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NAAC Vision To make quality the defining element of higher education in India through a combination of self and external quality evaluation, promotion and sustenance initiatives. Mission To arrange for periodic assessment and accreditation of institutions of higher education or units thereof, or specific academic programmes or projects; To stimulate the academic environment for promotion of quality of teaching-learning and research in higher education institutions; To encourage self-evaluation, accountability, autonomy and innovations in higher education; To undertake quality-related research studies, consultancy and training programmes, and To collaborate with other stakeholders of higher education for quality evaluation, promotion and sustenance. Value Framework To promote the following core values among the HEIs of the country : Contributing to National Development Fostering Global Competencies among Students Inculcating a Value System in Students Promoting the Use of Technology Quest for Excellence Series on Great Institutions of Higher Learning Accredited Colleges in India (Volume I, 2002-2004) Series on Great Institutions of Higher Learning Accredited Colleges in India (Volume I, 2002-2004) ∫Á…b~yÆ ™Ó¡ÆÁÊN˛å LƒÊ ünÆÁÆå úu∫ t uƒ≈ƒuƒ˘Á¬Æ EåÏtÁå EÁÆÁzT N˛Á ÀƒÁÆ ÃÊÀsÁå NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL An Autonomous Institution of the University Grants Commission 2/4, Dr. Rajkumar Road, P.O. Box No. 1075, Rajajinagar, Bangalore - 560 010. INDIA © NAAC, February 2005 Price : Rs. 225 Published by: National Assessment and Accreditation Council 2/4, Dr.Rajkumar Road, Rajajinagar, Bangalore - 560 010, Karnataka, India CONTENTS I Introduction ….. 1 II Assessment Reports of A+ Grade Colleges 1. A.S. College, Khanna, Punjab ….. 7 2 Auxilium College, Gandhi Nagar, Vellore, Tamil Nadu ….. 16 3 BBK DAV College for Women Amritsar, Punjab ….. 25 4 Doaba College, Jalandhar, Punjab ….. 38 5 Dr. Ambedkar College, Deekshabhoomi, Nagpur, Maharashtra ….. 48 6 Smt. Surajba College of Education, Mumbai, Maharashtra ….. 59 7 Government Mohindra College, Patiala, Punjab ….. 69 8 Govt. M.K.B. Arts and Commerce Autonomous College for women, Jabalpur, Madhya Pradesh ….. 76 9 Hans Raj Mahila Maha Vidyalaya, Jalandhar, Punjab ….. 86 10 ILS Law College, Pune, Maharashtra ….. 101 11 Kanya Maha Vidyalaya, Jalandhar, Punjab ….. 112 12 Lyallpur Khalsa College, Jalandhar, Punjab ….. 121 13 Lyallpur Khalsa College for Women, Jalandhar, Punjab ….. 134 14 Madras Christian College,(Autonomous), Tambaram, Chennai ….. 139 15 Marathwada College of Education, Aurangabad, Maharashtra ….. 150 16 Bombay Teachers’ Training College, Mumbai, Maharashtra ….. 154 17 Padmashri Vikhe Patil (p.v.p.) College of Arts, Science & Commerce, Pravaranagar, Maharashtra ….. 161 18 Seva Sadan’s College of Education, Ulhasnagar, Thane, Maharashtra ….. 170 19 S.P. Mandali’s R.A. Podar College of Commerce and Economics, Matunga, Mumbai, Maharashtra ….. 176 20 Sohan Lal DAV College of Education, Ambala, Haryana ….. 187 21 St.Philomena’s Arts, Science and Commerce College, Mysore, Karnataka ….. 199 22 St. Xavier’s Institute of Education, Mumbai, Maharashtra ….. 210 III Annexure Colleges Accredited by NAAC – A+ Grade ….. 220 Great Institutions of Higher Learning Accredited Colleges in India Introduction his volume is the outcome of the effort of NAAC to present a select group of colleges, among those Tassessed and accredited recently, as effective performers. In another volume published earlier this year (2004), exemplary academic practices of a larger group of best institutions were highlighted under the rubric, “Best practices”. These efforts are made not to pedastalize some institutions to the exclusion of others. That would be judgmental and discriminatory. Rather NAAC seeks to emphasize the philosophy of corporate endeavour for corporate excellence and to promote the inclusive culture of mutual support in the furtherance of a common cause. In a country like ours, where education is a large enterprise, we may advisedly resort to an enlightened economy of learning from one another. Without losing its own identity and uniqueness in particular directions of development, an institution will only be richer by emulating or creatively adapting a “Best Practice” of another. It is in this sense institutions which create opportunities for such mutual sharing may be looked upon as ‘models’, rather than prescriptive norms. The colleges included in this volume were assessed between 2002 and 2004 and they were accredited with ‘A’ or ‘A +’ grade. Those assessed earlier under a different system of accreditation are preparing for reaccreditation. They will be included in subsequent volumes after their accreditation results are announced. The assessment reports are reproduced here in the hope that the strengths highlighted in them may trigger and motivate others to make them their own. Or, on the contrary, the areas of inadequacy pointed out therein may caution others to circumvent them. The use of the term ‘great’ to refer to the institutions presented here is the result of a happy coincidence. They legitimately attract the title because ‘of (their) extreme good quality’ (as the dictionary defines the term, ‘great’). However, the honourable President of India, Shri.A.P.J. Abdul Kalam made the following suggestion to NAAC when he spoke at the conclusion of NAAC’s decennial celebrations on November 5, 2004 at Bangalore. “…. For each criterion of evaluation (set down by NAAC) there is a college or a university whose practices are the best and would stand out as a symbol of” these practices. .. “This experience would lead to the evolution of a book of experience with the title “Great institutions of Higher Learning” (“Suggestions to NAAC” in the address by the honourable President) Earlier in the address he identified the distinguishing mark of such institutions as that of capacity building for research, innovation, use of high technology, creativity in knowledge transfer and entrepreneurial and moral leadership. NAAC’s own criteria anticipate the President’s succinct observation. NAAC for Quality and Excellence in Higher Education 1 Great Institutions of Higher Learning Accredited Colleges in India The institutions presented here have distinguished themselves as performing colleges for learner development; enhancement of social access to higher education; nation building through extension programmes for community development; advancement of research; and promotion of collaboration with national and overseas agencies. They have been agents to reach a large body of youth in the country who are shaped in the most impressionable age to develop sensitivity to quality in intellectual attainment; to assume roles as responsible citizens and leaders to determine the destiny of the country; and to acquire a cultural identity and values, which bridge tradition and modernity. Most of them have made available to learners benefits of modern technology at moderate cost. Those who have passed out of them have provided effective leadership to the nation and the rest of the world in several spheres of activity besides constituting the largest body of enlightened workforce in the country. A few of their significant achievements are mentioned below. Most of the institutions have widened access to higher education for the economically poor and the underprivileged. Located in rural and semi-urban areas, many of them have been rendering significant service by making available to the youth of these regions a wide range of curricular options. They are tailored to meet specific needs of employment as well as social development. A few of them have a comprehensive network of neighbourhood services by means of inputs for agricultural and farm development, empowerment of women and development of skills of leadership among rural youth. The range of course options was never perhaps so wide as now. They cover all avenues of development from child care to care of the aged, from rural development to science and technology, and from vocational interests to heritage preservation. Some of the institutions included in the volume offer hundreds of courses and course combinations. Some of the women’s colleges included here encourage one to believe that women have carved for themselves a niche and won an identity through education. Their vision to define the future of Indian womanhood as a dynamic and vibrant personality second to none in intellectual pursuit and social graces is revolutionary. The programmes designed by these colleges for empowering women and the outstanding achievements realized through them, are miraculous indeed. Women trained by these colleges have excelled in sports winning laurels in the international olympic competitions. They offer an incomparable array of courses which foster uniquely feminine competencies in art and design; and in culinary interests and performing arts. Women have risen to eminence also in marital arts and defence services. If the colleges could achieve these and more, the progress of women, and the goals of perfection they are confident to reach, may be unique in the world. Many of the colleges are outstanding achievers in academics. Learner-centred pedagogy and ICT- oriented teaching-learning have given them the unique benefit of moving towards global parity in education. The demands and difficulties of one of the largest educational enterprises notwithstanding, they have 2 NAAC for Quality and Excellence in Higher Education Great Institutions of Higher Learning Accredited

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