vedica college of education college of education naac aprisal report 2 vedica college of education...

VEDICA COLLEGE OF EDUCATION NAAC APRISAL REPORT

1

VEDICA COLLEGE OF EDUCATION

BHOPAL

SELF APPRAISAL REPORT

SUBMITTED TO

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

Near RGPV Campus Airport, By-Pass Road, Gandhi Nagar, Bhopal

Website:- vedicabed.com,[email protected]

Ph No:-0755-2740870,Fax No-0755-2742871


2

VEDICA COLLEGE OF EDUCATION (RECONGNISED BY NCTE & AFFILIATED TO BARKATULLAH UNIVERSITY, BHOPAL)

Near RGPV Campus Airport Bypass Road, Gandhi Nagar, Bhopal

Phone No.:-0755-2740870, Fax:-0755-2742871

[email protected], website:-www.vedicabed.com

------------------------------------------------------------------------------------------------

Ref No…NAAC/VCE/2012-13 Date.

TO,

The Director

National Assessment and accreditation Council

P.O.Box No. 1075

Nagarbhavi, Bangalore-560072

Subject: - Submission of Self Appraisal Report (SAR).

TRACK ID: - MPCOTE 16427

Sir,

Please find herewith five copies of Self Appraisal Report along with a softcopy

submitted for your kind perusal. All the relevant documents are enclosed and same will

be produce at time of Peer Team visit. The duly completed SAR shall be uploaded on

the institutional website of Vedica College of Education i.e. www.vedicabed.com

Thanking You,

Your’s Sinceerely

PRINCIPAL

mailto:[email protected]


3

INDEX

S.

NO.

CONTENT PAGE NO.

1. PREFACE 4

2. SWOT ANALYSIS REPORT 5

3. INSTITUTIONAL DATA 7-40

4. DECLARATION BY THE PRINCIPAL 41-42

5. CRITERION WISE ANALYTICAL REPORT 42-50

(I) CURRICULAR ASPECT 51-69

(II) TEACHING-LEARNING AND EVALUATION 70-81

(III) RESEARCH, CONSULTANCY AND EXTENSION 82-93

(IV) STUDENT SUPPORT AND PROGRESSION 94-104

(V) GOVERNANCE AND LEADERSHIP 105-119

(VI) INNOVATIVE PRACTIES 120-126

6. APPENDICES

(i) NCTE RECOGNITION

(ii) NOC HIGHER EDUCATION

(iii) AFFILIATION LETTER

(a) BARKATULLAH UNIVERSITY

(b) MP BOARD OF SECONDARY EDUCATION

(iv) SOCIETY REGISTRATION LETTER

(v) RULES & REGULATION OF THE SOCIETY

(vi) UNIVERSITY ACADEMIC CALANDER

(vii) COLLEGE ACADEMIC CALANDER

(viii) RULES, REGULATIONS OF ADMISSION AND FEES STRUCTURE

(ix) SYLLABUS OF B.ED, M.ED AND D.ED

(x) EXAMINATION SCHEME OF B.ED, M.ED AND D.ED

(xi) LIST OF EXTRACURRICULAR ACTIVITIES

(xii) TIME TABLE OF B.ED, M.ED AND D.ED

(xiii) TIME TABLE OF MICRO TEACHING

(xiv) TIME TABLE OF PRICTICE TEACHING SCHOOL

(xv) FEEDBACK PROFORMA

(xvi) FEEDBACK PROFORMA FROM STUDENT ABOUT INDIVIDUL

TEACHERS

(xvii) TEACHERS APPRISAL REPORT

(xviii) Mapping of the institution


4

PREFACE

The Vedica College of Education decided in February 2013 to invite National

Assessment Accreditation Council (NAAC) for Accreditation process. The process

began by selecting a team of faculty members, who were involved in various activities

of the Department. The team comprises of coordinator and four members. The choice of

team was based on their interpersonal skills and ability to complete the work

effectively.

The team studies the entire process by reading NAAC publication, newsletters and

talking to various institutes who have conducting NAAC accreditation process

successfully. Everyone in the College was made aware about the enormity of the entire

job and creates the feeling in their mind that the impending paper work is not a waste of

time. A committee was formed of four members to look into criterion wise input and

criterion wise evaluative report. This committee member was ably supported by other

members of the college. The entire information was compiled during various meetings

and first draft of self study report was prepared. This was again checked and discussed

at various levels and final SAR emerged.

During this process the various activities of college passed through the guidelines

provided by NAAC. Through this process we were able to look at our strength,

weakness, opportunities and threats objectively. The Vedica College of Education look

forward for the visit of the PEER team of NAAC and exchange of ideas with the team

of experts from NAAC. We look forward to improving further to benefit to all the

stakeholders the students/faculty/ academician/ industries/ Alumni and society at large.

PRINCIPAL


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Phone No.:-0755-2740870, Fax:-0755-2742871


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SWOT Analysis of the Institution

Our Strength

College has its own vision, mission and goals.

Developing leadership quality by different group wise programmes and participation in

inter collegiate cultural and other competitions.

Highly qualified and dedicated faculty members.

Supporting and motivating the faculty to undergo research and higher studies with

financial help, study leave, use of internet facilities, helping them find proper research

guide and organizing research oriented programme.

Student centred method of teaching.

Organizing state level, national level seminars and symposium.

Encouraging students and staff to participate and present papers at the seminars.

The college has

A serene campus, graced by nature.

Unique college building and semi oval shaped class rooms.

Well -equipped labs and auditorium.

Creating opportunity for employment in the nearby schools or for further study in higher

institutions.

Giving special attention to physically challenged students.

Providing mentoring system.

Arranging career guidance and life skill development programme.



6

Availing of the services of experts in related fields.

A network with the neighbouring High Schools and society.

Decentralizing administration by establishing various committees and implementing

various programmes.

The activities are reviewed by the management through feedback form, complaint box,

and opinions of parents, society, advisers, well wishers and alumni.

Weakness

Delayed in sessions due to delayed in adopted admission process.

Uncertainty in academic session.

Opportunities

Scope for better skill enrichment beyond the syllabus.

Developing Departmental linkage with State and National level.

Strengthening of faculty development programs.

Threats

Sustaining and enhancing quality initiatives

Keeping abreast with the recent national policies and global trends.


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Phone No.:-0755-2740870, Fax:-0755-2742871


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A. Profile of the Institution 1. Name and address of the institution:


Near RGPV Campus, Air Port, By Pass Road,

Gandhi Nagar, Bhopal

Pin-462036

2. Website URL

www.vedicabed.com

3. For communication:

Office

Name Telephone

Number

with STD

Code

Fax No E-Mail Address

Head/Principal

Dr. C. B. Pathak

0755-

2740870

0755-

2742871

[email protected]

Vice-Principal

V.K. Pandey

0755

2740870

0755-

2742871

[email protected]

Self - appraisal

Co-ordinator

M.S. Pawar

0755-

2740870

0755-

2742871

[email protected]


http://www.vedicabed.com/


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Residence

Name Telephone

Number

with STD

Code

Mobile Number

Head/Principal

Dr. C. B. Pathak

0755-

2740870

09893370910

Vice-Principal

V.K. Pandey

0755-

2740870

09302070175

Self - appraisal Co-ordinator

M.S. Pawar

0755-

2740870

09893370910

4. Location of the Institution: Urban Semi-urban Rural Tribal

Any other (specify and indicate)

5. Campus area in acres: 6. Is it a recognized minority institution? Yes No 7. Date of establishment of the institution: Month & Year 8. University/Board to which the institution is affiliated: 9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act. Month & Year -NA

2f Month & Year 12B

3.15

BARKATULLAH UNIVERSITY, BHOPAL

MM YYYY

08 2005

MM YYYY

MM YYYY


9

10. Type of Institution

a. By funding i. Government

ii. Grant-in-aid

iii. Constituent

iv. Self-financed

v. Any other (specify and indicate) b. By Gender i. Only for Men

ii. Only for Women

iii. Co-education c. By Nature i. University Dept.

ii. IASE

iii. Autonomous College

iv. Affiliated College

v. Constituent College

vi. Dept. of Education of Composite

College

vii. CTE

Viii. Any other (specify and indicate)


10

11. Does the University / State Education Act have provision for autonomy? Yes No If yes, has the institution applied for autonomy? Yes No 12. Details of Teacher Education programmes offered by the institution:

Sl. No.

Level Programme/ Course

Entry Qualificatio

n

Nature of Award

Duration

Medium of instruction

i) Pre-primary

Certificate

Diploma

Degree

ii) Primary/ Elementary

Certificate

D.Ed. 12th with 50%

Diploma

2 Year‟s Hindi/ English

Degree

iii) Secondary/ Sr. secondary

Certificate

Diploma

B.Ed. Graduation with 50%

Degree

1 Year Hindi/ English

iv. Post Graduate

Diploma

M.Ed B.Ed. with

55% Degree

v. Other (specify)

Certificate

Diploma

Degree

(Additional rows may be inserted as per requirement)


11

13. Give details of NCTE recognition (for each programme mentioned in Q.12 above)

Level Program

me

Order No. & Date Valid

upto

Sanction

ed Intake

Pre-primary

Primary/Elementary

D.Ed. WRC/5-6/105th/2008/39102 Permane

nt

50

Secondary/ Sr.secondary

B.Ed. WRC/2-32/223271/76/2005/6197 Permane

nt

100

Post Graduate M.Ed WRC/APW08195/225154/140th/2010

/74072

Permane

nt

35

Other (specify)


B) Criterion-wise inputs Criterion I: Curricular Aspects

1. Does the Institution have a stated Vision

Mission

Values

Objectives

2. a) Does the institution offer self-financed programme(s)?

If yes,

a) How many programmes?

b) Fee charged per programme

Yes No

Yes No

Yes No

Yes No

3

D.Ed.=20,000/-

B.Ed.=25,000/-

M.Ed=40,000/-

Yes No


12

3. Are there programmes with semester system

4. Is the institution representing/participating in the curriculum development/ revision processes of the regulatory bodies?

If yes, how many faculty are on the various curriculum development/vision committees/boards

of universities/regulating authority.

5. Number of methods/elective options (programme wise)

D.Ed.

B.Ed.

M.Ed. (Full Time)

M.Ed. (Part Time)


6. Are there Programmes offered in modular form

7. Are there Programmes where assessment of teachers by the students has been introduced

8. Are there Programmes with faculty exchange/visiting faculty

9. Is there any mechanism to obtain feedback on the curricular aspects from the

Heads of practice teaching schools

Academic peers

Alumni

Students

Employers

No

NIL

10 Paper

14 Paper

Yes No

Number

Yes No

Nil

Yes No

Number 3

Yes

No

Number 5

Yes No

Yes No

Yes No

Yes No

Yes No


13

10. How long does it take for the institution to introduce a new programme within the existing

system?

11. Has the institution introduced any new courses in teacher education during the last three

years?

12. Are there courses in which major syllabus revision was done during the last five years?

13. Does the institution develop and deploy action plans for effective implementation of the

curriculum?

14. Does the institution encourage the faculty to prepare course outlines?

Criterion II: Teaching-Learning and Evaluation 1. How are students selected for admission into various courses?

a) Through an entrance test developed by the institution

b) Common entrance test conducted by the

University/Government

c) Through an interview

d) Entrance test and interview

e) Merit at the qualifying examination

f) Any other (specify and indicate)

Two Years

Yes No

Yes No

Yes No

Number

Yes No

Number


14

(If more than one method is followed, kindly specify the weightages) 2. Furnish the following information (for the previous academic year):

a) Date of start of the academic year

D.Ed B.Ed M.Ed

01 July 2013 12 Jan2013 15 June 2013

b) Date of last admission

D.Ed B.Ed M.Ed

30 Sep. 2013 08 April 2013 30 Sep 2013

c) Date of closing of the academic year

D.Ed B.Ed M.Ed

01 July 2014 31 Jan 2014 15 May 2014

d) Total teaching days

D.Ed B.Ed M.Ed

180 187 200

e) Total working days

D.Ed B.Ed M.Ed

240 202 220


15

3. Total number of students admitted

Programme Number of

students Reserved Open

M F Total M F Total M F Total

D.Ed. First Year

11 39 50 Nil Nil Nil 11 39 50

D.Ed. Second Year

06 39 45 Nil Nil Nil 06 39 45

B.Ed. 28 72 100 17 26 43 11 46 57

M.Ed. (Full

Time)

26 09 35 Nil Nil Nil 26 09 35

M.Ed. (Part

Time)

4. Are there any overseas students?

If yes, how many?

5. What is the „unit cost‟ of teacher education programme? (Unit cost = total annual

recurring expenditure divided by the number of students/ trainees enrolled).

a) Unit cost excluding salary component

b) Unit cost including salary component

(Please provide the unit cost for each of the programme offered by the institution as detailed at

Question 12 of profile of the institution)

6. Highest and Lowest percentage of marks at the qualifying examination considered for

admission during the previous academic session

Programmes

Open Reserved

Highest

(%)

Lowest

(%)

Highest

(%)

Lowest

(%)

D.Ed. 83% 50%

Yes No

------------------

26,560/- 5841/-


16

B.Ed. 81% 50% 73% 45%

M.Ed. (Full

Time)

75% 55% 72% 55%

M.Ed. (Part

Time)

7. Is there a provision for assessing students‟ knowledge and skills for the programme (after

admission)?

8. Does the institution develop its academic calendar?

9. Time allotted (in percentage)

Programmes Theory Practice Teaching Practicum

D.Ed. 50% 30% 20%

B.Ed. 70% 20% 10%

M.Ed. (Full Time) 60% 10% 30%

M.Ed. (Part Time)

10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days

b) Minimum number of pre-practice teaching

lessons given by each student

Yes No

Yes No

3

0

2 0


17

11. Practice Teaching at School

a) Number of schools identified for practice

teaching

b) Total number of practice teaching days

c) Minimum number of practice teaching

lessons given by each student

12. How many lessons are given by the student teachers in simulation and pre-practice

teaching in classroom situations?

13. Is the scheme of evaluation made known to students at the beginning of the academic session?

14. Does the institution provide for continuous evaluation?

15. Weightage (in percentage) given to internal and external evaluation

Programmes Internal External

D.Ed. 40% 60%

B.Ed. 20% 80%

M.Ed. (Full Time) 25% 75%

M.Ed. (Part Time)

4 0

2 0

Yes No

Yes No

05

No. of Lessons In simulation

No. 05 No. of Lessons Pre-practice

teaching No. 05


18

16. Examinations

a) Number of sessional tests held for each paper

b) Number of assignments for each paper

17. Access to ICT (Information and Communication Technology) and technology. Yes No

Computers

Intranet

Internet

Software / courseware (CDs)

Audio resources

Video resources

Teaching Aids and other related materials


18. Are there courses with ICT enabled teaching-learning process?

19.

20. Does the institution offer computer science as a subject?

If yes, is it offered as a compulsory or optional paper?

Compulsory Optional

Criterion III: Research, Consultancy and Extension

1. Number of teachers with Ph. D and their percentage to the total faculty strength

2. Does the Institution have ongoing research projects?

Yes No

0 2

Yes No

03 23 Number %

0 2

Yes No

Number 3


19

If yes, provide the following details on the ongoing research projects

Funding agency Amount (Rs) Duration (years) Collaboration, if any

(Additional rows/columns may be inserted as per the requirement)

3. Number of completed research projects during last three years.

4. How does the institution motivate its teachers to take up research in education? (Mark for positive response and X for negative response) Teachers are given study leave Teachers are provided with seed money

Adjustment in teaching schedule Providing secretarial support and other facilities

Any other specify and indicate

5. Does the institution provide financial support to research scholars?

6. Number of research degrees awarded during the last 5 years. a. Ph.D.

b. M.Phil.

7. Does the institution support student research projects (UG & PG)?

Yes No

Yes No

No

0

0


20

8. Details of the Publications by the faculty (Last five years)

Yes No Number

International journals

National journals – referred papers

Non referred papers

05

Academic articles in reputed magazines/news papers

8

Books 01


9. Are there awards, recognition, patents etc received by the faculty?

10. Number of papers presented by the faculty and students (during last five years):

Faculty Students

National seminars

International seminars

Any other academic forum

11. What types of instructional materials have been developed by the institution? (Mark `‟ for yes and `X‟ for No.)

Self-instructional materials Print materials Non-print materials (e.g. Teaching

Aids/audio-visual, multimedia, etc.)

Digitalized (Computer aided instructional materials)

Question bank

05

00

00

00

Yes No

Number 01


21


12. Does the institution have a designated person for extension activities?

If yes, indicate the nature of the post.

Full-time Part-time Additional charge

13. Are there NSS and NCC programmes in the institution?

14. Are there any other outreach programmes provided by the institution?

15. Number of other curricular/co-curricular meets organized by other academic agencies/NGOs on Campus

16. Does the institution provide consultancy services?

In case of paid consultancy what is the net amount generated during last three years.

17. Does the institution have networking/linkage with other institutions/ organizations?

Local level

State level

National level

International level

Yes No

Yes No

Yes No

No

Yes No


22

Criterion IV: Infrastructure and Learning Resources

1. Built-up Area (in sq. mts.)

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?

4. What is the Budget allotted for computers (purchase and maintenance) during the

previous academic year?

5. What is the Amount spent on maintenance of computer facilities during the previous

academic year?

6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year?

7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year?

8. Has the institution developed computer-aided learning packages?

4200

30

87,000/-

32345?-

Yes No

10546/-

58,000/-


23

9. Total number of posts sanctioned Open Reserved

Teaching

Non-teaching

10. Total number of posts vacant Open Reserved

Teaching

Non-teaching

11. a. Number of regular and permanent teachers Open Reserved (Gender-wise)

Lecturers

Readers

Professors

b. Number of temporary/ad-hoc/part-time teachers (Gender-wise) (NILL)

Open Reserved

Lecturers

Readers

Professors

M F M F

08 09 -

-

M F M F

01 -

-

-

M F M F

01 -

-

-

M F M F

M F M F

M F M F

M F M F

11

08 - -

07 03 - -

M F M F

-

-

-

-

-

-

-

-


24

c. Number of teachers from Same state

Other states

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

D.Ed. 1:12

B.Ed. 1:12

M.Ed. (Full Time) 1:7

M.Ed. (Part Time)

13. a. Non-teaching staff Open Reserved

Permanent

Temporary

b. Technical Assistants Permanent

Temporary

14. Ratio of Teaching – non-teaching staff

15. Amount spent on the salaries of teaching faculty during the previous academic session (% of total expenditure)

16. Is there an advisory committee for the library?

17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility

19

Yes No

08

00

Yes No

Nil

08

M F M F

07 03

M F M F

02 01

M F M F

35%


25

19. Total collection of the following in the library

a. Books

- Textbooks

- Reference books

b. Magazines

e. Journals subscribed

- Indian journals

- Foreign journals

f. Peer reviewed journals

g. Back volumes of journals

h. E-information resources

- Online journals/e-journals

- CDs/ DVDs

- Databases

- Video Cassettes

- Audio Cassettes

20. Mention the

Total carpet area of the Library (in sq. mts.)

Seating capacity of the Reading room

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

4800

3400

1400

05

10

02

Nil

10

25

110

50


26

Clipping

Bibliographic compilation

Reference

Information display and notification

Book Bank

Photocopying

Computer and Printer

Internet

Online access facility

Inter-library borrowing

Power back up

User orientation /information literacy

Any other (please specify and indicate)

23. Are students allowed to retain books for examinations?

Yes No


27

24. Furnish information on the following

Average number of books issued/returned per day

Maximum number of days books are permitted to be retained

by students

by faculty

Maximum number of books permitted for issue

for students

for faculty

Average number of users who visited/consulted per month

Ratio of library books (excluding textbooks and book bank

facility)to the number of students enrolled

25. What is the percentage of library budget in relation to total budget of the institution

26. Provide the number of books/ journals/ periodicals that have been added to the library during the last three years and their cost.

I(2008-09) II(2009-10) III(2010-2011)

Number Total cost

(in Rs.)

Number Total cost

(in Rs.)

Number Total cost

(in Rs.) Text books 3800 3,15000 1000 1,05000 800 90,000

Other books

Journals/

Periodicals

05 800 05 775 05 1000

Any others

specify and

indicate

- - - - - -

(Additional rows/columns may be inserted as per requirement)

30

12

1.5%

1:40

2300

08

04

05


28

Criterion V: Student Support and Progression

1. Programme wise “dropout rate” for the last three batches

Programmes Year 1 Year 2 Year 3

D.Ed. 04 05 Nil

B.Ed. 10 Nil Nil

M.Ed. (Full

Time)

Nil Nil Nil

2. Does the Institution have the tutor-ward/or any similar mentoring system?

If yes, how many students are under the care of a mentor/tutor?

3. Does the institution offer Remedial instruction?

4. Does the institution offer Bridge courses?

5. Examination Results during past three years (provide year wise data)

D.Ed. B.Ed. M.Ed.

I II III I II III I II III

Pass percentage 96% 94% Awaited 90% 86% 88% 92% 94% 97%

Number of first classes 45 39 _ 82 84 79 29 31 25

Number of distinctions - - - - - - - - -

Exemplary performances

(Gold Medal and university

ranks)

- - - - - - - - -

6. Number of students who have passed competitive examinations during the last three years (provide year wise data) Nil

NET

Yes No

No

Yes No

Yes No

I II III


29

SLET/SET


7. Mention the number of students who have received financial aid during the past three

years.

Financial Aid I II III

Merit Scholarship Nil Nil Nil

Merit-cum-means

scholarship

Nil Nil Nil

Fee concession Nil Nil Nil

Loan facilities Nil Nil Nil

Any other specify and

indicate

SC/ST/OBC Scholarship

3 4 7


8. Is there a Health Centre available in the campus of the institution?

9. Does the institution provide Residential accommodation for:

Faculty

Non-teaching staff

10. Does the institution provide Hostel facility for its students?

If yes, number of students residing in hostels

Men

Women

Yes No

Yes No

Yes No

Yes No

05

10


30

11. Does the institution provide indoor and outdoor sports facilities?

Sports fields

Indoor sports facilities

Gymnasium

12. Availability of rest rooms for Women

13. Availability of rest rooms for men

14. Is there transport facility available?

15. Does the Institution obtain feedback from students on their campus experience?

16. Give information on the Cultural Events (Last year data) in which the institution

participated/organised.

Organised Participated

Yes No Number Yes No Number

Inter-collegiate

Inter-university

National


(Excluding college day celebration)

17. Give details of the participation of students during the past year at the university, state, regional, national and international sports meets. NIL

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No


31

Participation of students

(Numbers)

Outcome

(Medal achievers)

State

Regional

National

International

18. Does the institution have an active Alumni Association?

If yes, give the year of establishment

19. Does the institution have a Student Association/Council?

20. Does the institution regularly publish a college magazine?

21. Does the institution publish its updated prospectus annually?

22. Give the details on the progression of the students to employment/further study (Give percentage) for last three years

Year 1

(%)

Year 2

(%)

Year 3

(%)

Higher studies 35 40 45

Employment (Total) 15 18 15

Teaching

Non teaching

20 25 18

23. Is there a placement cell in the institution?

Yes No

Yes No

Yes No

Yes No

Yes No

2011-12


32

If yes, how many students were employed through placement cell during the past three

years.

1 2 3

15 11 10

24. Does the institution provide the following guidance and counselling services to

students? Yes No

Academic guidance and Counseling

Personal Counseling

Career Counseling

Criterion VI: Governance and Leadership

1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any

other similar body/committee

2. Frequency of meetings of Academic and Administrative Bodies: (last year)

Governing Body/management 02

Staff council 04

IQAC/or any other similar body/committee 05

Internal Administrative Bodies contributing to quality improvement of the

institutional processes. (mention only for three most important bodies)

Academic

Council

3. What are the Welfare Schemes available for the teaching and non-teaching staff of the

institution?

Loan facility

Yes No

Yes No


33

Medical assistance

Insurance

Other (specify and indicate)

4. Number of career development programmes made available for non-teaching staff during the last three years

5. Furnish the following details for the past three years

a. Number of teachers who have availed the Faculty Improvement

Program of the UGC/NCTE or any other recognized

organisation

b. Number of teachers who were sponsored for professional development programmes by the institution Nil

National

International

c. Number of faculty development programmes organized by the Institution:

d. Number of Seminars/ workshops/symposia on Curricular development,

Teaching- learning, Assessment, etc. organised by the institution

e. Research development programmes attended by the faculty

f. Invited/endowment lectures at the institution

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

01

Yes No

Yes No

Nil

01

04

05

Yes No

Yes No

Yes No

01


34

b. Student assessment of faculty performance

c. Expert assessment of faculty performance

d. Combination of one or more of the above

e. Any other (specify and indicate)

7. Are the faculty assigned additional administrative work?

If yes, give the number of hours spent by the faculty per week

8. Provide the income received under various heads of the account by the institution for

previous academic session

Grant-in-aid

Fees

Donation

Self-funded courses


Yes No

Yes No

08

Nil

59,00,000,

Nil

Nil

Yes No

Yes No


35

9. Expenditure statement (for last two years)

Year 1 Year2

Total sanctioned Budget 100% 100%

% spent on the salary of faculty 35% 35.7%

% spent on the salary of non-teaching employees 12% 11.9%

% spent on books and journals 1.7% 2%

% spent on developmental activities (expansion of

building)

12.69% 12.8%

% spent on telephone, electricity and water 6.4% 6.5%

% spent on maintenance of building, sports facilities,

hostels, residential complex and student amenities, etc.

8.2% 8.3%

% spent on maintenance of equipment, teaching aids,

contingency etc.

2.5% 2.54%

% spent on research and scholarship (seminars,

conferences, faculty development programs, faculty

exchange, etc.)

2.6% 2.73%

% spent on travel 3.7% 3.67%

Any other (specify and indicate) 16% 16.2%

Total expenditure incurred 101.5% 102.7%

Deficit% 1.5% 2.7%

10. Specify the institutions surplus/deficit budget during the last three years? (specify the amount in the applicable boxes given below)

Surplus in Rs. Deficit in Rs. 2011-12 2010-11 2009-10

160991

86554

37265


36

11. Is there an internal financial audit mechanism?

12. Is there an external financial audit mechanism?

13. ICT/Technology supported activities/units of the institution:

Administration

Finance

Student Records

Career Counselling

Aptitude Testing

Examinations/Evaluation/

Assessment


14. Does the institution have an efficient internal co-ordinating and monitoring mechanism?

15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-

teaching staff?

16. Are all the decisions taken by the institution during the last three years approved by a

competent authority?

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No


37

17. Does the institution have the freedom and the resources to appoint and pay temporary/

ad hoc / guest teaching staff?

18. Is a grievance redressal mechanism in vogue in the institution? a) for teachers

b) for students

c) for non - teaching staff

19. Are there any ongoing legal disputes pertaining to the institution?

20. Has the institution adopted any mechanism/process for internal academic audit/quality checks?

21. Is the institution sensitised to modern managerial concepts such as strategic planning, teamwork, decision-making, computerisation and TQM?

Criterion VII: Innovative Practices

1. Does the institution has an established Internal Quality Assurance Mechanisms ?

2. Do students participate in the Quality Enhancement of the Institution?

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No


38

3. What is the percentage of the following student categories in the institution?

Category Men % Women %

a SC 5 1.49 3 0.59

b ST 2 2.34% 1 0.34%

c OBC 12 3.90 18 5.17

d Physically challenged Nil Nil Nil Nil

e General Category 27 21% 32 25%

f Rural Nil Nil Nil Nil

g Urban Nil Nil Nil Nil

h Any other

( specify)

4. What is the percentage of the staff in the following category ?

Category Teaching

staff

% Non-teaching

staff

%

a SC Nil Nil

b ST Nil Nil

c OBC Nil Nil

d Women 9 0.09%

e Physically challenged Nil Nil

f General Category 19 46%

g Any other

( specify)

Nil Nil


39

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

SC 02 04 02 03

ST 01 03 01 03

OBC 27 30 25 30

Physically challenged

Nil Nil Nil Nil

General

Category

201 205 201 204

Rural - - - -

Urban - - - -

Any other

( specify)

- - - -

[Vedica College of Education] [Naac Apprisal Report]

40

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.

Signature of the Head of the institution with seal:

Place:


41

Date:


(RECONGNISED BY NCTE & AFFILIATED TO BARKATULLAH UNIVERSITY, BHOPAL)

The Vedica College of Education, Bhopal is a self financed Education College. The College was established in the year 2005 by the Ayushmati

Education and Social Society with a well defined motive of serving the society by quality teacher education.

The society is running many institutes in the field of Medical, Engineering, Management, Pharmacy and Education. The Vedica College of

Education was started with a purpose to give quality teacher education to the graduates of the surrounding areas to meet the growing need of

education and to prepare perspective teachers for the modern society. The college has a well equipped Psychology lab, Science lab, ICT (ET)

lab, well furnished library with internet facilities and Language lab.

The college has a play ground for sports. The college is well equipped with all basic amenities. The college has a well planned administrative

and academic chain for smooth and efficient functioning of the B.Ed., M.Ed. and D.Ed programmes. In this regard, various committees have

been constituted. These committees include- Discipline Committee, Cultural Committee, Examination Committee, Sports Committee, Grievance

Redressal Cell, Purchase Committee, Library Committee, Academic Activity Committee and Student welfare Committee.Students also

contribute their efforts in administration and academic aspects of the college as there are separate sections of committees comprising B.Ed. and

M.Ed. students which work together with committees of teacher educators for the progress of the college and quality improvement of the

programme. Research work, co-curricular and extra curriculum activities are the backbone of the institution. To achieve the goal in this field,


42

institution puts efforts through organizing different programmes and activities. All round development of perspective teachers is targeted. The

mission of the institution is to develop a teacher education programme which enables the perspective teachers-ICT efficient with Indian values in

their hearts. The institution has a firm faith that a well planned and organized programme, quality faculty with job satisfaction and enthusiastic

group of students can enrich the institutional academic excellence.

CRITERIA: - I

CURRICULAR ASPECTS

1.1 Curricular Design and Development

1. State the objectives of the Institution and major consideration addressed by them (Intellectual Academic, Training, Access to the

Disadvantages, Equity, Self development, Community and National Development, Issue of Ecology and Environment, Value

Orientation, Employment, Global Trends and Demands etc.)

The Vedica College of Education, Bhopal was established in 2005. The college is one of the best College of Teacher Education in

Madhya Pradesh. The College has its clear, Distinct and community oriented objectives;

To organize teachers training programme under the guidelines of NCTE.

To develop quest for knowledge and provide academic environment to teacher educator and pupil teachers.


43

To develop an understanding of the principles of pedagogy and its application to curriculum transaction and evaluation.

To provide opportunities to the faculty and the students to undertake action research projects contributing to new insights into

the teaching learning process.

To enhance and sustain the quality of the teachers training programme.

To instil the spirit of fellowship among students, to prepare them to be Global Citizen through Co-operation and Peaceful Co-

existence.

To inspire students for lifelong learning.

To enable the students to live in harmony with oneself and with others in the profession, community and society at large.

To include innovative practices and technology to keep our programme in pace with era of Modernity and globalization.

To establish ourselves as a role model in teacher training.

2. Specify the various steps in the curricular development prove. (Need assessment, development of information database

pertaining to the feedback from faculty, students, alumni, employers and academic experts and formalizing the decisions in

statutory academic bodies).

The curriculum is prescribed and developed by the regulatory statuary bodies Barkatullah University, Bhopal and NCTE. The

modifications made by these competent authorities are brought to the action. Hence the institution has no direct role in curriculum

development process. However, the institution has established a committee of experts at college level to review the present

curriculum. The committee invites the views and suggestions about the existing curriculum of the course from faculty, students,

and members of alumni association, teachers and heads of practice teaching schools, academic experts and members of

management. After analyzing and evaluating the feedback, the suggestions are communicated through the Head of the Institution

to the University for Modifications in the curriculum.


44

3. How are the global trends in teacher education reflected in the curriculum and existing courses modified to meet the

emerging needs?

The global trends in teacher education programmes are reflected in many directions. The role of teacher educator and student-

teacher is now becoming more important due to the global trends and emerging needs of school children. Inclusion of topics of

global importance like equality, equity, social cohesion, women education, computer application, environment awareness etc. are

make the curriculum more relevant. By integrating the traditional methodology with new technology like modern class rooms, we

prepare the students more confident, creative & independent to face the new world. Programme includes micro-teaching,

simulation teaching, team teaching, real teaching, programmed learning, preparation of audio-visual aids, preparation of computer

based instructional programmes etc. Programme also includes practical work, project work, field work and research work on

emerging topics like social freedom of women, inclusive education, use of ICT, value education etc so that pupil teachers prepare

themselves for incoming generation. Value based co-curriculum activities also encourage the student-teachers to groom their

personality.

4. How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education

and ICT?

The curriculum of education programme bears thrust on national issues like Teacher in emerging Indian Society, Women

Empowerment, Human rights, Equality and Equity, Secularism, National integration, Women education, inclusive education,

Environment Awareness, Social Cohesion, Value education and information communication technology etc. Various activities

like celebration of various events, days, festivals, extension activities, women cell activities etc. also ensure the results in thrust

area.


45

5. Does the institution make use of ICT for curricular planning? If yes give details.

Yes, the institution makes use of ICT for curricular planning as faculty members use various projectors (overhead projector &

slide projector,) to deliver day to day lectures and motivate to students-teachers to use the same in skill-in-teaching programmes.

Students also use technological devices to prepare their work experience, project work and research work etc.

1.2 Academic Flexibility

1. How does the institution attempt to provide experiences to the students so that teaching becomes a reflective practice?

The institution attempts to provide experiences to the students to make teaching a reflection practice in the following ways:

a) Institution provides a wide variety of learning situation to the student-teachers according to the need and requirements of

curriculum, profession, society and nation.

b) Teacher educators use technological devices with traditional methods while teaching.

c) Discussion, seminars, workshops, extension lectures and excursion trips etc. are organized by the institution so that

students have direct experiences in different direction of life.

d) The institution provides a platform for student-teachers to participate in various literacy, cultural and community service

practices.


46

2. How does the institution provide for adequate flexibility and scope in the operational curriculum for providing varied

learning experiences to the students both in the campus and in the field?

The institution provides a wide variety of learning experiences to the students for effective implementation of curriculum.

Institution organize various curricular and co-curricular activities to provide varied learning experiences to the students both in

the campus and in the fields like sports, community work, tutorials, project work/field work in the curriculum of B.Ed., M.Ed. and

D.Ed.

3. What value added courses have been introduced by the institution during the last three years which would for example:

Develop communication skills (verbal & written), ICT skill, Life skills, Community orientation, Social responsibility etc.

In the institution there is a provision of different activities to develop communication skills, ICT skills, Community orientation,

Life skills and Social responsibility skills among the students as:

* Work- shops

* Seminars

* Extension lectures

* Community service

* Celebration of different festivals

* Use of Language Lab

* Organization of different curricular and co-curricular activities.

* Counselling Services

* Visit to Science Centre


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(i) Interdisciplinary/Multidisciplinary

The teacher education is a programme with interdisciplinary/Multidisciplinary approach. There are various fields of specialization

as Educational Psychology, Philosophy, Educational Technology and Sociology with so many different skills like blackboard

writing, communication, use of computer and work experiences. These all are interrelated.

(ii) Multi-skill Development

Institution provides an opportunity to the student teachers for developing various skills with the help of various subjects including

theory and practical. It include communication skills, teaching skills, writing skills, preparation of teaching aids, gardening,

interior decoration & technical skills etc.

(iii) Environmental Education

Environmental Education is a optional paper in B.Ed. course. Syllabus of this paper includes meaning, principles,

models, national policy on environmental education

(iv) Practice Teaching

As B.Ed and D.Ed course are a teacher training course, so practice teaching is a very important component of this

programme. Every student teacher has to complete 15 days of pre-practice teaching and 40 days of practice teaching.

Following are the steps which are adopted by the institution in this regard:

a) At primary level micro skills like introduction of lesson, writing instructional objectives, blackboard writing

skills, narration, questioning, stimulus variation & reinforcement etc are practiced by the student-teachers through micro


48

teaching lessons.

b) Demonstration lessons are delivered by the subject expert teacher in each subject.

c) 10 micro lessons, 10 simulated lessons and 40 real teaching lessons of two teaching subjects are prepared and

delivered by each student teacher in B.Ed. and D.Ed programme.

d) M.Ed. students observe the teaching of B.Ed. and D.Ed. students for their field work.

(v) School experience/Internship

During the course, there is a provision of theoretical paper regarding school management; in this paper student teachers

are given knowledge about the different aspects of school experience like library, management of school records, co-

curricular activities & timetable etc. During teaching practice, pupil-teachers are required to organize morning assembly,

maintain attendance records, make arrangement of man and material resource for learning, frame time table and get

knowledge about school leaving certificate. They also learn about evaluation process. M.Ed. students are required to make

observations of school experience, for their field work.

(vi) Work experience/SUPW

Course curriculum has the provision to develop different skills through various work experience subjects. Each B.Ed.

student is required to opt one work experiences out of different optional work experiences mentioned in the syllabus.

These options includes different project work like gardening, outreach programme, SSA (sarva shiksha abhiyan), Polio

Drop, Drive recycling of waste paper, Parent teacher meeting, Mid-day meal. Apart from this, the students are encouraged


49

to participate in various activities like sports activities, celebrations of different National and International days, cultural

activities and community activities etc.

1.3 Feedback on Curriculum

1. How does the institution encourage feedback and communication from the Students, Alumni, Employers, Community,

Academic peers and other stakeholders with reference to the curriculum ?

The institution communicates and receives feedback from students, Alumni, Employers, Community, Academic peers and other

stakeholders regarding curriculum. For this purpose institution receives feedback from students with the help of feedback

performa through which student teachers rate the complete course and the curriculum of various subjects. The feedback is also

given by the alumni and other community members in the meetings organized by the institution from time to time. Suggestion

box available in college campus is another tool where student teachers can put their suggestions regarding curriculum. Employers

of the institution also participate indirectly in improvement of curriculum by giving their suggestions.

2. Is there a mechanism for analysis and use of the outcome from the feedback to review and identify areas for improvement

and the changes to be brought in the curriculum? If yes give details on the same.

All the subject expert teacher educators of the institution receive feedback and suggestions given by pupil teachers in their regular

classes. Academic committee of the institution analyses the suggestions received from community members and other

stakeholders time to time. The committee also analyses the suggestions given by the pupil teachers on feedback performa.

Various suggestions are collected and framed properly and forwarded to the university and concern departments for necessary


50

action.

3. What are the contributions of the institution to curriculum development? (Member of BOS/ sending timely suggestions,

feedback, etc.)

There is a Provision in Barkatullah University, Bhopal that the Principal of the institution and a senior teaching faculty member

have been nominated as the members of Board of studies in faculty of education of Barkatullah University, also the teaching

faculty member is the member of Academic Council. They attend the meeting which are held in the university regarding

curriculum development and give suggestions for the modification in the curriculum.

As the Vedica College of Education is a self financed college so only timely suggestions is referred to the University.

1.4 Curriculum Update

1. Which courses have undergone a major curriculum revision during the last five years ? How did these changes contribute

to quality improvement and student satisfaction ? (Provide details of only the major changes in the content that have been

made).

Curriculum up gradation is done by the Barkatullah University and Board of Secondary Education as and when required,

since the curriculum regulatory body of B.Ed. and M.Ed. course is Barkatullah University and Board of Secondary

Education for D.Ed. Course.

2. What are the strategies adopted by the institution for curriculum revision and update ? (need assessment, student input,

feedback from practicing schools etc.)


51

Institution is very particular to get regular feedback from the student teachers and from the practice teaching schools for

curriculum revision and update. Institution also gets feedback from college alumni and community members. The

feedback in the form of suggestions are collected, analyses and institution made necessary action for modifications of the

curriculum. Curriculum is developed and designed by the university.

1.5 Best Practices in Curricular Aspects

1. What is the quality sustenance and quality enhancement measures undertaken by the institution during the last five years

in curricular aspects ?

Institution organized various curricular as well as co-curricular activities in college campus and outside the college for quality

sustenance and quality enhancement in curricular aspects. Pupil teachers participate in different activities like sports, cultural,

extension activities, women cell activities, celebration of festivals of national and social importance in addition to theory and

practical classes. They also participate in community services.

The college Prepared academic calendar and follow it to achieve objective of the institution.

2. What innovations/best practices in „Curricular Aspects‟ have been planned/implemented by the institution?

The institution tries its best for the effective implementation of all curricular and co-curricular activities. Practices in curricular

aspects are implemented as follows:

The various activities regarding curricular and co-curricular aspects are planned by the institution in the beginning of the session.


52

Extra classes for Weak students.

More practice of micro and lesson plans.

Use of ICT in day to day lectures.

Use of language lab for development of better communication skills.

Conduct of workshops, seminars, competitions regarding project work/work experiences.

Visit to libraries of other institutions and university for research work.

Research papers developed by M.Ed. students.

CRITERION II:

TEACHING LEARNING AND EDUCATION

2.1. Admission Process and Student Profile

1. Give details of the admission processes and admission policy (criteria for admission adherence to the decisions of the

regulatory bodies, equity, access, transparency,etc.) of the institution ?

The College is affiliated to Barkatullah University, Bhopal. All admission related matters are totally under the sole discretion of

Department of Higher Education, Madhya Pradesh. The students are admitted in college through on-line counseling organized by

Department of Higher Education, Madhya Pradesh. The college offers three educational programmes on regular basis-

One year Bachelor of Education (B.Ed)

Two year Diploma in Education (D.El.Ed)

One Year Master of Education (M.Ed.)


53

The admission process in B.Ed is conducted by Department of Higher Education, Madhya Pradesh through on-line counseling. The

Department of Higher Education, Madhya Pradesh has set criteria for admission in B.Ed like -

o Candidates with at least 50% marks in aggregate (45% in case of SC and ST) either in the Graduation/Post graduation in

any discipline or any other examinations of other universities, as equivalent to above mentioned examinations of this

university are eligible for the admission to the programme. The division of seats is also according to the Department of

Higher Education, Madhya Pradesh norms - 75% seat of the total seats in the college is reserved for candidates of

Madhya Pradesh and remaining 25% seats of the total seats for all India quota. The seats which remain vacant in all India

quota can be converted into M.P. domicile category (General on Reserved) and if still there remain vacant only then these

will be converted into General Category. The vacant seats of SC/ST categories converted into General category. The seats

are distributed as 25% seats are reserved for All India quota and 75% seats are reserved for Domicile Residents of Madhya

Pradesh which consists of 20% for scheduled castes 27% for Backward classes of Madhya Pradesh, 3% for physically

Handicapped and 3% horizational reservation for Ex-servicemen freedom fighters and their dependents by providing

reservation with reservation of 1% of General category 1% out of scheduled castes and 1% from Backward classes. The

college works under the guidelines / norms of Department of Higher Education, Madhya Pradesh, for all admission

processes.

The criteria for admission in D.Ed is as follows -

o Admission in D.El.Ed are done by M.P. Board of Secondary Education, Madhya Pradesh. This statutory body has set

criteria for admission in D.Ed as candidates from Madhya Pradesh can apply only and minimum educational qualification

is Intermediate or 12 th , examination from any recognized secondary Board. Minimum and upper age limit for admission

in D.Ed course is 18-36 years. Upper age is relaxable by five years in case of SC & ST candidates. Reservation to

different category is as follows-

o Scheduled castes (20%)

o Backward classes (16%+ 11%)


54

o Physically handicapped (3%)

o 1% Horizontal reservation for widows/ legally divorced women.

o The college works under the guidelines / norms of M.P. Board of Secondary Education, Madhya Pradesh, for all

admission processes.

The information about B.Ed course is advertised by of Department of Higher Education, Madhya Pradesh in local newspapers.

Information regarding admission can also be checked on MP-Online Portal. Information such as minimum eligibility for the

programme, last date of submission of forms etc. is mentioned in the advertisements. The detailed information regarding admission

is provided in the advertisements. Various important information provided are:-

o Important Telephone Numbers

o Important Instruction at a Glance

o Participating colleges of Madhya Pradesh at a Glance

o Eligibility Conditions

o Availability of Seats

o Submission of Application Form

o Reservation of seats

o On Line Counseling Process

o Preparation of Merit List for Admission

o Fee structure

o Provisional list of colleges of education in Madhya Pradesh.

Various formats of applications are also given in the advertisements. The details of annexure are as follows:

o Domicile Residents of Madhya Pradesh Guidelines

o List of Scheduled Castes, Backward Classes in Madhya Pradesh

o Format of Scheduled Caste, Backward Classes Certificates


55

o Medical Certificate for Physically Handicapped (Office of the CMO)

o Certificate to be furnished by children/ Grand Children of freedom fighters

o Madhya Pradesh Resident Certificate (For Domicile Residents of Madhya Pradesh only)

o Certificate from the Employer (In the case of employees of Govt. of Madhya Pradesh members of All India Services bone

on Madhya Pradesh cadre, Employees of statutory Bodies/ Corporation.)

o Affidavit by the parents of the candidates belong to Backward category

o Character Certificate

o Certificate for the Ex-Serviceman of Indian Defence Services/ Para-Military forces.

o Provisional List of colleges of education in Madhya Pradesh.

The institution rigorously and strictly follows the rules and regulations recommended by, the Department of Higher Education,

Madhya Pradesh. According to the norms of Department of Higher Education, Madhya Pradesh institution monitors admission

decisions to ensure that the determined admission criteria are equitably applied to all applicants. Department of Higher Education,

Madhya Pradesh observes and sends students according to their merit to take admission in the institution.

The admission process in M.Ed is conducted by Barkatullah University, Bhopal. The Barkatullah University, Bhopal has set

criteria for admission in M.Ed.

The institution strictly implements the admission procedure and fee structure notified by the admission regulatory body. It is quite a

transparent system of admission.

2. How are the programmes advertised? What information is provided to prospective students about the programs through the

advertisement and prospectus or other similar material of the institution?

For the admission in B.Ed. Programme the advertisement is published in news paper by the Department of Higher Education,

Madhya Pradesh, Bhopal as well on its website and mp online portal.


56

The prospectus is also prepared by the college and displayed on concern website. The prospectus contains all the information

regarding admission, reservation policy, about the college, fee structure and other related information about the courses.

3. How does the institution monitor admission decisions to ensure that the determined admission criteria and equitably

applied to all applicants?

All admissions in both the courses i.e. B.Ed. and M.Ed. are regulated by the university in centralized form. Admission in D.Ed.

course monitor by the Board of Secondary Education, Madhya Pradesh, Bhopal.

4. Specify the strategies if any, adopted by the institution to retain the diverse student population admitted to the institution.

(E.g. individuals of diverse economic, cultural,

religious, gender, linguistic, backgrounds and physically challenged).

The institution provides a democratic and secular environment to all the students irrespective of cast religion, gender, culture,

language etc. However, there is a provision of fee concession for economically weaker students of particular group (only SC & ST

students) by the Govt. of Madhya Pradesh. All the students including physically challenged get a supportive environment in every

curricular and co-curricular activity in the institution so that they can develop their personality up to maximum extent.

5. Is there a provision for assessing student's knowledge/needs and skills before the commencement of teaching

programmes?

If yes give details on the same. Yes, the institution has the provisions for assessing students knowledge/need and skills before the

commencement of teaching programmes:


57

(i). At the beginning of every academic session, the institution organizes four days orientation programme in which student

teachers have an opportunity to get the knowledge about the course content and share their views with teacher educator.

(ii). Every year the institution organizes a talent search programme of two days. It has various segments like introduction of

the student, interest area, performance by the pupil teacher, interaction etc. It facilitates the institution to judge the knowledge, skill

and needs of the student teachers.

2.2 Catering to Diverse Needs

1. Describe how the institution works towards creating an overall environment conducive to learning and development of the

students?

The institution is committed to prepare teachers with missionary spirit, a responsible citizen with the capacity of efficient leadership

and critical thinking. Hence all the efforts are made to provide environment conducive to learning and development of the students.

(i) Institution provides all the necessary infrastructural facilities for all round development of students for example: Play ground for

sports, science lab, Psychology lab, educational technology lab, language lab, well equipped work experience room, a seminar hall

with modern communication devices.

(ii) Instructional rooms are quite spacious and well equipped with boards.

(iii) Well equipped library.


58

(iv) Different audio visual aids are available as epidiascope, different projectors, models working and non-working models to

develop the different skills of student –teachers.

(v) Various cultural programmes are organized by the institution.

(vi) Subject's wise seminar and workshops are organized to give multi dimensional exposure to the pupil teachers.

2. How does the institution cater to the diverse learning needs of the students?

The institution caters to the diverse learning needs of the students in the following ways:

(i) By providing personal guidance.

(ii) By using various audio-visual aids like OHP, boards, LCD projectors etc.

(iii) By providing them multi dimensional exposure.

(iv) By organizing sector wise different activities as work drills, project activities, quiz competition etc.

(v) By providing them direct learning experiences (educational tours trips etc.)

(vi) By taking extra classes for students to satisfy their needs.


59

(vii) Orientation about education process.

3. What are the activities envisioned in the curriculum for student teachers to understand the role of diversity and equity in

teaching learning process?

There is lot of diversity in the curriculum of these courses as different type of subjects are taught to the student –teachers such as

Educational Philosophy, Educational Psychology, Educational Technology and various teaching subjects like Hindi, English,

Mathematics, Social Studies, Life Science and Physical Science etc. Diversity and equity in teaching learning process is also

reflected through various activities regarding curriculum:

- Micro teaching, Mega teaching in simulation and real classroom teaching practice.

- Observation and discussion of demonstration lesson.

- Pedagogical content analysis.

- Observation and supervision at practice teaching.

- Work experiences, project works, extension lectures.

- Interaction and participation within community to develop social skills.

- Knowledge of different methods and skills of teaching.


60

- Knowledge of evaluation process.

4. How does the institution ensure that the teacher educators are knowledgeable and sensitive to cater to the diverse

student needs?

- The entire team of faculty members are well qualified and well experienced. All faculty members are engaged in various

academic activities to enhance their knowledge.

- As and when required faculty members get knowledge of new trends in education and different methodologies of teaching to cater

the diverse needs of students.

- The institution provides opportunity to the teacher educators to attend and participate in various seminars, conferences and

workshops etc. so that they can exchange their experiences with their peers and eminent educationists.

5. What are the various practices that help student teachers develop knowledge and skills related to diversity and inclusion and

apply them effectively in classroom situations?

The institution provides a wide variety of such practices which enable student –teachers to be knowledgeable and skilled teachers

with human values

(i) Organization of different cultural activities as celebration of national and social festivals, celebration of different day

of national and international importance etc.

(ii) Organization of seminars, workshops etc.

(iii) School experience-real classroom teaching


61

(iv) Provide opportunity to develop required teaching skills.

(v) Feedback by the heads of the practicing school.

(vi) Different responsibilities are assigned to student-teachers related to day to day functioning of institution.

2.3 Teaching-Learning Process

1. How does the institution engage students in “active learning”?

(Use of learning resources such as library, web site, focus group, individual projects, simulation, peer teaching, role-playing ,

internships, practicum, etc.)

The institution has engaged student teachers in active learning with the help of different resources available in the institution:

(i) All the student teachers are divided into small groups for micro teaching and lesson plan teaching.

(ii) Individual and group assignments are given regularly.

(iii) Student-teachers are motivated for interaction in peer groups and with teacher educators.

(iv) Student-teachers are motivated/encouraged to use technical devices for teaching practice.

(v) Library facilities are available for student-teachers.


62

(vi) Institution has its well equipped IT lab (computer lab) and students are encouraged to use internet regularly.

(vii) Student teachers are required to prepare a project works on community survey.

2. How is “learning “made student-cantered? Give a list of the participatory learning to self-management of knowledge, and

skill development by the students?

Keeping in view the student centred learning, the institution organizes different learning activities:

(i) Learning is made through student centred method as discussion method, problem solving method, learning by doing

method etc.

(ii) Student teachers are motivated to present paper on different topics in every subject.

(iii) Seminars on various compulsory papers are organized to develop desirable skills.

(iv) Quiz contest, poster making, essay writing competition etc are some of the activities which are organized by the institution

to develop different skills among student-teachers.

(v) Student-teachers are motivated to organize activities as fresher‟ s party of farewell party, one day trip in which every

arrangement are done by the student teacher.


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(vi) Student teachers and motivated to visit library regularly to keep them updated by reading newspapers, magazine, journals,

periodicals etc.

(vii) Student teachers are motivated to use language lab and computer assist learning.

(viii) Student-teachers are also members of different committees.

3. What are the instructional approaches (various models of teachings used) and experiences provided for ensuring effective

learning? Detail any innovative approach/method develop and/used.

Lecture-cum-discussion and Demonstration method, Model teaching, Microteaching model, and simulated teaching

model are adopted for more effective learning of students teachers. Teaching aids like LCD projector, OHP, Slide

projector etc. are also used.

4. Does the institution have a provision for additional training in models of teaching? If yes, provide details on the models of

teaching and number of lessons given by each student.

Theoretical information regarding different teaching models is imparted through the course in Educational Technology. These

models are also adopted by teacher educators to provide the instruction to the students. But there is no such provision for providing

additional training in different models of teaching.

5. Does the student teachers use micro-teaching technique for developing teaching skills? If yes, list the skills practiced and

number of lessons given by each student per skill.


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It is compulsory to all the student-teachers to use micro teaching technique for developing teaching skills. Before the commencement

of the real teaching practice, every student-teacher has to practice at least five micro teaching lessons based on any five skills in each

subject. List of skills are as follows:

* Skill of introducing the lesson.

* Skill of Probing questions.

* Skill of illustrating with examples.

* Skill of explanation.

* Skill of Stimulus Variation.

* Skill of reinforcement.

* Skill of class-room management.

* Skill of map-reading.

* Skill of black-board writing.

Student-teachers practice a particular skill till they gain mastery over the skill.

6. Detail the process of practice teaching in schools, (Lessons a student gives per day, lessons observed by the teacher

educators, peers/school teacher, feedback mechanism, monitoring mechanisms of lesson plans, etc.).

The detailed process of practice teaching school is as follows:

* Identification and selection of school for practice teaching.

* Students are divided into groups and school is assigned.

* Teaching practice session at the school lasts for 20 days in which student-teacher deliver 40 lessons in her/his two respective


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teaching subjects (2 lessons per day).

* Each pupil-teacher makes observations of 20 lessons in his/her peer teaching groups.

* Pupil-teachers give feedback to their peers on the basis of observation of lessons.

* Teacher-educators supervise and evaluate the all programme and give feedback and suggestions to pupil-teachers to improve their

teaching.

* Feedback and suggestions are also given by school teachers and need of the school to motivate the pupil-teachers.

7. Describe the process of Block Teaching/Internship of students in vogue. Block teaching is carried out in the following

phases :

i. Explanation and demonstration of micro skills.

ii. Demonstration lesson by teacher educator.

iii. Practice of micro teaching skills by student’s teachers.

iv. Practice of final lesson in simulation.

v. Discussion lesson and observation lessons in per group.

vi. Real teaching practice in schools.

vii. Discussion lessons.

8. Are the practice teaching sessions/plans developed in partnership, co-operatively involving the school staff and mentor teachers?

If yes give details on the same.

The practice teaching session are developed with co-operation of school staff as well as mentor teachers. School teachers are

consulted regarding distribution of the sections and classes to the pupil-teachers, syllabus to be covered, maintaining discipline


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during practice teaching. The teacher and the head of the school also observe the teaching of the pupil-teachers, and give feedback

and suggestions to improve them.

9. How do you prepare the student teachers for managing the diverse learning needs of students in school?

The institution prepares the student teachers for managing the diverse learning needs of students in the school by following activities:

i. Teacher educators provide the theoretical as well as practical knowledge of diverse learning needs of students.

ii. Student-teachers get knowledge regarding micro-skill teaching.

iii. The student-teachers are encouraged to prepare audio-visual aids like charts, models, slides, transparencies, power paint

presentations etc.

iv. The institution enables the student teachers to apply different methods of teaching.

v. Student-teachers also get feedback from the class students which help them to know about the diverse learning needs of these

students.

10. What are the major initiatives for encouraging student teachers to use/adopt technology in practice teaching?

To make teaching more effective, student-teachers are well trained to use technological devices/equipments such as slide-projectors,

LCD projector, OHP etc. Different types of charts, models, transparencies, graphs etc are also prepared by students-teachers. The

student-teachers are encouraged to use these various devices during practice teaching.

4. Teacher Quality


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1. Are the practice teaching plans developed in partnership, co-operative involving the school staff and mentor teachers? If

yes give details.

Yes, the schedule of teaching practice is developed with the complete co-ordination of school staff and mentor teachers. In the

beginning of the practice teaching at the school one day discussion session is arranged in which then School teachers are consulted

regarding distribution of classes, syllabus to be covered and other aspects of the school and pupil teachers are asked to talk to the

respective class in charges. If any problem arises during practice teaching, mentor teacher provides help to school staff and student

teachers as well. School teachers also observe the lessons and give suggestions to pupil teachers and to teacher educator as well, so

that improvements can be made. Head of the schools also gives feedback on feedback Performa regarding teaching practice session

as teaching strategies of pupil teachers, use of audio-visual aids by pupil-teacher, discipline maintained etc.

2. What is the ratio of student teachers to identified practice teaching schools? Give the details on what basis the decision has

been taken?

The ratio of student teachers to identified practice teaching school depends upon schools available for teaching practice,

infrastructural facilities provided to student-teachers in school, number of classes given by the school and time duration given by the

principal of the school to the pupil teachers for their teaching practice. Generally the ratio remains 1:20.

3. Describe the mechanism of giving feedback to the students and how it is used for performance improvement.

Institution adopted the mechanism of giving feedback to the students during teaching practice session at different stages. During

micro teaching and lesson teaching which are conducted in simulations, the teacher-educator and the peer provide feedback about the

lesson presented by the student-teachers. Each student teacher makes observations of 20 lessons in his or her peer teaching group and


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gives feedback to peers. During practice teaching teacher educators as mentor teacher supervise and evaluate the teaching of student

teachers and give suggestions. Head of the school and teachers also provide their dynamic feedback during teaching practice.

4. How does the institution ensure that the student teachers are updated on the policy directions and educational needs of the

schools?

Before the commencement of the real teaching practice, the institution invites head and one senior teacher from each school to

deliver extension lecture regarding school policies and educational needs of school. Student teachers also visited the allotted school

and make contact to their concern subject teachers and meet the school students to understand their needs.

5. How do the students and faculty keep pace with the recent developments in the school subjects and teaching

methodologies?

The faculty keeps pace with the recent development in the school subjects by getting information’s through newspapers and journals,

and websites of NCERT and SCERT and by contact with local office of District Education Officer etc. Institution also organizes

extension lectures, seminars on recent developments in school subjects and modern methodologies. Student teachers also take part in

these lectures and seminars. They also get knowledge through discussion with faculty members, school staff and school students.

6. What are the major initiatives of the institution for ensuring personal and professional/career development of the teaching

staff of the institution (training, organizing and sponsoring professional development activities, promotional policies, etc.)

* The institution provides internet access facility to the teachers to explore more learning material.


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* Faculty rooms are provided to each teacher. Institution encourages and facilitates the teacher to undertake and complete the

various research programmes like dissertation work of M.Ed. students, writing and publishing of research papers and articles etc.

- The Institution provides the opportunity to the faculty to attend and complete refresher courses and orientation courses.

- All the faculty members attend number of seminars, workshops and conference of state and national level and presented research

papers at many times.

7. Does the institution have any mechanism to reward and motivate staff members for good performance?

If yes, give details. The Principal and managing committee recognize and reward the staff members for their good performance at the

time of annual function. Positive feedback received from students, stakeholders and other community members, encourages faculty

to do better in academics and co-curricular area.

2.5 Evaluation Process and Reforms.

1. How are the barriers to student learning identified communicated and addressed? (Conductive environment, infrastructure, access

to technology, teacher quality, etc.)

Feedback from the students is received by the institution regarding quality of teachers, teaching learning process and infrastructural

facilities etc. The barriers to student learning are identified also by the mentor, other faculty members and the Principal through

discussion with the students‟ representatives. Suggestion box and the redressal committee also provide an extra space to student-

teachers to share their views on different learning barriers. All information regarding learning barriers collected from different

corners conveys to the Principal for necessary action.


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2. Provide details of various assessment/evaluation processes (internal assessment, midterm and evaluations, external evaluation)

used for assessing student learning?

The institution follows various assessment/evaluation processes for B.Ed. and M.Ed. courses.

- Theory Papers

- Class tests, assignments are general classroom tools for the assessment in routine teaching sessions.

- Unit test, half yearly and pre-university examinations are conducted during the academic session and annual theory examinations

are conducted by the university and externally evaluated.

- PracticeTeaching

- Practice teaching including micro teaching, simulated teaching, discussion lessons and school teaching practice is observed and

evaluated by teachers of institution & finally by in charge. Final skill-in-teaching lessons are evaluated by an expert panel appointed

by the Barkatullah University, Bhopal.

- Project Work/ Work experience

- In B.Ed. course the sessional work selected to different projects and work experiences are prepared by student teachers under the

guidance of concerned faculty members. The concerned faculty members observe and evaluate the work internally but finally

evaluated externally by the expert appointed by the Barkatullah University.

- Assignments

- In M.Ed. course, students are to prepare field work regarding different psychological test and case studies and dissertation that is

a form of research work, under the guidance of their guides and finally evaluated by both internal guide and external expert

appointed by the university.

- In B.Ed. course, students are also assessed and given grades on basis of their participation in co-curricular activities.

2. How are the assessment/evaluation outcomes communicated and used in improving the performance of the students and


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curriculum transaction?

The assessment and evaluation out comes in yearly exams and pre university exams are communicated by the teachers in classes and

also displayed on college notice board. Faculty provides feedback in practice teaching session time to time. Specific needs of low

performing, average and excellent performing learners are identified through above mentioned assessment tools and teaching faculty

arrange extra classes for needy students and special tasks for extra ordinary students for curriculum transaction.

4. How is ICT used in assessment and evaluation processes?

At the time of assessment and evaluation programme, students use ICT equipments as LCD projector, slide projector, OHP and

different audio-visual aids in preparing lesson plans and to present the lessons. Students also use ICT in paper presentations.

Question paper setting, result recording and analysis also done with the help of computers.

2.6 Best Practice

1. For teaching lecture method is supplemented with other methods as demonstration method, problem solving method,

discussion method and survey method etc. ICT is the integral part of teaching learning process. Students use language lab to enhance

their communication skill. Computer assist assignments are also provided to the students of different subjects. The evaluation is done

not only on the basis of their conduct and participation in different co-curricular activities, so quantitative and qualitative both type

of evaluation is adopted by the institution to assess the students.

2. All the faculty members use technology to support the traditional teaching methods. They use LCD projector, OHP, slide

projector, different models and charts etc to deliver the lectures as and when required. They use activity based, project based and

student‟ s center strategies in their classroom i.e. seminars, discussions, quiz, project method, problem solving method, brain


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storming and report writing etc for content transaction. Institution has the facility of smart boards which make the instruction process

more effective and interesting.

Additional Information :-

1. Teachers combine lecture method with discussion and seminars for curriculum transaction.

2. Class assignments are given and feedback is provided to students.

3. The college has a well defined mechanism for self-evaluation of teachers.

4. The class tests and term tests provide feedback to students and teachers.

5. A number of methods are used for inculcation of values is done through proper forms of value education.

6. The college sponsors its students to various competitions and programmes.

7. The college is able to make its impact belt on all the consumer in the catchment area is which its functions.

8. The college undertakes various confidence building programmes before the students are sent to schools.

9. The college has evinced very good performance in university examinations.

10. All the teachers of the college have shown active involvement in different programmes organized by the college.

11. Peer evaluation of teachers has not been introduced in the college.

Actions Taken:

- Self assessment report of each teacher is obtained through Performa in which every employee provides information regarding

his/her work and conduct during that particular session. Head of the institution write observations and remarks on it and forwards it

to the president, governing body that approves it.

- Teacher's assessment is also done by peers also at the time of demonstrations lessons and seminars etc. Feedback is provided in

these sessions to each teacher for motivation and improvement.

- The institution has enhanced its infrastructural and learning facilities to provide a conductive environment to the students and


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teachers and to meet the emerging needs of teacher education.

- Teachers provide learning to the students through power point presentations and with the help of smart boards.

- Before the commencement of teaching practice session, demonstration lesson is also delivered by teachers of school on different

subjects.

- Student teachers use ICT for preparation of lesson plan and to deliver the lectures.

- Institution organizes seminars and workshops on different topics at college level to enhance the learning of students.

CRITERION III

RESEARCH, CONSULTANCY AND EXTENSION

3.1 Promotion of Research

1. How does the institution motivate its teachers to take up research in education?

The institution always motivates its teachers to take up research work. They are encouraged to participate in seminars, conferences and to

present papers on different emerging issues in teacher education. There is a compulsory paper of research work (dissertation) in M.Ed.

course. Every faculty member has to guide seven M.Ed. students for their dissertation work.


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2. What are the thrust areas of research prioritized by the institution? The main areas of research prioritized by the institution are:-

- Evaluation system

- Emotional climate of school

- Methodology of teaching

- Use of ICT in Education

- Child psychology – social, emotional, personal issues.

3. Does the institution encourage Action Research? If yes give details on some of the major outcomes and the impact.

Action research is a unit in different papers of the Syllabi of B.Ed and M.Ed. course in theory paper. Student teachers have taken up action

research during teaching practice session, which mainly focused on immediate class-room problems, needs of the teachers and their

solution, discipline, regarding hand writing, inefficiency in performance etc. Major outcomes are forwarded to the teachers, head masters

and higher authorities of Education department.

4. Give details of the Conference/Seminar/Workshop attended and/organized by the faculty members in last five years.

The details of seminars/conferences/workshops attended by the faculty members in last three years:-list enclosed.

3.2 Research and Publication Output

1. Give details of instructional and other materials developed including teaching aids and/or used by the institution for enhancing the

quality of teaching during the last three years.


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Teacher-educators and student teachers collaborated in developing instructional and other materials for enhancing the quality of teaching.

Different Power Point Presentations are prepared by the student-teachers and teacher-educators to meet the need of today’s education.

Different teaching aids related to different subjects as charts, slides, transparencies, working and non-working models etc. are prepared by

faculty and students for enhancing the quality of teaching.

2. Give details on facilitates available with the institution for developing instructional materials?

The institution has a rich library having more than 4 thousand books, reference books to help students in developing instructional materials.

Beside this there is internet facility in library as well as in ICT Lab. Well equipped A.V. room is there in the campus with instructional

material to prepare different type of audio-visual aids. Art and craft room is also there for the same purpose.

3. Did the institution develop any ICT/technology related instructional materials during the last five years? Give details.

Teacher educators have prepared slides of different topics in regarding different subjects for power point presentations. M.Ed students

motivated to prepare their presentations on power point for seminars. B.Ed students also use ICT at the time of teaching practice session.

4. Give details on various training programmes and / or workshops on material development (both instructional and other materials). a.

Organized by the institution b. Attended by the staff c. Training provided to the staff

(a) Training Programmes for students and teachers are organized like Writing of Objectives, Lesson Plan, Evaluation Process, and

Teaching Aids

(b) Teachers have attended orientation and refreshers courses for professional development. They developed instructions material of their


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subjects and specialization.

(c) Teaching & Non-Teaching Staff is provided training regarding professional development time to time.

5. List the journals in which the faculty members have published papers in the last five years?

Research papers and articles of different faculty members have been published in following journals in the last three years:-list enclosed.

6. Give details of the awards, honors and patents received by the faculty members in last five years.

The Principal and the Management recognize and appreciate the contribution of faculty members for their professional achievement in

Annual function.

7. Give details of the Minor/Major research projects completed by staff members of the institution in last five years.

3. Consultancy

1. Did the institution provide consultancy services in last five years?

If yes, give details. –

Yes, Faculty members provide consultancy services to the students of different schools, educational institutions and to the students of

different universities. Faculty members provide guidance to the students of M.Ed .

- Consultancy services are also provided to stake holders related to need and requirement of their leaves.


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2. Are faculty/staff members of the institute competent to undertake consultancy?

If yes, list the areas of competency of staff members and the steps initiated by the institution to publicise the available expertise.

All the faculty members of the institution are competent to undertake consultancy regarding the different aspect of teacher

education:-

- Faculty members are associated with the school in interview panel.

- Some senior faculty members provide their advice to school regarding mental, social, emotional development of the students and

provide their services to school teachers to eradicate classroom problems.

- All faculty members deliver extension lectures in the areas of their specialization in educational colleges as use of ICT in education,

psychology of learner, Teaching of Methodology, Indian Philosophy.

3. How much revenue has been generated through consultancy in the last five years? How is the revenue generated, shared among

the concerned staff members and the institution?

No revenue has been generated through such type of services because faculty and students do these services as academic and social

activities without any honorarium.

4. How does the institution use the revenue generated through consultancy?


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N.A.

3.3 Extension Activities

1. How has the local community benefited from the institution? (Contribution of the institution through various extension activities,

outreach programmes, partnering with NGO‟ s and GO‟ s).

Extension programmes undertaken by the institution cover a wide range of activities. These programmes positively contributed to the

society as well as enriched the teaching experiences of the students:-

- M.Ed students visited the local areas and make efforts for upliftment of education, women empowerment, health, hygiene and

environment awareness.

- The college organise awareness programmes on legal literacy, health and hygiene, Girl Child Education, Democracy, Water

Conservation, Environment cleanliness etc.

- A health checkup is being organised every year in collaboration with Red Cross in the college campus.

- A lecture through power point presentations was organized for the students and local community by the institution in which the

doctors from Civil Hospital give the knowledge about this crucial problem.

- There is an “extension activities committee” of students in the institution which work actively with the community.

2. How has the institution benefited from the community?


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(Community participation in institutional development, Institution-community networking, institution-school networking, etc.).

The institution invites the renowned personalities of different fields from the community for different type of activities. Community

members are invited on different occasions as celebration of days, Annual day celebration, social festivals etc. During such

occasions, students interact with society members and get valuable experiences from: - As the institution is a teacher education

institution, it needs schools for practice teaching programme. The school staffs takes interest in making the learning experience of

student-teachers a successful one.

3. What are the future plans and major activities the institution would like to take up for providing community orientation of

students?

The activities which institution would like to take up in future:-

- Awareness programmes on human rights, women empowerment, water conservation, environment cleanliness etc.

- Social activities as participation in different camps.

- Organization of rallies.

- Organization of different camps.

- Literacy programme for weaker section.

- Extension lectures on contemporary issues as honesty for life, Democracy, role of youth in politics, emotional problems of a child,

environment of school.

4. Is there any project completed by the institution relating to the community development in the last five years? If yes, give details.


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Yes, there are so many projects completed by the teacher educators and M.Ed. student related to environment awareness, AIDS

awareness, socio-economic status, family education, awareness about girl child education etc. for the community development.

5. How does the institution develop social and citizenship values and skill among its students? The institution develops social and

citizenship values and skills among its students by organizing different programmes:-

- Celebration of National festivals as Republic day, Independence day etc.

- Celebration of social festivals like Diwali, Lohri, Christmas etc.

- Community based project works.

- Visit to community..

- Games and sports.

- Organization of awareness programmes as legal awareness, Environmental awareness, women right, constitution, Right to

information etc.

- Different co-curricular activities.

- Excursions.

- Students are motivated to use library facilities as newspaper reading, magazines reading etc. to make the students aware about

cultural ethos, social values and to develop national character.

- Seminars, conferences etc.

3.5 Collaborations

1. Name the national level organization, if any, with which the institution has established linkages in the last five years.

The college is in a process of established linkage with various organization.

2. Detail the benefits resulted out of such linkages.


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Not yet

3. Name the international organizations, with which the institution has established any linage in the last five years. Detail the

benefits resulted out of such linkages.

N A

4.How did the linkages if any contribute to the following ?

* Curriculum Development

* Teaching

* Training

* Practice

* Teaching

* Research

* Consultancy

* Extension

* Publication

* Student Placement

The linkages with different organization contribute effectively on the above said aspects as:-

* Curriculum is designed by Barkatullah University, Bhopal Staff members who are the members of UG and PG Board of Studies

attend the meeting and valuable suggestions.


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* Various journals and student material of NCTE and NCERT are helpful in enhancing the teaching quality. Eminent educationists

from different universities are invited to deliver extension lectures on various aspects of teaching as methodology of teaching, types

of teaching, problems regarding teaching etc.

* Suggestions and guidance of teachers and heads of practicing schools, provide guidelines to improve the teaching strategies.

* Practice teaching runs smoothly only because of the co-operation and supporting nature of the faculty and head of practicing

schools.

* Research guidance is provided to students by the eminent educationists motivate them to do different type of research regarding

different aspect of teaching education.

* Consultancy is provided by the community members contribute to the development of the personality of students and make them

capable to solve their problems.

* Various publications of NCERT, NCTE and Barkatullah University, Bhopal help to our student-teachers as well as faculty

members in their teaching learning process.

* Top authorities of different schools are also invited to conduct interviews for the placement purposes. The students who are

selected given opportunities to join.

4. What are the linkages of the institution with the school sector?

(Institute-school-community networking).


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There are five schools for practice teaching with which institution has linkage. For practice teaching school are made available to the

student teachers by the school authorities. School faculty and community members also contribute their experiences for the

development of curricular. The institution also invites school teachers to college for judging various competitions like Rangoli

competition, poetic recitation, sports activities etc. School teachers are also invited to give suggestions to our student-teachers

regarding class room management and problems.

5. Are the faculty actively engaged in schools and with teachers and other school personnel to design, evaluate and deliver practice

teaching. If give details.

Yes, faculty is actively engaged with school staff during practice teaching. But before the commencement of the practice teaching in

school, institution invites the school teachers to deliver demonstration lesson in their respective subjects so that the pupil teachers

may understand the each and every aspect of teaching. They are also advised to evaluate the lesson of pupil teaching during practice

teaching and give feedback to them.

6. How does the faculty collaborate with school and other college or university faculty?

The faculty members visit the school time to time for teaching practice of B.Ed students and for field work of M.Ed students. Faculty

also goes to school campus for interviews of school teachers as a subject expert. At the time of cultural programmes and other

celebrations school students are invited to college campus. The faculties also go to the other colleges for extension lectures,

consultancy activities and participate in interviews of lecturers as subject experts. The faculty also collaborates with university

faculty for discussion on different issues as topics of the dissertations, curriculum constructions and by giving suggestions as the

members of different boards.


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3.6 Best Practices in Research, Consultancy and Extension

1. What are the major measures adopted by the institution to enhance the Quality of Research, Consultancy and Extension activities

during the last five years?

Institution encourages its faculty members to pursue research endeavours in the field of education. Institution provides opportunity to

faculty and students to attend seminars, workshops, training programmes on research methodology. Seminars are being organized for

the topics taken by M.Ed students for dissertation. Faculty members are always encouraged to provide consultancy to other

institutions and community members. The institution supports and promotes extension activities pertaining with community and

other stake holders.

2. What are significant innovations/good practices in Research, Consultancy and Extension activities of the institution? Some of the

good practices that are being followed in research, consultancy and extension activities are:-

- Faculty members are providing guidance for M.Ed,

- Action researches are conducted for improving the quality of education and self esteem of student-teachers.

- Students are motivated to use library facilities for research work.

- The institution provides free consultancy to student teachers and stake holders.

- A health check up camp has been organized with collaboration of Red Cross Society.

- A doctor team was invited from Civil Hospital to provide knowledge about HIV-AIDS.


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The faculty keeps pace with the recent development in the school subjects by getting information through news papers, journals,

websites of NCERT and SCERT and by content with the local office of District Education Officer etc. The institutions also organize

extension lectures, seminars on resent developments in school subjects and modern methodologies. Student teachers also take part in

these lectures and seminars. They also get knowledge through discussion with faculty members, school staff and school students.

2. What are the main evaluative observations/suggestions make in the first assessment report with references to Curricular aspects

and how have they been acted upon ? Observations

- The college prepares its own academic calendar.

- The college uses feedback received from the students to plan academic calendar.

- The college devotes 10 days for Pre-Practice Teaching and 20 days for actual teaching practice.

- The college has succeeded in establishing a close linkage with the practice schools.

- The knowledge and skills of the students is being continuously evaluated through term test and examinations and class

assignments.

- The teachers of the institution carry out research work and get published in research guards.

- Institution mission and goals are simplicity achieved through various curricular and co- curricular interventions and also through


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the celebrations of different regional and national festivals.

- The college organized community linkage programme.

- The college organized workshop on different topics.

3. What are the major quality sustenance and enhancement measures undertaken by the institution since the previous assessment and

accreditation.

The major quality sustenance and enhancement measures undertaken by the institution since the previous assessment and

accreditation are as follows:

- The college devotes 20 days for pre-practice teaching and 40 days for actual teaching.

- Community based programmes are being organized by the institution.

- The institution also organized awareness programmes on different areas as AIDS awareness, environment awareness etc.

- The teachers of the institution work as supervision for the students doing M.Ed., universities.

- The college has organized different programmes for student-teachers as seminars, workshops, extension lectures etc.


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- The teachers of the institution supervise dissertation and field work of M.Ed, students which are forms of research work.

Criterion IV

Infrastructure and Learning Resources Physical Facilities

1. Does the institution have the physical infrastructure as per NCET norms?

If yes, specify the facilities and the amount invested for developing the Infrastructure. Enclose the master plan of the building. Yes,

the institution has the physical infrastructure as per NCTE norms.

Yes, the college has infrastructure as per NCTE norms. There are well specious class room, multipurpose hall, science lab,

psychology lab, educational technology lab, computer lab, mathematics resource centre, language lab, work experience room, boys

and girls common room, seminar hall, play ground, parking, separate wash room for boys and girl, sufficient amount of furniture

water facility and internet connectivity. The master plan is attached. (Annexure)

2. How does the institution plan to meet the need for augmenting the infrastructure to keep pace with the academic growth?

The institution plans regularly to meet the needs for augmenting of the infrastructure to keep pace with the academic growth.

Additional infrastructure and resources are added every year according to the need of the time. Library and laboratory are furnished


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with adequate reading material, equipments and furniture to facilitate better teaching learning process. Governing body also tries its

best to make available infrastructure needed for pursuit of high academic growth.

3. List the infrastructure facilities available for co-curricular activities and extracurricular activities including games and

sports. The infrastructural facilities available for curricular and extra-curricular activities including games and sports are:-

* Play ground

* Seminar room

* Conference room

* Work experience laboratory

* Art and craft room

* Sports room for indoor games

4. Give details on the physical infrastructure shared with other programmes of the institution or other institution of the parent society

or university.

Only playground of running track for organizing athletics is being shared with sister institutions however institution has its own

playground for badminton, volley-ball etc.

5. Give details on the Facilities available with the institution to ensure the health and hygiene of the staff and students (rest

rooms, health center, etc.)

The facilities available with the institution to ensure the health and hygiene of staff and students are:-


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- Wash room facilities separately for boys, girls and for teaching staff

- Rest room for girls

- Canteen

- R O water facilities

- Water coolers

- First aid

- Retiring room for staff

6. Is there any hostel facility for students? If yes, give details, recreational facilities including sports and games, health and hygiene

facilities, etc.

The hostel facility is available for girls.

4.2 Maintenance of infrastructure

1. What is the budget allocation and utilization in the last five years for the maintenance of the following? Give justification for the

allocation and unspent balance if any.

* Building

* Laboratories

* Furniture

* Equipments

* Computers


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* Transport/Vehicle

No prior budget is allocated for the maintenance of building and laboratories etc. however institution has spent a large amount of

money on maintenance of building, laboratories, furniture and other infrastructural materials during last five years. A committee

comprises of three college lecturers take care of maintenance of all aspects of infrastructure of the institution.

2. How does the institution plane and ensure that the available infrastructure is optimally utilized?

- The institution ensures that the available infrastructure is optimally utilized.

- Infrastructure facilities established in the college library and sports facilities are kept open to use by the students and faculty not

only during working hours but extended hours are also provided whenever required.

- The conference room as well as the seminar room are used for various curricular and co-curricular activities by the institution and

by sister institutions and community members time to time.

- Institution provides its rooms and open area for the official activities at the time of elections and pension distribution as and when

required.

3. How does the institution consider the environmental issues associated with the infrastructure?

* The institution is situated in a calm and beautiful natural surrounding with a complete pollution free campus. There is a lush green

lawn with beautiful flower beds in college campus.


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* The class rooms are spacious with windows for proper ventilation and adequate natural light.

* Water coolers are fitted with water filters for proper clean drinking water.

* Proper sanitation system is provided in the institution.

* Numbers of dustbins are there to maintain cleanliness.

* Institution is aware to save electricity by using CFL and tube -lights.

* Silent generator is used to control noise pollution

* Provision of garbage pit is there to dump the daily waste.

* Eco-club of students is quite aware regarding cleanliness and other aspects of environment.

4.3 Library as a learning resource

1. Does the institution have a qualified librarian and sufficient technical staff to support the library (materials collection and

media/computer services)?


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Institution has sufficient technical staff to support the library.

2. What are the library resources available to the staff and students? (Number of books-volumes and titles, journals-national and

international, magazines, audio visual teaching- learning resources, software, internet access, etc.)

Adequate library resources are available to the staff and students in the college

3. Does the institution have in place, a mechanism to systematically review the various library resources for adequate access,

relevance, etc. and to make acquisition decisions. If yes, give details including the composition and functioning of library committee.

A library committee is active in the institution to review systematically the various library resources for adequate access, relevance

and to make acquisition decisions. The committee comprising three faculty members and five students (three from B.Ed and two

from M.Ed) and the Principal as chairperson. Committee access the need of the students regarding library resources ,receives

feedback from faculty and students and do the necessary to improve.

4. Is your library computerized? If yes, give details. Yes, the library stock is computerised.

The record of the books are prepared.

5. Does the institution library have Computer, Internet and Reprographic facilities? If yes, give details on the access to the staff and

students and the frequency of use.

Yes ,the institution library has computer, internet and reprographic facilities. There are five computers with printers, Xerox machine

in the library. An active internet connection is also available. All three facilities are used by faculty as well as students teachers on all

working days.


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6. Does the institution make use of Infibnet/Delnet/IUC faclities? If yes, give details.

No

7. Give details on the working days of the library ? (Days the library is open in an academic year, hours the library remains open per

day etc.)

The library is kept open throughout the year except Sundays. National & gazzeted holidays. Working hours of the library are 9.00

a.m to 4.00 p.m i.e 7 hours in a day.

8. How do the staff and students come to know of the new arrivals?

The information about new arrivals is displayed on the display board.

9. Does the institution‟ s library have a book bank? If yes, how is the book bank facility utilized by the students?

The library has book bank facility but the books are provided to the needy for the whole year.

10. What are the special facilities offered by the library to the visually and physically challenged persons?

There are audio cassettes on various topics in the library for visually challenged students.

4.4 ICT as learning resource


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1. Give details of ICT facilities available in the institution ( computer lab, hardware, software, internet connectivity, access, audio

visual, other media and materials and how the institutions ensures the optimum use of the facility.

The institution has one computer lab with 25computers, LCD projectors, tape recorders, slide projectors, overhead projector,

epidiascope with different non-projective visual aids. Public address system is also available. The students are given basic

knowledge of the computer in computer laboratory. The lab also has the facility of audio and visual devices, printers ,scanners,

internet facility, etc. Students of B.Ed and M.Ed use all the devices in their daily practice. The students are instructed to prepare

slides, transparencies and improved teaching aids. The students are always motivated to use these facilities time to time to make their

teaching learning effective.

2. Is there a provision in the curriculum for imparting computer skills to all students? If yes give details on the major skills included.

There is a optional paper of computer practical/ICT enabled project of 50 marks in B.Ed for imparting computer skills. The

following skills are developed in the students.

1. Opening and shutting down the computer.

2. Preparation of files, documents and folder.

3. Net surfing.

4. M.S. power point presentation.

5. Creation of E.mail ID.

6. Compose, read and send E.mails.

7. Preparation of sides.

8. Video conferencing.


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9. Audio conferencing.

10. World wide web.

11. LAN, MAN and WAN.

12. Computer virus.

13. Maintenances of computer.

3. How and to what extent does the institution incorporate and make use of the new technologies/ICT in curriculum transactional

processes?

Every faculty member uses new technology in his/her daily practice. They prepare transparencies and power point presentation in

curriculum transaction process. Audio and video cassettes are used for demonstration lesson by teacher educators. Institution

providing the opportunity to the students to improve their language communication skill by using language lab. M.Ed students

collect the information regarding their research work through net and they also motivated to use power point presentation at the time

of seminar, workshop etc.

4. What are major areas and initiatives for which students teachers use/ adopt technology in practice teaching?

(developing lessons plans, classrooms transactions, evaluation, preparation of teaching aids)

- Student teachers take the help of ICT in preparing lesson plan, teaching aids and to deliver lesson. Student teacher are encouraged

to prepare effective teaching aids in the form of transparencies, working and non- working models, maps, charts for delivering the

lesson during teaching-practice session. They also use smart board and prepare power point presentation for the same purpose. M.Ed.

students also prepare power point presentation to present the subject matter in seminars. They also use ICT for their dissertation and

field work.


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4.5 Other Facilities

1. How is the institutional infrastructure optimally used? Does the institution share its facilities with others for e.g.: serve as

information technology resource in education to the institution (beyond the program), to other institutions and to the community.

Institutional infrastructure is optimally used by the institution. The institution shares its facilities with the community. Conference

hall and seminars room are utilized by institutes for their academic and other purposes. Play ground is also used by the community

members for various purposes.

2. What are the various audio-visual facilities/materials ( CD‟ s, audio and video cassettes and others materials related to the

program) available with the institution? How are the students teachers encouraged to optimally use them for learning including

practice teaching?

Various audio-visual aids and material like CD‟ s, audio and video cassettes, transparencies and phonographic slides based on the

contacts of various school teaching subjects are available. Different types of charts, working and non-working models in

science and social sciences are available. Well equipped ICT and sciences laboratories are there in the institution. Teachers

themselves use the audio-visual aids while presenting the content before the student-teacher in the class room. Student teachers are

motivated to utilize them doing practice teaching as well as during organization of various co-curricular activities.

3. What are the various general and methods laboratories available with the institution? How does the institution enhance the

facilities and ensure maintenance of the equipment and facilities?


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The institution has ICT laboratory, psychology laboratory, science laboratory and a well equipped language laboratory. The teacher

in charge of respective. Laboratories ensure the care and proper use of equipments of the laboratory. The necessary modifications are

done according to the demand of the students and curriculum. The teacher incharge make arrangement after discussion and by

consulting the head of the institution.

4. Give details on the facilities like multipurpose hall, workshop, music and sports, transport etc. available with the institution.

* The institution is having the facility of multipurpose hall which has seating capacity number of students. It is well equipped with

board, audio-visual facilities and with public address system.

* The institution has well equipped conference hall with capacity of students. It is equipped with LCD projector, OHP, LCD TV.

Public address system with eye catching furniture.

* Workshop in the form of work experience or art and craft room is available in the institution having material related to art and

craft and to prepare audio-visual aids. It also equipped with moulds to prepare candles.

(i) There is separate music room in the institution. The facilities like harmonium, tabla, music system etc are available.

(ii) Provision of play ground in the college premises is there. A sports ground is available sports material related to

badminton, volleyball, football, cricket etc is available.

(iii) The institution does not has separate transport facilities but students can avail bus service provided by sister institutions.


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5. Are the classrooms equipped for the use of latest technologies for teaching?If no, indicate the institution‟ s future plans to

modernize the classrooms.

Class rooms have the facilities for utilizing OHP and slide projector. Two class rooms are equipped with smart boards.

4.6 Best Practices in Infrastructure and Learning Resources

1. How does the faculty seek to model and reflect on the best practice in the diversity of instructions, including the use of

technology?

The faculty always tries to bring diversity in their instructing procedure by using ICT like overhead projectors, slide projector, LCD

projectors and power point presentation. Teachers emphasise on the overall development of the student teachers. To achieve the

purpose, teacher educators adopt different teaching method as project method, problem solving method , survey method and heuristic

method etc in their daily lectures. They also use smart board and different teaching aids as and when required.

2. List innovative practices related to use of ICT, which contributed to equality enhancement.

* Every student teacher is taught about the basis of computers, different type of projectors as OHP, LCD projector, slide projector,

epidiascope etc.

* The students are empowered to use various instructions equipment available with the institution.

* Student teachers use ICT for preparing their lesson plan and seminars.

* They prepare power- point presentation at the time of workshops, seminars, debates etc.


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3. What innovations/best practices in “infrastructure and learning resources‟ are in vogue or adopted/adapted by the institution?

* The Institution provides well furnished classrooms, well equipped laboratories and adequate environment for teaching learning

process.

* Tutorial groups are constituted with a teacher educator as a tutor in which concept of individualized learning is followed.

* Remedial teaching is provided to needy students.

* Suggestion box is also available in the college premises. Suggestions are received and are taken into consideration.

* Specific teaching strategies are adopted to cater the diverse needs of learners.

* Use of ICT is common in the institution for teaching learning process.

* Language laboratory provides the better opportunity to students-teachers to enrich their language skill.

* Feed back on campus experiences are collected from student-teachers to make improvement in required areas.

Additional Information to be provided by institutions

1. What were the evaluation observations made under Infrastructure and learning Resources in the previous assessment report and

how have they been acted upon? Observation in the previous assessment report.


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- Well developed infrastructure and adequate space.

- Pollution free campus.

- Well organized library with photo copier, audio-visual cassettes, internet facility and other support facilities.

- Availability of library facility

- Well equipped psychology lab, science lab, and educational technology lab work experience lab.

- Outdoor games and sports facilities on sharing bases with sister institution.

- Availability of hostel facilities on sharing bases with sister institution.

- Institution has well equipped, computerized library


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Criterion V

Student Support and Progression

5.1 Student Progression

1. How does the institution assess the students preparedness for the programme and ensure that they receive appropriate academic

and professional advice through the commencement of their professional education programme (students pre-requisite knowledge

and skill to advance) to completion?


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In order to prepare student teachers for the programme and to assess the various aspect of their personality, inherent potential and

interest, a „Talent Search Programme‟ is organized in the beginning of the session. The programme includes various activities like

speech, poetic recitation, mono acting, solo and group song, dance & drama etc. To assess different teaching skills required for

teacher education, institution organize different assessment programmes from time to time. After micro teaching session, lesson

teaching session, discussion lessons and real teaching sessions, follow up programme is carried out. The institution assesses the

student's academic progress by using formative and summative evaluation techniques i.e. one unit test twice in a month, half yearly

test and pre-university test.

2. How does the institution ensure that the campus environment promotes motivation, satisfaction, and development and

performance improvement of the students?

The institution's environment provides a lot of opportunities to the student-teachers to develop their potential and skills. All the

faculty members and administration of the college act as a motivating force for performance and improvement of the student

teachers. The institution promotes motivation, satisfaction, development and performance-improvement of the students:

- Pollution free, peaceful campus.

- Well- equipped Library.

- Well-equipped and enriched Psychology Lab, Science Lab, ICT Lab, Language Lab.

- Well-equipped work experience lab for various activities.

- Sports facilities.

- Separate common rooms for girls and boys with different indoor games.

- Internet facility in library and ICT lab.

- Well-equipped conference hall with LCD T.V. for recreation also.


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- Canteen facility.

- Organization of different cultural, academic and sports competitions.

- Highly qualified and co-operative staff.

3. Give gender-wise drop-out rate after admission in the last five years and list possible reasons for the drop out. Describe (if any)

the mechanism adopted by the institution for controlling the drop-out?

None of the students left the courses (B.Ed., M.Ed. & D.Ed) which can be termed as dropout in the last five years.

4. What additional services are provided to students for enabling them to compete for the jobs and progress to higher education?

How many students appeared/qualified SLET, NET, Central/State services through competitive examination in the last two years?

The institution provides a wide variety of learning experiences to the students to enable them to compete for the job and get progress

in higher education. Guidance and counselling cell guides student teachers to choose right and appropriate course and profession

after completion of B.Ed. or M.Ed. courses. Institution arranges campus interviews through its placement cell. Career counseling is

done for the advancement of the students. Information regarding the vacancies and difference courses are provided by displaying

them at the display board. Many of our students have qualified for NET, SLET AND STET during the last two years.

5. What percentage of students on an average go for further studies/choose teaching as a career? Give details for the last three years?

Every year on an average 70% of the students go for further studies in various courses such as M.A., M.Sc., M.Ed., M.Phil. and

Ph.D. etc. Almost 30% students of our college choose teaching as their career and working in government and non-government

sector. Rests of the students are engaged in competitive exams and some other services.


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6. Does the institution provide training and access to library and other education related electronic information, audio/video

resources, computer hardware and software related and other resources available to the student teachers after graduating from the

institution ? if yes, give details on the same.

In the beginning of each session, an orientation session is being organized for regarding functioning and resources of library,

laboratories, syllabus and other facilities available in the college campus. The institution provides training for the search of the books

through catalogues. Faculty also provides the information's regarding other electronic devices as computer software, audio-visual

resources in ICT programme. They are also trained in handling the equipments and to use them in their teaching training.

7. Does the institution provide placement services? If yes, give details on the services provided for the last two years and the

number of students who have benefited.

Yes, the institution provides placement services. There is a placement-cell comprising three senior faculty members. Every year this

cell organizes extension lecturers given by eminent educationist, heads of different institutions to guide student teachers regarding

proper placement. Institution arranges campus interview through this placement cell. 20 percent of the students are selected for jobs

every year in different areas. Information’s regarding interviews, vacancies; qualifications etc are displayed on display board for the

students.

8. What are the difficulties (if any) faced by placement cell ? How does the institution come these difficulties?

Various schools situated in nearby areas are requested to send the number of vacancies and the institution arranges campus interview.

* Placement cell faces problems like:

* Time- gap between campus interview and result declaration of B.Ed. and M.Ed. students.

* It is difficult to invite maximum institutions of nearby area to hold interviews at one time.


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9. Does the institution have arrangements with practice teaching schools for placement of the student teachers ?

Yes, the requirement of the faculty in practice teaching schools is sought at the time of practice teaching. They are also invited for

campus interview by the placement cell.

10. What are the resources (financial, human and ICT) provided by the institution to the placement cell?

Financial help as well as human and other resources as computer, printer, phone etc are provided to the placement cell to organize

extension lecturers and interview etc.

5.2 Student Support

1. How are the curricular (teaching-learning processes), co-curricular and extracurricular programmes planned, (developing

academic calendar, communication across institution, feedback) evaluated and revised to achieve the objective implementation of the

curriculum ?

For the effective implementation of curricular, co-curriculum and extracurricular activities, the institution plans and evaluates all the

activities in its academic calendar of the year. Its effective implementation is evaluated by the student teachers, alumni association

and stakeholders through feedback Performa. If need arises, necessary modifications are made in the academic calendar to achieve

the objectives of the curriculum and effective implementation of all the activities.

2. How is the curricular planning done differently for physically challenged students?


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Faculty members provide guidance regarding curriculum and other activities to the physically challenged students but no specific

curriculum is planned for them.

3. Does the institution have mentoring arrangements? If yes, how is it organized?

Yes the institutions has mentoring arrangement under each mentor, there are 10 students. Every mentor provides guidance regarding

curriculum, co-curricular activities, evaluations system, personal problems, social problems, college campus problems, current issues

etc. to the students.

4. What are the various provisions in the institution, which support and enhance the effectiveness of the faculty in teaching and

mentoring of students?

Various provisions are made by the institution to support and enhance the effectiveness of the faculty in teaching and mentoring of

students. College organizes various workshops, extension lecturers and seminars at college level. Orientation porgrammes are being

organized for students and faculty regarding different areas of teaching learning process. Institution motivates the faculty for research

work. They are provided internet facility and library facilities to get latest information's about the current issues.

5. Does the institution have its website? If yes, what is the information posted on the site and how often is it updated?

Yes, the college has its updated website i.e.www.vedicabed.com The information regarding governing body of the institution,

teaching and non-teaching staff, courses available, infrastructural facilities and other facilities available are posted on the site. The

college website is updated regularly.


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6. Does the institution have a remedial programme for academically low achievers? If yes, give details.

Students weakness are diagnosed by the faculty through the class room interactions, class test and other examinations. Appropriate

remedial teaching is provided to the low achievers through extra classes, personal guidance assignments, peer tutoring and

encouraging them to visit library frequently.

7. What specific teaching strategies are adopted for teaching

a) Advanced learners and b) Slow learners.

a) For advanced learning, faculty encourages them to use internet, to consult reference books, participating in seminars, workshops

and to present papers, assigning extra work etc. The knowledge and energy of advanced learners have been utilized by motivating

them to participate in extracurricular and community activities.

b) For slow learners, teaching strategies are developed according to the need of the learners. Extra classes, personal guidance,

assignments and peer tutoring are organized to satisfy the need of the learners.

8. What are the various guidance and counselling services available to the students? Give details.

* Before the commencement of the course, an orientation programme is being organized to guide the students regarding course

content and the different activities of work experiences.

* During the session, faculty members as mentors solve the individual problems of academic and personal aspects of students.


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* Women cell is also there for the same purpose.

* The information regarding different courses, vacancies in schools and other job opportunities are displayed on display boards for

the benefit of the students.

9. What is the grievance Redressal mechanism adopted by the institution for students? What are the major grievances redressed in

last two years?

The institution has Grievance and Redressal committee to solve the grievances of students regarding any aspect of the institution.

Suggestion box is also available outside the Principal's office. Students are free to give their grievances to the committee or by

putting it in the suggestion box. Issues are discussed with committee members and appropriate steps are taken and redressed to

satisfy the student teachers. The major grievance redressed in last two years were regarding canteen facility, library facilities,

educational tour etc.

10. How is the progress of the candidate at different stages of programs monitored and advised ?

- The academic progress of the B.Ed. ,D.Ed. and M.Ed. students monitored through daily class room observations, unit tests, half

yearly examination and pre-university examinations, assignments, presentation in seminars etc.

- Progress in the field of co-curricular activities is monitored through their participation in different cultural activities as

competitions, social service programs, awareness programmes, sports activities etc.


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- After monitoring the progress of the students in different areas necessary advice, feedback and guidance is provided by the concern

expert teacher or mentor teacher for improvement.

11. How does the institution ensure the student‟ s competency to begin practice teaching, (Pre-practice preparation details)

and what is the follow-up support in the field (practice teaching) provided to the students during practice during practice teaching in

schools?

The institution ensures the students‟ competency to begin practice teaching in the following way:

Pre Practice

- The practical knowledge about lesson plan and different teaching skills are provided in theory classes.

- Lesson plans are being checked by the concerned teachers.

- Demonstration lessons are delivered by the faculty members.

- Practice of skills by the student teachers in the class.

- Micro teaching

- Simulated teaching

- Discussion lessons.

Practice teaching

- A teacher educator as supervision provides follow up support to the students during teaching practice in school.

- The teacher educator monitors all the daily activities and lessons of the student teachers and provides feedback and guidance to

improve at different levels.


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- The school teachers and head of the school are also requested to observe and guide the pupil teachers according to their needs.

5.3 Student Activities

1. Does the institution have an Alumni Association? If yes,

Yes, the institution has an alumni association.

i) List the current office bearers.

ii) Give the year of the last election.

iii) List Alumni Association activities of last two years.

iv) Give detail of the top ten alumni occupying prominent position.

v) Suggestions are always welcomed by the institution. They give feedback for the proper growth and development of the institution.

They also share their experiences with current students. Many old students of the institutions are holding different responsible

position in different departments. Their link with institution helps in growth and development of the institution.

2. How does the institution encourage students to participate in extracurricular activities including sports and games ?

Give details on the achievements of students during the last two years.


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The institution encourages students to participate in extra-curricular activities including sports and games by sending the student

teachers to participate in different activities organized at inter college, inter university and inter-state level. The institution gives

prizes to the students at the time of Annual Prize Distribution Function on the basis of their excellent performance in academic as

well as extra-curricular activities. College organizes annual athletic meet every year.

3. How does the institution involve and encourage students to publish materials like catalogues, wall magazines, college magazine

and other material. List the major publications/materials brought out by the students during the previous academic session.

The college provides various opportunities to involve the students in various activities for presentation and publication of their

material. The institution encourages students to prepare material like charts, poster, best out of waste etc. Selected material is

displayed on wall magazine. The prizes are given to the students on the basis of their best presentation. The college also publishes its

annual magazine. Student’s articles, thoughts, poems, stories etc are invited for different section of the college magazine.

4. Does the institution have a student council or any similar body? Give details on – constitution, major activities and funding.

Yes, the institution has students, council comprising representatives from students, teacher educators and principal. The activities

carried out by this council are: social functions, discipline of the college, cultural activities and maintaining coordination between

different organizations. The funding of the council is from the college resources.

5. Give details of the various bodies and their activities (academic and administrative), which have student representation on it.

The institution provides an opportunity to all the students from being part of almost every activity. For this purpose, students from

B.Ed. and M.Ed. are teachers included representatives took part in meetings of these committees. The various committees are as

follows:


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1. Alumni Associations

2. Discipline Committee

3. Eco club

4. Cultural Committee

5. Library Committee

6. Grievance & redressal committee

7. Sports tour & excursions committee

8. Extension activities committee.

6. Does the institution have a mechanism to seek and use data and feedback from its graduates and from employers to improve the

preparation of the programme and the growth and development of the institution?

Yes, the institution has a mechanism to seek feedback from students and stakeholders through feedback Performa. They are “

Student Feedback on Teachers” , Students overall evaluations on the programme and Teaching, Feedback on curriculum, Feedback

from school teachers and alumni feedback with the help of these performas, the institution collects the feedback and use the data for

the growth and development of the institution.

5.4 Best Practices in Student Support and Progression

1. Give details of institutional best practices in Student Support and Progression?

The best practices of the institution in student support and progression are:-

* Academic support services as remedial classes, personal guidance, educational tours and trips, seminars, mentor system, use of


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ICT.

* Career guidance and placement services.

* Students‟ representation in academic and administrative work through student council.

* Supportive administrative staff.

* College magazine.

2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous Assessment and

Accreditation with regard to Student Support and Progression ?

Personality developments programmes are organized to encourage students to prepare and participate in different activities. Students

are motivated to develop communication skill. A well- equipped language lab is there for this purpose. Extension lectures are

organized on spiritual, social, educational and personal aspects. A number of students are helped and are now placed in govt. jobs

and different colleges of education. A number of students cleared their NET and, SLET examinations and are carrying out research

work in different universities and research organizations in India and abroad.

CRITERION VI


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GOVERNANCE AND LEADERSHIP

6.1 Institutional Vision and Leadership

1. What are the institution's stated purpose, vision, mission and values? How are they made known to the various stakeholders?

The institution was established in 2005 with the purpose, vision and mission. The purpose of the institution is to give quality teacher

education according to the aims of education to the urban and rural graduates of the surrounding areas. Mission and Vision:

Vedica College of Education, Bhopal aspires to offer quality teacher education to flourish, develop and empower the student –

teacher fraternity and to foster life -long learning.

Education directs the future generation of any country. Education relates and depends on teacher education. Skilled & competent

teachers accelerate growth of education. Teacher is backbone of education. Basic aim is not only to transfer knowledge but to create,

ethical, global & value based society for peace and harmony at international level also.

Values: Devotion, Sacrifice, Justice, Action, Truth, Legality, Truthfulness, Honesty, Sincerity, Tolerance, Discipline and Co-

operation.

The purpose, vision, mission and values of the institution are made known to stakeholders through:

1. Transaction of Curriculum.

2. Organisation of co-curricular activities.

3. Meeting of Alumni.

4. PTA meetings.


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5. Celebration of social and national festivals.

6. Meetings with the principals and staff of practicing schools.

7. Staff meetings.

8. Quarterly meeting of the management.

9. Sharing with the sister institutions.

10. Social gatherings.

11. Inclusive education.

12. Seminars.

13. Workshops

14. Cultural activities.

15. Interaction with Govt., Aided, Private and academic institutions (Regional and national)

2. Does the mission include the institution's goals and objectives in terms of addressing the needs of the society, the students it seeks

to serve, the school sector, education institution's traditions and value orientations?

The college which is giving teacher education to graduate students includes the institution's goals and objectives in terms of

addressing the needs of the society in its mission. The mission of the institute also includes the needs of the students, the school

sector, education institution's traditions and value orientations.

3. Enumerate the top management's commitment, leadership role and involvement for effective and efficient transaction of teaching

and learning process (functioning and composition of various committees and board of management, BOG, etc.).

Vedica College of Education is a privately managed self financed College . It is affiliated to Barkatullah University, Bhopal and

Governed by Department of Higher Education, Govt. of Madhya Pradesh, Bhopal. The college is run by Ayushmati Education and


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Social Society, Bhopal. The decisions for academic and infrastructural needs are taken in the meetings of management which are

held quarterly at least. The decisions are executed by the committees of the college which are constituted in the beginning of every

academic session. Faculty members are the members and conveners of these committees. Curriculum transactions are made as per

the academic calendar.

4. How does the management and head of the institution ensure that responsibilities are defined and communicated to the staff of the

institution?

The Management and the Principal of the college discuss the matter regarding the institution and the same is communicated to the

staff in staff meetings, various committees of the college carry out the duties assigned to them by the Principal.

5. How does the management/head of the institution ensure that valid information (from feedback and personal contacts etc.) is

available for the management to review the activities of the institution ?

The Management and the Principal review the activities of the institution in various meetings of governing body and meetings of the

staff. The Governing body comprises elected office bearers, Principal and staff representatives (teaching and non-teaching). The

flows of decisions are from top to bottom and vice-versa. Every member is given opportunity to express.

6. How does the institution identify and address the barriers (if any) is available for the management to review the activities of the

institution ?

Mission and goals are observed and evaluated in meetings time to time. Barriers are identified if any. These meetings are arranged

with the staff, governing body, students and alumni association. The suggestions are invited from various stakeholders.


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7. How does the management encourage and support involvement of the staff for improvement of the effectiveness and efficiency of

the institutional process ?

There are two levels of management a) Institutions level b) governing body level. At both levels mission, goals, administrative and

institutional objectives/processes are discussed thoroughly. The committees are formed/comprising teaching and non-teaching staff

members for smooth administration. The assignments assigned to various committees are assessed in meetings and head of the

institution keeps been observation on the process. The Management and the Principal encourage making decisions at committee’s

level and promoting decisions taken by democratically.

8. Describe the leadership role of the head of the institution in governance and management of the curriculum, administration,

allocation and utilization of resources for the preparation of students.

The academic activities are observed as per academic calendar prepared at the start of session under the leadership of Principal. The

Principal fulfils the leadership role is governance and management of curriculum by observing the activities done by faculty

members. The infrastructural, material and curriculum resources are fully utilized by the students.

6.2 Organizational Arrangements.

1. List the different committees constituted by the institution for management of different institutional activities? Give details of the

meetings held and the decisions made, regarding academic management, finance, infrastructure, faculty, research, extension and

linkages and examinations during the last year.

The college has constituted various committees like Purchase, Timetable, Skill-in-teaching, examination, building


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construction/maintenance, NCTE/NAAC, extension activities, legal literacy etc. These committees make decisions regarding

academic arrangement, finance, infrastructure, research, extension and examination. Meetings of these committees are held

periodically under the headship of convener and principal. (Annexure)

2. Give the organizational structure and the details of the academic and administrative bodies of the institution.

As described in 6.2.1 organizational structure, academic and administrative purposes the committees works for the purposes they are

meant.

3. To what extent is the administration decentralized ?

Give the structure and details of its functioning. The administration is decentralized by authorizing the various administrative

committees to take decision in respective purposes they are meant. However governing body is constituted of elected office bearers

of general body members, principal, staff representatives, representative of university & government.

The roles assignment/performed by these are as follows:

Principal:

(1) Linkage between university & government & institution.

(2) Framing of different committees and assigning assignments to these.

(3) Certifying pays bills.

(4) Observation of rules.

Affiliating University:

(1) Curriculum Framing .

(2) Examination and award of degree.

(3) Selection of staff.


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(4) Academic norms.

(5) Admissions of B.Ed. and M.Ed. courses.

Governing Body:

(1) Suggestions for functioning of IQAC.

(2) Selection/appointment of employees.

(3) Growth of institution.

4. How does the institution collaborate with other sections/departments and school personnel to improve and plan the quality of

educational provisions ?

The institute collaborates with the following to improve and plan the quality of educational provisions:

(1) Affiliating university.

(2) Dept. of Education, Barkatullah University, Bhopal

(3) Principal and staff of practice teaching schools.

(4) Management.

(5) Alumni association.

(6) Society.

5. Does the institution use the various data and information obtained from the feedback in decision-making and performance

improvement? If yes, give details.


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Feedback is taken from students, alumni and society regarding resources in Library, infrastructure & curriculum, transaction,

performance of teachers and overall performance of institution .The feedback is being used to improve in different aspects.

6. What are the Institution's initiatives in promoting co-operation, sharing of knowledge, innovations and empowerment of the

faculty? (Skill sharing across departments, creating/providing conducive environment).

The institution organizes internal as well inter institutional seminars, workshops, extension lectures, group discussion, refresher

courses etc. to promote co-operation, sharing of knowledge innovations and empowerment of faculty.

6.3 Strategy Development and Deployment

1. Has the institution an MIS in place, to select, collect align and integrate data and information on academic and administrative

aspects of the institution ?

As such the college has no specific provision of MIS but all the information regarding academic and administrative aspects of the

institution are collected collectively.

2. How does the institution allocate resources (human and financial) for accomplishment and sustaining the changes resulting from

the action plans ?

The institution uses two methods for this :

(i) Major action plans are taken up with permission of governing body and funds are engaged accordingly.


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(ii) Minimised funds are allocated with the joint efforts at institutional level.

3. How are the resources needed (human and financial) to support the implementation of the mission and goals, planned and

obtained?

The needed human and financial resources are managed at the institutional level to meet the mission and goals. If needed, help and

assistance is taken from managements.

4. Describe the procedure of developing academic plan. How are the practice teaching school teachers, faculty and administrators

involved in the planning process ?

Academic calendar is prepared at the start of the session. It is prepared keeping in view the university calendar. Particularly for block

teaching, heads and teachers of practice schools are involved. Meetings are held with these stakeholders. Feedback of previous

session is taken into account so that the deficiencies can be removed to strengthen the block teaching.

5. How are the objectives communicated and deployed at all level to assure individual employee's contribution for institutional

development ?

The individual employee has freedom of expression and is made aware of objective of institution. Employees are members of various

administrative committees. The meetings of these committees are held time to time. Contribution of every employees is assured

through the responsibilities given to through administrative committees.


122

6. How and with frequency are the vision, mission and implementation plans monitored, evaluated and revised ?

The vision, mission and implementation are monitored, evaluated and revised timely.

(1) Progress of different assignments/activities is evaluated in meetings of staff and other stakeholders.

(2) Progress and results of assignments are recorded.

(3) Meetings of staff is held before and after of events like annual sports meet and prize distribution function.

(4) Results are considered for next academic session.

7. How does the institution plan and deploy the new technology?

Latest technologies are used for academic and administrative work of the institution. Library is partially computerized. For office

works, computers are used. Well furnished seminar room, computer room and class rooms are available in college.

6.4 Human Resource Management

1. How do you identify the faculty development needs and career progression of the staff ?

Faculty members are allowed to attend seminars, workshops, conferences of state, national and international level organized at

different places. They are also allowed to attend the orientation and refresher courses which are needed for their career promotion.


123

2. What are the mechanisms in place for performance assessment (teaching, research, service) of faculty and staff(Self-appraisal

method, comprehensive evaluations by students and peers). Does the institution use the evaluations to improve teaching research and

service of the faculty and other staff?

Performance of different departments/aspects is assessed through feedback from stakeholders like students, practice school teachers

& heads, alumni and others. However performance assessment of teaching & non-teaching staff is assessed through annual

confidential report. The observations are used to improve teaching, research and other services/aspects of the institution.

3. What are the welfare measures for the staff and faculty? (Mention only those which affect and improve staff well-being

satisfaction and motivation).

1. Fee concession is given to the employee's ward.

2. Scholarship is provided as per govt. norms.

3. Social and cultural festivals are celebrated.

4. During various celebrations, members & officer bearers of governing body are invited. They also motivate the staff for better

performance & cohesiveness.

4. Has the institution conducted any staff development programme for skill up-gradation and training of the teaching and non-

teaching staff ? If yes, give details.


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* For non-teaching staff, institution has provided training like computer & accounts to improve efficiency.

* Demonstration lessons are given by teachers, group discussions are held of educational relevance, activities related to up-

gradation of intellectual as well as professional skills.

5. What are the strategies and implementation plans of the institution to recruit and retain diverse faculty and other staff who have

the desired qualifications, knowledge and skill (Recruitment policy, align these with the requirements of the statutory and regulatory

bodies (NCTE, UGC, University etc.) ?

(1) Faculty is appointed on sanctioned posts on regular basis through the procedure as per norms of govt., university, UGC

and NCTE.

(2) In selection panel, subject experts are appointed by affiliating university.

(3) If necessary, AdhocFaculty is appointed by the Management through selection panel comprises management nominee,

principal and subject experts.

(4) Service conditions are very good.

6. What are the criteria for employing part-time /Adhoc faculty ? How are the party-time/Adhoc faculty different from the regular

faculty ? (E.g. salary structure, workload, specializations). Similar process is adopted for securitining of adhoc/part time faculty.


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* incentives are given to faculty with NET & Ph.D.

* Workload is given as per norms.

7. What are the policies, resources and practices of the institution that support and ensure the professional development of the

faculty ? (E.g. budget allocation for staff development, sponsoring for advanced study, research, participation in seminars,

conferences, workshops, etc. and supporting membership and active involvement in local, state, national and international

professional association).

The institution promotes faculty improvements by :

1. National/state/local level associations

2. Duty leave is provided to faculty to participate in seminars, workshops & conferences etc.

3. Faculty is supported financially (if required) to carry research work.

8. What are the physical facilities provided to faculty ? (Well-maintained and functional office, instructional and other space to carry

out their work effectively).

The institution has sufficient infrastructure for different activities. Separate rooms have been allocated to different clubs and cells.

Rooms have been provided to faculty members of M.Ed. course. Spacious staff room is available in college. Staff quarters are

provided to faculty members. Computer & Internet facilities are available in college for students & faculty members.


126

9. What are the major mechanisms in place for faculty and other stakeholders to seek information and/or make complaints ?

The institution has made a system to get information by faculty members/other stakeholder in the following ways:

(1) Every notice/information from any related agency i.e. university/govt./NCTE/UGC etc are circulated among students and

faculty members.

(2) These are displayed on notice boards.

(3) Office orders of management (related) are given to faculty members.

(4) Society and alumni are informed.

(5) Students and faculty members and other stakeholders are informed by using technological Medias like telephone, SMS

and E-mail.

10. Detail on the workload policies and practices that encourage faculty to be engaged in a wide range of professional and

administrative activities including teaching, research, assessment, mentoring, working with schools and community engagement.

Teaching workload is given to faculty members as per govt./University/NCTE norms. However adjustments are made to promote

faculty members to carry research and professional activities.

11. Does the institution have any mechanism to reward and motivate staff members ? If yes, give details.


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The achievements of staff (teaching & non-teaching) are taken into account and are appreciated in annual report of college at the

time of Annual Prize Distribution Function. Management & Principal also recognizes & appreciates achievements of staff to

motivate for enhancement.

6.5 Financial Management and Resource Mobilization

1. Does the institution get financial support from the government ? If yes, mention the grants received in the last three years under

different heads. If no, give details of the source of revenue and income generated.

The revenue and income generated through fees collected from students.

2. What is the quantum of resources mobilized through donations ? Give information for the last three years.

No donation is taken.

3. Is the operational budget of the institution adequate to cover the day-to-day expenses? If no, how is the deficit met?

Yes, the operational budget of the institution is adequate to cover day-to-day expenses.

4. What are the budgetary resources to fulfil the missions and offer quality programs? (Budget allocations over the past five years,

depicted through income expenditure statements, future planning, resources allocated during the current year , and excess/deficit).

For audited statement please see Annexure


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5. Are the accounts audited regularly? If yes, give the details of internal and external audit procedures and information on the

outcome of last two audits. (Major pending audit paras, objections raised and dropped).

The accounts are audited regularly internally as well as externally. The internal audit is done by Bursar and Principal. C.A. is

engaged for auditing.

6. Has the institution computerized its finance management systems? If yes, give details.

Financial management system is done manually as well as computerized.

6.6 Best Practices in Governance and Leadership.

1. What are the significant best practices in Governance and Leadership carried out by the institution?

Efforts are made to create a conducive teaching-learning environment by following the norms & regulations set up by various

authorities like management, university, HEC, UGC etc.

1. Regular meetings of QAC & IQAC are held to have an over view of the academic environment of the institution.

2. Suggestions made by any of the stakeholder are implemented simultaneously to provoke work-culture.

3. Our institution is primarily academically oriented and student focused.

4. The management best practices envisage the turning out of employable and socially sensitive teachers. The quality culture is

initiated by visionary leadership and achieved by the missionary zeal of the institutional community as a whole.


129

5. The team work is encouraged by the institution & the bond created among different personnel is through working together for

common mission & goals.

Governance and Leadership Additional Information

1. The college has an internal coordinating and monitoring system which functions through various committees.

2. The selection of teaching faculty is done by the duly constituted selection committee.

3. Non-sanctioned posts are filled by the management.

4. One of the senior teacher acts as the college Bursar, for internal audit of expenditure and accounts.

5. There is a Women Cell , Grievance- Redressal Cell in the college.

6. There are representatives of teaching and non-teaching staff in the College Managing Committee.

7. College has not entered into collaboration with other agencies for improving its institutional systems or its management

operations.

The college has constituted different committees for smooth administration of the institution. These committees comprising not only

the faculty members but also involve one member of governing body who is the expert of various areas. The concerned committee


130

consults with the governing body member as and when required. Head of the schools is also consulted for smooth functioning of

teaching practice session. Various awareness programmes are organized with the collaboration of other agencies like Civil Hospital

and Red Cross Society. The institution avails services of J.E. for building construction.

3. The Management of the college has prepared a well defined perspective plan for the improvement and expansion of academic

programmes in the college.

(a) The college has P.G. course in education from 2007-08 with 35 seats.

(b) The institution receives grant-in- aid from UGC time to time for

enrichment of different labs and other infrastructural facilities.

(c) The institution has developed collaboration with other agencies for administration and functioning of this colleges.


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Criterion VII

Innovative Practices

7.1 Internal Quality Assurance System

1. Has the institution established Internal Quality Assurance Cell (IQAC)? If yes, give its year of establishment, composition and


132

major activities undertaken.

Yes, institution has established IQAC in the July Jan 2013 to ensure quality improvement in the entire activities of the institution

_ Designing and implementation of goals and targets of institution for continuous improvement and quality enhancement.

_ Development and application of quality parameters for various academic, co-curricular and administrative activities of the

institution.

_ Development and application of innovative practices regarding academic transaction, students achievement evaluation, teachers

evaluation, teaching methods, research work and co-curricular activities etc.

_ Promotion of extension activities, seminars, workshops and training programmes etc.

_ Collaboration with different stakeholders i.e. teaching, non-teaching staff, students, students, parents, members of governing body

and other community members to achieve the goals and unity of the institution.

2. Describe the mechanism used by the institution to evaluate the achievement of goals and objectives.

Different committees constituted by the college critically analyze the efforts made by the institution to evaluate the achievement of

goals and objectives. It also involves this evaluation of feedback received from students, Head of practice, teaching schools, alumni

members and community members. All the feedback and evaluation are discussed in meetings comprising Principal, teaching and non-

teaching staff twice in an academic session. The suggestions received from different concern are included for execution in next session

activity plan.

3. How does the institution ensure the quality of its academic programmes ?


133

Curricular part of the academic programme is framed by the Barkatullah University and is followed by the institution with additional

aspects as per the need of the students. In order to ensure the quality of its academic programmes, the institution made Academic

Calendar comprising different academic and co-curricular activities before the commencement of the session. In includes extra classes,

notes facility, organization of seminars, workshops, discussions which facilitate the slow learners and also the students of excellence.

Quality of academic programmed is also ensured by discussing the matter in regular meetings of staff and principal.

4. How does the institution ensure the quality of its administration and financial management processes?

The institution adopted a decentralized process for administration and financial management. Different administration committees are

formed at institutional level comprising one senior faculty member as convener and two as members. Students are also involved in the

administration through various bodies like Academic Committee, Discipline Committee, Library Committee, Cultural Committee etc.

All the committees plan and execute the development of the institution. Financial management process is as per norms. Institution has a

purchase committee comprising three senior teachers. A senior lecturer works as bursar. Annual auditing is done by the chartered

accountant.

5. How does the institution identify and share good practices with various constituents of the institution.

In order to identify and share good practices with all constituents, the institution has made proper co-ordination by organizing periodical

joint meetings of administrative and academic constituents interaction with the constituents helps in identifying and sharing good

practice. Assessment performas are being used by different constituents regarding curriculum transaction, evaluations library etc.

7.2 Inclusive Practice


134

1. How does the institution sensitise teacher to issues of inclusion and the focus given to these in the national policies and the school

curriculum.

Faculty members get the knowledge about the policies and issues regarding inclusive education through newspapers, journals,

periodicals and internet. Discussions, seminars and extension lectures are also organized on this issue in the campus. Teacher

educators conduct research work in inclusive education and promots the same in P.G. students.

2. What is the provision in the academic plan for students to learn about inclusion and exceptionalities as well as gender differences

and their impact on learning?

In B.Ed. and M.Ed. there is theory paper through which students get theoretical knowledge’s about the exceptional children. The

institution organizes different activities like poster making, slogan writing, debate and poetic recitation based on inclusion and

gender difference. The institution also organizes extension activities, extension lectures and seminars etc to sensitize the students

regarding this issue.

3. Detail on the various activities envisioned in the curriculum to create learning environments that foster positive social

interaction, active engagement in learning and self-motivation.

_ In B.Ed. curriculum there are project works/work experiences which are related to community survey like (polio drive and

first aid) , Mid Day Meal etc.

_ Students visits other schools for educational and social interaction.


135

_ The institution celebrates important days and organizes other programmes in which community and alumni members are

invited who provide an opportunity to the students to interact with them.

4. How does the institution ensure that student teacher develop proficiency for working with children from diverse

backgrounds and exceptionalities?

Through different theory papers, students are provided knowledge about individual differences of children and proper care and

handling of them. Before the commencement of the teaching practice session, the institution provides orientation to the student

teachers to understand each child individually to give them personal attention, especially the children with special needs.

5. How does the institution address to the special needs of the physically challenged and differently-abled students enrolled

in the institution ?

The institution provides basic facilities such as ramps and smooth floor, special library facilities are provided to meet the needs of

physically challenged and differently-abled students enrolled in the institution. Special attention and personal guidance is provided

by the teachers to the students of partial sightedness and low hearing.

6. How does the institution handle and respond to gender sensitive issues (activities of women cell and other similar bodies

dealing with gender sensitive issues) ?

The Institution is aware to handle gender sensitive issues. Women cell is active in the college. Special care is taken to avoid any

discrimination. Women Cell ensures the active participation of girl students in every programme organized by the institution.


136

Usually mixed groups are constituted for different purposes. Some of the activities of the women cell are: -

--- Celebration of International and National Women's Day.

--- Extension lectures on gender sensitive issues like women empowerment, female foeticide etc

--- Poster Making.

--- Debate.

--- Speech.

--- Awareness Programmes.

7.3 Stakeholder Relationships

1. How does the institution ensure the access to the information on organizational performance (Academic and

Administrative) to the stakeholders?

The institution ensures the access to the information on organizational performance to the stakeholders by displaying them on

display board of the college, local newspapers, college magazine and on its website also. The institution invites stakeholders in

different activities/functions organized in college campus and share institutional achievements and student’s excellence with them.

2. How does the institution share and use the information/data on success and failures of various, processes, satisfaction and


137

dissatisfaction of students and stakeholders for bringing qualitative improvement ?

Data regarding various academic and administration aspects are collected from students and stakeholders through feedback

Performas and through discussions at the time of different activities. Collected data is being shared and discussed in different

committees to bring qualitative improvement.

3. What are the feedback mechanisms in vogue of collected collate and data from students, professional community, Alumni

and other stakeholders on program quality? How does the institution use the information for quality improvement?

Different questionnaires are formed to gather information from stakeholders on program quality. The feedback is shared and

discussed by staff members. Every possible effort is done for quality improvement if any shortcoming is highlighted by

stakeholders.The institution has developed certain performas to collect data from students and stakeholders. The students are to fill

the performas in between after the completion of the programme regarding teachers quality, evaluation of the programme and other

facilities. Community members are also invited time to time to give suggestion for quality improvement. The student teachers also

give feedback through suggestion box. All the collected feedback and suggestions are considered after analysis for quality

improvement.

Following are the core values reflected in the various functions of the institution: -

_ The institution provides equal opportunities to various academic, co-curriculum and administrative activities.

_ Discussion, Seminars and Workshops are organized on current issues related to social and educational development.


138

_ B.Ed. and M.Ed. students are encouraged to select the topics for their project work and dissertation related to students

problems regarding their educational, emotional and social adjustments.

_ The institution develops a well planned community linkage programme through celebration of various awareness

programmes, alumni association, annual function and extension lectures etc.

_ The institution collaborates with other institutions and universities through teacher educators involvement in academic and

administrative support to these institutions and university.

_ The institution provides opportunity to teacher educators for professional and personal growth.

_ The institution the opportunity to the student teachers to develop their teaching competencies through various sessions of

skill-in-teaching.

_ The institution links ICT with traditional curriculum transaction methods.

_ Social, moral and spiritual values are developed among students through various activities and extension lectures.

_ Decentralized mechanism is adopted for administration. For planning and implementation of different issues, different

stakeholders are taken into account.

_ Feedback mechanism is adopted from different corners for quality improvement.


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_ The Governing Body, Principal and faculty members are dedicated to realization of mission, vision, goals and values of

the institution which are target to national integration, peace humanity and international harmony.

****

VEDICA COLLEGE OF EDUCATION Dept. of Education

Time Table (M.Ed.)

Session 2011-12

Days

Period

I

II

III

12.15 to

1.00pm

IV

V

VI

VII

9.30am to

10am pm

10.0am to

10.45am

10.45am

to

11.30am

11.30am to

12.45am

1.00 to

1.45pm

1.45 to 2.30pm 2.30 to 3.05pm 3.05 to 4.30pm

Core- III Part -

I

Core -II Core –I

Part-I

Core- III

Part - I

Optional –II


140

Monday

PRAYER

Dr. Devrat

Shukla

Mr.Rajesh

Pandey

Ms.

Ashiwani

Joshi

LUNCH

-do- V Unit

Dissertation

LIBRARY

Tuesday -do- -d-o -do- -do- IV Unit Psychology

Practical

Wednesday -do- -do- -do- -do- II Unit

Thursday Optional-I

Ms. Deepti

Solanki

Core – III

Part –II

Optional -I

III Unit

Friday -do- -do- -do- -do- I Unit

Saturday -do- -do- -do- -do-

SEMINAR


141


Time Table (B.Ed.)

Session 2012-13 S.NO DAY 9.30AM TO

10 .00AM

PERIOD –I

10 TO 10.45

PERIOD-II

10.45 TO 1.30

PM

PERIOD – III

11.30 TO

12.15 PM

12.15 TO

1.00 PM

PERIOD –IV

1.00 TO 1.45

PERIOD-V

1.45 TO

2.30

PERIOD – VI

2.30 TO 3.05

PERIOD –

VII

3.05 TO

3.35

3.35pm to

4.30pm

1 MONDAY

Period-I Period-II Period-III

LUNCH

Period-IV Period-V Period-VI Period-

VII

LIBRARY

PRAYER

Teacher in

Energ. Indian

Society

Development of

Educational

system

Dev. Of

Learner &

Teaching

Learning

Process

Essentials of

Edu. Tech. &

Management

Hindi/Engl

ish/Sanskri

t /Urdu

Environment/

Population

Edu.

Science/Ma

ths Social

Science

2 TUESDAY do do do do do do do do

3 WEDNESDAY do do do do do do do do

4 THURSDAY do do do do do do do do

5 FRIDAY do do do do do do do do

6 SATURDAY do do do do do do do do


142


Time Table for (D.Ed.) -1st Year

Session 2011-12

Day 9.30am to 10am pm 10.0am to 10.45am 10.45am to 11.30am 11.30am to 12.15am 12.15 to

1.00pm

1.00pm to 1.45 1.45 to 3.00

MONDAY Assembly and

Prayer Introduction to

skill and

Demonstration

Break Introduction to

skill and

Demonstration

Method

- I Work Experience

LIBRARY

TUESDAY “ Preparation of

Micro plan and

Teaching

Break Preparation of

Micro plan and

Teaching

“ “

WEDNESDAY “ Re- Teaching Break Re- Teaching “ “

THURSDAY “ Introduction to

skill and

Demonstration


skill and

Demonstration

Method

– II “

FRIDAY “ Preparation Break Preparation “ “

SATURDAY “ Re- Teaching Break Re- Teaching “ “


143


Time Table for (D.Ed.) -2st Year

Session 2012-13

Day 9.30am to 10am pm 10.0am to 10.45am 10.45am to 11.30am 11.30am to 12.15am 12.15 to

1.00pm

1.00pm to 1.45 1.45 to 3.00

MONDAY Assembly and

Prayer Introduction to

skill and

Demonstration


skill and

Demonstration

Method

- I Work Experience

LIBRARY

TUESDAY “ Preparation of

Micro plan and

Teaching

Break Preparation of

Micro plan and

Teaching

“ “

WEDNESDAY “ Re- Teaching Break Re- Teaching “ “

THURSDAY “ Introduction to

skill and

Demonstration


skill and

Demonstration

Method

– II “

FRIDAY “ Preparation Break Preparation “ “

SATURDAY “ Re- Teaching Break Re- Teaching “ “


144

eks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

Admission and

Orientation

Theory

Tutorials/ Seminars

Sessional Work –

Tests &

Assignments

Data Collection

Preparation of

Internship:

Demonstration/

Observation of

lessons/ micro

teaching/

simulations

Practice Teaching/

Internship

Co-curricular

Activities

Working with

community/ project

work

VEDICA COLLEGE OF EDUCATIONBHOPAL SESSION 2012-13

Mapping of Academic Activities of the Institution M.Ed


145

End-Term

Examination


146

eks 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33

Admission and

Orientation

Theory

Tutorials/ Seminars

Sessional Work –

Tests &

Assignments

Data Collection

Preparation of

Internship:

Demonstration/

Observation of

lessons/ micro

teaching/

simulations

Practice Teaching/

Internship

Co-curricular

Activities

Working with

community/ project

work

End-Term

Examination

VEDICA COLLEGE OF EDUCATIONBHOPAL SESSION 2012-13

Mapping of Academic Activities of the Institution B.Ed

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