P a g e | 1
SELF APPRAISAL REPORT
(SECOND CYCLE)
K.L.E. SOCIETY’S COLLEGE OF EDUCATION
VIDYANAGAR, HUBLI-580 031. Accredited with B++ Grade
Affiliated to Karnatak University, Dharwad. Karanataka. (NCTE & UGC recognized)
Submitted to NAAC
NATIONAL ASSESSMENT AND ACCREDITAION COUNCIL P. O. Box. No. 1075, Nagarbhavi, Bangalore -560 072
August, 2014
P a g e | 2
Contents Pages About College 3-8
Part I Institutional Data A. Profile of the Institution 9-12 B. Criterionwise Inputs 13-40
Part II Evaluation Report I. Executive Summary 41-43
II Criterionwise Inputs i.Curricular Aspects 44-52 ii.Teaching-Learning and Evaluation 53-67 iii.Research,Consulatncy and Extension 68-77 iv.Infrastructure and Learning Resources 78-90 v.Student Support and Progression 91-101 vi.Governance and Leadership 102-112 vii.Innovative Practises 113-120
Declaration By the Head of Institution 121
P a g e | 3
About College KLE Society
Karnatak Lingayat Education Society, Belgaum was started in 1916 by likeminded, inspiring and enthusiastic group of young men like :1. Sri S. S. Basavanal, 2. Sri M. R. Sakhare, 3. Sri. H. F. Kattimani, 4. Sri. P. R. Chikodi, 5. Sri. B. B. Mamadapur, 6. Sri. B. S. Hanchinal, 7. Sri V. V. Patil, 8. Rao Bahaddur Rudragouda Aratal, 9. Sirdar V. G. Naik and 10. Rao Bahaddur V. A. Anigol.
These ten simple sublime souls, felt the need to provide for basic educational needs, for it was the only solution to the socio-economic and political upliftment of the rural fabric of the region. They firmly believed that Education is the only means for the upliftment of the down trodden.
Karnatak Lingayat Education Society was the result of the efforts of such sacrificed group of people who lived for the sacred cause of Education. They started initially the Anglo Vernacular School in 1916 at Belgaum.
We deeply acknowledge the supreme sacrifice of the founding fathers and donors who led a saintly life spreading the message of Truth (Satya), Love (Prema) Service (Seve) and Self sacrifice (Swarth-thyaga) the values depicted in the Society’s Emblem.
Beginning with Anglo Vernacular School at Belgaum, in 1916, year by year the K.L.E. Society added schools and colleges to its credit. The institutions starting from Kindergarten, Primary, Secondary, Degree colleges Pharmacy, Engineering, Teacher education institutions, Nursing, Law, Business management, Polytechnic etc. range up to the Medical college and Dental college.
Totally at present 244 institutions are covered under this esteemed society. Over 16000 staff are employed and it caters to the educational needs of more than 1,10,000 students. These institutions are spread over in Karnataka, Maharashtra Delhi and abroad. P a g e | 4
The K.L.E. hospital is a super-specialty 1000 bedded hospital with the modern equipments and highly qualified staff providing healthcare at economical prices. It offers ‘Vaidyashree’ Scheme to all the members of ‘K.L.E. Parivar’.
It is a pleasure to write that the K.L.E. Society has been recognized as Deemed University for medical and dental colleges. The prestigious K.L.E. Society is one of its kind in India, where the mission and objectives are realized in an ideal sense, where the ultimate destination of upliftment of an individual in particular and the society in general is materialized. The ideals preached by Gandhiji, Lord Basavanna and others are actually put into practice. Dynamic and enthusiastic Chairman Dr. Prabhakar Kore and 20 office bearers who have been instrumental in the unprecedented growth of the society .
P a g e | 5
K.L.E SOCIETY’S COLLEGE OF EDUCATION VIDYANAGAR, HUBLI.
KLE Society’s College of Education, Hubli Karnataka State was established in 1986. It is managed by Karnatak Lingayat Education Society, Belgaum. This was inaugurated by his holiness Sriman Maharaj Niranjan Jagadguru Gangadhar Rajayogindra Swamiji, Moorusaveeramath, Hubli. To begin with the college was housed in J.G. College of Commerce, Hubli. Then in the year 2000 the college was shifted to its own building situated in a well spacious area in the B.V.B. Campus, Vidyanagar, Hubli. The college is providing training for Secondary School teachers.
It has well qualified staff right from its inception. The team of the faculty work in a congenial atmosphere and with team spirit. Library serves as rich source of teacher education. In order to facilitate the students learning, library of the college has wide range of good books and popular journals on education. It is well equipped with furnitur The seating capacity of the library is 50. The college is having good computer laboratory consisting of 30 with internet facility.
Thinking that education should elate to the life needs and aspirations of the people, the subjects like SUPW, sports/ games, cultural programme etc., are introduced in the training programme. Time table is properly planned to provide opportunity to the students to participate in the above programmes. The institution has well equipped psychology laboratory. The psychology laboratory is equipped with materials related to psychology. The educational technology laboratory includes LCD,smart board,Television, tape recorder etc.
The college was started with an initial strength of 78 students in the year 1986. Later on the strength remained 100 for every year as prescribed by the Government of Karnataka. The institution has a proven track record of securing ranks almost every year from its inception. Every year the passing percentage of the college is 100%
P a g e | 6
Following are the University rank holders for the past 5 years Sl. Year Name of the Students Rank Percentage No 01. 2005 - 06 1) Smt. Bilebal S.M Third 85.09%
02. 2006-07 ------
03. 2007-08 ------
04 2008- 09 1) Smt. Navalgund P.M Ninth 84.12% 05. 2009-10 1)Smt. Dudagi A.S First 85.58% 2) Smt. Bisanalli K.T Fourth 84.42% 06. 2010-11 1)Smt Archan Murdeshwar First 85.64% 2) Smt. Rashmi K. Kulkarni Eight 84.16% 07. 2011-12 1) Smt. Kavita Ambiger Third 86.12% 2) Smt. Shilpa Hegde Eighth 84.79%
Practice teaching is an important part in teacher training. Altogether 14 Schools have been selected for practice teaching which are within a radius of 2 to 3 kms . Linkage with IGNOU During 2005 IGNOU ,Delhi has sanctioned IGNOU B.Ed Program Study Center to the College. Faculty of the College and the experienced Teacher educators from different colleges are working as Counselors.
Visit of Prominent Persons : 1) Dr. A. Murigeppa Farmer Vice Chancellor Kannada University Hampi. 2) Sri. K.T Patil Secretary, S.V.P. Mahila Vidyapeeth, Hubli. 3) Dr. S. Srikanta Swamy Former professor of Education,Bangalore. 4) Dr. D.R Baluragi Rtd. Prof. of Physics. P a g e | 7
5) Dr. M.S Pathasarathy Regional Director IGNOU Panaji. 6) Dr. H.T Pote Registrar (Evaluation) Karnatak University Dharwad. 7) Dr. R Parimala Associate Professor Dept. of Botany J.S.S College Dharwad. 8) Prof. N.G Karur Administrator. Basaveshwar Vidya Vardhak Sangh Bagakot. 9) Dr. N.P Shahapur Dean and Chairman Faculty of Education, Karnatak University Dharwad. 10) Prof. K.H Uddandappa Rtd. Principal IASE R. V Teacher College Banglore. 11) Dr. Vasath Kulkarni Rajrajeshwari Medical college, Bangalore. 12) Shri Devandnand Gaoankar Joint Director, Collegiate Education Dharwad .
The institute has privilege to organize workshop programmes for teacher educators on thrust areas. Such as education in emerging India and review of new semesterized B.Ed syllabus, Karnatak University, Dharwad.
To create social and civic awareness the institution provides academic support for conducting survey on current issues of the society and provides research insight into them. It h as been a unique tradition of the institution to visit a special school for the study of problems of exceptional children and try to create favorable attitude towards them.
Whenever the institution conducts programmes like C.T.C. and organize workshops, it has invited blind children from school for the blind, allows them to entertain villagers and participants. Institution as a token of gratitude gives financial support to those children. P a g e | 8
The schools are situated within a radius of 2 to 3 km. Practicing school extend their co-operation in making the programme success.
Our thanks to the local Governing body for their continuous guidance and encouragement in the progress of the institution. The society is kind enough to provide cooperation and encouragement for the upliftment of the college. We are all indebted to them. P a g e | 9
A. Profile of the Institution
1. Name and address of the institution:
K.L.E.Society’s College of Education, Vidyanagar, Hubli-580031 Dist : Dharwad State : KARNATAKA 2. Website URL : http://www.klecedhubli.org
3. For Communication
Office :
Telephone Name Fax No. E-Mail Address Number with STD Code Principal ( 0836 ) 2372901 0836-4260368 [email protected] Dr.(Smt) S.S.Desai Vice-Principal - - - Self-appraisal ( 0836 ) 2372901 0836-4260368 [email protected] Co-ordinator Dr. M.G. Sajjanar
Residence :
Name Telephone Number with STD Code Mobile Number Head / Principal -- 9845820448 Dr.(Smt) S.S.Desai Vice-Principal Self-appraisal (0836)2371733 9448968181 Co-ordinator Dr. M.G. Sajjanar
P a g e | 10
4. Location of the Institution
Urban Semi-urban Rural Tribal
Any other ( specify and indicate)
18 Acres, 3.73Guntas 5. Campus area in:
6. Is it a recognized minority institution? Yes No
7. Date of establishment of the institution
Month and Year
M M YYYY
September 1986
8. University / Board to which the institution is affiliated:
Karnatak University, Dharwad.
9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.
Month & Year
M M YYYY
2f December 2004
M M YYYY 12B September 2010
P a g e | 11
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
d. Dept of Education of Composite College
vi. CTE
vii. 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
P a g e | 12
12. Details of Teacher Education programmes offered by the institution;
S.No Level Programme Entry Nature of Duration Medium Qualification Award of 01 Pre-primary Certificate Diploma Degree 02 Primary / Certificate Elementary Diploma Degree 03 Secondary / Certificate Sr.secondary Diploma B.Ed Any Degree Degree OneYear English (Two and Semesters) Kannada 04 Post Graduate Certificate Diploma Degree
05 Other ( specify) Certificate Diploma Degree (Additional rows may be inserted as per requirement)
13. Give details of NCTE recognition ( for each programme mentioned in Q.12 above)
Level Programme Order No & Date Valid up Sanctioned to Intake Pre-primary Primary / Elementary Secondary / B.Ed F.KR/S/34/SRO/NCTE/ 2004 -2005 100 Sr.secondary 2004-05/103 Post Graduate Other ( specify)
( Additional rows may be inserted as per requirement)
P a g e | 13
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? B.Ed 1
b) Fee charged per programme 2012-13 Govt Rs. 10, 550=00 Management Rs. 19,550=00
3. Are there programmes with semester system Yes
4. Is the institution representing / participating in the curriculum development / revision processes of the regulatory bodies?
Yes No
If yes, how many faculty are on the various curriculum development / vision committees / boards of universities / regulating authority. In semesterized syllabus 3 Partial Curriculam syllabus framing
5 No. of methods /elective options (programme wise )
B.Ed 08 Methods
P a g e | 14
6. Are there Programmes offered in modular form
Yes No
Number Nil
7. Are there Programmes where assessment of teachers by the students has been introduced.
Yes No
Number 2
8. Are there Programmes with faculty exchange / visiting faculty
Yes No
9. Is there any mechanism to obtain feed back on the curricular aspects from the
Heads of practice teaching schools Yes No
Academic peers Yes No
Alumini Yes No
Students Yes No
Employers Yes No
10. How long does it take for the institution to introduce a new programme with in the existing system?
Not decided
11. Has the institution introduced any new courses in teacher education during the last three years?
Yes No
Number
12. Are there courses in which major syllabus revision was done during the last five years? Yes No
P a g e | 15
Number 01 13. Does the institution develop and deploy ( spread) action plans for effective implementation of the curriculum?
Yes No
14. Does the institution encourage the faculty to prepare course outlines?
Yes No
P a g e | 16
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 / Govt c) Through an interview d) Entrance test and interview e) Merit at the qualifying examination f) Any other ( specify and indicate )
2. Furnish the following information ( for the previous academic year) a) Date of start of the academic year 07.12.2012 b) Date of last admission 27.12.2012
c) Date of closing of the academic year 27.09.2013
d) Total teaching days 210 e) Total working days 291
3. Total number of students admitted
Programme No of Students Reserved Open M F Total M F Total M F Total B.Ed (2012-13) 27 73 100 09 14 23 18 59 77
4. Are there any overseas students?
Yes No
P a g e | 17
5. What is the ‘unit cost ’ of teacher education programme? ( Unit cost = total annual recurring expenditure divided by the number of students / trainees enrollee
2012-2013 a) Unit cost excluding salary component Rs. 7446=00 b) Unit cost including salary component Rs.70641=00
6. Highest and Lowest percentage of marks at the qualifying examination considered for admission during the previous academic session.
Programmes Open Reserved Highest Lowest Highest Lowest % % % % B.Ed (2012-2013 ) 98.53 50 87.85 45
7. Is there a provision for assessing students knowledge and skills for the Programme (after admission)
Yes No
8. Does the institution develop its academic calendar?
Yes No
9. Time allotted ( in percentage)
Programmes Theory Practice Teaching Practicum B.Ed ( Semester 70.75% to 75% 25 to 31.25 % (included in Course ) theory)
10. Pre-practice teaching at the institution ( Micro lessons only ) ( Sem Course) 12 days a) Minimum number of pre-practice teaching lesson given by each students (Sem Course). 6
P a g e | 18
11. Practice Teaching at School a) No of schools identified for practice teaching 14
b) Total number of practice teaching days ( Sem course) 24 days
c) Minimum number of practice teaching lessons given by each student
( 1 st Sem lesson ) 8
( 2 nd Sem lesson ) 16
12. How many lessons are given by the student teachers in simulation and pre- practice teaching in class room situations?
No of lessons in simulation Micro –lesson and No 08 No of lessons Pre- No-06 innovative Lesson practice teaching 13. Is the scheme of evaluation made known to students at the beginning of the academic session?
Yes No
14. Does the institution provide for continuous evaluation?
Yes No
15. Weight age ( in percentage) given to internal and external evaluation
Programmes Internal External
B.Ed ( Sem Course 33.3% 66.6% 2012-13 )
16. Examinations a) Number of section test held for each paper 1
b) Number of assignments for each paper Semester Course 1
P a g e | 19
17. Access to ICT (Information and Communication Technology ) and technology. Yes No Computer Internet Software / course wise ( CDs) Audio resources Video resources Teaching Aids and other related materials Any other ( specify and indicate ) Smart Boards
18. Are there course with ICT enabled teaching – learning process?
Yes No
Number 2
19. Does the institution offer computer science as a subject?
Yes No
If yes, is it offered as a compulsory or optional paper?
Compulsory
P a g e | 20
Criterion III : Research, Consultancy and Extension
1. Number of teachers with Ph.D and their percentage to the total faculty strength Number 07 77%
2. Does the Institution have ongoing research projects?
Yes No
3. Number of completed research projects during last three years.
No
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 Yes No X Teachers are provided with seed money Yes No Adjustment in teaching schedule Yes No
Providing Secretarial support and other facilities Yes No Any other specify & indicate Interenet Broswing is available Yes No
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 5
b. M.Phill 2
7. Does the institution support student research projects ( UG & PG )? Yes No
P a g e | 21
8. Details of the Publications by the faculty ( Last five years) Books – Publications Yes No Number
Academic articles 05 in reputed magazines/news papers Books 03
9. Are there awards, recognition, patents etc received by the faculty?
Yes No Number 02
10. Number of papers presented by the faculty and students ( during last five years) Faculty Students National seminars
International
Any other academic section
11. What types of instructional materials have been developed by the institution?
Self – Instructional materials Yes No
Print materials Yes No
Non Print materials Yes No
Digitalized Yes No ( Computer aided Instructional materials )
Question Bank Yes No
Any other ( specify indicate ) Yes No
12. Does the institution have a designated person for extension activities?
Yes No
P a g e | 22
13. Are the NSS and NCC programmes in the institution?
Yes No
14. Are there any other outreach programmes provided by the institution?
Yes No
15. Number of other curricular / co-curricular meets organized by other academic agencies / NGOs on Campus
NO
16. Does the institution provide consultancy services?
Yes No
In case of paid consultancy what is the net amount generated during last three years.
NO
17. Does the institution have networking / linkage with other institutions/ organizations?
Local Level State Level National Level International Level
P a g e | 23
Criterion IV : Infrastructure and Learning Resources
1. Built-up Area ( in sq.mts.) 1733.92
2. Are the following laboratories been established as per NCTE Norms? a) Methods Lab
Yes No b) Psychology Lab
Yes No c) Science Lab(s)
Yes No d) Education Technology Lab
Yes No e) Computer Lab
Yes No f) Workshop for preparing teaching aids
Yes No
3. How many Computer terminals are available with the institution?
30
4. What is the Budget allotted for computers(purchase and maintenance) during the previous academic year?
-Nil-
5. What is the Amount spent on maintenance of computer facilities during the previous academic year?
4400=00
P a g e | 24
6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year?
47030=00
7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session / financial year?
No
8. Has the institution developed computer aided learning packages?
Yes No
9. Total number of posts sanctioned Open Reserved Male Female Male Female Teaching 1 + 8 4 5 - - Non-teaching 9 - - -
10. Total number of posts vacant Open Reserved Male Female Male Female Teaching - - - Non-teaching 3 - - -
11. a) Number of regular and permanent teachers ( Gender-wise) Open Reserved Male Female Male Female Lecturers 4 4 Readers - - - - Professors - 1 - -
b) Number of temporary / ad-hoc/ part-time teachers ( Gender – wise) Open Reserved Male Female Male Female Lecturers - 2 - - Readers - - - - Professors - - - -
P a g e | 25 c) Number of teachers from Same State 9
Other States No
12. Teacher student ratio ( program –wise)
Programme Teacher Student Ratio B.Ed 1:11
13. a) Non-teaching Staff Open Reserved Male Female Male Female Permanent 6 - - - Temporary 1- - -
b) Technical Assistants
Open Reserved Male Female Male Female Permanent -- - - - Temporary - 1 - -
14. Ratio of Teaching & Non-teaching staff
1.5:1
15. Amount spent on the salaries of teaching faculty during the previous academic session. ( % of total expenditure)
6919476=00 (87%)
16. Is there an advisory committee for the library?
Yes No
17. Working hours of the Library
On working days 8 On holidays Closed During examination 10
P a g e | 26
18. Does the library have an Open access facility
Yes No
19. Total Collection of the following in the library
a) Books 12900 - Textbooks 9389 - Reference books 3511
b) Magazines 4 c) Journals subscribed 7 - Indian journals 7 - Foreign journals -- d) Peer reviewed journals 1
e) Back volumes of journals 6 f) E-information resources
- Online journals/ e-journals -- - CDs / DVDs 63 - Databases -- - Video Cassettes -- - Audio Cassettes --
20. Mention the Total carpet are of the Library ( in sq.mts) 727.27 Seating capacity of the Reading Room 50
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
P a g e | 27
Information display and notification
Book Bank
Photocopying
Computer and Printer
Internet
Online access facility
Inter-library borrowing
Power back up
User orientation / information literacy --
Any other Book talk, Book Exhibition
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 26
Maximum number of days books are permitted to be retained by students 15
By faculty 120
Maximum number of books permitted for issue
8 For students
For faculty 15
Average number of users who visited / consulted per month 35
Ration of Library books ( excluding textbooks and book bank facility) to the number of students enrolled 1:35
P a g e | 28
25. What is the percentage of library budget in relation to total budget of the Institution?
1.02%
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 2010-11 2011-12 2012-13 Numb Total Number Total Cost Number Total Cost er Cost ( in Rs.) ( in Rs.) ( in Rs.) Text books 38 5310=00 -- -- 05 1400=00 UGC -- -- 1963 276707=00 -- --- Other books 11 4823=00 22 3520=00 43 3695=00 UGC -- -- 530 121025=00 -- -- Journals / 05 2355=00 05 2355=00 07 4590=00 Periodicals 04 2136=00 04 2400=00 04 2820=00 Encyclopedia 01 9097=00 16 68367=00 -- --
-- -- 54 Vol 260912=00 -- -- UGC- Encyclopedia Dictionary -- -- 36 77192=00 -- --
P a g e | 29
Criterion V : Student Support and Progression
1. Programme wise “ dropout rate ” for the last three batches Programmes Year 1 Year 2 Year 3 Year 2010-11 2011-12 2012-13 B.Ed 02 05 04 M.Ed ( Full Time) - - - M.Ed ( Part Time) - - -
2. Does the Institution have the tutor-ward / or any similar mentoring system? Yes No
If yes, how many students are under the care of a mentor / tutor?
11
3. Does the institution offer Remedial instruction? Yes No
4. Does the institution offer Bridge courses? Yes No
5. Examination Results during past three years( provide year wise data)
B.Ed 2010-11 2011-12 2012-13 Pass percentage 100% 100% 99% Number of first 44 25 17 classes Number of 35 40 77 distinctions Exemplary Ist and VIth Rank IIIrd and VIIIth Waiting for Pperformances Rank announcement (Gold medal & University ranks)
P a g e | 30
6. Number of students who have passed competitive examinations during the last three years ( provide year wise data)
NET - - - SLET / SET - - -- Any other ( specify and - - - indicate )
7. Mention the number of students who have received financial aid during the past three years.
Financial Aid 2010-11 2011-12 2012-13 SC/ ST Merit 103080=00 70600=00 194800=00 Scholarship Merit cum means -- -- 11100=00 Scholarship Fees Concession -- -- 174700=00 Loan Facilities ------Any other specify and indicate, -- 4000=00 8750=00 physical Handicap
8. Is there a Health Center 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 -
Women 04
P a g e | 31
11. Does the institution provide indoor and outdoor sports facilities?
Sports fields Yes No
Indoor sports facilities Yes No
Gymnasium Yes No
12. Availability of rest rooms for Women
Yes No
13. Availability of rest rooms for Men
Yes No
14. Is there transport facility available?
Yes No
15. Does the Institution obtain feedback from students on their campus experience? Yes No
16. Give information on the Cultural Events (Last year data ) in which the Institution participated / organized.
2012-13 Organized 2012-13 Participated Yes No Number Yes No Number Inter-collegiate 1 01 Inter-University ------National ------Any other ------
17. Give details of the participation of students during the past year at the University, state, regional, national and international sports meets.
Participation of students Outcome ( Numbers ) ( Medal achievers ) State ------Regional ------National ------International ------
P a g e | 32
18. Does the institution have an active Alumni Association?
Yes No
If yes, give the year of establishment
2002-03
19. Does the institution have a Student Association / Council?
Yes No
20. Does the institution regularly publish a college magazine?
Yes No
21. Does the institution publish its updated prospectus annually?
Yes No
22. Give the details on the progression of the students to employment / further study (Give percentage ) for last three years
Year 1 Year 2 Year 3 (%) (%) (%) 2010-11 2011-12 2012-13 Higher Studies 9.19 8.86 4.12 Employment ( Total) 06 06 08 Teaching ------Non Teaching ------
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
2010-11 2011-12 2012-13 04 06 04
P a g e | 33
24. Does the institution provide the following guidance and counseling services to students?
Academic guidance and Counseling Yes No
Personal Counseling Yes No
Career Counseling Yes No
P a g e | 34
Criterion VI: Governance and Leadership
1. Does the institution have a functional Internal Quality Assurance Cell ( IQAC ) or any other similar body / committee
Yes No
2. Frequency of meetings of Academic and Administrative Bodies: ( last year)
Governing Body / Management 5 Staff Council 10 IQAC or any other similar body / committee 2 Internal Administrative Bodies contributing to - quality improvement of the institutional processes. ( mention only for three most important bodies )
3. What are the Welfare Schemes available for the teaching and non-teaching staff of the institution?
Loan facility Yes 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.
2010-11 2011-12 2012-13 ------
5. Furnish the following details for the past three years a) Number of teachers who have availed the Faculty Improvement Program of the UGC / NCTE or any other recognized organization
2010-11 2011-12 2012-13 ------
b) Number of teachers who were sponsored for professional development programmes by the institution
National Yes
International Yes
P a g e | 35
c) Number of faculty development programmes organized by the Institution
2010-11 2011-12 2012-13 ------d) Number of Seminars / workshops / symposia on Curricular development, Teaching – learning, Assessment, etc. organized by the institution
2010-11 2011-12 2012-13
------e) Research development programmes attended by the faculty
2010-11 2011-12 2012-13 ------
f) Invited / endowment lectures at the institution
2010-11 2011-12 2012-13
02 02 02
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 P a g e | 36
7. Are the faculty assigned additional administrative work?
Yes No
If yes, give the number of hours spent by the faculty per week
---
8. Provide the income received under various head of the account by the institution for previous academic session
Grant-in –aid 6813943=00
Fees 1129989=00
Donation ---
Self-funded courses ---
Any other ( specify and indicate ) --
9. Expenditure statement ( for last two years )
Year 1 Year 2 2011-12 2012-13 Total sanctioned Budget 3055700=00 4864500=00 % spent on the salary of faculty 82.44 106.96 % spent on the salary of non-teaching employees 24.66 32.89 % spent on books and journals 2.71 0.19 % spent on developmental activities -- -- ( expansion of building) % spent on telephone, electricity, and water. 1.98 1.22 % spent on building maintenance, sports facilities, 0.16 0.05 hostels , residential complex, student amenities, etc %spent on equipment, teaching aids, contingency -- -- etc., % spent on research and scholarship ( seminars, ------conferences, faculty development programs, faculty exchange, etc.) E.P.F, F.P.F, Gru % spent on Travel 1.16 0.23 Any other ( specify and indicate ) -- -- Total expenditure incureed 3457403=0 5446905=00
P a g e | 37
10. Specify the instiution surplus /deficit budget during last three years (specify the amount in the applicable boxes given below)
Year Surplus Deficit 2010-11 -- 662060-00 2011-12 --- 1811950-00 2012-13 -- 95750=00
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 Counseling 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-coordinating and monitoring mechanism?
Yes No
15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-teaching staff?
Yes No
16. Are all the decisions taken by the institution during the last three years approved by a competent authority?
P a g e | 38
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 redresseal 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 sensitized to modern managerial concepts such as strategic planning, teamwork, decision-making, computerization and TQM?
Yes No
P a g e | 39
Criterion VII: Innovative Practices
1. Does the institution has an established Internal Quality Assurance Mechanisms?
Yes No
2. Do students participate in the Quality Enhancement of the Institution?
Yes No
3. What is the percentage of the following student categories in the institution?
2012-13
Category Men % Women % a SC 08 08 10 10 b ST 01 01 04 04 c OBC 15 15 38 38 d Physically challenged 03 03 01 01 e General Category -- -- 20 20 f Rural 22 22 24 24 e Urban 05 05 49 49 h Any other (specify)
4. What is the percentage of the staff in category?
Category Teaching % Non-Teaching % staff staff a SC b ST c OBC d Women 5 55 e Physically challenged f General Category 4 45 06 100 P a g e | 40 g Any other (specify)
5. What is the percentage incremental academic growth of the students for the last two batches?
Category At –Admission On-completion of the course
Batch-I Batch-II Batch-I Batch-II 2011-12 2012-13 2011-12 2012-13 SC 15 17 14 15 ST 02 05 02 05 OBC 54 54 51 53 Physically 02 04 01 04 challenged General 06 20 06 19 Category Rural 45 46 40 44 Urban 34 54 34 52 Any other (specify) P a g e | 41
6.
PART II:Evaluation Report
1.Executive Summary
KLE Society`s college of Education, Hubli, Karnataka State was established in 1986. It is managed by Karnatak Lingayat education society, Belgaum. This was inaugurated by his holiness Sriman Maharaj Niranjan Jagadguru Gangadhar Rajayogindra Swamiji, Moorusaveeramath Hubli. To begin with the college was housed in J.G.College of commerce, Hubli. Then in the year 2000 the college was shifted to its own building situated in well spacious area in the BVB Campus, vidynagar, Hublli. The college is providing training for secondary school teachers.
The college comes under 2(f)and 12(B) & has NAAC accreditation first time with B ++ Grade, and has permanent affiliation.
It has well qualified staff right from its inception. The team of the faculty work in a congenial atmosphere and with team spirit. Library serves as rich source of teacher education. In order to facilitate the students learning, library of the college has wide range of good books and popular journals on education. It is well equipped with furniture
The college is having Good computer laboratory with internet facility.
College Campus
On entering the campus one would be thrilled by the beautiful lawns, flowering plants. The natural atmosphere maintained in the campus provides a calm and pleasant environment, comfortable classrooms, good laboratories equipped with modern instruments, rich experienced faculty members, are the boons to our institution.
Relationship with Schools
We have cordial relationship with the following school.
• M.R. Sakhare English Medium School, Hubli. • H.F. Kattimani High School Hubli. • J.G. Boys High School Hubli. • S.R. Shetty Grils High School Hubli. • Basel Mission Boys High School Hubli.. • Basel Mission Girls High School Hubli. • Lamington Boys High School Hubli. • Lamington Grils High School Hubli. • M.V.P. Girls High School Hubli. • Z.P. Govt High School Hubli. • Govt High School Vishweshwar nagar Hubli. • Batli Girls High School Hubli. • Vishwabharathi Girls High School Hubli. P a g e | 42
• Shri Vigneshwar High School Hubli. P a g e | 43
Relationship with parents :
Parent- Teachers meetings were conducted and their opinion is collected about their ward`s performance. If the mentors find that the performance of the students is not up to the mark, the students are given guidance in tutorial classes.
Relationship with community;
The needs of the community are also taken into consideration and awareness programmes are organised like.
• Voting awareness rally. • Environment awareness rally • Skits on Dowry system.
The college has illustrious alumni who hold key positions in the educational field. The institution has always maintained a high ethical code as regards to admissions and academics thereby setting lofty standards. The focus of the institution is on quality curriculum transaction with the use of modern technology. Teacher training includes a variety of learning experiences coupled with innovative instructional strategies which is need of the new millennium.
SWOC ANALYSIS:
The SWOC analysis for the college has been conducted with an objective to have a comprehensive analysis of its strengths, weaknesses, opportunities and challenges so as to enhance its scope of activities in the area of B.Ed course and meeting the challenges of society at large.
Strengths
• Skilled and committed staff • Faculty qualified, competent with Ph.D and M.Phil degree. • Motivated and dedicated faculty with a blend of vast experience and expertise. • Transparent, efficient and effective administration. • Supportive encouraging and co-operative management,. • Support and encouragement from the management and Principal for faculty development programmes. • Good infrastructure facilities with smart class rooms. • Library with sufficient number of good books, encyclopedias, journals etc. • Hostel facility for both girls and boys in sister institution. • Fully equipped Laboratories.
P a g e | 44
Weaknesses:
• Shortage of permanent faculty – Methodology of Teaching English and Hindi. • Need to improve language labs. • Planned faculty development, technical and support staff. • Need for automation of office. • Need for e-library. • Inadequate support from Alumni. • No coordination with NGOs. • Need for PG course.
Opportunities:
• Establishment of PG Course. • Automation of admission and administration. • Developing coordination with NGOs and other institutions conducting course on improvement of language ability. • Motivate the alumni association to actively involve in the college development, • Enhancement of various laboratories. • Establishment of e-library. • Practicing eco-friendly activities like rainwater harvesting, solar electrification of campus and garbage disposal system. • Undertaking research projects. • More placement services. • Promotion of institution- community network.
Challenges:
• Change in academic year of practicing schools and teacher training institutions. • Admission opens to any graduate. • Less weight age of B. Ed marks for teacher appointment by the Government. • Less weight age to practice teaching. • Mushroom growth of teacher training institution without due consideration to quality of teacher education. • Need to train student teachers to face global challenges . • Preparing quality teachers for the teaching profession. P a g e | 45
2. Criterionwise Inputs
Criterion I
Curricular Aspects
1.1 Curricular Design and Development a. Objectives : • To equip the teachers to develop and practice all the necessary skills, techniques and innovative methods in teaching and evaluation. • To serve as a facilitator to the students who will be teachers to become intellectually competent and academically enriched by making an effective use of the training facilities available in the institution. • To empower teachers by providing opportunities for the development of self, community and the nation. • To create widespread awareness about issues of ecology and environment of the region. among the students who are prospective teachers.. • To develop human values among teachers lik love for mankind, tolerance, unity, equality, etc,. • To put in place in the institution innovative practices that are in tune with global and national trends and local needs. • To enhance employability of students by developing the skills through giving micro teaching sessions, macro teaching sessions and communication skill development activities. b. Various Steps In The Curriculum Development Processes : Continuous and comprehensive evaluation, grading system for some of the activities like SUPW, CTC and sports and games and semesterisation are the major compents of the present teacher education curricula. Dr.(Smt.)S. S. Desai the Principal of the college was a member of Syndicate of Karnatak University Dharwad, Dr.(Smt.)S. S. Desai and Dr.M. G. Sajjanar were the members of Board of Examiners, Karnatak University, Dharwad. Dr.M. G. Sajjanar and Smt.Kamini Koushalya were the members of faculty , Karnatak University. Majority of the faculty members serve as members in the academic bodies like Board of Examiners, Curriculum Revision Committee of Karnatak University Dharwad.
Faculty participation in the B.Ed Curriculum Development Process:
Sl.No Name of Faculty Served as Period 1 Dr.(Smt.)S.S.Desai Syndicate member 2012 – 2013 2 Dr.(Smt.)S.S.Desai Academic council member 2012 – 2014 3 Dr.(Smt.)S.S.Desai BOE Karnatak University 2014 4 Dr.M. G. Sajjanar BOE Karnatak University 2014 Faculty Karnatak 5 Dr.M. G. Sajjanar 2012 – 2014 University P a g e | 46
Smt.Kamini Faculty Karnatak 6 2012 – 2014 Koushalya University
Nearly all the faculty members have participated in Syllabi framing processes like Content Component Course in Mathematics, Physical Science, Biological Science, Kannada, History and Geography. c. The Global Trends : Global trends are reflected in the curriculum designed by the affiliating university, by inclusion of subjects like computer education, environmental education, action research, population education, skills and strategies of teaching. Stress is also laid on use of ICT in teaching learning process in both theory and practice teaching programmes. The syllabus of the computer education, action research and environmental education is upgraded in 2005. The provisions put in place in our institution with respect to scholastic and co-scholastic activities are : • Technical skills : development (computer skill development programme like internet browsing, power point presentation). • Teaching skills : (Micro Teaching practice, Macro Teaching classes and Innovative Teaching practice). • Training in application of different models of Teaching like Concept attainment model, Joseph Schwab’s Inquiry Model, Role playing Model. • Personality development programmes : Communicative English classes, SUPW and Extension activities like Visits to oldage homes and orphanage, special schools, conducting surveys as part of various projects (eg.data collection) use of LCD projectors and OHP in all subjects, Action Research Practicums are given in order to develop the investigative mind and research skills of our students. • Moral development : Observation of National and International days and morning assembly. • Aesthetic development : campus cleaning and beautification programmes, “Shramadana”, planting tree in educational campuses during CTC. • The sessions conducted for enhancing the employability of the student- teachers are: Micro teaching sessions on various teaching skills development. Demonstration classes by the faculty and alumni. Interactive sessions and criticism classes. Practice teaching at schools.
Our Students have ample opportunities to involve in group activities, social surveys, documentations and literacy campaigns Academic programmes like seminars are conducted in each subject. Hands-on training in the preparation of teaching aids is provided on regular basis to our students. d. Thrust on national issues : Environment :Environmental Education is offered as an elective paper in the second semester and nearly one-third of the students opt for this paper. The World Environment Day is observed every year on 5 th May in all its P a g e | 47
solemnity. Seminars and processions are held to spread messages about the need for creating an echo-friendly environment and make useful contribution to preserve quality of environment.
Value Education : Morning assembly, observations of National and International days, CTC , SUPW, organisation of cultural activities are some of the ways of providing value education to the student- teachers. Every week one period is earmarked in the time table for library session and one hour for conducting cultural activities e. Information and Communication Technology (ICT ): The classrooms are equipped with LCD projectors, smart boards, digital facilities. The college has well equipped technology resource centre, computer resource centre. Computer education is one of the core subjects that our students study during the first semester. Free Internet access is available to both student teachers and staff in our college..
1.2 Academic Flexibility : 1.2.1 Varied Experiences : • The faculty members have prepared VCDs of micro and macro lessons for some of school subjects. Every year at the beginning of micro teaching and practice-teaching programmes these VCDs are shown to the student- teachers for inculcation of micro as well as macro teaching skills. • Orientation Lectures : Orientation Lectures about skills of micro teaching and practice teaching lessons are organized every year for students to enable them to get clear idea about planning and execution of micro teaching and practice lessons. • Conducting demonstrations lessons : Faculty members also conduct demonstration lessons in every subject for student- teachers to observe and reflect upon them during criticism classes. • Critical Reflection : After observation of lessons student- teachers are made to critically review and reflect upon the respective classroom experiences.
1.2.2 The teacher trainees get the following experiences enumerated below: • They undergo actual formal learning of theory courses. • Simulation of classroom teaching through micro teaching and integrated lessons provide them the experience of teaching and learning with the help of and in collaboration with their peers. • They participate in different workshops in which formal orientation is made for different practical and educational activities. • Activities undertaken in the area of social service like street plays promote co-operation and team work among the students. This develops sensitivity and awareness towards social issues. • Participation in different cultural activities provide informal education in planning and implementation of co-curricular activities and programmes. P a g e | 48
• Social commitment is developed among the teacher trainees by organizing the activities like blood donation camps, aids awareness camps, anti-drugs, anti-tobacco programmes etc,. • The institution has a very well equipped library as a learning resource centre. A wide range of books are available for course work and for additional reference. The facility of well stacked book bank is available to the teacher trainees. During the period preparatory to examinations optimum utilization of library is facilitated to teacher trainees by extending library timings. The library as resource centre also organises book talk to help student-teachers to develop qualities like analytical and critical thinking.
Field Experiences : Through practice lessons the teacher trainees achieve : • Formal teaching training experiences • First hand experiences about the pupil behaviour, student psychology and school atmosphere. • Exposure to inclusive education. • Inputs in varied teaching strategies and methods of teaching from experienced teachers. The practice teaching programmes provide varied teaching- learning experiences through : • Block teaching. • Technology based lessons. • Value education / environmental education lessons. • Conduct of unit tests. • Observations of lessons of peers and school teachers. • Course related practicals that are conducted in collaborating schools.
In addition to these, co-curricular activities, health awareness program social service and working with community are the opportunities of effective outside the classroom learning experiences to the students stakeholders of our college.
1.2.3 Value Added Courses: Value added courses are integrated components of the courses prescribed by the Karnatak University, for UG programmes of our institution. Below enumerated activities are regularly conducted in addition to imparting prescribed syllabi for the development of communication, ICT and life skills apart from community orientation, social responsibility, etc, ; i. The programmes to sharpen the communication skill of the students; • Spoken English class to enable the students of the college to be conversant with this international language. ii. ICT skills : • Student-teachers study Computer Education as one of the mandatory subject during first semester of B.Ed. • Student-teachers use education CDs, and make power point presentations during practice teaching. P a g e | 49
iii. Community orientation: The college organises CTC. As a part of this camp student-teachers organise processions to spread messages concerned with environmental issues, enact street skits to educate the public about importance of good health, small family norms etc. iv. Social responsibility : • Visits to oldage homes and orphanages, • Organising programmes like lecture, debates to create awareness about environmental issues, like energy conservation, rain water harvesting, scientific disposal of waste, etc. v. Life skills: The institution organises personality development courses to inculcate life skills among student-teachers.
1.2.4 The institution ensures the inclusion of the following aspects of curriculum as follows: i. Inter disciplinary approach : By identifying the common area and topics, among two or more subjects, an inter disciplinary approach to curricula is adopted in the form of integrated teaching. In integrated teaching the teachers of respective subjects which have inter disciplinary links will be asked to address the students jointly by focusing on their respective subjects view points over mutually agreed time of frames. This saves the time needed in teaching the same concepts separately by two or more individual teachers and also to put the concept of inter disciplinary approach into practice teaching. ( Table 1.2 presents some of the areas where inter disciplinary approach is employed in institution programmes ).
Topics Subject inter-linked 1 Micro teaching 1 Skills and strategies of teaching and all the methods of teaching
2 Models of teaching 2 Skills and strategies of teaching and all the methods of teaching
3 Programmed instruction 3 Educational technology and all the 4 Achievement test 4 Curriculum and evaluation and all the constructions methods of teaching
5 Lesson planning (orientation 5 Methods of teaching. and development of lesson plan in the common class)
P a g e | 50
B.Ed programme is essentially aimed at the development of the teaching skills of the students. These skills include teaching skills at micro and macro level, classroom management skill, assessment skills, etc.
ii. Multi Skills Development : Multi skills development among the student teachers is ensured by conducting programs like cultural activities, SUPW, CTC and service education program. iii. Inclusive Education : The institution ensures the inclusive education by admitting physically challenged students and ensuring transparent admission with fare access to enrolment to all the sections of the society by following reservation rolls of the state government. Equity is ensured to the students of cross sections of society by imparting training for these students along and on par with the general stream students. Our’s is an equal opportunity centre to all. iv. Practice Teaching : The institution ensures the inclusion of practice teaching programme under the following heads : 1. Pre-practice teaching: micro teaching sessions. 2. Practice teaching: Stray lessons and block teaching sessions. 3. Innovative practice teaching in simulation. v. School Experience/ Internship: During block teaching the student teachers along with practicing lessons get a variety of school experiences : viz, a. Time table preparation. b. Conducting test. c. Conducting co-curricular activities and sports events d. Establishing social relationships. e. Use of psychological tests. vi. Work Experience / SUPW
During SUPW classes the student-teachers are encouraged to prepare socially useful productive materials like:
1. Invitation and greeting cards. 2. Teaching aids. 3. Working models. 4. Decoration items. 5. Preparation of files.
1.3 Feed back on Curriculum 1.3.1 Feedback and Communication: The institution invites feedback from various sources to improve upon its working and also with reference to enhancement of effectiveness to the curriculum. Feedback is taken from all the stake holders in writing and also orally. The written feedback is collected through various questionnaire / schedules :
P a g e | 51
Written feedback :
Sl.No. Feedback 1 Students feedback on teachers quality and performance overall evaluation of the institution and programmes. 2 Parents feedback about institution's academic quality and infrastructure facility available on the campus
3 Head Master or Head Mistress (Principal’s) feedback on student teachers during practice teaching.
4 Feedback from teachers of practice teaching schools about our students quality,
competence and performance
5 Feedback from Alumni about quality enhancement initiatives needed to be
taken by college
Oral feedback : from heads of practice teaching schools during meeting. 1.3.2 Feedback analysis and utilisation mechanism: Feedback given by the student- teacher and faculty regarding the difficulty and obstacles faced in implementing the curriculum is analysed and discussed at the staff meetings. The modification, improvement and addition needed to enhance the quality of programmes is discussed in faculty meetings of the institution and conveyed to the affiliating University, authorities like the Board of Studies and department. The institution has no authority to unilaterally to modify, improve and make additions to the existing curriculum. However, through our suggestion to the University, we attempt to get the deficiencies plugged.
1.3.3 Contribution of the Institution: Whenever the curricula are to be revised or if there are suggestions regarding curriculum transaction, the institution brings these suggestions to the notice of the University through its faculty members who represent the institution at the Board of studies. Faculty members listed below have actively contributed to the revision of B.Ed programme of the Karnatak University.
1. Dr.(Smt.) S. S. Desai Principal 2. Dr. M. G. Sajjanar Assistant professor 3. Dr. B. C. Patil Assistant professor 4. Smt. A. C. Pratiba Assistant professor 5. Smt. Kamini Koushalya Assistant professor 6. Dr. L. C. Mullalli Assistant professor 7. Dr. J. G. Vastrad Assistant professor 8. Dr. B. V. Halemani Assistant professor 9. Dr. J. C. Kundagolmath Assistant professor
1.4 Curriculum Update: 1.4.1 None of the courses have undergone revision in the last eight years. From last year our University, has started work on curriculum revision of B.Ed course. 1.4.2 The faculty members who have attended the workshop on curriculum revision discuss the issues related to revision and update of the curriculum based on need assessment, student input and feedback from practice teaching schools. P a g e | 52
1.5 Best Practices in Curricular Aspects 1.5.1 The college has taken positive action to initiate and promote quality teacher education. An IQAC has been functioning in the college to ensure quality sustenance and enhancement measures in curricular aspects. Some of our best practices with respect to curricula aspects include : • Self-appraisal method to evaluate the faculty members • Feedback from students is analyzed and conveyed to the faculty members concerned with suggestions where improvements must be made. • Academic and personal guidance to students are given by the career and counselling cell and the grievance redress cell. • Active functioning of Alumni association, Placement cell and Parent – Teacher association • Innovative and modern methods of teaching like PPT, Interactive board use, interactive teaching, collaborative learning through seminar and group discussions. • Net browsing assignments • Web based instruction • Mentor system • Remedial coaching • National and regional level seminars, workshops and conferences • Publication of seminar papers • Well-equipped library and laboratories • Digital classrooms • Continuous and comprehensive student evaluation • Bridge courses for communication skills
1.5.2 Innovative practices implemented by the college are: Practising individualized learning through: • Programmed Instruction (PI) • Computer Assisted Instruction (CAI) Group Learning through : • Co-operative learning • Team learning • Debates • Seminars ICT enabled classes: Evaluation through: • Continuous assessment
Additional information to be provided by Institutions opting for Reaccreditation / Re-assessment POST ACCREDITATION INITIATIVES P a g e | 53
1. One of the recommendations made by PEER TEAM was that the college should develop a proper and formal system of getting feedback. The college has put in place such formal system of feedback. 2. Measures taken are : Post accreditation as quality enhancement imitative • Formation of IQAC implemented after the report of the exit of PEER team. • Adaptation of Curriculum transactions through models of teaching like concept attainment role playing, inquiry training, etc,. • Using ICT in teaching and preparation of instructional materials. ICT gadgets are interactive boards, LCD Projectors, internet facility, etc. • Digital class rooms. • Focus on learner centered teaching methods • Imparting life skill education. • Arranging of value education programmes.
Criterion - II
Teaching-Learning and Evaluation P a g e | 54
2.1 Admission Process and Student Profile : 2.1.1 Criteria for admission:
Our College of Education, Hubli is affiliated to Karnatak University, Dharwad. The process of admission is in accordance with the guidelines of Centralized Admission Cell of Government of Karnataka, affiliating University, and K.L.E. Society. The admission process is a transparent. The candidates are admitted as per on Government reservation and roaster rules and merit.
The intake capacity of institution is 100, out of which 50 candidates are admitted through centralized admission cell (CAC) of the Government of Karnataka and 50 candidates were admitted by the committee formed at college level till 2009. The college came under Grant in Aid code from 19 th May, 2009. Now 75% of students are admitted through (CAC) and remaining are selected for admission by the committee constituted by KLE at college level.
The centralized admission cell (CAC) conducts a common entrance test (CAC) for the applicants and allots seats as per the roster & reservation system of the staffs Government that is based on the ranking in CET. This was the procedure in practice till 2010-11.
Since 2011-12 state’s policy for admission to the course has been revised. At present the students are enrolled on the basis of marks scored in their basic degree examination as per reservation and roster system of the Government.
As for management seats there is be a selection committee at the college level. The committee selects candidates on the basis of at the merit list prepared in a descending order in level accordance with admission criteria of regulatory body viz., NCTE and norms
2.1.2 The admission procedure for the selection of the candidates followed by our institution is outlined below. Wide publicity is given in the form of ads in newspapers, pamphlets, hoarding, banners, our websites, prospectus of college, etc., inviting applications from eligible candidates for admission to the management quote which 25 seats out of 100 maximum intake permitted. Application forms along with prospectus are issued at the college. Duly filled in applications are scrutinized by the committee and merit list is prepared of candidates with required eligibility and the merit and put up our Notice Based of the college. A reasonable period of time is given to the selected candidates for taking admission. It any of them do not take admission, second merit list is announced. Information provided to prospective student about the programme through advertisement are : • Eligibility Criteria for enrolment • Date, time and venue for issue of admission forms. • Last date for submission of duly filled in admission forms. • Fee payable for the application forms. P a g e | 55
Among others the prospectus of the college provides the following information about the institution and programme :
i. The Vision, the Mission and Objectives of the college. ii. List of practice teaching schools with whom we have academic tie-up. iii. Achievement of the students of the past years. iv. Meritorious students photography and other details. v. Alumni association composition, objectives and contributions. vi. Cultural activities normally conducted during academic year. vii. Admission procedure for the current academic session. viii. Eligibility norms for admission. ix. List of teaching and non-teaching staff of the college along with qualifications and designations. x. Infrastructure facilities available like library resource centre, computer resource centre, Science resource centre, practice teaching schools, etc. xi. Scholarship and Fee Concessions to which students are eligible. xii. General instructions to students as regards their conduct and behavior on the campus. xiii. Fee structure for course.
2.1.3 Monitoring of Admissions: The institution follows a transparent admission procedure and ensures that the prescribed admission criteria are equitably applied to all applicants by strict adherence to the statutory restrictions of the Government, NCTE, affiliating University and the directives issued by the management of our society.
The percentage allotted to each category of applicants for admission as per the NCTE norms :
Sl. No Category % i General Category 50% ii SC 15% iii ST 3% iv Category I 4% v Category IIA 15% vi Category IIB 4% vii Category IIIA 4% viii Category IIIB 5%
In case the application forms from reserved candidates are not received or less than earmarked quota the seats falling unfilled are allotted to the candidates from General category candidates. P a g e | 56
2.1.4 Strategies adopted to retain the diverse student population : i. Equal treatment to all students irrespective of their economic status, culture, religion, gender and linguistic backgrounds and Physically challenged students are given special preference. ii. Physically challenged students are also treated in the same way as others except in the matter of allotting schools for practice teaching. They are sent to nearby schools for practice teaching and especially to those schools where class rooms are situated in the ground floor with facilities like ramps.
2.1.5 Entry behavior : Our UG course trains candidates to become subject teachers at secondary schools. Hence, the content knowledge in that particular school subject is a pre-requisite for them to excel. This pre-requisite content knowledge in student-teachers is assessed by administering content test prior to the commencement of the practice teaching programme. The students who have scored lesser marks than bench marks are made to revise their understanding of VIII, IX and X standard text books.
Writing skill being another important pre-requisite to become a good teacher is also assessed by making them write essays, if found lacking the mentor guides them in improving their writing skills.
Apart from their assessment in academic aspect, the institution also assess their capabilities in co-curricular and extra-curricular activities by conducting programmes to identify the talents hidden in the students. 2.2 Catering to Diverse Needs
2.2.1 An overall environment conducive to learning and development of the students of the college starts with planning at the beginning of academic year in which the institution lists out the diverse needs of the students and to meet these needs various programmes are carefully formulated. 2.2.2 Learning needs of the students are: • Techniques and skills of teaching • Communication skills • Social Skills • Personality development • Wide reading hobbies • Ease and facility Using of ICT skills • Skills of organizing and conducting co-curricular and extracurricular activities at schools.
P a g e | 57
2.2.3 To cater to the needs enumerated above the college has the following conducive academic ecosystem.
Diverse needs Activities to create diverse needs Teaching subjects like skills and strategies, educational technology, curriculum and evaluation and also methods of teaching school subjects help Teaching techniques and skills to develop techniques and skills of teaching. Along with this student teachers also practically learn how to teach through micro teaching, innovative teaching and practice teaching in the collaborating schools. Organizing debates, essay competitions, seminars, buzz, brain storming Communication skill special lectures on skills and bridge courses. CTC, visit to places of importance for gathering of information ( like special Social Skill schools, religious institutions) organizing competitions for school children, inter collegiate competitions for college students. Organizing workshops and inviting competent Resource persons like : a. John Abrahm Personality development b. Swamiji of ISKON c. Dr. Shrikanth Swamy Programmes like national festivals, morning assembly, prayer, CTC, lectures Inculcation of values of life by eminent persons. Wide reading hobbies Providing library facilities, book talk, etc. Free Internet facility is provided. College has a state-of-art computer lab with Use of ICT skills higher end configuration facilities Every week special sessions for cultural activities are allotted in the academic Conducting co-curricular and extra calendar. Students are encouraged to attend competitions at other colleges curricular activities at schools also.
2.2.4 The institution ensures that the teacher educators are knowledgeable and sensitive to cater to the diverse needs of students : • By recruiting qualified teachers, • By motivating the faculty to improve their qualifications, • By deputing the teachers to participate in various workshops, conferences and seminars and also paying them allowances as per KLE Rules. 2.2.5 The various practices that help student teachers to develop knowledge and skills related to diversity and inclusion and apply them effectively in classroom situation are curricular, co-curricular and extra-curricular activities. Various teaching methods and techniques are effectively used and practiced in the classrooms. Models of teaching, assignment, home works, group teaching, drill & review, supervised study and SUPW.
2.3 Teaching-Learning Process : 2.3.1 The institution engages students in active learning by way of organizing seminar, group discussions, quiz competition, writing assignments, preparing notes and preparing lesson plans, practice teaching, etc. Students for their active learning make use of facilities like library educational CDs and internet. Students teach micro lessons and lesson innovative teaching in simulation. P a g e | 58
2.3.2 Student Centered Learning The following participatory learning activities which make learning in the institution student centered are : • Discussion method in theory classes • Arranging seminars • group discussions like brain storming, buzz, panel discussion, etc. other means adopted are : • Assignments, • Writing of frames, • Use of CDs, • Preparation of improvised teaching aids, • Projects, • To keep pace with recent developments in the school subjects, the college keeps track of the news paper reports, articles in periodicals and journals, collecting information from DSERT, NCERT, etc. Also from informal talks with teachers who are actually teaching in the schools during practice teaching sessions. 2.3.3 To ensure effective learning, the instructional approaches and experiences are provided through : • Inductive and deductive approaches • Situational and structural approaches, • Enquiry approaches • Role playing, • Concept attainment model, • Lecture-cum-demonstrations, • Expository method, • Discussions, • Project work, • Use of L.C.D, computers, radios and tape recorder, vcds, • Demonstration of micro lessons in simulation and macro lessons in real situation. 2.3.4 The semester pattern has introduced two models of teaching in the core subject-skills and Strategies of teaching (Ed-4), viz., a. concept attainment model and b. role playing. Students have an option of teaching innovative lessons by following any one of these models of teaching in their respective method during the second Semester. 2.3.5 Student-teacher employ the below mentioned micro teaching techniques for developing teaching skills : i. Skill of introducing a lesson, ii. Skill of explanation, iii. Skill of fluency in questioning, iv. Skill of stimulus variation, v. Skill of probing interrogation, vi. Skill of illustrating with examples, vii. Skill of black board use, viii. Skill of using digital boards and ix. Skill of making or power point presentations. P a g e | 59
Number of lessons to be given by each student-teacher, using micro-skills, is six. Three lessons in each methodology of teaching without over lapping. Student-teachers practice six micro lessons in simulation during the first semester. Two innovative lessons are practiced in simulation during the second semester.
2.3.6 Details of the process of practice teaching in schools: Number of lessons practiced: Stray / Block lessons : Depend upon the number of days and classes provided by the schools for practice teaching. Number of lessons observed : By teacher-educator- four to five during stray lessons sessions. To seven to nine during block teaching programmes.
By students-teacher : Two to three during stray lesson sessions.
Five to six during block teaching programmes
Feed back Mechanism :
Teacher educator gives feed back to each Student-teacher daily in the last period. Feed back is given on the basis of observation schedule also suggestions are written on lesson plans. Peers give oral feedback based on the observations made by them.
Monitoring Mechanism of lesson plan
The method master in charge of the lesson guidance monitors the lesson plans by giving suggestions.
2.3.7 Block Teaching Process
All the one hundred Student-teachers are divided into eight groups with Twelve to Thirteen in each group, is assigned to one method master per practice teaching school. While allotting students to different schools care is taken to see that every group will have students of all methods to avoid overcrowding of students of same methods to a single school.
The Method master allots classes for practice teaching to each student- teacher. Time table, for practice teaching is prepared by the student-teachers with the help of the method master in charge.
Throughout the block practice teaching period the method master and student-teachers are present in the school right from morning assembly till the end of the school hour.
The student-teachers practice lessons as per the time table. Method master in charge and some students observe the lesson and note down observations. The student-teachers record observation of the lesson practiced in the hand book. Method master writes suggestions on the lesson note and P a g e | 60
also notes down in his hand book. Student-teacher conducts achievement test during block teaching. Apart from this, the Student-teacher also conducts some educational psychology tests, takes up action research, organizes competitions like quiz, drawing, etc., to the school children.
One of the student-teacher in a group allotted to the school is asked to maintain attendance record for the period of block teaching programme.
2.3.8 Practice teaching plans : Are developed with the co-operation of school teacher and mentor. 2.3.9 The student-teachers : Are informed to keep in mind the level of students. So care of average, above average and below average school students is taken while planning the lesson itself. Student-teachers use attractive teaching aids and micro teaching skills in their practice teaching to manage the diverse learning needs of students in schools. For the advance learners among the school children, Student-teacher organizes some competitions like essay, quiz, singing, etc., in schools. 2.3.10 To encourage student-teachers to employ teaching ICT technology in practice teaching the faculty members use technological equipments like LCD, Projectors, CDs, Smart board, etc., to demonstrate the lessons and also in the regular classroom teaching sessions. Innovative practice teaching is a compulsory component of internal assessment that encourages student- teachers to make use of technology enabled facilities. In practice teaching also student-teachers are made to use ICT facilities.
There is a subject called Educational Management in the B.Ed syllabus, where in the student-teachers learn about the policies and educational needs of the schools. The institution holds meetings with head masters of practicing schools prior to the commencement of practice teaching sessions, where in changed policies of the schools are discussed and the same is informed to the student-teachers in the common class sessions.
Student-teachers collect self composed poems, stories, drawing, jokes, rangolies, etc., from practicing school students and develop the manuscript magazines, etc.
2.4 Teacher Quality 2.4.1 Qualification of teachers plans are developed with the co-operation of school teacher and mentor. The contributions of school teachers in developing lesson are: • The school teachers contribute by providing school time table and units in respective subjects based on which the mentors method master guide the students. 2.4.2 Student-teacher ratio : The ratio of student-teachers per practice teaching school is 1:12 (on some occasions 1:13). The ratio depends upon number of mentors available for carrying on the programmes of practice teaching. 2.4.3 Mechanism of giving feedback: P a g e | 61
Preparation of observation schedule : The schedule is prepared on the bases of required skills and techniques for various stages of lesson practice. The various stages in practice lesson are motivation, statement of aim, development, recapitulation, evaluation and home assignments.
These stages of practice lessons are observed on the following points.
i. Introduction of the lesson, ii. Explanation, iii. Questioning, iv. Use of appropriate examples, v. Use of appropriate teaching aids, vi. Varied stimuli for seeking pupil`s attention, vii. Conclusion of the lesson, viii. Innovations and ix. Appropriate instructional objectives.
Both peer group and mentor give feedback in criticism classes. The feedback will be given on all the criteria set in the observation schedule, at the end of practice teaching. The strengths and weaknesses of students are discussed and suggestions are made as to how to improve performances. The suggestions made are to be adopted in their next practice lesson. If the performance evaluated is found to be very poor, then the student-teacher is asked to replan the same lesson and teach again.
2.4.4 Changes in policy matters : Any changes in the policy matters are brought to the notice of students both orally and by displaying changes received by the schools on the notice boards. 2.4.5 The institution meets with Head Masters of practicing schools, prior to the commencement of practice teaching session, where in changed policies of the schools are discussed and the same is conveyed to the student-teachers in common classes. While collecting the units for teaching practice subject teacher informs the students about the new policy changes in the syllabus ( in the respective subjects). 2.4.6 Professional and personal developments : The Institution supports professional as well as personal development of teacher educators through : Encouragement to get higher education, Deputation for participation in orientation and refresher courses, Attending Seminars, Workshops, Conferences, etc,. Paper presentation at Regional, National and International level and conferences.
(Details available in Creterion-III)
2.4.7 Yes, the institution appreciates and motivates teacher educators for their good performance by : Publishing the achievement in the society magazine and P a g e | 62
Staff members are honoured in the Society’s founders‘ day celebration for their achievement. 2.5 Evaluation process and Reforms : 2.5.1 The barriers with respect to students learning are identified, communicated and addressed through following means : • Through suggestion Boxes • Through Grievance Redressal Cell. • By administering opinionnaire • Open discussions in the class rooms in presence of Chairman, Local Governing Body, Principal and Staff. • Through tutorial classes. 2.5.2 Assessments and Evaluation : Practice Teaching (Internal Assessment) : Assessment of practice teaching for both semester I and II is based on the quality of lesson plans prepared and student-teachers performance in the practice lesson in each subject (MOT).
Semester-I
Micro teaching practice
Each Student-teacher has to practice six micro lessons in simulation-three in each of his/her subject. Six micro teaching skills should be planned and practiced without overlapping. Micro teaching lessons are observed by the teacher and peers. Marks allotted for micro teaching in each MOT is nine Marks (3 lessons x 3 marks).
Practice lessons in Practicing Schools
Student-teacher is expected to write and practice four lessons in each of his/her subject (MOT) and all the four planned lessons and practice lessons are assessed by the mentor. But only two best written lesson plans and two best practiced lessons are considered for the internal assessment.
Marks allotted for each of best lesson plans and practiced lessons are assessed for the maximum of four marks. The total number of maximum marks for planning is eight (4x2). The total number of maximum marks for practiced lessons also is eight (4x2).
P a g e | 63
Theory (Internal Assessment Marks)
Internal assessment marks in each of the core subjects and computer education (compulsory optional) is twenty and internal assessment marks for each MOT is twenty five. The following table presents the distribution of internal assessment marks.
First Test First Assignment Participation in group Paper Total marks marks marks activities Ed1 S I 10 10 --- 20 Ed2 SI 10 10 --- 20 Ed3 SI 10 10 --- 20 Ed4 SI 10 10 --- 20 Ed5 MOT-I 10 10 5 25 Ed6 MOT-2 10 10 5 25 Ed9-CE 10 10 --- 20
Note: Each test is one hour duration and is conducted for a maximum of twenty five marks and later reduced to ten marks.
Semester-II
Practice lessons in Practicing Schools
Student-teacher is expected to write and practice 8 lessons in each of his/her subject (MOT) and all 8 lesson plans and practiced lesson are assessed by mentor 7 th or 8 th lesson in each MOT is called a “Criticism Lesson”. The best 3 lessons and criticism lesson are considered for evaluation. Each lesson plan is assessed for maximum of 4 marks. Similarly each practiced lesson is also assessed for maximum 4 marks. The total number of maximum marks for planning lessons is 16 (4 x 4). In the same way the total number of maximum marks for practiced lesson is 16 (4 x 4).
Innovative Teaching (In Simulation)
Each Student-teacher is expected to practice one lesson in innovative teaching in each of his/her MOT. This innovative lesson practiced is either by using model of teaching or integrating technology in teaching (like using OHP, LCD, Tape Recorder or Role playing etc.). This innovative teaching practice carries maximum of 8 marks.
P a g e | 64
Theory (Internal Assessments Marks)
Internal assessment marks in each of the core subject and optional paper is 20 and internal assessment marks for each MOT is 25. The following table explains the distribution of marks.
First Test First Assignment Participation in group Paper Total marks marks marks activities Ed1 S I 10 10 --- 20 Ed2 SI 10 10 --- 20 Ed3 SI 10 10 --- 20 Ed4 SI 10 10 --- 20 Ed5 MOT-I 10 10 5 25 Ed6 MOT-2 10 10 5 25 Ed9-CE 10 10 --- 20
Note: Each test is of one hour duration and conducted for a maximum of twenty five marks and later reduced to ten marks.
* Figure in parentheses indicates the number of tests or assignments.
A unit plan in each MOT is planned by every Student-teacher who is assessed for a maximum of ten marks.
Resource Unit/instructional kit / work book / working models are prepared in each MOT by a Student-teacher and the assessment is done for maximum of twenty marks.
For the construction of achievement test for fifty items the maximum marks are twenty The achievement test constructed is administered in practice teaching school and the interpretation of the test scores is done by each Student-teacher in each of their MOT and assessed for the maximum of five.
Observation Record:
Each Student-teacher observes minimum of thirty lessons per MOT. Out of which twenty lessons may be of the same subject and ten may be of the other subjects. Each Student-teacher attends feedback session held by teacher educator (Supervisor) and maintains the proper record of observations. For this each student is assessed for a maximum of five marks per MOT.
The table appearing on the following pages shows the internal assessment particulars for both I-semester and II-semester along with maximum marks for each item.
P a g e | 65
B) Practice Teaching
The activities and the allotment of marks for Practice teaching in each Method of Teaching School Subject (Ed 7 and Ed 8) are as follows;
Table shows the pattern for one method
Sl.No Particulars Semester-I Semester-II Micro teaching under 1 Simulated condition 9 (3X3) (3Skillswithout overlapping) 4 Lessons (2best 8 lesson ( 3 best + the criticism lessons to be 2 Lesson Planning 8 (4x2) 16 (4X4) lesson to be considered for considered for evaluation) evaluation) 8 Lessons (3 best +the criticism Lesson teaching (including 3 8 (4x2) 16 (4x4) lesson to be considered for teaching aids) evaluation) Innovative Teaching simulated
4 1. Model of Teaching 8 (1x8) One lesson 2. Intergrating Technology in Teaching 5 Unit Plan 10
Resource Unit/Instructional 6 20 Kit/Workbook/working models Construction of Achievement 7 20 Test (50 items) Administration of achievement 8 test and interpretation of test 5 scores Observation record (Minimum 9 5 of thirty lessons) Total 25 100
External Evaluation-Practical Examination:
• The University conducts practical examinations in practice teaching in each of the subjects of practice teaching offered by the Student-teacher under MOT-I and MOT-II at the end of the second semester. Each lesson is observed fully and assessed by two examiners, one internal and other external from practicing schools appointed by the University. • Theory Examination A semester-end is examination is conducted by the university.
P a g e | 66
Duration of B.Ed. Theory Examination For B.Ed. core subjects, computer education and optional papers for both I Semester and II Semester, duration of examination is three hours.
Duration for Ed5-MOT-I and Ed-6-MOT-II is 2 hours.
Pattern of Question papers : For Ed1, Ed2, Ed3, Ed4, Ed9 and Ed10, duration of examination is 3 hours as detailed below
Marks per Section No.of question to be answered Total question Twelve questions out of fifteen A 5 60 questions to be answered B Questions with internal choice 10 20 C Total 80
For Ed5-MOT-I and Ed6-MOT-II papers duration of examination is two hours as shown below :
Section No. of question to be answered Marks per Total question A Five Questions out of eight 2 10 questions to be answered. B Four Questions out of six questions 5 20 to be answered. C Two Questions with internal choice 10 20 D Total 50
2.5.3 Communication of assessment in practice teaching : The assessment in practice teaching is communicated immediately during feedback session and student-teachers are asked to use the suggestions improve their skill in the next practice lesson.
The assessment of test marks is communicated to student-teachers by;
• Giving answer script of each subject in the class room for them to verify accuracy of assessment and • Marks sheet of test marks along with percentage is prominently displayed on the notice board.
2.5.4 Use of I.C.T : P a g e | 67
Question papers for achievement tests and psychological tests are computer type set. Marks lists of internal assessment, question papers and marks sheets for display are also computer print outs. Power point presentations and CAI, are employed during teaching sections.
2.6 Best Practices in Teaching – Learning and Evaluation Process 2.6.1 Teaching :
Engaging the classes with Power Point Presentation. Teacher educators make use of LCD Projectors and smart boards in teaching-learning process. Teachers make power point presentations for making their teaching effective and technology enables.
Learning :
To make learning more effective and student centered a good number of techniques are employed by the faculty members. We use small group techniques such as brain storming, buzz session, panel discussion and learner centered methods such as discussions, projects and individual assignments. Co-operative learning techniques are also employed in computer education, CTC and cultural programmes.
Evaluation :-
Formative evaluation is being practiced. For this every week test is conducted. Based on the test results remedial coaching is made to the under achievers. Individual guidance is provided to such students formally as well informally, by the designated members of the institution to bring them to the level of other students.
2.6.2 ICT facilities available : The staff and students have free internet facilities to download the required knowledge & information from the websites. The staff and students access essential information from internet for developing teaching aids and other materials which are needed for the effective teaching learning activities. Thus the teacher educators and the students update themselves with the latest developments in the field of education. In this way the technological resources of the institution help the teacher educators to implement the innovative teaching-learning practices.
P a g e | 68
Additional Information to be provided by the institutions opting for reaccreditation / reassessment :
• In the first assessment exit report of PEER Team suggestions made by the peer team with reference to Teaching-Learning-Evaluation were to develop an institutional website, and a language Lab. • We have implemented the suggestion by having a dynamic institutional website. Language lab has also been set up with state-of-art higher end systems and soft ware. • The quality sustenance and enhancement measures undertaken are : • All class rooms are digital class rooms with interactive boards and LCD projectors installed for regular teaching. Students also are permitted to use them so as to make them technology enabled prospective teachers. • Members of our faculty serve as resource persons to a good number of local colleges imparting teacher education. • Our institution’s senior faculty members have served as members of committees for practice teaching schools. • Addition of larger number of a wide variety of books to institution’s library • Internet faculty is made available to all students and teachers free of cost.
P a g e | 69
Criterion - III
Research, Consultancy and Extension
3.1 Promotion of Research : The teacher-educators are always motivated to take up research in education. To motivate them, the institute has provided secretarial support & other facilities like library, Internet, Study leave, sponsoring for research symposium, workshops, adjustment in teaching schedule etc. Financial assistance is also extended to attend the seminars, symposia, workshop etc.,Internal guidance by senior faculty members is provided.
3.1.1 The following staff members got higher degrees i.e., Ph.D and M.Phil:
Sl.no. Name of faculty Degree Year 1 Dr. ( Smt) J.C. Kundagolmath. Ph.D 2007 Feb 2 Dr. (Smt) J.G.Vastrad. Ph.D 2007 May 3 Dr. L. C. Mullolli. Ph.D 2007 Sep 4 Dr. M.G.Sajjanar. Ph.D 2007 Oct 5 Smt.Kamini Koushalya. M.Phil 2008 Apr 6 Smt. A.C. Pratibha. M.Phil 2009 Apr 7 Dr. B.V.Halemani. Ph.D 2011 Jun
3.1.2 The student teachers are encouraged to take up some thrust areas of research by the institution i.e. class room problems, teaching learning processes, attitudes towards subject etc.
3.1.3 The measure outcomes of these projects are : i. To minimize spelling error. Outcome: The students are able to spell the words correctly ii. Positive attitude towards mathematics. Outcome: The students are able to learn mathematics without any difficulty. iii. Drawing neat diagrams in science subjects. Outcome: The students are able to draw the diagrams neatly in science subjects. iv. Adopting new technologies in languages. Outcome: The students used LCD, power point presentation
P a g e | 70
3.1.4 The following staff members have attended the seminars / workshop / conference / etc,.
Dr.(Smt)S.S.Desai Sl. Date Program Sponsored by Subject No Staff selection Commission General Intelligence & 1 10-07-2009 Workshop Participation Bangalore Reasoning Staff selection Commission General Intelligence & 2 24-07-2009 Workshop Participation Bangalore Reasoning 3 20-09-2008 Workshop DIET Training to Lecturers Participation Dept. of Edn. & Kamala Baliga 4 09-09-2012 Workshop Revision of B.Ed Syllabus Resourse persons College of Edn. Kumta International Current trends in teacher 5 25.3.2013 P.G. Dept. of education K.U.D Participation seminar education
P a g e | 71
Dr. M.G. Sajjanar Sl. Date Program Sponsored by Subject No 18-11-2011 International Institute of professional studies Learning Community for Participant & 1 To Conference Gwalior (M.P) Global Education Reform Presented a paper 20-11-2011 National Karnatak University College National Knowledge 2 04-11-2007 Participation Conference Teacher`s association, Hubli commission Report 05-03-2009 KLES`s G.I. Bagewadi Arts, National Higher Education to Rural Participant & 3 To Sciece & Commerce College Conference Youth: A holistic approach Presented a paper 6-3-2009 Nipani, Belguam, Karnatak 17-02-2011 SGVCV Trust ‘s MGVC Arts, Status, Role and National Participant & 4 To Science & Commerce College Responsibilities of Seminar Presented a paper 18-2-2011 Muddebihal, Bijapur. Teachers and students in 11-08-2012 Shri Shivaji Prasarak Mandal National Use of ICT for Teacher Participant & 5 To Barshi`s college of Education Level Seminar Education Programme Presented a paper 12-08-2012 Barshi ,Solapur 26-03-2011 Social Action & Research Disability Studies & National Participant & 6 To Foudation, New Delhi & Gold Inclusive Education Workshop Presented a paper 27-03-2011 field college of Education, Implications for policy PG Dept of Studies in Edn KU 7 09-09-2012 Workshop Dharwad In Collaboration with : Revision of B.Ed Syllabus. Resource person Kamala Baliga College of Edn 17-02-2007 KLES`s G.I Bagewadi`s Arts Art of Counseling and 8 To Workshop Sciece & Commerce College Participation Dynamic Living. 18-02-2007 Nipani, Belguam, Karnatak International Current trends in teacher 9 25.3.2013 P.G. Dept. of education, K.U.D Participation seminar education. National award in the field of 10 26-1.2013 research in Yoga study centre, Hubli Education. ------education by Yoga study centre
P a g e | 72
Dr. B.C. Patil Sl. Date Program Sponsored by Subject No Staff Selection Commission General Intelligence & 1 10-07-2009 Workshop Participation Banagalore Reasoning Staff Selection Commission General Intelligence & 2 24-07-2009 Workshop Participation Bangalore Reasoning Writers workshop on 3 25-11-2009 Workshop Mysore constructing education Participation subjects encyclopedia Serva Shikshan Abhiyan 4 09-03-2012 Seminar Science Participation Bangalore Dept. of Edn. & Kamala Baliga 5 09-09-2012 Workshop Revision of B.Ed Syllabus Resource person College of Edn. Kumta National award in the field of 6 26-1.2013 research in Yoga study centre Hubli Education -- education by Yoga study centre
Smt A.C.Pratibha Sl. Date Program Sponsored by Subject No 1 13-04-2008 Work Shop BRC Hubli-Dharwad (Urban) Action Research. Resource person. 2 15-02-2008 Conference BRC Hubli Dharwad (Urban) Qualitative Education Participation. 27-02-2009 Challenges of working National 3 To UGC women in the era of Participation. Conference 28-02-2009 Globalization. BEO & Reserorce Centre Hubli- Enhancing proficiency in 4 29-12-2009 Taluka level Guest Lecturer. Dharwad TLM and Metric fair 01-06-2010 Contact 5 To KSOU Manasagangothri Mysore PGDHE Course Participation. Programme 5-6-2010 27-02-2011 Towards Man-making KUD Swami Vivekanand centre 6 To 28- Seminar Swami Vivekanand & his Paper presented & PG Dept of Edn Dharwad 02-2011 contribution to education 30-7-2012 UGC-Ambedkar college of Edn Women`s Edn for teacher 7 Seminar Paper presented & Bangalore educators of Karnatak PG Dept of Edn & Kamala Baliga 8 09-09-2012 Workshop Revision of B.Ed Syllabus Resource person College of Edn Kumta
P a g e | 73
Smt Kamini Koushalya Sl. Date Program Sponsored by Subject No 03-01-2009 Capacity Building of 1 To Workshop Dept of Edn K.U.Dharwad Women manger of Higher Participation 09-01-2009 Edn. 03-04-2009 Restructuring Teaching Dr Ambedkar college of Edn 2 To Workshop practice programme for Participation Banagalore 04-04-2009 quality improvement of 18-02-2010 UGC (SAP) Dept of Edn International Education for mitigation of Paper presented & 3 To Annamalai Uni versity Annamalai Conference human conflicts participant 19-02-2010 TN a. Modern life is Debate Dr. G.V.Joshi Rotary English impossible without gadgets 4 21-04-2010 Judge Competition medium school, Hubli b. Todays woman should be emplayed or not Teacher`s KLES Eng Med School Teachers interview for Subject Expert & 5 2010-11 Recruitment Manjunathanagar recruitment Member programme 26-03-2011 Dept. of education centre for Quality enhancement in International 6 & distance education, Bharathi distance education for life Paper presented conference 27-03-2011 dasan University, Tirucharapalli long learning. Teacher M.R.Sakare Eng.med School Teachers interview for 7 09-07-2011 Panel member recruitment Hubli recruitment Teacher M.R.Sakare Eng.med School Teachers interview for 8 22-03-2012 recruitment Panel members Hubli recruitment programme Dep of Edn. KUD & Kamala 9 09-09-2012 Work shop Revision of B.Ed Sylbous Resource person Baliga College of Edn. kumta
Dr L.C. Mullalli Sl. Date Program Sponsored by Subject No National Karnatak Uni College Teachers National Knowledge 1 04-11-2007 Participation Conference association. commission`s Report 30-10-2007 State level Kannada Research centre & Contributions of Mathas 2 Resource person To seminar Karnatak State History Gageter, in Dharwad district 27-02-2009 Challenges of working National 3 To SJMV`S Women’s College Hubli women in the era of Participation Conference 28-02-2009 Globalization 27-02-2011 Towards Man-Making Swami Vivekananda Centre & 4 To Seminar Swami Vivekananda& his Resource person Dept Edn 28-02-2011 contribution to Edn States of regional language 5 03-01-2012 Seminar Dharwad Dist Sahitya parishat in the content of Participation Globalization 06-01-2012 Participant & 6 To Seminar J.T.College of Edn Gadag Challenges in Higher Edn Presented paper 07-01-2012 Dept of Edn & Kamala Baliga 7 09-09-2012 Workshop Revision of B.Ed Syllabus Resource person college of Edn Kumta International Current trends in teacher 8 25.3.2013 P.G. Dept. of education K.U.D Participation seminar education P a g e | 74
Smt J.G.Vastrad Sl. Date Program Sponsored by Subject No 17-09-2007 Capacity building for 1 To Workshop P.G.Dept of Edn K.U.Dharwad women managers in higher Participation 21-9-2007 edn 04-12-2007 Refresher 2 Academic staff college Dharwad Educational Technology Participation To course Research methods & Resource person 3 12-08-2009 Seminar Sana College of Edn Hubli curriculum Development .& Presented paper Implementation of national 4 01-12-2010 Workshop DIET Dharwad Participation curriculum 18-02-2011 Higher Edn in the new National Participant & 5 To PC.Jabin Science College Hubli millennium issues and seminar presented paper 19-2-2012 challenges 6 28-01-2012 Workshop DIET Dharwad Micro Teaching Resource person Dept of Edn & Kamal Baliga 7 09-09-2012 Workshop Revision of B.Ed Syllabus Resource person College of Edn Kumta International Current trends in teacher 8 25-03-2012 P.G. Dept. of education K.U.D Participation Seminar education
Dr. B.V.Halemani Sl. Date Program Sponsored by Subject No Translating instructional State level Kamala Baliga College of Edn theories in to learning 1 01-04-2009 Participation Seminar Kumta. experiences, approaches, problems & concerns Towards Man-Making Presented paper & 2 01-02-2011 Workshop Dept of Education, K.U.Dharwad Swami Vivekananda& his participant Dept of Edn & Kamal Baliga 3 09-09-2012 Workshop Revision of B.Ed Syllabus Participation College of Edn, Kumata
Dr.(Smt) J.C. Kundagolmath Sl. Date Program Sponsored by Subject No 04-12-2007 Refresher 2 To Academic staff college Dharwad Educational Technology Participation course 24-12-2007 18-02-2010 UGC (SAP) Dept of Edn International Education for mitigation of 1 To Annamalai University Annamalai Paper presented Conference human conflicts 19-02-2010 TN 18-01-2011 Higher Edn in the new National 3 To PC.Jabin Science College Hubli millenium issues and Paper presented seminar 19-01-2011 challenges
P a g e | 75
3.2 Research and Publication Output 3.2.1 For enhancing the quality of teaching the staff members use LCD, OHP, Computers, Projectors, Teaching aids, etc. They have also prepared different Slides, Transparencies power point presentation etc. 3.2.2 The facilities that are provided by the institution for developing instructional materials are: i. Financial aid for preparing models ii. Internet facility iii. Transparency sheets iv. Library facility 3.2.3 The institution has developed ICT/ Technology related instructional materials. (i.e. Transparencies in different subjects, power point, slides, working model etc). 3.2.4 Details on various training programs / workshops on material development. i. Organized by staff : Nil ii. Attended by the staff : Dr.Smt.S. S. Desai & Dr.B. C. Patil attended a workshop on a General intelligence and Reasoning organized by staff selection commission Bangalore. In this workshop they prepared quality questions for strengthening question bank. This work was held on 10-7-09 & 24-7-09. iii. Training provided to the staff: i. Shri. A. B. Artal attended training programme organized by KLE Society Belgaum. 3.2.5 The following staff members have published their articles in different journals:
Statement showing details of publications Name of Sl.no. Name of faculty Article title Publisher name journal S Soudha Leadership in Vidyanidhi 1 Dr B.C. Patil V:1, No1 , Education Prakashana 7/6/2011 Vidyanidhi 2 Dr. L.C. Mullalli Dr.Radhakrishna S.Soudha Prakashana A study of job satisfaction among SEC. SCHOOL TEACHERS in 3 Dr. J. G. Vastrad relation to their personal professional & organisational variables Basavanavar Vachangalali Basavapath 4 Dr.B.V.Halemani Basava Samithi Shaikshanika Oct,2012 Tatvajnana
P a g e | 76
3.2.6 Dr.Smt.J.C. Kundagolmath of our institution received ‘Best Science Teacher Award’ from “Prathibha Vijnyan Parishat Davanagere” 3.2.7 Our faculty member Dr. Sajjanar has submitted a proposal to UGC for seeking financial assistance from UGC for carrying out a Minor Research Project on ‘ ‘.
3.3 Consultancy. 3.3.1 Consultancy is extended to various Organizations in academic activities. Dr.B.C.Patil, Smt.Kamini Koushlya, Dr.Smt. J. G. Vastrad, Dr.B .V. Halemani participated in the process of Recruitment of teachers in various schools. 3.3.2 Faculty members are competent to undertake consultancy. Areas are: Educational technology, Action research, Environmental education, Guidance and counseling etc In future institution plans to publicise the available expertise.. 3.3.3 There is no revenue generated in the last five years. 3.3.4 No such revenue is generated .
3.4 Extension Activities 3.4.1 Every year college conducts citizenship training camp in rural areas. There the college organizes some literacy awareness programmes, HIV aids awareness programmes, Health and hygienic programmes, adult education programmes, etc. ‘Hath main sehat’ consultancy is extended in villages. 3.4.2 The institution invites experienced persons in different fields to give lectures on personality development, importance of local historical places, temples, lakes etc,. Parent Teacher meets help us to modify the different viewpoints. 3.4.3 The future plans and major activities of college are as follows. • Students participation in “Hath Main Sehat” Programme • Visit to old age homes, • Visit to schools for dumb, deaf and blind, • Public gardening, • Awareness programmes on HIV Aids, population control, pollution prevention, eco-friendliness, etc, • Awareness about Traffic Rules for village people 3.4.4 There are no community development projects undertaken by the college in the last five years. 3.4.5 Every year the college conducts citizenship Training programmes. Through this programmes the institution develops social and citizenship values among the students. Also qualities like leadership, teamwork, sharing views, accepting others, dignity of labour, organizing activities etc. are inculcated in students. 3.5 Collaborations : 3.5.1 The national level organization like IGNOU B.Ed study centre was launched in 2005 to benefit the in-services teachers and it is functioning effectively since the date of its establishment. P a g e | 77
3.5.2 The institution has established linkage with “Haath Main Sehat” which is an International Organization. Through this organization students of our institution get training in procedures for practice teaching in the schools. 3.5.3 ••• The IGNOU study materials are used for class room teaching ••• IGNOU programmes telecast help the students in learning and teaching. ••• We have linkage with the Department of Education of our affiliating University for PhD and M.Phil programmes. 3.5.4 In B.Ed. training institution school networking plays a dominant role. Institution will send a group of student teachers to selected practice teaching schools. Every student teacher gives 24 lessons in allotted schools and conducts achievement test on content taught by the student teacher. Psychological tests like TAT and Action Research are used on school students. The students-teacher use teaching-learning materials prepared by themselves for their effective and comprehensive teaching. During practice teaching students organize a variety of co-curricular activities like Quiz and Speech competitions to the school children. Schools provide English / Kannada medium classes for practice lessons. To express the gratitude to the practicing school the institution has the tradition of honoring the retired school Headmasters / Headmistress in one of our cultural programmes, especially during ‘Teachers Day Celebration’. 3.5.5 The faculty of the institution are actively engaged in preparing time table, getting permission for practice teaching from Head masters and other related works. Faculty member will give some feedback and suggestions for their teaching session in different schools. 3.5.6 The faculty of our institution collaborates with schools, colleges and University in the following matters : ••• For selecting good teachers for the schools. ••• Honoring good teachers and headmasters of the schools. ••• Participating as resource persons in colleges and the university. ••• Acting as Members for different faculty of education, Moderators, Paper setters, Examiners, etc.
The following staff members of the institution are active in enhancing the quality of education and research consultancy and also extension activities.
i. Dr.(Smt) S. S. Desai has worked as Co-ordination Board Member, Syndicate Member, Academic council member of Karnatak University, Dharwad and also as BOS Member for Kuvempu University, Shankara Gatta, Shivamogga. ii. Dr. B. C. Patil is recognized as a research guide of CMJ University. Manipur and Bagawant University. Presently he is guiding four students of these Universities for Ph.D programme. iii. Dr. L. C. Mullolli is recognized as a research guide of Sai University. He has guided one student of this University for Ph.D. iv. Dr.(Smt)J. G. vastrad is recognized as a research guide for Dhakshina Bharat Hindi Prachar Sabha. She is guiding one research student.
P a g e | 78
3.6 Best Practices in Research, Consultancy and Extension 3.6.1 • Every teacher – educator is encouraged to be a consultant to the student teachers and provide guidance and counseling for personal as well as academic benefit of these students. • Senior faculty members have been providing their valuable insight to those newly setup B.Ed colleges regarding the functioning infrastructure required, resources needed, etc. Student-teachers undertake action research on class room problems under the guidance of our faculty members • Whenever the faculty members come across certain problems in the educational field, to find a solution to that problem action research like attitude towards mathematics is undertaken by our teachers. Removing the spelling errors in languages (English & Kannada) and study of population problems etc, also get the attention of research minded members of our staff. 3.6.2 Our B.Ed students undertake remedial teaching to students who are weak in studies or are slow learners. Teaching aids are provided. Intensive coaching in English speaking is also given.
Additional Information provided by Institutions opting for Reaccreditation.
1) In our institution four staff members completed Ph.D Degrees and two members got M.Phil Degree. Dr.J. G. Vastrad has applied forone minor project to the UGC during the academic year 2010-11. Staff members are also keen to apply major / minor projects under UGC XII plan scheme. 2) The institution ensures professional growth of the teachers by encouraging them to attend workshops conducted by other colleges of education and Universities. Some of the staff members are acting as BOE members and two are acting as BOS members and Principal was the syndicate and Academic council member of Karnatak University, Dharwad.
P a g e | 79
Criterion - IV
Infrastructure and Learning Resources
Physical Facilities :
4.1.1 Our college of education is located in Vidyanar, a busy but peaceful central locality of Hubli city. The campus is in 18 acres 3.73 guntas of land with beautiful landscape and adequate infrastructural facilities to share and experience the excitement of education meaningful and fruitful.
The table presented below enumerates the details of the physical infrastructure available in our institution according to NCTE norms:
Area Sl.No. Name of the Room In sq ft In sqm. 1 Office 400 37 2 Principal chamber 400 37
3 Multipurpose hall 1500 139 4 Library 1000 93 5 Science lab 200 19 6 Education psycho lad 600 56 7 Education technology lab (A.V.B.) 600 56 8 Computer lab 301 28 9 Ladies room 400 37 10 Boys room 200 19 11 Sports room 400 37 12 Seminar room 600 56 13 Guidance and counselling room 205 19 14 Lecturer halls-2 600 56 15 IGNOU Room 400 37 16 Play ground 64616 6005 17 Staff rooms (5Ns) 551 51 18 Staff rooms-1 86 8 19 Staff room 2 143 13 20 Health centre 400 37 21 Boys hostel 13146 1222 P a g e | 80
22 Ladies hostel 11010 1023 23 Parking area 8000 744 24 Canteen 3285 305 25 Store room 50 5 26 Teaching aids room 200 19
Master plan of the Building is enclosed.
4.1.2 The management of K.L.E Society provides funds for developing facilities. When need arises the institution also plans for augmenting the infrastructure to keep pace with academic growth in concurrence with the Management. 4.1.3 List of infrastructure facilities for co-curriculum activities extra curricular activities are as follows : • The multipurpose hall of the institution is utilized for various curricular and co-curricular activities. • Multipurpose hall for curricular & co-curricular activities. • For extracurricular activities : a. Well developed play ground b. Running track c. Throw ball court d. Jumping pit – long and high jump • Sports room
Sports equipment and materials
Sr.no. Item No. 1 T.T.Table and T.T Net 1 set 2 Chess board & coin 2 sets 3 T.T. Balls 24 4 T.T Court Net 1 5 Carrom 2 sets 6 Table Tennis Net 1 7 Table Tennis Bat 2 8 Measurement Tape 1 9 Stop Watch 2 10 Weighing Machine Digital 2 11 First Aid Box 12 Shotput 13 Discuss Throw 2 14 Cricket Set 2 P a g e | 81
15 Volley Ball 2 16 Volley Ball Net 1 17 Foot ball 2 18 Tenni Koit 19 Volley Ball Net 1 20 Basket Ball 2 21 Basket Ball Net 1 22 Throw Ball 2 23 Badminton Bats 8 24 Badminton Cocks 5 boxes 25 Cricket kit – Bat 2 26 Cricket kit – Stumps 6 27 Cricket kit Ball 2
4.1.4 The utilization of physical Infrastructure: • Multipurpose hall of the institution is used for conducting co- curricular activities like quiz competition mock parliament, science exhibition etc. • As we have IGNOU B.Ed programme Study Centre in our institution, the multipurpose hall and lecture rooms are shared for conducting the contact classes. The library facility is also provided to IGNOU B.Ed students. • The Government agencies like banks, railways, police department etc. utilize the infrastructure facility of our college for conducting their examinations only on Sundays. 4.1.5 First aid facility is available in the college. Health care is looked after by local expert medical practitioner Dr.Dhanapal Hegde. Each Year a general check up of the students is made by Doctor in the college itself. For major health problems the institution takes the help of K.L.E. ICU in Hubli.
Society`s ICU Unit is Just 2 kilo meters away from the college. Higher treatment, if needed, is given in 1800 bedded super specialty hospital run by K.L.E. Society at Belgaum.
College provides soaps, napkins tissue papers, phenyl etc,. There are separate cabins for staff members. Separate Ladies and Gents rooms for students are provided and separate sanitary blocks are available. There is canteen facility in the campus.
4.1.6 The college provides lodging and boarding facility for boys & girls separately in sister institutions / hostels. Recreational facilities like daily Kannada & English dailies weekly magazines and sports facility like carom, T.T, chess and T.V. facility are P a g e | 82
available in the hostels. But now days most of the students come from local nearby areas and prefer to shuttle from family residence as they get concentration bus passes & public transport is good enough.
4.2 Maintenance of Infrastructure 4.2.1 The institution allots funds under different heads by keeping the previous year`s expenditures in mind. The institution usually allots 15% more than the previous year budget having regard to inflation. The unspent balance under any head, if any, is utilized for the welfare of the students (List Enclosed).
Budget Allocation for the year 2008-2009 UNSPENT SL.NO ITEMS ALLOCATION AMOUNT Building is all ready 1 Building completed 2 Furniture 1,50,000 1,02,500 Science 3 50,000 50,000 Equipments 4 Computers 25,000 11,968 5 Books 75,000 55,671 6 Journal 25,000 25,000
Budget Allocation for the year 2009- 2010
UNSPENT SL.NO ITEMS ALLOCATION AMOUNT 1Building - - 2 Furniture 1,25,000 1,23,200 Science 3 10,000 3,628 Equipments 4 Books 25,000 18,840 5 Journals 5,000 5,000
P a g e | 83
Budget Allocation for the year 2010- 2011
UNSPENT SL.NO ITEMS ALLOCATION AMOUNT 1Building - - 2 Furniture 1,50,000 1,36,300 Science 3 Equipments 4 Books 60,000 55,169 5 Journals 10,000 10,000
Budget Allocation for the year 2011- 2012
UNSPENT SL.NO ITEMS ALLOCATION AMOUNT 1Building - - 2 Furniture 50,000 47,150 Science 3 10,000 10,000 Equipments 4 Computers 50,000 27,600 5 Books 50,000 46,480 6 Journals 10,000 10,000
Budget Allocation for the year 2012- 2013
SL.NO ITEMS ALLOCATION UNSPENT AMOUNT 1Building - - 2 Furniture 50,000 20,100 Science 3 10,000 10,000 Equipments 4 Books 50,000 44,905
P a g e | 84
4.2.2 Optimum utilization of infrastructure : The multipurpose hall of the institution is utilized for various curricular and co-curricular activities. For extracurricular activities the institution has well developed composite play field with running tracks throw ball court, long jump pit cricket pit, basket ball court, volley ball court, tenni coit court, etc.
The optimum use of the college infrastructural facilities are ensured by engaging the classes from 10:00 am to 5:30 pm during normal working days. Whenever the need arises, the classes are engaged an hour earlier than the normal working timings. The Institution has one general and three resource centers viz., Psychology Resource Centre, ICT Resource centre, Computer Resource Centre and Science Resource centre. Science materials, electrification, water, wash basin facilities are available in science room. The institution improve the facilities by allocating of separate budget and one faculty member is maintaining the resource centre equipments. The library resource centre is kept open from 9:00 am 7:00 pm during the time of examination. The institution is keeping pace with global trends and making every effort to incorporate the recent information and communication technology techniques in all its activities. ICT based process is a boon to the class room delivery. Institution has adopted the having new technology related to teaching learning process. Institution has internet facility. Requisite number of computers are available in the college. CDs pertaining to school subjects are used in the preparation of Class Room Teaching. Over Head Projectors, Slide Projectors, Cameras, Tape recorders, L.C.Ds. Interactive Boards, Radio Lesson cassettes are also used for the practice teaching by students and faculty.
4.2.3 Environmental concerns : Sufficient care is taken to keep the campus beautiful and free from pollution. College is situated in an ideal place which is for away from the main road and traffic disturbance. College is surrounded by rich vegetation and greenery. Sanitation of toilets is a daily care. “Silence Zone” boards and “Use me” dustbins are put in place in the college. Use of plastic bags is prohibited. Good ventilation and lighting facilities are available in the institution.
4.3 Library as a learning resource : 4.3.1 The institution has a qualified assistant librarian Smt.Kavita M. Kalakabandi B.A.M. Lib and the library assistant Shri.Ashok M. Angadi with qualification M.Com. B.Lib Science. One menial staff assists them in the library functioning. 4.3.2 The Library resources available for the staff and students are enumerated in below presented table :
Sr.No. Particulars Numbers
1 Number of Books 12,900 2 References Books 3511 3 Titles 2,706 P a g e | 85
4 Encyclopedias 30 5 Magazines 6 6 Competitive magazines 3 7 CD’S 73 8 Internet Available 9 Journals 5 10 Reprographic Machine Available 4.3.3 Mechanism to review library resources : The institution has a mechanism to systematically review the various library resources. There is a library committee. This committee comprises of head of the institution, librarian and three teachers and a student representative. This committee holds meetings atleast once in two months. During the meetings committee will decide supplementation and addition of books, journals, periodicals, resourced books and improvement of library services, etc. 4.3.4 Institution’s library resource centre is partially computerized and the process is going on to fully computerise it. 4.3.5 Yes. The library resource centre provides internet, reprographic and computer facility to the students and staff. 4.3.6 The Institution make use of customized software application. 4.3.7 The library of the Institution works in the following way :
Sr.No. Particulars No.
1 Working days 291 2 Working hours per day 8
3 Working hours near examination period 10
4.3.8 The new arrivals in the Library resource centre are first displayed on the display rack and the Librarian orally informs students and staff about the new arrivals. 4.3.9 The institution`s library resource centre has book bank facility. Under this scheme the text books are lent to the students. The books are issued at the beginning of each semester and collected back after the examination. Three books are issued to each student from book bank of our library. 4.3.10 Visually and Physically challenged students are provided with extra books.
P a g e | 86
4.4 I.C.T. as learning Resource : 4.4.1 I.C.T. facilities available in the institution are:
Computers
Sr.No Location No. 1 Computer lab 20 2 Staff rooms ( one each room) 8 3 Principal Chamber 1 4 Office. 3 5 Library 1 Total 33
Other LCT facilities
Sr.No Particulars No. 1 Services (26 M) 1 2 Lacer printers 3 3 Lacer colour printer 1 4 DMP 1 5 UPS 600 vats 33 6 Sf Sonic boxes 4 7 UPS 1.5 kva 2 8 Stabilizers 2 9 CDs 10 LCD Projectors 11 internet BSNL Brod band Total 46
P a g e | 87
Software
Sr.No Particulars 1 Costomised Library Software 2 Tally 9.0 3 MS office suit & page maker
Audio-Visual facilities :
Sr.No Particulars No. 1 Telvisions 3 2 Tape Recorder 2 3 Audio Cassettes 26 4 Audio Visual Cassettes 30 5 CDs 50
Institution has a state-of-art ICT Resource centre. A senior faculty member is incharge of maintaining the technological equipments such as OHP, Slide Projector, Camera, Tape Recorder, LCD. Registers are maintained for all the materials procured. For practice teaching faculty and student-teachers are using new technology in teaching such as:
• Demo Lessons • Seminar • Innovative Teaching • Micro Teaching • Group Discussions & construction of achievement test. • Group Activities in each MOT subjects.
CD’s pertaining to school subjects as well as theory subjects are used in the preparation of class room presentations. Slide Projectors, Cameras, Tape Recorders, LCDs, Epidiascope, Radio lesson cassettes are used in teaching by students and faculty.
List of CD’s pertaining to school subjects are : • About your body, Tissues of the human body, Body fights diseases. • Circulations of the Heart, Respiratory, Reproductive and Nervous system. • Aspects of symmetry, Linear measurement (Length, area and Volume). • Geometry, Angles, Tangents. • Electricity (Fundamentals) Pressure and Current electrical source. • Energy from the Sun, How it works. • Acids, Bases and Salts, Physics and Chemistry of water. • Crystallization, Distillation. P a g e | 88
• Properties of Matter I and II • Understanding latitude and longitude. Both teaching staff and students use the above mentioned facilities during their theory classes and for practice teaching and also conducting competitions like quiz, seminars, discussion etc,. 4.4.2 Computer education is one of the compulsory papers for B.Ed students. The major concepts taught are basic knowledge of computers, M.S Word, Power Point Presentation, Excel, Internet access etc,. 4.4.3 Institution has internet facility and 33 computers are available in the college, CDs on school subjects are used in the preparation of class room presentations. 4.4.4 As per the need the student teachers use the technology in teaching viz., : • Developing lesson plan • Classroom teaching • Evaluation of test papers • Preparation of teaching aids • Preparation of slides and CDs, etc,.
4.5 Other Facilities 4.5.1 i. The optimum use of the college infrastructure facilities is ensured by engaging the classes from 10:00 am to 6:00 pm during working days. ii. The institution shares its facilities with : • IGNOU B.Ed programme • With Govt. Agencies like banks, railways, police department etc for conducting competitive examinations (only on Sundays). 4.5.2 Various Audio Visual materials available : • Radio lessons • Poem cassettes • List of CD’s pertaining to school subjects
4.5.3 The various general and resource centre available with institution are: • ICT resource centre • Computer resource centre • Psychology resource centre • Science and Mathematics resource centre
Institution has enhanced the facilities by procuring required new materials. A senior staff member is in charge of each resource centre respective dead stock and registers are maintained.
4.5.4 The institution has multipurpose hall of size 30 X 50 ft with capacity of 125 seats. P a g e | 89
List of sports materials available
Sr.no. Item No. 1 T.T.Table and T.T Net 1 set 2 Chess board & coin 2 sets 3 T.T. Balls 24 4 T.T Court Net 1 5 Carrom 2 sets 6 Table Tennis Net 1 7 Table Tennis Bat 2 8 Measurement Tape 1 9 Stop Watch 2 10 Weighing Machine Digital 2 11 First Aid Box 12 Shotput 13 Discuss Throw 2 14 Cricket Set 2 15 Volley Ball 2 16 Volley Ball Net 1 17 Foot ball 2 18 Tenni Koit 19 Volley Ball Net 1 20 Basket Ball 2 21 Basket Ball Net 1 22 Throw Ball 2 23 Badminton Bats 8 24 Badminton Cocks 5 boxes 25 Cricket kit – Bat 2 26 Cricket kit – Stumps 6 27 Cricket kit Ball 2
4.5.5 Yes. The class rooms are equipped with the latest technology Interactive boards &, LCDs.
4.6 Best practices in Infrastructure and Learning Resources : 4.6.1 The faculty demonstrates lessons for Micro teaching and Macro teaching by utilizing the new technology, powerpoint, or which the students follow in their practice lessons. P a g e | 90
Institution has the latest technology related to teaching learning process. Institution has internet facility & 30 computers. The college has an adequate number of books, maps, CDs, Interactive Boards, Generators, Printers and learning materials and equipments, etc,. All of these are used for academic and co-curricular programmes of the college on a regular basis. 4.6.2 Use of ICT in instruction by the teacher educators has greatly reduced the dependence on the chalk board as a teaching learning tool. This has introduced the student teachers to use of ICT, use of power point in their regular teaching process, sharing of information. Guidance is being provided through CD’s and e-mails. Faculty members have designed the learning resources on each subject with internet facility. Students browse internet to gather information. 4.6.3 To comply with the recommendations of PEER Team contained in the exit report the college has created separate rooms for science and mathematics resource centre and a language room. And each faculty member is provided with a computer. • The best practice adopted in the Learning Resources is the video graphing of good lessons delivered by the students. • The college has conducted “Suvarna Karnatak Rajyostava” in collaboration with our sister institutions. • The college has conducted inter college competition (Janapadotsawa). • The college faculty members have attended workshops, seminars as resource persons / participants. • To enable the students to overcome the examination fear, the college is conducting weekly test, workshop on syllabus revision, remedial teaching and tutorial classes. Additional Information to be provided by institution opting for reaccreditation 1. Most of recommendations of first eyle accreditation PEER Team contained in the exit report, we have implemented separate. One of them was creation of rooms for methods of teaching subjects like social science room & Natural science rooms. We have on MOU with our society’s “Sakhare English Medium School” for science experiments, whenever, required. Each faculty member should be provided with a computer. This was another recommendation. In the year 2010 the college received UGC grants to the tune of Rs.43 lacs. Under this scheme the institution has purchased a large number of books, maps, CDs, Computers, Printers, Generator, Color Printer, learning materials and equipments. Students and faculty members are encouraged to use these facilities for collecting information and students to write their assignments in innovative manner.
2. The college has a well established science, natural science, a language centre. As per the non-teaching staff and each faculty member recommendation of previous Peer Team provided with one computer each for using new technology in the office work and in teaching such as : Demo Lessons, Seminars, Innovative teaching, Micro teaching, Group discussion and Construction of achievement test, Group activities, etc,. P a g e | 91
The other quality sustenance and enhance measures under taken by the institution : • The college faculty members are participating as Resource Persons / Participants in the State Level, National Level and International Level seminars and workshops. • The college uses the Infra-structural facilities to optimum extent. The college is open from 9:30 am to 6:00 pm and the library is open from 9:00 am to 7:00 pm during examination season. Library provides per student three books which can be retained by them for the whole semester. Extra books are also provided to SC / ST students. Now our Library is having OPAC system (2014). The following innovatiive / best practices are adopted in our college : • ICT enabled class rooms: Class rooms are equipped with higher technological devices. Teaching learning transaction is carried out using ICT. Students are motivated to use power point presentations in teaching. Majority have developed a hang for PPT technique. • Green campus programme: Our campus is a bio-diversity centre. We add to it by planting and protecting trees with care. • Free browsing centre : Majority of our students come from rural areas and they don’t have any internet access in their villages. Hence, they are provided with facilities free of cost browse internet in college. • Teaching the students as to how to develop and use the low cost materials for teaching learning process.
P a g e | 92
Criterion - V
Student Support and Progression
5.1.1 Student Progression. The college has the tradition of conducting orientation classes at the beginning of the course to prepare the students for the teachers training programme. Institution also accesses the candidate’s preparedness by administering a test to know about their attitude towards teaching profession. The content knowledge of the student teachers is an essential pre-requisite for the teaching profession. The college conducts content knowledge test in their respective school teaching subjects to assess their preparedness. 5.1.2 Conductive academic environment : The campus environment of the college is conducive to promote the development and performance of the students. The congenial environment of the campus includes good infrastructure facilities like required number of classrooms with adequate lighting ventilation and seating arrangements, well equipped and well maintained library resource centre, Computer resource centre, Psychology resource centre, ICT resource centre, science and mathematics resource centre, sports room, separate rest rooms for boys and girls and separate cabin for each teacher to provide individualized guidance to their students. There are career and counseling cell, women grievance redressal cell, anti raging cell, etc. 5.1.3 Dropout rate : The dropout rate is very low as most of the students too eager to complete the course. Gender wise students’ dropout rate for the last five year is presented in bellow given table :
Table showing gender wise drop-out status
Academic Year 2007-08 2008-09 2009-10 2010-11 2011-12 2012-13
MFMFMFMFMFMF No. of Students enrolled 30 70 27 68 44 56 40 47 30 49 27 73
No of dropouts 2 3 - - - - 2 - 4 1 - - Rate of Percentage 6.6 4.2 - - - - 5 - 13.3 2.04 - -
The main reasons for the dropping out of students is job opportunities based on their previous degree (appointment opportunities), marriage (in case of lady candidates) and illness. The reasons for dropout are genuine. Hence, the college has not felt the need to evolve a mechanism to check dropout rates.
5.1.4 Additional facilities to facilitate higher education : The college has provided several additional services to student teachers to enable them to P a g e | 93
compete for the jobs and progress to higher education. They are enlisted below : i. The college library subscribes magazines like competition success, Educational Review, Reader`s Digest, “Spardha Spurthi”, Diksuchi, Manorama year book, Employment News, Daily news papers, etc. ii. College also organizes and conducts various competitions like extempore speech, prepared speech, quiz, debate, seminars, panel discussions on wide variety of current issues. iii. Training student teachers to face interview by conducting mock interview at the end of the course.
The students have passed competitive examinations in the past five years. The details are given in the following table.
Competative 2007-08 2008-09 2009-10 2010-11 Examination
S.B.I Hutagi R.G. 1) Manjunatha, Talawar - -
Department of M .Humanthgoudar - - - survey 1) Akkmahadevi 1) Narayan Hosur 1) Akshata Duddagi 1) P.M Mallapur Hiremath Teacher 2) J. V. Halemani 2) Shanawaj Maniyar 2) Veeresh Chulakimath 2) V. Doddamani Recruitment Board 3) Shivashankar 3) S. G. Vijapur - 3) K.G Karadigudda chikkanaragund 4) Talawar P.F - 4) Chandekashar M - Hostel - 1) Alavandi Kavita - - Superintendent
P a g e | 94
5.1.5 percentage of students who pursue higher studies : On an average 12% of students go for higher studies in the same field.
Details are as follows (i.e. 2007-08 2008-09 & 2009-10)
Name of the student Year Course 1 Shri Maraddi H.N 2007-08 M.Sc 2 Smt Taranum Shaikh 2008-09 M.Ed 3 Smt Deepa Andaniswamimath 2008-09 M.Ed 4 Smt. Savatri Pol 2008-09 M.Ed. 5 Smt Mandre Sweta V 2008-09 M.Ed 6 Smt Savitri Akki 2008-09 M.Ed 7 Smt Pattar Rashmi 2008-09 M.Sc 8 Saravand Lingaraj B 2009-10 M.Ed 9 Shri Shivabal Sanjeevakumar 2009-10 M.Ed 10 Shri Shivaraj Mantur 2009-10 M.Ed 11 Smt.Deepa R. Dalawai 2010-11 M.Ed 12 Smt.Manjappa H. Angur 2010-11 M.Ed 13 Smt.Jayalaxmi. R. Morab 2010-12 M.Sc. 14 Smt.Deepa. Y. Bhadrapur 2011-12 M.A 15 Sri.Veeresh. M. 2011-12 M.A 16 Smt.Nivedita N. Barigidad 2011-12 M.Sc. 17 Smt.Kavita Ambiger 2012-13 M.Ed 18 Smt.Savita S. Hallur 2012-13 M.Sc. 19 Sri.Rudrappa F. Gudageri 2012-13 M.A
5.1.6 The institution helps the past students whenever needed by way of providing
Name of the student Academic year Materials refered Smt Rashmi Kulkarni 2012-13 Books and Charts Smt Kavita Ambiger 2012-13 Charts and Teaching Aids Smt Farha 2012-13 Working Model information, materials like teaching aids, books, cd’s etc.,
P a g e | 95
5.1.7 The Institution provides placement services. The following students have benefited from our placement services :
Name of the Place of Name of the student Academic Post year Company/School Appiontment
H.F. Kattimani School Smt Megha Myakond 2009-10 2009-10 Hubli
Smt Tarannum. Shaikh 2009-10 2009-10 Hubli K.L.E. M.R Sakhare Smt Pravitra Pyati 2008-09 2008-09 Hubli English medium school Smt Vinita Bandi 2009-10 2009-10 Hubli Divya 2010-11 2011-12 Hubli J.K.English Medium Shri Satish swadi 2011-12 2011-12 Hubli School Shri Basavaraj Chatni 2011-12 2011-12 Hubli K.L.E. English Medium Smt.Karanjkar Manisha 2011-12 2011-12 Hubli school, D. Manjunathnagar. Smt.Thorat Smita 2011-12 2011-12 Hubli
5.1.8 The difficulties faced by placement cell. i. Low salary offered by employers. Most of the students prefer to get jobs in their locality and do not prefer to venture out. ii. Lady students are not ready to work in faraway places, because of their parents unwritingness.
P a g e | 96
5.1.9 The practice teaching schools have also benefited from this placement services.
The following students are working in the different schools :
Acedemic Name of the Practce Sl.No Name of the Student Designation Year teaching School
KLE English Medium 1 Reshma Dhawale 2008-09 School, Asst Teacher Manjunathnagar
KLE English Medium 2 Lurtha Meery 2008-09 School, Asst Teacher Manjunathnagar
KLE English Medium 3 Vineetha 2008-09 School, Asst Teacher Manjunathnagar
KLE English Medium 4 Apoorva Dsouza 2010-11 School, Asst Teacher Manjunathnagar
5 Megha 2009-10 H.F.Kattimani School Asst Teacher Sakhare Eng Med 6 Rashmi Kulkarni 2010-11 Asst Teacher School KLE English Medium 7 Karanjkar Manish 2011-12 School, Asst Teacher Manjunathnagar
Sakhare Eng Med 8 Divya D 2011-12 Asst Teacher School Sakhare Eng Med 9 Ashwin Kalyanshetti 2012-13 Asst Teacher School Poornima Govt. PU College, 10 2012-13 Lecturer Kanteppagoudar Navalur
5.1.10 The institution has provided separate room for this placement cell. A Senior staff member of the college is given the charge of our placement cell. The institution also provides Xerox, stationary materials, computers & other related materials to enable the placement cell to sender services more efficiently.
P a g e | 97
5.2 Student Support 5.2.1 • Admission process, discipline and other matters relating to admission are given in our prospectus. • During admission students can interact with staff through the admission committee. • We also counsel the students at the time of admission about the prospectus of the course offered. • Our prospectus contains all details relating to admissions, eligibility, courses offered and rules and regulations of the institute. • All information relating to day to day activities are displayed on the notice board. • Academic calendar, admission forms, time table, attendance, exam schedule, mark sheet, daily events, achievements, etc,. are displayed on the notice boards. • Scholarships • Cash prizes • Free ships • Fee concession • Awards • Medals & trophies
5.2.2 Support physically challenged students : The institution provides special help for the physically challenged students. All most all the years we have physically challenged students in the institution. More learning materials and text books are provided to them. A separate computer is earmarked for them. For practice teaching, schools are identified according to their convenience viz., short distance, schools located on ground floor, schools with ramps and special sanitary facilities, ect, 5.2.3 Teachers role as mentors : The teachers role as mentor is emphasized. The institution provides mentoring services to students. Students with educational and personal problems approach teachers. There exists a tutorial system. Students are categorized into certain groups and each group is facilitated by a teacher. The teacher renders his or her assistance to the students through special attention to the academic, personal, financial, and other needs of the students. 5.2.4 Additional services provided to the students : i. Educational visits, ii. Felicitation of meritorious students, iii. Placement of teacher trainees, iv. Special lecture series, v. Free internet access, vi. Alumni meets.
To compete for the jobs : • The placement cell provides information about job opportunities. P a g e | 98
• It trains students as to how to face interviews and imparts skills that are needed to be mastered to face interviews successfully. • The teacher trainees are given guidance to conduct demonstration lessons in schools and teaching aids are also made available to the teacher trainees to prepare for the demonstration lessons.
5.2.5 Own website : The Institution has its own website. It has the following information hosted on it : • About the society and Institution • Calendar of events • About the infrastructure of the institution • Results • About the staff members • Events conducted • Fee structure • Admissions procedure and schedule • About facilities, etc. • Achievements • Gallery • Syllab • Laboratories • placements It is updated regularly on day to day basis.
5.2.6 Personal profile of each student : The mentor who is incharge generates the personal profile of each student assigned to him. Each mentor will maintain the records of the student progress through observing class room activities, practical attendance, reviewing the performance of periodical tests, assignments and discussion with students. 5.2.7 After identifying the lower achievers, the institution takes up the following strategies as remedial measure: Remedial classes are conducted for slow learners. Counseling and morale building is done by mentors. The slow learners in the practice teaching are identified at planning stage as well as while executing the lessons and such students are made to replan and reteach the lesson by giving special guidance. Additional pre first periods are conducted for low achievers thrice in a week. Slow learners are identified by the mentor in curricular, co- curricular and extracurricular activities by observation. Slow and advanced learners are identified on the basis of the induction analysis at the beginning of the year, based on the previous examination results, performance in the test and also through interaction with them. Remedial classes are conducted for slow learners. Counseling and moral building is done by counselors and mentors.
Higher targets that are set for advanced learners :
i. Cash prizes, ii. Moral encouragement iii. Special guidance P a g e | 99
5.2.8 Guidance and counseling services: The institution has guidance counseling cell. One of the faculties is incharge of the cell. Counseling by mentors continues form the beginning to the completion of the course. Mentor system is a prominent component of the strategic plan of the college. A mentor who is a teacher incharge generates the personal profile of each student assigned to him. A group of 12 to 13 students are assigned to each mentor. Each student is guided individually. 5.2.9 Grievance redressal mechanism: The grievance redressal cell of the college comprises of principal, one of the lecturers, a boy & a girl student representative. Operation procedure starts by setting up of grievance box in the college library. The aggrieved person may inform his/her grievance in writing to the committee. The aggrieved person is given a hearing & counseling. The suitable corrective measures are adopted. The following grievances have been redressed : a. Need for pure drinking water facilities b. Provision of telephone (coin box), c. Curtains for windows in the multipurpose hall d. Canteen facilities in the campus
All the grievances of the students were promptly redressed. There is a separate ladies care cell. A lady member of faculty is incharge of it. She takes care of sensitive issues pertaining to ladies.
5.2.10 Monitoring of the programme of the candidates : It is made through theory classes. Each mentor maintain the records of the student programs through classroom actual practical attendance, reviewing performance in the tests, assignments, etc. Guidance to theory will be given by the mentor in charge. Results will be displayed on the notice board. For monitoring of cultural activities and extra curricular activities, the faculty in charge of cultural activities takes the help of other faculty members in organizing and conducting various activities and all teachers together monitor the activities. The faculty in charge of sports monitors sports and athletic activities.
5.2.11 Student`s competency to begin practice teaching : To ensure the students’ competency to begin practice teaching the institution imparts training in micro teaching skills. The programme of micro teaching begins with orientation of students to the different micro teaching skills. The faculty members give demos of the micro teaching, which is followed by the feedback from both the faculty members and students. The students plan and demonstrate micro lessons. After training in micro teaching skills, the programme of training in teaching begins. The procedure adopted consists of :
• Orientation to lesson planning in theory sessions. • Demonstration lesson by the staff, senior or farmer students and some of the practicing school teachers. • Feedback sessions. P a g e | 100
• Lesson plan preparation by the student teachers and guidance by the Method Master.
5.3 Student Activities : 5.3.1 The institution has an Alumni association. The composition of the association is as per NAAC guidelines. i. Current office bearers and members are : President Secretary Treasurer Four Members ii. All members are unanimously nominated iii. Alumni Association activities : yearly one activity is conducted in Alumni association iv. List of the top five alumni occupying prominent places.
Sl.No. Name of the old student Academic year Designation
1 Shri.Hutagi R.G 2007-08 S.B.I Manager 2 Shri.Maraddi H.N 2007-08 Lecturer 3 Smt.Taranum sheikh 2008-09 Lecturer 4 Smt.Savatri Pol 2008-09 Lecturer 5 Shri.Saravand Lilngaraj B. 2009-10 Lecturer
v. Alumni help the institution during academic year by giving demonstrations and assistants for observation of practice lessons and also guidance feedback to the trainees’ lessons.
5.3.2 One period is year marked in the regular timetable for the extra curricular activities. The institution encourages students to participate in extracurricular activities including sports and games by conducting various activities like prepared speech, quiz, indoor and outdoor games. The students are also sent to the other colleges to participate in competitions for which TA and DA is paid by the institution. 5.3.3 The institution involves and encourages the students to publish materials like college magazine, collection of rare coins, preparation of scientists’ albums and resource units in different subjects and self learning materials. The best works done by the students are showcase for observation by the students of current academic year in the institution. 5.3.4 The institution has a student council. The structure of student union is as below : Student Union
General Secretary
P a g e | 101
Ladies Cultural Activities College Magazine Sports Library CTC Representative Secretary Secretary Secretary Secretary Secretary
The major activities of the students union are organizing and conducting various functions like inauguration of student union, celebration of important days. guest lectures, seminars, workshops, observation of Samarambha” etc. All the expenditure of the activities is met by the institution.
5.3.5 Various bodies and their activities : The institution has Antiragging cell, SC / ST / cell, Parents-Teacher Association and Placement cell.
Bodies Activities SC/ST Cell Provision of Library books Solves Ladies problems Antiraging cell Orientation about antiraging Parent-Teacher association Parent Teacher meet Placement cell giving information regarding the appointments
5.3.6 Feedback mechanism : For the growth and development as well as improvement of the institution, feedback is obtained from the outgoing students and the suggestions made by them will be taken into consideration for implementing them. The head of the institution after discussing students suggestions with the staff places the requirements for the improvement of the institution in the L.G.B. meeting. In the L.G.B. meeting the requirements will be discussed and sanctioned. There is a staff meeting in every month and whenever the need arises special meetings are also conducted to discuss the academic matters. The union secretaries are also invited to attend certain meetings whenever presents is felt to be essential.
5.4 Best practices in student support and progression. 5.4.1 • The college gives one week orientation programme to the students about the institution, vision, mission, goals and objectives, value of teaching profession, status and code of ethics for teachers, various courses offered, evaluation process, facilities in the institution, utilization of library, rules and regulations, etc,. Other programme like awareness about effect of drugs, alcohol tobacco etc,. Expert medical officers, and staff from also orient the students about various diseases like HIV, Aids, Jaundice Maleria etc,. • Students are encouraged to involve themselves in all the activities so that when opportunities arise they would be able to discharge their responsibility and play an effective role as a teacher. P a g e | 102
• The institution gives special attention to inculcate the spirit of values among the teacher trainees. The theoretical and practical knowledge gained by them is a real source of inspiration to lead a virtuous life in their future. It is a blessing to the young generation to get well equipped teachers as role models. The institution adopted various measures to provide value orientation to the students teacher. Every week a special period is allotted in the time table for value education. Eminent resource persons are invited to deliver talk on various aspects of values. The faculty members actively engage in the value orientation programmes.
Additional Information to be provided by Institution for reaccreditation
The quality sustenance and enhancement measures undertaken by the institution are : i. Adoption of new strategies to constantly provide support, encouragement and guidance to the student teachers such as : tutorial groups, mentoring, adoption, study circle, and etc. ii. Teacher educators use power point presentation incorporating pictures and videos in the example process to clarify concepts and provide multisensory learning. Students are encouraged to use LCD projectors and smart boards for their seminar presentation.
P a g e | 103
Criteria - VI
Governance and Leader ship
6.1 Institutional Vision and Leadership 6.1.1 a. Vision: To be a prominent institution of Excellence in Teacher Education to train and provide a continuous pool of knowledgeable, creative innovative, humane and professional teachers capable of stimulating social change and shaping generations. b. Mission: To promote Teacher Education in an environment consistent with policies, legal frame work, contemporary changes, societal, needs, rationality, and the spirit of harmony and co-existence. c. Goals: • To deliver effectively the knowledge and skills as prescribed for teacher training programmes using innovative and modern methods of teaching, learning and evaluation. • To provide training for organizing various curricular and co-curricular activities in school teaching. • To imparts scientific temperament among student teachers through research activities. • To inculcate values, civic responsibilities among student community for peace and harmony in the society and the nation at large. • To implement the process of effective and continuous evaluation for objective oriented student and teacher performance. • To build all round per sonality of the students. • To offer academic, personal and career counseling. • To strengthen, develop and implement student welfare programmes, grievances redressal systems in the college.
d. Objectives : • To equip the teachers to develop and practice all the necessary skills, techniques and innovative methods in teaching and evaluation. • To serve as a facilitator to the students who will be teachers to become intellectually competent and academically enriched by making an effective use of the training facilities available in the institution. • To empower teachers by providing opportunities for the development of self, community and the nation. • To create widespread awareness about issues of ecology and environment of the region. among the students who are prospective teachers.. • To develop human values among teachers lik love for mankind, tolerance, unity, equality, etc,. • To put in place in the institution innovative practices that are in tune with global and national trends and local needs. P a g e | 104
• To enhance employability of students by developing the skills through giving micro teaching sessions, macro teaching sessions and communication skill development activities.
The institution`s stated purposes, vision mission and values are made known to the stake holders through prospectus, display boards in the college library, in the corridors near principal chamber, in the office, multipurpose hall and on display boards. 6.1.2 The mission includes the institutional goals and objectives in terms of addressing the needs of the society, the student it seeks to serve, the school sector, education institution`s tradition and value orientations. 6.1.3 Local governing body supervises the institution about quality education. In Local Governing Body meetings, the members discuss about the students achievements, teachers teaching quality and the overall improvement of the institution. Every year the institution collects feedback from the students about their overall satisfaction and campus experience. From this feedback, the institution comes to know about the teaching abilities of the staff, students friendlyness of the non-teaching staff, about infrastructural facilities and commitment, leadership role.
Role and Involvement of Management for Effective and Efficient Transaction of Teaching and Learning Process.
Central Management has constituted Local Governing Body for our institution. The Local Governing Body and Members of the Board of Management pay periodical visits to the institution. This Body supervises the work of teaching staff through the head of the institution. Society encourages the teaching staff by recognizing the good work and rewarding them. Appointment of teaching and non-teaching staff is done by Local Governing body. The Board of Management defines the responsibilities of the faculty at the time of appointment (as per the policies of board of management) to ensure smooth and effective functioning of the college as students centric institution.
6.1.4 At the institution level, the head of the institution delegates the authority and responsibilities depending to the activities to be conducted during the academic year. The various academic responsibilities that are assigned to the staff by the head of the institution are discussed in the Local Governing Body meetings.
Our Principal, with the consent of the management distributes the responsibilities among the staff and communicates the same through regular staff meetings, and issuing notices Institutions’ has local governing body which meets 3-4 times in a year. Staff meetings are held once in a month and also when need arises. More than one meeting may be held.
6.1.5 The Principal ensures that the valid information to review the activities of the institution is taken up in the LGB meetings to discuss the following points : i. Evaluation of overall result of the college. P a g e | 105
ii. Feedback from student teachers and also from practice teaching schools. iii. Parents feedback iv. Annual Report of the institution
The staff information, financial matters, library information, etc., are submitted to the management through correspondence, e-mail and telephone talk.
6.1.6 The institution identifies the barriers in achieving vision, mission and goals by analyzing : i. Result and performance of the students, ii. Feedback from students, iii. Feedback from parents, iv. Feedback from practicing schools, v. Feedback from Alumni and vi. Feedback from community / society.
The barriers are solved at the college level by the principal in consultation with colleagues. The LGB also gives suggestions for the action to be taken to overcome the barriers.
6.1.7 Management encourages the staff by giving suitable assignments commensurate with their abilities for the effectiveness and efficiency of the institutional processes. The management appreciates the staff for their good work done during L.G.B. meetings.
The management motivates and facilitates the staff to enhance their professional and academic growth by allowing them to attend seminars, workshops and conferences. Also gives permission to purchase required additional latest books, technological materials like computers, LCD, Internet, etc. for the institution.
6.1.8 The head of the institution: • Distributes the syllabus before the commencement of the academic year. • Monitors the work progress every now and then by discussing with the staff members, office staff and others. • The various tasks like, Time-table preparation, CTC, Library, Supervision, Attendance monitoring, Cultural, Physical and Sports activities. Tests and Examinations are allotted among the teachers. • Meetings are held once in a month or whenever the need arises.
P a g e | 106
6.2 Organisational Arrangement
6.2.1 List of different committees constituted by the institution for management of different institutional activities:
Academic Bodies
Sr.No. Committees Time Table Committee 1 2 C.T.C 3 Library Committee 4 Attendance Committee
5 Committee for cultural activities 6 Committee for Physical and Sports activities 7 Committee for student union
8 Committee for conducting tests and examinations
Committees on Infrastructure of the institution
Sr.No. Commitees 1 Audio-Visual materials maintenance committee Psychology Laboratory maintenance committee 2 3 Furniture and equipments maintenance committee 4 Science Laboratory maintenance committee 5 NAAC Coordination committee
The reports of the meetings held and decisions taken regarding academic management, finance, infrastructure, faculty and examinations during last year are enclosed.
P a g e | 107
6.2.2 Organisational Structure of the Institution :
Board of Management, KLE Society
Administration Body of the institution
Local Governing Body
Local Governing Body
Chairman --- Shri A. V. Patted
Members ---Shri J. M. Munavalli
• Shri. Prakash Kadkol • Dr. P. B. Roodagi • Shri. B. D. Gadag
Co-ordinator -- Dr. B.C.Bannur
Member-Secretary -- Dr(Smt) S.S.Desai
Principal
Teaching Staff Support Staff
1. Lecturers - 9 F. D. A. - 1 2. Librarian - 1 S. D. A - 1
Attender-1
Peons – 3
P a g e | 108
6.2.3 Decentralization of College administration
The Administration of the college is decentralized from top to bottom as shown in the following flow chart :
Principal
Lecturer Various Committees F.D.A.
Librarian S.D.A
Technical Staff Attendars
Peons
The head of the institution assigns various academic responsibilities to the teaching staff. The teaching staff takes care of all the academic activities like practice teaching micro-teaching and co-curricular activities according to the preplan and responsibilities assigned. The responsibilities are determined in the beginning of the academic year.
In the same way administrative works are also decentralized. The administrative responsibilities are allotted according to their posts like. F.D.A, S.D.A, Attender and Peons.
6.2.4 Improvement of Quality of Educational Provisions : To improve the quality of educational provision the institution collaborates with school personnel in the following way. • Time table for practice teaching will be prepared in collaboration of heads and teachers of the practice teaching . • Required teaching learning materials are taken from practice teaching schools at the time of practice teaching (e.g, Microscope, charts, etc.) • Student-teacher borrows certain technological information from B.V.B Engineering college, Polytechnic college that are own sister institutions in the preparation of science working models. • Working model of History is prepared by student teachers by taking the information from degree colleges and the university. • The institution provides teaching learning materials to practice teaching schools. Also library books are issued to teachers in the school. • Sometimes, the teachers of practice teaching schools visit the institution to collect information on recent developments and methods and techniques of teaching in education. P a g e | 109
6.2.5 The institution uses the various data, suggestions, information and feedback obtained from outgoing student teachers from practice teaching schools.
For example;
i. Parents suggested to increase the number of days for retaining books by students. ii. Suggestion about drinking water and canteen facilities from students feedback.
6.2.6 Sharing of knowledge : The institution initiates promotion, co-operation and sharing of knowledge by deputing teachers to attend workshops, conferences, seminars, refresher courses etc. The members who get enriched in these programmes, in turn, share their knowledge with other teaching members. Meetings are conducted to discuss about writing of objectives, lesson planning, etc. where in the teaching staff share the good suggestions with each other.
Head of the institution has the authority to employ part-time lecturers. Honorarium is consolidated and work load is four periods of one hour each per week.
For professional development of the faculty the institution provides the facilities such as seed money, adjustment in the time table to take up research work. TA is paid to participate in the workshops, seminars, conferences, etc.
The facilities provided to faculty by the institution to carry out the work effectively are:
• Separate cabins for lectures to guide students. • Well equipped Psychology Resource Centre, • ICT Resource Centre • Language Lab, • Library and • Technology equipments like; LCD, OHP Radio with Tape recorder, CD`s TV, Xerox, internet, etc.
The institution provides prospectus to the stake holders to seek information. For benefit of faculty the institution has maintained a file containing various circulars from the Society. Society`s bulletin is also circulated for information about notable developments in other institutions of KLE society.
Grievance Redressal Cell collects complaints from the suggestion box. The grievances of the students are first discussed with the head of the institution and then placed before members of Local Governing Body in its meeting if necessary.
P a g e | 110
6.3 Strategy Development and Deployment : 6.3.1 The institution does not have MIS,but at present we have customized information system for library 6.3.2 The institution allocates resources for accomplishment and sustaining the changes resulting from the action plan by recruiting teaching and technical support staff as and when required and also by providing better salary package to newly recruited faculty. 6.3.3 The resources needed to support the implementation of Mission and Goals are planned and obtained by the staff in consultation with the Head . Identify the barriers and also discuss the requirements (human / material) to overcome the barriers at the institutional level. The identified barriers and solutions to overcome are placed before the local governing body meeting. After thorough discussion the members of the local governing body sanction/give permission to put in place the necessary measures to overcome the barriers, such as deputing the staff for training to update their knowledge, adding to infrastructural facilities etc. 6.3.4 Academic calendar is prepared at the beginning of the each semester. Subjects are distributed to the staff for teaching. The faculty prepares time table for conducting theory classes. The head of the institution conducts a meeting with the Head masters of practice teaching schools where in time tables for stray lessons, block teaching session and annual lessons are discussed. 6.3.5 The objectives are communicated to each individual employee: • During meetings Through hand book • Through hand book • Assigning responsibilities (work load) • Hosting them on website • Supervision of the work by head of the institution • Through flex boards displayed in section of college • By including them in the college miscellany 6.3.6 Evaluation of vision, mission is done as follows; • By analyzing students performance in the examinations, • By collecting information with regards to the employment position of the past students, • Feedback from practicing schools and also from the schools where the past students are employed, and • By analyzing the annual report of the college.
After going through the above mentioned evaluating measuresLGB, if needed, will take decisions for revision / modification of the above activities and appropriate suggestions will be made to higher authorities.
6.3.7 By purchasing a new (modern) gadgets, sending staff for ICT training like seminar, workshops etc: The same is deployed by the teacher who undergoes the training programme: He gives training to other staff members. They also practice implementing P a g e | 111
the same in their teaching learning processes and also prevail upon the students to employ them in the practice teaching process.
6.4 Human Resource Management: 6.4.1 The faculty development needs and career progression of the staff are identified by the head of the institution in the following ways. • By supervising the classes of the teacher educators. • By verifying the performance of the student- teachers in their examination and tests. • Through teacher`s self appraisal . • Feedback from students. 6.4.2 Assessment of faculty performance in teaching is done by peer observation. Peer observes the demonstration lesson using observation schedule to evaluate the teaching performance. Students also give feedback at the end of the academic year. 6.4.3 The welfare measures for the staff are G.S.L.I. Medical facility; yearly increment and provident fund were given to the staff till February 2011. Now the college comes under Government aid. Hence G.S.L.I and provident fund facilities are stopped. Aided employees are entitled to TBS. Health insurance of KLE Health Ltd. by KLE Society is provided. 6.4.4 For the skill up gradation and training of non-teaching staff K.L.E.S.`s Board of management conducts workshops and training from time to time. Sri. Aratal A.B. has attended workshop on tally training programme. 6.4.5 Strategy of the institution to recruit and retain diverse faculty with desired, qualification, knowledge and skill is done in the following way; • By advertising in the large circulated news papers. • By conducting written tests. • By conducting demonstration lessons • By conducting interview in the presence of subject experts along with the Members of board of Management. • Salary structure as per state government. • Aided teachers and office staff are appointed as per state government norms. • Unaided qualified teachers are appointed by the management on merit. 6.4.6 Head of the institution has the power to employ part time lecturers with the prior permission of the Management. Salary is consolidated scale and work load is four hours per week. 6.4.7 For professional development of the faculty the institution provides following facilities such as seed money, adjustment in the time table to take up research studies. T.A to participate in workshops, seminars, conferences, etc. Additional increments are given to those staff members who have completed M. Phil and Ph.D. 6.4.8 The facilities provided to faculty by the institution to carry out the work effectively are: Separate cabins for lecturers to guide students, well equipped psychology resource centre, ICT resource centre, Library etc. Technological equipments like LCD, OHP, Radio with Tape Recorder, CD`s, T.V, Xerox, Computers, Internet and Interactive Board. 6.4.9 The institution provides prospectus, to the stakeholders to give information about college and about course. Through the website the stakeholders may P a g e | 112
also collect the information about the college and course. For faculty, the institution has maintained a file with various circulars from the society and government. Society`s bulletin is also circulated for information. Suggestion boxes are kept in the college. Grievance cell is maintained to receive complaints and give remedial suggestions. 6.4.10 Professional and administrative activities of the faculty are: • Community engagement :- CTC, Visit to schools for the Blind, Old Age Homes, • Engaging the students for creating awareness about the traffic rules. • Administrative activity – A committee is formed for scrutiny of marks cards for the selection of management candidates.
Teaching staff member prepares Academic calendar at the beginning of the academic year
Subjects are distributed to the teaching staff.
• The head of the institution conducts a meeting with heads of the practice teaching school to discuss about the time table, stray lessons, block teaching and annual lessons. • Head of the institution distribute the work for both teaching and non- teaching staff by forming different committees for the management of different institutional activities.
6.4.11 To motivate the staff members for their achievement the institution follows the following practices. • The additional increments are sanctioned to the staff who complete their doctorate degrees and M.Phil • The college recommends names of achievers to Management who felicitate them on the Founders Day Celebration at the Head quarters each year on 13 th November.
6.5 Financial Management and Resource Mobilization 6.5.1 The institution is not getting financial support from the Government. The Institution generates its revenue in the form of fees from both Management and Government Quota students as per the fees prescribed by the State Government. In case the institution falls short of funds for routine expenditures the management provides additional funds. The institution has not mobilized resources through donations. The operational budget of the institution was adequate enough to cover the day-to-day expenses till the month May 2009.
In 2009 the college came under grant in aid of State Government. Now, the institution is getting financial support from the Government in the form of Salary grants. P a g e | 113
Since then our institution has been receiving general development grants from UGC. During UGC XI plan our college received Rs 43 lacs grants from UGC under General Development Assistance scheme.
6.5.2 The institution has not mobilized resource through donations as the operational budget of the institution is adequate to cover its day to day expenses. 6.5.3 The operational budget of the institution collected in the form of fees from students was adequate to cover routine expenses. From 2009 onwards college came under grant in aid code of State Government. 6.5.4 Budget allocation for the past five years in the form of income expenditure statements is enclosed. 6.5.5 Internal financial audit is conducted by the Society’s auditors twice in a year. The internal auditors, who closely examine our books of accounts submit audit reports to the Head office, every year. Audit observations are complied with duly competent chartered accountant appointed by the management carries out statutory audit and submits report to our Head office. 6.5.6 The institution has Tally 9.1 for accounting of the transaction and reconciliation 6.6 Best Practices in governance and leadership: The significant best practices in governance and leadership carried out by the institution are: • Decentralized and participatory administration. • Composition of committees like CTC, Time-Table, Library, Attendance, Cultural, Students union etc. to deliberate on various quality related issues pertaining to teacher- education. • Encouragement to the staff by our management to enhance their professional and academic growth by allowing them to attend seminars, workshops and conferences.
Additional Information to be provided by Institutions opting for Reaccreditation / Re-assessment. 1) In the first exit report, no suggestions were made by the peer team as regards Governance and Leadership criterion. 2) Quality sustenance and enhancement measures under taken by the institution :- • All the academic and administrative activities conducted in the institution are goal based and transparent. • There is decentralization in the academic and administrative functioning leading to a democratic culture. • The financial resources are efficiently and properly utilized. • There is harmonious coordination amongst the various departments of the college. P a g e | 114
Criterion –VII: Innovative Practices
7.1 Internal Quality Assurance System 7.1.1 Establishment & Composition of IQAC : The college IQAC was established on 20.7.2007. competency : based / performance based education is the goal of our institution. The accomplishment of the learning objectives can be observed and majored in the form of specific learning behaviors. The IQAC is constituted with a view to sustain and promote quality education programme through involvement team work, and effective implementation of the activities with help of all the stake holders. The internal quality assurance cell of our college comprises the following members.
Sr.no. IQAC Members 2007 to 2011 1 Dr.(Smt) S. S. Desai Principal & Chair person 2 Smt.Kamini Kousalya Coordinator & Member 3 Smt.A. C. Pratibha Member (staff) 4 Dr.(Smt) J.G. Vastrad Member (staff) 5 Smt.Dalawai Member (Alumni member) 6 Sri.Kolli M. C. Member (Management) 7 Sri.Artal A. B. Member ( Admin. Staff)
The following members are the IQAC members from 2011 onwards :
Sr.no. IQAC Members 2011 onwards 1 Dr.(Smt) S. S. Desai Principal & Chair person 2 Dr.M. G. Sajjanar Coordinator & Member
3 Smt.B. C. Patil Member (staff) 4 Smt.Kamini Kousalya Member (staff) 5 Sri.Aradyamath Member (Alumni member) 6 Sri.B. C. Bannur Member (Management)
7 Sri.Artal A. B. Member ( Admin. Staff)
P a g e | 115
Member of Management : Activities undertaken under the guidance of IQAC are : Our institution is a teacher training college affiliated to Karnatak University Dharwad and we follow the Syllabus mandated by affiliating University In the beginning of the academic year, all the curricular and co-curricular and activities are planned keeping in mind syllabi. In the first faculty meeting, the work load is distributed ; departments assigned; the faculty informed about the courses to be taught and the respective departmental activities to be undertaken. Each department in charge plans the activities under the guidance of IQAC. Micro teaching, all types of practice teaching planning is properly planned and effectively executed by the faculty under the guidance of IQAC. All other activities such as internal examinations, Content Enrichment Program (CEP), Content cum Methodology Program (CCM), Social service (SS), Psychology experiments & Practical are also effectively planned & executed under the supervision of IQAC.
7.1.2 The Mechanism used by the institution to evaluate the achievement of goals and objectives are : The institution is a teacher training institute therefore, curricular objectives and goals of these programs need to be achieved. For this, the institution channels its efforts in that direction. The evaluation mechanism of the institution for evaluation of the goals and the objectives are as follows; 1) The summative evaluation outcomes are taken into consideration and the final results are scrutinized. For this purpose, grade wise analysis is undertaken. The number of successful candidates and failures, division wise and course wise with the highest and the lowest scores are considered. 2) The opinion and feedback regarding the teaching and administration of courses is collected from the teacher trainees at the end of the year. Based on the feedback analysis suggestions for improvement and enhancement of quality are made by the principal from time to time. This becomes an effective mechanism to evaluate the achievement of the goals and objectives. 7.1.3 Quality of Academic Programs : The institution ensures the quality of its academic programs through the faculty in the IQAC meetings. The positive suggestions given by the students are reflected upon by the faculty and necessary changes are effected in the curricular transactions. In this way, the institution ensures the quality of academic programs. 7.1.4 Quality of administration and Financial Management : The institution ensures the quality of its administration in the following manner: • The teacher trainees are provided with proper information throughout the academic year. • The IQAC supervises the relevant administrative processes. • In the administrative section, each non teaching member has specific responsibilities and functions. P a g e | 116
• The teacher-trainees are informed in general and if necessary, individually, about forms, fee and documents to be submitted well in advance by the administrative section. • The administrative set up, its functions, limitations and changes, if any, to be implemented are discussed in the faculty meetings. All the meetings are chaired by the Principal of the college
The quality of financial management processes is maintained as follows: • All the financial plans and budgets are prepared meticulously, well in advance before the commencement of the academic year and got approved by our Board of Management. • Budgetary allocations are strictly adhere to while incurring expenditures. • All the financial transactions such as deposits into the banks, withdrawals, payments, recoveries etc,. are made promptly and duly recorded in the books of accounts. • The day to day financial dealings are checked and signed on daily basis, by the office superintendent and Principal. • Proper internal and statutoryl audits are conducted from time to time by the charted accountants appointed by our Head office. • In all financial management processes and dealings are made and kept transparent and records to be maintained. These clear cut financial codes of conduct framed by our Head office and we follow them in letter and spirit. 7.1.5 Sharing Good Practices: The committees that have been constituted for the smooth functioning of the institution submit the reports of the activities conducted to the Principal. Reports submitted are perused by the Principal and IQAC and good practices are identified and institutionalized and internalized also. The good practices are widely publicized in the institution through notice boards and meeting proceedings. The teacher educators and the teacher trainees who witness the activities are consulted with a view to get their feedback and finally the IQAC also evaluates the activities undertaken and provides suggestions if necessary. These are some of the informal ways for identifying the good practices. The good practices are brought to the notice of the faculty members and are discussed in the faculty meetings. These are communicated to the non teaching staff as well. The report of all the good practices is sent to our Head office The governing body also appreciates these by communicating them in the administrative meetings of the governing body.
7.2 Inclusive Practices: 7.2.1 How does the institution sensitize teachers to issues of inclusion and the focus given to these in the national policies of the school curriculum ? It is the need of the hour that the teacher educators are sensitized to the philosophy of Inclusive Education. This is done as follows: The topic of inclusive education has been included in the curriculum of B.Ed in Paper II : Psychology of Development and Learning. P a g e | 117
Section I – Unit 5 Education of children with special abilities. The teacher educator who teaches the above topics ensures that student teachers are sensitized to the inclusive practices through discussions of the basic topics. While following the admission procedure for management quota, equitable access is ensured to the physically challenged and female students. Academically weak students : Extra coaching, counseling and guidance are given in carrying out various academic activities to the weaker students.. Use of co-operative learning technique to boost students confidence is one of the measures put into practice to cater to the special needs of the academically weak students. Higher achievement students : Students who demonstrate high achievement are encouraged to participate in various competitions such as Avishakar, elocution competitions and essay competitions. With the assistance of gifted students, the co-operative learning technique is implemented. Gifted students are encouraged to present papers in conferences and seminars and are included in the planning of curricular and co-curricular activities of the institution. Equality of gender : Equality of gender is observed as this is a co- educational institution. Equal opportunity is given to the students of both the sexes to participate in the college activities according to their abilities. • Students who are economically and socially disadvantaged are allowed to pay fees in installments. The faculty members help the students who are from rural area to get adjusted to college environment Spoken English classes organized in the institution have proved to be beneficial in improving English language skills of the students from Kannada medium. • Outstation students are given preference for provision of hostel facility 7.2.2 The provision in the academic plan for students to learn about inclusion & exceptionalities as well as gender difference & their impact on learning. The year plan of the institution includes organization of orientation, lectures, and workshops on several topics like inclusion, empowerment & equality of gender throughout the academic year. Through these lectures the teacher trainees are made aware of importance of inclusion of exceptional students, gender balance and their impact on learning women education unit in the context of social aspects of education. 7.2.3 The various activities envisioned in the curriculum to create learning environments that foster positive social interactions, active engagement in learning and self motivation are ; The institution has proper infrastructure and a conducive learning environment. Every teacher trainee has several opportunities for social interaction. They come into contact with personalities from all walks of life while completing the practice lessons. These programs provide them a real picture of their future responsibilities as teachers. There are a number of activities, practicals, tests, co-curricular and extracurricular activities, undertaken which lead to positive social interaction, active engagement in learning and self motivation. The institution has adequate library facility, P a g e | 118
Internet facility and various laboratories that promote active learning and self learning. The institution provides a good scope for academic competition, co-operation and adjustment. High achievers, meritorious students and prize winners are felicitated. This creates self motivation and an urge for excellence. 7.2.4 The institution ensures that student teachers develop proficiency for working with children through the following practices: • The student teachers themselves come from different background rural / urban etc. So they spontaneously work together. • Student community consists of pupils from diverse background and they possess exceptionalities due to the environment in which they have grown and individual differences. The institution provides maximum opportunities to its teacher- trainees to have exposure to these diversities. • The lessons are practiced in Government aided as well as unaided schools and the strata of students enrolled in these schools are also different. Thus, the trainees develop a reasonable proficiency to deal with children from diverse background. 7.2.5 The institution addresses to the special needs of the physically challenged and differently abled students enrolled in the institution through following initiatives : • Every academic year, only two to three physically challenged and differently abled students are admitted to the institution. They generally include students who are blind, physically and orthopedically challenged and hearing impaired. For such teacher trainees, the institution provides the following facilities. • All the stakeholders including the non-teaching staff facilitate the physically challenged and differently abled teacher trainees in the best possible way. • Their lessons are assigned in the schools that are located on ground floor. • Generally the blind teacher trainees are provided with student companions. • There is provision of special a room for internal tests and examinations. • As per the university rules, writers are provided to the blind teacher trainees in all internal and external assessment programs. • If necessary, prompt medical services are provided in the institution itself.. • Extra time is allotted during the examination for completion of papers. • Practice lessons are organized in the schools that are located in the campus or near the campus. • Extra books are provided so that visits of them to library are minimized.
7.2.6 Gender Sensitive Issues : P a g e | 119
The institution handles & responds to gender sensitive issues by forming women cell, organizing functions like womens’ appointing ladies student welfare officer, counseling for gender sensitive issues. Guest lecturers are invited to inform the female teacher trainees about their legal rights & special concessions made available to them by the Government.
7.3 Stakeholder Relationship : 7.3.1 The institution ensures the access to the information on organizational performance to stake-holders in the following way; • The information regarding faculty achievements & awards are displayed on the institutions notice board from time to time. • The achievers are felicited in the functions organized by our society. • The college magazine includes all the information about faculty academic achievements, students’ achievements and the result of the students. 7.3.2 The institution uses the information about the organizational performance that is the academic and administrative successes and failures as feedback for quality enhancement. It helps in the improvement of faculty’s curricular transactions. The principal also makes oral discussions with the faculty member who needs to improve. After every activity, oral feedback is taken from the students. Towards the end of the academic year, written feedback from teacher trainees is collected for assessing the teaching competency of teacher- educators. The students also express their feelings, opinions and expectations during the farewell function organized at the end of the academic year. 7.3.3 Questionnaire is used for the feedback mechanism to collect and, collate the opinions of students, professional community, alumni, parents and other stake holders on program quality, infrastructure and campus experience. Based on these feedback analysis we will be able to identify the strength & weakness of the institution and initiate appropriate measures to plug the deficiencies and further build on the strengths of the institution.
P a g e | 120
Additional Information to be provided by Institution opting for Re accreditation
How are the core values of NAAC reflected in the various functions of the institution ?
The NAAC endeavors to include and promote the following five core values among the institutions of higher education in
• Contributing to the National Development. • Fostering Global competencies among the students. • Inculcating a value system among students. • Promoting the use technology and Quest for Excellence.
Since these are high priority core values in the present situation of globalization and in transition from local to global culture, they are needed to be reflect in the functioning of the institution.
The institution has done the needful through its sincere efforts as follows;
National Development :
NAAC has given topmost priority to this value. The institution contributes to the national development in an indirect manner that is through the contribution of its committed faculty in teaching, research and extension services. However, some considerations need to be mentioned. The B.Ed curriculum tried to attain to the social needs and aspirations of emerging India. Courses such as ICT, Guidance and Counseling have been introduced and various types of practice lessons such as technology based lessons, team teaching and lessons based on model of teaching have been prescribed. The institution’s faculty had taken a lead role in suggesting these changes in the syllabus.
In this way, the institution has kept pace with the development of the nation and the globalization scenario. The B.Ed curriculum includes action research in the work.
Fostering Global Competencies : P a g e | 121
The teacher trainees are guided to be reflective teachers and citizens. It is believed that they should be competent to undertake reflective thinking about teaching profession. Since the world is shrinking in size and is a “Global Village”, every one is a world citizen. Such a citizen needs to be aware of diversity, socio-economic, gender, linguistic and regional diversities and exceptionalities. She / He should be aware of inclusive education. This is possible for the teacher trainees as they learn in diverse groups and practice their teaching on diverse students. inclusive education also demands flexible teaching so that, they cope up with unavoidable and unpredictable circumstances in teaching.
English is an international language and its importance is unquestionable.
The institution encourage students to converse in English with one another & with staff.
Inculcation of Value System :
The B.Ed curriculum includes teaching, learning of core elements and values. The vision, mission and the values of the institutions are the focused on these core elements and values.
Vision:
To be a prominent institution of Excellence in Teacher Education to train and provide a continuous pool of knowledgable, creative innovative, humane and professional teachers capable of stimulating social change and shaping generations.
Mission:
To promote Teacher Education in an environment consistent with policies, legal frame work, contemporary changes, societal, needs, rationality, and the spirit of harmony and co-existence.
Goals:
• To deliver effectively the knowledge and skills as prescribed for teacher training programmes using innovative and modern methods of teaching, learning and evaluation. • To provide training for organizing various curricular and co-curricular activities in school teaching. • To imparts scientific temperament among student teachers through research activities. • To inculcate values, civic responsibilities among student community for peace and harmony in the society and the nation at large. • To implement the process of effective and continuous evaluation for objective oriented student and teacher performance. • To build all round per sonality of the students. • To offer academic, personal and career counseling P a g e | 122
• To strengthen, develop and implement student welfare programmes, grievances redressal systems in the college.
The major considerations addressed from these objectives include the following : • Value based Education • Competent and committed teacher educators, researchers and administrators. • All round development of student teachers • Awareness about contemporary issues • Global trends and demands • Skill development • Educational Technology and ICT • Pursuing excellence.
Use of Technology :
In this age of information and communication technology, the traditional teaching is also going through an important change and to some extent the computer is being used by the teacher very effectively for curriculum transaction. Use of technology in daily teaching and administrative work has become the normal mode of life. In accordance to this situation, the B.Ed curriculum has undergone changes. The syllabus includes coursework and practical work related to ICT to make the teacher educators and teacher trainees competent in the use of modern technology for the future.
The institution has a well equipped computer laboratory for developing computer skills of the faculty and teacher trainees. In addition to this, various models of teaching are discussed in curriculum transaction.
In order to apply these theoretical components in concrete school situations, the teacher trainees are guided for technology based practice lessons and the lessons based on models of teaching. The institution has an internet facility which is utilized by the faculty and the students.
The institution’s website gives information regarding the B.Ed courses available at the click of a button. Technology is also used for administrative purpose. The library is computerized. The faculty enriches their teaching methodology by making use of power point presentations, films and slide shows.
Pursuit of excellence :
The institution has a well defined IQAC. It monitors and controls quality of all the institutional aspects like infrastructure, curriculum transaction, practice teaching, curricular and co-curricular activities, student support and placement and governance. Maximum utilization of the infrastructural facilities by the institution’s committed, well qualified and progressive faculty has led to the continuous qualitative P a g e | 123 development and progress. The excellent university results are the indicators of quality management. It is the culture of quality that, has inspired the institution to reach the limitless sky in “Pursuit of Excellence”.
P a g e | 124
PHONE : 0836-2372901 Websit :http://www.klecedhubli.org
K. L. E. SOCIETY’S COLLEGE OF EDUCATION, VIDYANAGAR, HUBLI-31.
Date : 29.08.2014
D. Declaration by the Head of the Institution
I certify that that the data included in this Self-Appraisal Report (SAR) are true to the best of my knowledge.
This SAR is prepared by the institution after internal discussions, and No part thereof has been outsourced.
I am aware that the Peer team will validate the information provided in this SAR during the peer team visit.
Sd/ -
Signature of the Head of the institution With seal : Place: Hubli Date:30/08/2014
P a g e | 125