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GOVERNMENT FIRST GRADE COLLEGE , BANNUR

NAAC RE-ACREDITATION REPORT JANUARY -2015 Page 1

DEPARTMENT OF COLLEGIATE EDUCATION

GOVERNMENT FIRST GRADE COLLEGE

BANNUR, T N.PURA.TQ, MYSORE -571101

KARNATAKA

SUBMITTED TO:

National Assessment and Accreditation Council (NAAC)

Ghana Bharathi Main Road, Chandra Layout,

Bangalore, Karnataka



Gfgc.bannurno/ / 2015 Office of the principal

Government first grade college,

bannur :date-01-02-2015

DECLARATION

I certify that the data included in this Re-Accreditation Report (RAR)

are true to the best of my knowledge. This RAR 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 RAR during the peer team visit.

DR.S.B.APPAJIGOWDA

PRINCIPAL



The Government First Grade College, Bannur had its inception in the year 1996.

Initially the institution was housed in the Government Pre-University College, Bannur. It was

only in 2004 that it was shifted to the present premises and since then hundreds of students have

completed their graduation and are in prime positions. The Institution which was started with a

meager student enrolment of 58 in 1996, the Institution has at present 649 students where girl

students outnumber the boys.

The Institution offers BA., BSC., BCOM., and BBM undergraduate courses. It is

affiliated to the University of Mysore. The institution has its own building with a built up plinth

area of 4121 sq. mts., It has 10 acres of undisputed land . The Institution has 14 regular faculty

members including Associate professors, Assistant Professors and 29 teachers working as guest

faculty. The campus has 13 Lecture Halls, 2 spacious seminar halls, Science Labs, Geography

Lab and Computer Lab having 17 systems with broadband net connectivity, and a library with

more than 17353 volumes and 10 journals. The Institution has Edusat connectivity.

The Institution has been accreditated by NAAC in 21/10/2008 with B grade (CGPA 2.50

grade point).The Institution has submitted its LOI for cycle-2 (Re-accreditation) to NAAC. The

preparation of this Reaccreditation Report was a rigorous and enriching exercise for the steering

Committee members and this process required for more than 3 months. It helped us to introspect

and we felt it as an opportunity to review the changes and progress made after the first

accreditation of the College in the year 2009 (cycle).

We hope that the institution will make a quantum jump in enhancing quality &

Excellence after the re-accreditation and it helps the students, staff & community. We have

deliberated and debated on every aspect before deciding to make it a part of RAR.

We would like to place on record the keen interest shown and the encouragement by the

earlier principals like Prof. Krishnegowda , Prof. .Kumaraswamy, Prof. A.R.Junaidi & the

present principal Dr.SB. Appajigowda to bring out this RAR. Our appreciation and gratitude are

due to the office unit, the Office Superintendent, first and second division clerks, the typist and

the peons for extending all possible help to the Steering Committee in collection, classification

and analyzing the data.

We express deep gratitude to the advisory committee comprising of Heads of various

Departments which helped us in this venture. We would like to express herein our sincere

thanks to the Dept. of Collegiate Education in Karnataka for having selected GFGC, Bannur for

re-accreditation process.

DR.NEELAKANTASWAMY

CO-ODENETOR STEERING COMMITTEE

PREFACE



IQAC COMMITTEE & STEERING COMMITTEE

S.

NO

NAME

DESIGNATION

IN COMMITTEE

01 DR. S. B. APPAJIGOWDA. PRNICIPAL CHAIRPERSON,

IQAC AND STEERING

COMMITTEE

02 DR. NEELAKANTASWAMY ASSISTANT PROFESSOR CO-ORDINATOR IQAC &

STEERING COMMITTEE

03 SRI. THIMMARAJU. P (NANDAN. P) ASSISTANT PROFESSOR MEMBER

04 SMT. LAKSHMI S. S. ASSISTANT PROFESSOR MEMBER

05 SRI. KRISHNARAJENDRA BHARATH ASSISTANT PROFESSOR MEMBER

06 DR. MADHUSUDHAN H.S. ASSISTANT PROFESSOR MEMBER

07 SRI. ARUNKUMAR A ASSISTANT PROFESSOR MEMBER

08 DR. MAHADEVAPRASAD T. N. ASSISTANT PROFESSOR MEMBER

09 MS. YASHODHA D ASSISTANT PROFESSOR MEMBER

10 SMT. JAYALAKSHMI. B ASSOCIATE PROFESSOR MEMBER

11 SRI. KENDAGANNEGOWDA C.S. ASSISTANT PROFESSOR MEMBER

12 SRI. RAJASHEKHARA. S. ASSISTANT PROFESSOR MEMBER

13 SRI. SIDDARAMAIAH LIBRARIAN MEMBER

14 SRI. JAYASHANKAR P.E.D. MEMBER

IQAC COMMITTEE MEMBER (EXTERNAL)

15 PROF. SIDDARAJU s RETD. PRINCIPAL,

GFGC BANNUR

MEMBER

16 MR. K. N. NARENDRA BABU RETD.

SUPERINTENDENT

MEMBER

NON TEACHING MEMBER

17 SMT. GEETHA K FIRST DIVISIONAL

ASSISTANT

MEMBER

18 MR. CHIDANANDA N SECOND

DIVISIONAL

ASSISTANT

MEMBER

19 SMT. SANDHYARANI N TYPIST MEMBER

20 MR. SHIVARAJU ATTENDOR MEMBER



S.NO INDEX PAGE NO:

01 Declaration 2

02 Preface Institutional 3

03 IQAC Committee & Steering Committee 4

03 contents 5

04 Vision Statements 6

05 Mission Statements 7

PART -1 THE EVALUATIVE REPORT

06 A. Executive Summary 8-12

07 B. Criterion-wise inputs 12-14

08 C. Post-accreditation Initiatives 15-16

PART-II INSTITUTIONAL DATA& REPORTS

09 A. Profile Of The College

10 B. Criterion Wise reports

11 Criterion I : Curricular Aspects 29-39

12 Criterion II : Teaching-Learning And Evaluation 40-65

13 Criterion III: Research, Consultancy And Extension 66-85

14 Criterion IV : Infrastructure And Learning Resources 86-104

15 Criterion V : Student Support And Progression 105-122

16 Criterion VI : Governance, Leadership And Management 123-145

17 Criterion VII : Innovations And Best Practices 144-147

PART-III Evaluative Report of the Departments 148-189

PART-IV -Format for Presentation of Best Practice

190-210

ANNEXURES

18

1.Campus and Master Plans of the college buildings.

2. Certificate of recognition u/s 2(f)

3. Certificate for the Post Accreditetion .

4.Paremenant Affilation Certificate .

5. List of teaching and non-teaching staff .



To be a Centre of

Excellence for the

Educational needs of the

Rural Students



To Foster an atmosphere of intellectual pursuit to achieve academic

excellence.

To equip students with soft skills, life skills and job skills, equip

them to face the challenges at the global level.

To create a moral, spiritual and social awareness in student

community.

To enable students face challenges of life with self-confidence and

economic independence.

To create a sense of social responsibility in them and educate them

on sustainable development .Foster holistic development of the

students.

PART -1 THE EVALUATIVE REPORT



A.EXECUTIVE SUMMARY :

The Government First Grade College, Bannur had its inception in the year

1996. Initially the institution was housed in the Government Pre-University College,

Bannur. It was only in 2004 that it was shifted to the present premises and since then

hundreds of students have completed their graduation and are in prime positions. The

Institution which was started with a meager student enrolment of 58 in 1996, the

Institution has at present 649 students where girl students outnumber the boys. The

Institution caters to the educational needs of the students hailing from economically and

socially backward rural regions.

The Institution offers BA., BSC., BCOM., and BBM undergraduate courses. It is

affiliated to the University of Mysore. The institution has its own building with a built

up plinth area of 4121 sq. mts. It has 10 acres of undisputed land . The Institution has

14 regular faculty members including Associate professors, Assistant Professors and 29

teachers working as guest faculty. The campus has 13 Lecture Halls, 2 spacious

seminar halls, Science Labs, Geography Lab and Computer Lab having 17 systems with

broadband net connectivity, and a library with more than 17353 volumes and 10

journals. The Institution has Edusat connectivity.

The Institution has been accreditated by NAAC in 21/10/2008 with B grade

(CGPA 2.50 grade point).The Institution has submitted its LOI for cycle-2

(Reaccreditation) to NAAC. The preparation of this Reaccreditation Report was a

rigorous and enriching exercise for the steering Committee members and this process

required for more than 3 months. It helped us to introspect and we felt it as an

opportunity to review the changes and progress made after the first accreditation of the

College in the year 2009 (cycle)

We hope that the institution will make a quantum jump in enhancing quality &

Excellence after the reaccreditation and it helps the students, staff & community. We

have deliberated and debated on every aspect before deciding to make it a part of RAR.

We would like to place on record the keen interest shown and the encouragement by the

earlier principals like Prof. Krishnegowda , Prof. .Kumaraswamy, Prof. A.R.Junaidi &

the present principal Dr.SB. Appajigowda to bring out this RAR.

Our appreciation and gratitude are due to the office unit, the Office

Superintendent, first and second division clerks, the typist and the peons for extending

all possible help to the Steering Committee in collection, classification and analyzing

the data. The principal has been a constant companion to us. His comments and

additional inputs have greatly enriched this RAR.

We express deep gratitude to the advisory committee comprising of Heads of

various Departments which helped us in this venture. We would like to express herein

our sincere thanks to the Dept. of Collegiate Education in Karnataka for having selected

GFGC, Bannur for re-accreditation process.



In the years since NAAC accreditation and keeping in mind the

recommendations made by the NAAC Peer Team in its report the college has had

significant growth in terms of Building and Infrastructure, student strength, and

academic programmes being offered.

The faculty of the college is a fine blend of experience and youth. Many good

numbers of the faculty members have many years of teaching and research experience.

There are four faculty members with Ph.D. and few of the permanent faculties are

pursuing Ph.D. In the last year, our college conducted state level seminar by the

department of history on 31-10-2013.

STUDENTS STRENGTH FOR THE COURSE WISE, GENDER WISE &

CATEGORY WISE SHOWS THE TABLE & DIAGRAMS:

a).The strength of the students (course wise) for the last six years:

The College is located in rural area. The strength of the students has been increasing

year by year. The following table shows the strength of students in different courses for

the last six years.

The following diagram shows the strength of students from the last six year:

). The strength of the students ( gender wise ) for the last six years:

0

50

100

150

200

250

300

350

400

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

BA

BSC

BCOM

BBM

YEARS BA BSC BCOM BBM

2009-10 277 28 0 134

2010-11 325 48 36 150

2011-12 352 49 70 108

2012-13 373 47 119 122

2013-14 365 43 159 98

2014-15 331 52 166 93



years male female

2009-10 235 204

2010-11 297 262

2011-12 322 275

2012-13 358 303

2013-14 342 323

2014-15 294 355

The following diagram shows the gender wise of students from the last six year.

c).The strength of the students ( category wise ) for the last six years:

YEAR SC ST OBC GM TOTAL

2009-10 113 32 290 2 439

2010-11 129 31 295 4 559

2011-12 123 30 438 6 597

2012-13 141 29 486 5 661

2013-14 143 28 489 5 665

2014-15 161 34 448 6 649

The following diagram shows the category wise of students from the last six year.

0

100

200

300

400

2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

male

female

0

100

200

300

400

500

600

sc st obc gm

2009-10

2010-11

2011-12

2012-13

2013-14

2014-15



Result from the year 2009-10 to 2013-14

BACHELOR OF ARTS

years Strength Appear passes

2009-10 277 277 265

2010-11 325 325 313

2011-12 352 352 340

2012-13 373 373 345

2013-14 365 365 315

BACHELOR OF SCIENCE

Appear passes

2009-10 28 28 28

2010-11 45 45 45

2011-12 49 49 47

2012-13 47 47 45

2013-14 43 43 42

BACHELOR OF COMMERCE


2009-10 - - -

2010-11 36 36 32

2011-12 60 60 57

2012-13 119 119 115

2013-14 159 159 150

0

100

200

300

400

2009-10 2010-11 2011-12 2012-13 2013-14

STRENGTH

APPEAR

PASSES

0

20

40

60

2009-10 2010-11 2011-12 2012-13 2013-14

STRENGTH

APPEAR

PASSES

0

50

100

150

200

2010-11 2011-12 2012-13 2013-14

STRENGTH

APPEAR

PASSES



BACHELOR OF BUSINESS MANAGEMENT


2009-10 137 137 135

2010-11 150 150 149

2011-12 126 126 122

2012-13 122 122 120

2013-14 98 98 95

B.CRITERION-WISE INPUTS:

CRITERION I - CURRICULAR ASPECTS:

The college caters to the needs of the students from rurally backward and

economically lowers strata of the society. It imparts value based education supplemented by

required potential skills to make students employable and competitive to face the global

challenges, giving due importance to values of life.

CRITERION II -TEACHING-LEARNING AND EVALUATION:

The college has got more than 15 rooms with good infrastructure and conducive

atmosphere to foster teaching learning process. The college which is affiliated to the

University of Mysore, Mysore has four streams at UG level BA. B.Sc., B.Com and BBM.

In spite of good infrastructure available at the college we have dearth of classrooms.

In BA stream we have HEP, HEG, HES, HEK and HSP combinations. In B.Sc., we

have PCM combination. These combinations provide ample opportunities for students to

select the course /combinations to meet their needs and drive them to acquire the required

knowledge and skills when they pass out and face the world of work. We have high strength

in commerce and management. B.Com and BBM course are being run as per the syllabus

prescribed by the affiliating University of Mysore.

0

100

200

2009-10 2010-11 2011-12 2012-13 2013-14

STRENGTH

APPEAR

PASSES



CRITERION III -RESEARCH CONSULTANCY AND EXTENSION:

The college has enthuastic and spirited teaching staff and 29 guest faculty who

are well qualified with 04 PhD. 15 M.Phil., and UGC NET/ SLET. The teaching fraternity

aims at imparting comprehensive and value based education. The 03 office staff members

with required skills and capabilities facilitate the administration and smooth functioning of

the college. The faculty members get updated every now and then by participating in

seminars, conferences, symposiums, workshops, trainings, orientation and refresher courses

etc., our college conducted a state level seminar by the dept of history ,without financial

support from the government or UGC. The faculty generated the finance from the

stakeholders .

CRITERION IV-INFRASTRUCTURE AND LEARNING RESOURCES:

The college has spacious play-ground in which students play volley-ball, throw-ball,

cricket, Kabaddi, Shuttle, badminton, high Jump, long jump and athletics and indoor games

like chess, carom and table tennis under the supervision of an enthusiastic Physical-

instructor. The students have participated in several inter-collegiate competitions and have

won several prizes. The College Library has a good collection of text books, reference

books and works for 8 hours a day and extra hours during examination time. At present

there are 17353 books. Students are permitted to borrow minimum 2 books for a card. Daily

newspapers, Magazines and Periodicals are provided to the students to enrich and enlighten

their knowledge.

The NSS units of the college work actively in our college. Students are very enthuastic

and eager to join to NSS, a space for overall development of their personality. Students are

given with required theoretical and practical knowledge which help them to be disciplined

both in curricular and non curricular activities. The NSS wing has around 100 students.

Special lectures are arranged for them in local activities and annual special camps are

organized under the guidance of NSS coordinator. The Red Ribbon club, Eco club Scouts

and Guides also work intended with the curricular aspects of the college.

Our institution has the IQAC cell. It has been functioning actively since then by

preparing the calendar of events for conducting different programs and activities for the

academic year. It has been striving hard to give quality education through innovative and

pedagogical strategies. Under the IQAC our institution has various committees such as



cultural, attendance, discipline, grievance redresses cell, counselling cell, placement cell,

anti women harassment cell, women empowerment cell, kannada Vedike, heritage club and

alumni. Every committee discharges the specified duties catering to the needs of the

stakeholders. IQAC prepares AQR reports and facilitates NAAC committee in their

functioning to prepare for reaccreditation and maintain quality education.

The college brings out an annual magazine entitled NAVAPRATHIBE, The

hidden talents of the students are brought out to the forefront and encouraged through this

publication.

CRITERION V-STUDENT SUPPORT AND PROGRESSION:

The college sees that student will have good atmosphere of learning. The

academic activities and co-curricular activities are aimed towards enhancing the learning

abilities of the students and acquiring skills that students required. Students are sent to

participate in different competitions outside the college. They are involved in NSS which

help them to become disciplined and to set their goal in life. They are provided with

scholarships and fee concessions. Endowment prizes are given to the students to motivate

them to work hard. The IQAC functions towards the comprehensive development of

students.

CRITERION VI-GOVERNANCE AND LEADERSHIP:

The college functions under the guidance of the principal. Different committees are

formed to discharge their specified duties. The HODS carry out the work of the

departments by taking care of its needs and grievances. The IQAC & Committees carry out

the work assigned to them by conducting useful programs for students and staff. The

principal heads all the committees and supervises the task oriented towards the smooth

functioning of the institution.

CRITERION VII- INNOVATIVE PRACTICES

The college follows innovative and best practices such as green audit, solid waste

management etc, and the college maintained green and healthy atmosphere in the campus.

Wall writing strives to sensitize students about conservation of greenery and about other

social issues. We have different cells and committees to look into the needs of the students.

Industrial tours, field visits and surveys are conducted. Blood donation camps and other

awareness programs are organized in the college. Those who score high marks in the

subjects are given prizes by the respective departments.



C).Post-accreditation Initiatives:

Onward Note on the Post Accreditation activities of the institution:

It gives us immense pleasure in conveying that the NAAC Peer team has visited our

college in the month of October 2008 and accredited it with CGPA 2.50 on a four point

scale at B Grade. During the visit, the distinguished members have applause our efforts

towards imparting quality education and made a few estimable recommendations to

further strengthen the curricular and co-curricular initiatives of the institution. Most of

such recommendations have been accomplished.

The following are few such measures nurtured by us for quality enhancement in

the past accreditation phase.

Recommendation 01: The Peer Team has advised us to appoint permanent faculty and

to retain them for at least 05 Years.

Action taken: In this regard, we would like to bring to the kind notice of honourable

Peer Team that the Department of Collegiate Education in Karnataka is empowered to

appoint permanent faculty. Issues relating to retention of permanent faculty at a

particular place and for certain duration come under the purview of Transfer guidelines

as notified by the Government of Karnataka. However, we have appealed the DCE to

fill the vacancies at the earliest in the best interest of the students.

Recommendation 02: Another magnificent advise endorsed by the Peer Team was to

motivate the teachers to improve their academic qualifications.

Action taken: The faculty to improve their academic qualification and in their pursuit,

the institution has persuaded the facility to enrol for M .Phil. & Ph.D.,

Recommendation 03: The Peer Team was also kind enough to enlighten us to get

recognition u/s 2(f) and 12 (B) of the UGC Act.

Action taken: Accordingly, the college has sent the requisition with all requisite

enclosures in the month of Jan 2014 to the UGC office New Delhi through the College

Development Council, University of Mysore, Mysore. We have already received the

status of 2(f) and getting 12 (b) status is under process.

Recommendation 04: The Peer Team has advised us to start multi-disciplinary and

multidimensional courses at UG level and to start PG courses.

Action taken: Accordingly the institution has succeeded in starting B.Com course from

the Academic Year 2010-11. To start PG Course, the institution is in need of additional

infrastructural facilities and the institution has submitted its institutional development

proposal to RUSA seeking grants for commencing PG course and also to go for

autonomy.



Recommendation 05 : The Peer Team advised to start value added and add on

courses.

Action taken: Accordingly the institution has Communicative English- Personality

development, Life Skills, job skills.

Recommendation 06: The Peer Team has given valuable guidance to have a common

computer lab with at least 25 systems with networking.

Action taken: Accordingly the institution has procured actually 30 systems,

multimedia projector, Laser Printers, Scanner, Copier. Broadband internet connectivity

has been provided.

Recommendation 07: Peer Team has given one more valuable suggestion to the

institution to have a separate library building and to have an auditorium.

Action taken: In this pursuit, the Institution has submitted its IDP to the RUSA in

the month of January 2014, seeking financial assistance for the construction of updated

Indoor stadium and auditorium, and to construct a separate spacious library with

automation facility. Funds have been sought for automation and digitalization of the

library.

Recommendation 08: The Peer Team was magnanimous in instructing as to establish

career guidance and placement cell.

Action taken: Accordingly, the institution has constituted career guidance and

placement Cell. The Cell is actively involved in motivating students to take up

competitive examinations. The cell provides training to students in soft skills, life skills

& Job skills. The cell guides special lectures, imparts formal & informal training. The

cell distributes them to the interested students.

Recommendation 09: The Peer Team has given beneficial suggestion to provide more

space to create to accommodate student support services.

Action taken: Accordingly the institution has gives space to accommodate students

support services through college wall magazine, an updated prospect. The institution

brings out undated prospects, which provides information about available courses. The

institution also brings out its annual magazine which provides a platform to the students

to express their views in the form of writing.

Recommendation 10: The Peer Team was kind enough in apprising us to make the

campus green.

Action taken: In this regard, several plants obtained from the Forest Department have

been planted with NSS unit, faculty and students to make college green campus.



PART-II INSTITUTIONAL DATA& REPORTS

A. Profile of the Affiliated College:

1. Name and Address of the College:

Name : Government first grade college.

Address : Bannur, TN Pura Tq, Mysore District

City : Pin : 571101 State : Karnataka

Website : www.gfgcbannur.org

2.For Communication:

Designation Name Telephone

With STD Code

Mobile

Fax

Email

Principal DR.S.B.APPJIGOWDA O: 08227210128

R:

R:

9448600129 - [email protected]

Vice

Principal

- R:- - -

Steering

Committee

Coordinator

DR.NEELAKANTASWMY O:08227210128

R:

9008238732 - Drnilakantaswamy@gm

ail.com

3. Status of the Institution:

Affiliated College /

Constituent College

Any other (specify)

4. Type of Institution:

a).By Gender

i. For Men

ii. For Women

iii. Co-education

b).By Shift

i. Regular

ii. Day

iii. Evening

5. It is a recognized minority institution?

Yes No

http://www.gfgcbannur.org/mailto:[email protected]:[email protected]:[email protected]



If yes specify the minority status (Religious/linguistic/ any other) and provide

documentary evidence. -NO-

6. Sources of funding:

Government

Grant-in-aid

Self-financing

Any other

7. a). Date of establishment of the college:..(/./ 1996 )

b) .University to which the college is affiliated /or which governs the college

(If it is a constituent college)

c). Details of UGC recognition:

Under Section Date, Month & Year

(dd-mm-yyyy)

Remarks(If any)

i. 2 (f) 06/01/2015 F.NO.8-332/2014(22/08/2014)

ii. 12 (B) - Till it is under the process

(Enclose the Certificate of recognition u/s 2 (f) and 12 (B) of the UGC Act) YES

ENCLOSE THE CERTIFICATE

d). Details of recognition/approval by statutory/regulatory bodies other than UGC

(AICTE, NCTE, MCI, DCI, PCI, RCI etc.)

Under Section/

Clause

Recognition/Approval details

Institution/Department

Programme

Day, Month and

Year

(dd-mm-yyyy)

Validity

Remarks

NOT APPLICABLE

(Enclose the recognition/approval letter)

8. Does the affiliating university Act provide for conferment of autonomy (as recognized

by the UGC), on its affiliated colleges?

Yes No

If yes, has the College applied for availing the autonomous status?

Yes No

UNIVERSITY OF MYSORE



9. Is the college recognized

a).by UGC as a College with Potential for Excellence (CPE)?

Yes No

If yes, date of recognition: N/A

b).for its performance by any other governmental agency?

Yes No

If yes, Name of the agency and

Date of recognition: N/A

10.Location of the campus and area in sq.mts:

Location * Rural

Campus area in sq. mts: 10 acres

Built up area in sq. mts: 4121 sq. mts. (Approximately)

(* Urban, Semi-urban, Rural, Tribal, Hilly Area, Any others specify)

11. Facilities available on the campus (Tick the available facility and provide

numbers or other details at appropriate places) or in case the institute has an

agreement with other agencies in using any of the listed facilities provide

information on the facilities covered under the agreement.

Auditorium/seminar complex with infrastructural facilities

Sports facilities

play ground

swimming pool

gymnasium

Hostel :- N I L

Boys hostel :

* Number of hostels : N I L

*Number of inmates :NIL

* Facilities (mention available facilities) : NA

Girls hostel:



* Number of hostels: N I L

*Number of inmates: NIL

* Facilities (mention available facilities) : NA

Working womens hostel:

*Number of inmates; nil

*Facilities (mention available facilities): nil

Residential facilities for teaching and non-teaching staff (give numbers

available cadre wise)- NIL

Cafeteria YES

Health centre NO (Nearly we have the government hospital).

First aid, Inpatient, Outpatient, Emergency care facility, Ambulance

First aid

Health centre staff nil

Qualified doctor Full time Part time

Qualified Nurse Full time Part time

Facilities like banking, post office, book shops NO

Transport facilities to cater to the needs of students and staff: - NO

Animal house NO

Biological waste disposal - YES

Generator or other facility for management/regulation of electricity and voltage -

Available

Solid waste management facility- NO

Waste water management- NO



Water harvesting- NO

12. Details of programmers offered by the college(2014-15 academic year)

SI. No.

Programme

Level

Name of

the

Program

me/

Course

Duratio

n

Entry

Qualifica

tion

Medium

of

instructi

on

Sanctioned/

approved

Student

strength

No.of students

admitted

(only for the first

years)

1

Under

-Gra

duat

e

BA

3yea

rs

PU

C

KA

NN

AD

A &

EN

GL

ISH

HEP/HEK

HSP/HEG =180

133

HSK =90 15

BSC PCM =30 20

BCOM Commerce =60 70

BBM Management =60 29

2 Post-

Graduate

- - - - - -

3 Integrated

Programmes

PG

- - - - - -

4 Ph.D. - - - - - -

5 M.Phil. - - - - - -

6 Certificate

courses

- - - - - -

7 UG Diploma - - - - - -

8 PG Diploma - - - - - -

9 Any Other

(specify and

provide

details)

- - - - - -

13.Does the college offer self-financed Programmes?

Yes No



If yes, how many?

14.New programmes introduced in the college during the last five years if any?

Yes

No - Number 01

15. List the departments: (respond if applicable only and do not list facilities like

Library, Physical Education as departments, unless they are also offering academic

degree awarding programmes. Similarly, do not list the departments offering common

compulsory subjects for all the programmes like English, regional languages etc.)

Faculty Departments

(eg. Physics, Botany, History etc.)

UG PG Research

Science Physics,

mathematics .

Chemistry,

Mathematics,

03

- -

Arts History,

Economics,

Political Science,

Sociology,

Kannada (Opt) &Geography

06

-

-

Commerce Commerce 01 - -

Management

Management

01 - -

Any Other

(Specify)

Computer application.

Environmental studies .

02

- -

16. Number of Programmes offered under (Programme means a degree course

like(BA, BSc, MA, M.Com)

a) annual system

b) semester system

c) trimester system

17.Number of Programmes with

a). Choice Based Credit Syste NA

b). Inter/Multidisciplinary Approach NA

c) .Any other (specify and provide details) NA NA



18.Does the college offer UG and/or PG programmes in Teacher Education?

Yes No

If yes,

a. Year of Introduction of the programme(s) NA

and number of batches that completed the programme;

b. NCTE recognition details (if applicable)Notification No.: NA

Validity NA

c. Is the institution opting for assessment and accreditation of Teacher Education

Programme separately?

Yes No

19. Does the college offer UG or PG programme in Physical Education?

Yes No

If yes,

a).Year of Introduction of the programme(s) NA

and number of batches that completed the programme

b). NCTE recognition details(if applicable)

Notification, No.: NA Date: (dd/mm/yyyy)

Validity:NA

c). Is the institution opting for assessment and accreditation of Physical

Education Programme separately?

Yes No

20. Number of teaching and non-teaching positions in the Institution

Teaching faculty



Positions

Professor

Associate

Professor

Assistant

Professor

Non Teaching

staff

Technical

Staff *M *F *M *F *M *F *M *F *M *F

Sanctioned by the

UGC/University/

State Government

Recruited

Recruited

01 01 09 02 03 02 - -

Yet to recruit 03 04 05

Sanctioned by the

Management/ society or

other authorized bodies

Recruited

Not Applicable

Yet to recruit Not Applicable

*M-Male *F-Female

21.Qualifications of the teaching staff:

Highest qualification Professor Associate Professor

Assistant

Professor

Total Male Female Male Female Male Female

Permanent teachers

D.Sc./D.Litt. - - - - - - -

Ph.D. - - 01 - 03 - 04

M.Phil. - - - 01 03 - 04

PG - - 01 01 12 1 14

Temporary teachers

Ph.D. - - - - - - -

M.Phil. - - - - - - -

PG - - - - - - -

Part-time teachers/Guest Lecturer

Ph.D. - - - - - - -

M.Phil. - - - - - - 25

PG - - -- - - - 29

22.Number of Visiting Faculty /Guest Faculty engaged with the College. 29

23.Furnish the number of the students admitted to the college during the last four

academic years. (2010-11 to 2013-14)

0

50

100

150

200

male female

sc

st

obc

gm



24.Details on students enrolment in the college during the current academic

year: 2014-15

Type of students UG PG M. Phil. Ph.D. Total

Students from the same

state where the college is located

649 - - - 649

Students from other states of India - - - - -

NRI students - - - - -

Foreign students - - - -

Total 649 - - - 649

25.Dropout rate in UG and PG (average of the last two batches)

UG 05% Of The Admission PG NA

26. Unit Cost of Education

(Unit cost = total annual recurring expenditure (actual) divided by total number of

students enrolled )

(a) Including the salary component Rs. 20,037

(b) Excluding the salary component Rs. 967

27.Does the college offer any programme/s in distance education mode (DEP)?

Categories

2010-11 2011-12 2012-13 2013-14

Male Female Male Female Male Female Male Female

SC 69 60 71 52 83 58 85 58

ST 14 17 11 19 14 15 13 15

OBC 214 181 238 200 259 227 242 247

General 00 04 02 04 02 03 02 03

TOTAL 69 60 322 275 358 303 342 323



Yes No

If yes,

a) is it a registered centre for offering distance education programmes of anoth

University

Yes No

b) Name of the University which has granted such registration.

NA

c) Number of programmes offered NA

d) Programmes carry the recognition of the Distance Education Council.

Yes No

28.Provide Teacher-student ratio for each of the programmer /course offered

B.A 1 : 26

B.Sc 1:07

B.Com 1 : 18

B.B.M 1: 10

29.. Is the college applying for

Accreditation: Cycle- 1 Cycle- 2 Cycle 3 - Cycle 4

Re-Assessment:- -

(Cycle 1refers to first accreditation and Cycle 2, Cycle 3. and Cycle

4. refers to reaccreditation)

30. Date of accreditation* (applicable for Cycle 2, Cycle 3, Cycle 4 and

re-assessment only)

Cycle 1: 29/01/2009 Accreditation Outcome/Result : B

Cycle 2: (dd/mm/yyyy) Accreditation Outcome/Result

Cycle 3: (dd/mm/yyyy) Accreditation Outcome/Result

* ( Kindly enclose copy of accreditation certificate(s) and peer team report(s) as an

annexure).enclosed .

31.Nmber of working days during the last academic year

286



32. Number of teaching days during the last academic year

(Teaching days means days on which lectures were engaged excluding the examination

days)

198

33.Date of establishment of Internal Quality Assurance Cell (IQAC) to

IQAC 27/09/2009

34.Details regarding submission of Annual Quality Assurance Reports (AQAR) to

NAAC.

AQAR (i)

AQAR (ii)

AQAR (iii)

AQAR (iv) 23/10/2014

35.Any other relevant data (not covered above) the college would like to include. (Do

not include explanatory/descriptive information).

The College has prepared an Institutional Development Plan under RUSA and

has submitted to the Department of Higher Education council, Bangalore. Also our

college proposal to include the Cluster University to be set up in Mysore under the lead

college.

GOVERNMENT FIRST GRADE COLLEGE, BANNUR




CRITERION I: CURRICULAR ASPECTS

1.1 Curriculum Planning and Implementation

1.1.1. State the vision, mission and objectives of the institution, and describe how

these are communicated to the students, teachers, staff and other stakeholders.

The vision and mission statements are communicated to students and parents

through the college website, prospectus, induction programme, departmental

newsletters and annual college magazine These statements are also displayed at

prominent places of the college premises.

1.1.2. How does the institution develop and deploy action plans for effective

implementation of the curriculum? Give details of the process and substantiate through

specific example(s).

The mission and goal of the college is to make the relevant and quality education

affordable to every individual from each strata of society, especially to those whose

priority in life is to earn for their livelihood. The college develops and deploys action

plans for effective implementation of the curriculum. In following ways :

The college has fixed the plan of action to achieve the progressive global

standard of a quality through new modalities in teaching and learning and other

activities to improve the competence of the students.

To provide more benefits to the students of the college, the curriculum of each

stream is allotted to the teachers based on their experience, knowledge and

skills.

Based on the academic calendar of the university, a comprehensive curricular

and co-curricular calendar will be prepared by the college. Various working

committee s are formed to function accordingly.



A master time table is prepared for the entire college, based on which teaching

plans are done by the individual teachers. However, the time table is modified on case

to case basis, so as to make the students are more benefited with additional classes, etc.,

Innovative techniques such as class room seminars, project reports, LCD

presentations, case study, group discussions, special lectures on current issues and field

study are being vastly used by the teachers, thereby inculcating self-confidence and the

ability to think independently among the students.

The college organizes seminars in different subjects such as Quality

Improvement Programs, Special Guidance Program for the weak students in the

respective subjects.

1.1.3. What type of support (procedural and practical) do the teachers receive (from the

University and/or institution) for effectively translating the curriculum and improving

teaching practices?

The college provides support immensely both in procedural and practical

ways to the teacher for effectively translating the curriculum and in proving

teaching practices. Various initiatives towards faculty development are adopted

successful y. Eminent teachers are invited to deliver lectures to faculty.

The teaching staffs of the college are given Oporto unities to participate in

orientation Programs, Refresher Courses, training programs that are being

conducted by the UGC academic staff colleges of various universities across the

country , for upgrading and adapt themselves for current dynamic trends of

education.

The teachers are also encouraged to participate in workshops, seminars and

conferences at State level, National level and International level, conducted by

various academic organizations, to enhance their skills and effective

implementation of the skills in discharging their duties.

Eminent subject teachers from the other colleges and University are invited to

address the students, on specific subject, current affairs, etc., to enrich the

knowledge of the students.



1.1.4 Specify the initiatives taken up or contribution ma de by the institution for

effective curriculum delivery and transaction on the Curriculum provided by the

affiliating University or other statutory agency.

To make the curriculum effective, lessons are prepared in advance and

communicated to the students in the class rooms. The lecture method is followed for

most of the course. The audio visual aids like Power Point Presentations are used in

the teaching. To make the learning process more interactive, the practices like pre-

reading activates in languages and literature courses, competition, questionanswer, oral

presentaction, seminars, posters preparation etc., are used in teaching. The teaching

session begin with warming up of questions on relevant topic for more participation and

session gears up with deeper information with its application in day to day life.

The seminars / workshops / Academic Expert Lectures are organized every year by

the respective departments and the staff and the students are involved in the activities.

The Project Based Learning takes place in as a part of curriculum for the subjects,

Economics, Commerce and Environmental Science. For degree course in the commerce

stream Business Correspondence & the Computers concepts are compulsory in learning

process. The students are provided with all the amenities to acquire the computer skills,

they are expected to acquire.

1.1.5. How does the institution network and interact with beneficiaries such as industry,

research bodies and the university in effective operationalization of the curriculum?

The college interacts actively with various stakeholders, beneficiaries in

effective operationalization of the curriculum.

Dignitaries from industry, research bodies, domain experts, subject experts are

invited to share their vast knowledge and experience with students.

The college also provides placement services to the students and there by offers

career counseling to them. All the major career opportunities are brought to the notice

of the students by the placement officer.

The experts from university, research bodies provide personal counseling,

information and offer guidance for personality development and enrichment of

communication skills. Thus, the college maintains and nurtures cordial and long term

relationship with the external stakeholders.



1.1.6. What are the contributions of the institution and /or its staff members to the

development of the curriculum by the University? (Number of staff members /

departments represented on the Board of Studies, student feedback, teacher feedback,

stakeholder feedback provided specific suggestions etc.

i). some members of the staff represent the Board of the Studies.

ii) The students are allowed to express their feedback during the classroom teaching

and after the examination result s are declared.

iii) The teachers attend various seminars on revising re structuring of the curriculum.

Iv). Some of the faculty members are question paper setters, Examiners, moderators,

they convey their feedback on this in various forums.

A). Details of faculty worked/working as Member, Board of Studies (BoS)/Board of

Examination (BoE) of University of Mysore (2010-11 to 2013-14)

S.No Name of the Faculty Department/Subject Particulars of Board of

Studies/Board of Examination

01 Dr.Appajigowda SB Physics Member, BoE

02 Smt.Jayalakshmi.B kannada Member, Bos

03 Dr.Madhusudan.HS mathematics Member, Bos

04 Sri.Arun kumar mathematics Member, BoE

1.1.7. Does the institution develop curriculum for any of the courses offered (other

than those under the purview of the affiliating university) by it? If yes, give details on

the process (Needs Assessment, design, development and planning) and the courses

for which the curriculum has been developed.

Since the college is an affiliated institution, the flexibility in curriculum design

is limited. However, a considerable number of faculty members are closely associated

with revision and re-structuring of the university syllabus and thus contribute to

curriculum design. Many of our faculties are members of BOS and BOE and other

academic bodies.



1.1.8. How does institution analyses/ensure that the stated objectives of curriculum are

achieved in the course of implementation?

The college has fixed the plan of action to analyze the stated objectives of

curriculum which are achieved in the course of implementation.

1.2. Academic Flexibility

1.2.1. Specifying the goals and objectives give details of the certificate/diploma/ skill

development courses etc., offered by the institution.

Spoken English classes are conducted for the first degree students, special

coaching classes for the slow learners of BA, B.com and BBM.

1.2.2. Does the institution offer programmers that facilitate twinning /dual degree? If

yes', give details?

The college is offering only three years undergraduate program However, the

students joining the college. can also opt for professional courses such CA, ICWA,

ACS, are permitted to pursue professional course along with thereby facilitating the

students to get the graduation from the college and the professional degree from the

concerned professional bodies.

1.2.3. Give details on the various institutional provisions with reference to academic

flexibility and how it has been helpful to students in terms of skills development,

academic mobility, progression to higher studies and improved potential for

employability. Issues may cover the following and beyond:

Range of Core / Elective options offered by the University and those opted by

the college.

Discarded

Courses offered in modular form.

Credit transfer and accumulation facility.

Lateral and vertical mobility within and across programmes and courses.

Enrichment courses.



Being an affiliated college, the college has to abide by the courses and the time

frame stipulated by the university. However, within this framework, efforts are made to

provide some element of flexibility. The college offers wide range of U.G degree

courses. These programs include B.A degree course with four specializations, B.Com

with two specializations and B.Sc.,

Sl No Course Combinations of Core Subjects Electives

01. Bachelor of Arts (BA) 1.History, Economics, Political Science

2.History, Sociology Political Science

3.History, Sociology, opp. Kannada

4.History, Economics, Geography

5.History, Economics, opp. Kannada

As per University

Syllabus

02. Bachelor of

Science(BSc)

1. Physics, Chemistry, Mathematics As per University

Syllabus

03. Bachelor of

Commerce(BCom)

As prescribed by the University of

Mysore

1.Taxation 2.Financial

Management

04. Bachelor of Business

Management(BBM)

As prescribed by the University of

Mysore

1.Financial

Management 2.Human

Resource Management

1.2.4. Does the institution offer self-financed programmes? If yes, list them and

indicate how they differ from other programmes,with reference to admission,

curriculum, fee structure, teacher qualification, salary etc.

Since, college is run by then government, self financed programs are not

initiated.

1.2.5 .Does the college provide additional skill oriented programmes, relevant to

regional and global employment markets? If yes provide details of such programme

and the beneficiaries.

The college has an formal arrangement with some corporate organizations

(Sponsored by department of collegiate education) that provide skill oriented programs

and encourages the students to join the program.



The college has taken up the following initiatives:

Classes to enhance English Communication.

Remedial Coaching Classes

Entry into Service Classes to train students to face competitive examinations.

Computer Fundamental Classes.

Programmes to develop life skills and soft skills.

1.2. 6. Does the University provide for the flexibility of combining the conventional

face-to-face and Distance Mode of Education for students to choose the

courses/combination of their choice If yes, how does the institution take advantage of

such provision for the benefit of students?

Though affiliated university provide distance education, institution do not

utilized such provision,

1.3 Curriculum Enrichment.

1.3.1. Describe the efforts made by the institution to supplement the Universitys

Curriculum to ensure that the academic programmes and Institutions goals and

objectives are integrated?

To supplement university curriculum the college makes efforts to integrate the

academic programs and the courses run by the college, by encouraging the faculty to

participate in faculty development programs. For the benefit of weaker students the

college organises seminars, workshops and lecture series by eminent teachers. It also

arranges and conducts study tours, industrial visits, socio economic surveys of the

villages etc.

1.3.2. What are the efforts made by the institution to modify, enrich and organize the

curriculum to explicitly reflect the experiences of the students and cater to needs of the

dynamic employment market?

In the college, the teachers not only give lectures in the classrooms but also

arrange visit to industries and various companies for the project work of the students.

Oral & practical tests are conducted according to the syllabus to cater to the needs of the

dynamic employment market. Tours to historical places and field-works are also

organized for the benefit of students.



1.3.3 Enumerate the efforts made by the institution to internet the cross cutting issues

such as Gender, Climate Change, Environmental Education, Human Rights, ICT etc.,

into the curriculum?

The college has various committees to address the above mentioned issues.

Eco-club and NSS to provide education regarding environmental conservation

like planting trees, water harvesting etc.,

Anti-ragging committee has been formed to prevent ragging of students.

Consumer club to enlighten the students about the rights of consumers.

Apart from the above, the college has an SC/ST cell to help and assist the SC/ST

students, in their academic and other related activities. Experts and professionals

like doctors, advocates, officers, officials from police department are invited to

guide the students. Persons of NGOs (Non Govt. Organization) are called to

enlighten the students regarding social responsibility and duties like blood

donation, anti-dowry issues and traffic rules.

1.3.4. What are the various value-added courses/enrichment programmes

offered to ensure holistic development of students?

Moral and ethical values :

employable and life skills:

better career options:

community orientation:

Feedback Better relationship:

The following enrichment programmes are offered by the college to ensure

holistic development of students. Arranging for NSS Camps and making the students to

participate, which trained them to stay away from home and work for the society. It also

covers issues like anti-drugs movements, clean village, save the girl child, anti-ragging,

tree plantation, blood donation, etc., Career guidance and placement cell of the college

organizes special lectures and orientation programmes by inviting experts in various

fields to guide the students for better career options .Parents teachers meet in which the

teachers of the college interact with parents, understand each others problems and

issues and give solutions to the problem.



1.3.5. Citing a few examples enumerate on the extent of us e of the feedback from

stakeholders in enriching the curriculum?

Feedbacks are being collected from the students at the end of each semester.

Parent-teachers meeting are called at the time of admission and result declaration.

Teachers provide their feedbacks in their meetings with the university such as BOS &

BOE.

Students Feedback on the course, teachers and the infrastructure are obtained

by the College from the outgoing students. Efforts are made to act on these

feedbacks.

Alumni: The College obtains feedbacks from the alumni on various aspects of

the college during their meetings in the college.

Parents: The College obtains feedback on the college as well as teachers from

the parents at the time of the parents-teachers meetings.

Employers/Industries: Career and Counselling Cell organizes seminars,

counselling programmes with different companies and job-oriented peer groups

who give feedback on the curriculum.

Community: The Institution takes part in different community programmes and

social services through its NSS Unit, Heath Unit and Eco-Club. Here, the

students and teachers interact directly with different members in the community

where they get feedback on the college.

The above mentioned feedbacks are analyses and the same are brought to the

notice of the concerned authorities such as the DCE and the University at

various meetings and forums so that action is taken to enrich the curriculum.

1.3.6. How does the institution monitor and evaluate the quality of its enrichment

programmes?

The college implements the following enrichment programs. The college monitors

and evaluates the various programmes conducted for the students. Competitions in

rangoli, drawing, painting, poetry, debating etc., are held for the students. Similarly



State level and university inter collegiate UG level sports competitions are also

conducted. The winners are awarded with prizes and certificates. All efforts are made to

boost up the students talent.

1.4. Feedback System

1.4.1 What are the contributions of the institution in the design and development of the

curriculum prepared by the University?

The college has laid down policies and guidances regarding syllabus given by the

university. The scope to the college to make any changes in these curriculums is very

limited; but various verbal suggestions given by the faculty are considered and

implemented.

1.4.2 Is there a formal mechanism to obtain feedback from students and

stakeholders on Curriculum? If yes, how is it communicated to the University

and made use internally for curriculum enrichment and introducing

changes/new programmes?

Yes, there a formal mechanism to obtain feedback from students and

stakeholders on Curriculum. The feedback thus obtained by the College is analyzed.

The teachers of the college who are members of Boards of Studies, Syllabus

Committees, and Academic Councils of the University of Mysore communicate the

outcome of the analyses to the concerned for taking appropriate action.

1.4.3 How many new programmes/courses were introduced by the institution during

the last four years? What was the rationale for introducing new courses/programmes?)

* In BA Course a new combination HSK (2010-11) (History, Sociology, and

Optional Kannada has been introduced. With the granting of classical language status

to Kannada there is enormous scope in higher studies as well as in employment for the

students who specialize in Kannada language.

* B.com a new course (2010-11) has been introduced keeping in view of the

increasing scope and career opportunities for the students.



CRITERION II: TEACHING-LEARNING AND EVALUATION

2.1 Student Enrolment and Profile

2.1.1 How does the college ensure publicity and transparency in the admission process?

Our course pattern has been accommodated by wide range of combinations in

arts and one in commerce and one in science. Student teacher ratio has been in

place, according to university norms. Admission notification will be given in

regional news papers and the same will be announced using the college notice

board that contain admission notification (in both English and Kannada) are kept

at the college entrance, and banners outside the campus to enable the others to

understand the admission process in the college.

Our college prospectus enables to make the maunder stand the unique features

and the importance of the institution. It provides the profile of the college in the

required length. Alumni meetings held once in a year help in eliciting

stakeholders potential academic requirements besides paving way for

publicising the academic programme suffered in the college. Parent-Teacher

meetings facilitate creation of awareness about the programmes offered by the

college.

The admission process will go by the existing state norms and the university

policies to which it is affiliated. Transparency in admission process is ensured

by following the guidelines of State Government and University with reference

to merit and roaster. The college admission committee consisting of teaching

faculty as well as non teaching members will ensure transparency by publishing

the admission list prepared according the merit of the students and roster system

we are suppose to adhere to.

2.1.2 Explain in detail the criteria adopted and process of admission (Ex. (i) merit (ii)

common admission test conducted by state agencies and national agencies (iii)

combination of merit and entrance test or merit, entrance test and interview (iv) any

other) to various programmes of the Institution.

The institution provides general education only. Since ours is rural based

government institution, the admission is open to all the students irrespective of their

percentage. The cut off percentage set for admission is 35% .



2.1.3. Give the minimum and maximum percentage of marks for admission at entry

level for each of the programmes offered by the college and provide a comparison with

other colleges of the affiliating university within the city/district.

The college is a government institution and rural oriented. So admission is open

to all the eligible students irrespective of their percentage. But the faculty ascertain their

aptitudes and counsel them to go for combinations that they can manage comfortably.

The institution strictly adheres to the existing state admission policies. The

available subjects and combinations are clearly informed to the admission aspirants well

in advance through display boards and college prospectus. The whole admission process

is carried out by the college admission committee consisting of teaching faculty and

administrative staff.

The college council ensures transparency in the admission process. First year

admission as on 2014-15 academic year shown below table .

Course Minimum % Maximum %

B.A. 35 75& above

B.Sc. 35 45 & above

B.Com 35 90 & above

B.B.M 35 75 & above

2.1.4 Is there a mechanism in the institution to review the admission process and

student profiles annually? If yes what is the outcome of such an effort and how has

it contributed to the improvement of the process?

The admission process undergoes changes in accordance with the situation. The

policies of the Government and the rules and regulations change from time to time.

These changes are kept in mind during admission. The demand for some courses too

undergoes changes. For instance, in 2014-15, there was an enormous demand for

admission to B com, course which necessitated the college to ask the university to

increase the intake and also prepare the selection list strictly according to merit. This

change ensured that more number of deserving students got admission.

2.1.5 Reflecting on the strategies adopted to increase/improve access for following

categories of students, enumerate on how the admission policy of the institution and



its student profiles demonstrate/reflect the National commitment to diversity and

inclusion.

SC/ST

OBC

Women

Differently abled

Economically weaker sections

Minority community

Any other

The goals of national commitment to diversity and inclusion of students

from various communities and sections of the society are well followed by the

institution.

SC/ST/ OBC: It is to be noted that majority of the students who seek admission in our

college belong to SC/ST and other backward classes. Many of them come from rural

areas. They are selected strictly in accordance with the Government norms and as per

the roster system.

a). Category-wise students profile 2009-10

Categories No.of the students TOTAL

MALE FEMALE

SC 55 58 113

ST 18 16 34

OBC 161 129 290

GM 1 1 2

TOTAL 235 204 439

0

50

100

150

200

male female

sc

st

obc

gm



b). Category-wise students profile 2010-11

Categories No. of the students TOTAL

MALE FEMALE

SC 69 60 129

ST 14 17 31

OBC 214 181 395

GM 0 4 04

TOTAL 297 262 559

c).Category-wise students profile 2011-12


MALE FEMALE

SC 71 52 123

ST 11 19 30

OBC 238 200 438

GM 2 4 06

TOTAL 322 275 597

d).Category-wise students profile 2012-13

Categories

No.of the students TOTAL

MALE FEMALE

SC 83 58 141

ST 14 15 29

OBC 259 227 486

GM 2 3 05

TOTAL 358 303 661

0

100

200

300

male female

sc

st

obc

gm

0

200

400

male female

sc

st

obc

gm



e).Category-wise students profile 2013-14


MALE FEMALE

SC 85 58 143

ST 13 15 28

OBC 242 247 489

GM 2 3 5

TOTAL 342 323 665

f). category-wise students profile 2014-15:

Categories No. of the students TOTAL

MALE FEMALE

SC 79 82 161

ST 16 18 34

OBC 198 250 448

GM 1 5 6

TOTAL 294 355 649

Women: Our College is co-educational wherein girl students out number boys. We

visit nearby schools and PU colleges to encourage and motivate students especially girl

0

100

200

300

male female

sc

st

obc

gm

0

50

100

150

200

250

male female

sc

st

obc

gm

0

50

100

150

200

250

male female

sc

st

obc

gm



students to join our institution for higher education as our college is nearby to them and

provides all facilities with good infrastructure and experience faculties. The

diagrabelow indicates the increase in strength of girl students.

GENDER PROFILE OF THE STUDENTS IN ALL THE YEARS

GENDER 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

MALE 235 297 322 358 342 294

FEMALE 204 267 275 303 323 355

Differently abled: Admission to the differently abled students is done according to the

reservation policy. Special attention is given to this group in the form of scholarships,

fee concessions, extra books facility in the library. Their classrooms and examination

halls are made available in the ground floor of the college. Extra time is provided to

differently abled students in examination as per the university rules.

Economically-weaker sections: The students in the college belonged to the

economically-weaker sections are given admissions on the basis of income and caste.

To encourage their admission and study these students are given fee concession and

scholarships.

Other (specify): Some of teachers help the needy students with fees and books.

0

50

100

150

200

250

300

350

400

1st Qtr 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15

MALE

FEMALE



2.1.6 Provide the following details for various programmes offered by the institution

during the last four years and comment on the trends. i.e. reasons for increase /

decrease and actions initiated for improvement.

Details of Admission and Demand Ratio including three years (2009-10 to 2014-15)

YEA

R

PROGRAMM

ES

NUMBER OF

APPLICATIONS

NUMBER OF

STUDENTS

ADMITTED

DEMAND

RATIO

2009-1

0

BA

BSC

BCOM

BBM

277

28

0

134

277

28

0

268

1:1

1:1

0

1:2

2010-1

1

BA

BSC

BCOM

BBM

325

48

36

150

325

48

36

150

1:1

1:1

1:1

1:1

2011-1

2

BA

BSC

BCOM

BBM

352

49

70

126

352

49

210

255

1:1

1:1

1:3

1:2

2012-1

3

BA

BSC

BCOM

BBM

373

41

119

122

373

41

360

250

1:1

1:1

1:3

1:2

2013-1

4

BA

BSC

BCOM

BBM

365

43

159

98

365

43

500

200

1:1

1:1

1:3

1:2

2014

-15

BA

BSC

BCOM

BBM

338

52

166

93

338

52

500

195

1:1

1:1

1:3

1:2

The institution doesnt have the demand for BA and BBM courses over all

from the beginning has almost remained unchanged. Demand for BCom course is on

the increase owing to increased job opportunities due to changing global Challenges.



2.2 Catering to Student Diversity

2.2.1 How does the institution cater to the needs of differently- abled students and

ensure adherence to government policies in this regard?

At present the institution does not have such students. If such students are

enrolled in future, it will make necessary arrangements like computer, book readers and

scribes according to the nature of their disability.

2.2.2 Does the institution assess the students needs in terms of knowledge and

skills before the commencement of the programme? If yes, give details on the

process.

Yes, With the help of trained TOTAL QUALITY MANAGEMENT (TQM)

facilitators the institution identifies the academic acumen of the students through

knowledge mapping techniques. In the beginning of the academic session the HOD or

the senior staff is entrusted with the duty of conducting induction programme at the

classroom level. It is the bounden duty on their part to introduce the department to the

new students with special emphasis on curricula, department ethos, student-teacher

relationship and other academic and non-academic aspects.

Suggestions given by newly admitted students are considered for

implementation, wherever possible. Bridge courses are conducted for a week at the class

level to get students acquainted with the relevant subject knowledge.

2.2.3 What are the strategies drawn and deployed by the institution to bridge the

knowledge gap of the enrolled students to enable them to cope with the programme of

their choice?

Orientation programme is arranged in the beginning of the academic session

mainly to enlighten the newly admitted students about the college, curricula and

infrastructure. During orientation programme the students are allowed to express their

opinions and interests. This would enable the faculty members to plan the need based

programmes which would be beneficial for the students to face the challenges. The slow

learners are subjected to extensive class room training. Their morale is boosted by

proper guidance and suggestions and their learning skills are improved. Teachers

dedicate their extra time for developing the cognitive skills of the slow learners.



2.2.4 How does the college sensitize its staff and students on issues such as gender,

inclusion, environment etc.?

The faculty employs different techniques in the class rooms to identify slow

and advanced learners. Students are subjected to various methods of evaluations like

signalled answers, vocal responses, sample individual responses and written tests after

each unit of syllabus. Their performance in the unit test will help them to gaze their

level of comprehension and understanding of the subject.

Based on their performance, students are identified as slow and advanced

learners. Faculty adopts different approaches to lift their morale and boost their

confidence. Each department conducts remedial classes interaction session and

motivating lectures to bring out their hidden talent and potential. and to channelize their

potential to accomplish better success Group studies will be monitored by academically

advanced students. Advanced learners have high expectations from the college and their

demands are aptly identified and met by the college. Identification of advanced learners

is made by department faculty through interaction, observation and perusing academic

progress records. Also voluntary approach by students themselves.

They are also given advice after class hours and are motivated by providing

additional learning material such as text books. The advanced learners are given

assignments and are encouraged to take part in activities such as quizzes, essay writing,

lecture competitions and seminars. They are encouraged to acquire new and advanced

information through the internet to bring out their full potential. The creative abilities

ofstudents are given vent through wall magazines, newsletter and college magazine.

2.2.5 How does the institution identify and respond to special

educational/learning needs of advanced learners?

The institution has constituted Discipline committee and women cell with the

intention of sensitizing the staff and the students on important issues like gender,

environment etc. Series of lectures were held in these cells in order to educate the girl

students. If any untoward incident takes place within the campus, head of the institution

and the convener of these clubs take serious action.



2.2.6 How does the institute collect, analyze and use the data and information on

the academic performance (through the programme duration) of the students at

risk of drop out (students from the disadvantaged sections of society, physically

challenged, slow learners, economically weaker sections etc. who may discontinue

their studies if some sort of support is not provided)?

In our college staff invalid several cases it is found that the financial

hardships are the reasons for the discontinuation of studies. Teachers help such students

with financial assistance. To instil confidence in the slow learners, remedial classes are

conducted. Continuous evaluation of students through assignments and tests enable the

teachers to monitor students on a regular basis.

The college has put in place the mentor system wherein each teacher is made in

charge of a certain number of students. He/she supervises his/ her wards continuously.

2.3 Teaching-Learning Process

2.3.1 How does the college plan and organise the teaching, learning and evaluation

schedules?(Academic calendar, teaching plan, evaluation blue print, etc.)

The academic activities including examination schedule have been fixed by

the university. Different committees will be formed to take care of different activities in

the college. Activities under cultural head ,seminars, tutorial classes, NSS, NCC.

Heritage Club and Sports events will be taken care of by respective committee

members.

IQAC prepares for prospectus of the college containing calendar of events.

Each department has its own time table and action plan. Each and every faculty member

has his/her own diary recording his objectives and topic plans for the specific periods

which has-been duly signed by the HOD and the principal. They review the same and

guide them regarding their plan of action.

All the departments carry out internal assessment based on students

performance in the periodical tests and assignments. Their regularity and punctuality

will be taken in to consideration at the end of each semester. The assessment sheet will

be sent to the university



2.3.2 How does IQAC contribute to improve the teaching learning process?

I.Q.A.C is the planning body of the Institution. It chalks out the action plan in

the beginning of the year and see that it happens and reach its logical end when the

academic year closes.

It explores all the possibilities in extracting positive attributes which they have

inherited.

They utilize the existing infrastructure to the maximum. The faculty uses chalk

and talk as the primary method of teaching. Practical/laboratory work is also an

integral part of all science courses.

Physical models are employed to demonstrate and explain various principles in

subjects like physics, mathematics and chemistry.

The language departments generally follow lecture method. Illustrations, role

plays and enacting are done whenever required.

2.3.3 How is learning made more student-centric? Give details on the support structures

and systems available for teachers to develop skills like interactive learning,

collaborative learning and independent lear

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