Level Duration No. Course Qualification Award instruction
Certificate Primary/ i) D Ed +2 Diploma 2 years Malayalam Elementary Degree
Certificate
Secondary/ Diploma ii) Sr. secondary B Ed BA/B Sc/ Degree 1 year English M Com iii) Diploma Post Graduate M Ed B Ed Degree 1year English 2 Add on Degree Certificate 1 year English iv) Courses Other (specify) Diploma
Degree (Additional rows may be inserted as per requirement)
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13. Give details of NCTE recognition (for each programme mentioned in Q.12 above)
Valid Sanctione Level Programme Order No. & Date upto d Intake
Primary/ D Ed F.KL/ELE/144/SRO/NCTE 50 Elementary /2005-06/436 dt 19-04-05 -
Secondary/ B Ed F.KL/SEC/SRO/NCTE 1999- 150 Sr.secondary 2000/5232 dt 22-03-2000 -
M Ed Order No. 20928 dt 02-09- 35 Post Graduate 2010 -
Add on Not applicable Other (specify) Course
(Additional rows may be inserted as per requirement)
B) Criterion-wise inputs
Criterion I: Curricular Aspects 1. Does the Institution have a stated
Vision Yes No Mission Yes No Values Yes No Objectives Yes No
2. a) Does the institution offer self-financed programme(s)? Yes No If yes,
a) How many programmes? 2 (D Ed & M Ed)
D Ed-15,200 yearly b) Fee charged per programme M Ed-39,117 yearly
3. Are there programmes with semester system Yes, (C B CS S)
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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.
10
4. Number of methods/elective options (programme wise) D.Ed.
B.Ed. 7
M.Ed. (Full Time) 6
M.Ed. (Part Time) -
Any other (specify and indicate) -
5. Are there Programmes offered in modular form Yes No
Number
6. Are there Programmes where assessment of teachers by the students has been introduced
Yes No
Number 1
7. Are there Programmes with faculty exchange/visiting faculty
Yes No
Number
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8. 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 Yes No Yes No Students Yes No Employers
9. How long does it take for the institution to introduce a new programme within the existing system?
Subject to approval by Management and University
10. Has the institution introduced any new courses in teacher education during the last three years? Yes No
Number 2
11. Are there courses in which major syllabus revision was done during the last five years?
Yes No
Number 3
12. Does the institution develop and deploy action plans for effective implementation of the curriculum?
Yes No
13. Does the institution encourage the faculty to prepare course outlines?
Yes No
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Criterion II: Teaching-Learning and Evaluation 1. How are students selected for admission into various courses? a) Through an entrance test developed by the institution
b) Common entrance test conducted by the
University/Government
c) Through an interview
d) Entrance test and interview
e) Merit at the qualifying examination
f) Any other (specify and indicate)
(Centralised allotment process by the government of Kerala and M.G. university, Kottayam)
2. Furnish the following information
(for the previous academic year): B Ed M Ed D Ed a) Date of start of the 21-11-13 24-06-13 24-07-13 academic year b) Date of last admission 13-12-13 12-08-13 24-07-13
c) Date of closing of the 31-10-14 11-04-14 31-03-14 academic year 188 180 210 d) Total teaching days e) Total working days 200 180 220
3. Total number of students admitted Number of Programme Reserved Open students M F Total M F Total M F Total
D.Ed. - 6 6 - 2 2 - 4 4
B.Ed. 11 133 144 5 16 21 6 117 123
M.Ed. 1 34 35 - - - 1 34 35 (Full Time)
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4. Are there any overseas students? Yes No If yes, how many?
5. What is the ‘unit cost’ of teacher education programme? (Unit cost = total annual recurring expenditure divided by the number of students/ trainees enrolled). B Ed M Ed D Ed a) Unit cost excluding salary 16118.52 38360.77 3319.4 component b) Unit cost including salary 106607.01 52949.34 8325.8 component (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 Open Reserved Programmes Highest Lowest Highest Lowest (%) (%) (%) (%)
D.Ed. 65 50 55 50
B.Ed. 98 50 62 45
M.Ed. (Full 78 55 - - Time)
7. Is there a provision for assessing students’ knowledge and skills for the programme (after admission)?
Yes No
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8. Does the institution develop its academic calendar?
Yes No 9. Time allotted (in percentage) Practice Programmes Theory Practicum Teaching
D.Ed. 75 25 -
B.Ed. 65 35 -
M.Ed. (Full Time) 65 12 23
10. Pre-practice teaching at the institution B Ed M Ed D Ed
a) Number of pre-practice teaching days 25 3 5
b) Minimum number of pre- 18 3 20 practice teaching lessons given by each student
11. Practice Teaching at School B Ed M Ed D Ed
a) Number of schools identified 26 9 2 for practice teaching
b) Total number of practice 40 18 35 teaching days
c) Minimum number of practice 30 6 35 teaching lessons given by each student
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12. How many lessons are given by the student teachers in simulation and pre- practice teaching in classroom situations?
No of Lessons in B Ed D Ed No of Lessons Pre B Ed D Ed Simulation 15 2 Practice teaching 10 3
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
D.Ed. 50% 50%
B.Ed. Theory Practical Theory Practical 25% 50% 80% 50% M.Ed. (Full Time) 25% 75%
16. Examinations B Ed M Ed D Ed
a) Number of sessional tests 2 6 3 held for each paper
b) Number of assignments for 1 2 5 each paper
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17. Access to ICT (Information and Communication Technology) and technology. Yes No
Computers 104
Intranet 1
Internet 2
Software / courseware (CDs) 1350
Audio resources 68
Video resources 27
Teaching Aids and other related materials Many
Surveillance system 41 Any other (specify and indicate) wifi connections 8
18. Are there courses with ICT enabled teaching-learning process?
Yes No
Number B.Ed-10 M.Ed-7
19. Does the institution offer computer science as a subject?
Yes No
If yes, is it offered as a compulsory or optionalA paper? p Compulsory Optionalp r Criterion III: Research, Consultancy and oExtension v 1. Number of teachers with Ph. D and their percentage to the total faculty strength a l Number 5 33 % 6 o 2. Does the Institution have ongoing researchr projects? d Yes No A e p r p r o o f v 12 a M l ______SNM Training Collge, Moothakunnam
If yes, provide the following details on the ongoing research projects
Duration Collaboration, if Funding agency Amount (Rs) (years) any
UGC 60,000 XI Plan UGC 90,000 XI Plan
UGC 1,20,000 XII Plan
UGC 1,20,000 XII Plan
UGC 80,000 XII Plan
3. Number of completed research projects during last three years. 4 4. How does the institution motivate its teachers to take up research in education? (Mark for positive response and X for negative response) Teachers are given study leave Teachers are provided with seed money X Adjustment in teaching schedule Providing secretarial support and other facilities Any other specify and indicate
Research forum – Organising seminars, helping the faculty for participation in seminars, conferences, publication of articles and books etc.
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. 2 b. M.Phil.
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7. Does the institution support student research projects (UG & PG)? Yes No
8. Details of the Publications by the faculty (Last five years) Yes No Number International journals 9 National journals – referred papers 4 Non referred papers 3
Academic articles in reputed 1 magazines/news papers Books 1 Any other (specify and indicate) 27
9. Are there awards, recognition, patents etc received by the faculty?
Yes No Number 1
10. Number of papers presented by the faculty and students (during last five years): Faculty Students
National seminars 27 5
International seminars 13
Any other academic forum 2
11. What types of instructional materials have been developed by the institution? (Mark `’ for yes and `X’ for No.) Self-instructional materials 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)
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Magazines are published by the different clubs every year, blogs are maintained by different optional subject students
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 I No n I nte 15. Number oft other curricular/co-curricular meets organized by other academic e rn agencies/NGOsr on Campus ati n on 8 a al ti se o mi n na 16. Does the institutiona provide consultancyrs services? l Yes s No A e ny m In case of ipaid consultancy what is theoth net amount generated during last three n years. er a No feer levied aca s de
17. Does the institutionA have networking/linkagemic with other institutions/ organizations?n for Local levely um State levelot Nationalh level Internationaler level ac a 15 d e ______SNM Training Collge, Moothakunnam
Criterion IV: Infrastructure and Learning Resources 1. Built-up Area (in sq. mts.)
4676.6 m2
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 a e) Computer lab Yes No f) Workshop for preparing teaching aids Yes No
3. How many Computer terminals are available with the institution?
104
4. What is the Budget allotted for computers (purchase and maintenance) during the previous academic year? 859475/-
5. What is the Amount spent on maintenance of computer facilities during the previous academic year?
859475/-
6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year?
65450/-
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7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year?
1490280
8. Has the institution developed computer-aided learning packages?
Yes No
9. Total number of posts sanctioned Open Reserved
M F M F Teaching 2 12 1 0 Non-teaching 8 6
10. Total number of posts vacant Open Reserved M F M F Teaching 1 Non-teaching Nil
11. a. Number of regular and permanent teachers Gender-wise)
Open Reserved M F M F Assistant Professors 1 9 1 Associate Professors 2 Reader 1
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b. Number of temporary/ad-hoc/part-time teachers (Gender-wise) Open Reserved
M F M F Lecturers 1 0 0 0
M F M F Readers 0 0 0 0
M F M F Professors 0 0 0 0
c. Number of teachers from Same state 15
Other states 0
12. Teacher student ratio (program-wise) Programme Teacher student ratio D.Ed. 1:10
B.Ed. 1:12.5
M.Ed. (Full Time) 1:11.6
13. a. Non-teaching staff Open Reserved M F M F Permanent 10 4 0
M F M F Temporary Nil
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M F M F b. Technical Assistants Permanent
M F M F Temporary 1
14. Ratio of Teaching – non-teaching staff 1 : 1 . 07
15. Amount spent on the salaries of teaching faculty during the previous academic session (% of total expenditure)
36.44%
16. Is there an advisory committee for the library? Yes No
17. Working hours of the Library On working days 9 AM to 5 PM On holidays
During examinations 9 AM to 5 PM
18. Does the library have an Open access facility
Yes No A 19. Total collection of the following in the library
a. Books 25662 - Textbooks 8300 - Reference books 3450 b. Magazines 35 e. Journals subscribed 44 - Indian journals
3 - Foreign journals
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f. Peer reviewed journals 1
g. Back volumes of journals 2400
h. E-information resources
- Online journals/e-journals
- CDs/ DVDs 1755
- Databases DELNET, N-LIST, INFLIBNET
- Video Cassettes
- Audio Cassettes
20. Mention the Total carpet area of the Library (in sq. mts.) 342.5 m2
Seating capacity of the Reading room 80 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
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Online access facility Inter-library borrowing W a Power back up
User orientation /information literacy
Any other (please specify and indicate)
DELNET, N List, N-Computing systems are provided in the library
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 14 by students
by faculty 30
Maximum number of books permitted for issue 3 for students for faculty 10
Average number of users who visited/consulted per month 1400 Ratio of library books (excluding textbooks and book bank 102 facility)to the number of students enrolled
25. What is the percentage of library budget in relation to total budget of the institution 0.606%
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26. Provide the number of books/ journals/ periodicals that have been added to the library during the last three years and their cost.
I II III 2011-2012 2012-2013 2013-2014 Number Total cost Number Total cost Number Total cost (in Rs.) (in Rs.) (in Rs.) Text books ------
Other books 3327 1142556 163 50454 165 125845
Journals and 62 44415 64 47635 83 62094 Periodicals Any others specify and ------indicate (Additional rows/columns may be inserted as per requirement)
Criterion V: Student Support and Progression
1. Programme wise “dropout rate” for the last three batches
Programmes 2011-12 2012-13 2013-14 D.Ed. Nil Nil Nil B.Ed. 2.1 5.6 2.1 M.Ed. (Full Time) Nil Nil 1
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?
12
3. Does the institution offer Remedial instruction? Yes No
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4. Does the institution offer Bridge courses? Yes No
5. Examination Results during past three years (provide year wise data) UG PG
I II III I II III
2011-12 2012-13 2013-14 2011-12 2012-13 2013-14
Pass percentage 99.26 99.29 99.3 100 100 100
Number of first classes 62 63 68 14 14 27
Number of distinctions 14 12 13 0 0 3
Exemplary performances (Gold Medal and university ranks)
6. Number of students who have passed competitive examinations during the last three years (provide year wise data) 11-12 12-13 13-14 NET 4 12 2
SLET/SET 3 17 2 Any other (Indian Civil Service,TET) - 4(TET) 1
7. Mention the number of students who have received financial aid during the past three years. Financial Aid 2011-12 2012-13 2013-14 Merit Scholarship - Merit-cum-means scholarship 10 13 15 Fee concession 25 30 21 Loan facilities Any other specify and indicate (Additional rows may be inserted as per requirement)
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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 3
Women 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
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16. Give information on the Cultural Events (Last year data) in which the institution participated/organised.
Organised Participated Yes No Number Yes No Number
Inter-collegiate 2
Inter-university
National
Any other (specify and indicate) Community level-in 1 2 voluntary organization and temple festival (Excluding college day celebration)
17. Give details of the participation of students during the past year at the university, state, regional, national and international sports meets.
Participation of students Outcome (Numbers) (Medal achievers) State Nil Regional 7 Nil National Nil International Nil
18. Does the institution have an active Alumni Association?
Yes No
If yes, give the year of establishment 1961
19. Does the institution have a Student Association/Council? Yes No
20. Does the institution regularly publish a college magazine? Yes No
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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
Year 1 Year 2 Year 3 (%) (%) (%)
Higher studies 29 24 26
Employment (Total) 71 76 74
63 64 65 Teaching Non teaching 8 12 9
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.
1 2 3 18 24 16
24. Does the institution provide the following guidance and counselling services to students? Yes No
Academic guidance and Counseling
Personal Counseling Career Counseling 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
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2. Frequency of meetings of Academic and Administrative Bodies: (last year)
Governing Body/management Once in three months
Staff council Once in a month
IQAC/or any other similar body/committee Once in two months
o Management council-Once Internal Administrative Bodies contributing in three months to quality improvement of the institutional o Staff council-Once in a month processes. (mention only for three most o College development important bodies) committee-Once in six months
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 2 2 3
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 organisation 2
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b. Number of teachers who were sponsored for professional development programmes by the institution Nil National
International Nil
c. Number of faculty development programmes organized by the Institution:
1 2 1 d. Number of Seminars/ workshops/symposia on Curricular development,
Teaching- learning, Assessment, etc. organised by the institution
2 2 2 e. Research development programmes attended by the faculty
50 34 41 f. Invited/endowment lectures at the institution
10 10 11
Any other area (specify the programme and indicate)
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
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7. Are the faculty assigned additional administrative work?
Yes No
If yes, give the number of hours spent by the faculty per week 2
8. Provide the income received under various heads of the account by the institution for previous academic session
Grant-in-aid 1884971/-
Fees 754662/-
Donation
Self-funded courses 1853227/-
Any other (specify and indicate)
9. Expenditure statement (for last two years) Year 1 Year 2 2012-13 2013-14 Total sanctioned Budget 44550913 26556860 % spent on the salary of faculty 19.54% 36.43% % spent on the salary of non-teaching employees 8.46% 14.98% % spent on books and journals 0.22% 0.60% % spent on developmental activities (expansion of 43.19% 3.86% building) % spent on telephone, electricity and water 0.11% 0.29% % spent on maintenance of building, sports facilities, 17.79% 4.04% hostels, residential complex and student amenities, etc. % spent on maintenance of equipment, teaching aids, 0.04% 0.22% contingency etc. % spent on research and scholarship (seminars, conferences, faculty development programs, faculty exchange, etc.) % spent on travel Any other (specify and indicate) 10.65% 39.58% Total expenditure incurred 44550913 26556860
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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. NIL NIL
NIL NIL
NIL NIL
11. Is there an internal financial audit mechanism?
Yes No
12. 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/ Yes No
Assessment Yes No
Any other (specify and indicate) Yes No 14. Does the institution have an efficient internal co-ordinating and monitoring mechanism?
Yes No
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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
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
Criterion VII: Innovative Practices
1. Does the institution has an established Internal Quality Assurance Mechanisms ? Yes No
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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? Category Men % Women % a SC 5 3.47 16 11.1 b ST - - - - c OBC 3 2.083 42 29.16 d Physically challenged e General Category 3 2.083 75 52.083 f Rural - - - - g Urban - - - - h Any other ( specify) 4. What is the percentage of the staff in the following category? Category Teaching % Non-teaching % staff staff a SC 1 - b ST - - c OBC 15 14 d Women 16 6 e Physically challenged Nil 1 f General Category 5 - g Any other ( specify) - -
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5. What is the percentage incremental academic growth of the students for the last two batches? At Admission On completion of the course
Category Batch I Batch II Batch I Batch II B Ed M Ed B Ed M Ed B Ed M Ed B Ed M Ed
SC 19 2 21 - 19 2 21 - ST ------OBC 42 - 45 - 42 - 45 -
Physically 1 - - - 1 - - - challenged General 79 33 78 35 79 32 78 35 Category Rural ------Urban ------Any other ------( specify)
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EXECUTIVE SUMMARY
SNM Training college, Moothakunnam established on July 20, 1960 as a gracious attempt of imparting quality teacher education to the weaker sections of the society is owned and managed by the Hindu Matha Dharma Paripalana Sabha a voluntary organization formed in 1882 by the spirited youth of backward Ezhava Community in the Vadakkekara region of Ernakulam district. SNM Training College, Moothakunnam is an aided college affiliated to the Mahatma Gandhi University, Kottayam. The college is recognized by the UGC under 2(f) and 12(B) of the UGC Act of 1956, and all the courses are recognisd by NCTE. The College is a co- educational institution admitting 150 students to the B. Ed. course under seven optional subjects; Malayalam, English, Commerce, Mathematics, Natural science, Physical science and Social Science education through a centralized admission procedure laid down by the State of Kerala. Besides the B.Ed. programme, the college admits 35 students for M.Ed. The college was initially accredited by National Assessment and Accreditation Council (NAAC) with ‘B++’ Grade in 2007.
The college is a pioneer institution of teacher education owned by HMDP Sabha with the prime objective of preparing efficient and committed teachers for our nation.The visionaries of this voluntary organization, who were illumined and inspired by the teachings of Sreenarayana Guru, the greatest guru of humanity Kerala has ever produced dreamt of effecting ‘emanicipation through education’ of the people of the marginalised classes of the locality. To make this dream come to reality, HMDP sabha began to establish educational institutions at all levels in the small undeveloped village Moothakunnam. The Educational ventures of HMDP sabha started with the establishment of an English medium middle school in the year 1922.Since then it has been serving as a becon of hope and wisdom to the poor and downtrodden. So far 11 educational institutions at different levels managed by HMDP sabha spread within a range of 2.5 kms.
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Its mission of preparing trained teachers for the service of the society and humanity began with the establishment of Basic training school in 1953.SNM Training College was established in 1960 with the noble intention of producing committed and competent teachers who are accountable to the nation. At the outset, the college offered only B.Ed course with an intake capacity of just 80 students, later on it was increased to 150 and then to 225. At present, every year 150 students come out of the portals of this college after graduation. In 2005, the post graduate course in Education, M.Ed was started with an intake of 25 students. Presently the intake capacity for M.Ed is 35.
The college is situated on the banks of the Periyar river in the vicinity of the famous Sankara Narayana Temple. As the college is by the side of NH 17 and is just 4km away from Kodungallur the very famous ancient port town of Musiris and is easily accessable by road. The nearest railway station is at Alwaye,20 km away. The calm, refreshing and serene atmosphere is quite conducive for the intellectual pusuit.
The college aspires on crafting committed and competent teachers who are morally upright, spiritually enlightened, physically fit, emotionally mature and uphold the true value of universal brotherhood. In this expedition for excellence, the institution gives prime thrust for empowering the teacher educands through various competence building programmes capable of converting them into social engineers appropriate for the changing global trends. The institution envisages and executes educational programmes in accordance with its vision and mission.
A brief overview of the various programmes organized by the college is mentioned below.
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Criterion- I TEACHING – LEARNING AND EVALUATION The College has a well defined vision, mission, objective and educational policy. Though there are constraints imposed on the college with regard to academic flexibility, the institution is working towards achieving its goals and achievements within the framework of the affiliated University through varied programmes such as the conduct of orientation, seminars, workshops etc. The contributions of the staff in curriculum design, improvement made on curriculum by the suggestions given by the staff in various restructuring workshops etc. reflect the commitment of the staff towards curriculum enrichment. Many of the faculty members serve as Members of Board of studies, Kerala public service commission, Curriculum development committee, Examiners for practical and theory exams, Research guides of various universities, Resource persons for seminars and conferences, Question paper setters for various universities. Besides, different add-on courses were conducted which ensure that the students race ahead the track of the employable market and towards self reliance. Feedbacks from students, parents, alumni and the other stakeholders and the support from the community add to modify and equip the college with value based education.
Criterion-II TEACHING – LEARNING AND EVALUATION The college has made sustained and continuous efforts to bring innovations in teaching- learning methodology. In fact, it has shifted the focus from teacher-centered to learner-centered pedagogy through seminars, assignments, powerpoint presentations and group discussions. Besides encouraging the faculty to participate in various faculty development programmes they are also sensitized to modern teaching technology and encouraged to experiment with it inside the classrooms. As a result, the use of ICT has improved considerably. A Provision of study materials, teaching plans and lesson plans, multi-strategic teaching, ICT-enabled teaching, FDP for teachers, practical exposures for enhanced comprehension, internet connectivity in the departments, invited lectures, brain storming, group discussions and student interactions, quiz, project works and assignments, awards and scholarships, multi- media centre, career oriented courses, subscription of e-journals, seminar
36 ______SNM Training Collge, Moothakunnam presentations, language laboratory, study tour, extended library working hours, mentoring system, remedial teaching, additional tips for advanced learners, regular internal assessments etc are the initiatives to sustain quality in teaching- learning and evaluation. The introduction of academic calendar, Teacher’s Diary, attendance register etc have activated effective teaching learning and evaluation. The feedback on the different aspects is collected from different strands of stakeholders and students by means of well framed schedules and proforma which enables systematic analysis and interpretation. These are discussed in different bodies which itself leads to the natural evolution of qualitative improvement.
CRITERION III: RESEARCH, CONSULTANCY AND EXTENSION Several measures have been taken to promote a research culture among the members of the faculty and students. These include the encouragement given to teachers to avail the Faculty Improvement Programmes (FIP), to take up projects, publish and present papers at seminars and conferences, augmentation of laboratory and library facilities, provisions of internet facility in teaching departments, a well equipped computer laboratory with internet facility etc. The Management motivates the teachers by presenting mementos to those who are awarded PhD. 5 teachers have been awarded PhD, 3 of them have submitted the thesis and most others are working towards PhD. The number of National/ International Seminars conducted by various departments and attended by the faculty show their interest to achieve excellence in research and development. Several research publications of the staff in leading International /National Journals is evidence to prove the involvement of the staff in active research. The increased number of applicants for projects applied by staff shows their enhanced enthusiasm in research activity. Some of the faculty members serve as research guides for Ph.D and M Ed students.
CRITERION IV: INFRASTRUCTURE AND LEARNING RESOURCES With a campus spread across 4.44 acres, the college has a fine infrastructure that adequately meets the curricular, co-curricular and extra- curricular requirements. The growth of the infrastructure is in tune with the growth in academic activities. The
37 ______SNM Training Collge, Moothakunnam buildings and other infrastructural facilities are well maintained and are put to optimum use. After the first Peer Team visit the infrastructure facilities have been tremendously improved. Library automation, office automation, ICT lab and wifi internet facility, language lab, mini health club, counselling centre, e- journals, Multi- Media Centre, campus beautification, infrastructure and planning committee etc are the measures to keep infrastructure and learning resources vibrant.
CRITERION V: STUDENT SUPPORT AND PROGRESSION Students, the major stakeholders of the institution, are provided with extensive curricular, co curricular and extra curricular support in order to ensure their all round excellence and competence. Academic excellence is evident from consistent and laudable performance of the students in the university examinations every year and remarkable pass percentage. Several of the alumni hold prominent positions. Many students have cleared the qualifying exams like UGC CSIR – NET, SET etc. The institution has initiated add -on courses. Co-curricular activities are designed so as to supplement and complement the curricular activities and also to enhance the literary and artistic talents of the students. Institutionalized value education, mentoring system, remediation and extension activities that sensitize the students to the needs of the society and nation etc. have been some of the continued best practices. Students participate in various types of cultural and sports activities at the university and state levels. Achievers are felicitated duly in the gatherings of the college. The progression of the students to further studies and employment is also carefully monitored. Students are given proper career guidance through the exclusive Career corner and Placement Cell. Student representatives are included in various academic and administrative bodies. All the curricular and co curricular programmes are reviewed and modified based on the feedback received from the students.
CRITERION VI: GOVERNANCE and LEADERSHIP
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The college has a well-defined decentralized and participatory organizational structure. The academic and administrative functions of the institution are well coordinated. The Principal administers the College in tune with the policies and guidelines of the Management. He takes appropriate decisions pertaining to academic and administrative matters, and is discharged in consultation with the Management. The administration of the College is decentralized, participatory and democratic. This is made possible through the involvement of respective committees of Management, staff, students, alumni, parents and community. The frequent staff meetings enable the smooth functioning of the institution through division of duties. The IQAC takes active role in promoting the all-round development of the institution ensuring the quality of teacher education program.The staff council, Parent Teacher Association, Alumni Association and other stakeholders actively support the institution. The college has organized several workshops and training programmes for the faculty and the administrative staff. The administrative staff also renders their expertise to other institutions. Office matters like admission procedure, student scholarships, budget allocations, salary of staff, correspondence to various statutory bodies, etc. are carried out systematically.
CRITERION VII: INNOVATIONS AND BEST PRACTICES The institution activates and achieves its goals and objectives through well planned curricular, co-curricular and extra – curricular activities and various outreach programmes. The Internal Quality Assurance Cell (IQAC), along with the Staff Council and Management, regularly evaluate the activities of the College and formulate strategies to achieve the goals and objectives of the institution. Institution identifies and share innovative practices with various constituents of the institution. Whenever a staff member attends a seminar or other developmental activities, the information is shared with other staff members of the institution. Those practices which are feasible are adopted by the institution. Innovative practices like the use of computer-aided teaching were enhanced during the past few years. The institution encourages, focusing on design and development of pedagogic activities which will promote inclusion in the institution. Student-teachers are trained to understand each
39 ______SNM Training Collge, Moothakunnam child individually to give them personal attention in the teaching learning process, especially the children with special needs. We have an extensive mechanism to collect the feedback from the various units of the college. The data thus collected is shared with the Management, PTA, ALUMNI, sister institutions, model schools and other stake holders formally and informally. Their affirmative suggestions and recommendations are considered favorably in drafting the plan of action for the successive years.
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CRITERION – I CURRICULAR ASPECTS
1.1 CURRICULAR DESIGN AND DEVELOPMENT
1.1.1 State the vision, mission and objectives of the institution, and describe how these are communicated to the students, teachers, staff and other stakeholders.
Our esteemed institution has always given due consideration to attain the ultimate objectives of education, namely the alround development of the student. The college aim to bring about radical changes in the students by bringing forth personalities endowed with the ability of being matured, stable, culturally sound, morally upright, physically strong, socially committed, spiritually enlightened, economically self reliant and internationally liberal.
The objectives of the institution are enumerated below.
To develop competent and committed teachers. To develop teachers who uphold the value of universal brotherhood and non- violence and offer value education to the pupils. To familiarize the prospective teachers with global trends in technology and environment education. To inculcate in the teacher trainees the skills and attitudes to serve the community and nation. To equip the teacher trainees to help the progress and prosperity of the locality and backward community by providing quality education. To inspire the teacher trainees to propagate the idea of educating the pupils for libration from ignorance, poverty and superstitions. To make upswings in the pedagogical functions of our institution in tune with I C T, media and culture. To strengthen the teacher education programme by adopting innovative policies and multipronged strategies and practices.
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The aims and objectives of the college are effectively disseminated through various means like the College handbook, Prospectus, College Magazine, other occasional publications and website. They are also communicated through the orientation programmes for the students at the beginning of each academic year, meetings of students, teachers and non-teaching staff, alumni and PTA meetings and through various forums. Also display boards are installed in the college states the vision and mission of the college. Genuine efforts are taken to help students to assimilate them through the regular activities, awareness programmes and instructions.
1.1.2 Specify the various steps in the curricular development process (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 college follows the curriculum for B.Ed. and M.Ed. prescribed by the M.G. University, Kottayam. The decisions regarding the curriculum development and revision are taken by the university considering the recommendation of University the Board of Studies in Education, Dean (Faculty of Education) and Academic Council. Suggestions and responses are also collected from faculty members of Teacher Education colleges, stakeholders, experts in the field of education. The revised curriculum in Choice Based Credit and Semester System (CBCSS) with grading was implemented in 2009 onwards which was reviewed following the same procedure and implemented with minor modifications during 2011and 2012. During the academic year 2013-14, CBCSS was modified integrating indirect grading system. The M.Ed. curriculum was also revised in 2011 with the introduction of direct grading in tune with CBCSS.
As the college is not autonomous, we cannot develop a curriculum of our own but can incorporate our views, perceptions and suggestions for curriculum revision.
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Suggestions for curriculum modifications are collected informally from students, faculty members, the Alumni, teachers of practice teaching schools etc. The college puts forward these suggestions for making improvements in curriculum as and when it is desired by the University. Senior faculty members of this institution participated in the curriculum designing process of Mahatma Gandhi University, Kottayam. Some of them are serving as members of Board of Studies and many of them serve in academic bodies of the University like Board of Examiners, Curriculum Revision Committee and Expert committees of various universities of Kerala. The valuable suggestions are presented by our faculty members, whenever they attend curricular development seminars, workshops and the like.
1.1.3 How are the global trends in teacher education reflected in the curriculum and existing courses modified to meet the emerging needs?
The following measures were taken to modify the existing curriculum to meet the merging need and to match the global trends in teacher education.
Credit and Semester System with grading has been implemented from 2009-2010 academic year onwards. The curriculum has been restructured by infusing Direct Grading, Continuous and Comprehensive Evaluation and by introducing the emerging and newest topics. The institution employs learner-active teaching learning strategies, for the achievement of which, we have been designing and adopting a number of learning activities which includes seminars, workshops, projects, assignments, educational tours, field trips, documentations, community extension works and the like. All these activities are aimed at achieving pedagogic competencies among teacher-trainees The current curriculum has been framed taken into account the latest developments in the field of Information Technology and technology mediated instructional practice. The Institution too is well equipped with modern technologies, viz. computers, internet facilities, intra-institutional networks, technology lab, ICT lab, language lab, information services like DELNET, N-list, digital library and other mass media access facilities.
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The use of modern technological devices like smart board, LCD projectors, visualisers, OHP, etc. for transactional puposes were promoted by providing all the support including material facilities as well as skill promotion among the Faculty members and students. Elective courses such as Guidance and Counselling, Health care and Physical Education were offered . Besides this we also offer add on courses on two very important subjects for student teachers - Guidance and Counseling and Educational Technology.
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 followed by the college gives prominence to themes like environment, ICT issues, national issues and value education. It tries to inculcate core values such as fostering global competencies, national integration, inculcation of basic values, quest for excellence etc. For this purpose, series of co-curricular and extracurricular activities are designed. Through the activities planned by the extension unit and other clubs and committees, our institution takes up efforts and special interest to conscientise the students as well the local community of the national issues like health and hygiene of the family, society and environment, environment Protection and conservation, pollution control, education, marginalization of the socio economically backward section of the society and women etc.
Environmental issues The college organizes different programmes on environment, which include Maintaining eco-friendly, pollution & plastic free campus Organizing Environmental awareness rally. Celebrating Environment day Planting saplings Preparing and distributing paper bags to the nearby shops. Organizing competitions (Poster Making, Slogan writing) Waste management-Vermicompost
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Producing teaching aids and art products out of waste Eco club activities including Organic farming, maintenance of medicinal garden Conducting exhibitions on medicinal plants Value Education The college recognizes the significance of value education in the contemporary world and thereby stress is laid on promotion of cultural, religious, educational, democratic values as well as on personal character. To promote these values among the student teachers following efforts are taken. Celebration of festivals of various religions Observing days of national importance- Independence day, Republic day Commemorating days of importance –Teachers day, Science day etc. Organizing Talks by Eminent personalities. Classes on women empowerment, substance abuse, mobile misuse, human rights, civic responsibilities, marriage laws, etc. A discipline committee functions to help students maintain the decorum of the institution. Arranges a campus cleaning programme, programmes like simulation on “Against Dowry” Tableau on Arts Day (theme-social importance and protection of women’s purity). Mentoring sessions . An anti-ragging committee also functions in the college The ethics committee of our institution plays a remarkable role in imparting value education to the students Educational tours to various places of cultural importance. Morning assembly and thought for the day A surprise inspection squad was constituted by Ethics committee to prevent misuse of mobile phones in the campus
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ICT The Curriculum prescribed by the Affiliating University puts ample emphasis on theoretical as well as practical aspects of ICT issues. Faculty and student teachers frequently make use of technology available for their teaching learning endeavours. The institution provides facilities like classrooms equipped with Computers, internet connection, LCD projectors and interactive white - board. The automated library with internet and N List of INFLIBNET facility has free internet service with sufficient number of computers. Ample number of instructional CDs are also available on various topics. All the faculty members are provided laptops which are extensively used for all academic puroses. The ICT lab is equipped with a better number of computers and peripherals with internet connection of 10 Mbps speed, several softwares like SPSS that are useful to the students are also made available. The college has a computerised language lab to improve the communication skills of its students.
1.1.5 Does the institution make use of ICT for curricular planning? If yes, give Detail Yes, the institution makes use of ICT for curricular planning. The varied aspects in which ICT is used are the following. ICT is used in Planning and executing teaching learning activities - teacher educators use the facilities like wifi connection, laptops, LCD projectors, various softwares, interactive smart boards etc. for making the class interesting and interactive. ICT is also used for purposes like for preparing academic calendar, timetables, notices. It is also used in publishing of college magazine, newsletter, class magazines and other publications.
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The library with the open access system , make use of ICT in functions such as acquisition, cataloguing , circulation etc. College has well designed updated website through which the information of latest events and happenings are disseminated. Wi-Fi connectivity is provided in the campus so that staff and students can access unlimited broadband internet facility. ICT is also employed in communication using blogs, social networks, electronic mails etc.
1.2. ACADEMIC FLEXIBILITY 1.2.1.How does the institution attempt to provide experiences to the student teacher so that teaching becomes a reflective practice? The institution provides the following experiences to promote reflective practices among student teachers. Regular class tests and assessment of practical works of the students. Teacher and peer feedback during micro teaching sessions Criticism sessions during pre practice teaching phase. Reviews of teacher educators, supervising teachers, peers and M Ed students during the practice teaching phase The reflective sessions in the post practice teaching phase Identification, analysis and rectification of difficulties during mentoring sessions Immediate evaluation of each programme in the staff council and in the concerned clubs. The overall evaluation of all the programmes done in an exhaustive manner in the concluding session of the students union and in the staff council. The comprehensive evaluation of the curricular and administrative aspects of the institution including the performance of the teachers and the non teaching staff done at the end of the year by collecting the students’ feedback
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1.2.2 How does the institution provide for adequate flexibility and scope in the operational curriculum for providing varied learning experiences to the students both in the campus and in the field?
As the institution is an affiliated college under M G University, Kottayam, there is limited scope for academic autonomy and flexibility. Nevertheless, the college tries to be flexible by providing the students freedom in their choice of
complementary elective courses, S U P W activities, add-on courses participation in activities and clubs participation in arts fest and sports meet projects and assignments teaching practice schools medium of preparing lesson plans (English/Malayalam) medium of writing exams (English/Malayalam) organizing various club activities educational tour destinations Social extension activities etc.
1.2.3. What value added courses have been introduced by the institution during the last three years which would for example: Develop communication skills (verbal & written), ICT skills, Life skills, Community orientation, Social responsibility etc..
Value added courses are organized in the form of Workshops, Seminars and invited lectures which were integrated into the curriculum
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Year Programme 1. Since Certificate course in Educational Technology 2012-13 2. ,, Certificate course in Guidance and Counselling 3. 2011-12 A training programme on Identification and Management of Learning Disability. 4. 2011-12 A seminar on Disaster Management and success in life 5. 2011-12 A two day UGC sponsored national seminar on Self Esteem and Mental Health was organized in collaboration with Dept. of Psychology, U.C.College Aluva on 4th and 5th August, 2011. 6. 2011-12 Seminar on Vedic Mathematics 7. 2011-12 Seminar on ‘Chemistry’s importances in daily life’ 8. 2011-12 Seminar on Appreciation of poems 9. 2011-12 Awareness class on drugs & substances abuse on 12-03-2012 10. 2012-13 Seminar on ‘ Aquapuncture’ on 01-06-2012 11. 2012-13 Seminar on Guidance & Counselling on 30-09-2012 12. 2012-13 Seminar on Aids Awareness on 20-11-2012 13. 2013-14 Seminar on Women’s & children’s rights on 04-06-2013. 14. 2013-14 Seminar on ‘Learning’ disability on 14-06-2013. 15. 2013-14 Awareness program and magic show on Aids control was conducted on 09-12-2013. 16. 2013-14 Invited talk about the young poets on 01-01-2014 17. 2013-14 Seminar cum workshop on the topic ‘Literature cinema and Teachers’ on 25-01-2014 18. 2013-`14 Workshop on ‘Film appreciation & Teaching Creativity in classrooms in 15-03-2014 19. 2013-14 Orientation programme for Teacher Educators, Practicing Teachers and Student Teachers on 07-07-2014. 20. 2013-14 Organized a Drama ‘Gandhi’in collaboration with Kerala Sastra Sahitya Parishad
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1.2.4 How does the institution ensure the inclusion of the following aspects in the curriculum? i) Interdisciplinary/ Multidisciplinary
ii) Multi-skill development
iii) Inclusive Education
iv) Practice Teaching
v) School experience/Internship
vi) Work experience/SUPW
vii) Any other (specify and give details) (Also list out the programmes /courses where the above aspect has been incorporated).
Interdisciplinary/ Multidisciplinary Though our institution is constrained to add flexibilities to the curriculum, the faculty members try their best to make an interdisciplinary approach in the curriculum transactions. They often make the club activities interdisciplinary so that the students are more enriched by such activities.
Multi-skill development In the newly revised curriculum there is provision for the multi-skill development of teacher trainees through computer assisted instruction, use of multi-media, e-learning, web-based learning, interactive learning, individualized instruction, computer fundamentals etc. With the help of the language laboratory, the students get opportunities for communication skill development. Organizational skills are developed as the student -teachers organize and carry out the co-curricular activity assigned to them and these skills are manifested during the internship program as well. The extension and the Community work activities help in developing social skills and personality.
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Our student -teachers play a major role in organizing the arts competitions and Sports meet in the practice teaching schools which prove to be training grounds for leadership skills . The Micro teaching, Practice teaching, Simulated lessons help in developing a number of skills thereby making the student- teachers very confident and self reliant. Micro teaching sessions offered in the college contribute to the development of the multi-skills of the student teachers. Each student has to take three micro teaching lessons in a simulated set up.
Inclusive Education As per the government norms the institution has reserved three percent of its seats for the physically challenged and among it 50 percent for the visually impaired. The institution extends all support for the instruction of these students. The college provides scribes for the visually impaired students. Besides all these, required measures are taken to help the students with any special needs by seeking sanction from the university. The institution takes care of physically challenged students by Advising to sit on the first row so that they can see, hear and communicate with teachers easily. ICT facilities are provided for their curricular activities provision for recording the class providing peer mentors providing soft copy of learning materials alternate arrangements for the completion of practical works like relaxation in time of submission, helping them to prepare teaching aids etc. provision of scribe and extension of time for public examination guidance and counselling to help him/her to face problems and to enhance their self concept. the practice teaching schools are arranged according to their convenience
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Practice Teaching Before practice teaching, student teachers are given special attention for helping them in dividing the content to be transacted into individual lessons, for writing lesson plan, and for the selection and preparation of appropriate teaching aids. Student teachers are assigned different schools for teaching practice by considering their convenience also.
During practice teaching period, Student-teachers in B.Ed. are required to take a minimum of thirty lessons along with three lessons in Health & Physical Education. The supervising teacher as well as peers observe the classes and make discussions and give appropriate feedback. Teacher educators also observe the classes of student teachers and give necessary feed back to the students. The students meet the teacher educators in the college on every Saturdays for the approval of lessons plans and other tasks for the successive week. Evaluation by the supervising teachers of the teaching practice schools is recorded in specially prepared evaluation schedule. The observations of the supervising teacher, teacher educator, physical education director, M. Ed trainees, heads of the schools and Principal of the college enable the students to enrich their teaching performance.
The practice teaching program also help the student teachers to get acquainted with the auxiliary activities like organisation of co curricular activities including arts fest and sports meet, mid day meal program, maintenance of various registers like attendance register, arranging seminars and projects, construction and administration of achievement tests.
As part of M Ed curriculum, the students have to undergo an internship of ten days, in the schools where student teachers are engaged in their practice teaching. During the internship they have to visit schools and observe the classes of the B Ed trainees, get acquaintance with the school organization, student management and have to submit the report to the concerned teacher educators.
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In the D Ed course, there is teaching practice for 50 days. This institution conducts various extracurricular activities to find out the hidden stars among students and nourish extracurricular activities to find out the hidden talents.
Work experience/SUPW The activities under socially useful productive work are effectively carried out under the able leadership of the faculty. The campus beautification, preparation of various useful products from waste materials, food festivals, exhibitions of medicinal plants, teaching aid, art works and the like are also being conducted every year. The institution arranges training programmes in theses aspects every year.
Other Programmes In order to provide varied learning experiences to students various programmes like community extension works, field trips, value oriented programmes, club activities, participation in inter-collegiate events, environmental awareness programmes and many other activities inside and outside the campus are being organized on regular basis every year. Our institution had started two add-on courses (certificate programmes sponsored by UGC) on Guidance and Counselling and Educational Technology. Various committees are organized to meet the emerging needs. This includes ethics committee, anti-ragging cell, women’s cell etc. The activities under extension wing are effectively carried out under the able leadership of the faculty members. Extension wing of the college incorporates various programmes like awareness programmes on issues like AIDS, Women Empowerment, Human Rights, environment and health education among pupils of the nearby schools, voluntary organizations and even for the public.
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1.3. FEEDBACK ON CURRICULUM
13.1. How does the institution encourage feedback and communication from the Students, Alumni, Employers, Community, Academic peers and other stakeholders with reference to the curriculum
The institution collects feedback on courses, teachers and curriculum from the student teachers through informal discussions, during mentoring period, guidance and counseling sessions, meetings of students union, committees of various clubs and by using the feedback forms. During PTA meetings, the parents give suggestions and feedback regarding all the activities of the college especially the academic activities Every year college arranges an Alumni meeting, where there is a chance for Alumni members for sharing their experiences. Feedback is also collected from the heads as well as supervising teachers of practice teaching schools through informal discussion and by using the student evaluation schedule. The feedback about the performance of the students in particular and curriculum transaction in general are also discussed by the external examiners in the luncheon meetings conducted during practical examination. The institution has developed a schedule which is given to students for collecting feedback about the programme every year and the responses are analysed in the staff meeting to identify the hard spots.
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. The responses of the students in the feedback proforma as well as the feedback collected from other stakeholders are analyzed and discussed in the Staff Council and IQAC to identify the areas to be improved. On the basis of analysis of feedback in previous years, certain measures were taken for improvement in the teaching-learning process. They are listed below.
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Organized training programmes for student-teachers on recent issues of education with the help of ALUMNI Assosciation. Alloting more time for use of library and ICT lab Training in the use of technology Training in exploring library resources especially digital sources Arrange enough platforms to practice presentation skills
1.3.3 What are the contributions of the institution to curriculum development? (Member of BOS/sending timely suggestions,feedback etc.) Senior faculty members of this institution participated in the curriculum designing process of Mahatma Gandhi University, Kottayam. Some of them are serve as members of Board Of Studies and many of them serve in academic bodies of the University like Board of Examiners, Curriculum Revision Committee and Expert committees of various universities of Kerala. Our representatives raise their voice in the concerned forums, to bring about changes and innovations in the existing curriculum. The valuable suggestions are presented by our faculty members, whenever they attend curricular development seminars, workshops etc.
List of programmes on curriculum revision attended /organized by faculty members. Dr M.P. Anitha Attended five day workshop on “Restructuring curriculum of Degree Courses-B Ed” from 14-05-2009 to 22-05-2009 at Mahatma Gandhi University, Kottayam. Attended two day orientation programme on “Restructured B Ed Curriculum on 21st & 22nd October 2009 at Mahatma Gandhi University, Kottayam.. Participated in the seminar on “Restructured B. Ed curriculum” as programme co-ordinator of the college on 03-11-2009 and organized by AKTCTA at N S S Training College, Changanassery. Participated and helped to organize a university level seminar on “Restructured B Ed curriculum in Health and Physical Education at S N M Training College, Moothakunnam organized by AKTCTA on 6th November, 2009. Participated in one day orientation to Teacher Education on “Grading pattern for practical courses of B Ed programme on 24th and 25th June 2010 organized by AKTCTA at S N College of Teacher Education, Moovattupuzha.
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Participated in state level workshop on “Tumultuous Treasure House of M. Ed curriculum revamping organized by School of Pedagogical Sciences, M G University, Kottayam on 10th November, 2010 Participated in the state level workshop conducted by school of pedagogical sciences, M G University on “Finalisation of the profuse pathways of M.Ed, CBCSS curriculum” at M G University, Kottayam
Dr.Asha O.S Attended five day workshop on “Restructuring curriculum of Degree Courses-B Ed” from 14-05-2009 to 22-05-2009 at Mahatma Gandhi University, Kottayam. Participated in the inter university workshop on the orbit of unified B.Ed degree programme organized by School of Pedagogical Sciences Mahatma Gandhi University of on 8th December 2009. Participated in the state level workshop on finalization of the profuse pathways of M Ed CBCSS curriculum organized by school of pedagogical sciences, Mahatma Gandhi University, Kottayam on 27-01-2011 Participated in the state level workshop on the Tumultous Treasure house of M Ed curriculum revamping organized by school of pedagogical sciences, Mahatma Gandhi University, Kottayam. Participated in the Nano workshop on spiraling toward the Refinement of the ‘Assessment and Evaluation of B Ed programme organized by school of pedagogical sciences, Mahatma Gandhi University, Kottayam. Participated in the workshop on Rejuvenating Reified M Ed prograrmme at S P S Mahatma Gandhi University on 5th August 2010. Participated and contributed in the workshop organized by AKTCTA entitled “guidelines regarding teaching practice’ at St Joseph’s Training College, Ernakulam. Participated in the seminar organized by Board Of Studies Mahatma Gandhi University on 3rd and 4th May 2012 “A gamut of Articulation to the felt issues and the paradigmatic shifts in recharging teachers at M Ed level. Acted as Resource person and convener in the workshop on preparatory and practical courses in teaching organized by All Kerala Training College teachers association held on 04-06-2013 at St Joseph’s Training College, Mannanam.
Dr.K.S.Krishnakumar Participated in the 5 day workshop in Restructuring curriculum of B Ed degree course’ on 14th, 15th, 21st and 22nd May 2009 conducted by the Mahatma Gandhi University. Attended One Day Workshop on lesson planning in Malayalam (New Curriculum) organized by Malayalam Association at N S S Training College, Changanassery on 20th May 2010.
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Participated in the Orientation to Teacher Educators on Grading Pattern for Practical courses of B Ed programme held at Sree Narayana College of Teacher Education, Moovattupuzha on 25th June 2010. Participated in the workshop on the practical aspects of Malayalam Education organized by consortium of Malayalam Teacher Education at Joseph’s Training College, Ernakulam from 4th June 2011 Served as Subject Expert for the Research Consolidation Meeting for SSA Funded Researchers at SSA, State office, Thiruvananthapuram. Acted as Resource person for workshop on preparations and practical courses in Teaching organized by All Kerala Training College Teachers Association held at St Joseph’s Training College, Ernakulam on 04-06-2013
Smt P S Susmitha. Participated in the seminars on credit and semester system – B Ed degree programme organized by All Kerala Training college, Teacher Association (AKTCTA) held on 06-11-2009 at Sree Narayana College of Teacher Education, Moovattupuzha. Participated in the Inter University Workshop on “The Orbit of unified B Ed Degree Programme” organized by school of pedagogical sciences, Mahatma Gandhi University on 8th December 2009. Participated in the orientation to Teacher-Education on grading pattern for practical courses of B Ed propgramme held at Sree Narayana College of Teacher Education, Moovattupuzha on 25th June 2010 Participated in the National Seminar cum workshop on “Modern Pedagogies and contemporary curriculum” on 7th and 8th March 2011 Participated in the workshop on the practical aspects of Physical Science organized by consortium of Physical Science Teacher Education at St Joseph’s College, Mannanam, Kottayam on 4th June 2011. Participated in a workshop on “Practice Teaching Related works” organized by All Kerala Training College Teachers Association held on 29-03-2012 at Titus II Teachers College, Thiruvalla. Served as subject expert in the finalization of a training module of teacher education of B.Ed colleges based on the feedback on 18th and 19th Febuary 2014 at SCERT.
Smt K. P. Sudha Attended M G University conducted workshop on B Ed Degree Semerstisation conduced at N S S Training College, Changanassery on 14th, 15th, 20th, 21st, 22nd May 2009. Attended the workshop on ‘Restructured B Ed curriculum (Social Science Education) organized by AKTCTA at St Joseph’s Training College, Mannanam on 6th November 2009. Attended the Inter-University workshop on the orbit of United B Ed Degree Programme organized by School of Pedagogical
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Science, M G University, Kottayam on 8th December 2009. Attended the workshop on Issue Based Approach on Teaching Social Science organized by M G University Social Science Teacher Educator’s consortium at S N College of Teacher Education, Moovattupuzha on 11th May 2010. Participated in the workshop on preparatory and practical course in teaching organized by the Association (All Kerala Training College Teachers Association) held on 06-06-2013 at Mount Carmel College of Teacher Education for Women, Kottayam, Kanjikuzhi
Smt.P.S. Bisini Participated in the 5 day workshop in Restructuring curriculum of Degree courses (B Ed) on 14,15,20,21 and 22 May 2009 conducted by the Mahatma Gandhi University. Participated in the seminar on Grading in Credit and semester system organized by All Kerala Training College Teachers Association (AKTCTA) held on 05-11-2009 at Mar Baselios College of Teacher Education. Participated in the seminar on Restructured B Ed curriculum in Health and Physical Education organized by All Kerala Training College Teachers Association (AKTCTA) held on 6th November 2009 at S N M Training College, Moothakunnam.
Smt.Laya.A.B Participated in the seminar on Restructured credit & semester B Ed programme organized by AKTCTA held on 5th November 2009 at St Thomas College of Teacher Education, Pala. Participated in the seminar on Restructured B Ed Curriculum in Health & Physical Education organized by AKTCTA held on 6TH November, 2009 at S N M Training College, Moothakunnam. Attended the two day orientation programme A Gamut of Articulation to the felt issues and the paradigmatic shifts of recharging teachers at M Ed degree level organized by the school of pedagogical sciences, Mahatma Gandhi University, on 3rd and 4th May 2012
Smt. Rinu V Antony Participated in the five day workshop in Restructuring curriculum of degree courses (B Ed) on 14,15,20,21 and 22 May 2009 conducted by the Mahatma Gandhi University at N S S Training College, Changanassery.
Participated in the seminar on Restructured B Ed curriculum in Health and physical education organized by AKTCTA ON 6th November 2009 at S N M Training College, Moothakunnam.
Attended workshop on B .Ed syllabus in Commerce Education by AKTCTA on 06-11-2009 at Titus II, Tiruvalla. Attended state level workshop on Tumultuous Treasure house of M.Ed curriculum revamping by school of Pedagogical Sciences, M G University on 10th November 2010.
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Attended workshop on curriculum revision of M. Ed at School of pedagogical sciences on 10th November 2011. Attended seminar on Guidelines regarding Teaching practice held on 27-03-2012 at the St Joseph’s College of Teacher Education for women M G University in collaboration with All Kerala Training College Teachers Association. Attended Orientation programme on “A gamut of Articulation felt issues and the paradigmatic shifts of Recharging teachers at M. Ed degree level at S P S, M G University in 3,4 May 2012. Acted as Resource person in the workshop on preparatory and practical courses in Teaching organized by AKTCTA at S Josephs College of Teacher Education on 05-06-2013.
Smt. Heera K. S. Participated in the five day workshop in Restructuring curriculum of degree courses (B Ed) on 14,15,20,21 and 22 May 2009 conducted by the Mahatma Gandhi University. Participated in the seminar on “Restructured B Ed curriculum’ organized by AKTCTA on 03-11-2009 at N S S Training College, Changanassery. Participated in the seminar on Restructured B Ed curriculum in Health and physical education organized by AKTCTA ON 6th November 2009 at S N M Training College, Moothakunnam Participated in the Orientation to Teacher educatiors on grading pattern for practical courses of B.Ed programme held at Sree Narayana College of Teacher Education, Muvattupuzha on 24th & 25th June 2010. Participated in the workishop on ‘Practice-teaching’ related works organized by AKTCTA on 29-03-2012 at Titus II Teachers College, Thiruvalla Participated in the workshop on Preparatory and practical courses in Teaching organized by AKTCTA ON 6TH June, 2013 at Mount Carmel College of Teacher Education for Women, Kottayam
1.4. CURRICULUM UPDATES
In 2009, the curriculum, was modified by introducing CBCSS with direct grading. This new scheme of the B Ed programme of 2 semesters included common courses, core courses and complementary electives. Due importance is given to teaching competence through organizing various co-curricular activities, extension activities, study tours etc. The minimum credits required for the successful completion of the programme is 48 under two semesters. The revised curriculum was reviewed following the same procedure and implemented with minor modifications during 2011 and 2012. During the academic year 2013-14, CBCSS was modified
59 ______SNM Training Collge, Moothakunnam integrating indirect grading system. The M. Ed. curriculum was also revised in 2011 with the introduction of direct grading in tune with CBCSS. The Government of Kerala has decided to introduce two year B Ed programme from 2014-2015 academic year onwards.
1.5.BEST PRACTICES IN CURRICULAR ASPECTS The faculty members participate in a number of refresher and orientation programmes to familiarize themselves with the best practices in teaching – learning leading to total quality enhancement. The college has organized training programmes to the faculty, as all the members are thriving to be abreast with dimensions of modernization, to bridge the competency gulf in the e-world and new trends in ICT enabled teaching methodology. The training programmes familiarize the faculty with the scope of virtual classrooms, moodle etc. The faculty members on regular basis use ICT enabled transactional modalities in their classroom. When M G University introduced C B C S S, there were several doubts regarding the assessment, grading, evaluation, execution etc. In order to remove these doubts, the faculty members attended various workshops arranged by the University. In addition, when the university revamped the curriculum of B Ed twice, almost all the teachers of the college actively participated in the curriculum formation. In 2013-14 when indirect grading is incorporated into CBCSS our faculty members contributed greatly to it especially in framing the regulations, setting question papers in accordance with the recommendations of Hridayakumari commission report. The teachers of this college offered their best to create a syllabus which suits the requirements of the present education scenario. When indirect grading was introduced, our faculty members prepared spread sheets in accordance with it to make student evaluation systematic and perfect.
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The Add On course on Educational Technology on the other hand is helping the student teachers to get first hand training in making use of latest technological development besides providing required theoretical concepts. The Academic and non-academic functions like arts and sports activities, food fests, social surveys and projects, minor researches etc. are conducted every year. The students are given mentoring and guidance and counseling services on various academic and non-academic aspects. Every year, students take initiative in the publication of college magazine and magazines by different clubs, which provide a platform for displaying their creative abilities through their articles. Students are also given guidance to compile text books and other learning materials that shall be used by them as good learning resources. All such books and materials are kept in the college library. M Ed students have prepared a book compiling the precise of their entire thesis that serve as a ready reference for students and faculty to have a quick glance of the nature of research projects carried out in our college. The non-academic activities consists of celebration of national and international days (Independence day, Republic day, Teacher’s day, World environment day, Women’s day, Children’s day, AIDS day etc.), cultural programmes, Onam celebration, Christmas celebration etc. They are instrumental in developing the feeling of national integration and instilling the value of democracy but also a ‘we feeling’ or cohesiveness among all the departments and students.
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Additional information to be provided by institution opting for Re- Accreditation/Reassessment
1. What are the main evaluative observations/suggestions made in the first assessment report with reference to curricular aspects and how they have been acted upon? The NAAC Peer Team appreciated the efforts taken by the college with regard to curricular design and planning. Those practices acknowledged by the peer team were sustained, while the evaluative suggestions were seriously considered and serious efforts were taken for planning the programs for the following years. The observations made by the peer team were Need to fill the vacant faculty positions Faculty members need to maintain a planning diary Need to encourage the faculty members in their professional development Need to develop skills and understanding in the emerging concerns like environmental education, learning to work together and individually, self directed learning and communication skills.
These deficits were resolved immediately by Appointing sufficient number of qualified teachers Maintaining course coordinators diary Encouraging the faculty members to pursue professional development programmes Programmes like Training in the use of smart boards, office automation, Moodle software, SPARK, KOHA software were provided to widen the skills of teaching and non-teaching staff Computer training for the staff. Add on courses on Educational technology and Guidance and counseling were introduced The college organized different programmes on environment, which include maintaining eco-friendly, pollution & plastic free campus, organizing Environment awareness rally, celebrating Environment day
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The digitalized language laboratory, was installed for the students to get opportunities for communication skill development.
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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?
The institution is affiliated to Mahatma Gandhi University, hence the admission to B Ed and M Ed courses are being done according to the M G University norms and Government rules and regulations. From 2006-2007 onwards, the B Ed admission is being conducted by Lal Bahadur Sastri (L B S Centre), a nodal agency of the Government of Kerala through centralized Allotment process. The notification of the B Ed programme is announced by the Government every year through leading newspapers and the website of L B S. The prospectus describing all the eligibility criteria and varied reservation norms are published online through L B S website and newspapers. A brief outline of the eligibility criteria are:
Minimum 50% marks in the qualifying examination (BA/BSc/M Com) for general category. Relaxation of marks/weightage of marks is given to additional qualification, locality, community (OBC/SC/ST/OEC), caste, income. Direct admission to blind candidates.
All the phases of admission procedure and the college wise list of students to be admitted are published on line through website. The institution admits students according to the merit list after verifying all the necessary documents and it is uploaded to LBS site systematically in order to ensure transparency. In the final stage of admission spot admission also is conducted by L B S. The college offers any help and guidance regarding the admission process through online and offline to the needy candidates whole heartedly.
The admission to M Ed course is done by the centralized allotment system of Mahatma Gandhi University, Kottayam. The rank list of candidates is published adhering to the rules and regulations of University giving proper weightage to the marks in the entrance test and that in the qualifying examinations. The admission to the selected candidates is done by the
64 ______SNM Training Collge, Moothakunnam institution. After verifying all the relevant documents, the allotted students are admitted in the college. The distribution of seats in different category is given below.
Percentage of students Category B Ed (aided) M Ed (Unaided)
General 55 50
Community 10 -
SC 15 -
ST 5 -
Management 15 50
100 (150) 100 (35)
The admission to B Ed as well as M Ed programme in the management quota is done by the governing body of the college primarily based on merit in the qualifying exam and also by strictly observing all the eligible criteria. While preparing the rank list of the candidate due consideration is given to the economical, communal and social background of the candidates also. Utmost care is given by the authorities for making the admission process very transparent.
2.1.2. How are the programmes advertised? What information is provided to prospective students about the programs through the advertisement and prospectus or other similar material of the institution?
In tune with the notification of B Ed admission by the Government, the college website announces all the details regarding eligibility criteria and other norms. The college publishes a calendar every year in which all the information regarding admission, fee structure, fee concession, student support mechanisms, facilities, curricular and co-curricular activities, endowments, faculty positions, curriculum and scheme of evaluation and the like are included.
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2.1.3. How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants?
Even though the admission procedure is done by Government, the institution thoroughly verifies all the relevant original documents in support of their claim and records it systematically and thereby ensures that the admission criteria are equitably applied to all candidates. Separate individual files are kept by the institution for keeping the documents of each and every student.
2.1.4. Specify the strategies if any, adopted by the institution to retain the diverse student population admitted to the institution. (e.g. individuals of diverse economic, cultural, religious, gender, linguistic, backgrounds and physically challenged)
The institution adopts various measures to retain the diverse student population. Utmost care is taken to prevent the marginalization of any group of students on the basis of gender, caste, socio-economic background, religious and linguistic differences. Special care and help are offered by the entire staff and students to persons with special needs to bring them to the mainstream.
The institution offers financial aid in the form of fee concession, remittance of fee in instalments, timely allotment of varied scholarships like C H Muhammed Koya Scholarship, SC/ST stipends, and the like to the economically backward students. SC/ST monitoring cell is functioning in the college under the leadership of one faculty member to diagnose the problems of those minority sections of students and to provide proper remediation and guidance.
Between 90% to 95% of the student teachers of our institution are women. A women cell is functioning very efficiently for the empowerment of women. Two of the faculty members are in charge of the cell and they organize many events like seminars and awareness programmes in relevant domains. The minor research project proposal sent to UGC by one of the faculty member in this arena was accepted which is an indication of the commitment of the faculty to the cause. The faculty members of our institutions are very particular in selecting the office bearers of various committees from both gents and women students. The institution is very keen in arranging all the teaching learning endeavors including practicals in both English and Malayalam medium to those students who have linguistic constraints. Special arrangements are made in the library as well as in the classrooms for the physically
66 ______SNM Training Collge, Moothakunnam challenged students especially for blind and partially blind students. Apart from this a number of informal strategies are incorporated by all the faculty members of our institution to cater to the diverse needs and interests of the student population.
2.1.5. Is there a provision for assessing student’s knowledge/ needs and skills before the commencement of teaching programmes? If yes give details on the same.
As the part of the admission procedure the students have to be present along with their guardians and submit all the relevant documents before the interview board. All the relevant data of the students regarding the socio-economic background, health conditions, family set up as well as academic profile are gathered by making all of them to fill the student profile proforma provided by the college. Moreover, a well designed orientation programme lasting two or three days is conducted which acts as a platform for assessing the multi talents as well as a catalyst for boosting up their skills. The students are asked to introduce themselves, exhibit any of their talents and to deliver a speech on the topic of their choice. During the first or second week itself a ‘Talent day’ is organized in order to specifically identify their skills so that the faculty can arrange programmes in tune with their competencies. There upon on regular basis, at least once in a month the students are allowed to organize and conduct various cultural activities of their choice under the leadership of the cultural club and the college union.
2.2. Catering to diverse needs.
2.2.1. Describe how the institution works towards creating an over all environment conducive to learning and development of the students?
At the very onset of the academic year institution prepares an academic calendar, forms different committees, and selects the teacher coordinators in charge of the various clubs and committees in the staff meeting. The faculty members nominate student representatives for the effective functioning of these cells. When the curricular activities are organized proper supervision and care are offered by the mentoring teachers for ensuring the change of roles of all student teachers according to their varied interests and abilities. Equal encouragement is offered to the students for participating in sports and games as well, by allowing them to organize and participate in various competitions arranged by the college and other agencies.
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The gifted students are encouraged to contribute learning materials to the college repositories in the form of CDs, text books, dictionaries, question banks, teaching aids etc. which are being used by them and are at times distributed to the students of neighboring schools. Whenever visually challenged students join the course, the college arranges special seating arrangements; facilities to audio record the classes, special provisions in the library, scribes and the like. For physically challenged students also maximum help is offered as per their requirements like special seating arrangements
The highlights of the conducive environment for learning are listed below.
Excellent infrastructure facility Technology mediated pedagogy Differentiated instructional strategies Participatory learning approaches by intrinsically fusing the diverse capacities
Features of conducive environment for student development Ample library resources Wi-Fi Internet campus especially provided in library, ICT lab and common classrooms Fully equipped laboratories for physical science and natural science Psychology lab Language lab Efficient mentoring system Printing and photocopying facilities in the campus Well equipped ICT lab and N-computing devices in all the classrooms Celebrations of special days like Teachers day, Independence day, Republic day, Environment day and the like. College union activities Cultural club activities collaborated with communal ceremonies. Counseling sessions Sports and games competitions and celebrations Arts festival and competitions Lectures by eminent personalities on socially sensitive issues Varied club activities Add on courses
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2.2.2. How does the institution cater to the diverse learning needs of the students?
The institution does every attempt to cater to the diverse learning needs of the student- teachers through the multi focused mechanisms designed at the beginning of each academic year. The major activities, the important measures/ practices adopted by the institution are described in the 2.1.4 and 2.2.1.
2.2.3. What are the activities envisioned in the curriculum for student teachers to understand the role of diversity and equity in teaching learning process?
The institutions designs varied mechanism to ensure that the student teachers understands the problems and needs of diverse populations and the value of equity. The features of curriculum transaction adopted by the college are
Practice based curriculum transactional modes adopted in the institution Simulated school environment arranged as a part of pre practice teaching discourse Extension activities organized by various clubs and committees Self assessment and peer assessment activities encouraged during the practice teaching period Arranging visits to orphanage, homes for the destitute etc. Facilitating students to give free tuition to the weak students of parent school Celebrating various religious and national festivals Making the students carry out case studies and conduct and analyze the results of various psychological tests on intelligence, attitude, study habit and the like among the pupils of practice teaching schools Following a dress code in the institution to appreciate the value of unity.
2.2.4. How does the institution ensure that the teacher educators are knowledgeable and sensitive to cater to the diverse student needs?
The institution adopts different strategies for ensuring that the teacher educators are capable of catering to the diverse needs of their students. Well planned tutorial system is arranged for conscientising them of the individual abilities, inabilities and needs of each and every students. The various professional development programmes like workshops, seminar, invited lectures, projects, conferences, refresher courses organized and attended by them help them to develop and refine their multifaceted faculty skills to handle the diverse student population. The institution provides all the supports to all the faculty members to organize
69 ______SNM Training Collge, Moothakunnam and attend these types of programmes. The research forum of the institution conducts periodical meetings to discuss the outputs and themes of various programmes attended by faculty members. By supervising and monitoring the various non-academic programmes organized and conducted by the various clubs and committees, awareness about the diverse student needs are developed. The grievance redressel mechanism functioning in the college provides chances to encounter and suggest probable solutions to the varied student problems. All these mechanisms as well as the friendly informal interactions among the teacher educators and between the students, administrative staff, PTA, management committee members, officials of local government bodies and voluntary organizations all add to the broadening of the horizons of mental abilities of the teacher educators.
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 college offers versatile dynamisms to capacitate the prospective teachers to deal with the diversity and inclusiveness among the adolescent learners on par with the global trends and issues. All the faculty members are very keen and enthusiastic to devise and practice each and every transactional modalities for curricular and co-curricular themes. The leading punches of such practices are the following:-
Praxis of teaching-learning modalities in the classrooms. Micro teaching classes for all the student teachers. Pre-practice teaching exercises and follow up discussions to get acquainted with the diversity of the pupils and their accorded needs Seminars and invited talks on inclusive education, learning disabilities stress management and the like. The college provides ample opportunities to prepare different Teaching- Learning aids to meet the challenge face by the diverse pupils in the classroom. The prospective teachers are inspired to make a wide range of items in the context of arts competitions and S U P W which empowers them to cope with the dynamic school population. Sports and games events are arranged in the institution to maintain sportsman spirit and thereby a healthy mind and body.
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2.3. Teaching-Learning Process
2.3.1. How does the institution engage students in “active learning”? (Use of learning resources such as library, web site, focus group, individual projects, simulation, peer teaching, role-playing, internships, practicum, etc.)
Active learning culture is the pulse of all the pedagogic exercises of our institution to capacitate the student teachers to become nation builders. Practice based activities are round the year proposition which includes seminars, workshops debates, team teaching, assignments, micro teaching, criticism classes, simulated macro-classes, practice teaching at schools and the like to keep the student teachers active, alert and dynamic all through the academic year
A fully fledged library with sufficient resource materials and internet facility is functioning in the college and it is explored by the student teachers effectively. The faculty members inspire the student teachers to use these intellectual resources by providing library period in the time table. The N-List of Inflibnet facility in the library facilitates independent learning among the student teachers. The institution arranges many platforms to energize the student teachers to practice modern teaching learning strategies like, debate, seminar, team teaching, brainstorming, peer teaching, collaborative learning and the like . Co-curricular activities like Morning assembly, Magazine publications by students teachers on behalf of club activities, quiz programmes, sports and games, arts competitions and college union activities and the like acted as a catalyst to upscale the level of self reliance, dynamism and alertness in their pedagogical endeavours.
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 college revolves around a stance of student centered learning by giving emphasis to participatory learning activities in all the phases of the programmes which enables the student teachers to become self managers of knowledge and skill development. Section 2.2.3 and 2.3.1 details some of the transactional activities practiced in our institution. Apart from these activities the prospective teachers are equipped with self management learning skills by encouraging them to indulge in the following events:
Interactive sessions and workshops by eminent personalities from literature and creative writing.
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Extending the expertise of student teachers in their own discipline by preparing resource materials for school students on behalf of club activities. Organizing exhibitions on scientifically related topics on behalf of science club. Inducing self confidence among the student teachers by systematically conducting morning assembly which includes special events of their respective discipline along with thought for the day, prayer, health tips, news highlight and the like. Practical demonstration of psychological tests, and their interpretations. Organizing and conducting group guidance and counseling sessions and classes for the inmates of voluntary organizations. Organizing quiz programmes and publishing student magazines for school students.
2.3.3. What are the instructional approaches (various models of teachings used) and experiences provided for ensuring effective learning? Detail any innovative approach/method developed and/used.
The institution makes use of many innovative instructional approaches for effective learning. Some of these are, group investigation method, co-operative and collaborative learning, computer assisted learning, debates, seminars and project based learning.
2.3.4. Does the institution have a provision for additional training in models of teaching? If yes, provide details on the models of teaching and number of lessons given by each student.
The institution provides the theoretical description of models of teaching, different families and structure of some models as part of the curriculum to all the student teachers. Specific models of teaching like Concept attainment model, Inquiry training model, Jurisprudential model and Advance organizer model are practiced in the respective disciplines.
2.3.5. Does the student teachers use micro-teaching technique for developing teaching skills? If yes, list the skills practiced and number of lessons given by each student per skill.
Yes, all the student teachers of the college practice micro teaching technique for developing teaching skills and it is recorded systematically. Each student is supposed to practise minimum of three teaching skills. The important skills practised by them are, stimulus variation, reinforcement, probing questions, explaining, blackboard writing etc. All the micro teaching classes pass through phases, viz planning, execution of class, observation,
72 ______SNM Training Collge, Moothakunnam recording, feedback and reflections, re plan, reteach, and all these phases are recorded and discussed.
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.)
The institution prepares a comprehensive plan of teaching practice sufficiently earlier to ensure better execution of the same. The pre-practice teaching activities lasting around two months duration includes, Micro teaching classes, Macro lesson plan discussions, Demonstration classes of macro lessons by teacher educator, Criticism classes and Discussions and content analysis. All these activities are recorded by each student teacher. As the next phase of teaching practice a systematic schedule of teaching practice schools and the student teachers to be accommodated; the supervising teacher of each student teacher, the specific class allotted to the student teachers, the part of curriculum to be taught and supervision programme of teacher Educators and the like are chalked out. According to this plan a 40 days of teaching practice in which 30 lessons of minimum 40 minutes duration in their respective discipline, 3 Physical Education classes, a case study and its report are to be conducted by each student. In addition to this, they are directed to assist in all the other activities of the school like, conduct school youth festival, sports and games festivals, midday meals, judging competitions, participating in all co-curricular activities, open houses etc. The students teachers have to prepare the lesson plans of their classes sufficiently earlier and have to get prior approval from both the teacher educator and their supervising teacher in the school. The performance of each student teacher is observed and evaluated by the teacher educator, supervising teacher and their peers according to the set proforma. Discussions are conducted about the classes for objective evaluation and modifications are suggested. Each student is expected to record their own reflections about the class so that self modifications of the classes are made possible. During the visit of teacher educators, they interact with the supervising teacher and heads of the schools and collect feedback from them regarding the performance of student teachers. In all Saturdays or Sundays all the student teachers are expected to meet their concerned teacher educators for getting suggestions about their lesson plans and classroom performance.
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2.3.7. Describe the process of Block Teaching / Internship of students in vogue.
The M Ed students of our institution undertake internship of 18 days duration as part of the curriculum in which 9 days are to be in schools and the other 9 days in college of teacher education institutions. They observe the classes of students of BEd programme of our institution, interact with them in the school itself about the various aspects of practice teaching, school practices and evaluation. They are expected to prepare a report on this and to submit to the concerned mentors. As part of their dissertation work also they visit schools and colleges for data collection and experimentation.
2.3.8. Are the practice teaching sessions/plans developed in partnership, cooperatively involving the school staff and mentor teachers? If yes give details on the same.
Yes, the practice teaching sessions are developed collaboratively involving school authorities and teacher educators. The phases involved in the procedure are:
Different practice teaching schools are selected in consultation with the student trainees and teacher educators. The list is sent to the concerned Deputy director of school education and DEOs for approval The time span of practice teaching is decided as per NCTE norms considering the convenience of schools and as per the decisions of staff meeting. Topics and time table for teaching practice are allotted by the supervising teacher of the schools. The lesson plans, audio visual aids, feasibility conditions of varied strategies, other co-curricular activities to be accomplished are planned and prepared in consultation with the supervising teacher Student teachers are allowed to observe the demonstration classes of supervising teachers followed by discussions and suggestions. Every student teacher is directed to submit their lesson plans and teaching-learning materials to the supervising teacher for approval and appreciation. Principal and Teacher Educators conduct discussions with the Supervising teachers and Head of the schools during their school visit. Student teachers make use of all the laboratory facilities and lab facilities, play ground and other resources available in the school campus. They are also allowed to take
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necessary items of various laboratories from the college after recording in the issue register. Student teachers actively participate in all the extracurricular activities conducted during their practice teaching period. Student teachers conduct quiz programmes, seminars, projects, awareness programmes and special guidance to the needy pupils during teaching practice in consultation with the supervising teachers.
2.3.9. How do you prepare the student teachers for managing the diverse learning needs of students in schools?
A multilevel preparation is done by the student teachers to manage the diverse learning needs of students in school effectively. Some major hubs of these initiatives are:
Acquaint the student teachers with the different types of learners, their causes and remedies at the very beginning of the programme itself. Discussion oriented and experiential model of psychology classes provides a variety of techniques of classroom management, techniques of group dynamics, interaction analysis and the like to implement during teaching practice. Orientation to the use of audiovisual aids and ICT models of instruction helps them to impart differentiated teaching in their classroom. As part of case study student teachers are trained in socio metric techniques which enables them to study the individual status and difference of learners. Invited talks on stress management and guidance and counseling are arranged in the college to conscientise the student teachers about the diversity and to instill abilities to handle diverse needs of pupils.
2.3.10. What are the major initiatives for encouraging student teachers to use / adopt technology in practice teaching?
The institution encourage all student teachers to adopt technology during teaching practice through the following means:
Every students teachers are acquainted with the use of ICT, internet, OHP, PowerPoint presentations etc at the very beginning of the year by both the faculty members and the technical staff/computer instructor.
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The student teachers are inspired to practice the use of technology in college itself by organizing seminars, peer tutoring sessions, pre practice teaching classes, presentations on different topics etc. The faculty members are very particular in insisting the student teachers to make use of e-learning resources while preparing assignments. While preparing magazines and such publications, the student teachers are enabled to get training in the ICT facilities to a large extent. All the teacher educators integrate ICT to their curriculum transaction as all the classrooms are smart classrooms with TV monitors, visualizers , OHPs, LCD projectors, Laptops and internet facilities enabling students to observe daily how and when to use technology for curriculum transaction. The student teachers are made to practice using the technological aids during practical sessions under the supervision / technical assistant. When the student trainees are conducting simulated macro classes and seminars, they are made to use all the sophisticated teaching aids and objective evaluation of the effectiveness of the same is provided by the peer as well as teacher educators.
2.4. Teacher Quality
2.4.1. Are the practice teaching plans developed is partnership, co-operatively involving the school staff and mentor teachers? If yes give details.
For the effective inclusion of the opinion and safeguarding the interest of all the stakeholders of practice teaching, the following measures are adopted. Practicing school teachers are invited to the institution to conduct model classes and orient the teacher educands with the current school practices during the pre practice teaching sessions. The list of practice teaching schools are prepared in consultation with the students and teacher educators and sending the list for approval to the concerned DD and DEOs of school education. Principal directly or over phone makes request to head masters to seek their convenience. Selecting the appropriate schools according to the trainee’s choice. Sending information to schools regarding the time schedule and the details of the trainees allotted in the school.
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Sending the students to schools for collecting the time table from the supervising teachers. Preparing the teaching manual through discussions and correction by the teacher educator. Submission of the recorded teaching manual to the supervising teacher for approval. Individual guidance is given to each student teacher. Teacher educators visit schools as per time table to evaluate the classes and to give feedback, seeking suggestions for modification from the supervising teachers and the principal of the schools. Individual as well as group guidance is offered to student trainees on all Saturdays by the teacher educators during practice teaching period when they come to college for interaction. Evaluation form in the prescribed format is gathered back from the schools at the end of the practice teaching sessions for awarding internal marks for practicals. Due weightage is given to the same.
2.4.2. What is the ratio of student teachers to indentified practice teaching schools? Give the details on what basis the decision has been taken.
The ratio of student teachers to identified practice teaching school is approximately 6:1. The decision is taken on the basis of the following criteria.
Proximity of student’s residences. Availability of subject in the school. Availability of divisions in the school. Co-operation of teaching practice school authorities.
2.4.3. Describe the mechanism of giving feedback to the students and how it is used for performance improvement. During the practice teaching sessions, the performances of the teacher educands are assessed through direct observation of the classes by teacher educators and feedback to the students are given individually. As the teacher educators record the evaluation, every time they observe the classes it is possible to check whether there occurs a marked improvement in the student teachers’ performance.
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On all Saturdays during practice teaching session the strengths and the weaknesses are analyzed and communicated to the student teachers. Records are kept to see if there is a marked improvement in the student teachers’ next performance. Principal, general education teachers and physical education teacher visit the practice teaching schools and suggestions are given for improvement. The regular feature of Weekly discussion among the teacher educators at the college in the weekends serve as other measures for objective evaluation.
2.4.4. How does the institution ensure that student teachers are updated on the policy direction and educational needs of the schools?
Various activities listed below adopted by the institution are conducive for imparting information regarding the educational policy and needs of the schools.
Conducting orientation programmes with respect to every activity that has to be conducted in schools by experts. Monitoring every activity of the student teacher by the supervising teacher of the school. Guiding the student teachers at every stage of their activity. Theory papers like philosophy, sociology, school management and administration also contribute to the development of awareness about policy directions and educational needs of the schools.
2.4.5. How do the students and faculty keep pace with the recent developments in the school subjects and teaching methodologies?
A change in the school subjects or the curriculum gets reflected in the text books and teachers’ hand books which are provided to students through library. Regular interactions by the teacher educators with the school personnel give an insight to understand the requirements and expectations of the school. Teacher educators then accordingly guide the student teachers. The faculty members’ participation in various refresher courses, orientation programmes, workshops, seminars and conferences at international, national and state level to broaden the horizons of awareness about all realms of education.
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Officials of school administration DD,DEO, AEO and SSA Coordinators are invited to the college to give timely instruction to teachers and students. The sophisticated LAN and wifi established in the institution ensures Online access to books, journals and websites to update developments in teaching methodologies of school subjects. The source books, text books of different systems of schooling and nations, reference books, journals and periodicals available in the library also are helpful to keep abreast with the diverse school curriculum scenario.
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 institution takes initiatives by encouraging the teacher educators to
Enroll for higher education programmes like M Phil, Ph D and other degrees and diploma courses. Conduct minor research projects. Organize seminars, workshops Grant permission to act as resource persons for various seminars and training programmes and to deliver invited talks to various institutions. Attend and present papers in International, National and state level seminars and workshops. Participate in refresher and orientation courses conducted by Academic staff Colleges and other reputed agencies. Publish articles in journals. Providing leave on F D P to do research. Timely promotions are granted to staff. Lap tops are provided to individual teachers and staff rooms are provided with printers as well as Wi-Fi and LAN facility.
2.4.7. Does the institution have any mechanism to reward and motivate staff members for good performance? If yes, give details
The institution appreciates and motivates educators for their good performance by felicitating and presenting mementos during:
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Alumni function Teacher’s day Annual day Specially arranged meetings
Management and staff council also formally place their congratulations when the faculty registers achievements like Ph D. M Phil, winning awards, publishing books and the like.
2.5. Evaluation Process and Reforms
2.5.1. How are the barriers to student learning identified, communicated and addressed? (Conducive environment, infrastructure access to technology, teacher quality etc) The barriers to student learning are identified through - Continuous and comprehensive evaluation. Informal talks. Feedback from students, peer learners and parents Timely redressal of students’ grievances. Performance at pre-practice teaching and practice teaching. Periodical reviews based on class tests, assignments, seminars etc. Teacher observation and supervision of various curricular and co curricular learning activities. Opinions expressed by the students in the farewell meeting
The identified barriers are communicated and addressed through-
Personal consultation with the respective students and parents. P T A meetings. Discussions held in the staff council. Tutorial meets. Lectures from expert academicians, psychologists and doctors. Assistance with notes. Criticism classes and teaching practice are evaluated using specific criteria and proforma.
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2.5.2. Provide details of various assessment/evaluation processes (internal assessment, midterm assessment, term and evaluations, external evaluations used for assessing students learning.
Since the inception of CBCSS from 2009-10 academic year, B Ed curriculum encompasses continuous and comprehensive evaluation. The students are evaluated both internally and externally with regard to their performance in learning. Direct grading systems was followed in both semesters till 2012-13 B Ed degree programme. From 2013-14 onwards indirect on 7 point scale is adopted as per the directions of M G university. The internal and external evaluation grades are assigned with ratio 1:4 for theory papers. The internal assessment comprises the of following components-
. Attendance . Test papers . Assignments/seminars, projects
External evaluation is based on the examinations conducted by the university. The internal and external evaluation with regard to practical works is done in the ratio 1:1. The various components of assessments are
Performance of student teachers before external board of practical exam Viva Criticism classes Practice teaching classes Physical education classes Records Charts Models-working and still Other practical works S U P W, Art Education, Child study Physical and Health Education
Participation in sports and cultural fests are internally assessed. The assessment and marks of these activities are included in the separate course named common practical work. This includes child study, S U P W and Art education, Health and Physical education.
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2.5.3. How are the assessment /evaluation are communicated and used in improving the performance of students and curriculum transaction?
All student activities and performances are supervised and timely evaluation and correction are provided promptly by the teachers in charge of various activities. B Ed curriculum is designed to build all skills and capabilities in student teacher. So all curricular and co-curricular activities which are to be performed in the school are included in the B Ed curriculum. College offers opportunities to organize and conduct all activities, thus ensuring chances for firsthand experience and training under close and constant supervision of teachers. They are also encouraged to evaluate their performances by themselves through peer evaluation. Maximum active participation of teacher trainees are ensured as the various co-curricular activities are organized and conducted as house/ group based competitions. Indirectly this has also proved to be helpful in developing sports man spirit, the objective analysis and acceptance of the situation and of ‘the defeat’ elegantly. All student activities such as morning assembly club activities, magazine publication, quiz programmes, debates, video presentations, cultural activities, sports, communal activities, national days celebrations etc are given due weightage. Within one year students acquire proper organizing skills through proper guidance.
In the case of curricular aspects the assessment and evaluation outcomes are communicated to the students through the following means.
Valued answer scripts, assignments, projects etc. are returned to the students for verification, clarification and remediation. Internal grades are published on the notice board for self assessment and individual students register their approval in the consolidated grade sheets of different courses. Necessary suggestions, counseling and remedial measures are given to the low and under achievers The evaluation outcomes are analyzed and meritorious students are rewarded at public gatherings like, college day, alumni meet etc. Various endowments and cash awards are given to top scorers of all the programmes by staff, students union and management. Graphical representation of result is displayed on the board every year. An overview of the performance of students is published in the college magazine.
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2.5.4. How is I C T used in assessment and evaluation processes?
I C T is used for preparation of question papers, evaluation schedules, grade sheets and analysis of results. I C T is used to download admit card for university examinations. Internal grades are submitted online to the university through examination portal. Video analysis for evaluation of micro teaching classes is I C T based. The overall supervision of the teaching learning and other activities are conducted by the principal through the video cameras and the announcements done through the public announcement system. The power point presentations and assignments of students using ICT is an important criteria for evaluation.
2.6. Best Practices in Teaching Learning Evaluation
2.6.1. Detail on any significant innovations in teaching/learning/evaluation introduced by the institution.
All classrooms are well equipped with modem technological equipments like projectors, monitors, lap top, visualizers, OHPs and internet facilities and which are utilized by students and staff in a befitting manner for their teaching learning activities. Two interactive Smart boards are also established in common class rooms. The podium of the general classrooms is sophisticated with recording facility. So it is effectively used to ensure high quality recording of the talks of invited experts and seminar presenters that it can be used /heard by other students and faculty later also. Through the N-computing systems of the library as well as the computer lab, the teacher trainees are given opportunity to watch various films and video contents relevant to the content. Faculty members ensure that all the student trainees are exposed to library reference work, dramatizations/role play, relaxation techniques, psychological experiments, group learning, debates, PowerPoint presentations, peer tutoring, team teaching directly, by making them do all these teaching learning processes individually. The learners have free access to use internet facility in the college for their learning purposes like preparation for seminars, projects, assignment, co-operative learning etc. Every year college provides CDs to students to permanently record the power point presentations and other e-materials prepared by them.
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Emphasis given to encourage publication of magazines, books of varied nature, hand written periodicals and the like in the college is also considered as the best practice. Students publish their works in the banner of various clubs periodically in very creative ways and all of them are kept as separate section in the library for future reference. Students are also encouraged to effectively utilize the modern technological equipments in the classrooms during their teaching practice. Students are also prompted to organize, conduct and act as judges to various co curricular activities during their practice teaching period. Student evaluations are continuously done through class tests, assignments, seminars, projects, quiz, programmes, debates, brainstorming, buzz sessions etc. The performance of the students in all these activities are evaluated objectively not only through teacher evaluation but also through peer evaluation and self evaluation based on set criteria. All the faculty members use the spread sheets to record systematically the course wise evaluation of each student and the hard copies of which are documented for future reference. The continuous and comprehensive evaluation records are prepared and kept by each faculty. The faculty engages in collaborative sessions to analyze the unique practices followed in each subject. All of them are also keen to attend the workshops organized by university, other B Ed colleges and training college teachers’ associations. During the teaching practice session, the principal, the teachers of general education and physical education visit the teaching practice schools in addition to the subject teacher educators, to know about the well being of the student teachers and also to evaluate their performance in the schools. In all the staff gatherings the various aspects related to transaction of the curriculum and incorporation of the technology into it are seriously discussed. The views shared by teachers have proved to be highly beneficial for all to improve their teaching skills.
2.6.2. How does the institution reflect on the best practice in the delivery of instruction, including use of technology?
As the reflections of the instruction alone can unravel the effectiveness realistically, the institution adopts all possible mechanisms for this.
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The curriculum transactions at all levels are preplanned as per academic calendar and record of its implementation is maintained by the faculty systematically in the course diary supplied to them. This, to a large extent is conducive for self evaluation. Faculty also discuss among themselves all aspects of curriculum transaction especially the use of sophisticated technological aids and the difficulties that may come across during the formal staff meetings, IQAC and research forum meetings as well as informally. The documentation and publication wing of the college before the final release of ‘words’ set a venue to reflect upon various curricular processes held as well as the co curricular activities organized and to be organized in future. At the outset of every semester, when there occurs special meeting for academic calendar also various modern aspects and the teaching strategies to be adopted are discussed based on the feedback from previous semester.
The effectiveness of the development of teaching skills by the student trainees are informed to them through the feedbacks of micro teaching sessions, criticism classes and practice teaching classes. Student trainees are also made to express their opinion freely after the demonstration classes by the teacher educators as well as when their peers are making use of technology in the teaching learning processes like criticism classes, conducting the seminars, debates, presenting the projects etc. At the end of the programme every year feedback from the student teachers are gathered formally through the student evaluation proforma supplied to them. Reflections of the students in the farewell meeting are also given due respect for effecting the desired change by the faculty. The opinions and suggestions from alumni, PTA and practice teaching school are also sought through various formal and informal interactions.
The institution reflect on the best practice in the delivery of instruction by giving them direct experience even in the use of technology. Students publish the hand written magazines of school students during their practice teaching period. The institution enriches the learners to the extent that they become globally competent.
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Additional information to be provided by institution opting for Re-accreditation/Re- assessment
1. What are the main evaluative observations/suggestions made in the first assessment report with reference to ‘teaching and evaluation’ and how have they been acted upon?
The NAAC Peer Team gave a positive remark on the practices followed in teaching learning and evaluation .The following modifications have been brought about with regard to teaching, learning and evaluation after the visit of NAAC Team.
The Institution appointed a fully qualified full time computer Instructor who is in charge of the well established computer lab and assist faculty and students in their ICT enabled teaching learning activities. To develop environmental awareness, concern and skills in student teachers various environmental education programmes like Environmental day celebrations, exhibitions of medicinal plant, eco friendly waste management, herbal garden keeping, seed distributions to promote agriculture, rain water harvesting ,well recharging systems by tapping the rain water in the ground etc are conducted. To empower teacher educators with pedagogic skills, ICT skills and research skills the Institution encourage all faculty members to participate and organize various training programmes, workshops and seminars. As per the suggestions of giving back the test papers and assignments to students for the sake of feedback, preferably before the external examinations begin, the college undertakes major steps regarding which are described in detail in point 2.5.3. given above.
2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation? To enhance the quality of teaching learning and evaluation, ICT enabled classes, N List of Inflibnet facility with assess to online journals have been established. Implementation of credit based semester system and indirect grading instead of marking system as part of curriculum revision are the new measures for quality sustenance and enhancement undertaken by the institution since the previous assessment and accreditation.
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CRITERIA III RESEARCH AND CONSULTANCY
3.1. Promotion of research 3.1.1. How does the institution motivate its teacher to take up research in education? The college is entering a phase of growth where it recognizes the importance of research for the academic development of the students and the faculty. Research and extension are the two important functions of any institution of higher education ensuring its social relevance and contribution to social upliftment.With this clear perspective and upholding the value of social commitment all faculty members of the college are engaged in research in diverse fields. The institution triggers off the teachers to take up research in education by giving diverse openings to participate in activities pertaining to research in education. The management provides timely support and inspiration to the faculty members .The faculty is encouraged to pursue their quest of research by allowing them to avail fellowship of UGC for faculty improvement programme, facilities to attend seminars, workshops, conferences etc. The institution offers infrastructural facilities, latest technological gadgets and assistance to design and develop educational resources to faculty members. This is evident from the fact that all the faculty members from B. Ed stream are actively engaged in research work in various fields of education.
Five of the senior faculty members are Ph.D degree holders from Kerala university, Calicut university and MG university, three has already submitted the thesis to the MG university, one member holds M.Phil degree in education. All the rest have registered in various universities to do part time research leading to Ph.D degree. All of them have completed course work also. Three of our faculty is undertaking research guidance and senior faculty members were guiding post graduate students in their research areas. Dr M P Anitha, Principal obtained guide ship as category B, External research guides in the faculty of Education, Bharathiar University, Coimbatore, one scholar registered as part time research fellows under their supervision. Dr.Sankaran Nair got guideship in the faculty of Education of Karpagam University, Sree Sankara University, Kalady. Dr K S Krishnakumar, Assistant Professor got guide ship as category B, External research guide in the faculty
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of Education, Bharathiar University, Coimbatore. One scholar has registered as part time research fellow under his supervision The research forum of the college encourages and motivates teachers to formulate research articles, research proposals, major and minor research initiatives. The research forum renders assistance in encouraging research initiatives of faculty members in varied arenas such as innovative trends in pedagogy, education technology, inclusive educational practices, life skills education, reflective practices, entrepreneur skills, stress management and the like. The research forum of the college monitors and encourages research. Discussion on relevant research topics in the research forum by the staff augments research outlook amidst the faculty members. The M.Ed. programme facilitates and boosts the research activities in the college. Most of the faculty members of B.Ed. programme provide research backing to the M.Ed. students The college organizes workshops on research methodology to outfit its faculty to take up research. The students and faculty members are also encouraged to take part and present papers in seminars, workshops and conferences in various colleges with a view to bolster research mindset. Research facilities are strengthened by encouraging the teaching staff by sanctioning leave and providing alternative measures for the Faculty Improvement Programme leading to M. Phil. and Ph.D. Automated library facilities (KOHA), NLIST, INFLIBNET , internet access are available to the faculty members and teacher educands. The college encourages students and faculty to attend and conduct seminars/conferences/workshops to increase exposure and widen the knowledge base. Faculty members are also encouraged to apply for grants for research projects. Incentives are provided in the form of registration fees and other duty leaves for faculty presenting papers. Infrastructure facilities/library facilities are available on campus for pursuing research activities. Major or minor research projects are carried out with support of funding agencies like UGC.
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Researchers of eminence are invited as resource persons from other universities for seminars/conferences to share their expertise and engage in intellectual curiosity for students of PG Department. College organizes seminars/conferences/workshops at the national/intercollegiate level. These provide a platform for intellectual exchange between researchers and faculty/students. Faculty members avail the FIP offered by the UGC. The college also has provision for faculty members to take leave to complete their doctoral work. These provisions have resulted in substantial increase in the number of publications, which signifies a growing research culture in campus.
3.1.2. What are the thrust areas of research prioritized by the institution? Research study has been carried out according to the interest of the faculty of this institution. The thrust areas of research prioritized by the institution include life skills education, reflective practices, guidance needs identification, video content management, multimedia instructional approach on speaking skills, action research practices among school teachers, effect of resistance training programme on biochemical variables, women’s rights, experiential learning .
Areas of research focused by each faculty member were as follows FACULTY THRUST AREAS OF RESEARCH
DR M P ANITHA Life Skills, Special Education, Science Education
DR.C.K. SANKARAN NAIR Comparative Education, Case Studies, Survey Research In Education, Vocational Education, Science Education, Qualitative Research Reflective Practices, Mathematics Proficiency, DR O S ASHA Learning Designs, Reflective Instructional Strategies, Qualitative Reasearch Paradigms.
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DR K S KRISHNAKUMAR Instructional Technology, In-Service Teacher Training, Action Research Practices, History Of Education, Language Education, Mental Inquiry, Cognitive Psychology,Constructivist Paradigm of Teaching Smt P S SUSMITHA Inclusive Education , Learning Disability. Special Education, Science Education Active Learning Strategies, Science Education, DR. K R SEEJA Guidance Services, Thinking Styles, Thinking Skills
Smt K P SUDHA Women’s Rights Awareness.
Smt.BISINI.P.S Educational Psychology, Guidance And Counseling, Cognitive Behavior Therapy, Rational Emotive Behavioral Therapy Smt.LAYA.A.B Techno Pedagogy, Multi Media Skills, Teacher Education Smt RINU V ANTONY Models Of Teaching, Experiential Learning, Commerce Education, Qualitative Reasearch Paradigms Smt K S HEERA Multiple Intelligence, Language Education.
Smt A S SUNEETHI Teacher Education, Educational Psychology
3.1.3. Does the institution encourage Action Research? If yes, give details on some of the major outcomes and the impact. The institution encourages action research initiatives also. One of the faculty did minor research project funded by U G C for promoting classroom action research practices among school teachers and also convened one day workshop for school teachers in this regard. As a part of curriculum transaction modes, students were encouraged to undertake action research to identify the felt problem during practice teaching period and to provide suggestive measures or remedial teaching. The problems are usually associated to the practice teaching classes and teaching learning situations and hubs on classroom problems and needs related to learning disabilities, adjustment problems, deficiencies in content learning,
90 ______SNM Training Collge, Moothakunnam augmentation of confidence, handling slow learners, classroom management, improvement of handwriting, etc. As an answer to the recognized difficulty encountered by the students, opportunities are given by the institution in the form of guidance. The result is found out and necessary hints are given to the stakeholders comprising students, teachers, parents and school authority for improving performance and removal of deficiencies. In addition to these, as part of child study, all teacher educands with the help of respective teachers carry out case studies paving the way to action research every year.
3.1.4. Give details of the conference/seminar/workshop attended and/ organized by the faculty members in last five years. The faculty members are usually sent to attend seminars/workshops and other such events when called for. The institution also organizes many seminars/ workshops with the collaboration with UGC, Mahatma Gandhi University, AKTCTA and so on. The institution has the practice of updating registers on seminars/conference/workshop attended and organized by faculty members as a part of research forum activities. All such records are kept in the institution and the details are given in the appendix.
DR. M. P. ANITHA Appendix I DR.SANKARAN NAIR Appendix II DR. O .S .ASHA Appendix III DR. K. S .KRISHNAKUMAR Appendix IV Smt. P .S .SUSMITHA Appendix V DR. K. R. SEEJA Appendix VI Smt. K. P. SUDHA Appendix VII Smt. BISINI.P.S Appendix VIII Smt..LAYA.A.B Appendix IX Smt .RINU V ANTONY Appendix X Smt .K S HEERA Appendix XI Smt .A S SUNEETHI Appendix XII
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3.2 RESEARCH AND PUBLICATION OUTPUT
3.2.1. Give details of instructional and other materials developed including teaching aids and/or used by the institution for enhancing the quality of teaching during the last three years.
The institution insists on the student teachers and faculty members to develop instructional materials pertinent to local needs as well as global needs. Faculty members prepare Power Point Presentations as instructional materials for transacting the curriculum. Faculty encourages students to prepare instructional materials like text books and question banks. Trainees are encouraged to prepare improvised teaching aids- both still and working model, power point presentations, project reports and alike. Workshops for the preparation of these varied aids are usually conducted by the student on optional basis. The tools of SUPW workshop, various laboratories and computer lab are used for the same. Workshop on preparation of teaching aids, art and crafts conducted in the institution. During every year institution organize exhibition of pieces of art forms and articles prepared by B.Ed and TTI students for the students of nearby schools. The power point presentation (which is the compulsory part of the B.Ed program) prepared by the students are grouped option wise and written in CD as resource materials which are kept for future use by the next batch College has also established online educational search assistance where e-journals, research reports etc are made available to students and faculty The faculty along with students prepared psychological text books at B. Ed level and encouraged students to develop PowerPoint presentations on philosophers, educational thinkers to enhance the quality of teaching. Internet club, I C T lab, language lab provides interactive sessions and facilitates research endeavors by various publications The students of Malayalam optional published a pedagogy issue of their magazine as their research outcome; whereas English optional students published an anthology of appreciation of 20 eminent writers of English literature; Mathematics and commerce
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optional students published a dictionary on mathematics and commerce which reflects their research oriented outlook. Educational blogs and websites were created to exhibit their creative thoughts and reverberations from research perspectives by various optional students Faculty developed E-Content materials in Educational Psychology for B.Ed students for EMMRC Calicut and NMC Faculty developed learning designs in reflective learning paradigms Faculty developed Instructional materials based on Inclusive Differentiating Instructional Approaches for including pupils with Learning Disabilities at upper Primary Level. Faculty prepared a Dispositions towards Inclusion Scale to analyze the attitude of teachers towards Inclusive Education Faculty Developed self assessment module to evaluate research instruments in naturalistic paradigm. Faculty Developed Rational Emotive Education Programme for developing emotional maturity in students and teachers. Faculty prepared Lesson Transcripts in Physics integrating Active Learning Strategies Faculty developed Critical Thinking Dispositions Scale, Test of Critical Thinking Skills and a Thinking Styles Inventory Faculty developed Guidance Needs Inventory to identify the Guidance needs of HSS Students. Faculty developed lesson designs based on social family models of teaching for higher secondary school students. Faculty developed lesson frames for developing entrepreneurial skills of students. Faculty developed entrepreneurial skills assessment scale to assess the extend of entrepreneurial skills possessed by higher secondary school students. Published a Compendium of Research Papers by the Faculty Published research abstracts by the P.G. department.
3.2.2. Give details on facilities available with the institution for developing instructional materials. The Institution regularly updates its facilities by generating funds from diverse sources to optimize the development of instructional materials both by faculty and teacher educands.
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The college has a well equipped ICT Lab with internet facilities for preparing instructional materials, subject laboratories, reprographic facilities, health and physical education room, etc. The college also utilizes the expertise of the alumni to prepare instructional resources and organizing seminar sessions. The digital wing of library having several terminals helps students to access materials for developing diverse resources. Fully equipped wifi connectivity caters students’ needs to prepare instructional modules, resources and teaching aids . Classes on familiarizing technological devices like Smart Board, Visualizer, LCD, Projectors, OHP etc. are arranged for teacher educands and the faculty. Moreover opportunities are given for developing instructional materials for techno-pedagogic use. The INFLIBNET facility available in the automated library enables the faculty and students to know about the current development worldwide. Workshops are being conducted to provide information on research paradigms and statistical techniques at M. Ed. level. Students are also encouraged to watch ready- made CD ROMs available in the institution prepared by Kerala State Institute of Education, SCERT, IT @ School and other reputed agencies. The Institution is well equipped with modern technologies, viz. computers, internet facilities, intra-institutional networks, ICT lab, language lab, information services like DELNET, digital library and other mass media access facilities. To promote technology-based education computer literacy/awareness programmes, seminars, e- content preparations like power-point presentations, video-content management, incorporation of IT in planning, designing and implementing curricular activities like desk-top publishing, project works, data mining, e-communication, evaluation etc. were conducted. The institution has the practice of providing hands on experience to students on regular basis.
3.2.3. Did the institution develop any ICT/Technology related instructional materials during the last five years? Give details. The college provides Resource Mobilization assistance to faculty and students for Research purposes as and when required. The inverters and generators ensure uninterrupted power supply. The college has been a pioneer in setting up one of the best library facilities for
94 ______SNM Training Collge, Moothakunnam students and faculty to facilitate research. College invests funds in procuring and maintaining resources such as CDs, DVDs, books, journals and databases. The faculty members have developed instructional materials such as: Power Point presentations on different topics in respective subjects CD’s on classroom transaction in different disciplines OHP transparencies in different topics by faculty and students The institution offers add- on course to students in accordance with their urge to learn implications of technology in the modern era, such as video editing, video content management which equips learners to integrate technology related learning material in their respective subjects.
3.2.4. Give details of training programmes and /or workshops on material development (both instructional and other materials).
(a) Organized by the institution Two Day Workshop on “Revisiting Educational Research methodology and statistics” conducted on 27th and 28th march 2014. Pedagogic atmosphere in Kerala schools: the Tripolar process of Instructional planning, Implementation and Evaluation on 07-07-2014 One day workshop on film appreciation and teaching creativity in classrooms 15th March 2014 One day seminar on Literature, Cinema and teachers on 25th January 2014 One day seminar on learning disability on 14th June 2013 Two day inter collegiate seminar on educational research on 15th, 16th December 2012 Seminar on acqua puncture on 1st June 2012 Seminar on Chemistry’s importance in daily life on 21st Dec 2012 A two day Inter-collegiate workshop on preparation of Research proposal was conducted on 1st and 2nd December, 2011. Dr. M A Sudhir, HOD, Dept.of Applied Research, Gandhigram Rural Institute, Tamil Nadu headed the sessions. UGC Sponsored National Seminar in collaboration with UC College, Dept .of psychology on 4th &5th August 2011 on Mental Health & Self Esteem promotion among Teachers
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A seminar on Vedic Mathematics on 12 th January 2011. Youth Red Cross wing of S N M T C organized a training programme on First aid for drivers in the local community under the supervision of Dr P S Sankaranarayanan, Associate Professor, S N M Training College. College organized a one day training programme as part of UGC extension activity on the topic “Disaster management and success in life” to Kudumbasree workers on 27th July 2011. Sri K Satheesababu, Associate Professor, has organized the programme. College organized a training programme for primary school teachers on Identification and management of learning disabled on 1st and 2nd July 2011 as part of the U G C extension activities. Smt P S Susmitha, Assistant Professor has co-ordinated the function. Dr K S Krishnakumar, Assistant professor organized a classroom Action research expert training programme (CARE) on 23rd July 2011 as part of his minor research project sponsored by UGC for school teachers College provided an awareness programme in various art forms by conducting a field trip to ‘Kerala Kalamandalam’. Seminar on Restructured B Ed curriculum in Health and physical education organized by AKTCTA ON 6th November 2009 at S N M Training College, Moothakunnam ‘Innovative practices in Teacher education’ UGC sponsored National level Seminar at S N M Training College, Moothakunnam on 25, 26 September 2009. Organized a workshop on creative writing by the Literary Club of our College Organized a workshop on Photoshop
(b) Attended by the staff Non-teaching staff were provided training by Governmental and non-Governmental agencies on development of administrative skills and other e-related managerial skills. Selected members attended the training programmes on e-grants, On-line PF accounting and spark, initiatives launched by Government of Kerala, related to financial transactions on stipend and salary accounts.
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(c) Training provided to the staff Teaching Faculties were attended training Programmes/ Workshops on curricular transaction materials and e-learning materials. Training in Smart Board operation Training in the usage of other technological devices
3.2.5. List the journals in which the faculty members have published Papers in the last five years (enter details) Sl. Journal Faculty No 1 International Educator’ International Journal of Research Vol. 3(1) July-Dec. 2013 ISSN2231-6124. Dr. ANITHA.M.P.
2 New frontiers in education ISSN:0972- Dr.M.P.ANITHA 1231.International journal of education and research Dr. ASHA. O.S. New Delhi 3 GCTE journal of Research and extension in education..ISSN O975-5144 Published by Govt Dr. ASHA. O.S. teacher education college Trivandrum 4 Pedagogics. ISSN 2229-7618 A Journal published by School of Pedagogical Dr. ASHA. O.S. Sciences, Mahatma Gandhi University, Kottayam, Kerala 5 Journal of Teacher education in developing nations (JTEDN),Reffered Journal ISSN 2229 4694, New Dr. ASHA. O.S. delhi 6 National Research Journal Pragathi. Issn 0975-377X Published by Bharathiya vicharakendram research Dr. ASHA. O.S. centre 7 Journal of Extension and Research Issn No. 0972- Dr. ASHA. O.S. 35IX Peer Reviewed journal published by Gandhigram Rural institute Taminadu
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8 Research nebula: An international refereed & indexed quarterly journal in arts, commerce, RinuV.Antony education & social sciences. vol. ii, issue ii, july 2014 impact factor 0.612 issn 2277-8071 9 Edufocus :A peer reviewed journal. ISSN No2347- Rinu V. Antony 646X Vol 8 No 1 June 2014 10 Research tracks : An International Indexed Bi- RinuV.Antony Annual Journal in Education Vol. I, Issue II, July 2014 ISSN 2347-4637 11 “Reflections – Neo-perspectives in Education” (1). K.S.Krishnkumar 12 GCTE Journal of Research and Education, Dr.Sankaran Nair VOL.6 (2) July 2011.
A detailed list of varied publications of the faculty in proceedings of national and international seminars is given in the appendix.
3.2.6. Give details of the awards, honors and patents received by the faculty members in the last five years. Dr. K.P. Anilkumar , Principal (2006-2011) has won the Best Principal and The Best Teacher awards by Global Achievers Federation , New Delhi during the Year 2011, reckoning the service at SNM Training College, Moothakunnam. Dr. K. S.Krishnakumar , has won the Best Educationist awards by Global Society for Health and Educational Development, New Delhi during the Year 2014.
3.2.7. Give details of the Minor/Major research projects completed by the staff members of the institution in the last five years. The institution encourages faculty members to undertake minor/major research projects. Four of the faculty members have completed minor projects approved by the UGC, as detailed below: Effectiveness of video content management training programme on technology mediated teaching among b.ed. Teacher trainees. Principal investigator : Laya A B Promotion of classroom action research practices among school teachers Principal investigator : D r.K.S.Krishna Kumar
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Effect of resistance training on selected strengths and biochemical variables. Dr. P S Sankaranarayanan Inculcation of life skills through formal schooling:Perceptions and reactions of higher secondary school teachers. Dr. M. P.Anitha. ONGOING PROJECTS Identification of guidance needs of higher secondary school students of Kerala. Principal investigator: Seeja.K.R. Effectiveness of multimedia instructional approach on speaking skills of secondary school students. Principal investigator: Heera.K.S. Effectiveness of kolb’s experiential learning design on business and management skills of commerce students at higher secondary level ;principal investigator :Rinu V Antony Empowering prospective teacher with Reflective Pedagogy for Teaching Excellence :Dr. Asha O.S. Womens rights awareness among B.Ed degree level students. Sudha K.P
3.3 CONSULTANCY 3.3.1. Did the institution provide consultancy services in last five years? If yes, give details. To disseminate knowledge and maximize utilization of resources, the college encourages the faculty to share their expertise and deputes them as resource persons to different institutions to offer honorary consultancy services. Some areas of consultancy are Subject expertise.
Publicising expertise for consultancy services. The college encourages faculty to share their expertise with different institutions and the industry as guest speakers, examiners, consultants and trainers. The research committee took initiative in rendering expertise in topic selection, tool construction, data analysis and research reporting within and outside the institution as research consultancy Faculty has also been appointed as member, Board of studies, Board of selection committees for faculty recruitment at other colleges and on Doctoral committees. They serve on Inspection committee for sanctioning/extending new programmes/ courses in other colleges
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Acted as evaluators in youth festivals, science fairs Served as resource persons at school and university level Served as resource persons in seminars and workshops . Conducted classes on research methodology, micro teaching, critical pedagogy Performed as IGNOU consultants Acted as question paper setters for various universities Consultancy rendered by the administrative staff to other institutions with regard to e- filing and other related works. College has embarked on community oriented initiatives that bring academic learning into practical applications for the benefit of society.
3.3.2. Are faculty/staff members of the institution competent to undertake consultancy? If yes, list the areas of competency of staff members and the steps initiated by the institution to publicize the available expertise.
Yes, the faculty members of the institution are capable to carry out consultancy in their relevant areas. They serve as experts and consultants in varied boards and committees as following
Name Area of service/consultancy
Dr M P Anitha Subject Expert-PG & UG levels of University (Faculty Education). Research Guidance in Education (Research Supervisor-Category B Part-time. Research-Bharathiyar University. Resource person. B Ed/ M Ed curriculum revision committee, K P S C Subject expert
Dr.C.K.Sankaran Programme Director of Post Graduate Diploma in Higher Nair Education course IGNOU, Kochi 2014 and 2011. Course Director P G Diploma in management for high school head masters, IGNOU, Kochi, 2014. Resource person in Education research, IGNOU, Kochi. Subject expert in curriculum for NIOS (MHRD) text book for secondary level. State Co-ordinator for research undertaken by NIEPA, NCERTMember in PAC of DIET, Ernakulam 2013
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Dr O S Asha Member, U G(Education) B O S,M G University,Chairperson/Member,Med/BEd Theory& Practical Examination Board, M G University, B Ed/ M Ed curriculum revision committee, K P S C Subject expert, M G University, subject expert for selection committee UCTE, M.G.University, Kottayam
Dr. K S Subject Expert-PG & UG levels of University (Faculty Education). Advisory Board Member (Educational Research Krishnakumar and Curriculum Development) Research Guidance in Education (Research Supervisor-Category B Part-time Research- Bharathiyar University Soft Skills, Group Dynamics, Creativity Enhancement
Smt P S Susmitha Chair person, B.Ed theory and practical examination M G University, Resource person and remediator in learning disability, Subject expert. Member curricular revision committee at B Ed level.
Dr K R Seeja Member, M G University Board of Examinations at B Ed level. Subject Expert & Resource person for School Guidance Programme, Teaching skills training.
Smt K P Sudha Member, M G University Board & Examinations at B Ed level, Member, B Ed Practical Examination, M G University, Subject expert. Member curricular revision committee at B Ed level.
Smt.Bisini.P.S Chief examiner for theory examinations at B.Ed level Subject expert for e –content preparation for EMMRC (Educational multimedia Centre) Calicut University and National multimedia centre.
Smt.Laya.A.B Chief examiner for theory examinations at B.Ed level Resource person for innovative teaching Smt Rinu V Antony Member, M G University Board of Examinations at B Ed level and M.Ed level Question paper setter for other University, subject expert for selection committee UCTE, M.G.University, Kottayam, Member, B. Ed Practical Examinations, M G University, Member curriculum Revision Committee at B Ed level Member, Inspection commission for starting new programmes/additional batches for colleges under M.G. University
Smt K S Heera B. Ed Practical Examinations, M G University-Examiner Member, M G University, Board of Examinations at M Ed & B Ed level, English Teaching
Smt A S Suneethi Resource person for innovative teaching
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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? All consultancy services by the faculty were offered with a research mind set and as part of social commitment.
3.3.4. How does the institution use the revenue generated through consultancy? As the consultancies provided by the faculty were service oriented the institution could not generate any revenue in their respect.
3.4 EXTENSION ACTIVITIES 3.4.1. How has the local community benefitted from the institution? (Contribution of the institution through various extension activities, outreach programmes, partnering with NGO’s and GO’s). Efforts are made to realize institutional social responsibility inspired by the ideals of the vision and mission of the college. The college strives to enable students make meaningful connections between academics and real world and extend their learning in practical ways to contribute to society. Through core components in the curriculum, the college ensures the transmission of values, attitudes and beliefs that will encourage students to be sensitive to social issues and become responsible citizens. It encourages students to reach out to community through social awareness programmes of experiential learning.
The college tourism club earned out a project on Muziris heritage: tourism perspectives which was submitted to Tourism promotion council Visits and donations to destitute homes, old age homes and hospitals Participating in movements against environmental pollution the faculty renders their expertise to the community in various capacities Serving as resource persons in value education, counselling, personality development, physical and health education classes Being judges for science fairs and cultural competitions. Maths Club of our college prepared and distributed a dictionary to local High School Students
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To improve creative writing of School Students of teaching practice schools , Students of our college in collaboration with school students of prepared many publications in the respective schools. ‘Officiating sports and games meets at local, district, university and state levels The institution extends its activity for the benefit of the community by partnering with government organizations like health department, Sashtra sahitya parishat. Police department, KSEB and conducts programmes like seminars on communicable diseases, legal awareness, human rights. Society extension service areas like work experience, socially useful productive works, preparation of creative teaching learning materials, handicrafts, cooking, stitching, campus cleaning, rain water harvesting, gardening, forest conservation, organic manure production, social welfare camps, medical and health and physical fitness awareness camps were widely assigned throughout the annual plan of action of institution. Extension unit in the college conducts productive and socially relevant training programme for primary school teachers of Thrissur and Ernakulam Dist. on Identification and Management of Learning Disabilities (1st and 2nd July, 2011), a seminar on Disaster Management and Personal Success in Life for auto taxi drivers, kudumbasree members, (27th July, 2011.All the educational institutions under HMDP Sabha showed their protest in the Mullaperiyar Issue by forming Human Chain including students and staff, Aids awareness rally, harvesting festivals of rice crops campaign. Drugs awareness programme, Youth Red cross activities, work experience exhibition, campus cleaning cum beautification, human chain on Mullaperiyar issue, legal awareness classes, Anti tobacco rally and the like. The students participated in the rally conducted by community health centre to give awareness for preventing communicable diseases. Offers our infrastructure to conduct diverse programmes of other local institutions and organizations Our students officiates the programmes like Vinjanolsav, I Q Mela, Science Fair, Work Experience Mela conducted by Sastra Sahitya Parishadh and District Youth Festivals organized by the Education Department of Kerala Our students used to play a major role in conducting ‘Çommon Feast’ organized by the local Temple.
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3.4.2. How has the institution benefited from the community? (Community participation in institutional development, institution-community Networking, institution-school networking, etc.) The institution has benefited from the community in various ways.
Community Participation in Institutional Development The PTA plays a major role in institutional development by sponsoring water cooler The PTA sponsored the Cash Prize for Civil service Rank holder of the college. The Alumni Association has instituted the Award for teachers qualifying Ph.D. The Alumni Association conducts seminar/workshop for the benefit of our students The College conducts and partakes in the Inter College B. Ed. competitions The local festival organization offers chances in presenting cultural programmes to our students which illuminates the creative talents of our students.
Institution-Community Networking College in joint collaboration with the community moved against human chain on mullaperiyar issue The College invites veterans from the community to take classes on various arenas. Such classes have motivated and informed our students with the current societal issues. The community helps us by rendering their expertise as judges for various competitions.
Institution-School networking At times institution share the infrastructure of the model school and colleges for conducting college sports and art meets. Schools share their resources with the institution during the teaching practice session.
3.4.3. What are the future plans and major activities the institution would like to take up for providing community orientation to students? In order to provide community orientation to students we organize classes for students and make them concerned in the community activities of the college through field visits and openhanded charity. The following plans are:
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To make collaboration with reputed agencies To continue the extension activities To arrange classes on technology oriented teaching To perform visits to nearby colonies and slums to develop health and hygiene awareness. To arrange classes on cancer awareness and counselling for empowering women in the nearby areas and also to parents of our students. To extend remediation services to the needy students with Learning Disabilities of schools of our locality. 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. . We have undertaken a project for conscientising students on ecological and Environmental aspects by maintainining a herbal garden in the college The college tourism club earned out a project on Muziris heritage: tourism perspectives which was submitted to Tourism promotion council
3.4.5. How does the institution develop social and citizenship values and skills among its students? The college conducts value orientation classes by reputed personalities. The institution encourages its students and faculty members to actively participate in tree plantation and tree conservation initiatives and other activities to develop environmental consciousness. The college also observes national days like Republic Day, Independence Day, Birthday and Martyr Day of National Heroes to inculcate nationalism and patriotic feeling among the students. Classes on legal awareness, cyber laws, human rights, women rights, etc are being conducted. The college organizes, campus cleaning and beautification programmes held for students. It also arranges visits to destitute homes orphanages, Morning assembly, thought for the day programme provides a platform for students to imbibe values During the visits to orphanage our students render intellectual games and classes in their concerned discipline to those people.
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3.5 COLLABORATIONS
3.5.1. Name the national level organization, if any, with which the institution has established linkages in the last five years. Detail the benefits resulted out of such linkages. The college could make earnest efforts to have local collaboration with Grama Panchayat, ALDI, Reach out foundation, Council of teacher educators and All India association for educational research to enhance the quality of educational services. Faculty members used to participate in workshops, curriculum reconstruction initiatives organized by the association in collaboration with university. The collaboration provides opportunities for faculty members to nurture their research skill which results in the publication of research papers, development of learning packages and instructional materials .These linkages provides platform for the faculty members to interact with many eminent persons in the field of education and experts which enable the faculty members to design and implement modern instructional modes of curriculum transaction and evaluation mechanism.
3.5.2 Name the international organizations, with which the institution has established any linkage in the last five years. Detail the benefits resulted out of such linkages. Even though no permanent linkage with international organization is established by the institution a programme in the training of communicative English has been organized by reach out foundation ,an international organization and SNM College, Maliankara.
3.5.3. How did the linkages, if any, contribute to the following? Curriculum Development Teaching Training Practice Teaching Research: Consultancy Extension Publication Student placement
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The linkages and the collaborations with the national agencies provided avenues to our faculty members in understanding the advancements in the area of education, innovations in educational research, consultancy services, curriculum reconstruction, guided our students in various extension activities, training and practice teaching.
This experience enabled our teachers to take vigorous interventions in developing and restructuring curriculum at PG and UG levels of the MG University and education programme at secondary level of the state. The college has organized several seminars and workshop on Research Methodology. These programmes have benefited the college in performing as a stakeholder in orientation to research in education. The talks rendered by eminent resource persons enriched our students whereby they understand the issues of education. Our faculty members render consultancy by acting as member, board of studies MG University, inspection teams for the assessment and sanctioning of courses in affiliated colleges of MG University. Our faculty members also serve as consultants of IGNOU Study Centers. The linkages with various organizations have enabled our faculty members to participate in programmes related to research and publications. Some of our faculty members regularly publish their articles in international, national, regional and local level publications. The college has linkage with various institutions within and outside the state. The college maintains healthy rapport with the nearby schools by providing facilities to the institution and learning resources to the students. Moreover our teachers have rendered services to schools as judges on various events, resource persons for workshops, subject experts and interviewers for recruiting teachers.. Since many of the alumni members are the teachers and heads of the schools, the relationship between the college and the schools are very warm, cheerful and mutually rewarding. College interact with schools for various academic programmes like practice teaching, workshops and consultancy services, discusses the curricular changes to keep abreast with the innovative pedagogic practices. Our faculty members take model classes and special lectures in schools on invitation. The college whole heartedly welcomes educational enterprises to conduct campus selection and we assist the schools by contacting former students for placements.
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3.5.4. What are the linkages of institution with school sector? At present the institution has linkages with nearly 24 schools for Practice Teaching. The institution has good and healthy linkages with school and community members. The schools and community works hand in hand with this institution for the progress of the student-teachers. For the practice teaching, schools are made available to the student-teachers by the school authorities easily. This not only needs co-operation from school authorities, but also it highlights their appreciative look to these upcoming teachers. The institution develops proper linkage with school sector by arranging activities such as tree plantation drive, various cultural fiestas , sports meets ,science fairs, vijnana utsav, literary and art competitions during teaching practice programme conducted in the schools. The institution also invites school teachers to college for judging various competitions like, drawing competition, cultural programmes etc. Faculty members of this institution also act as judges for various cultural fiestas . 3.5.5. Are the faculty actively engaged in schools and with teachers and other personnel to design, evaluate and deliver practice teaching? If yes, give details.
Yes, faculty members actively engage during practice teaching. Our faculty members visited to the practice teaching schools and observe the students in various classes and give feedback to the student teacher to their enhance performance. During practice teaching the faculty members partners with school and its personnel to design, evaluate and deliver practice teaching by student teachers. As part of the preparation for teaching practice, college has the practice of inviting curriculum experts from SCERT and DIET to orient our students to current textbooks, methodology of teaching to be followed, teaching strategies, evaluation techniques and details regarding the philosophical, sociological and psychological foundations on which the Secondary School Education of the State is based. College collects feedback from heads of practice teaching institutions and incorporates their suggestions for further improvement. These interactions usually give reinforcement to the students in addition to regular advice and directions given to them by the teaching faculty.
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College imparts training to the leaders of each school who have to maintain liaison with the college and the respective school for the smooth conduct of the teaching practice. Our students are also directed to maintain proper behavior as teachers and mentors in the teaching practice schools. They are also trained to engage in leadership training and student supports programmes, literary activities and publication of literary outcomes. They also take part in all activities of the school by designing and evaluating both scholastic and co scholastic programmes.
3.5.6. How does the faculty collaborate with school and other college or university faculty? The faculty members of our college collaborate with schools, other college and university faculty through attending seminars, workshops, research activities, panel discussion, acting as resource persons.. Some of our faculty members serve as resource persons. Some faculty members serve as subject experts for teacher training institutes and high school and higher secondary schools. Many of the teachers serve as subject experts in interview boards of other training colleges and schools. Our faculty member, is member of the Board of Studies (UG) of MG University, been in charge of restructuring the existing B. Ed.as well as M..Ed Curriculum. All teachers serve as examiners of the university B.Ed. practical and theory examinations. faculty members are serving as chairman of the practical board and deputy chairman and chief of the theory board at university level. faculty members are also examiners of M. Ed. theory papers and adjudicators of dissertation.
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3.6 BEST PRACTICE IN RESEARCH, CONSULTANCY AND EXTENSION
3.6.1. What are the major measures adopted by the institution to enhance the Quality of Research, Consultancy and Extension activities during the last five years? It is a well established fact that this institution encourages its faculty members to pursue research endeavors in the field of education.
Institution provides increased opportunity to faculty for attending seminars, workshops, training programmes on research methodology and development of teaching and instructional material. The institution encourages teaching staff for research. Research forum encourages teachers for completing their major and minor research projects Various Workshops on Research Methodology have been conducted for the Teacher Educators and Teacher Educands at PG level belonging to this as well as other institutions The college provides ICT Laboratory, library facility to pursue the research activity
The measures were taken for improving consultancy and extension activities are:- Participation of different stakeholders in the decision-making process related to teaching methodology and functioning of the institution. The institution supports and promotes extension activities partnering with Vadakkekare Grama panchayats and other stakeholders. Academic achievement and other such feats of faculty and students are encouraged by providing publicity and recognition. Students are given training through entrepreneurship development programme so as to facilitate work culture among them through SUPW initiatives. The institution organizes local trips to historical areas, muziris, Kerala kalamandalam for creating awareness among the students about the importance of ancient monuments pertaining to Indian culture and heritage. These educational trips are helping the student teachers to become aware about conservation of antiquities pertaining to Indian culture and heritage. The college runs out-reach programmes like holding exhibitions of teaching aids prepared by the students and distributing the same to different schools, cleanliness drive, anti-tobacco campaign, drugs awareness
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programme, observing human rights days, and organizing awareness programmes for disaster management. Students and teachers are encouraged to participate in various extension activities and their achievements are appreciated
3.6.2. What are the significant innovation/good practices in Research, Consultancy and Extension activities of the institution? Some of the best practices that are being followed in research, consultancy and extension activities are: Extensive use of ICT and co-operative learning for pursuit of research. The institution also has the mechanism to initiate self-managed action research projects. Student teachers are provided with free consultancy regarding research activities. Conducts workshops at national and state level. Arranges interactive sessions with delegates for the faculty, M.Ed students and teacher educands. Provides infrastructural facilities for researchers from other institutions. Joins hands with other organizations, Grama panchayat for working for social reconstruction. Takes part in the pursuit of academic excellence by engaging in curriculum development programmes of the university at UG and PG levels.
All this has contributed to the emergence of a suitable academic ethos which proactively nurtures and grooms the young teachers to be the effective leaders of our schools, and their classrooms with their usual expectation and constraints
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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 Research, Consultancy and Extension and how have they been acted upon? The previous peer team made the following comments The NAAC Peer team during their visit highlighted the importance of research and extension activities to be carried out in the institution. They insisted that more faculty members should take up research and extend their consultancy and this would be possible only if the institution has a fully qualified staff in all domains.
The actions taken are: The institution could send more faculty members to take up Faculty Improvement Programme leading to Ph.D. in Education. The institution appointed fully qualified staff in all domains. After the last accreditation all the faculty positions have been filled to rectify the shortage of adequate staffs. The faculty members took initiative to complete their doctoral research and three faculty members were awarded Ph.D The institution organizes academic programmes for professional enhancement of the faculty and subscribed national and international journals. Initiatives were undertaken to computerize the library and related infrastructural facilities for research purpose. The faculty members took initiative to serve as research consultants at M.Ed.and Ph.D. Level.
2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation? The college makes all possible endeavors to conduct and organize research works, workshop on Research Methodology for teacher educands and research scholars. The institution has encouraged the faculty to avail Faculty Improvement Programmes leading to Ph. D and 4 are pursuing research leading to Ph.D.
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Research forum of the college provides opportunity to participate in research programs and offer services to community in an extension mode by organizing seminars/ workshops pertaining to the research work for M.Ed. students and research scholars of the neighboring institutions. The community and extension service has been integrated through community services which are compulsory for students of B.Ed. course. All the B.Ed. students participate in community services like cleanliness programs in the local vicinity. The extension services including field trips and educational tours are also organized. Under the able leadership of faculty,minor research projects was undertaken to enhance research culture. The faculty members have to their credit, various articles, research papers and books which are published in various refereed and non-refereed journals. There are equally good number of research papers presented by faculty members and students in various national seminars and academic forum. The institution has to its credit self developed instructional material, print material, teaching aids, digitalized computer aided instructional materials & question bank etc. The institution provides consultancy services including development of curriculum and other allied services as requisitioned within the limited time and space of the institution.
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CRITERION – IV INFRASTRUCTURE AND LEARNING RESOURCES . 4.1. Infrastructure learning Resources 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 institution has a physical infrastructure required by NCTE norms. The college at present has built up area of 4676.6m2 sq feet in the campus of 4.44 acres of land with adequate facilities and resources for various educational programs, administrative functions and extension services. The various infrastructural facilities available in the institution are as follows. Details of Master Plan of the Building with corresponding Facilities GROUND FLOOR AREA STATEMENT
Facilities / Dimension Facilities Infrastructure PORCH 48.60 m2 Neatly tiled porch area, having the capacity to park at least 4 vehicles at a time RESEARCH CENTRE 53.07 m2 Spacious room with racks and cupboards for keeping theses and reference books and having enough furniture. LOBBY 27.21 m2 Area in front of the library, having racks for keeping belongings . READING ROOM 78.53 m2 Reading space with sufficient cubicles with chairs. STORE 8.52 m2 An area for keeping registers, records and photocopier machine LIBRARIAN 10.08 m2 Well equipped Room for the Librarian LIBRARY STOCK 110.72 m2 Area for keeping books and materials ROOM BOYS COMMON 12.88 m2 An area for boy’s refreshment ROOM PHYSICAL 60.00 m2 A well equipped room with provisions for EDUCATION table tennis, fitness items and racks for keeping sports items CLASS ROOM 3 180.00 m2 Furnished rooms for Social Science Optional Class, Commerce Class and Ladies waiting room
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GIRLS COMMON 60.00 m2 Refreshment area for Girls AREA LADIES TOILETS 30.10 m2 Toilets for ladies
TOILETS 14.70 m2 Common Toilet
SUPW ROOM 60.00 m2 Room for keeping completed SUPW works and materials necessary for SUPW works CLASS ROOM 3 112.54 m2 Furnished Rooms for TTC Class, TTC Staff and Guests VARANDA 231. 30 m2 Fully Tiled Varanda for easy passage to the college TOTAL 1098.34 m2
FIRST FLOOR AREA STATEMENT CLASS ROOM 60.00 m2 Well furnished room for M Ed Class
FACULTY ROOM 15. 00 m2 Furnished room with cupboards for M.Ed Staff FACULTY ROOM 9.00 m2 Furnished Cabin For the M.Ed Department
READER 6.00 m2 Furnished Cabin for Reader of M.Ed Department RESTING AREA 26.73 m2 Refreshment room for M.Ed staff, with a dining table and washing facilities CLASS ROOM 60.00 m2 Well furnished room for English Optional Class MEDIA 60.00 m2 Lab with 17 Computer Systems, 1 server and LABORATORIES 11 N-computing Devices as part of language ICT & ET LAB lab TOILET 3.60 m2 Single toilet for staff GENERAL CLASS 78.69 m2 Lecture hall with smart board,, public ROOM addressing system ,LCD Projector etc. CLASS ROOM 37.51 m2 Furnished room with sufficient benches, desks and cupboards for Mathematics optional class CLASS ROOM 37.51 m2 Furnished room with sufficient benches, desks and cupboards for Malayalam optional class ARTS & CRAFTS 11.40 m2 Room for keeping equipments for art and ROOM crafts work VARANDA 231. 30 m2 Tiled varanda for easy passage.
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ROOM 39. 46 m2 Counselling room
ROOM 164.30 m2 13 well furnished Cabins for staff and Dining room with dining table, refrigerator, toilet and washing facilities for Staff OFFICE ROOM 69.05 m2 Furnished cubicles (Administrative section, reprographic facilities, washroom, toilet, computers etc) for Office Staff PRINCIPAL ROOM 37.02 m2 Furnished Room with TV and laptop facilities REST ROOM 4.86 m2 Rest room with a cot . TOILET 3.24 m2 Toilet attached to the Principal’s Room
TOTAL 954. 67 m2
SECOND FLOOR AREA STATEMENT ASSEMBLY HALL 205. 84 m2 Main Lecture hall with a seating capacity of 350 students with adequate light and Audio system, LCD projector etc. NATURAL SCIENCE 53. 56 m2 Furnished room with attached Natural science lab for Natural Science Optional HALL Class LABORATORY 40. 32 m2 Well equipped Physical Science Laboratory
PHYSICAL 47.27 m2 Furnished room with enough cupboards for SCIENCE HALL Physical Science Optional Class CLASS ROOM 37. 51 m2 A furnished room of Psychology Lab for doing experiments and tests along with display of Psychology related test materials SEMINAR HALL 49.00 m2 Lecture hall with smart board,, public addressing system ,LCD Projector etc. WOMENS CELL 64.40 m2 Furnished room with racks and cupboards ROOM for keeping journals and records. TOILETS 8.34 m2 Toilets for students
VARANDA 110.54 m2
TOTAL 618.78 m2
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The management of the college has been extending all the help, primarily the financial support for augmenting its physical and IT infrastructure and learning resources to keep pace with the changing needs. Hence now the college is fully equipped, well furnished and modernized with subject classrooms, various labs, main auditorium and seminar halls. Office room, Principal room and staff rooms are well furnished with spacious and excellent physical infrastructure. Separate cabins are arranged for the faculty members with Wi-Fi connections, lap tops besides the LAN connections. Local Area Network in the college is exhaustive linking the Library, Principal’s room, computer lab, office room, staff rooms of B Ed, M Ed and T T I as well the classrooms In the last few years, huge investments have been made to augment the built-up area, equipments, classroom, furniture, books and e-learning resources and ICT equipments to improve the teaching-learning and research environment.
Details of Expenditure incurred for the maintenance and development of infrastructure facilities during the last three years.
Year Building Lab Furniture Equipment Computer
2011-2012 2046617 ----- 169500 756792 747273
2012-2013 9703686 ---- 866666 427990 1074507
2013-2014 921362 65450 95590 410975 448500
4.1.2. How does the institution plan to meet the need for augmenting the infrastructure to keep pace with the academic growth. Our Institution shows keen interest to meet the need for augmenting the infrastructure in tune with the academic growth. The intake of B Ed programme has been 150 for the last several years. The M Ed intake has been enhanced from 25 to 35 since the academic year 2006-2007. The classroom space is adequate to accomplish the programmes. Since the greater part of students are female, the ladies restroom was renovated. The staffroom, principal’s room, office room, library, ICT lab, Auditorium, library, physical science classroom, natural science classroom and
117 ______SNM Training Collge, Moothakunnam different labs and language lab were renovated. The college has augmented the infrastructure by building counselling centre, guest room etc. UGC has sanctioned a total amount of 25 lakhs for the construction of the main building. The management has contributed approximately 1.38 crores for the completion of the work.
4.1.3. List the infrastructure facilities available for co-curricular activities and extracurricular activities including games and sports. The college lays utmost importance to co-curricular activities. The cultural club of the college is collaborating with various agencies like the local self government, management, Kerala Sasthra Sahitya Prarishad and other training colleges for organizing and conducting various unique cultural activities every year.Our students staged a unique programme “Parunth Pattu” in ‘Chilampu’ the folk-lore festival organized jointly by Government of Kerala and H M D P Sabha.
The following infrastructure facilities are available in the institution for conducting co-curricular activities including games and sports. Infrastructure facilities available For
Extracurricular activities Co-curricular activities including games and sports.
Fully furnished Auditorium There is special room for physical Multipurpose hall education and health club. S U P W room Items of indoor games like chess, Computer lab with Internet facility caroms, table tennis, billiards and Well equipped room for physical snooker table are made available. education and health club Tread mill, ergo cycle, multigym Generator and various multipurpose exercise Public address system, generator machines are fitted in the physical Musical instruments education room. Play ground for volley ball, shuttle and badminton.
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4.1.4. Give details on the physical infrastructure shared with other programmes of the institution or other institutions the parent society or university. The college has three teacher education programmes namely D Ed, B Ed and M Ed and two add-on courses. All the facilities of the institution are optimally used for B Ed and M Ed programme. The Library, ICT Lab, Auditorium, Psychology Lab, Multi Purpose Hall, Seminar Halls and Common Play ground are shared with other programmes. At times we lend our Sophisticated Equipments to sister institutions when they are organizing various activities in the College Auditorium. We are sharing our teaching aids to many of our practice teaching schools. Our students donating teaching aids to the nearby school every year. We are making use of some of the infrastructure facilities of the sister institutions as well as expertise of the staff whenever needed. Every Year the Infrastructure Facility of the Institution is provided as a resting place for the artists at the time of the Temple Festival. Our common play ground is provided for the conducts of different inter school and inter collegiate competitions. Research scholars of different Universities are sharing Our Facilities in the Psychology Lab. The Infrastructure Facilities available in the Institution are often shared by Mahatma Gandhi University for the conduct of B.Com examinations Sometimes our Physical Infrastructural Facilities are used for the conduct of Kerala Public Service Commission Examinations. Our library is used by the research scholars of various colleges and universities especially M G University and Bharathiar University.
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Infrastructural Facilities Shared with Other Programmes, Parent Society and University. Infrastructural Facilities Shared Other Programmes Parent Society University. ICT Lab Library Auditorium Library Psychology Class Rooms Lab Auditorium Multi Common Multi Seminar Multi Purpose Play Ground Purpose Halls Purpose Hall Hall Hall Common Play Psycholo Class Rooms Ground gy Lab Seminar Halls Class Rooms
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.)
The following facilities are available with the institution to ensure the health and hygiene of the staff and students. Separate rest rooms and toilets for ladies and gents. Drinking water (Hot and cold) is made available at all the floors. The college has water purifiers and three water coolers for supplying purified drinking water. To check the health of B.Ed students, a free medical checkup is arranged every year. The college sports room is well equipped and functioning with a First-Aid Centre. A health club functions with adequate facilities under the leadership of the Faculty of physical education in the college. Special arrangements have been made for refreshments for the staff and students of the college. A rain water harvesting system is established.
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4.1.6. Is there any hostel facility for students? If yes, give details on capacity, number of rooms, occupancy details, recreational facilities including sports and games, health and hygiene facilities etc. The college provides separate hostels for boys and girls with special emphasis on cleanliness, comfort and convenience. The hostels can accommodate around 100 girls students in SNM Hostel 1 & 2 and 100 boys in SNM Hostel 3&4. All the rooms are furnished. A well equipped kitchen with modern facilities. There is provision for shuttle cock, badminton and other games like caroms and chess. The Hostels are shared by our sister institutions, SNM IMT and SNM College, Maliankara Bathrooms, toilets and hostel premises are well maintained as healthy and hygienic. Facilities for sufficient amount of pure water is made by well maintained ponds , water tanks and rain water harvesting system.
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) There is provision for infrastructure maintenance in the budget. The infrastructure is well established by the utilization of the different funds provided by UGC, Government, College development committee, Management, Alumni Association and P T A. There is provision for infrastructure maintenance in the annual budget of the management.
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We use the funds in the best possible manner for strengthening and maintaining the instructional and infrastructure such as building, I C T facilities, laboratories, libraries, learning resource centre etc. The purchase committee of the college recommends to purchase various items as per the set norms and the government stipulations.
Expenditure for maintenance of infrastructure during the period of 2011-2014.
2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Item Manag Manage Manage UGC Manage UGC Manage U G C U G C U G C ement ment ment ment ment - - 2000000 50000 1250000 796617 2600000 7103686 --- 921362 Building
------65450 ---- Laboratories
- - -- 1695000 ------169500 ---- 866666 ---- 95590 Furniture
------756792 ----- 427990 ----- 410975 ---- Equipments
82332 ------747273 ---- 1074507 ----- 448500 ----- Computer
Transport/------vehicle 82332 0 2000000 1745000 2754065 966117 4102497 7970352 924925 1016952 Total
4.2.2. How does the institution plan and ensure that the available infrastructure is optimally utilized? The institution has a skillful plan to ensure that the available infrastructure is optimally utilized. The highlights of this are the following The instructional and infrastructure facilities such as building, ICT, laboratories, library and other infrastructure of the college are well maintained and strengthened from time to time by providing necessary finances and human resources. Each class room is designed as per the N C T E norms to be used as a subject laboratories.
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The library facilities and Auditorium was shared by the sister institutions, community, and other organizations. The institution has a well set time table to distribute the infrastructure facilities among all students in a proper manner. A full time technical assistant is available in the ICT lab for providing training in using computers and internet to the students as well as for the maintenance and repair of computers and other technological equipments whenever required. Technical staff is available in the ICT lab to enable the staff and students to use all the facilities optimally. The institution has provided all the facilities for printing, copying and binding with a normal payment and the fund raised in this regard is utilized for the maintenance of the equipment in the lab. Records are kept systematically for the smooth and transparent functioning. All the laboratories are provided issue register and stock register to make the resources and utilized systematically. The Auditorium is used for organizing the state, national and the international seminars. All the cultural programmes, festivals, inter collegiate competitions, debate etc, conducted in the Auditorium. All teachers of the Institution use ICT enabled curriculum transactional modes. In the library, N-LIST, DELNET and INFLIBNET connections are established and they are very helpful to the students and faculty. Digital copiers in the library, computer lab and office are used for taking printouts, Photostat and scanning Staff and students are availing these facilities at a nominal rate.
4.2.3. How does the institution consider the environmental issues associated with the infrastructure?
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Our institution is situated under the vicinity of the Holy temple and on the bank of the Periyar River which itself makes the environment pure and calm. Even though the institution augmented its infrastructure remarkably within the purview for considering the environmental issues. The following steps have been taken for solving the environmental issues.
Our management takes ample care of the environmental issues associated with the infrastructure of the college The campus is clean and green and is maintained as pollution and plastic free zone. The college organizes campus cleanup programmes every year, this creates awareness among the students about the importance of cleanliness in the campus. The college has an eco-friendly waste management system. Two vermi compost system, and three incinerators are established in the campus for waste disposal. Three water coolers with Ozone purifier facility ensure non polluted drinking water to all inmates of the college. As a step towards water conservation we are maintaining Rainwater harvesting system Water recharging system of the well is established in the campus We are maintaining the herbal garden, vegetable garden as well as a garden that adds beauty of the campus. As an attempt in initiating and highlighting the cause of environmental conservation we planted various trees provided by the forestry department, Government of Kerala like teak maruth etc. The outline UPS of I S K U and 20KV were established we opted for solar convertible batteries with a view to going green/solar
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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 media/computer services)?
Yes. The institution has a fully qualified librarian having an excellent career record of 26 years. Two library assistants are there to assist the librarian in his work. The computer assistant of the institution renders support in technical matters.
4.3.2. What are the library resources available to the staff and students? (Number of books-volumes and titles, journals-national and international, magazines, audio visual teaching-learning resources, software, internet access, etc.)
The library and information centre of the college is situated on the ground floor. It has an adequate holding in terms of books, journals, other learning materials and facilities for technology aided learning which enable students to acquire information, knowledge and skills required for their study. The library offers its services to about 250 users comprising teacher trainees and teaching and non teaching faculty of this college. The library has a key role in supporting the academic activities of the institution by establishing, maintaining and promoting library and information resources. It supports the teaching and research programmes of the college by maximizing access to the information. The reading room of the library is well ventilated, well lighted and spacious with good seating arrangements. In close proximity with the library is established a research and publication centre which is being utilized by the research forum of the college for regular discussions and preparing the materials for publication. The research room is also equipped for M Ed students and Research Scholars. Three of our faculty members are approved research guides of Bharathiyar University, Coimbatore and Sanskrit university, Kalady, Kerala and the research students guided by them are also making use of the library with special permission on request.
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Books At present library has a collection of 25662 books on different subjects. Majority of the books are in English and about 5% in Malayalam and Hindi. Our reference section consists of books in different areas of education. Total number of books Purchased During the Last three Years Subjects 2011-12 2012-13 2013-14 No. Amt. No. Amt. No. Amt. Books 3327 1142556 163 50454 165 125845 Journals/period 62 44415 64 47635 83 62094 icals
Separate racks and stands are there for displaying all journals, magazines, newspapers, student’s magazines, club magazines etc. that are kept in the reading rooms. List of journals available in the Library SL Peer Year of Title Perodicity Type Rev Sub No Inter National National 1 Adult Education Y 1994
Indian Education 2 Biannual Y 2007 Review
3 Journal Of Indian Quarterly Y 2007 Education 4 Primary Teacher Quarterly Y 2007 5 School Science Quarterly Y 2007 6 Biology Today; Bimonthly Y 2007 7 Chemistry Today; Bimonthly Y 2007 8 Physics for You; Bimonthly Y 2007 9 Mathematics Today Bimonthly Y 2007 10 Pramana; Y 2007
11 Journal of Chemical Y 2007 Science
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12 Priocedings Y 2007 Mathematical Science Journal of 13 Y 2007 Bioscience Economic and 14 Weekly Y 2007 Political Weekly 15 Education World Y 2007 16 EDUTRACKS Y 2007 Experiments in 17 Quarterly Y 2007 Education 18 Infokairali Monthly 2010 New Frontiers in 19 Quarterly Y 2007 Education Psychometry & 20 Biannual Y 2009 Education 21 Reader’s Digest Monthly 2007 Sasthra Keralam, 22 Parishat Vartha 2007 23 Science India Monthly Y 2007 24 Science Reporter Monthly Y 2007 South Asian Journal of 25 Socio-Political Biannual Y 2007 Studies (SAJOSPS)
26 Journal of Extension Y 2009 avd Research Endevours In 27 Biannual 2013 Education y
28 International Journal Biannual Y 2012 of Research/ RIZVI 29 Teacher Plus Bimonthly Y 2013 30 English Studies Y 2013 Journal of All India 31 Association for Y 2013 Education Research 32 Down To Earth Monthly Y 2011 33 University News Weekly 2007 34 SPAN Monthly 2007
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35 International Educator Y 2007 Journal of Community 36 Quarterly Y 2007 Guidance andResearch
37 Electronics for you Monthly 2009
38 LINUX Monthly 2012 Innovetions and 39 Y 2012 Research in Education 40 Educational Extracts Y 2013 Research and 41 Reflections on Y 2013 Education Pragati Quarterly 42 Quarterly Y 2014 Research Journal 43 The Educator Journal of 44 Educationa and Psychological Research Contributions to 45 2013 Indian Society 46 The Teacher Indian Historical 47 2013 Review
Magazines The library has a total of 35 Magazines both in English and Malayalam. Magazines intended for general reading, career development and spiritual awakening are subscribed.
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List of Magazines SL Year of Title Perodicity No Sub 1 Competition Success Review Monthly 2007 2 Gurukulam Monthly 2007 3 Malayalam Literary Survey (Quarterly) Quarterly 2008 4 Sahitya Chakravalam (Monthly) Monthly 2008 5 Sahitya Lokam (By monthly) Bimonthly 2008 6 Reader’s Digest Monthly 2007 7 Sasthra Gathy 8 Kely( Lalithakala Academi) 2010 9 Bhasha Bhoshini Bimonthly 2010 10 Voice of Sports 2014 11 Sahitya Vimarsam 2014 12 Polika 2014 13 Matrukaanowshi 2014 14 Porali Vidhyarthi 2014 15 Chenda 2014 16 Frontline 1996 17 Sport star 18 Kalakaumudhi 19 Malyalam 20 Mathrubhumi 21 Thozhil Vartha 22 Harisri 23 Sports 24 Eternal Bhoomi Monthly 25 Careers 360 26 Arogyamasika 2012 27 Piravi 28 Ottamooli 29 Sandesam 30 Selesian Bullettin 31 Donbosco 32 Kerala Service 33 Nammute Aarogyam 2014 34 Parenting Monthly 2007 35 Voice of Sports 2014 Not 36 Kerala Gazatte Renewed
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Encyclopedias- Dictionaries and Rare Books The library has 20 set of Encyclopedias and 22Dictionaries. These include very rare collections like 125 books related to Teachings and literature of Sri Narayana Guru.
E- Resources The library has 28 N-computing systems and provides unlimited internet access to staff and students. DELNET, N-list and Inflibnet etc. are made available for the convenience of the readers in the library. A total of 1755 CDs are available in various subjects.
Theses- Research Tools- Dissertations Many researchers and students benefit from our research resources. Our research materials include a collection of 179 dissertations, research tools, dissertation abstracts and a few doctoral theses.
Question Paper Collection A good collection of Question papers of different subjects of past years are kept in separate files for ready reference.
Career Corner A well maintained career corner is in the library display center.
4.3.3. Does the institution have in place, a mechanism to systematically review the various library resources for adequate access, relevance,etc. and to make acquisition decisions. If yes, give details including the composition and functioning of library committee. Yes, the institution has a library committee to review the various library resources and to make acquisition decisions. In the committee Principal act as the chairperson and the librarian as the secretary. The selection and purchases of books is based on a draft list prepared by the librarian as per the demand of the faculty and students. This list is handed over to the faculty and they evaluate and finalize the list
130 ______SNM Training Collge, Moothakunnam prepared by the librarian. The Principal places orders according to the availability of the funds from the Govt and Management.
Library Committee Members
1. Principal 2. Sri. Martin C.J 3. Dr. Asha O. S. 4. Dr. Krishnakumar. K.S 5. Dr. Seeja K.R. 6. Smt. Sudha. K.P
The following decisions have been taken by the committee during the academic year To Purchase more books To subscribe new journals Functions of the Library committee To guarantee the smooth functioning of library activities. To test and evaluate the records of library To give an opinion to the librarian on the selection of books, journals, periodicals, magazines etc. to augment the library. To keep up co-ordination between students and library staff To ensure rules and regulations related to library operations are understood by all To keep in touch with students and faculties to understand their needs and requirements related to books and periodicals. To inform management about any issue related to library.
4.3.4. Is your library computerized? If yes, give details. Yes. Our Library is partially computerized. The library has 28 N- computing systems and provides unlimited internet access to staff and students. DELNET,
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N-LIST and INFLIBNET are made available for the convenience of the readers in the library .
4.3.5. Does the institution library have Computer, Internet and Reprographic facilities? If yes, give details on the access to the staff and students and the frequency of use. The library has 28 N- computing systems and provides unlimited internet access to staff and students. DELNET, N-LIST and INFLIBNET are made available for the convenience of the readers in the library .Xerox facilities including printing has also been provided in the library. Spiral binding ,colour scanning and Lamination facilities are also made available at a concessional rate to the inmates of the college. Automated and manual registers are maintained to monitor the frequency of use. For an effective and user friendly library all students are registered as members after filling the prescribed form. Maximum utilization of the library is ensured by giving open access to all the staff and students to the stock room. From the library at a time are issued four books to M Ed and two books each to B Ed and D Ed students. Each book is issued for 14 days. Books in reference section and journals are issued for overnight use only. Renewal of issued books is possible unless the book is reserved.
Members of the Alumni Association, teachers of practice teaching schools, researchers of various universities and beneficiaries of different coaching and consultancy services are allowed to use the library with prior permission of the principal. The entry of scholars and academicians of other institutions is controlled by the guest card issued by the librarian.
4.3.6. Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give details. Yes, the institution has membership of N-LIST, DELNET, N-LIST and INFLIBNET for the convenience of the readers in the library. The library had membership with DELNET for accessing E-Resources.
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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.) The library functions from 9.00 am to 5 pm on all working days and from 9.30am to 4.30 pm when regular classes are not held except on Sunday and public holidays: 8 hours per day without interval. The library is open around 280 days per year and 8 hours per day. Separate library periods are allocated to B Ed, M Ed and D Ed students for optimum utilization of the library. Almost all faculty and more than 50% of students visit the library every day.
4.3.8. How do the staff and students come to know of the new arrivals? New books arrived are displayed in the library on a notice board kept in front of the library so that the readers pay attention to these books. The notice board placed outside the library display information regarding new arrivals to the library, career information, new courses offered by educational institutions and other articles of interest. A career corner is being maintained in the library. Reference sources and study materials are available for course guidance and career guidance at the career corner.
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, Book bank facility in the college is established for the economically backward students. Four books related to the syllabus are issued to the students for the whole semester and taken back after the final semester examination.
4.3.10. What are the special facilities offered by the library to the visually and physically challenged persons? The library is functioning in the ground floor for the convenience of the visually and physically challenged persons. The physically handicapped persons are usually provided special seating arrangements as required by them. Assistances are provided in the selection and retrieval of books. Preference is given to such category persons in issue and return of the books/ materials.
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As in true sense we consider library as the brain of our institution, we are updating its resources as evidenced by the regular additions of the books and digital materials every year.
4.4 I C T as Learning Resources 4.4.1. Give details of ICT facilities available in the institution (Computerlab, hardware, software, internet connectivity, access, audio visual, other media and materials) and how the institutions ensures the optimum use of the facility. We have adequate computer facilities and other learning resources with easy access for the processing and dissemination of knowledge and ideas. ICT has made the teaching and learning process easier and efficient for the faculty and students of the college. The college has a well established computer lab connected with LAN, wifi, printers, LCD projectors. Smart boards, white boards and green boards are also available in different classrooms. Student teachers and teacher educators use multimedia such as text graphics, videos animation and sound to support the learning activities. Multimedia teaching learning process using LCD projectors and interactive Boards is effective in the regular classroom teaching where learning is easier and comprehensive. All the class rooms are equipped with LCD TV, laptop, visualizers and projectors M Ed students use computer technologies throughout their course work. The major ICT facilities available in the college include LAN connection, wifi connection, 28 N- computing systems, INFLIBNET full fledged computer lab with 30 computers 13 laptops, ultra shot throw projectors, LCD projectors, two promethean interactive white boards, LCD TVs, tape recorders, visualizers, surveillance camera and the like.
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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 It has been a major concern of the faculty to integrate the information and communication technology into B Ed and M Ed curriculum. Modern educational practices is a common course and compulsory paper for B Ed curriculum and educational technology and I C T are taught as part of M Ed curriculum. The course is aimed at equipping the students with computer skills and soft skills which are the primary requirement for employment opportunities. Computer learning, both theory and practical classes are given to all the students. Time allocation is made in the timetable itself. The Add on course on Educational Technology is the college’s effort to impart sophisticated skills needed for ICT enabled learning. The curriculum of the computer training programme for M Ed students includes Basic concepts of Computer Technology, File Management, Work processors (Micro soft word) spread sheet (Microsoft excel) presentation (PowerPoint presentation) Blogging, Information and Communication (Internet and e mail) social networking training as well as for using whiteboard, L C D, projectors, digital library, preparation and uploading of instructional materials and websites etc As part of B Ed and M Ed curriculum the students are given theory and practical lessons in computer fundamentals, hardware, software, functional units, storage devices, computer assisted instruction, interactive learning, multimedia e- learning, web based learning etc.
4.4.3. How and to what extent does the institution incorporate and make use of the new technologies/ICT in curriculum transactional processes? I C T is a part of M Ed and B Ed curriculum. It is used as a tool for doing assignments, data collection, documentation and conducting research. Teachers extensively use I C T for preparing learning resources and updating the teaching notes. We uses the I C T technologies such as computer, laptop, internet
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websites, blogs L C D and L E D projectors, digital camera, CDs, DVDs application. We try to develop a new generation of teachers who are capable of employing technology in all phases of academic administrative and research programmes. Students use e-mails for submitting assignments and projects. The mounted L C D projector in the classrooms allows the teachers to share activities, videos, power point presentation etc. Video cameras are used for micro teaching and recorded videos are used for getting feedback of each class. Models and diagrams are displayed directly from textbooks using the visualizers.
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) An integral part of our curriculum is the practice teaching/internship of six weeks duration which provides the students with firsthand experience of the actual classroom situation. Students are sent to schools for their teaching practice for 40 working days at a stretch in the second semester. Student teachers are trained to use computers smart boards, internet, L D C projector, visualiser, O H P and the like for developing lesson plans its effective transaction. The power point presentations, multimedia packages, I T based teaching aids etc are used by students in pre-practice teaching and practice teaching sessions.
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.
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The college has adequate number of classrooms, laboratories, library and computer facility and other learning resources. All the classrooms are equipped with adequate furniture and I C T facilities. A TV monitor is fixed in each classroom so that teachers and students can display any item from the computer in it. The college has two interactive whiteboards which makes classroom presentations easy by integrating a wide range of information into a lesson, such as a picture from the internet, a graph from a spread sheet or a text from a Microsoft word file etc. Three public address system is also available in the college. The college has sufficient computers for making PowerPoint presentation slides. The students use computers in the classroom, library and computer lab. Free Internet access is allowed to all students and faculty of the college. Our sister institutions and community shares our institutional facilities by using LCD projectors, Library, Auditorium and Sports Items. Institution organizes various events such as seminars, conferences, workshops etc. for the educational development of the student teachers as well as the faculty members. Computers, LCD and audio visual devices are extensively utilized in these events. The audio visual aids like charts and models prepared by the student teachers are donated to the practice teaching schools and schools situated nearby the institution.
4.5.2. What are the various audio-visual facilities/materials (CDs, audio and video cassettes and other materials related to the program)available with the institution? How are the student teachers encouraged to optimally use them for learning including practice teaching?
Various Audio visual facilities are provided in this college. The college is facilitated with Desktop computers, laptops, interactive whiteboards, L C D projectors, OHPs, Green boards, Video cameras, Digital camera, V C D player,
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D V D player, L C D T V etc. students are encouraged to use these audio visual facilities in their teaching learning process. For practice teaching students are using C D ROMs based on school subjects, which are available in the library. Charts, models and improvised apparatus in science are also available and the student teachers use these materials in preparing their lesson plans and their practice teaching sessions. Video cameras are used for microteaching and recorded videos are used for getting feedback of each class. Models and diagrams are displayed directly from text books using visualizers. Well equipped laboratories are available with institution where demonstration and experiments are conducted. The student teachers use LCD and OHP facilities during seminar presentations, lesson transactions, assembly, educational programmes, co-curricular activities etc.
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? Different labs available with the institution are as follows ICT lab- The College has a computer lab with 28 computers, Printer, visualizers, L C D and White board. The teacher trainees are trained to use the internet facility for their studies and reference works. In addition to these, the student teachers are free to make use of the laboratory for preparing power point presentations, project works, computer aided learning packages etc. related to education. Language laboratory- The language laboratory of the colleges is highly sophisticated and web based enabling 14 numbers of teachers and students to use it simultaneously. System based language lab is also established for specific use by the students of English class. As part of the language lab material, a number of Audio Video cassettes, to train the
138 ______SNM Training Collge, Moothakunnam student teachers in communication skills are also made available. Equipments such as L C D T V, D V D Player, Computer Amplifier, Collar microphone and head phones with mike etc are also set as part of language lab. Psychology laboratory The psychology lab is specially equipped with apparatus of simple experiments related to educational psychology. Some of them are Aesthesometer Caliper 2 print, Aesthesometer caliper 3 print, Muller lyer illusion with stand, Mirror drawing apparatus, Finger Maze, Memory Drum (Wooden), Finger dexterity board, steadiness Tester (Electrical etc). All the latest tests including intelligence test, Attitude test, Aptitude test, Creativity test, Personality inventories, Interest inventories, personality test etc. are also available in the laboratory. The psychology laboratory is extensively used by the M Ed students and staff members for research purposes. B Ed students also use the psychology lab facilities for their practical works. They are made familiarized with different tests. Subject laboratories All the classrooms are made subject laboratories by arranging also the facilities for storing all the equipments and tools used for teaching-learning of the specific subject and students’ working area for the preparation of the same. Natural science laboratory Attached to the natural science classroom is established a well equipped laboratory with all the necessary equipments, tools and materials needed for conducting the practical works connected with botany and zoology.
Physical science Laboratory The physical science class is modeled like a subject laboratory with sufficient student work area and there is a separate laboratory adjacent to it. It is provided with all the equipments, materials and tools needed for the study of physics and chemistry at higher secondary school level.
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4.5.4. Give details on the facilities like multipurpose hall, workshop, music and sports, transports etc. available with the institution.
Multipurpose Hall Multipurpose Hall (2 No s) and Auditorium are venues for regular interfaces, conferences, seminars, general assembly and other cultural events. Sports facilities are available in the college. The list of equipments in the sports room are given below Equipments in Sports Room 1. Shuttle bat 15. Gym lat rowing machine 2. TT bat and Balls 16. 75 kg club SR DLX 3. Weighing machine –electronic 17. Multi twister Mat EPE 2x1x50mm 4. Ball Badminton with canvas cover 5. Shuttle bat 18. Tennis 6. Hand Pump 19. Snooker and billiards table 7. Ergo cycle 20. Javelin 8. Orbitrack 21. Caroms board 9. Volleyball 22. Chess board 10. 8ftx 4ft pool board 23. Cricketbatand hockey sticks 11. Starter gun 24. Disc and shot 12. Floor mats 25. Tread mill 13. Parallel bar set 14. Horizontal bar-olympic
Student help line College maintains a help line service for students which is helpful in establishing contacts with the students by the parents/ guardians in case of any emergency. The students can also use this facility to contact the faculty during working hour In addition to this the telephone facility in the office is also used by students on request. As per the government rules the use of mobile phones by students are banned.
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Physical fitness centre Our college has a health and fitness centre with all the facilities like multi gym, treadmill and orbitrack required for the general health and specific needs related to fitness. It is also having facilities for indoor games like table tennis, snooker and billiards. Facilities are also arranged for conducting yoga sessions.
SUPW Workshop All the facilities for conducting classes in food preservation and canning, tailoriong and embroidery, fabric painting, craft work, book binding, gardening etc. are made available in SUPW work shop. Separate space for keeping musical instruments is provided in the SUPW lab. Students talented in fine arts desirous of developing their musical talents make use of these instruments
Counselling Centre and Rest Room There is a well furnished rest room where students are allowed to take rest when they are not feeling good. Usually it is used for conducting counseling sessions by the faculty.
Electricity and Lighting The institution is comprehensively electrified.It is provided with well planned lighting arrangements. Uninterrupted power supply is ensured by the use of 35 KV online UPS and 50 KV eco-friendly generator. All the classrooms, office, staff rooms, laboratories, library, Auditorium, Seminar hall etc. are fully electrified with fan tubes and power plugs.
Transport – The College does not have a transport facility of its own. But as it is situated near the highway, NH 17 public transport and private buses are available here to all directions.
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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, all the classrooms are equipped with LCD projector and OHP, some classrooms have interactive boards with Wi-Fi facility.
4.6. Best practices is infrastructure and learning Resources 4.6.1. How does the faculty seek to model and reflect on the best practice in the diversity of instruction, including the use of technology? Technology is used to bring in diversity of instruction both in theory and practical in planning, transaction and evaluation stages
Faculties are well qualified in handlung tecahnological equipments like interactive white boards, LCD projector, OHP etc. and hence the competency in developing ICT mediated learning materials. Faculties as well as student teachers adopt innovative techniques such as blogging, video conferencing in teaching and meeting multiple tastes and liking of learners. Faculty uses different methods of instruction like, discussion, synthesis and analysis, problem solving, demonstration, experiment etc.
4.6.2. List innovative practices related to the use of ICT, which contributed to quality enhancement. Provision of N-LIST and INFLIBNET facility in library Use of CDs and Cassettes User friendly library operations Developing the presentation skills using power point presentations Internet connectivity in the faculty rooms and library E-Learning material production Multimedia approach in transacting curriculum College website with news flash
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Online hall ticket and nominal roll Interactive language lab Video recorded classroom/ microteaching Smart classes- interactive white boards Enabling all the students to use blogs
4.6.3. What innovations/best practices in ‘Infrastructure and Learning Resources’ are in vogue or adopted/adapted by the institution? The college maintain an eco friendly atmosphere Class rooms are well ventilated with proper lighting facilities Laboratories are well equipped to proper teaching- learning process Well equipped and spacious library with e- resources Smart classes with interactive boards Training to promote E-resources & ICT Well equipped computer lab Multipurpose hall Rain water harvesting facility Waste management system Vermin compost system Generator provision allows un interrupted power supply Reprographic facility is available at subsidized rate Excellent sports facilities
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Additional Information to be provided by Institutions opting for Reaccreditation/ 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?
The previous peer team made the following observations that were very positive which is sustained throughout these years The college has adequate physical infrastructure facilities for the conduction of various curricular and co curricular activities Institution is provided with separate spacious classrooms, laboratories for psychology, Technology and ICT College has separate health education room with fitness equipment and large spacious ground for outdoor sports activities Institution continuously augments its infrastructure to keep pace with the academic growth Campus is pollution free and well maintained by recycling of waste and using it as manure for the garden Infrastructure of the campus is put to optimal use for the quality of education Labs are well equipped with teaching learning materials College helps their sister institutions with learning resource materials The library is fully functioning with partial computerization and internet facility is made available Computer lab has 12 computers with broad band connection Library, staff room, office room and students have access to internet College arranges the academic programmes for the professional growth of the faculty Library has separate career corner and book bank facilities Adequate reading room facility available for students The library has around 21425 books on various subjects and it subscribes 83 periodicals/journals/magazines
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Evaluative observations Action Taken Given the number of students admitted After the last accreditation all the staff by the institution, the institution is positions have been filled to rectify short of staff at present the shortage of staffs. Foreign Journals are less in Number New journals have been subscribed Library is Partially computerized Steps have been taken to fully computerize the library The college does not have a canteen Rectified the deficiency of the canteen in the college by providing special arrangements for refreshments to the staff and students of the college
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? After the assessment and accreditation of 2007, the college has taken remarkable steps to enhance the quality of infrastructure and learning resources. The college management is always supportive to update the existing facilities for teaching-learning process. Construction of new storey and re- construction of library and computer lab is the best examples of the enthusiasm of the management. The college has broadband internet connections, wifi, DELNET and N - LIST. So Internet access is very easy and is made available free of cost enabling the students and faculty to access so many e-journals and e-books. Updating and maintaining separate website for the college makes it possible to provide necessary information to all those who are seeking any information about the college. Most of the administrative transactions such as student’s e-grants, scholarships, pay role management are computerized. The students’ continuous and comprehensive evaluation is recorded making use of the spread sheets prepared by one of the faculty members.
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Adequate toilet and washing facilities are provided to staff and students. In all the three levels, in one toilet each sanitizers are fitted for hygienic disposal of sanitary pads. With the help of PTA fund two water coolers having ozone purification facility was established in the second and third floor whereas one Voltas cooler was placed near the canteen area. The largest cooler is also have the facility for hot water. The college has taken initiatives to build a third storey of the building with the capacity of two class rooms, two science labs, auditorium and toilet facilities. All these classes are equipped with computer, O H P and L C D. Various committees like college council. I Q A C etc ensure constant augmentation, maintenance and optimum use of the infrastructure to keep pace with the academic growth of the institution. There is a separate rest room facility for the students besides the Special arrangement for canteen. Separate toilets and dining area are arranged for all the staff rooms and principal’s room. The library is partially automated with all the facilities. Installed TV monitors in the class room, and all the class rooms are equipped with visualisers and O H P facilities. The research and publication centre, though not recognized by M G University is fully functional at college level as the research forum activities are conducted efficiently here. It is also serving as a centre of publications of the college.
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Criterion V Student Support and Progression
5.1 Student Progression
5.1.1 How does the institution assess the students’ preparedness for the programme and ensure that they receive appropriate academic and professional advice through the commencement of their professional education programme (students’ pre-requisite knowledge and skill to advance) to completion? The students’ preparedness for the programme is ensured primarily through informal talk during the admission interview, course induction programme, tests to assess entry level behaviour, talent show, self-introduction and collection of students’ profile. The mission, vision, objectives and scope of the programmes are explained comprehensively on the first day of every academic year, in the induction meeting attended by all the staff, students and parents. In the beginning itself the institution conducts orientation programmes to the students for providing appropriate academic and professional guidance also. Prospectus/ Handbook is published regularly. It is through the Handbook that the student gets the overview of the college and they come to know about their evaluation pattern, the rules and regulations to be followed in the Institution and also about the various committees and councils present in the institution. They can also understand about the facilities which are also available at the institution and the pedagogy to be followed. The institution used to assess the entry level behaviour using inventories and tests to know the areas of their interest, aptitude for teaching and other similar traits. Student teachers are given opportunities to exhibit their talents in different art forms individually and in groups. At the beginning of the course a self- introduction programme is organised to provide an opportunity for the students to get acquainted with each other. A student profile is collected from the students through which the personal details, past accomplishments, strengths and weaknesses of the teacher trainees are known by the faculty members.
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5.1.2 How does the institution ensure that the campus environment promotes motivation, satisfaction, development and performance improvement of the students?
The natural, physical, social, cultural and emotional environment of the college is very cordial and cooperative which is congenial for the intellectual advancement of the students. The Institution offers good academic environment provided by a team of dedicated and qualified teachers who make the environment inspiring and conducive for learning. The warmth and welcoming nature of the faculty make them approachable and hence the students feel at home. In addition to the above, as the faculty is keen to gather oral as well as written feedback from the students, alumni and PTA, effective and favourable measures and modifications are being made promptly. The good infrastructural facilities that include subject laboratories, computer lab, library, seminar hall, physical and health centre, SUPW workshop and the play grounds in the campus are conducive for carrying out varied activities that shall ensure the alround development of personality of the learners. Proper academic guidance such as mentoring and remedial instruction are provided to student teachers, whenever needed to bring out optimum performance. Provisions for skill training, health care, social service, research work and entertainment are incorporated effectively in the curriculum transaction through proper planning at the time of preparation of academic calendar. Students are motivated and encouraged by allowing them to orgainse, conduct and participate in various academic and co curricular activities of the college, other colleges, universities and other agencies. The students are recognised in the general assembly by giving certificates, trophies, medals and endowment prizes and displaying their names on the notice board for their outstanding performances in non academic as well as academic activities. The college motivates the students by offering prizes, certificates and endowment awards for their outstanding performances in scholastic and co-scholastic streams. They are appreciated and honoured in the morning assembly as well.
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5.1.3 Give gender-wise drop-out rate after admission in the last five years and list possible reasons for the drop out. Describe (if any) the mechanism adopted by the institution for controlling the drop out? The dropout rate in the institute after admission is negligible. The college has been giving counseling to the students from the beginning and if necessary the parents are also ensured of the importance of completing the course successfully. The reasons for drop-out are employment, higher studies, pregnancy and health related problems. A gender wise dropout rate after admission for the last 5 years is given below:- Year Girls (%) Boys (%) 2009-2010 2.05 0 2010-2011 0 0.007 2011-2012 2.1 0 2012-2013 4 .86 0.69 2013-2014 2.1 0
5.1.4 What additional services are provided to students for enabling them to compete for the jobs and progress to higher education? How many students appeared/qualified in SLET, NET, Central/State services through competitive examination in the last two years? The faculty members of the college give consistent counselling to the students and the resourceful library enables them to compete for jobs and pursue higher studies. There is a placement cell which helps the students in seeking jobs. One faculty member is in charge of it. The cell also arranges personality and communication skills development programmes and carrier talks. Number of Candidates Qualified Year NET SET Others 2011-12 4 3 0 2012-13 12 17 4 2013-14 2 Result awaiting 1
The college library has ample reference materials for competitive exams like NET, SET, KTET and also subscribes career magazines and periodicals like Thozilvartha for job prospects.
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5.1.5 What percentages of students on an average go for further studies/ chooses teaching as a career? Give details for the last three years? A better percentage of students of our institution choose teaching as their career and the others go for higher studies as M. Ed., M. Sc., M. Phil., and Ph. D. in their concerned disciplines. Very few students go for other employment. Details of last three years are as shown in table. Details 2010-2011 2011-2012 2012-2013 Higher Education 29 24 26 Employment 8 12 9 Teaching 63 64 65
5.1.6 Does the institution provide training and access to library and other education related electronic information, audio/ video resources, computer hardware and software related and other resources available to the student teachers after graduating from the institution? If yes give details on the same
The college provides all the facilities to our students – teachers after graduating from the institution in the following manner.
Guidance is given to the alumni for higher studies including research. Alumni often visit our college seeking academic guidance for higher studies and job information from our faculty members and placement cell. Alumni can access the resources from library, e-journals, computer and internet facilities after getting prior permission from the principal.
5.1.7 Does the institution provide placement services? If yes, give details on the services provided for the last two years and the number of students who have benefited. The College provides placement services to the students One faculty member is in charge for placement programme The placement cell of our college is actively involved in searching out the vacancies in different government/ aided/ self- financing schools. The subject wise vacancies in various newspapers, classifieds are sorted out and the notifications are exhibited at the career corner.
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Campus interviews are conducted towards the end of the academic year and students are selected by various schools as per their requirements. The details of services provided through Placement & Guidance Cell are given below:- YEAR No. OF STUDENTS EMPLOYED
2012-2013 15
2011-2012 8
5.1.8 What are the difficulties (if any) faced by placement cell? How does the institution overcome these difficulties?
The difficulties faced by the Placement Cell are The B.Ed course commences in November and ends in October and the results are declared for in the middle of January, whereas school academic year starts during the month, June. The advertisement for teacher recruitment is usually done during summer vacation in private schools. The Institution overcomes the difficulties by assessing the students during the course of study and recommend to recruiters. The eligible teacher students are provisionally selected subjected to the results and offered employment. Majority of students’ intake in B.Ed. programme is women. The women candidates appeared for interview often express their concerns to go out of the state. This problem is solved by ensuring proper and secure accommodation facilities and reasonable payment to the selected candidates.
5.1.9 Does the institution have arrangements with practice teaching schools for placement of the student teachers? The Placement Cell always remains in touch with the practice teaching schools were student teachers undergo teaching practice and the students are given placement in these schools if vacancies exists there. Very often the school authorities enquired informally about the competent students to be accommodated as guest teachers on temporary vacancies.
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5.1.10 what are the resources (financial, human and ICT) provided by the institution to the placement cell? The Institute has established a Placement Cell and has provided financial, personnel and ICT facilities for the same. Every year one of the faculty members is assigned the responsibility of co-ordinating the placement activity who takes full responsibility in matters relating to campus recruitment, notice board display, informing student teachers about the schools and date of interview, preparing subject wise list of students, makes arrangement for campus interview, sending reply to the schools through post and mail etc. The college provides financial support to the placement cell to gather information and maintain the records and provides hospitality to the panel members of selection committee of placement interviews. Funds are allotted for subscribing career magazines and for conducting training in competitive exams. The classes are re-scheduled and classroom facilities are provided to enable the students to take the classes in front of the panel of selection committee. Students can make phone calls from the college office to communicate with various schools to conduct campus interview for the effective transaction of the student teachers. A computer with internet facility is available for the faculty to send mails and to prepare list of students.
5.2 Student Support
5.2.1 How are the curricular (teaching- learning processes), co-curricular and extracurricular programmes planned, (developing academic calendar, communication across the institution, feedback) evaluated and revised to achieve the objectives and effective implementation of the curriculum?
The Institute prepares an academic calendar for curricular, co-curricular and extracurricular programmes of each academic year in tune with M. G. University calendar to achieve the objectives and effective implementation of the curriculum under the supervision of IQAC.
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Planning Every year the faculty members jointly prepare the academic calendar after a thorough discussion in the staff council and IQAC and plan all activities for the whole year as per the university guidelines before the commencement of the academic programme. Each staff member prepares a weekly plan named as the Course Coordinators Diary. The co-curricular activities to be carried out during the year is identified under the guidance of various clubs and a plan of action to be followed is prepared by the respective committee under the supervision of the staff co-ordinators in-charge of each club in consultation with the students union. Evaluation Each programme is evaluated immediately after it in the staff council and in the concerned clubs. The overall evaluation of all the programmes is done in an exhaustive manner in the concluding session of the students union and in the staff council. The comprehensive evaluation of the curricular and administrative aspects of the institution including the performance of the teachers and the non teaching staff is done towards the end of the year by collecting the students’ feedback.
Revision The academic calendar is revised strategically on the basis of previous year’s experiences and the feedback from the various stakeholders is taken into account for modifying the plan of action for successive years. Revision in curriculum is normally done by the Board of Studies of the University.
5.2.2 How is the curricular planning done differently for physically challenged students? The institution takes care of physically challenged students. They are advised to sit on the first row so that they can see, hear and communicate with teachers easily. ICT facilities are provided for their curricular activities provision for recording the class providing peer mentors providing soft copy of learning materials
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alternate arrangements for the completion of practical works like relaxation in time of submission, helping them to prepare teaching aids etc. provision of scribe and extension of time for public examination guidance and counselling to help him/her to face problems and to enhance their self concept. the practice teaching schools are arranged according to their convenience
5.2.3 Does the institution have mentoring arrangements? If yes, how is it organised? The Institute has mentoring arrangements. All the faculty members guide the student teachers, finds out their strong and weak points which they do through informal contacts with the wards and provide necessary academic and personal counselling individually. The college also has following arrangement:-
Mentoring: The students of the college based on the option have a mentor for helping the students to solve their problems (Educational, Social, Personal, Emotional and Spiritual).
Counselling Cell: The college has counselling cell for the counselling of students if they face any problems (Educational, Social, Personal, Emotional and Spiritual). The cell has mentor (teachers) who have gained professional degree in guidance and counselling.
Women Cell: The college has a working women cell to solve the problem of female students and this has a mentor (female teaching staff) to ensure the security both physical and emotional. Also the college union has an elected lady representative to address their problems to the authorities.
SC /ST Monitoring Cell: One of the faculty members is in charge of SC/ST monitoring cell and she takes care to attend the problems of SC/ST students viz. Stipend, scholarships etc.
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5.2.4 What are the various provisions in the institution, which support and enhance the effectiveness of the faculty in teaching and mentoring of students?
To make the teaching and its preparation efficient and effective the faculty is provided with the latest technological gadgets like laptop for all, LCD projectors, OHP, Interactive White Boards and the facilities like internet, N-computing, reprographic services and facilities for video production and editing.
The teachers are encouraged for attending various faculty development programs including Workshops, Seminars, Talks and Conferences for competency building and fuelling their effectiveness in technological skills, mentoring skills, research skills and various aspects of their multi task performance. Teachers of the college also attend Orientation and Refresher Courses organized by the UGC-Academic Staff College of different Universities.
5.2.5 Does the institution have its website’? If yes, what is the information posted on the site and how often is it updated? The Institute has its own website www.snmtrainingcollege.org . The information about vision, mission, objectives, location of its campus and contact details, details of the management and faculty, the courses offered by the college, overall information about the infrastructure and student support facilities available at the college is posted on website. The information is being updated on website from time to time. In between if any urgent information is to be posted, it is done immediately.
5.2.6 Does the institution have a remedial programme for academically low achievers? If yes, give details. Students’ performances in the test are continuously monitored and the low achievers are identified after the first few assessments. The remedial instructions and necessary interventions are taken wherever necessary, by the mentor teachers. Extra classes are offered for making study more precise and clear. Specially arranged sessions including supervised study, group study, peer tutoring and retest are organised for weaker students.
5.2.7 What specific teaching strategies are adopted for teaching a) Advanced learners and (b) Slow Learners
The special strategies adopted for teaching
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Advanced Learners: Advanced learners are assigned with lot of opportunities to share the knowledge and potentialities by acting as peer tutors and are encouraged to perform better and lead the group. They are also assigned extra responsibilities of a group. Their study is mediated by providing extra work relating to curricular and co-curricular activities thereby channelizing and using their talent & creativity in other constructive works relating to course. The academic work includes assigning additional tasks like preparation of powerpoints ,e-contents, question banks, presentation of seminars and the like. Advanced learners are helped to enhance their knowledge through library reading and through the use of web and multimedia resources. They are given the responsibilities of different committee’s like student union, cultural & sports club, science club, eco club, women cell, grievance redressal cell, magazine committee etc where by their leadership qualities are enhanced.
Slow Learners: There are academic counselling programmes to help the slow learners to shed their inhibitions. Personal care and one-to-one counseling is done for the slow learners by their mentors. The slow learners are guided to prepare for the examination by going through previous years question papers. Special attention is paid to them to get over their difficulties and remedial measures are taken to improve their proficiency. Slow learners are grouped along with advanced learners and bring them at par with normal one.
5.2.8 What are the various guidance and counselling services available to the students? Give details. The college focuses on the overall personality development of the student teachers. The college provides the following services to help the students to solve their problems- educational, vocational, personal, social, emotional and spiritual.
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Guidance and Counselling Cell We have a guidance and counseling cell that provides personal, vocational and other guidance services to the students. The cell functions under the supervision of qualified and competent teachers. A special room is arranged for the purpose. The students usually utilise the guidance and counselling facitities to solve issue related to academics, adjustment, relationships, marital discord, family matters, career choice etc.
Career guidance service Career guidance services include organising skill development classes, communication and soft skill classes and the like. Employment opportunities are brought to the knowledge of the students by means of career corner that is maintained in the library. This provides information about courses offered by various institutions as well as universities and the job prospects of these courses. It also provides news updates about various competitive examinations in and outside the state.
Grievance redressal cell The grievance redressal cell generally discusses the issues expressed by the students, teachers as well as non teaching staff.
5.2.9 What is the grievance redressal mechanism adopted by the institution for students? What are the major grievances redressed in last two years?
The grievance redressal cell is operating in the institution from the academic year 2004-05 onwards. The students and staff can express their grievances in writing through grievance redressal box which is maintained in a common area. For redressing the major grievances of the students, Grievance Redressal Committee has been formed in the college. The grievance redressal committee examines the grievances and solutions are suggested whenever needed. However, if some grievances are not solved at the college administration level, then those are forwarded to the Management of the institution to take necessary action in that regard. The minor grievances are solved by faculty members or committee in-charge at their level through mutual cooperation and consent.
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In the last two years no major grievances from the students had to be addressed by the institution. However some of the grievances expressed and the solutions implemented during the last 2 years are low internet speed New internet connection with 10mbps connectivity was established in collaboration with the Ministry of Human Development. Established firewall protection device and other necessary softwares in the whole institution. Inconveniences due to construction activities in the campus The building construction was completed quickly by increasing the number of workers. Lack of internet terminals in the classroom Established N computing devices in all classrooms so that students can access internet within their classrooms. Insufficient pure water Established water purifiers at all the floors of the building.
5.2.10 How is the progress of the candidates at different stages of programs monitored and advised? Academic Progress: Continuous monitoring of the academic progress of the students is done through daily classroom observation by the teachers and by means of class tests, seminars, assignments, projects, internal viva-voce etc. The pre practice teaching and practice teaching performances of the students along with their teaching manual and teaching aids are evaluated by the optional subject teachers and are recorded. The accomplishments of the students in other practical works including case study, Art Education, Health and Physical education are monitored steadily by the teachers in charge. The co curricular activities Participation in Morning Assembly, various competitions and awareness programmes is encouraged. Other than this, students organizes different arts fest competitions as Slogan Writing, Poster making, Mehandi Designing, Quiz, Card Making, Flower arrangement, Poetic recitation, dancing and singing etc. Expert judges in the concerned domains as well as faculty
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5.2.11 How does the institution ensure the students’ competency to begin practice teaching (Pre-practice preparation details) and what is the follow-up support in the field (practice teaching) provided to the students during practice teaching in schools?
Pre practice teaching All the theoretical knowledge regarding the methodology and pedagogy of teaching are provided to the students by using suitable strategies. The institute ensures the students competency at the beginning of the teaching practice through individual seminar presentations, micro teaching lessons and simulation. They are supposed to practice at least three micro teaching skills, prepare a minimum of 5 discussion lessons, observe 5 demonstration classes, and execute criticism lessons before the commencement of practice teaching program. The criticism classes of each student is discussed and debated in the class with respect to criteria of teaching competence and are properly recorded by each student before entering into practice teaching phase. The students are given thorough training in the models of teaching.
Practice teaching Before practice teaching, student teachers are given special attention for helping them in dividing the content to be transacted into individual lessons, for writing lesson plan, and for the selection and preparation of appropriate teaching aids. Student teachers are assigned different schools for teaching practice by considering their convenience also. During practice teaching period, Student-teachers in B.Ed. are required to take a minimum of thirty lessons along with three lessons in Health & Physical Education. The supervising teacher as well as peers observe the classes and make discussions and give appropriate feedback. Teacher educators also observe the classes of student teachers and give necessary feed back to the students. The students meet the teacher educators in the college on every Saturdays for the approval of lessons plans and other tasks for the successive week. Evaluation by the supervising teachers of the teaching practice schools is recorded in specially prepared evaluation schedule. The observations of the supervising teacher, teacher educator, physical education director, M. Ed trainees, heads of the schools and Principal of the college enable the students to spell progress in their teaching competence. The reflections
159 ______SNM Training Collge, Moothakunnam and responses recorded by each student teacher after their classes makes teaching as a reflective practice and there by adds momentum to the ensuing performance. The practice teaching program also help the student teachers to get acquainted with the auxiliary activities like organisation of co curricular activities including arts fest and sports meet, mid day meal program, maintenance of various registers like attendance register, arranging seminars and projects, construction and administration of achievement tests. Besides, our student teachers used to prepare student magazines compiling the works of the school students at their practice teaching schools. This acted as a powerful instrument in nurturing the creative vision as well as articulating skills.
Post practice teaching At the very beginning of the post teaching practice phase the student teachers are asked to prepare report compiling their reflections in respect of their experiences before and during practice teaching. The main foci of it being the challenges and suggestive measures regarding the preparations of practice teaching and execution of it. They have reported these aspects concerning the college as well as schools. On this ground and otherwise a creative discourse was usually conducted by teacher educators in their respective classes and affirmative suggestions were made. As part of curriculum each student has to make a statistical analysis of the test results of their achievement test which also paved way to a critical evaluation of their performance as a student teacher. Based on their experience as a teacher they are instructed to prepare the teaching aids both ICT enabled and others with correct pedagogic visualisation. Towards the end of the session each student teacher is directed to present simulated teaching performance of any topic of their choice which induces confidence and tones pedagogic skills among them.
5.3 Student Activities 5.3.1 Does the institution have an Alumni Association? If yes, The college has an Alumni Association which functions formally to provide opportunities for the former students to be in contact with the institution. The members of Alumni Association render valuable services to progress of the institution.
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(i) List the current office bearers President - Mr.Suji Augustin Secretary - Mr. K.Raveendran Deputy Secretary - Mr. H.G. Harikumar Treasurer - Dr. O.S.Asha
(ii) Give the year of the last election The Election was conducted on the year 2013
(iii) List Alumni Association activities of last two years. The Alumni is involved in Providing Academic Guidance Rendering help in extension activities Presenting endowments for highest scorers of university exam Regular meeting takes place to plan and monitor the activities and the record is maintained. Honour students and alumni members who have performed meticulously Organize seminars on topics relevant to students. Active participation in orientation program for fresher, annual day, annual sports meet etc. (iv) Give details of the top ten alumni occupying prominent position. S.No. Name Designation 1 K.V.Madanan Director of Public Instruction (Rtd.) 2 P.R.Rajagopalan Joint Registrar, Cochin University of Science &Technology(Rtd.) 3 P.K.Aravindakshan Rtd.Scientist 4 Dr.M.G.RameshBabu HOD, Department of Zoology, SNMC Moothakunnam 5 Shinemon Deputy Director of Education, Ernakulam 6 SureshBabu.K. Principal, Higher Secondary School, Thalassery
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7 Dr.Milon Franz Assistant Professor, St.Xavier’s College,Aluva 8 Dr.Adarsh.C. Assistant Professor, Sree Kerala Varma College,Thrissur 9 Jijo Cyriac Chief Reporter, Mathrubhumi, Kochi 10 K.G.Pradeep Principal, SNMHSS, Moothakunnam
(v) Give details on the contribution of alumni to the growth and development of the institution The Alumni Association contributes towards development of the college by offering all forms of support services of the institution. The annual alumni meet is held every year on the second Saturday of January, which is a spectacular event when the members from different batches gather together to share their experiences and express the concerns for their Alma mater. Many of former students enthusiastically participate in the annual meet every year.
Alumni offer their healthy suggestions for institutional development in the meetings. Alumni share their experience with students during orientation program. The members of the Alumni Associations organise and actively participate in seminars and other activities arranged for trainees. The alumni association honors the students, teachers or the alumni members who have made notable accomplishments during the year. Its members serve the college as resource persons in scholastic and co-scholastic activities They extend help by giving demonstration classes to the trainees during the pre practice teaching sessions. Alumni play a vital role in the celebration of teacher’s day every year. Alumni association organizes seminars of experts from SCERT curriculum committee showcasing the prevailing pedagogic environment at schools before practice teaching.
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5.3.2 How does the institution encourage students to participate in extracurricular activities including sports and games? Give details on the achievements of students during the last two years. The extracurricular activities are given due importance as these are very vital in developing the students’ personality. The Staff Council schedules the common programmes to be held for the entire year during the Annual Review and Planning Meeting and the same is noted in the Academic Calendar. It is reviewed during the Staff Council regularly. The list of common programmes: Arts Festival, Sports & Games meet Literary Competitions Commemoration of Special Days-Teacher’s Day, Independence Day etc. Celebrations - Onam, Christmas etc. Convening Morning assembly Updating bulletin boards Seminars & Conferences study tour Campus cleaning Craft works Various club activities etc. The most salient feature of our competitions and extracurricular activities is that these are organized by the students under the support of the Student Union and guidance of Teacher coordinators in charge. The institution encourages the students to participate in the University fest, inter collegiate competitions, college level competitions etc. The winners are rewarded certificates, prizes, trophies and medals. They are also supported by offering financial support in the form of registration fee, TA & DA, providing the necessary equipments and costumes and at times special trainers are also made available. The faculty members in charge of the activities offer their whole hearted support in their endeavours. The student feedback on the events are gathered for further improvement.
The year wise achievements of the students are following For the Academic Year 2012-2013
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Anju Unni and Aminath Neethu participated and won prize in the Inter Collegiate Debate Competition for student teachers at Secondary level organized jointly by Dr.Sivadasan Pillai Foundation for Educational Research and Development (SPFERD) and St.Joseph College of Teacher Education for woman in collaboration with CTE ,IAEWP,IAEA, Kerala chapts in connection with international Human Rights Day (Dec 10),2010 at St.Joseph College of Teacher Education for woman,Ernakulam. As part of Sree Narayana Guru Jayanthi Celebrations conducted for college students organized by H.M.D.P. Sabha, the staff and students participated whole heartedly and the prizes won are the following ITEM PRIZE PARTICIPANTS Gurudeva Quiz First Anju Unni Jayasree Gurudeva Keerthanalapanam Second Vishnupriya Gurudeva Keerthanalapanam Third Nidhina.T.S. Elocution First Anju Unni Elocution Second Linda Thomas Essay Writing First Anju Unni Essay Writing Second Lijo.K.Jose Essay Writing Third Jitha.P. Drawing Consolation Keerthy Jacob Gurudeva Keerthanalapanam Second Saritha.V.K. (Staff)
Participated in SAM Fest organised by SAM Training College, Poothotta on 01-02- 13 for Mime, Group Song and Folk dance and won second prize for Group Song competition. For the Academic Year 2013-2014 Arun Mohan and Rafeena.C.M. participated and won second prize for inter collegiate quiz competition. As part of Sree Narayana Guru Jayanthi Celebrations conducted for college students organized by H.M.D.P. Sabha, students participated whole heartedly and Maya.E.R. won consolation prize for Gurudeva Keerthanalapanam.
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5.3.3 How does the institution involve and students to publish materials like catalogues, wall magazines, Institute magazine, and other material. List the major publications/materials brought out by the students during the previous academic session. The students are encouraged to publish their work in the College Magazine and they are also involved in the Editorial Board of College Magazine which is published at Institutional level. Moreover they publish magazines at optional level. Teacher educators encourage the student teachers to publish student magazines during their practice teaching. Most of the students prepare beautiful magazines in this respect. A bulletin board is displayed in each classroom where student’s creative talents were showcased in the form of bulletins. Some of the optional students design birthday calendar of their peers and displayed as wall magazine. The institution provides financial aid, raw material and other technological assistance to the students to encourage the students to publish material. The following works were published by the students during the year 2013-14.
1. Voyage- Commerce Club 2. Phoenix:To A New Dawn- English Option 3. Salabham- Natural Science 4. Lyceum-Social Science 5. Orion- Physical Science 6. Spandanam(monthly issues)- Malayalam Option 7. Phoenix- English Option 8. Blogs of all optional subjects 9. Commerce Dictionary 10. Mathematical Readers Dictionary for Secondary School Students 11. Math horizon- Mathematics club 12. Students Magazine –Mathematic club
5.3.4 Does the institution have a student council or any similar body? Give details on – constitution, major activities and funding. The Institute has students council in the form of model parliament, represented and formed as the Students Union. The Council is constituted through an election process as per the directives of the M.G. University, Kottayam. The members of the college union include
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Chairman Vice Chairperson General Secretary UUC Magazine Editor Arts Club Secretary Woman Representative Sports Club Secretary MEd Representative Class Representatives (7 optional subject) They function under the guidance of the staff advisor to college union, staff editor to magazine and staff coordinator of sports and games and are responsible for conducting the various activities of the College including Arts festival, Sports day, Annual tour, College day etc.
DETAILS OF PROGRAMMES UNDERTAKEN BY STUDENTS UNION Participated in the procession in varied forms highlighting the different cultures and traditions of India on 5th December 2013 in the Inaugural function of folklore fest ‘CHILAMBU 2013’,organized collaboratively by Government of Kerala and HMDP Sabha. Presented a folk song with dance named as “Parunthupattu” on 6th December 2013 in folklore fest ‘CHILAMBU 2013’. Celebrated Christmas in an glorified manner cutting Christmas cakes, crib making, message from a Reverent Father Binto Kilukkan and with many competitions like carol songs, card making, fairy queen competition etc. Participated in the cultural fest “SNM FIESTA 2014” with Garba dance, Thiruvathirakalli and also in the Ganamela organized by HMDP Sabha,Moothakunnam as part of SNM Temple Festival from 10th January to 20th January. Union and Arts club Inauguration is done in a colourful manner by Prof.M.K.Sanu, famous Malayalam writer and by Surabhi famous Cine artist respectively and there after the arts competitions were organized so as to develop and promote the innate talents of students. Encourages students to participate in various quiz competitions and cultural events organized on and off the campus.
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They also promote the participation of students in sports by providing all the help needed for them to participate in the competitions like Sports Annual Meet 2014 and also in the inter collegiate competitions. Celebrate all the important days like Independence day, Republic day, Teachers day, Science day, Environmental day. Every year college organises “Azhikode Anusmaranam” on the death anniversary of Sukumar Azhikode the famous orator and writer of Malayalam who was the former principal of the institution. The college union extends its help by rendering services for the Annadhannam and Prasadhaootu organized by the SNM Temple which serves food for more than 3000 people. The college union extends its help by providing volunteers for the Science fair and youh festivals organized in the near by schools. Onam is celebrated in a befitting manner with various competitions like pookala malsaram, payasam making, malayali manka, sundarikku pottukuthal,appam kadi and uriyadi for both students and staffs. Sree Narayanna Guru Jayanthi is celebrated along with the management by participating in procession and in different competitions. Extended the resourses and the faculty expertise for the summer camp ‘Shrishti-2014’for High School Students organized by Samanwaya Youth Consortium Campus Cleaning Study Tour Collaborates with the different cells and clubs of the college for its effective functioning.
5.3.5 Give details of the various bodies and their activities (academic and administrative), which have student representation on it. The institution has various bodies which has representation of students for academic, co-curricular and administrative levels. The names of the bodies Committees are given below:- IQAC Ethics Committee College Union College Magazine Committee
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Cultural club Grievance Redressal Committee Literary club Anti-ragging cell Tourism club Women’s Cell SC/ST Monitoring Cell Extension Club Mathematics Club Social Science Club Commerce Club Natural Science Club Science Club Students organise and take part in all the activities arranged by the respective clubs and associations.
5.3.6 Does the institution have a mechanism to seek and use data and feedbackfrom its graduates and from employers to improve the preparation of the programme and the growth and development of the institution? Yes, the institution has a well built mechanism to seek feedback from various stakeholders. The managing council of the institution conducts meetings periodically to seek feedback and put constructive suggestions for the well functioning of the institution. The top officials of the management, other well wishers from sister institutions, and other personals from the management participate in the meeting and discourse the various aspects of the performance of the institution. Feedback from student teachers during their programme and at the end of the programme is collected and analysed by means of a well designed proforma. Programme evaluation with special emphasis to courses, teaching performance, instructional facilities, ICT facilities, library resources, and the like are included in the set proforma. A critical evaluation and discussion are conducted in the staff council in this regard.
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A set proforma for the evaluation of administrative wing of the institution also executed. The suggestions evolved from this evaluation are regularly implemented. During alumni meeting feedback and informal discussion are made with regard to the smooth functioning of the institution.
5.3.7 Does the institution have a mechanism to seek and use data and feedback from its graduates and from employers to improve the preparation of the programme and the growth and development of the institution? Feedback from the graduates and employers are collected orally during the Alumni meeting to improve the preparation of the programme and the growth and development of the college.
5.4 Best Practices in Student Support and Progression 5.4.1 Give details of institutional best practices in Student Support and Progression? The Institute conducts best practices in Student Support and Progression. Participation in morning assembly and various co-curricular/ extension activities is mandatory for all students. Students’ representation in various committees. Use of student-centered teaching learning approaches like group discussions, class quizzes, seminars, team teaching, etc. Suggestions and complaints from student are heard. Medical and first aid facility. Mentoring arrangement for students to promote peer group learning. Feedback on class, unit test and in house exams. Remedial program for slow learners/ low achievers. Special coaching for high achievers. Book bank for poor and needy students. Issue of library books for examination period. Add-on courses in Guidance and Counseling and Educational Technology. Establishment of career corner with sufficient materials. Free unlimited internet facilities to all inmates of the institution. Adequate facilities for reprography and computer print out at nominal rate. Active participation in community linked cultural programme collaborating with sister institutions. Guest lectures on pertinent topics are organized for students.
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Additional Information to be provided by Institutions opting for Re-Accreditation/ Re- Assessment 1. What were the main evaluative observations made under Student Support and Progression in the previous assessment report and how have they been acted upon?
The NAAC Peer Team positively mentioned on the Student Support practices of the college. We continue to follow these practices under Student Support and Progression till present. However the suggestions given by the NAAC peer Team were included immediately. The prime suggestions under this criterion were To take up action research studies to improve institutional functioning. To organize regular meeting with the principals of practice teaching schools
2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation? The quality sustenance and enhancement measures undertaken after the previous assessment are: Students’ hostel was constructed with the assistance of UGC . Separate suggestion box and complaint box were established as per the recommendations of the previous peer team. Regular meeting with the Heads of Practice teaching schools are arranged particularly during the luncheon meeting of B.Ed Practical Examination. Action Researches were undertaken to improve institutional functioning and class room practices. Add-on courses in Guidance and Counseling and Educational Technology were introduced. Free unlimited internet facilities are provided to all inmates of the institution. Adequate facilities for reprography and computer print out at nominal rate are provided to students.
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CRITERION VI
GOVERNANCE AND LEADERSHIP
6.1 Institutional Vision and Leadership
6.1.1. What is the institution’s stated purpose, vision, mission and values? How are they made known to the various stakeholders?
The purpose, vision, mission and values are made clear in the college calendar and college website. They are detailed as follows
Purpose
To develop competent and committed teachers.
To develop teachers who uphold the value of universal brotherhood and nonviolence & offer value education to the pupil. To familiarize the prospective teachers with global trends in technology and environment education. To inculcate in the teacher trainees the skills and attitudes to serve the community and nation. To equip the teacher trainees to help the progress & prosperity of the locality & backward community by providing quality education. To inspire the teacher trainees to propagate the idea of educating the pupils for liberation form ignorance, poverty and superstitions. To make upswings in the pedagogical functions of our institution in tune with I C T, media and culture. To strengthen the teacher education programme by adopting innovative policies and multipronged strategies and practices.
Vision
“Avanavan Atmasukhathinacharippava Aparanu Gunathinayvarenam ”
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Mission
We try to spread the reverberation of the words ‘Vidyakondu prabhudharakuvin’ that served as a panacea to instill pride &self confidence in the minds of the downtrodden and outcasted sections of people of our state in the 19th century, to the young minds of 21st century.
The ushering in of an integrated and mature personality who always upholds the values of universal brotherhood and sustainable progress of humanity is the ultimate mission of our institution
Values
Universal peace Harmony and brotherhood Sustainable human progress are the values upheld by the institution since its inception.
The purpose, vision, mission and values of the institution are made known to the various stakeholders through college website, handbook and calendar, orientation to teachers, students, administrators and parents, alumni and through various activities we conduct in the institution.
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 mission address the needs of the society, the students it seeks to serve, the school sector, education institution’s traditions and value orientations
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 college development council act as an advisory body suggesting not only the need for development of the infrastructure utilising the college development fund but also provides the directions for organisation of and participation in various co curricular activities of every year. To boost the overall standard of the institution, the
172 ______SNM Training Collge, Moothakunnam management committee as well as the college development council adopt the following measures.
Evaluate the functioning of the institution Take immediate actions to solve problems related to the institution Maintain a good relationship with all stakeholders of the institution Recommend the names of students to be appointed in management quota Give financial support for the development and maintenance of infrastructure facilities Encourage staff in participating professional development and training programmes and to take up research works Organise and conduct various training programmes, seminars, conferences etc. Discuss the plan of action with the staff members Ensure the effective utilisation of financial and human resource management
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?
Specific works and responsibilities are assigned to teaching and non-teaching staff. The faculty members are assigned with the charges of various clubs and committees. Periodic meetings of the staff with the head of the institution and management ensure smooth functioning of the institution year round.
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?
The feedback of the student teachers about the performance of teaching and non- teaching staffs, infrastructure facilities, academic activities etc. is collected using evaluation proforma. The regular meetings of college development council also help in this regard. Grievance redressal cell is implemented to get periodic and immediate feedback of the students related to the functioning of the college.
6.1.6. How does the institution identify and address the barriers (if any) in achieving the vision/mission and goals?
The barriers in achieving the vision and mission of the institutions are identified by getting frequent feedback from all the stake holders like
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Students Teaching and non-teaching staff Parents Administrators Management External examiners Experts Staff of schools selected for practice teaching Local people and the like.
6.1.7. How does the management encourage and support involvement of the staff for improvement of the effectiveness and efficiency of the institutional processes?
The management has a good relationship with the staff of the institution which facilitates the interaction among the staff and management. The management is always ready to support the innovative programmes conducted by the institution and to encourage the staffs behind such endeavours. The management is keen to provide maximum infrastructural facilities for the smooth functioning of the institution. Provisions are made for sharing the resources among the sister institutions which are situated nearby. If occasions demands managements also offers financial assistance to organise various training programmes. The staffs are encouraged to participate in different seminars, workshops, training programmes etc.
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 head of the institution act as a link between the management and the staff of the institution. The role of the head of the institution in governance and management are given below
monitoring the effective implementation of academic activities Motivating staff and students in discharging their duties and responsibilities effectively
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Organising various training programmes and also encouraging the staff to undergo the training programmes. Maintaining a good relationship with different stakeholders of the institution Preparation of action plans for the development of the institution in consultation with the staff. Ensuring the maintenance of democratic atmosphere in the college Ensuring the proper functioning of different clubs and committees in the college by assigning duties to different staff. Takes a leading role in organising the curricular and co-curricular activities Monitoring the implementation of the activities as per the academic calendar prepared at the onset of every new batch. Maintaining good relationship with students by arranging all the infrastructure facilities within the limitations and encouraging to organise co curricular activities judiciously. Implementation of add-on courses with the help of co-ordinators. Judicious allocation of fund for different activities Ensuring the distribution scholarships and grants to the students. Serves as mediator between staff and management ensuring smooth administration.
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6.2 Organizational Arrangements
6.2.1. List the different committees constituted by the institution for management of different institutional activities? Give details of the meetings held and the decisions made, regarding academic management, finance, infrastructure, faculty, research, extension and linkages and examinations during the last year.
Name of the Committee Major Decisions and Actions
Completion of new classrooms funded College Development Committee by UGC and implementation of new infrastructure facilities
Preparation of action plans for each IQAC academic year, organising training programmes.
Automation of library and shifting of Library Advisory Committee library to new renovated building
Ensuring the functions of anti-ragging Discipline committee cell and ethics committee and formation of surprise inspection squad
Planning and implementation of Staff Council curricular and co-curricular activities
Setting up of grievance redressal boxes Grievance Redressal Cell and suggesting remedial measures
Celebration of important days, planning and execution of co-curricular activities, Student union magazine release, informing the needs and complaints of the students to authorities etc.
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Setting up of bio-gas plant and water PTA coolers
Conducting minor research projects, assistance to M. Ed. students in conducting research, identifying and Research Forum satisfying the needs of faculty members doing Ph. D, ensuring the peer reading of the papers to be sent for publication.
Preliminary steps for the publication of a Publication Wing journal. Published 3 books and two journals.
Equipping students to face different competitive exams like NET, SET, K- Placement Cell TET, publishing news about jobs in the notice board, maintaining a career corner in collaboration with the library.
Arranging Alumni meet on every second Saturday of the month of January, Alumni Association offering assistance in the improvement of infrastructure.
Arranging cultural programmes as part of different celebrations in the college. Cultural Club Preparing students for programmes and competitions outside 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.
HINDU MATHA DHARMA PARIPALANA SABHA
PRESIDENT
SECRETARY
MANAGER TO EDUCATIONAL INSTITUTIONS
SABHA MANAGERS
EXECUTIVE COMMITTEE
COLLEGES’ MANAGING COLLEGE DEVELOPMENT COUNCIL COMMITTEE
PRINCIPAL
ACADEMIC ADMINISTRATIVE
IQAC ADMINISTRATIVE STAFF COUNCIL
TEACHERS’ COUNCIL PLANNING BOARD
STUDENTS’ PURCHASE COUNCIL COMMITTEE
BUILDING COMMITTEE
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6.2.3. To what extent is the administration decentralized? Give the structure and details of its functioning.
Administration of the institution is organised based on the principles of decentralisation. It is made possible by the appropriate and efficient organisation, implementation and evaluation of the activities by the various academic and administrative bodies mentioned above.
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 college keeps a good relation with other co-operating schools, organizations and sister institutions to improve the quality of educational programmes. The collage shares its resources with other institutions especially with sister institutions. The students of B Ed and TTI used to organise exhibitions for the pupils or neighbouring schools and conduct sports meet and art competitions for them. Besides we are providing facilities to the pupil of nearby schools, colleges and clubs venue for practice and conduct of competitions. Facilities are provided to the students for stay and drinking water.
The college tries to satisfy the needs of the schools selected for practice teaching The students are directed to donate their teaching aids to the schools they selected for teaching practice Experts from other institutions and organisations are invited for delivering lectures and the faculty members also serve as resource persons and invited speakers for various meetings and occasions. The faculty members serves their role in B. Ed. and M.Ed. curriculum restructuring The faculty members participates in various activities conducted by other institutions
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Students are encouraged to visit various organisations and institutions with relevance
6.2.5. Does the institution use the various data and information obtained from the feedback in decision-making and performance improvement? If yes, give details.
Yes. The institution obtains feedback from students, staff, authorities of practice teaching schools parents and alumni members. They are analyzed by a team of teachers to identify the positive and negative aspects and forms suggestions for improvement. The institution is keen to implement the suggestions from these feedbacks properly in the next academic year.
6.2.6. What are the institution’s initiatives in promoting co-operation, sharing of knowledge, innovations and empowerment of the faculty? (Skill sharing across departments’ creating / providing conducive environment).
Periodical meetings of the faculty members Peer discussion about common topics in the curriculum Discussion related to refresher courses, orientation courses, seminars, workshops etc. among the faculty members Conducting student evaluation with the co-operation of all staff members Performing the duties during different activities as a joint venture Conducting and participating in the activities of different departments Taking up research projects jointly Discussion about the recent advancements in the field of education
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 an MIS in place and its activities includes the following
Online B. Ed. and M. Ed. admission Preparation of internal marks using software
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Online submission of internal marks Salary bill submission through SPARK e-grant facility provided to students Recording and storage of college activities Storage of different publications like class magazines in digital format Updating college website with latest information
6.3.2. How does the institution allocate resources (human and financial) for accomplishment and sustaining the changes resulting from the action plans?
The action plan is executed by the staff members under the leadership of principal. Students will also play their roles in such activities. The management is keen to provide support whenever necessary.
6.3.3. How are the resources needed (human and financial) to support the implementation of the mission and goals, planned and obtained?
The financial resource of the college includes government grants, UGC grants, developmental fund, PTA fund and the contribution of the management. The human resource is contributed by the staff, students and representatives of the management. The allocation of these resources to support the implementation of the mission and goals is planned and obtained by the combined efforts of all stakeholders of this institution.
6.3.4. Describe the procedure of developing academic plan. How are the practice teaching school teachers, faculty and administrators involved in the planning process?
The academic plan for an academic year is prepared by the faculty members based on M. G. University curriculum at the start of every semester after discussion in the teaching staff council meeting. An academic calendar based on this plan will be prepared and distributed among the students
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The faculty members are assigned with various responsibilities based on this academic plan The facilities of the schools selected for practice teaching will be discussed with school authorities before sending the students to schools. The practice teaching section is planned in such a way that suit with the academic activities of the selected schools. The suggestions from practice teaching schools are considered for the improvement of the performance of the college.
6.3.5. How are the objectives communicated and deployed at all levels to assure individual employee’s contribution for institutional development?
The objectives are communicated to the staff through staff meetings, handbook, website, IQAC meetings, meetings of various committees and notice issued by principal. Each employee is clearly informed with the duties and responsibilities assigned to them.
6.3.6. How and with what frequency are the vision, mission and implementation plans monitored, evaluated and revised?
The vision, mission, objectives and implementation plans are monitored and evaluated during meetings of staff, management, management council, IQAC, various clubs and committees. All these meeting will be conducted on regular basis every year.
6.3.7. How does the institution plan and deploy the new technology?
The institution utilises the benefits of new technology in almost all areas of academics and administration as follows
Office automation Library automation Curriculum transaction Public addressing system Surveillance system in the campus Teacher-student-parent interaction
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Access to databases Preparation of e-learning materials Student evaluation
6.4 Human Resource Management
6.4.1. How do you identify the faculty development needs and career progression of the staff?
Self appraisal report of staff members, feedback from students, evaluation report from the practice teaching schools etc. are subjected to careful analysis and evaluation on regular basis among teaching faculty during staff meetings. The performance of the college at different spheres is also subjected to thorough evaluation. The staff members are encouraged to express their needs and requirements. These meetings help in identifying diverse needs and career progression of the staff.
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 performance of faculty is assessed through self appraisal report, peer observations, student feedback, feedback from external examiners and experts and examination results. Feedback from students, peer observation, feedback from external agencies etc. are considered for assessing performance of other staff. The staff meetings serve as a venue for free exchange of ideas and doubt clearing. The discussions held in the research forum provide ample chances for improving and strengthening the abilities of the faculty to conduct various research activities. The extension unit of the college as well as various clubs also carefully plan and implement various innovative extension activities conducive for the uplift of the local community. These activities include special coaching to pupils, kudumbasree members, teachers of neighbouring schools etc. The effectiveness of the activities are discussed in the staff meetings for feedback and improvement. The well equipped and
183 ______SNM Training Collge, Moothakunnam fully furnished staff rooms, office rooms and principal room provide conducive environment for efficient functioning of the staff. The separate cabins provided to the teaching faculty help them mentor their students personally. Both teaching and non teaching staff are offered ample opportunities to undergo various training programmes. Teaching staff are encouraged to organise seminars, conferences, workshops etc and also allowed to deliver invited lectures to students and teachers of other educational institutions. They are also encouraged to avail FIP, Minor Research project, in connection with research work etc. Special training are provided to non teaching staff for using SPARK software for salary bill and for income tax and PF calculation. All the teaching staff and librarian are provided with laptops and office staff are provided with desktop computers. The wifi connection and LAN ensure free and smooth communication among staff students and authorities. The surveillance systems help the principal to watch and monitor the functioning and happenings of the college.
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)
Well equipped staff rooms Encourages to attain higher qualification Availing leaves for further studies Encourages and support faculty to co-ordinate seminar, workshops etc. Encourages to take up research works and extension activities Availing salary through e-banking Equips the administrative staff with computer knowledge. Availing leave at necessary situations
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.
Following programmes are conducted by the institution to widen the skills of teaching and non-teaching staff
Computer training for the staff
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Training in the use of smart boards Training in office automation Training in moodle software Training in SPARK Training programme in KOHA software used in library The staff members are encouraged to participate in seminars, workshops and other training programmes that help in the skill development.
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.)?
The appointment of the faculty and other staff members of the institution are done in line with the regulations of M. G. University, NCTE and UGC and based on the staff pattern fixed by the Government of Kerala. The salary structure and service conditions of the permanent teachers are fixed by the Government of Kerala. The staff members of the unaided streams are appointed by the management as per the stipulated regulations of controlling agencies and a consolidated pay is given to them.
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, specialisations).
Part-time / Ad-hoc faculty of respective fields are appointed as situation arises. The salary for government approved posts is given as per government norms, whereas management gives a consolidated pay per month for other teachers. Workload of such teachers is same as that of regular teachers.
6.4.7. What are the policies, resources and practices of the institution that support and ensure the professional development of the faculty?
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(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).
Encourages the participation and paper presentation of faculty members in seminars, workshops, conferences. Encourages to conduct seminars, workshops, conferences in the college Encourages to take minor and major research projects and gives available resources for its completion Conducting orientation programmes for teachers in new areas of education Encourages to publish research papers in journals Permitting duty leave for teachers participating in professional development programmes Faculty members have membership in professional organisations
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).
Well equipped cabins for each faculty member Wi-Fi internet connectivity Individual laptops
6.4.9. What are the major mechanisms in place for faculty and other stakeholders to seek information and/or make complaints?
The basic information regarding the college is provided in the handbook and college website. Additional information is provided through notices, public addressing system, letters, news papers, phone calls, sms and e-mail. Grievance redressal boxes are placed in the college to collect the information from students. The complaints can be made through phone calls, e-mails, and letters or with direct contact.
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
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The college follows the workload norms prescribed by the Government of Kerala and M. G. University. Other duties are distributed among faculty members by ensuring equality of distribution of work.
Year Item 2011-12 2012-13 2013-14 Salary 12,347,275.00 12,924,765.00 13,653,274.00 Scholarships 144,000.00 114,000.00 126,000.00 UGC Fund 3,223,317.00 4,367,657.00 1,884,971.00
6.4.11. Does the institution have any mechanism to reward and motivate staff members? If yes, give details.
The staff members of the college are congratulated for their achievements like award of Ph. D., getting awards and merits etc.
6.5 Financial Management and Resource 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
The institution gains financial supports from different government agencies as follows
In addition to this college development fund, student’s welfare fund and PTA fund are also used for the different activities of the institution
6.5.2. What is the quantum of resources mobilized through donations? Give information for the last three years.
The institution does not have the system of raising funds through donation.
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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?
The institution tries to manage the expense within the limits of operational budget. The management is ready to shoulder additional burden in order to ensure the proper functioning of the college.
6.5.4. What are the budgetary resources to fulfil 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 budgetary resources of the institution include salary from government, e- grants, scholarships, UGC funds, other funds from NGO’s and GO’s, management fund and college fees.
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).
To monitor the financial expenditure, the college has an internal auditing system by the management and an external audit by the Government. The staffs from the office of the Deputy Director of Collegiate Education, Ernakulam audits the Government account. All the transactions in the college are transparent. The funds are utilised very systematically by the institution and no audit objections were raised.
6.5.6. Has the institution computerized its finance management systems? If yes, give details.
Yes. The financial transactions such as submission of salary bills, crediting salary of the faculty, releasing of e-grants, scholarships, tax payment etc are computerised.
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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?
Strong support from the management in providing instructional as well as infrastructural facilities Use of ICT in academic and administrative fields Democratic way of decision making and decentralisation of administration Periodic monitoring of college activities Participation of faculties in professional development programmes Training programmes for teaching and non-teaching staff Rewards for meritorious teachers and students
Additional Information to be provided by Institutions opting for Re- accreditation/Reassessment
1. What were the evaluative observations made under Governance and Leadership in the previous assessment report and how have they been acted upon?
Previous assessment report gave a satisfactory comment for the Governance and Leadership Criteria. An important point mentioned in previous report was the lack of regular teachers to teach certain subjects. The institution took necessary action on this point and appointed permanent teachers in all posts.
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?
The college appointed regular teachers in all posts The staffs participated in professional development programmes and training programmes The staffs are made able to use information and communication technology effectively The faculty members conducted minor research projects Faculty members are encouraged to take up research
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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 majoractivities undertaken. The Institution established an Internal Quality Assurance Cell in the year 2007. The members of IQAC includes the Head of the Institution, teachers,Administrative staff, Management representatives, students, community representatives, Alumni, and an external expert . Chairperson Principal Secretary Dr. K.S. Krishnakumar Members 1. Mr.K.S.Balasubrahmaniam Manager, SNM Training Management college representative 2. Smt. Karthiayani Sarvan President Vadakkekara Community grama panchayat Representative 3. Dr. O.S. Asha Associate Professor Faculty member 4. Dr. K.R. Seeja Assistant professor Faculty member 5. Smt. P. S. Bisini Assistant Professor Faculty Member 6. Smt. Heera K.S. Assistant Professor Faculty Member 7. Smt. Sudha. K.P. Assistant Professor Faculty Member 8. Smt. Laya. A.B. Assistant Professor Faculty Member 9. Sri. T.C. Santhosh. Junior superintendent Administrative staff 10. Sri. M.V. Suhas Head Accountant Administrative staff 11. Sri. Arun Mohan. K Chairman, student council Student Representative 12. Mr. Jainlal Associate Professor, External Expert SNM College, Maliankara 13. Mr. Pradeep Principal, SNMHSS, Alumni Moothakunnam Representative
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IQAC for Quality development The Internal Quality Assurance Cell (IQAC) is committed to the all-round development of the institution ensuring the quality of teacher education programmes running in the college. Different units that are closely working in tune with IQAC include the Research Forum, Documentation Desk, Publication Wing Student support wing and Extension Wing.
The IQAC guided programmes include seminars, doctoral research, UGC sponsored major and minor projects, activities related to community and extension, student support programmes, training programs for staff and students, publications, linking the alumni with curricular and co-curricular activities, support from the PTA, sports activities and other community related programmes. The IQAC is constituted with a view to disseminating information on various quality parameters to ensure continuous progress of higher education. It is made possible by monitoring and evaluating the quality of teacher education programme and also by preparing and submitting the Annual Quality Assurance Report (AQAR) to NAAC every year.
7.1.2. Describe the mechanism used by the institution to evaluate the achievement of goals and objectives. The goals of the Institution includes developing model teachers who excel in realizing the concept of Sree Narayana Guru,“Vidyakondu Prabudharakuvin”, to develop quality consciousness among teachers, to instill value related education, to equip teacher education to the needs of the modern age and
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to promote educational research and extension in manifold ways possible. There are different mechanisms functioning in the college to evaluate the realization of these goals and objectives set. Monitoring by the management, supervision by the principal, cooperation by the peer group help in achieving goals and objectives.The institution established a well organised mechanism to evaluate the achievement of the goals and objectives under the direction of IQAC. At the outset of each academic year IQAC reframes the set mechanism in accordance with the feedback from the previous year. The well defined goals and objectives of the institution chalked out by the IQAC itself demands a multilevel dynamism of evaluation for its achievement. The main wings of the mechanism entails evaluation by the employers evaluation by faculty members evaluation by the administrative staff evaluation by ALUMNI and PTA evaluation by the students
All the systems of evaluation mainly focuses on the academic program, non academic programme, administration, instructional environment, infrastructural facilities and library resources alike. The institution organizes term end meetings to discuss the overall academic and co-curricular activities carried out during the term. The staff coordinators of various committees reflect on their experience and effectiveness of the programmes . This mechanism ensures the proper assessment of the institution in terms of the scope for further improvements and developmental aspects as inherent in its vision and mission statements.
7.1.3. How does the institution ensure the quality of its academic programmes? The quality of academic programme is ensured by the development of a well built plan of action, effective execution and systematic evaluation.
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The IQAC prepares the plan of action Operational modes are discussed in staff council Academic calendar is prepared in tune with the nominations of the programme coordinator and course coordinators. Course diary is crafted by the course coordinators Allotting charges of various clubs and cells to teacher coordinators Assigning duties to different students for the conduct of academic activities. In-house meetings among the faculty members with regard to the execution of the programmes and its evaluation. Common time schedule for pre-practice teaching sessions, practice teaching and post practice teaching is drafted Discussion in the staff council about the progress and effectiveness of the program. Modifications for the successive year are chalked out.
7.1.4. How does the institution ensure the quality of its administration and financial management processes?
To ensures the quality, the institutional administration has been decentralized. Various committees have been constituted under the supervision of teacher coordinators.The function and the responsibilities of all the committees have been clearly specified. All the committees plan their activities in detail and an overall plan of all the activities is developed.The teacher trainees are provided with proper information throughout the academic year. The IQAC supervises the entire process.
Administration The well qualified and committed administrative staff under the supervision of the junior superintendent comprises of the Head Accountant, U D clerk, L D clerk, store keeper, Typist, last grade servants, Librarian and Library assistants. Regular meeting of the administrative staff council are conducted at the beginning of each year.
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Work distribution and work load statement for each section is discussed in the council meeting and distributed in the printed form. Personal register is maintained in each section and file movement is noted in it. Catalogue register of important files and other registers are also maintained in each section. The inward and outward registers including the dispatch and local delivery registers, treasury bill book etc. are also maintained systemstically.
Financial management The institution prepares an annual budget and submits to the management for approval. A well coordinated mechanism is maintained for each and every financial transaction. Registers like TR-7, ledger, daily transaction registers, cash denomination registers are maintained along with corresponding bills and vouchers supporting them. Separate registers for UGC accounts, management accounts, government account, development fund, funds of ALUMNI and PTA are maintained systematically. Head of the institution is in charge of all the financial transactions All transactions are done only through banks using cheques. Multi level audit system is maintained systematically. Internal as well as external audit are carried out regularly.
7.1.5. How does the institution identify and share good practices with various constituents of the institution.
Institution identifies and shares good practices with its’ various constituents. The good practices are brought to the notice of the academic as well as administrative staff and are discussed in the staff council. Whenever a staff member attends a seminars or other developmental activities, the information is shared with other staffmembers of the institution. During the meetings of PTA, ALUMNI and other
194 ______SNM Training Collge, Moothakunnam stakeholders such practices are shared and discussed. Those practices which are feasible are adopted by the institution. These practices are communicated with others by including them in various publications of the college.
7.2 Inclusive Practices 7.2.1. How does the institution sensitise teachers to issues of inclusion and the focus given to these in the national policies and the school curriculum.
It is the need of the hour that the teacher educators are sensitized about the concept of Inclusive Education. This institution encourages, focusing on design and development of pedagogic activities which will promote inclusion in the institution.
This is done as follows: By enabling the faculty to take part in seminars, workshops, conferences etc. on the topic. Conducting seminars and workshops related to the discipline. Conducting training program in this area to school teachers and students. Research papers are published in this regard on behalf of the college by the faculty members. The syllabus of B Ed and M Ed includes topics related to this concept of inclusion.
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 academic plan is done in tune with the prevailing curriculum. Provision to study about the concept of inclusion and its emphasis in national policies is made in various courses like EDU 701,702, 801 and 802. Within the purview of the existing curriculum effective plans are made and executed so that the students are capable of tackling such issues during practice teaching.
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Many programmes organized by the womens cell as well as Extension club like seminars, awareness classes, film show etc. help the students to learn about the concepts of inclusion, exceptionalities as well as gender differences.
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. The activities undertaken by the institution that foster positive social interaction , active engagement in learning and self motivation are Activities of various clubs like literary club, science club, nature club etc. Field Trip, SUPW Art and Work Experience, Case Study, Extension activities Practice teaching program Seminars and workshops. Assignments, projects, group discussion Technology mediated instruction Participation in inter-college/inter-house competitions Arts fest Sports meet etc
7.2.4. How does the institution ensure that student teachers develop proficiency for working with children from diverse backgrounds and exceptionalities?
The institution provides orientation to the student-teachers to understand each child individually to give them personal attention in the teaching learning process,
196 ______SNM Training Collge, Moothakunnam especially the children with special needs. Some of the suggestive activities that are being organized in the institution are:-
Provision to study about inclusion and exceptional children is included in the curriculum. The student-teachers are made aware of the characteristics of children with diverse background. The student-teachers are given training to identify exceptional children in the classroom and manage the problems of such children. Student-teachers are trained to understand and deal with the needs and problems of children with diverse background during teaching practice. Practice teaching program also provide direct experience of the exceptionalities and inclusive approaches to teaching in schools. They conduct case studies of children with special needs belonging to diverse backgrounds during the practice teaching.
7.2.5. How does the institution address to the special needs of the physically challenged and differently-abled students enrolled in the institution? Every academic year few physically challenged and differently abled teacher trainees are admitted to the institution. They generally include students who are blind and physically and orthopedically challenged. The institution takes care of such students by providing the following facilities They are advised to sit on the first row so that they can see, hear and communicate with teachers easily. ICT facilities are provided for their curricular activities provision for recording the class providing peer mentors providing soft copy of learning materials alternate arrangements for the completion of practical works like relaxation in time of submission, helping them to prepare teaching aids etc. provision of scribe and extension of time for public examination
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guidance and counselling to help him/her to face problems and to enhance their self concept. the practice teaching schools are arranged according to their convenience
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)? The college has a Women Cell headed by a senior Female member of the Faculty. The Women Cell arranges programs for women development. It works for educating women about their rights and privileges. Also, the group arranges lectures on the women-related issues.
Sufficient numbers of female teachers are appointed. One of the faculty member has undertaken several studies on women empowerment and women’s rights.
The lady representative in the students council raises the issues of the women students in the college union.
The college has provided separate Girls Common Room and a separate toilet complex for them. It is worthwhile to mention that no complaints are received on gender related issues in past three years.
7. 3 Stakeholder Relationships 7.3.1. How does the institution ensure the access to the information on organizational performance (Academic and Administrative) to the stakeholders? The different forums of the college involves stakeholders from ALUMNI, PTA, Management, sister institutions etc. The discussions in these forums unveil the performance of the institution on various units to the stake holders.
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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? We have an extensive mechanism to collect the feedback from the various units of the college. The data thus collected is shared with the Management, PTA, ALUMNI, sister institutions, model schools and other stake holders formally and informally. Their affirmative suggestions and recommendations are considered favorably in drafting the plan of action for the successive years.
7.3.3. What are the feedback mechanisms in vogue to collect, collate and data from students, professional community, Alumni and other stakeholders on program quality? How does the institution use the information for quality improvement? The institution has established a well built mechanism as detailed in section 5.3.6. for compiling the feedback from different strands of stakeholders and students. These feedbacks are collected by means of well framed schedules and proforma which enables systematic analysis and interpretation. These are discussed in different bodies which itself leads to the natural evolution of qualitative improvement.
Additional Information to be provided by Institutions opting for Reaccreditation 1. How are the core values of NAAC reflected in the various functions of the institution? The vision, mission and objectives of this institution are in tune with the core values of NAAC. The various activities undertaken by the college contributes to accomplishment of these values.
Contributing to National Development: The various activities organized by the institution like awareness programmes, human rights education etc. are intended to promote civic values among the students. Students’ council, Various club activities and house system are helpful in developing democratic values among the students.
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The government policy on reservation during admissions as well as inclusive practices help to ensure equity and social justice Celebration of national festivals and observing days of national importance help to develop spirit of nationalism among the students.. Certain topics included in the B Ed as well as M Ed syllabi also serve to sensitise the student teachers on the rich tradition of our nation.
Fostering Global Competencies: For attaining global competency, the student teachers are given training in the use of latest technological gadgets and the practice of ICT enabled instruction. Add on courses on Educational Technology and Guidance and Counselling many of our alumni got placement in different countries in around the globe Our faculty always participate and present papers in International Seminars, which help them to upgrade themselves with the emerging trends, from around the world.
Inculcating Value System: Value education has been included in B Ed curriculum in Core Paper - EDU 701. Morning assembly, counselling sessions, prayer and value oriented classes serve as means for value promotion among the students. field trips and visit to various centres like kerala kalamandalam, schools of differently abled students, destitute homes, etc. help to inculcate value system in our students.
Promoting use of Technology: Smart boards, LCD projectors and computers in classrooms for teaching promote use of technology. Automated library, ICT enabled administrative process of the institution and well equipped Computer cum ICT Lab encourages the use of technology. Separate time is set apart in the time table for students to utilize the computer lab and the library.
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wifi Internet access with broad band connection is also provided in the institution.
Quest for Excellence: IQAC of the institution strives for excellence in all aspects. There is a feedback mechanism to assess the strengths and weaknesses of the various components of the institution. Necessary measures taken for quality improvement and sustenance are arranged through Faculty development programmes, Women empowerment programmes, Environment awareness programmes, Extension programmes, Guidance programmes The institution thus provides variety of platforms for students like participation in college level,inter college and university youth festivals and sports meet, cultural fests like ‘Chilambu’, Cultural programmes in connection with the temple festival etc. The faculty members undertake several research projects sponsored by various agencies. Many of the faculty members serve as members of Board of studies, Kerala public service commission, Curriculum development committee, practical and theory examination Board, Research guide of various universities, Resource person for seminars and conferences and Question paper setters for various universities.
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APPENDICES
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APPENDIX I Details of participation in Seminars and Paper presentation 2009-2010 Dr MP. Anitha Attended five day workshop on “Restructuring curriculum of Degree Courses- B. Ed” from 14-05-2009 to 22-05-2009 at Mahatma Gandhi University, Kottayam. Attended two day orientation programme on “Restructured B. Ed Curriculum on 21st & 22nd October 2009 at Mahatma Gandhi University, Kottayam. Participated and helped to organize a National level seminar on “Innovative practices in teacher education” on 25th and 26th September 2009 at S N M Training College, Moothakunnam. Participated in the seminar on “Restructured B. Ed curriculum” as programme co- ordinator of the college on 03-11-2009 and organized by AKTCTA at N S S Training College, Changanassery. Participated and helped to organize a university level seminar on “Restructured B. Ed curriculum in Health and Physical Education at S N M Training College, Moothakunnam organized by AKTCTA on 6th November, 2009. Participated in one day seminar cum workshop on 22-02-2010 for Principals of Teacher Education colleges of M G University as representative member on “Quality assurance in Higher Education and NAAC new methodology, the new grading system and institutional Eligibility for quality assessment adopted with effect from 01-04-2007” organized by Office of the quality assurance cell, NAAC, and Directorate of Collegiate Education, Vikas Bhavan, Thiruvananthapuram at St Therasas College, Ernakulam.
2010-2011 Participated in one day orientation to Teacher Education on “Grading pattern for practical courses of B Ed programme on 24th and 25th June 2010 organized by AKTCTA at S N College of Teacher Education, Moovattupuzha. Participated in state level workshop on “Tumultuous Treasure House of M. Ed curriculum revamping organized by School of Pedagogical Sciences, M G University, Kottayam on 10th November, 2010.
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Presented a paper entitled “Curriculum Transaction for inculcation or life skills: Revamping of higher education” in the National level UGC sponsored seminar on “Education and social sensibility organized by St. Thomas College of Teacher Education, Pala. Presented a paper entitled “Effectiveness of life skills Education through critical pedagogy-perception and Reactions of teacher trainees-on 8th to 10th of December, 2010 organised by RGNITD, Sriperumbadoor, Tamil Nadu. Participated in the state level workshop conducted by school of pedagogical sciences, M G University on “Finalisation of the profuse pathways of M.Ed, CBCSS curriculum” at M G University, Kottayam.
2011-2012 Conducted Training programme for teachers at Nalanda Public School on 02-06-2011 as part of extension programme of our college. Dr Anitha M P attended the interface meeting at UGC office, New Delhi on 21-04-2011 for sanctioning of add-on courses. Dr Anitha M P attended as Resource person for engaging classes in in-service course in Natural Science on 08-03-2011 at Government College of Teacher Education, Kozhikode. Organised the UGC sponsored National seminar in collaboration with UC college, Department of Psychology on 4,5th August 2011 at S N M Training College, Moothakunnam.
2012-2013 Participated in the Annual Higher Education conference on: Governance of Higher Education: Issues of Quality excellence and equity held on 23, 24th April 2013 at Ashirbhavan, Banergi Road, Ernakulam. Acted as Resource person – National Seminar on Higher Education at M E S Asmabi College on 5th February 2013. Acted as resource person for personality development for Entrepreneurship on 18th February 2013. Participated in deliberation and group work in the 19th Annual conference of Indian colleges forum organized in collaboration M E S Keveeyam College and sister institutions, Malapuram on 31, January 1 & 2 February 2013.
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2013-2014 Conducted a mind refreshment course on 2nd March 2013 at Co-operative College, Kodungallur for Plus 2 students. Delivered a lecture of Women Empowerment and Education at S N M College, Maliankara on 05-09-2013. Attended NAAC sponsored National Workshop on equipping New Era practitioners: Teaching, Learning and Evaluation organized by IQAC, St Teresas College, Ernakulam online 20-21/2013
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APPENDIX II
2009-2010 Dr.Asha O.S
Participated and presented a paper in the UGC sponsored National level seminar on Innovative practices in teacher education organized by S N M Training College, Moothakunnam on 25th and 26th December 2009. Participated in the interuniversity workshop on the orbit of unified B .Ed degree programme organized by School of Pedagogical Sciences Mahatma Gandhi University of on 8th December 2009. Participated in the National level seminar on Interactive Exploration toward quality research continuum organized by School of Pedagogical sciences, Mahatma Gandhi University on 26th March 2010. Participated in the National level orientation sessions on Honing Researcher’s Skills through Methodological orientation organized by School of pedagogical sciences, Mahatma Gandhi University, Kottayam on 7th July to 9th July 2010.
2010-2011 Participated in the state level workshop on finalization of the profuse pathways of M Ed CBCSS curriculum organized by school of pedagogical sciences, Mahatma Gandhi University, Kottayam on 27-01-2011. Participated and presented a paper on the international conference on higher education (ICMUG 2010) on the Theme Education for peace, social inclusion and sustainable development towards a paradigm shift organized by Mahatma Gandhi University on 8th, 9th and 10th December 2010. Participated in the state level workshop on the Tumultous Treasure house of M Ed curriculum revamping organized by school of pedagogical sciences, Mahatma Gandhi University, Kottayam. Participated in the Nano workshop on spiraling toward the Refinement of the ‘Assessment and Evaluation of B Ed programme organized by school of pedagogical sciences, Mahatma Gandhi University, Kottayam. Participated in the workshop on Rejuvenating Reified M Ed prograrmme at S P S Mahatma Gandhi University on 5th August 2010.
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2011-2012
Assisted in organizing and presented a paper in the U G C sponsored National seminar on self esteem and mental health promotion among teachers organized by S N M Tainting College, Moothakunnam. The title of the paper was Toning up the indispenrudiments of self esteem within a culture of reflective practices n 4th and 5th August 2011.
2012-2013 Attended ‘SPARK’ training programme organized by Deputy Director of Collegiate Education, Ernakulam at Rajagiri College of Social Sciences on 18th February 2012. Participated in a two day training programme organized by S N M Tainting College, Moothakunnam and sponsored by UGC on theme ‘Identification and management of learning disabled’ on July 1st and 2nd 2011. Participated and contributed in the workshop organized by AKTCTA entitled “guidelines regarding teaching practice’ at St Joseph’s Training College, Ernakulam. Participated in the seminar organized by Board Of Studies Mahatma Gandhi University on 3rd and 4th May 2012 “A gamut of Articulation to the felt issues and the paradigmatic shifts in recharging teachers at M Ed level.
2013-2014 Acted as Resource person and convener in the workshop on preparatory and practical courses in teaching organized by All Kerala Training College teachers association held on 04-06-2013 at St Joseph’s Training College, Mannanam. Participated in the Two day workshop as “Revisiting Educational Research Methodology and statistics” conducted at SNM Training College,Moothakunnam on 27th and 28th March 2014.
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APPENDIX III 2009-2010 Dr K S Krishnakumar Participated in the 5 day workshop in Restructuring curriculum of B Ed degree course’ on 14th, 15th, 21st and 22nd May 2009 conducted by the Mahatma Gandhi University. Participated in the perspectives in Teacher Education: Researches, Innovations and practices organized by Department of Education, Calicut University and University of Calicut Education Alumni Association (UCEA) on 11th November 2009, at Seminar Complex, Calicut University Campus.
2010-2011 Attended One Day Workshop on lesson planning in Malayalam (New Curriculum) organized by Malayalam Association at N S S Training College, Changanassery on 20th May 2010. Participated in the Orientation to Teacher Educators on Grading Pattern for Practical courses of B Ed programme held at Sree Narayana College of Teacher Education, Moovattupuzha on 25th June 2010. Participated in the two day State level orientation programme on ICT enabled Evaluation through Free software on 16th & 17th September 2010 at Seminar Complex, Calicut University Campus organized by Dept of Education, University of Calicut Education. Participated in two day workshop on Digital Content Authoring on 18th & 19th September at Sree Kerala Varma College, Trichur-TKN Foundation, Department of English, Sree Kerala Varma College,Trichur. Attended and presented a paper “Participatory Action Research Approach: A research mode of unifying knowledge generation, methodological innovations and political action in the National seminar on quality, expansion and inclusion in Indian Higher Education on 3rd February 2011 at EMS seminar complex, University of Calicut organized by Department of Education, University of Calicut. Attended and presented a paper “Practitioner Action Research Approach: A research path way to Teacher Empowerment” in the Two Day National Seminar on New
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Trends in Pedagogical Science and Research in Education on 17 Februaary 2011 at SAM, Training College, Poothotta.
2011-2012
Participated in the workshop on the practical aspects of Malayalam Education organized by consortium of Malayalam Teacher Education at Joseph’s Training College, Ernakulam from 4th June 2011. Participated in the two day training programme conducted by S N M Tainting College, Moothakunnam as a part of extension activity on Identification and Management of Learning Disabled on July 1st and 2nd 2011. Attended UGC sponsored National seminar on ‘Self Esteem and Mental Health Promotion among teachers’ organized by S N M Tainting College, Moothakunnam on 4th and 5th August 2011. Attended one day seminar on ‘Recent trends in Malayalam Literature’ organized by Kerala Sahithya Academic, Thrissur 7th October 2011
2012-2013
Participated and delivered literary discourses in Musiriz Tourism Heritage Society Cultural Programme on 10-06-2012 at Kottappuram, Kodungallur. Attended as subject expert in the SSA Research Advisory Committee Meeting, held at District Panchayath Office, Ernakulam on 20-11-2012. Resource person for the annual council of Mahatma Gandhi University Malayalam Teacher Trainers’ Association (MAMATA) held at St Josephs’ Training College, Ernakulam on 18-12-2012. Organized a crash course and acted as Resource person for SSLC examination preparation at H M Y H S S, Kottuvallikkad on 08-02-2013. Acted as resource person for an awareness camp for Women and Children on the theme ‘Sexual Abuse: Defence Strategies’ organized by Mothers’ Consortium, SDST, Orumanayoor, on 24-02-2013. Participated and monitored a Poets’ conference organized as part of Book Festival- Guruvayoor Utsavam in Township Library Hall, Guruvayoor.
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Served as Subject Expert for the Research Consolidation Meeting for SSA Funded Researchers at SSA, State office, Thiruvananthapuram. Acted as resource person in a vacation camp for 100 school students on ‘Making learning easy and joy ful’ held at Chavakkad in the month of April/May 2013.
2013-2014
Acted as Resource person for workshop on preparations and practical courses in Teaching organized by All Kerala Training College Teachers Association held at St Joseph’s Training College, Ernakulam on 04-06-2013. Acted as Resource person for a one day Training on Group Dynamics in N S S 10 Day Camp for secondary pupils at Government H S S, Chavakkad. Acted as Resource person on an one day training on Group Dynamics for Higher Secondary School pupils at Government H S S , Chelai, Malappuram. Inaugurated and delivered Key-note address on Reading Habits in relations with Vayana Dinam (Reading Day) Celebration at Government Fisheries Primary Schools, Chavakkad. Organized a Two day workshop on Revisiting Educational Research Methodology and Statistics’ on 27th & 28th/03/2014 at S N M Training College, Moothakunnam in the banner of IQAC. Organized a one day workshop on ‘Film appreciaton and Teaching Creativity in Clasrooms’ on 15-03-2014 at S N M Training College, Moothakunnam in the banner of IQAC. Served as Resource person for a crash course for SSLC Examination preparation for secondary students of HMYHSS, Kottuvallikkad. Participated in National seminar on Teacher education next:A contextual weighing up for national mission on teacher education sponsored by Directorate of collegiate Education at IASE on 31 -01-2013 Chaired a session in an international seminar on A revisit to Indian education :Evaluation innovation and internationalization organized by international forum for effective learning and trainingat EMEA Training College, Kondotty on 18th March 2014
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APPENDIX IV Dr. c.k. Sankaran Nair
Two day inter collegiate seminar on educational research on 15th & 16th December 2012 at S N M Training College, Moothakunnam. Chaired as Resource person for one session in seminar on 4th & 5th of February 2013 at M E S College, Kodungallur. Chaired as Resource person for 1 session in seminar on Impact of Globalization on higher education on 6th of February 2013 at Christ College, Irinjalakuda.
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APPENDIX V
2009-2010 Smt P S Susmitha Participated in the Refresher course in the subject environmental studies (Interdisciplinary) from 10-09-2009 to 30-09-2009 at Academic Staff College, University of Calicut. Attended UGC sponsored National level seminar on Innovative practices in Teacher Education at S N M Training College, Moothakunnam on 25th September 2009. Attended the International seminar and VIII state convention on Development Education: 21st Century Paradigm for Teachers, held at the Institution of Engineers Hall, Thiruvananthapuram, on 30th and 31st October 2009 organized by Department of Education, University of Kerala. Participated in the seminars on credit and semester system – B Ed degree programme organized by All Kerala Training college, Teacher Association (AKTCTA) held on 06-11-2009 at Sree Narayana College of Teacher Education, Moovattupuzha. Participated in the Inter University Workshop on “The Orbit of unified B Ed Degree Programme” organized by school of pedagogical sciences, Mahatma Gandhi University on 8th December 2009. Participated in the National level seminar on Interactive Exploration toward Quality Research continuum organized by School of pedagogical sciences, Mahatma Gandhi University on 26th March 2010.
2010-2011 Participated in the orientation to Teacher-Education on grading pattern for practical courses of B Ed propgramme held at Sree Narayana College of Teacher Education, Moovattupuzha on 25th June 2010. Participated in the National Level Seminar on “Education and Social Sensitivity” on 25th and 28th November 2010 at St. Thomas College of Teacher Education, Pala and has presented a paper entitled “Life skill Training for children with Special Needs through Inclusive Education. Participated Golden Jubilee International Seminar on “Education for the 21st Century” conducted by Karmela Rani Training College, Kollam on 10th January, 2011 and has presented a paper entitled “Inclusive Education-the Need of the Hour”.
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Participated in the International Seminar cum workshop on “Making Inclusion Happen – Learning for all students” and has presented a paper titled “An Inclusive classroom: The Role of Teachers” on 11th and 12th January 2011 Participated in the National Seminar cum workshop on “Modern Pedagogies and contemporary curriculum” on 7th and 8th March 2011. Participated in the National Seminar cum workshop on Creative Research: Exploring Research Paradigm and SPSS from 22nd to 26th March 2011.
2011-2012
Participated in the workshop on the practical aspects of Physical Science organized by consortium of Physical Science Teacher Education at St Joseph’s College, Mannanam, Kottayam on 4th June 2011. Participated and acted as the co-ordinator in the two day training programme conducted by S N M Tainting College, Moothakunnam as a part of extension activity on “Identification and Management of Learning Disabled” on July 1st and 2nd 2011. Attended UGC sponsored National Seminar on “Self Esteem and Mental Health Promotion among teachers” organized by S N M Tainting College, Moothakunnam on 4th and 5th August 2011 and has presented a paper “Self esteem and Learning Disability”. Attended UGC sponsored Orientation Programme (IT oriented) conducted by the UGC-Academic staff college, University of Kerala, Kariavattom from 11-10-2011 to 07-11-2011 and obtained Grade A. Participated in the two day Training programme on “E-learning Technologies” organized by i-CAT Cochin on 23rd and 24th September, 2011 at IGNOU programme study centre (IRS computers-Thrissur).
2012-2013 Attended UGC sponsored National Seminar on “Learning Disability” Growing up with hope and Dignity” organized by N S S Training College, Ottappalam on 15th & 16th March 2012 and has presented a paper entitled “Differentiating Instruction for Learning Disabled children in classrooms”.
213 ______SNM Training Collge, Moothakunnam
Participated in a workshop on “Practice Teaching Related works” organized by All Kerala Training College Teachers Association held on 29-03-2012 at Titus II Teachers College, Thiruvalla. Attended a three day workshop on NLP at ALDI Learning Centre, Thrissur on October 3,4,5 2012.
2013-2014 Acted as Resource person and presented a research paper on “Disgraphia: problem faced by the students and its management’ in the seminar on Class room management of students with learning disabilities on 23rd January 2013, conducted by Behavioural Science, M G University. Participated in the National Seminar on “Teacher education Next: A contextual weighing up for National Mission on Teacher Education” on 31st January 2013. Participated and presented a research paper on “Effectiveness of Multi-sensory Instruction in improving the self concept of U P pupils in Inclusive classrooms in the International Seminar on ‘Learning Disabilities and Inclusion’ on 14th and 15th February 2014. Acting as a Resource person for the “Post Graduate Diploma in Management of Learning Disabilities’ course conducted by Department of Lifelong learning at Calicut University, and handling classes on Learning Disability. Served as subject expert in the finalization of a training module of teacher education of B.Ed colleges based on the feedback on 18th and 19th Febuary 2014 at SCERT.
214 ______SNM Training Collge, Moothakunnam
APPENDIX VI
2009-2010 Smt K R Seeja Participated in UGC sponsored National level seminar on Innovative practices in teacher education at S N M Training College, Moothakunnam on 25th and 26th sept 2009. Attended seminar on Restructuring B Ed curriculum Health & Physical Education organized by AKTCTA held on 6th November 2009 at S N M Training College, Moothakunnam. Participated in orientation programme at UGC Academic Staff College, University at Calicut from 23-01-2009 to 19-02-2009
2011-2012
Participated in refresher course in Research Methodology at U G C, Academic Staff College, University of Hyderabad during June 08-28, 2011. Participated in two day training programme conducted by S N M T C, Moothakunnam as a part of Extension Activity on “Identification and Management of learning disabled on July 1st and 2nd 2011. Attended U G C sponsored National seminar on “Self esteem and Mental Health promotion among teachers” organized by S N M Training College Moothakunnam on 4th and 5th August 2011. Attended participated in National seminar in “Education for 21st century” held on 24th & 25th January 2012 at Government Brennen College on Teacher Education, Thalassery presented a paper on “Foundation of critical thinking curriculum.
2013-2014
Attended Regional seminar on Guidance and Counselling at Regional Institute of Education (NCERT) Mysore & presented a paper on Identification of Guidance needs of secondary school students 9th & 10th October 2014.
215 ______SNM Training Collge, Moothakunnam
Acted as Resource person for Faculty Development programme (FDP) organized by Sree Narayana Guru Institute of Science & Technology, SNGIST, for the session Teaching skills” on Friday 14-06-2014. Attended 2 day National seminar on ‘Personality Development & Stress management for teachers’ held at P P G College of Educiaotn, Coimbatore on 7th & 8th February 2014 and presented paper on the topic ‘Educational Guidance needs of Adolescents. Attended 2 day International Conference on “Enhancing Excellence, Equity and Efficiency in Higher Education” (EEEEHE 2014) organized by TNOU on 7th and 8th November 2014 and presented paper on the topic “Restructuring Learning Environments by infusing Active Learning strategies”.
216 ______SNM Training Collge, Moothakunnam
APPENDIX VII 2009-2010 Smt K P Sudha Attended M G University conducted workshop on B Ed Degree Semerstisation conduced at N S S Training College, Changanassery on 14th, 15th, 20th, 21st, 22nd May 2009. Attended UGC sponsored National Level Seminar on ‘Innovative Practices in Teacher Education’ at S N M Training College, Moothakunnam on 25th & 26th September 2009. Attended the workshop on ‘Restructured B Ed curriculum (Social Science Education) organized by AKTCTA at St Joseph’s Training College, Mannanam on 6th November 2009. Attended the Inter-University workshop on the orbit of United B Ed Degree Programme organized by School of Pedagogical Science, M G University, Kottayam on 8th December 2009. Attended a National Seminar on Interactive exploration towards quality Research continuum organized by school of pedagogical sciences, M G University, Kottayam on 26th March 2010.
2010-2011 Attended the workshop on Issue Based Approach on Teaching Social Science organized by M G University Social Science Teacher Educator’s consortium at S N College of Teacher Education, Moovattupuzha on 11th May 2010. Attended the UGC sponsored state level workshop on 21st century skills of Teacher Educator’s at St Joseph’s College of Teacher Education for Women, Ernakulam on 28th & 29th July 2010.
2011-2012
Attended National workshop on Research in Education-perspectives and prospects from April 3-9-2011 at Mount Carmel College of Teacher Education at Kanjikuzhi, Kottayam.
217 ______SNM Training Collge, Moothakunnam
Attended workshop on ‘Laws related to sexual harassment’ organized by Anti- harassment cell of M G University, Kottayam at University Assembly Hall on 28th June 2011. Participated in two day training programme conducted by S N M Training College, Moothakunnam as a part of extension activity on Identification and Management of Learning Disabled on July 1st & 2nd 2011. Attended UGC sponsored National Seminar on Mental Health and Self Esteem Promotion among Teachers on 4th & 5th August 2011. Participated in the Central Kerala Regional Seminars on Right to Educiaotn Act: The Kerala Context Organized by the Council of Teacher Education (CTE) Kerala State Centre in collaboration with the school of pedagogical science, M G University, Kottayam on 11th August 2011.
2012-2013 Attended UGC sponsored National Seminar on “Human Rights Educiatn: Relevance of multicultural educiaotn based on the philosophy of pluralism in the, contemporary Indian context” conducted at St Joseph’s Training College, Mannanam on 12th & 13th January 2012 and presented paper on Women’s Social Rights Awareness Among Degree level students.
2013-2014
Participated in the workshop on preparatory and practical course in teaching organized by the Association (All Kerala Training College Teachers Association) held on 06-06-2013 at Mount Carmel College of Teacher Education for Women, Kottayam, Kanjikuzhi. Participated in the State level workshop on Innovative Teaching Methodology for college teachers at M E S Asmabi College, P Vemballoor, sponsored by the Kerala State Higher Education Council organized by 20AC (Internal Quality Assurance Cell) and P G Department of Economics on 09-01-2014.
218 ______SNM Training Collge, Moothakunnam
APPENDIX VIII
2009-2010 Smt P S Bisini Participated in the 5 day workshop in Restructuring curriculum of Degree courses (B Ed) on 14,15,20,21 and 22 May 2009 conducted by the Mahatma Gandhi University. Participated in the National Seminar on promoting Research Culture for Enhancing Quality of Teacher Education organized by St Joseph College of Teacher Education for Women, Ernakulam on 28 & 29 May 2009. Participated in the national seminar on Innovative practices in teacher education at S N M Training College, Moothakunnam on 25th and 26th sept 2009. Attended the state level seminar on “Behavioural problems of school students in the Emerging social scenario-Assessment and Remedial Measures” organized by the school of Behavioural sciences, M G University and All Kerala Training College, Teachers Association on 19th October 2009. Participated in the seminar on Grading in Credit and semester system organized by All Kerala Training College Teachers Association (AKTCTA) held on 05-11-2009 at Mar Baselios College of Teacher Education. Participated in the seminar on Restructured B Ed curriculum in Health and Physical Education organized by All Kerala Training College Teachers Association (AKTCTA) held on 6th November 2009 at S N M Training College, Moothakunnam.
2010-2011
Participated in the Orientation course from 06-01-2010 to 02-02-2010 and obtained A grade.
2011-2012 Attended and presented paper in National seminar conducted by Department of Education, Calicut University on the Quality Expansion and Inclusion in Indian Higher Education on 3rd February 2011. And presented paper on Teacher professionalism: A pathway to quality enhancement in Higher Education.
219 ______SNM Training Collge, Moothakunnam
Participated in the National workshop on creative Research conducted at N S S Training College, Ottapalam from 22-03-2011 to 26-03-2011. Participated in a two day workshop on International Government fundraising and project proposal writing, organized by NICE foundation, Chennai at Renewal centre, Kaloor on 8th & 9th July 2011. Attended UGC sponsored seminar organized by St Joseph’s college of Teacher Education for Women as Techno-pedagogy for Teacher Education on 21st and 22nd July 2011. Participated in a one day workshop in “Behaviour Technology applications for Human Behaviour Modification” on 17th July 2011 organised by Institute for competency advancement of Teachers, IGNOU, Regional Centre, Kaloor. Participated in a two day training programme conducted by S N M Training College, Moothakunnam as part of UGC extension activity on Identification and Management of Learning disabled on 2011 July, 1st and 2nd. Oragnised a UGC sponsored National seminar Mental Health and Self esteem Promotion among Teachers on 4th and 5th August 2011. Participated in the seminar cum workshop on Content Development for teacher education from 29th September to 1st October 2011 organized by SAP, Department of Education, University of Calicut. Participated in the UGC sponsored Two day National workshop on Research Methodology in Humanities and Social Science organized by the UGC ASC universities of Calicut from 04-11-2011 to 05-11-2011.
2012-2013
Participated in three day workshop on Cognitive Behaviour Therapy held at St Francis College for Women, Begum pet, Hyderabad on 5,6,7 January 2012. Completed 21 days refresher course in Refresher course in Research Methodology for social sciences (Multidisciplinary) with A Grade from UGC, ASC, Bharathiyar University, Coimbatore from 01-02-2012 to 21-02-2012. Participated in the seminar on preparation of Research Tools and Techniques of Data analysis at Seminar Hall Department of Education, University of Calicut on 19th June 2012, conducted by Department of Education, Research forum.
220 ______SNM Training Collge, Moothakunnam
2013-2014 Participated in NAAC sponsored National workshop conducted by St Teresa’s College, Ernakulam on Equipping new Era practitioners: Teaching-learning and Evaluation on June 20,21,2013. Participated and presented a paper titled a conceptual retrieval of various “Psychotherapy and Counselling Models and approaches in the two Day UGC sponsored National seminar on Positive Psychology – Exploring Cognitive, Emotional and social levels of well being in Learners held on 23rd and 24th of January 2014, organized by N S S Training College, Changanacherry in Collaboration with Viyyar International Foundation for Education Changanacherry. Participated in the seminar entitled Nirbhaya, Resolve: A discourse on the Psychological Matrix of Gender Based Violence held on 7th February 2014. Dr V K Alexander Memorial Golden Jubilee Seminar was organized by Department of Psychology Union Christian College, Aluva. Presented a paper entitled Restoration of classical education for regaining cognitive strength of new generation in the International seminar on Indian Education: Evaluation on Innovations and Internationalization organized by EMEA Training College, Kondotty, Malappuram, Kerala and International forum for Effective Learning and Training (IFELT) on 18th March 2014. Participated in the Two day workshop as “Revisiting Educational Research Methodology and statistics” conducted on 27th and 28th March 2014. Developed one educational content on subject gifted children (Education) for the e- content series produced by the EMMRC Education (Multimedia Research Centre), University of Calicut for the consortium for Educational Communication (CEC), New Delhi. Developed one Educational content on the subject exceptional children (Education) for e-content series produced by the EMMRC (Educational Multimedia Research Centre), University of Calicut for the consortium for Educational Communication (CEC), New Delhi.
221 ______SNM Training Collge, Moothakunnam
APPENDIX IX Smt A B Laya 2009-2010 Participated in the National Seminar on “Promoting Research Culture for Enhancing Quality of Teacher Education”, Organized by St Joseph College of Teacher Education for Women, Ernakulam, Kerala held on 28th & 29th May 2009.
Participated in the National Seminar on “Innovative Practices in Teacher Education” on 25th & 26th September 2009 at S N M Training College, Moothakunnam.
Participated in the State Level seminar on “Behavioural Problems of School Students in the Emerging Social Scenario-Assessment and Remedial Measures” organized by the school of Behavioural sciences, M G University and All Kerala Training College, Teachers Association on 19th October 2009.
Participated in the seminar on Restructured credit & semester B Ed programme organized by AKTCTA held on 5th November 2009 at St Thomas College of Teacher Education, Pala.
Participated in the seminar on Restructured B Ed Curriculum in Health & Physical Education organized by AKTCTA held on 6TH November, 2009 at S N M Training College, Moothakunnam.
2010-2011 Participated in the Golden Jubilee International Seminar on Education for the 21st Century conducted by Karmela Rani Training College, Kollam on 10th January, 2011 and has presented a paper entitled, “The influence of cognitive style on classroom Adjustment of secondary school pupils”
222 ______SNM Training Collge, Moothakunnam
2011-2012 Participated in a two day training programme conducted by at S N M Training College, Moothakunnam as a part of Extension activity on Identification and Management of learning disabled on July 1st and 2nd 2011.
Attended UGC sponsored National seminar organized by St Joseph Training College of Teacher Education for women on Techno Pedagogy for Teacher Educators on 21st & 22nd July 2011.
Attended & presented a paper at the UGC sponsored National seminar “Mental Health & Self Esteem promotion among Teachers on 4th & 5th August 2011 and presented a paper “Influence of Home Education Background on classroom adjustment of secondary school pupils”.
Participated in a one day seminar organized by S N M Training College, Moothakunnam as part of UGC extension activity as the topic “Disaster Management & success in Life” on 27th July 2011.
Participated in the two day training progrramme on “E-learning Technologies” organized by i-CAT Cochin on 23rd & 24th September 201 at IGNOU programme study centre (IRS computers-Thrissur).
Attended UGC sponsored orientation programme (IT oriented) conducted by UGC-Academic Staff College, University of Kerala, Kariavattam from 11-10- 2011 to 07-11-2011 & obtained Grade A.
Attended & presented a paper entitled “VIDEO CONTENT MANAGEMENT: TRENDS AND ISSUES IN TEACHER EDUCATION” at the UGC sponsored National workshop on E-content Authoring in Language Teaching on 23rd & 24th November 2011 organised by Keyi Sahib Training College, Karimbam, Taliparamba, Kannur.
223 ______SNM Training Collge, Moothakunnam
2012-2013 Attended the two day orientation programme A Gamut of Articulation to the felt issues and the paradigmatic shifts of recharging teachers at M Ed degree level organized by the school of pedagogical sciences, Mahatma Gandhi University, on 3rd and 4th May 2012.
Participated in the UGC sponsored National seminar on Education for National and Emotional Integration at St Thomas College of Teacher Education, Pala on 5th & 6th June 2012. Participated in the NAAC sponsored National seminar on “Quality Assurance in Teacher Education in the Digital Age-Issues and challenges” organized by this college on the 12th &13th of June 2012.
Participated In The Three Day International Seminar On “Gandhian Educational Principles And Practices For The Emerging Global Scenario” Organized By The Department Of Education, University Of Kerala At The Kerala Gandhi Smaraka Nidhi, Thiruvananthapuram From 25th T 27th July 2012 And Presented The Paper, “A Comparitive Study On The Inculcation Of Gandhian Values Among Teacher Training Programmes” Along With Smt.A.S.Suneethi.
Participated And Presented A Paper Entitled “Video Content Management Awareness Among Student Teachers At Secondary Level” In The Ugc Sponsored National Seminar On ' Information & Communication Technology In Education: Challenges And Innovations'.Organized By Karmela Rani Training College, Fatima Road, Near St Aloysius H S S, Cubcherry P O, Kollam On 8th & 9th Of August 2012.
2013-2014 Attended the Refresher course in Environmental studies (Interdisciplinary) conducted by the UGC – Academic staff college from 05-06-2013 to 25-06- 2013 and has obtained Grade A.
224 ______SNM Training Collge, Moothakunnam
Participated in the two day UGC sponsored National seminar on “Reflections on Reflective practices’ organized by Thomas College of Teacher education, Pala, Kottayam and presented the paper entitled “Perception of student Teachers on problems experienced in Implementing Technology in Teacher Education programme with Dr T V Thulasidharan, Prof & Director SPS, M G University on 21-11-2013 and 22-11-2013.
Participated in the Two Day Workshop on “Revisiting Educational Research methodology and statistics” conducted on 27th and 28th march 2014. Participated in the 5 day workshop on e-content development organized by Govt. College of Teacher Education,TVM.
225 ______SNM Training Collge, Moothakunnam
APPENDIX X 2009-2010 Smt Rinu V Antony Attended UGC sponsored National seminar on promoting research culture for enhancing quality of Teacher Education at St. Josephs college of Teacher Education for Women, Ernakulam on 28, 29 May 2009. Participated in the five day workshop in Restructuring curriculum of degree courses (B Ed) on 14,15,20,21 and 22 May 2009 conducted by the Mahatma Gandhi University at N S S Changanassery . Attended UGC sponsored National level seminar on ‘Innovative practices in Teacher education’ at S N M Training College, Moothakunnam on 25, 26 September 2009. Participated in the seminar on Restructured B Ed curriculum in Health and physical education organized by AKTCTA ON 6th November 2009 at S N M Training College, Moothakunnam. Attended workshop on B .Ed syllabus in Commerce Education by AKTCTA on 06- 11-2009 at Titus II, Tiruvalla. Attended National Level Seminar on Globalisation, Urbanisation and Sectoral performance in India at Dr John Mathai Centre, Thrissur on 12th January 2010.
2010-2011 Attended orientation course at John Mathai centre Aranattukara, under Calicut University on 06-01-2010 to 02-02-2010. Attended UGC sponsored State Level workshop on 21st century skills of Teacher Educators at St Josephs college of Teacher Education July 28, 29, 2010 Attended IX th Annual convention and Institutional seminar of CTE, Kerala State Chapter – seminar on peace education ‘An orientation for generation Next at St Thomas college of Teacher education, Pala on 13 ,14 August 2010 and Presented paper regarding value Oriented Approach in Education – A distant dream Attended seminar on Honing Researcher’s skills through Methodological orientation at School of Pedagogical Sciences M G University on July 2010. Attended state level workshop on Tumultuous Treasure house of M.Ed curriculum revamping by school of Pedagogical Sciences, M G University on 10th November 2010.
226 ______SNM Training Collge, Moothakunnam
Attended UGC sponsored National level seminar on “Education and sensitivity” on November 25, 26 at St Thomas College of Education, Pala and presented a paper on Life skills in classroom Attended International seminar on 21st century skills in education at Karmela Rani Training College, Kollam and presented a paper on Skills needed for 21st century January 10, 2011.
2011-2012 Attended National workshop on Research in Education Perspectives and prospects from April 3-9 2011 at Mount Carmel college pf Education.Kottayam.. Attended UGC sponsored seminar organized by St Josephs College of Teacher Education for Women on Techno Pedagogy for Teacher Education on 21st and 22nd July 2011 and presented paper on mobile learning in the knowledge era Participated in a two training programme conducted by S N M Training College, Moothakunnam as a part of extension activity on Identification and management of learning disabled on July 1,2nd 2011. Attended UGC sponsored National seminar on “Mental Health & Self Esteem promotion among Teachers on 4th & 5th August 2011and presented a paper on Transcend your stress. Attended seminar ‘Know your child’ at School of Pedagogical Sciences on 03-08-2011 at M G U in Collaboration with ALDI. Attended workshop on curriculum revision of M. Ed at School of pedagogical sciences on 10th November 2011. Attended seminar on “Right to Education Act: Kerala context” on 11th August 2011 SPS, M G University, Kottayam.
2012-2013
Attended Refresher course at Academic Staff College, Bharatiyar University, Coimbatore from October 3-October 23, 2012. Attended seminar on Guidelines regarding Teaching practice held on 27-03-2012 at the St Joseph’s College of Teacher Education for women M G University in collaboration with All Kerala Training College Teachers Association.
227 ______SNM Training Collge, Moothakunnam
Attended Orientation programme on “A gamut of Articulation felt issues and the paradigmatic shifts of Recharging teachers at M. Ed degree level at S P S, M G University in 3,4 May 2012
2013-2014 Acted as Resource person in the workshop on preparatory and practical courses in Teaching organized by AKTCTA at S Josephs College of Teacher Education on 05- 06-2013. Attended a seminar entitled “A discourse on the Psychological Matrix of Gender Based Violence organized by Department of Psychology, U G College, Aluva on 07- 02-2014. Participated in the Two day workshop as “Revisiting Educational Research Methodology and statistics” conducted at SNM Training College,Moothakunnam on 27th and 28th March 2014.
228 ______SNM Training Collge, Moothakunnam
APPENDIX XI 2009-2010 Heera K S Participated in the five day workshop in Restructuring curriculum of degree courses (B Ed) on 14,15,20,21 and 22 May 2009 conducted by the Mahatma Gandhi University. Attended the National Seminar on ‘Innovative Practices in Teacher Education’ on 25th 26th September 2009 at S N M Training College, Moothakunnam. Participated in the seminar on “Restructured B Ed curriculum’ organized by AKTCTA on 03-11-2009 at N S S Training College, Changanassery. Participated in the seminar on Restructured B Ed curriculum in Health and physical education organized by AKTCTA ON 6th November 2009 at S N M Training College, Moothakunnam.
2010-2011 Participated in the Orientation to Teacher educatiors on grading pattern for practical courses of B.Ed programme held at Sree Narayana College of Teacher Education, Muvattupuzha on 24th & 25th June 2010. Attended the two day National seminar on “New trends in pedagogical science and research in education” on 17th &18th February, 2011 and presented a paper on the topic “Activity reflection E-portfolios for integrating, ICTs in Education at SAM Training College,Poothotta.. Participated in the workshop on 21st Century Skills of Teacher Education on March 10th and 11th 2011 at St Joseph college of teacher education for women.
2011-2012 Participated in the National workshop on Research in Education-perspectives and prospects held in Mount Carmel college of Teacher education for Women, Kottayam from 3td to 9th April 2011. Participated in the training programme on “Communicative English for Teachers’ organized on 27th & 28th June, 2011 at IGNOU, Regional Centre, Cochin.
229 ______SNM Training Collge, Moothakunnam
Participated in the National seminar on Techno-pedagogy for Teacher Educators on 21st and 22nd July 2011 held at St Joseph College of Teacher Education for Women, Ernakulam. Participated in the two day training programme on “E-learning Technologies” organized by I-CAT Cochin on 23rd & 24th September, 2011 at IGNOU, programme study Centre-1417 (IRS Computers, Thrissur).
2012-2013
Participated in the workishop on ‘Practice-teaching’ related works organized by AKTCTA on 29-03-2012 at Titus II Teachers College, Thiruvalla Participated in the International teacher educator’s Conference, conducted by the British council and EFLU, Hyderabad from 16th -18th March 2013 on the topic ‘English Language Teacher Education in a Diverse Environment’ at Hyderabad
2013-2014
Participated in the NAAC sponsored National seminar organized by IQAC, Avila College of education on 17th & 18th May 2013. Participated in the workshop on Preparatory and practical courses in Teaching organized by AKTCTA ON 6TH June, 2013 at Mount Carmel College of Teacher Education for Women, Kottayam. Presented a paper on “Blended Learning in English Classrooms in the UGC sponsored National seminar on “Applications of ICT in Developing listening and speaking skills of undergraduate learners’ organized by the Department of English, S N M College, Maliankara from 29thto 31st January 2014. Participated in the National seminar on “Teacher Education, Features: Today’s trends tomorrows expectations at KRP college of eduction Tamilnadu on 8th February 2014. Organised and participated aTwo day workshop on Revisiting Educational Reaseach Methodology and statisticson 27 & 28 March 2014 at SNM Training College, Moothakunnam.
230 ______SNM Training Collge, Moothakunnam
APPENDIX XII Smt. Suneethi, A. S. 2011-2012 Participated in the sponsored National Seminar on “Self Esteem and Mental Health Promotion among Teachers organized by SNM Training College, Moothakunnam in collaboration with Union Christian College, Aluva on 4th and 5th August 2011.
2012-2013
Participated in the three day International seminar on “Gandhian Educational Principles and practices for the Emerging Global Scenario” organized by the Department of Education, University of Kerala at the Kerala Gandhi Smaraka Nidhi, Thiruvananthapuram from 25th to 27th July 2012 and presented the paper, “A Comparitive Study on the Inculcation of Gandhian Values among Teacher Training Programmes” along with Smt. Laya A. B. Participated in the Two Day Workshop on “Revisiting Educational Research methodology and statistics” conducted on 27th and 28th march 2014.
231 ______SNM Training Collge, Moothakunnam
APPENDIX XIII
SL. Details of publication in proceedings Faculty No
Proceedings of the National Seminar on 8th to 10th of 1 Dr.M.P.ANITHA December, 2010 organised by RGNITD, Sriperumbadoor, Tamil Nadu
Proceedings of the National level UGC sponsored 2 Dr.M.P.ANITHA seminar on “Education and social sensibility organized by St. Thomas College of Teacher Education, Pala. 3 Proceedings of the UGC sponsored National Seminar on Innovative Practices in Teacher education organized by SNM Training college Moothakunnam on 25th and 26th Dr. ASHA. O.S. September 2009 4 Proceedings of the International conference on H.E. (icmgu2010) on the theme Education for Peace Social Dr. ASHA. O.S. Inclusion and Sustainable Development –Towards a Paradigm Shift organized by M.G.University,kottayam on 8th October 2010 5 Proceedings of the National seminar on quality, expansion and inclusion in Indian Higher Education on Dr. K.S.Krishnkumar 3rd February 2011 at EMS seminar complex, University of Calicut organized by Department, University of Calicut. 6 Proceedings of the the Two Day National Seminar on New Trends in Pedagogical Science and Research in Dr.K.S.Krishnkumar Education in SAM, Training College, Poothotta. 7 Proceedings of the UGC sponsored National Seminar on “Learning Disability” organized by N S S Training P.S.Susmitha College, Ottappalam on 15th & 16th March 2012
232 ______SNM Training Collge, Moothakunnam
8 Proceedings of the UGC sponsored National seminar on quality, expansion and inclusion in Indian Higher Dr.M.P.ANITHA Education on 3rd February 2011 at University of Calicut 9 Proceedings of the UGC sponsored National Seminar on Dr.O.S.Asha, Heera.K.S ‘Self Esteem and Mental Health Promotion among Dr,M.P.Anitha, teachers’ organized by S N M Tainting College, Sudha.K.P Moothakunnam on 4th and 5th August 2011. P.S.Susmitha, Seeja.K.R Dr.K.S.Krishnakumar RinuVAntony,Laya.A.B, Bisini.PS,Suneethi.A.S. 10 Proceedings of the UGC sponsored National Seminar National Level Seminar on “Education and Social Susmitha.p.s Sensitivity” on 25th and 28th November 2010 at St. Rinu VAntony Thomas College of Teacher Education, Pala 11 Proceedings of the UGC sponsored International Seminar on “Education for the 21st Century” conducted by Susmitha.p.s Karmela Rani Training College, Kollam on 10th January, Rinu VAntony, 2011 Laya.A.B 12 Proceedings of National seminar conducted by Department of Education, Calicut University on the Bisini.P.S Quality Expansion and Inclusion in Indian Higher Education on 3rd February 2011. 13 Proceedings of UGC sponsored National Seminar on “Human Rights Educiatn: Relevance of multicultural Sudha K.P educiaotn based on the philosophy of pluralism in the, contemporary Indian context” conducted at St Joseph’s Training College, Mannanam on 12th & 13th January 2012 14 Proceedings of UGC sponsored National workshop on E- content Authoring in Language Teaching on 23rd & 24th Laya .A.B November 2011 organised by Keyi Sahib Training College, Karimbam, Taliparamba, Kannur
233 ______SNM Training Collge, Moothakunnam
15 Proceedings of UGC sponsored National seminar on “Reflections on Reflective practices’ organized by Laya.A.B Thomas College of Teacher education, Pala 16 Proceedings of IX th Annual convention and Institutional seminar of CTE, Kerala State Chapter – seminar on peace RinuV.Antony education ‘An orientation for generation Next at St Thomas colleges of Teacher education, Pala on 13 ,14 August 2010 17 Proceedings of UGC sponsored National level seminar on “Education and sensitivity” on November 25, 26 at St RinuV.Antony Thomas College of Education, Pala 15 Proceedings of UGC sponsored seminar organized by St Josephs College of Teacher Education for Women on RinuV.Antony Techno Pedagogy for Teacher Education on 21st and 22nd July 2011 16 Proceedings of International seminar on Indian Education: Evaluation on Innovations and Bisini.P.S Internationalization organized by EMEA Training College, Kondotty, Malappuram, Kerala and International forum for Effective Learning and Training (IFELT) on 18th March 2014. 17 Proceedings of National seminar on “New trends in pedagogical science and research in education” on 17th Heera.K.S &18th February, 2011 and presented a paper on the topic “Activity reflection E-portfolios for integrating, ICTs in Education 18 Proceedings of UGC sponsored National Seminar on ' Information & Communication Technology in Education: Laya.A.B Challenges and Innovations'.organized by Karmela Rani Training College, Fatima Road, Near St Aloysius H S S, Cubcherry P O, Kollam on 8th & 9th of August 2012.
234 ______SNM Training Collge, Moothakunnam
19 Proceedings of International seminar on “Gandhian Educational Principles and practices for the Emerging Laya.A.B Global Scenario” organized by the Department of Suneethi.A.S Education, University of Kerala at the Kerala Gandhi Smaraka Nidhi, Thiruvananthapuram from 25th 27th July 2012 20 Proceedings of Research in Teacher Education Year Dr.Sankaran Nair book, S A M College of Teacher Education January 2013. 21 Proceedings of National seminar report, Christ College, Dr.Sankaran Nair Irinjalakuda 2013. 22 Proceedings of “Psychotherapy and Counselling Models and approaches in the two Day UGC sponsore3d National seminar on Positive Psychology – Exploring Cognitive, Bisini.P.S Emotional and social levels of well being in Learners held on 23rd and 24th of January 2014, organized by N S S Training College, Changanacherry in Collaboration with Viyyar International Foundation for Education Changanacherry.
235