bhutta college of education ludhiana

BHUTTA COLLEGE OF EDUCATION

LUDHIANA

SSR-2015

www.bcedldh.org [email protected]

A

Self Study Report


For

Accreditation Cycle - II

Submitted to

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL P.O. BOX NO. 1075, NAGARBHAVI

BANGALORE, KARNATAKA -560072

http://www.bcedldh.org/

mailto:[email protected]


LUDHIANA

SSR-2015


B




LUDHIANA

SSR-2015


C

SSR-Bhutta College of Education, Ludhiana 2015

All rights reserved. No part of this report may be reproduced, stored in the

retrieval system, or transmitted, in any form or by any means - electronic,

mechanical, photo copying, recording or otherwise without the prior permission

of Bhutta College of Education, Ludhiana

Report for submission to:

NAAC, P.O. Box 1075, Nagarbhavi, Bangalore, Karnataka

and for internal circulation only

Typed at:

Computer Laboratory of

Bhutta College of Education, Ludhiana




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CONTENTS

PARTICULARS Page No.

Certificate of Compliance

Declaration

Contents

PART-I 1-33

A. Profile of the Institution 2-5

B. Criterion wise Inputs 5-33

PART-II 35-217

A. Executive Summary

B. Criterion Wise Analysis

CRITERIA-I: CURRICULAR ASPECTS 38-51

1.1 Curricular Design and Development

1.2 Academic Flexibility

1.3 Feed Back On Curriculum

1.4 Curriculum Update

1.5 Best Practices In Curricular Aspects. Measures

Undertaken By the Institution during the Last Five

Years in Curricular Aspects for Sustaining and

Enhancing Quality

1.6 The Planned / Implemented Innovations / Best

Practices in Curricular Aspects

CRITERIA-II: TEACHING, LEARNING AND

EVALUATION

52-72

2.1 Admission Process and Student Profile

2.2 Catering To Diverse Needs

2.3 Teaching Learning Process

2.4 Teacher Quality

2.5 Evaluation Process and Reforms

2.6 Best Practice in Teaching-Learning and Evaluation

Process




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CRITERIA-III: RESEARCH, CONSULTANCY AND

EXTENSION

73-116

3.1 Promotion of Research

3.2 Research and Publication Output

3.3 Consultancy

3.4 Extension Activities

3.5 Collaborations

3.6 Best Practices in Research, Consultancy and

Extension

CRITERIA-IV: INFRASTRUCTURE AND

LEARNING RESOURCES

117-152

4.1 Physical Facilities

4.2 Maintenance of Infrastructure

4.3 Library as a Learning Source

4.4 ICT as Learning Resources

4.5 Other Facilities

4.6 Best Practices in Infrastructure and Learning

Resources

CRITERIA-V: STUDENT SUPPORT AND

PROGRESSION

153-181

5.1 Student Progression

5.2 Student Support

5.3 Student Activities

5.4 Best Practices in Student Support and Progression

CRITERIA-VI: GOVERNANCE AND LEADERSHIP 182-206

6.1 Institutional Vision and Leadership

6.2 Organization of Arrangements

6.3 Strategy Development and Deployment

6.4 Human Resource Management

6.5 Financial Management and Resource Mobilization

6.6 Best Practices in Governance and Leadership

CRITERIA-VII: INNOVATIVE PRACTICES 207-217

7.1 Internal Quality Assurance System




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7.2 Inclusive Practices

7.3 Stakeholder Relationships

7.4 Other Features of Significance

MAPPING OF ACADEMIC ACTIVITIES i

SCENARIO OF TEACHER EDUCATION IN PANJAB ii

APPENDICES

A. Time Table B.Ed. 2014-15 iii-iv

B. Syllabus B.Ed. 2014-15 & 2015-17 v-viii

C. Academic Calendar 2014-15 ix-xx

D. Master Plan of the Institute xxi

E. Sample of Student Feedback on Curriculum & Faculty xxii-xiv

F. Audit Reports and Income Expenditure Statement xxv-xxx

G. Recognition order of NCTE xxxi-xxxii

H. University Results 2014-15 xxxiii-xl

I. Sample of Feedback on Practice Teaching xli-xlvii

J. A copy of latest affiliation orders bu Panjab

University, Chandigarh

xlviii

K. Abbreviations xliv-li




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Part - I

INSTITUTIONAL DATA

(A) Profile of the Institution

(B) Criterion - Wise Inputs




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FORMAT FOR SELF APPRAISAL REPORT

PART - I

INSTITUTIONAL DATA

(For the institutions/Department offering programmes recognized by the National

Council for Teacher Education)

A. Profile of the Institution

1. Name and address of the institution : BHUTTA COLLEGE OF EDUCATION

V.P.O. BHUTTA,

DISTRICT LUDHIANA - 141206

2. Website URL : www.bcedldh.org

3. For Communication : V.P.O. BHUTTA,

DISTRICT LUDHIANA - 141206

Office

Name

Telephone

Number with

STD Code

Fax

No. E-Mail Address

Head / Principal

Dr. Sonu Grewal 0161-5030797 - [email protected]

Vice-Principal

Self-appraisal Co-ordinator

Ms. Mandeep Bhullar

0161-5030798

99149-19153 - [email protected]

Residence

Name Telephone Number

with STD Code E-Mail Address

Head/Principal

Dr. Sonu Grewal 0161-2453882 99140-19898

Vice-Principal

Self-appraisal Co-ordinator

Ms. Mandeep Bhullar - 89687-49869

4. Location of the Institution

Urban Semi-urban Rural Tribal

Any other (specify any indicate)






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5. Campus area in acres:

6. Is it a recognized minority institution? Yes No

7. Date of establishment of the institution:

MM YYYY

08 2006

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.

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. AutonomousCollege

iv. AffiliatedCollege

v. Constituent College

MM YYYY

- -

MM YYYY

- -

5 acres

PANJAB UNIVERSITY, CHANDIGARH




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vi. Dept. of Education of Composite College

vii. CTE

viii. Any other (specify and indicate)

11. Does the University / State Education Act have provision for autonomy?

If yes, has the institution applied for autonomy?

12. Details of Teacher Education programmes offered by the institution:

Sr.

No. Level

Programme

/ Course

Entry

Qualification

Nature of

Award Duration

Medium of

instruction

i) Pre-primary

Certificate

Diploma

Degree

ii) Primary/

Elementary

Certificate

Diploma

Degree

iii)

Secondary /

Sr.

Secondary

Certificate

Diploma

B. Ed Graduation Degree 1year*

(2014-15)

English,

Hindi, Punjabi

iv) Post

Graduate

Certificate

Diploma

Degree

v) Other

(specify)

Certificate

Diploma

Degree

*2 year duration from current session 2015-17

Yes No

Yes No




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13. Give details of NCTE recognition (for each Programme mentioned in Q.12

above)

Level Programme OrderNo.

& Date

Valid

up to

Sanctioned

Intake

Pre-primary

Primary/Elementary

Secondary /

Sr. Secondary

Post Graduate

Other (specify) B.Ed

(Additional rows may be inserted as per requirement)

Order No. & Date

UNIT 1: NRC/NCTE/F-3/PB-320/2006-3564 APNO-02706 dated 07.08.2006.

UNIT 2: NRC/NCTE/F-7/PB-538/2007-29265APNO-04663 dated 29.09.2007.

UNIT 3: NCR/NCTE/F-3/PB-563/2008-39956 APNO- 5021 dated 28.02.2008.

Revised Order: NRC/NCTE/PB-320,PB-538,PB-563/2015 dated 27.05.2015

B) CRITERION-WISE INPUTS

CRITERION I: CURRICULAR ASPECTS

1. Does the Institution have a stated

Vision

Mission

Values

Objective

Yes No

Yes No

Yes No

Yes No




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

If yes,

a) How many programmes?

b) Fee charged per programme

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. Methods-15 Options-6 Crafts-6

M.Ed. (Full Time)

M.Ed. (Part Time)

Any other (specify & indicate)

6. Are there Programmes offered in modular form

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

been introduced

Yes No

01

B.Ed-67,000

Yes

Yes No

01

Yes No

Number 01

Yes No

Number 01




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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 Yes No

• Academic peers Yes No

• Alumni Yes No

• Student Yes No

• Employers Yes No

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?

Yes No

Number 01

Yes No

Number -

Yes No

Number 01

--




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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)

(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 28.07.14

b) Date of last admission 23.09.14

c) Date of closing of the academic year 06.06.15

d) Total teaching days 181

e) Total working days 226

3. Total number of students admitted

Programme Number of students Reserved Open

M F Total M F Total M F Total

D.Ed.

B.Ed. 30 247 277 20 105 125 1 0 1

Yes No

Yes No




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Programme Number of students Reserved Open

M F Total M F Total M F Total

M.Ed.

(Full Time)

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 19305.00

b) Unit cost including salary component 54733.25

(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.

B.Ed. 81% 50% 76% 45%

M.Ed. (Full Time)

M.Ed. (Part Time)

Yes No

-




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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.

B.Ed. 65% 25% 10%

M.Ed. (Full Time)

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

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?

Yes No

Yes No

1 4

1 0

1 4

4 5

4

9 0

4

No. of Lessons in

simulation

10 No. of Lessons Pre-

practice teaching

10




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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.

B.Ed. 20% 80%

M.Ed. (Full Time)

M.Ed. (Part Time)

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

Any other (Specify and

Indicate)

Web cameras ,Video

conferencing Interactive Board

Yes No

Yes No

0 2

4

0 2

4




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

19. 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 & EXTENSION

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

strength

2. Does the Institution have ongoing research projects?

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

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

Yes No

Number 04

Yes No

Number 01 0.2 %

Yes No

Funding agency Amount (Rs) Duration

(years)

Collaboration, if any

World Panjabi

Council

Rs.50,000/- 1 Year Collaboration with Baba Khajan

Das College of Management

Technology

3




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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)?

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

Yes No Number

International Journals 16

National journals: Referred papers

Non-reffered papers

07

Academic articles in reputed magazines / news papers 05

Books 05

Others 08

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

Yes No

Yes No

Yes No

Number 12

-

01

-




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

years):

Faculty Students

National Seminars 115 05

International Seminars 52 84

Any other academic forum 05 02

11. What types of instructional materials have been developed by the institution?

(Mark ‘’ for yes and `X’ for No.)

Self-instructional materials

Print materials

Non-print materials (e.g. teaching

Aids/audio-visual, multimedia, etc.)

Digitalized (Computer aided instructional materials)

Question bank

Any other (specify and indicate)

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?

Yes No

Yes No

Yes No




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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.

7. Does the institution have networking/linkage with other institutions/

organizations?

CRITERION IV: INFRASTRUCTURE & 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 Labs(s) Yes No

d) Education Technology Lab Yes No

e) Computer Lab Yes No

f) Workshop for preparing Yes No

teaching aids

Yes No

Local level

State level

National level

International level

01

2368.76

Nil




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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?

9. Total number of posts sanctioned

Open Reserved

M F M F

Teaching -- 13 4 1

Non-teaching --

Yes No

6000

5125

51000

NIL

50




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10. Total number of posts vacant

Open Reserved

M F M F

Teaching -- -- -- --

Non-teaching -- -- -- --

11. a. Number of regular and permanent teachers (gender-wise):

Open Reserved

M F M F

Lecturers --- 13 3 1

Readers --- --- --- ---

Professors --- --- --- ---

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

Open Reserved

M F M F

Lecturers --- --- 1 ---

Readers --- --- --- ---

Professors --- --- --- ---

c. Number of teachers from

Same State 17

Other State 1

12. Teacher student ratio (program-wise)

Programmes Teacher student ratio

D.Ed.

B.Ed. 1:15

M.Ed. (Full Time)

M.Ed. (Part Time)




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13. a. Non-teaching staff

Open Reserved

M F M F

Permanent --- 2 7 2

Temporary --- --- --- ---

b. Technical Assistants

Open Reserved

M F M F

Permanent 1 --- --- 1

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)

59

16. Is there an advisory committee for the library?

17. Working hours of the Library

On working days

On holidays

During examinations

Yes No

18:13

59.94%

7

4

8




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18. Does the library have an Open access facility?

19. Total collection of the following in the library

a) Books 12532

- Textbooks 1280

- Reference Books 1208

b) Magazines 8

c) Journals subscribed 18

- Indian Journals 2

- Foreign Journals Yes

d) Peer reviewed journal

e) Back volumes of journals

f) 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

Yes No

12532

222.3

110




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22. Which of the following services/facilities are provided in the library?

Circulation

Clipping

Bibliographic compilation

Reference

Information display and notification

Book Bank

Photocopying

Computer and Printer

Internet

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?

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

Yes No

200

15 DAYS

1 Month

3

7




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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 II III

Number Total

cost (in

Rs.)

Number Total

cost

(in

Rs.)

Number Total

cost (in

Rs.)

Text books 100 4755/-

Other books 34 10859 24 8200 53 30624/-

Journals/Periodicals 18 5590 18 5590 18 5590/-

Any other (Subject

related books)

469 68029 476 82569 333 49034/-

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.

B.Ed. 0.34 5.76 3.97

M.Ed. (Full Time)

M.Ed. (Part Time)

11252:277

0.1%

2500




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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)

UG PG M.Phill

I II III I II III I II III

Pass percentage 100% 100% 100%

Number of first classes 295 278 259

Number of distinctions 20 43 27

Exemplary performances

(Gold Medal and

university ranks)

3

6. Number of students who have passed competitive examinations during the

last three years (provide year wise data)

I II III

NET 3 2 4

SLET/SET - - -

CTET/TET 2 4 5

Yes No

Yes No

Yes No

20




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

past three years.

Financial Aid I II III

Merit Scholarship

Merit-cum-means scholarship

Fee concession 7 6 6

Loan facilities

Installment Facility 48 45 50

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

9. Does the institution provide Residential accommodation for:

Faculty Yes No

Non-teaching staff Yes No

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

If yes, number of students residing in hostels

Men

Women

11. Does the institution provide indoor and outdoor sports facilities

Sports Fields Yes No

Indoor Sports Facilities Yes No

Gymnasium Yes No

12. Availability of rest rooms for Women

Yes No

Yes No

Yes No

01

-




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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/organized.

(Excluding college day celebration)

17. Give details of the participation of students during the past year at the

university, state, regional, national and international sports meets.

Participation of students

(Number)

Outcomes

(Medal achievers)

State -

Regional 5 -

National -

International -

Yes No

Yes No

Yes No

Organized Participated

Yes No Number Yes No Number

Inter-collegiate 01 06

Inter-university 01

National

Any other (specify and

indicate) Participation in

sister concern institutions




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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

23. Is there a placement cell in the institution?

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

the past three years.

Year 1 Year 2 Year 3

14 18 16

Yes No

Yes No

Yes No

Yes No

Year 1(%) Year 2(%) Year 3(%)

Higher studies 31.7% 39% 30.6%

Employment (Total) 24% 25.5% 34%

Teaching

Non teaching

19% 18.5% 28.6%

5% 6.5% 5.4%

Yes No

2007




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24. Does the institution provide the following guidance and counseling

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 3

Staff council 8

IQAC/or any other similar body/committee 4

Internal Administrative Bodies contributing to quality

improvement of the institutional processes. (mention only

for three most important bodies)

Library Committee,

Academic Council ,

Research Cell 14

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

staff of the institution?

Loan Facility Yes No

Medical Asssitance Yes No

Insurance Yes No

Other (Specify & indicate) Yes No

Yes No




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4. Number of career development programmes made available for non-

teaching staff during the last three years.

2012-13 2013-14 2014-15

1 1 2

5. Furnish the following details for the past three years

(a) Number of teachers who have availed the Faculty Improvement

Program of the UGC/NCTE or any other recognized

organization

4

b. Number of teachers who were sponsored for professional

development programmes by the institution

2012-13 2013-14 2014-15

National 3 5 4

International 0 2 1

c. Number of faculty development programmes organized by the

Institution:

2012-13 2013-14 2014-15

1 1 2

d. Number of Seminars / Workshops / Symposia on Curricular

Development, Teaching-learning, Assessment, etc. organized by the

institution:

2012-13 2013-14 2014-15

--- 1 1

e. Research development programmes attended by the faculty:

2012-13 2013-14 2014-15

2 1 1




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f. Invited / Endowment Lectures at the institution:

2012-13 2013-14 2014-15

2 3 2

Any other area (specify the programme and indicate)

2012-13 2013-14 2014-15

1 --- ---

6. How does the institution monitor the performance of the teaching and non-

teaching staff?

(a) Self-appraisal Yes No

(b) Student assessment of faculty performance Yes No

(c) Expert assessment of faculty performance Yes No

(d) Combination of one or more of the above Yes No

(e) Any other (specify and indicate) Yes No

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 NIL

Fees 12611730

Donation NIL

Self-Funded Courses NIL

Any other (Specify & Indicate) NIL

Yes No

8 hours




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9. Expenditure statement (for last two years):

Year 1 Year 2

Total sanctioned Budget 14624077.00 16493383.12

%spent on the salary of faculty 67.3% 59.94%

%spent on the salary of non-teaching employees 4.2% 4.04%

%spent on books and journals 0.4% 0.1%

%spent on developmental activities (expansion of

building)

- -

%spent on telephone, electricity and water 0.9% 0.8%

%spent on maintenance of building, sports

facilities, hostels, residential complex and student

amenities, etc.

0.7% 0.1%

%spent on maintenance of equipment, teaching

aids, contingency etc.

0.6% 0.5%

%spent on research and scholarship (seminars,

conferences, faculty development programs,

faculty exchange, etc.)

0.2% 5.8%

%spent on travel 6.8% 6.3%

Any other (specify and indicate) 2.8% 3.8%

Total expenditure incurred 84% 81.38%

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.

1844429.82 ---

--- 2991506.05

--- 2895806.75

11. Is there an internal financial audit mechanism?

Yes No




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12. Is there an external financial audit mechanism?

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

Administration Yes No

Finance Yes No

Student Records Yes No

Career Counselling Yes No

Aptitude Testing Yes -- No

Examination / Evaluation / Assessment Yes No

Any other (specify & indicate) Yes No

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 decision taken by the institution during the last three years

approved by a Competent authority?

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

temporary / ad hoc / Guest Teaching Staff?

Yes No

Yes No

Yes No

Yes No

Yes No




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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




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

institution?

Category Men % Women %

a SC 16 59.25% 55 22.00%

b ST 0 0.00% 0 0.00%

c OBC 4 14.81% 55 22.00%

d Physically Challenged 1 3.70% 2 0.80%

e General Category 7 25.92% 142 56.80%

f Rural 14 51.85% 117 46.80%

g Urban 13 48.14% 133 53.20%

h Any Other (specify)

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

Category Teaching

Staff

% Non

Teaching

Staff

%

a SC 4 22.22 4 30.76

b ST --- --- ---

c OBC 1 5.5 1 7.69

d Women 14 77.77 4 30.76

e Physically Challenged 1 5.5 --- ---

f General Category 13 72.22 8 61.53

g Any other (specify) --- --- --- ---

5. What is the percentage incremental academic growth of the students for the

last two batches?

Category At Admission

On completion of the

course

Batch I Batch II Batch I Batch II

SC 54.26% 54.41% 77.26% 62.65%

ST NIL NIL NIL NIL




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Category At Admission

On completion of the

course

Batch I Batch II Batch I Batch II

OBC 53.00% 56.37% 67.57% 65.96%

Physically challenged NIL NIL NIL NIL

General Category 57.14% 59.36% 74.65% 66.37%

Rural 55.89% 58.54% 78.46% 64.81%

Urban 54.11% 55.73% 68.98% 65.37%

Any other (specify)




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Part - II

EVALUATIVE REPORT

(A) Executive Summary

(B) Criterion - Wise Analysis




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A. EXECUTIVE SUMMARY:

Bhutta College of Education is a teacher training institute established in 2006 by

Keharnam Memorial Educational Society (Regd.) Bhutta College of Education is

a temple of teacher education in the heart of Panjab. We strive to build up

creative, imaginative & innovative teachers and our efforts are to provide this

leadership in a highly professional manner. As Mahatma Gandhi said-"You must

be the change you wish to see in the world!" We feel that the secret of success is

to be ready for that opportunity when it comes. As the old Chinese saying goes-it

is better to light one candle than curse the darkness! We ensure that our resources

are not only adequate but the best in the field of education-from our school plant

to its equipment, a well stocked library, adequate grounds, facilities, transport, a

conducive & disciplined environment, and above all highly qualified team of

teachers to train & guide you through the year to produce what we think shall be

teachers empowered with the latest skills & knowledge to meet present & future

global challenges in human resources.

Since the last Accreditation the institution has developed Collaborative Learning

Management System that has contributed to quality enhancement. The portal

enables Staff, students, Management, Parents and peers to interact on a common

platform and ensures availability of information regarding attendance, activities

and course content and related presentations. The web portal encourages peer

reviews on content and contributes to quality enhancement through

interdisciplinary inputs.

The staff has engaged in Professional Development by undertaking online

learning programs like MOOCs and also involve prospective teachers in online

learning to keep pace with recent developments and technology. The institution

has involved Teacher Educators in making use of new teaching and Learning

Techniques likeMicroLearning, Open Source Management System and Open

Source Courseware.

The college has developed an ICT Resource center with all the required facilities

to fulfill the needs of Teacher training program and development of required

competencies for the global market. Semester system has been introduced.




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Student centered and ICT based teaching has been emphasized. Student-Teacher

diary and teacher work record, online courses, open source courseware, Blog

creation was introduced.

The library is digitalized and study material is available offline and online.The

college updates its website and important information regarding course, outline

syllabi, academic calendar, faculty details, important academic bodies and

activities are displayed on the website.

Other quality sustenance and enhancement measures undertaken by the

institution are:

Interactive Board has been installed in class rooms.

Wi- Fi facility is made available to both students and faculty members.

Bandwidth has been increased to 30 Mbps.

Library has been digitized.

E- Journals and e- books have been made available in the library.

CLMS has been introduced.

Open Source learning softwares has been made available.

Publication of the research journal JASEM

WI-FI Campus

Publication of books by the institution and the staff

Collaboration with Local, National and International organizations

Enrollment of three staff members in Ph.D course

Availability of softwares that are helpful in research

An increased bandwidth for high speed network

Formation of IDLF

Development and Implementaton of CLMS

Facilitating the participaton of students and faculty in Global Learning

Communities through Massive Online Opensource Educational Programs

The institution designates one faculty members as In-charge of the Placement

Cell to arrange and co-ordinate placement activities required funds are provided




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to meet the expenses for postal, telephonic service and conveyance and

organization of activities of cell. Separate room for Placement cell, required

stationary, college cell phone, computer and internet facility is provided for

smooth functioning of placement cell. The College also has a Grievance

Redressal Cell to address and settle the grievances of the students and faculty

through sensible and satisfactory interactions and guidance.

Feedback is taken from the PTs, Alumni Association, Parents, Principal and

teachers of practice teaching schools and subjects it to its analysis. The analytical

reports are passed on to the management for perusal and follow up work. Also

this report is placed before the staff of the college. While preparing the next year

academic plans the preceding year’s suggestions, feedback analysis and results

are taken into consideration. Attempt is made to sustain and reinforce the

appreciable and take corrective / reformative steps in regards to not so good or

poor performance for quality enhancement and sustenance.




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B. CRITERION -WISE ANALYSIS:

CRITERION I: CURRICULAR ASPECTS

1.1 CURRICULAR DESIGN AND DEVELOPMENT:

1.1.1 State the objectives of the institution and major considerations

addressed by them? (Intellectual, Academic, Training, Access to the

Disadvantaged, Equity, Self development, Community and National

Development, Issue of ecology and environment, Value Orientation,

Employement, Global trends and demands etc.)

The objectives of the institution are:

To offer employable, affordable, globally relevant and socially responsible

quality smart education for prospective teachers as per need of the national

/ international job market.

To evolve and implement a new curriculum of teacher’s education that

would equip the prospective teachers and teacher educators with the

competencies requisite of 21st century issues and challenges for the

integrated development of teachers.

To develop and apply innovative methods/ processes/ practices/

technologies / new literacies for improvement of teaching-learning

environment.

Enabling prospective teachers to understand the significance of individual

differences among students and to adopt appropriate strategies for their

equitable optimum development.

To enhance self confidence among the future teachers and to develop their

proper attitude towards teaching.

Encouraging prospective teachers to join transnational learning

communities through online educational programs and open source

learning software / materials.

To conduct research programs, organize forums / conferences / seminars /

webinars and publish proceedings / scholarly books / peer reviewed

research journals for the advancement of capacities to teach and learn.

To undertake and promote such programs that will enhance the aims of

pedagogy, develop community linkages, social justice and democratic

values, provide extension services for sustainable development, encourage

cooperation with other academic institutions and establish relationships

with the organizations who are involved in the production and

dissemination of educational products and services.




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1.1.2 Specify the various steps in the curricular development processes.

(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 institution follows the syllabus prescribed by Panjab University,

Chandigarh based on the guidelines of the NCTE.

According to the guidelines provided by statutory bodies the knowledge

and skill related designs are prepared. The content to be taught and

delivered is selected and prepared after faculty discussions.

Available resources for teaching and learning and methodologies are listed

and selected as per the cultural, economic, social, intellectual needs and

background of the learners at institutional level and activities are planned

accordingly.

Suggestions and feedback on curricular aspects is sought from students,

faculty, employers, stakeholders and Principals of practicing schools and

reviewed and analyzed by IQAC and curriculum review committee.

Feasible and relevant suggestions are incorporated in the curriculum

framework of the institution.

The institution also imbibes international outlook on various curricular

aspects and curricular development through its international linkages. The

college prepares its academic calendar for effective implementation of the

curriculum.

1.1.3 How are the global trends in teacher education reflected in the

curriculum and existing courses modified to meet the emerging needs?

B.Ed syllabi is revised and modified from time to time by the Affiliating

University to meet emerging needs.

The college develops its curricular framework keeping in view global

trends and emerging needs of education by referring to use of Open Source

material and International learning softwares like Moodle.

The staff and students refer to and enroll in Massive Online Open Courses

offered by International Universities. The courses offer unlimited

participation and open access via the web and provide interactive user

forums to support community interactions between students, teachers

and teaching assistantsapart from traditional course materials such as video

lectures, readings, and problem sets.

Staff participates in International Symposiums and Conferences to be

aware of global trends in teacher education.




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1.1.4 How does the institution ensure that the curriculum bears some thrust

on national issues like environment, value education and ICT?

The institution ensures inclusion of environmental issues, value education

and ICT through Extension Education and Consultancy Services and

inclusion of Environmental Education and ICT as subjects in the

curriculum.

The institute organizes many activities to create awareness among

prospective teachers about environmental issues. The college regularly

conducts surveys and awareness programmes to sensitize community on

environmental issues like waste management and water conservation.

A project on Waste Management was carried out by students and staff of

the college in nearby villages for sensitizing people with concern for the

environment.

The college has been organizing rallies and street plays on social and

environmental issues such as Gender sensitization, cleanliness and

hygiene, drugs de-addiction, women education and road safety etc in

nearby areas.

The institute emphasizes the use of ICT in teaching and encourages the

teachers as well as pupil teachers to make maximum use of internet and

new technologies.

The institute has developed Collaborative Learning Management System

(CLMS) and faculty uploads teaching learning material, notices,

attendance and work assigned etc on the portal for students.

Workshops on Digital Literacy have been organized by the institute to

encourage use of ICT among staff and students.

Discussions and Expert talks are also held regularly to emphasize the use

of audio visual teaching aids, power point presentations, project based

learning and language learning etc.

Value Education is ensured by organizing activities such as morning

assembly and through group activities and expert talks.

1.1.5 Does the institution make use of ICT for curricular planning? If yes

give details.

Yes, the institute makes maximum use of ICT to obtain teaching and

learning material. The students and faculty prepare teaching aids, power

point presentations, assignments and projects based on ICT. Student

teachers prepare ICT based lesson plans and deliver these plans during

teaching practice. Teacher Educators guide students to make wise use of

internet, open source courseware like Moodle, use of interactive boards

through demonstration lessons. The faculty members regularly upload the




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course planner, assignments, projects and question banks of their

respective subjects on CLMS for reference. The teachers participate

actively in online teaching learning groups for knowledge sharing and

inputs on curricular planning.

1.2 ACADEMIC FLEXIBILITY:

1.2.1 How does the institution attempt to provide experiences to the

students so that teaching becomes a reflective practice?

The institution plans and executes varied teaching learning experiences in

order to make teaching learning a reflective practice.

Different teaching methods and approaches such as active learning, project

based learning, co-operative learning, experiential learning, collaborative

learning, case studies, gamification and role playing are used by Teacher

Educators to ensure student-centered interactive learning. Such methods

engage the prospective teachers actively in teaching learning process and

ensure student learning at reflective level.

College provides open structured learning environment that prompts

students to explore their creative potential.

The CLMS developed by the college contributes in bringing together

reflections of various stakeholders – Students, Staff, Management, Parents,

Peers as they interact on a common platform and contribute towards

improvement and enrichment of teaching and learning process.

Micro teaching workshops are organized every year in the college in order

to train the students in the use of micro skills. Teacher educators

demonstrate all the skills by using modern teaching aids along with

theoretical explanation of the skills.

Students are provided with practical experiences of the real classroom

situations through teaching practice twice a year, in which students learn to

face and solve classroom problems in real situations.

Students are also encouraged to undertake action research related with

various class room problems which contributes a lot in making teaching

learning process a reflective practice.

1.2.2 How does the institution provide for adequate flexibility and scope in

the operational curriculum for providing varied learning experiences

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

The institution provides sufficient experiences to the students for adequate

flexibility in operational curriculum. Learning experiences provided to the

students are varied and need based.

College makes proper strategic planning on curricular aspects followed by

detailed and fragmented planning for executing the same, keeping in view




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the influencing factors such as objectives of the institution, institutional

culture, individual learning and learners.

The curricular aspect is planned keeping in view micro learning that

provides ample scope for flexibility and diversity in varied learning

experiences.

Students can choose and opt from list of 5 elective options and 15 subjects

available.

Flexibility in the curriculum is also ensured by providing options to

students to choose crafts/options & prepare teaching aids as per their

interests, aptitudes and feasibility.

Provision of library period in time table also provides scope for various

learning experiences.

Discussions and group methods provide opportunities for variety of

learning experiences.

Project work is assigned to students and students are required to complete

it by making visits and interacting with the community.

Students participate in excursions and tours and gain varied experiences.

Students undergo Teaching Practice in schools where they gain

experiences through observation and teaching in real situations. Student

Teachers also organize activities in Schools and interact with students and

Staff of the School and gain varied experiences.

1.2.3 What value added courses have been introduced by the institution

during the last three years which would for example, develop

communication skills (verbal and written), ICT skills, life skills,

community orientation, social responsibility etc.

The institution follows the syllabi framed by Panjab University,

Chandigarh strictly and curricular framework is developed accordingly

with thrust on IT. Information and Communication Technology (ICT) has

already been introduced as one of the compulsory subject in B.Ed

curriculum. The institution organizes some value added activities regularly.

Life Skills: The College organizes 15 days Workshop on Life Skills and Personality

Development, in collaboration with Department of Lifelong Learning and

Extension, Panjab University, Chandigarh.The workshop aims at

developing various life skills like time management, stress management,

leadership, decision making and empathy etc.

Principal Dr. Sonu Grewal is a certified Master Trainer for Life Skills and

addresses students and staff for developing Life Skills.




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Communications Skills:

A new subject communication and Employability skills was introduced in

the B.Ed curriculum in the year 2014 by P.U, Chd.

Workshops on communication skills are conducted regularly.

Mock Interviews and group discussions are conducted in smallgroups and

students are guided to develop effective communicationskills.

ICT Skills:

Information and Communication Technology is also a compulsory

component in B.Ed curriculum.

CAI is a regular practice at BCED and Staff and students make use of ICT

in teaching and learning.

Staff and students engage in Online Learning Courses like MOOCs.

Community Orientation and Social responsibilities:

The College organizes NSS camps regularly at college level.Activities like

Tree plantation, community awareness programs and rallies to address the

social issues are organized in collaboration with practicing schools in

nearby villages.

Environmental Awareness programs are organized by staff and students in

nearby villages.

1.2.4 How does the institution ensure the inclusion of the following aspects

in the curriculum?

Interdisciplinary / Multidisciplinary

B.Ed course is interdisciplinary by nature. All subjects are interrelated with

each other and revolve around the learner as the pivot of education.

Moreover the necessary correlation is precisely drawn upon between the

taught subjects while teaching.

The institution also ensures inclusion of development of various aspects of

the learner through the subjects taught.

Staff of various disciplines interact with each other during Staff

Presentations and discussions held regularly and discuss interdisciplinary

aspects.

CLMS acts as a common platform for peer review where students and

teachers of different disciplines may comment and give their inputs on

assignments and teaching and learning material uploaded for reference.




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Multi skill development

The institution includes multi skill development in its curriculum by organizing

activities and programs that involve development and practice of skills like

teaching skills, employability skills, technical skills, and communication skills,

skills of listening, speaking, reading and writing.

Students are engaged in work experience programs (Crafts) and Simple

expressional competencies (drawing and painting) for developing creative

skills.

School experience program (teaching practice), and Practical work in

laboratories develops teaching skills.

Students are assigned field work projects, to develop their communication

skills and social skills.

Expert talks and discussions develop skills like patience, listening,

speaking, analyzing the situation etcamong the students.

Different clubs like Science club, Maths club, Language club etc. organize

various activities that develop team skills, leadership skills, literary skills

and skills like pictorial explanation and sequential development of

concepts etc.

Practice Teaching:

Pupil teachers undergo teaching practice of 45 days in various approved

schools under the supervision of faculty.

Before going for practice students undergo preparation sessions in the

college that include observations, micro teaching, simulated teaching and

pre-practice sessions under the guidance of faculty.

School Experience / Internship

As a part of school experience program, teaching practice of 45 days is

organized in two parts in a session.

Teacher Educators guide prospective teachers to frame time table, plan and

deliver lectures, and prepare teaching aids. Students are asked to deliver

lessons with the use of modern teaching aids such as use of power point

presentations, practicing ICT based teaching learning and learning by

doing.

The prospective teachers organize various curricular activities like debate

competitions, calligraphy, speech, essay writing competitions along with

the regular teaching under the supervision of teacher educators.

They also organize other activities like morning assembly, quiz, art and

painting activities and sports day etc.




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Tree plantation and activities like rallies and street plays on environmental

and social issues are an important feature of school experience program.

During teaching practice students are also asked to undertake action

research in their respective schools. At the end of teaching practice a

school report along with Action Research report is prepared and submitted

by the prospective teachers.

Work Experience/ SUPW

Students get opportunities to practice various skills under compulsory

crafts subjects like gardening, computer craft, environmental education,

health and physical education, candle making, card board making and

interior decoration etc.

Dignity of labor is developed through these crafts among the students and

these crafts enable them to earn and pursue a vocational supportive

activity.

Students learn to work in a team, to act patiently, to listen to others, to act

rationally and to co-operate with others.

They are evaluated on the basis of their performance in internal as well as

external examinations.

Any Other

Micro teaching workshops are conducted every year which include

demonstrations of micro skills, and lesson planning before the commencement of

teaching practice.

Relevant training is provided by mentors in the preparation of different type of

lesson plans, time table, attendance registers, question papers, and blue prints.

Practice sessions for writing, checking and correction of lesson plans and

simulated teaching are organized by the college.

Prospective teachers are guided to organize various co-curricular activities in

school.

1.3 FEEDBACK ON CURRICULUM:

1.3.1 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 seeks feedback and suggestions from various stake holders

through a well defined mechanism.




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Periodic meetings of Curriculum Review Committee comprising Principal,

Staff and elected Student Council provides feedback to the Management

about the functioning of the college.

Feedback and suggestions are sought from alumni on methodology and

curriculum through alumni meetings and feedback Performa.

Feedback is also gathered from Heads and teachers of the practicing

schools through discussions and feedback Performa.

Results of the students are analyzed critically to gather feedback about

teaching styles of the teachers and to improvethe same.

A suggestion box has been put up in college premises to seek suggestions

and feedback from students.

Feedback from students on practice teaching, curricular aspects, and

teachers is sought.

1.3.2 Is there a mechanism for analysis and use of the outcome from the

feedback to review and identify areas for improvement and the

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

same.

Yes, feedback is sought from different stakeholders through feedback

forms, discussions and meetings and forwarded to curriculum review

committee and peer review committee for analysis. Relevant and feasible

suggestions are forwarded to Administrative Bodies of the college and

approved suggestions are implemented at institutional level. Suggestions

regarding curriculum are also forwarded and discussed in curriculum

revision workshops and meetings at University level attended by the

Principal and faculty.

1.3.3 What are the contributions of the institution to curriculum

development (member of BoS/ sending timely suggestions, feedback)

etc. The institution follows the syllabi prescribed by Panjab University,

Chandigarh. The University organizes meetings and workshops regularly

for discussing the changes to be brought in the syllabus according to

emerging needs. The faculty members participate actively in syllabus

revision meetings/workshops conducted by Affiliating University.

The Principal and faculty are active members of various national and

international academic bodies like AIEAR, IATE, GERA, International

Professional Development Association (ipda), IASC etc and information,

knowledge and broader perspectives shared in discussions in these bodies

is forwarded to administrative bodies of the University in the form of

suggestions.




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1.4 CURRICULUM UPDATE:

1.4.1 Which courses have undergone a major curriculumrevision during the

last five years? How did these changes contribute to quality

improvement and students satisfaction? (Provide details only of the

major changes in the content that has been made)

Ans.: B.Ed syllabi has been revised and upgraded by NCTE and Panjab

University, Chandigarh and significant changes have been made during last

five years.

During session 2014-15 Semester System was introduced in B.Ed

examinations. Division of marks for internal and external marks was also

modified to some extent.

Another major change in B.Ed curriculum from the year 2015 is the

change of the duration of B.Ed course from one year to two year course.

There has been a thorough revision in the course outline with addition of

many new subjects and redefining of many.

New Subjects like Language Across the Curriculum, Understanding

Disciplines and Subjects, Participation in Sports and Yoga, Pre-Internship

1 &2 (Two weeks), Learning and Teaching, Drama and Art in Education

(EPC-II), Knowledge and Curriculum, Creating Inclusive Schools, Gender

School and Society, Understanding the Self (EPC-III), Reading and

Reflecting on Text (EPC-IV), and Optional Subjects i.e. Peace Education,

Vocational and Work Education have been introduced.

Subjects Philosophical and Sociological Bases of Education, The Learner

Nature and Development, Teaching Learning process and Evaluation, ICT

Skill development, Methodology of Teaching and Teaching practice have

been redefined as Contemporary India and Education, Childhood &

Growing up, Assessment for Learning and Understanding of ICT (EPC-I),

Pedagogy of school subject I & II, School Internship (16 Weeks) and

major additions have been made in the syllabus of the other subjects.

New work experience based subject Performing Arts has been added in the

subject Simple Expressional Competencies.

Duration of School Experience Program has been increased from 45 days

to one semester of teaching practice and 20 days of observation in schools.

All these changes are in accordance with the current scenario of education

and emerging trends and demands of the social and educational structure.It

will help the students to widen their mental horizons and develop a broader

perspective. The two year course will hopefully make teacher training

more comprehensive, intensive and relevant.




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1.4.2 What are the strategies adopted by the institution for curriculum

revision and update? (need, assessment, student input, feedback from

practicing schools etc.)

The institute adopts varied strategies and methods for curriculum revision

and update. Relevant suggestions are sought from different sources like

feedback forms filled by the students, notings of the meetings of faculty

members, suggestions given by the teachers and Heads of practice teaching

schools, feedback from members of alumni association are discussed and

analyzed by the review committee for analysis and improvements are made.

Suggestions sought from alumni regarding recent trends and needs and

demands of the job sector shared through their work experiences are studied

and implemented as far as possible. The suggestions are also forwarded to

the affiliating University.

1.5 BESTPRACTICES IN CURRICULAR ASPECTS:

1.5.1 What is the quality sustenance and quality enhancement measures

undertaken by the institution during last five years in curricular

aspects?

The IQAC of the institution has been making continuous efforts for quality

sustenance and enhancement and innovative & constructive practices. The

college works in the direction of achieving Global Perspectives in the

local context for quality enhancement. The college has undertaken many

developmental initiatives in this regard.

Being the first institution with smart campus catering to the global

job market we have taken the following measures in the last five years

The college has strengthened its internet connectivity by increasing its

Band Width to 30 Mbps.

ICT Resource Center has been set up for the staff as well as for the

students, where students are made familiar with the use of latest

technologies in education. They are provided with the training of using

interactive boards, L.C.D projectors, overhead projectors etc. Emphasis is

put on maximum use of ICT during classroom teaching, simulated teaching

and micro teaching.

Videoconferences and Webinars are organized for participation

ofInternational peers.

Learning Softwares like Moodle and Grovo are being used for quality

enhancement.

Another major step taken by the institution in this direction was the

development of Collaborative Learning Management System (CLMS). The

staff members regularly update information regarding the teaching learning

material, attendance of the students and assignments on the web portal.




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The portal ensures availability and interaction of all stakeholders including

employers, Heads, staff, students and parents on a common

platform.Content uploaded on the portal is viewed and referred by peers

and encourages interdisciplinary learning.

The institution has set up an International Digital Literacy Forum to create

and spread digital awareness among staff, students and community. The

forum organized conferences and workshops to contribute towards creating

a digital society.

Innovative practices of teaching are adopted for curriculum.

Feedback is obtained from various stakeholders on regular basis and is

analyzed for quality enhancement.

Labs like language lab, social sciences lab, mathematics lab, psychology

lab etc. are upgraded regularly as per requirements for quality sustenance.

Faculty development is encouraged and ensured through participation and

presentations in seminars/conferences and symposiums. National and

international seminars, workshops, conferences and faculty development

programs are organized regularly in the college.

The college library is upgraded every year according to the recent

developments and needs of the curricula.

The college has an active research cell that encourages faculty members

and students to engage in research work. In the year 2013-14, college

launched its Research journal, ‘Journal of Advanced Studies in Education

and Management’ bearing ISSN 2350-0492.

1.5.2 What innovations / best practices in ‘Curricular Aspects’ have

beenplanned / implemented by the institution?

The institution has adopted innovative and best practices in curricular

aspects and Management, Head and faculty members have been facilitating

innovations in teaching and learning.

A major step in this regard is enrollment of staff and students in Massive

Online Open Courses to acquaint themselves with the latest trends in

education. The courses referred are offered by National and International

Universities and make the staff and students members of global learning

community thus widening mental horizons.

The faculty refers to Open Source Courseware and Open source Learning

Management Systems like Moodle.

The faculty engages in interdisciplinary and inter college staff

presentations in which recent and emerging trends and technologies are

discussed and shared.




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National and International collaborations contribute towards

conceptualization and planning of innovative practices and reflections on

international trends.

The use of ICT in curricular planning and implementation has been

focused and constructive steps have been taken in this regard. The faculty

and students make use of interactive boards in teaching and learning.

Student presentations are supported by use of ICT.

Video Conferencing is encouraged for knowledge sharing and concept

clarification among peers.

Expert talks of eminent educationists are organized for broader perspective

and outlook on curricular framework and development.

Training sessions and mock interviews help in identifying gaps and make

necessary modifications in the curricular framework.

Suggestions taken from prospective employers help in studying demands

of the job market and are incorporated in the curricular framework.

Additional Information to be provided by Institutions opting for Re-

accreditation / Re-assessment

1. What are the main evaluative observations/suggestions made in the

first assessment report with reference to curricular aspects and how

have they been acted upon?

OBSERVATIONS:

Follows the curriculum designed by Panjab University Chandigarh &

NCTE

The academic programs are in tune with the goals and objectives of the

institution.

Offer 1 UG programs and provisions for various options in choosing two

methods of teaching and one optional subject as a paper.

Course offered is self-financing.

Formal feedback on curriculum is obtained from the students.

Feedback on curriculum is analyzed and suggestions are communicated to

the BOS.

Curriculum revision is being done by the University every three years.

Curricula are revised through the outcomes of tutorial meetings, class room

discussions and faculty meetings.

09 optional and 36 Teaching subjects points to academic flexibility.




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SUGGESTIONS:

Take good initiative for catering to inclusion/integration of ICT in

curriculum

The college has made ICT, online educational programs, Open Source

Learning Software and enhanced connectivity its main strength of the

curricular framework and all activities in regard to planning and

implementation of the curriculum are transacted with ICT. An ICT

Resource Centre has been developed which is well equipped with all recent

educational aids like interactive board, Projectors, high speed internet

connectivity with a band width of 30 mbps and learning softwares. Staff

and students engage in ICT based teaching and learning.ICT based Lesson

Plans are demonstrated by faculty and delivered by students during

Teaching Practice.

2. What are the major quality sustenance and enhancement measures

Undertaken by the institution since the previous assessment and

accreditation.

Since the last Accreditation the institution has developed Collaborative

Learning Management System that has contributed to quality

enhancement. The portal enables staff, students, management, parents and

peers to interact on a common platform and ensures availability of

information regarding attendance, activities and course content and related

presentations. The web portal encourages peer reviews on content and

contributes to quality enhancement through interdisciplinary inputs.

The staff has engaged in Professional Development by undertaking online

learning programs like MOOCs and prospective teachers are also involved

in online learning to keep pace with recent developments and technology.

The institution has involved Teacher Educators in making use of new

teaching and learning techniques like Open Source Management System

and Open Source Courseware.




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CRITERION II: TEACHING-LEARNING AND EVALUATION

2.1 ADMISSION PROCESS AND STUDENT PROFILE:

2.1.1. Give details of the admission process and admission policy (criteria for

admission, adherence to the decisions of the regulatory bodies, equily

access, transparency etc.) of theinstitution?

Admission to B.Ed course is done through Online Centralized Counseling

by the Federation of Self Financed Colleges of Education (Regd.) Punjab.

Students are admitted through Merit list prepared during online centralized

counselling. The minimum eligibility for admission to B.Ed course is 50%

marks for general category and 45% marks for the reserved categories at

graduation level. Eligibility, division of seats and reservation of seats is

according to the latest notification issued by Punjab Government,

Department of Higher Education and NCTE and Panjab University,

Chandigarh norms.

2.1.2. How are the programs advertised? What information is provided to

prospective students about the program through the advertisement

and prospectus or other similar material of the institution?

B.Ed. program offered by the institution is advertised through National

Daily Newspapers, Electronic media, hoardings, College Website, and

information board of sister institutions. Advertisements through print &

electronic media provide information about the location of the college,

seats available, salient features of the institute transport facility, campus

facilities, and information about faculty and academic results of the

previous years.

The prospective students are provided all essential information in the

prospectus / information brochure / leaflets that reflects the vision,

mission, objectives of the institution, fee structure, rules and regulations.

The course structure, subject combinations, syllabi, faculty details,

activities undertaken, achievements of the institution, participation and

organization of co-curricular activities are shared with prospective students

in the prospectus. It helps them to comprehend the vision, methodology,

teaching-learning activities and academic environment of the institution

and facilitates their decision for admission to the course.




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2.1.3. How does the institution monitor admission decisions to ensure that

the determined admission criteria are equitably applied to all

applicants?

The Institution has transparent admission process followed as per

guidelines of Federation of Self Financed colleges and the norms of NCTE

and Affiliating University are strictly followed. College formulates

Admission Committee to monitor admission process of B.Ed. course. The

Committee remains vigilant of information, updates and circulars of

Federation, NCTE, Panjab University and State Govt. regarding the

admission process. All the information and decisions regarding admission

procedure and fees are displayed on the college notice board and web site.

Information centre and help desk facilitates the students and remains active

from 9:00 am to 5:00 pm. during the admission process.

2.1.4. Specify the strategies if any, adopted by the institution to retain the

diverse student population admitted to the institution. (e.g. individual

of diverse economic, cultural, religious, gender, linguistic,

backgrounds and physically challenged) The institution has prospective teachers from different academic,

economic, cultural, religious, social, linguistic backgrounds. The

institution identifies varied needs of the diverse student population through

student information data base maintained by the institution. The curricular

frame work is developed keeping in view diverse student needs and there is

ample scope for flexibility and varied learning experiences for the learner

to choose as per his background, academic level, interest and abilities.

The Institute assists the economically weaker students by facilitating them

with fee concessions, installment facility and to avail state scholarships

(Minority and Category).

Book bank facility is made available for such students.

Festivals and important days of all sects of society are celebrated by

student teachers for integration. Every student is encouraged to share and

represent his / her culture and participate in various cultural activities as

well as in morning assembly.

The college has a women supportive environment and activities

encouraging women empowerment are facilitated. Girl student

representatives are chosen and Women Grievance Redressal Cell addresses

issues and needs of female students.

The college ensures use of varied methodologies which cater to the diverse

needs of students of different academic and intellectual background.

Academic achievers are felicitated for encouragement and remedial

teaching is arranged for academically weak students.




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The institute is located in the rural area and has many students from rural

background. Interaction of urban and rural students is facilitated and

required exposure to technology and recent trends is provided to rural

students as per their needs.

2.1.5 Is there a provision for assessing student’s knowledge/needs and skills

before the commencement of teaching programs? If yes give details on

the same.

Yes, the institution assesses student’s knowledge / needs and skills before

the commencement of teaching program. Student database is prepared after

identifying needs and skills of students through entry Performa which

helps in assessing the same. Every academic session begins with the

orientation program. The teacher educators introduce the nature and

structure of teaching subjects and options to the students. The students are

engaged in discussion regarding course structure and schedule and this

helps in judging the knowledge, needs and skills of student-teachers.

Teaching skills of student teachers are assessed in the beginning of the

session and again at the end of the session after the students have attended

teaching practice. The institution organizes Talent Hunt just after the

completion of the admission process to identify skills and abilities of

students in co-curricular aspects.

2.2 CATERING TO DIVERSE NEEDS:

2.2.1 Describe how the institution works towards creating an

overallenvironment conducive to learning and development of the

students?

The institution provides an innovative and creative globally networked

environment to the prospective teachers for effecting global perspectives in

local contexts. Student teachers are competently trained to face challenges

of the modern era. The curricular framework is structured keeping in view

needs and backgrounds of the learners and there is adequate scope for

flexibility and provision of diverse and varied learning experiences to

facilitate teaching and learning and develop appropriate and conducive

environment. The faculty members use innovative and latest teaching

methods according to the needs of the students. Teachers address student

queries by giving individual attention by adopting suitable methods. Every

student is allotted a mentor for guidance. Student grievances are forwarded

to grievance readdressal committee and followed up. The institution has

the facility of well equipped ICT Resource Centre, Computer Lab and

updated library and laboratories where student teachers are given

instruction & knowledge as per their requirements. Faculty is self-




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motivated to use various kinds of teaching aids such as chalk board, chart,

model, pictures, internet, OHP, LCD Projectors and computers in the

classroom for effective presentation of the content matter.

Student teachers are also given first-hand experience in preparation and

handling of various kinds of audio visual aids. Each student teacher

prepares teaching aids including charts, models, slides, transparencies,

chalk, duster, pointer, flash board and power point presentations in each

teaching subject. Student teacher is also encouraged to use more & more

teaching aids in their actual classroom teaching or at practice teaching.

All the student teachers are trained well enough to handle the modern

technological aids like Computers, OHP, Slide Projector, LCD Projectors,

and Internet etc. in the classroom teaching.

The institution provides an environment to the student teachers where

along withthe academic growth of the student teachers cultural, social,

intellectual, moral, mental & professional growth is also taken into

consideration. The institution organizes various cultural programs from

time to time for developing all the aspects of personality of the student

teacher. In these programs student teachers are encouraged to participate

and organize activities. Faculty acts as guidance force for them. All the

activities of the programme are managed by the student teachers. Various

inter house competitions are also organized at college level for the student

teachers to foster sense of competition among them. Morning assembly is

also organized at the institution regularly. The institution tries its best to

inculcate the moral & spiritual values among the student teachers through

morning assembly. It is compulsory for every student teacher to participate

in the morning assembly in which they perform any activity i.e. speech on

any topic, News Reading or thought for the day according to his/her own

interest. All these activities are included to foster moral, social, spiritual &

national values among the student teachers. Besides this, student teachers

are encouraged to participate in the various competitions & workshops

held at other colleges.Other activities organized for their personality

development are community participation, games & sports, work

experiences, classroom seminars, extension lectures etc.

2.2.2 How does the institution cater to the diverse learning needs of the

students?

The institution makes use of student information database, entry form

filled at the time of admission and feedback of interaction sessions to

identify the varied needs of prospective teachers. These diverse learning




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needs are addressed by adopting varied methodologies and innovative

practices that have ample scope for flexibility and provision for varied

learning experiences for the learners wherein they have the freedom to

choose as per their needs. The curricular framework is planned keeping in

view individual differences. Academic differences are catered through

remedial teaching and economically weak students are given Book Bank

facility and concession in fee and transport.

2.2.3 What are the activities envisioned in the curriculum for the

studentteachers to understand the role of diversity and equity in

teaching learning process?

Student teachers are trained with the perspective that every class has

diverse student population belonging to different backgrounds and having

different needs and capacities. The student teachers are trained to be

sensitive to individual needs and individual differences. Student teachers

undertake Case Studies and Action Research to identify & understand

issues and challenges of teaching & learning under the supervision of staff.

Student teachers are given maximum exposure to handle class situations

during teaching practice and are guided to organize class and co-curricular

activities by involving all students to help them understand role of equity

in teaching & learning.

2.2.4 How does the institution ensure that the teacher educators

areknowledgeable and sensitive to cater to the diverse students needs? The institution has well qualified and experienced faculty appointed by

selection committee constituted by affiliating body Panjab University. The

staff engages in various trainings and workshops to upgrade their

knowledge and skills to handle diverse needs of students and update

themselves with recent developments in education. Teacher educators are

prepared to manage diverse learning needs of students through visit to

schools of different kinds, orientation to different teaching methods, and

demonstrations by experienced teachers. During meetings with school

Heads, the educational needs of the schools and the policy directions are

communicated. School teachers are oriented about guiding and assessing

student performance. Workshop on Life skills has been organized by the

college to equip prospective teachers with knowledge & skills to handle

varied students needs.




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2.2.5 What are the various practices that help student teachers develop

knowledge and skills related to diversity and inclusion and apply them

effectively in classroom situations?

The college provides a wide variety of such practices which enables

student-teachers to be innovative & skillful and adopt human values.

Student teachers are engaged in Extension Lectures, Daily display of

thought of eminent thinkers & Educationists on display board and

celebration of important days of all sects of society. Students are

encouraged to organize various activities in the college and duties /

responsibilities are assigned accordingly under the supervision of the staff.

It is ensured that all students are involved in such activities. Group

activities are organized to enable student teachers to understand diverse

needs and backgrounds of learners. College provides an optional subject in

B.Ed course i.e. “Education of children with special needs” which

acquaints them with the diverse needs of different children. College also

organizes visits to special schools to sensitize them with the abilities and

needs of differently abled children. Thus all the above mentioned practices

help the student teachers to develop knowledge & skills related to diversity

and inclusion & apply them effectively in the classroom situation.

2.3 TEACHING-LEARNING PROCESS:

2.3.1 How does the institution engage students in “Active Learning”? (Use

of learning resources such as library, web site, focus group, individual

projects, simulation, peer teaching, role-playing, interships, practicum

etc.)

The institution engages students in active learning by assigning them

individual projects, allocation of separate library period for self study,

construction of knowledge through Internet, group learning/peer

discussions, simulated teaching, practice teaching, and seminars. Keeping

in view diverse learning needs, the faculty encourages team learning so

that student teachers develop positive attitudes, co-operative work habits

and understanding of needs of students with different academic /

intellectual / social backgrounds. Experiential learning is emphasized and

projects are assigned for self-learning. Students are encouraged to

participate in various inter-college competitions. Student teachers are

engaged in preparation and use of Power-Point aided Presentations and

ICT based lesson plans.

2.3.2 How is ‘learning’ made student - centered? Give a list of the

participatory learning activities adopted by the institution and those,




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which contributed to self-management of knowledge, and skill

development by the students?

Learning activities planned in the curricular framework are structured

keeping in view varied needs, interests & abilities of the students. Student

is the pivot of the teaching & learning practice, and methodologies,

selection & delivery of content & supporting activities are selected and

implemented according to the student needs. It is ensured that

methodology & activities involve students in an active mode. The college

always aims at the overall development of personality of the student

teachers so as to make effective & competent teachersand vigilant and

valuable citizens. A variety of programs have been organized and planned

by the college to follow student centered approach such as by allowing

students to construct his/her knowledge by providing healthy environment

such as library, Computer, Internet facility, forming self-help group to

solve their own problems, constituting Houses to organize academic and

Co-curricular activities, exposing students to Schools visits. Various

teaching methods are used like project method, group discussion method,

problem solving method, field trip, extension activities etc.

Almost all student teachers are invariably involved in various activities and

programs of the college. Tutorial groups and guidance & counseling cells

are established to solve the student teachers academic, personal, career and

social problems. The teacher educator changes his/her methodology and

uses various teaching aids to make concept easy & understandable to the

student and precisely diagnose the problems of the student teacher by oral

testing, written test, class test, house examination and then provide them

necessary remedies accordingly. Student-teachers are motivated to visit

library regularly to keep themselves updated by reading newspaper,

magazine, journals, reference books & periodicals etc. Regularity,

punctuality and discipline is maintained in the college by a body of student

teachers i.e. Student Council and Discipline committee. Extension lectures

& competitions are organized to cater to the student teacher needs.

Training in handling hardware and software is also provided to the

prospective teachers in order to meet the requirements of the modern

classroom. During this training, student teachers are taught about the use of

OHP & LCD projectors, using CD-ROM or DVD and T.V. in the class

room. Student-teachers are offered a variety of optionsin all the optional

papers where student teachers are free to choose any option as per their

requirement or interest.




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2.3.3 What are the instructional approaches (various models of teachings

used) and experiences provided for ensuring effective learning? Detail

any innovative approach /method developed and/ used.

The college ensures integration of traditional as well as latest learning

methodologies to impart instruction & providing various learning

experiences to the prospective teachers. Instructional approaches like

heuristic method, interaction, models, project method, problem solving

method, experimentations, e-learning method etc. are used in the college to

provide sufficient scope for effective learning.

The college has developed CLMS in which the teacher identifies the topic

and content to be taught and the key word along with few thought

provoking questions related to the content are put up on the portal for

student reference. The next day the teacher delivers the lesson in a manner

which ensures maximum student participation and uploads the class notes

along with the PPT and videos (if any). Questions for evaluation are

uploaded and the students attempt these questions online. The assignments

are reviewed by the staff and peers.

2.3.4 Does the institution have a provision for additional training in models

of teaching? If yes, provide detail on the models of teaching and

number of lesson given by each student.

Yes, the institution provides training in models of teaching to students.

Concept steps and educational use of various teaching models like

Suchman inquiry training model, Flanders interactive model, Bruner’s

concept attainment model, are discussed and shared with the students.

Basic knowledge of these models provides effective learning experiences

to the student teachers. Students are supposed to prepare lesson plan based

on models of teaching. Special sessions are being devoted for the

preparation of lesson plans and related requirements. Various aspects of

lesson planning such as stating objectives in behavioral terms, division of

content in specific heads, using appropriate methodology, use of various

A.V. aids, how to present the content, dealing with the students,

controlling classroom activities, using chalkboard etc. are discussed in

detail. Student-teachers are provided with adequate training in delivery of

model lesson presentation before starting their micro-teaching and teaching

practice in the schools. Before the commencement of micro teaching

lessons student-teachers are well aware of micro teaching, its concept,

requirement & various teaching skill. Demonstration lesson in each skill

and in each teaching subject is presented before the student teachers by the

teacher educators. Besides, all the student-teachers are well oriented about




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various kinds of methods and strategies in the theory of their respective

teaching subjects. Efforts are made on to train the students to teach through

e-learning material.

2.3.5 Does the student teacher use micro teaching technique for developing

teaching skills? If yes, list the skills practiced and number of lessons

given by each student per skill.

Yes, pupil teachers use micro teaching technique for developing teaching

skills. Initially they are well oriented about the concept, phases and cycle

of micro teaching. Then detailed information including, meaning,

components, criteria & observation etc. is provided to them about each

skill. After that the teacher educator presents a demonstration lesson on

each skill in various teaching subjects. Student-teachers observe this

demonstration lesson and then discussion follows where doubts and

queries of the student-teachers are clerified. After observing the

demonstration lesson student teachers presents their micro lesson

according to the skill assigned. Every student-teacher delivers 5 Micro

lessons in each teaching subject for practicing the following teaching

skills.

Introduction of lesson

Skill of Questioning

Skill of Stimulus Variation

Skill of Reinforcement

Skill of Chalk Board writing

Skill of Set Induction

Student-teachers practice a particular skill till he/she achieves

mastery over the skill. Regular feedback is given to him/her by his/her

peers and teacher in charge for improvement. After getting mastery over

various skills student-teachers integrate various skills and deliver 5 macro

lessons in each teaching subject in simulation conditions. These macro

lessons are of the time duration of 35-40 minutes. Every time, student-

teacher delivers a macro lesson, feedback is given bypeers & supervisor or

teacher in-charge and necessary suggestions are given for the

improvement. Every student-teacher delivers 2 discussion lessons in each

teaching subject. In simulation the duration of discussion lesson is 35-40

minutes. At the end of the discussion lesson, strengths& weaknesses are

discussed by the peers and a group of teacher educators. After the

completion of micro & macro lessons, student-teachers are sent to the

schools for practice teaching.




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2.3.6 Detail the process of practice teaching in schools. (Lessons a student

gives per day, lessons observed by the teacher educators, peers/school

teachers, feedback mechanism, monitoring mechanisms of lesson

plans, etc.)

As practice teaching is the core of the teacher training course, a lot of

importance is given to conduct quality practice teaching. While selecting

the schools for practice teaching the following process is adopted:

Identification of schools for practice teaching:

Following criteria is kept in mind while identifying the Schools:

School should be near to the college.

It should be in easy access of the student-teachers.

Students strength in the Schools.

Basic amenities in the school.

Availability of the school.

Recognition/affiliation of school with the government

Medium of instructionin the school.

On the basis of above mentioned criteria detail survey is conducted

by the teaching practice committee of the college and then this committee

selects the schools for practice teaching. After selecting the school for

teaching practice the consent of the concerned authorities is taken for

availability of schools for teaching practice. For consent to conduct

practice teaching in government school permission from DEO office is

sought.

After selecting the schools for teaching practice and getting their

consent, the various student-teachers are assigned to different schools.

While assigning the schools to student-teachers, various needs &

requirements of the student-teachers are kept in mind. A group comprises

of almost 20 student-teachers and one teacher educator as supervisor.

Teaching practice session at the schools lasts for 45 days in which student-

teachers deliver 45 lessons in all and observe 15 lessons of their peers in

each subject. Before the commencement of practice teaching, they are also

well oriented about the school environment.

The smooth and effective functioning of the teaching practice is

ensured by the regular visits of the Skill in Teaching committee and the

Principal. They regularly visit various schools randomly and observe the

conditions at the school. During their visit, they meet the head of the

school, staff members, and student-teachers and also observe some practice




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teaching lessons and provide feedback accordingly. They also observe the

difficulties faced by the student-teachers at the school and make necessary

arrangements to remove/reduce them. Necessary guidance is also provided

to the student- teachers and teacher in-charge as per needs.

Process of Practice Teaching

Before the commencement of the actual practice teaching at the schools all

the student-teachers are well oriented about the rules & regulations of the

school, school infrastructure, teaching faculty, school time table, school

curriculum & environment etc. so that they feel themselves as a part of that

particular school during the teaching practice days.

At practice teaching in schools every student-teacher delivers (presents) 45

lessons in each methodology course. It means total 90 lessons and two

Discussion lessons are delivered by each student-teacher at practice

teaching. The teaching practice session goes for at least 40 days.

Therefore, two lessons per day are delivered by each student-teacher.

For every practice teaching school one teacher educator is deputedas

thesupervisor. A supervisor/mentor teacher is assigned a group of around

15 student - teachers. At practice teaching, a supervisor or mentor teacher

observes almost 40 lessons per day.

Observation of lessons by peers/school teachers, feedback mechanism,

monitoring mechanisms of lesson plans is done. Each student-teacher

observes 15 lessons in the both methodology courses delivered by their

peers and also provides feedback to them. Appropriate suggestions are

provided to him/her by peers, mentor teacher & school teachers

accordingly. Mentor teachers regularly check the lesson plans& observe

the practice teaching. Comments& suggestions about the lessons of the

student-teachers is given. School teachers are encouraged to observe the

lessons delivered by each student-teacher and provide necessary feedback.

Thus, the process of practice teaching runs smoothly with the active

participation of student-teachers, teacher-educator, school staff and higher

authorities including Principal of the college and Head of the schools.

2.3.7 Describe the process of Block Teaching/Internship of students in

vogue.

Block Teaching / Internship has been introduced in the form of 3week

Micro Teaching Modules. Micro Teaching is conducted for 3 weeks in the

form of Block Teaching for training of teaching skills to the prospective

teachers.




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The Micro-Teaching Schedule has provision for demonstration of the skill

followed by Plan-Teach- Feedback- Replan-Reteach.

MICRO TEACHING SCHEDULE

(26.09.2014 to 31.10.2014)

Date Topics Time Venue Name of the Teacher

26.09.14 Introduction of

Micro Teaching

09:15 am to

01:00 pm

Multipurpose Hall Ms. Kulwant Kaur

Break (01:00 pm to 01:40 pm)

Demonstration of

Skill of Set

Induction

01:40 pm to

04:00 pm

Multipurpose Hall Ms. Kiran Walia

27.09.14 Practice of Skill of

Set induction

09:15 am to

01:00 pm

Section-A (Group 1)

Section-B (Group 2)

Section-C (Group 3)

Section-D (Group 4)

Section-E (Group 5)

Section-F (Group 6)

Ms. Kulwant Kaur

Ms. Kiran Walia

Ms. Sundeep Dhillon

Ms. Mandeep Bhullar

Ms. Monika Sharma

Ms. Payal Beri

Break (01:00 pm to 01:40 pm)

29.09.14 Demonstration of

Skill of

Reinforcement

01:40 pm to

04:00 pm

Multipurpose Hall Ms. Monika Sharma

Practice of Skill of

Reinforcement

9:15 am

_

1:00 pm

Section-A (Group 1)

Section-B (Group 2)

Section-C (Group 3)

Section-D (Group 4)

Section-E (Group 5)

Section-F (Group 6)

Ms. Sundeep Dhillon

Ms. Mandeep Bhullar

Ms. Monika Sharma

Ms. Payal Beri

Ms. Navtej Kaur

Ms. Charanjit Kaur

Break (01:00 pm to 01:40 pm)

Demonstration of

Skill of Stimulus

variation

1:40 pm to

04:00 pm

Multipurpose Hall Ms. Navtej Kaur


Stimulus

Variation

09:15 am to

1:00 pm

Section-A (Group 1)

Section-B (Group 2)

Section-C (Group 3)

Section-D (Group 4)

Section-E (Group 5)

Section-F (Group 6)

Ms. Monika Sharma

Ms. Payal Beri

Ms. Navtej Kaur

Ms. Charanjit Kaur

Dr. Rajni Gupta

Ms.Pawanjot Kaur

Break (01:00 pm to 01:40 pm)

Demonstration of

Skill of

Introducing the

Lesson

01:40 pm to

4:00 pm

Multipurpose Hall Dr. Rajni Gupta

Page 1 of 6




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2.3.8 Are the practice teaching sessions / plans developed in partnership,

cooperatively involving the school staff and mentor teachers? If yes

give details on the same.

Yes, in the beginning of the practice teaching at the school, a discussion

session is arranged in which all the student-teachers, staff members of the

schools and heads of the practicing School share their views. School

teachers are consulted regarding distribution of the sections & classes,

syllabus to be covered, maintaining discipline during practice teaching etc.

Student-teachers are also asked to plan their lessons as per the requirement

& syllabi given by the concerned school teacher. Mentor teacher plays the

role of facilitator. If any problem arises during practice teaching mentor

teacher provides help to school staff and student-teachers. Meetings with

the head and other teaching staff of the schools is also arranged in between

the practice teaching period. Student teachers maintain the discipline

during the practice teaching under the guidance of teacher educator.

Student-teachers are motivated to work within conducive, co-operative &

self disciplined environment. The student teachers also prepare a report of

the school plant in which they discuss almost all the aspects of the school.

2.3.9 How do you prepare the students teacher for managing the diverse

learning needs of students in schools?

The institution prepares the student-teachers for managing diverse learning

needs of the students in the school through the following activities:

One of the compulsory subjects based on Educational Psychology deals

with diverse learning needs of adolescents and their individual differences.

It also talks about how to deal with gifted children and slow learners.

In addition to this they are given practical training in the form of activities.

Assembly program for self-expression, punctuality, and management

ofstudents is conducted.

Various core subjects like teaching learning process, psychology, guidance

and counselling and school management help the student-trainees to know

the trends, individual differences, classroom problems and the

psychological measures to manage them in class room situations in

schools.

Student teachers are oriented with individual differences and trained to

handle these differences.

Student teachers are trained to use different skills for introducing and

developing lesson.

Action research & case study helps the student teachers to do remedial

work, in schools.




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Socially Useful Productive Work (SUPW) taught, helps the student-

teachers to develop skill and craftsmanship in school students..

Through club activities and house activities integration, team spirit and

tolerance is developed in students.

The community services and the field trips help the student teachers to

interact with the students of different sections of society.

2.3.10 What are the major initiatives for encouraging student teachers to

use/adopt technology in practice teaching?

The teachers make extensive use of Technology in classroom and

demonstration lessons. The Teaching aid column is a mandatory part of

the lesson plans thus making the adoption of Technology compulsory for

the student teachers. Student-teachers are well trained about the

maintenance and use of modern technological equipments like computers,

slide projectors, T.V., LCD projector etc. In this training, they are taught

about how to prepare, handle and use various kinds of teaching aids and

modern technological equipments. Student-teachers are encouraged to use

various ICT devices in their practice teaching lessons and in annual skill in

teaching examinations. Student-teachers are provided help in selecting

topic, content matter and relevant teaching aids where they use

technological equipments and make their lesson an effective one. During

the Practice Teaching the students are required to present their Lesson

plans in the following formats- Diary Format, Evaluation plan, ICT

Format.

2.4 TEACHER QUALITY:

2.4.1 Are the practice teaching plans developed in partnership,

cooperativeinvolving the school staff and mentor teachers? If yes gives

details.

Yes, the schedule of teaching practice is developed with the complete co-

ordination of school staff and mentor teachers. Before commencement of

the teaching practice, a discussion session is arranged in which 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. Teaching practice is then planned in

perfect coordination with the courses being taught to different classes in

the schools.

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




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educator as well, so that necessary improvements can be made. Head of the

schools also gives feedback on Feedback Performa regarding teaching

practice session on teaching strategies of pupil teachers, use of audio-

visual aids by pupil-teacher, discipline maintained etc.

2.4.2 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 teaching practice. Generally the ratio remains 1:20.

2.4.3 Describe the mechanism of giving feedback to the students and how it

is used for performance improvement.

Institution has a well defined giving feedback to the students during

teaching practice session at different stages. During micro teaching and

simulated teaching, the teacher-educator and peers provide feedback about

the lesson presented by the student-teachers. Each student teacher makes

observations of 15 lessons in his or her peer teaching group and gives

feedback to peers. During practice teaching teachers educators as mentor

teacher supervise and evaluate the teaching of student teachers and give

suggestions. Head of the school and teachers also provide feedback during

teaching practice. Students are evaluated on the basis of class test, house

test, and presentation in seminars and assignments. Feedback and

suggestions for improvements are forwarded to students in a constructive

manner.

2.4.4 How does the institution ensure that the student teachers are updated

on the policy directions and educational needs of the schools?

A close liaison with various subject teachers of the schools enables our

faculty to be updated and keep pace with the recent developments in the

school subjects and teaching methodologies. The updated information is

continuously shared with the student teachers. Student teachers visit the

allotted school and make contact with their concern subject teachers, heads

and meet the school students to understand their needs.

2.4.5 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 through newspapers, journals, websites of NCERT

and SCERT, by contact with local office of District Education Officer etc.




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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. Faculty participates actively in various seminars,

conferences and workshops related to current trends in pedagogy.

2.4.6 What are the major initiatives of the institution for ensuring personal

and professional/career development of the teaching staff of the

institution (training, organizing and sponsoring professional

development activities, promotional policies, etc.)

The Institution ensures personal and professional/ career development of

teaching staff of the institution in the following ways:

A conducive environment is maintained to develop a cordial relationship

among the staff.

Providing different instructional and infrastructural facilities and resources.

The staff is encouraged to enhance their professional and educational

qualifications.

Staff is encouraged to attend seminars, workshops and orientation

Programs and duty leaves for the same.

Staff is encouraged to publish books, write research papers in journals.

Staff is encouraged to organize seminars, workshops, extension lectures,

etc.

Institution encourages and facilitates the teachers to undertake and

successfully complete their research programs like M. Phil. & Ph.D. and

academic leave to faculty.

Teachers are provided with computer, internet access facility,

libraryfacility.

2.4.7 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 good performance at the time of annual function.Staff is

given cash awards, incentives and appreciation letters. Positive feedback

received from students, stakeholders and other community members,

encourages faculty to perform better in academics and co-curricular areas.




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2.5 EVALUATION PROCESS AND REFORMS:

2.5.1 How the barriers to students learning are identified, communicated

and addressed? (Conducive environment, infrastructure, access to

technology, teacher quality, etc.)

The college has established an Internal Quality Assurance Cell- IQAC.

This cell takes every care to ensure that no impediments come in the way

of student learning. Several ways are adopted to identify the barriers to

student learning some of which are listed below:

Suggestion Box

Feedback Performa

Alumni meet

Tutorial meeting

Exit meetings

Problems & issues identified are discussed with the Head and

suitable measures are taken after discussion with staff. The staff extends

cooperation and individual help to students apart from class room teaching.

Conducive environment and access to teachers outside class room is

ensured. Varied needs of students are addressed in suitable ways. Remedial

teaching is followed up after analysis of house test scores. Student teachers

are observed during practice teaching and given suggestive remarks for

improvement in required areas. Not only the teaching faculty, but the

administrative staff also takes efforts to create conducive learning

environment and to provide the best possible infrastructural facilities and

access to technology to make the training joyful and stress free.

2.5.2 Provide details of various assessment/ evaluation processes (internal

assessment, midterm assessment, term end evaluations, external

evaluation) used for assessing student learning?

The students are assessed/evaluated through various modes like Class tests,

House tests, University Exam, Assignment based lessons, seminars,

presentations etc. Class tests are held regularly and house tests are held

twice a year&continuous comprehensive internal evaluation system as per

the norms and as per division of marks for final evaluation, practicals &

internal assessment is followed. Internal assessment is based on classroom

performance, participation in year round activities attendance, class

&house test scores. During teaching practice, students are observed and

assessed by staff and continuous feedback is given for improvement in

required areas communicated to them verbally and through remarks on

daily lesson plans. Student teachers are also assessed on teaching skills




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through discussion lessons conducted at college level and final lessons

conducted by External Examiner.

2.5.3 How are the assessment / evaluation outcomes communicated and used

in improving the performance of the students and curriculum

transaction?

The Assessment / Evaluation outcomes are communicated to students

through marks and remarks on answer sheets, Assignments are corrected,

remarked and are shown to students and gaps in their performance are

highlighted for improvement. Immediate feedback is given during class

presentations for improvement. We also motivate the students by

announcing the results of various competitions in Morning Assembly and

giving prizes on Annual Prize Distribution function.

2.5.4 How is ICT used in assessment and evaluation processes?

ICT is used for the assessment and evaluation in following manner:

Preparing Student Information Database

For all instructions related to assessment

Preparing Question Bank

Preparing question papers for cycle tests, internal examinations and

remedialtests

Internal assessment format

Preparation of Award lists

Preparation of Evaluation charts for various activities

Preparing result sheets

Analysis of results

Online submission of internal assessment to the University

2.6 BEST PRACTICES IN TEACHING-LEARNING AND

EVALUATION PROCESS:

2.6.1 Detail on any significant innovation in teaching/ learning/ evaluation

introduced by the institution?

The institution has introduced the concept of Micro Learning through

which complex concepts are taught by strategically integrating short

focused segments in the form of one minute videos, PPT’s, audio clips etc.

In addition the staff also engages in online learning courses like Massive

Online Open Courses that are offered by international universities. These

courses enable the staff to keep pace with recent trends in Education and

Technology and become members of global learning community. The staff




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refers to new learning techniques like Open Source courseware and

learning material like Moodle.

The institution has a fair admission policy which ensures equal

opportunities to students from different academic, economic, cultural,

religious, social and linguistic backgrounds. Student database is prepared

to identify diverse needs of students. To make learning more active and

student centered, small groups of students are constituted to practice

constructivist approach of teaching. Participatory and Student centered

learning is ensured by use of group techniques like brain storming, Group

discussions, buzz sessions and learner centered methods like

Gamification, Dialogue Method , Project Method, Problem Solving

method, Experience based learning and Collaborative learning strategies

are practiced. Models of Teaching like Flander’s Analysis and Suchman’s

Inquiry Training Model are practiced in different teaching subjects.

The institution has introduced feedback mechanisms from all stakeholders

and the suggestions, thus obtained are implemented in the curricular

planning. The performance of students is continuously assessed through

CCE and students are timely communicated about the results.

2.6.2 How does the institution reflect on the best practice in the delivery of

instruction, including use of technology?

The institution is highly interested in the acquisition and effective use of

new educational technologies. The online courses enrolled by the staff

enrich their knowledge, skills and professional competencies for global

competitiveness. The campus is fully Wi-Fi. Free internet service is

provided in the library, computer lab, faculty rooms, administrative room

etc. Teachers and students are trained in the basic computer skills as well

as advance learning softwares. The activity centered methods /strategies

used by staff like Gamification, Case Studies, Demonstration, Discussion,

Seminars, Storytelling, Problem Solving, Project Method, Role Playing,

Report Writing, Quiz, Puzzles, Brain Storming, Inductive-Deductive

Reasoning makes learning active.

To cater to the diverse student population, the institute ensures Inclusive

education. The institution gives equal opportunities to all the students

irrespective of social, religious, economic, cultural, gender differences or

physical disabilities and all the students are dealt with equally by creating

an environment of togetherness. The analysis of the feedback sought from

all stakeholders is implemented in the curricular framework.




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Additional information to be provided by Institution opting for Re-

accreditation / Re- assessment

1. What are the main evaluative observations / suggestion made in the

first assessment report with reference to Teaching Learning and

Evaluation and how have they acted upon?

Observations:

Admission process is given wide publicity through prospectus, website,

local national and regional news papers.

The admission process is through an entrance test conducted by the

affiliating university on merit basis.

Diverse learning needs of students are catered by providing them with

appropriate teaching and laboratory facilities.

Academic calendar and teaching plan are prepared at the beginning of the

session.

Lecture method is mainly followed in class room teaching, which is also

supported by group discussions, home assignments, project work, and

computer aids.

Suggestions:

Block Teaching / Internship should be introduced.

Block Teaching / Internship has been introduced in the form of 3week

Micro Teaching Modules. Micro Teaching is conducted for 3 weeks in

the form of Block Teaching for training of teaching skills to the

prospective teachers.

The Micro-Teaching Schedule has provision for demonstration of the

skill followed by plan-Plan-Teach-Feedback-Replan-Reteach.

MICRO TEACHING SCHEDULE

(26.09.2014 to 31.10.2014)


26.09.14 Introduction of

Micro Teaching

09:15 am to

01:00 pm

Multipurpose Hall Ms. Kulwant Kaur

Break (01:00 pm to 01:40 pm)

Demonstration of

Skill of Set

Induction

1:40 pm to 04:00

pm

Multipurpose Hall Ms. Kiran Walia


Set induction

09:15 am to

01:00 pm

Section-A (Group 1)

Section-B (Group 2)

Ms. Kulwant Kaur

Ms. Kiran Walia




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Section-C (Group 3)

Section-D (Group 4)

Section-E (Group 5)

Section-F (Group 6)

Ms. Sundeep Dhillon

Ms. Mandeep Bhullar

Ms. Monika Sharma

Ms. Payal Beri

Break (01:00 pm to 01:40 pm)

29.09.14 Demonstration of

Skill of

Reinforcement

01:40 pm to

04:00 pm

Multipurpose Hall Ms. Monika Sharma

Practice of Skill of

Reinforcement

09:15 am to

1:00 pm

Section-A (Group 1)

Section-B (Group 2)

Section-C (Group 3)

Section-D (Group 4)

Section-E (Group 5)

Section-F (Group 6)

Ms. Sundeep Dhillon

Ms. Mandeep Bhullar

Ms. Monika Sharma

Ms. Payal Beri

Ms. Navtej Kaur

Ms. Charanjit Kaur

Break (01:00 pm to 01:40 pm)

Demonstration of

Skill of Stimulus

variation

01:40 pm to

4:00 pm

Multipurpose Hall Ms. Navtej Kaur


Stimulus

Variation

09:15 am to

01:00 pm

Section-A (Group 1)

Section-B (Group 2)

Section-C (Group 3)

Section-D (Group 4)

Section-E (Group 5)

Section-F (Group 6)

Ms. Monika Sharma

Ms. Payal Beri

Ms. Navtej Kaur

Ms. Charanjit Kaur

Dr. Rajni Gupta

Ms.Pawanjot Kaur

Break (01:00 pm to 01:40 pm)

Demonstration of

Skill of

Introducing the

Lesson

01:40 pm to

04:00 pm

Multipurpose Hall Dr. Rajni Gupta

Page 1 of 6

2. What are the other quality sustenance and enhancement measures

undertaken by the institution since the previous assessment and

accreditation.

After accreditation the college developed ICT Resource center and all the

required facilities to fulfill the needs of Teacher training program and

development of required competencies for the global market. Semester

system has been introduced. Student centered and ICT based teaching has

been emphasized. Student-Teacher diary and teacher work record, online

courses, open source courseware, Blog creation was introduced.




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CRITERION III: RESEARCH, CONSULTANCY & EXTENSION

3.1 PROMOTION OF RESEARCH:

3.1.1 How does the institution motivate its teachers to take up research in

education?

The Institution has introduced intensive research activity at B.Ed level as

the students undertaking such activity are already graduate and post

graduates. The institution is committed to develop research mindedness in

Teacher Educators and prospective teachers and motivates them to take up

research in education to keep abreast of the current knowledge and

developments in the field of Teacher Education.

A Research Cell has been constituted in college with the objective of

inculcating research culture and academic excellence among staff and

students.

The Research cell has been publishing a Bi-Annual Research Journal

“Journal of Advanced Studies in Education and Management” bearing

ISSN: 2350-0492 since September 2014.

The Research Cell has all required facilities and infrastructure like high

speed internet connectivity and provision for access to online and open

web source ware.

The college Library has subscriptions of many Research Journals for

reference. E-journals are available in the Library. Encyclopedias, surveys

and research related articles are made available.

Group discussions, debates are organized to discuss and identify areas of

Research.

The Institution organizes Seminars / Conferences (National and

International) / Workshops and stimulates the teachers to take up research

by providing the required research exposure.

Duty leave is granted to faculty for attending and participating in seminars

and conferences.

ICT Resource Center provides easy access to various online journals and

content.

The institution has published books and proceedings of Conferences to

encourage research.




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3.1.2 What are the thrust areas of research prioritized by the institution?

The thrust areas of research are prioritized keeping in mind the vision and

mission of the college and recent trends in the field of education. The

major thrust areas are:

Promoting Rural Education

Digital Literacy and Innovative Practices.

Environmental Issues

3.1.3 Does the institution encourage Action Research? If yes give details on

some of the major outcomes and the Impact.

Yes, the institution encourages students to undertake Action Research

during practice teaching. Students are oriented towards the basic concept

and the various steps to be taken for Action Research. They are given

freedom to choose a classroom problem and conduct Action Research on it

and prepare a report on the same. Some of the areas of Action Research

undertaken by the students are

Spellings and grammatical errors in languages

Study on the bag burden of the school students

Problem of handwriting

Problem of discipline

Problem of adjustments

Problem in identifying the symbols of various elements and compounds in

Science

Action Research has led to improvement in the quality of teaching-learning

and discipline at the level of practice teaching schools.

3.1.4 Give details of the Conferences / Seminar / Workshop attendedand /

organized by the faculty members in last five years.

The institution has organized the following Conferences / Workshops /

Seminars in the last five years.

National Seminar on “Global Trends in Education”was organized on 20th

Feb, 2010.

Convener Ms. Mandeep Bhullar

Organizing Secretary Ms. Sonu Grewal

2 days Workshop on “Drug De-Addiction” was organized on 16th&17th

Feb, 2011 in collaboration with Department of Life Long Learning &

Extension, Panjab University Chandigarh.




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A Workshopbased on contributions of National Exhibition on the theme

“Encountering the challenge of climate change” was organized on 21st Jan,

2012.

Convener Dr. Joginder Mukherjee

Organizing Committee Ms Mandeep Bhullar

Ms Sonu Grewal

A State level Seminar on Transforming Rural Panjab into a Knowledge

Society was organized on Feb.2014.

Convener Dr. Sonu Grewal

Resourse Persons Dr. Rajinderpal Singh Brar, Dean, College

Development Council Panjabi University,

Patiala.

Organizing Secretary Ms. Mandeep Bhullar

15 days Workshop on Life Skill Education and Personality Development

by Bhutta College of Education in collaboration with Dept. of Life Long

Learning and Extension, Panjab University Chandigarh was organized

from 8th Mar, 2014 to 26th Mar, 2014.

Project Director Dr. Renu Gandhi


Project Co-ordinator Ms. Kiran Walia

Resource Persons Ms. Kulwant Kaur

Ms. Kiran Walia

Ms. Charanjeet Kaur

Ms. Monika Sharma

Ms. Navtejpal Kaur

Ms. Sundeep Dhillon

Ms. Payal Beri

International Digital Literacy Forum on “Redefining Literacy in the

Emerging Digital Society” sponsored by College Development Council,

Panjab University, Chandigarh in collaboration with Confederation

College, Ontario, Canada and World Panjabi Council, Toronto, Canada

was organized on 5th & 6th Feb, 2015.




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An International Conference, Workshop & Exhibition was organized

under the Forum.

Director Forum Dr. Sonu Grewal

Key Note Speaker Dr. R. C. Sharma, Director,

Commonwealth Media Center for Asia

Guest Speaker Dr. Irena Rozman,

Dept. of Social Anthropology,

University of Coper

Resource Persons Dr. Manoj Saxena, Dean,

Faculty of Education,

Central University, H.P

Dr. Rajinder Pal Singh Brar,

Dean, College Development Council,

Panjabi University, Patiala

Dr. M.S Kang, Former V.C,

Panjab Agricultural University, Ludhiana

Organizing Committee Ms. Kiran Walia

(Conference Coordinator)

Ms. Chetna Bharti

(Conference Coordinator)

Ms. Mandeep Bhullar

(Workshop Coordinators)

Ms. Monika Sharma

(Exhibition Coordinator)

15 days Workshop on Life Skills in collaboration with Dept. of Lifelong

Learning and Extension. Panjab University, Chandigarh was organized

from 4th Mar, 2015 to 20th Mar, 2015

Project Director Dr. Renu Gandhi


Project Co-ordinator Ms. Monika Sharma

Resource Persons Ms. Mandeep Bhullar

Ms. Kulwant Kaur

Ms. Kiran Walia




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Ms. Charanjeet Kaur

Ms. Monika Sharma

Ms. Navtejpal Kaur

Ms. Sundeep Dhillon

Ms. Payal Beri

Three day 1st Punjab Studies Congress on the theme “Reinventing

Punjab” was organized from November 5-7, 2015. An International

Conference, Punjab Literature Festival & Punjabi Art Festival was

organized in the Congress.

President, Punjab Studies Congress Padam Bhushan Dr. S.S.Johal

Director Punjab Studies Congress Dr. Sonu Grewal

President, Punjab Literature Festival Padam Shri Dr. Surjit Patar

President, Punjab Art Festival Mr. Sidharth

Guest Speaker Mr. Baker,

High Commissioner, Uganda

Organizing Committee Ms. Mandeep Bhullar

Ms. Chetna Bharti

Mr. Vikramjit Singh

Ms. Payal Beri

DETAILS OF THE CONFERENCES / SEMINARS / WORKSHOPS

ATTENDED BY THE FACULTY MEMBERS:

Dr. Sonu Grewal

Conducted 10 days workshop for Primary Govt. School Teachers (MCD)

on Joyful Learning and Developing Life Skills, organized by SCERT, New

Delhifrom 15.06.2009 to 26.06.2009

Presented a paper in National Conference (NAAC Sponsored ) “Quality in

Higher Education in India”organized by Khalsa College for Women,

Sidhwan on Dec 3-4, 2009.

Presented a paper in International Conference on “Role of ICT in Bridging

the Digital Divide” organized by University of Mumbai, Mumbai on Dec

29-31, 2009.

Presented a paper in National Seminar on “Trends & Challenges in

Education” organized by Mangalmay Institute of Management &

Technology, Greater Noida on 07 Nov, 2010.

Presented a paper in National Seminar on “Dichotomy & Anom of

intended and implemented curriculum of teacher preparation programme”




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organized by SRSM Mukat College of Education, Rajpura on Feb 17-18,

2014.

Presented a paper in International Conference on “Prospects and concerns

of E-learning in higher education” organized by Ramgarhia College of

Education, Phagwara from 3-4 March, 2015.

Presented a paper in National Seminar on “Education, Training and Mass

Awareness on Climate Change” organized by Guru Nanak Dev College of

Education, Majatri on March 05, 2014.

Presented a paper in National Seminar on “Ethical issues in teaching

profession: Pedagogic Experimentation” organized by RIMT College of

Education., Mandi Gobind Garh on March 11, 2014.

Attended 07 days Workshop on SPSS Research Methodology Statistics &

Use of SPSS, organized by GHGH College of Education, Sidhwan Khurd

from 20.03.14 to 26.03.14.

Presented a paper in International Conference on “Redefining Literacy in

Emerging Digital Society”organized by Bhutta College of Education,

Ludhiana from 5-6 February, 2015.Paper published in book with ISBN.

Presented a paper in National Seminar on “The Atmosphere outlines of

teacher education framework in India” organized by G.H.G. Khalsa

College of Education, Gurusar Sadhar on 5 March, 2015.

Presented a paper in National Seminar on “Prospects & Predicaments of

Privatization in Higher Education” organized by Mata Sahib Kaur College

of Education, Dhamo Majra, Patiala on 5 March, 2015.

Presented a paper in National Seminar on “Quality issues and teaching

learning in our school system ” organized by S.G.T.B. College of

Education, She-Ke, Malerkotla on 9 March, 2015.

Presented a paper in International Conference “1stPunjab Studies

Congress” on “Vishvikaran ate sabhyachar nu darpekh chunotiyan”

organized by Bhutta College of Education, Ludhiana from 5-7 Nov, 2015.

Paper published in book with ISBN.

Ms. Kiran Walia

Presented a paper inUGC Sponsored National Conference on theme

‘Professional Commitment among Teacher Educator: Increasing India’s

Competitive Advantage in the field of Knowledge and Growth of its

Students’ held at Govt. College of Education, Chandigarh from 3rd to 4th

March, 2011.

Presenteda paperin NAAC sponsored National Seminaron the theme

‘Transferring Teacher Education through a Lifelong Process of Quality

Assurance’ held at RIMT College of Education from 10th to 11th Dec.

2012. Paper published in book with ISBN.




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Presented a Paper in National Seminar organized by GHG College of

Education, Sidhwan on the theme ‘Education for Holistic Health’ from 9th

Feb, 2013. Paper published in book with ISBN.

Presented a paper in Panjab University Sponsored National Level Seminar

cum Workshop on the theme ‘Combating Stress in Life’ held at D.D. Jain

College of Education, Ludhiana on 2nd Feburary, 2013. Paper published in

book with ISBN.

Participated in B.Ed syllabus revision workshops in the subject of

Teaching of History and Initiatory School Experiences held at GHG

Khalsa College of Education, Sudhar and Doraha College of Education,

Doraha.

Participated in one week State Level Workshop on ‘Research Methodology,

Statistics and use of SPSS’ from March 20-26, 2014.

Presented a paper in International Conference on the theme ‘Teacher as a

Researcher’ held at Partap College of Education on February 21-22,

2014. Paper published in book with ISBN.

Presented a paper in a National Level Seminaron the theme ‘Child

Nutrition: Victimization and Promising Solutions’ held at RIMT College

of Education, Mandi Gobindgarh on March 11, 2014. Paper published in

book with ISBN.

Presented a paper in ICSSR Sponsored National Level Seminar on the

theme ‘Right to Education: An Overview’ held at Guru Nanak College of

Education, Gopalpur, on March 7, 2014. Paper published in book with

ISBN.

Presented a paper in International Conference on the Theme ‘Redefining

Literacy in the Emerging Digital Society’ organized by Bhutta College of

Education on February 5-6, 2015.

Paper Published on the theme “Environmental Awareness and

Sustainability” in the Book "Right to Healthy Environment” published by

Bhutta College of Educationin Dec 2015.

Ms. Mandeep Bhullar

Presented a paper titled “Role of Quality Education in Industrial

Competitiveness” in “ICIC - 2010: International Conference on Industrial

Competitiveness” organized by Gulzar Group of Colleges, Khanna on 10th

April, 2010.

Presented a paper titled “Professional commitment among Educators:

Increasing India’s competitive advantages in the field of knowledge &

Growth of students” in a National Seminar sponsored by UGC in

collaboration with Panjab University, Chandigarh & Council for Teacher

Education on Excellence in Knowledge to Meet the Challenges of 21st




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Century at Govt. College of Education, Chandigarh on 3th & 4th March

2011.

Acted as a Resource Person in 2 day Workshop on Drug De-Addiction

organized by Dept. of Life Long Learning and Extension, Panjab

University, Chandigarh at Bhutta College of Education, Ludhiana from

Feb. 16-17, 2011.

Participated in National Seminar on Quality Sustenance in Teacher

Education-A Great Challenge organized at Partap College of Education,

Ludhiana on Feb. 4, 2012.

Presented a paper in National Conference on “Continuous Professional

Development for Learning Professionals” at Partap College of Education,

Ludhiana on Feb. 27 & 28, 2013.

Attend a two day Workshop on “Adult literacy and Vocational Skill” at

YWCA, Sector -11,Chandigarh on 30th & 1st May, 2013 under the project

Mass Literacy Campaign organized by the Dept of Lifelong Learning &

Extension, Panjab University, Chandigarh.

Presented a paper titled “Maximizing the Impact of Professional Learning”

in an International Seminarorganized by Partap College of Education,

Ludhiana in collaboration with International Professional Development

Association, UK on Challenges for Learning Professionals-New Directions

at Partap College of Education, Ludhiana on 21st& 22nd Feb, 2014.

Acted as a Resource Person in 15 days Workshop on Life Skill Education

and Personality Development organized by Department of Life Long

Learning & Extension Panjab University, Chandigarh at Bhutta College of

Education from 8th March 2014 to 26 March 2014.

Presented a paper titled “Digitalization-affecting lives, transforming

society” in an International Conference sponsored by CDC, Panjab

University, Chandigarh on Digital literacy: A Need for Paradigm Shift in

Pedagogy at Bhutta College of Education, Bhutta, Ludhiana on 6th & 7th

Feb, 2015.

Participated in a two day International Symposium on “Leading

Professional in Learning in Educational Institutions” at Partap College of

Education in collaboration with University of Wales: Trinity Saint David,

Wales, UK & University of Glasgow, Scotland, UK on 27th & 28th Feb,

2015.

Presented a paper titled “Character Assassination A Favorite Pastime” in a

National Seminar sponsored by College Development Council, Panjab

University Chandigarh in collaboration with Council for Teacher

Education on Chaos in Values-Emerging Challenge for All at Doraha

College of Education, Doraha on 27th & 28th March 2015.




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Presented a paper titled “Governance: Redefining Corporate Social

Responsibility (CSR)” at Fifth Chandigarh Social Science Congress

(CHASSCONG) organized by Panjab University from 20.02.2015 to

21.02.2015.

Presented a paper titled “Mall Culture in Ludhiana” in International

Conference 1st Punjab Studies Congress on the theme Reinventing Punjab

organized by Baba Khajan Das College of Management Technology on 5th

& 6th November, 2015.

Member of International Professional Development Association, U.K

(ipda) India.

Monika Sharma

Presented a paper on “Professional Development of Teachers and Teacher

Educators” in World Conference organized by LPU from 12-13 Nov 2010.

Presented a paper in National Seminar on the theme “Application of TQM

for Excellent Teacher Education” organized by Sri Guru Gobind Singh

College of Education, Beghpur, Kamloh on 15th Oct 2010.

Acted as a Resource Person in 2 day Workshop on Drug De-Addiction

organized by Dept. of Life Long Learning and Extension, Panjab

University, Chandigarh at Bhutta College of Education, Ludhiana from

Feb. 16-17, 2011.

Presented a paper in National Seminar titled “Emotional Health - A major

contributing factor to successful living” organized by GHGH College of

Education, Sidhwan on 9th Feb 2013. Paper published in book with ISBN.

Participated in National Seminar on “Revised Panjab University B.Ed

Curriculum” organized by BCM College of Education, on 30th Sept 2013.





Presented a paper in National Seminar titled “Value-Based Education is

Need of the Hour” organized by LLRM College of Education on 12-13

Sept. 2014.Paper published in book with ISBN.

Presented a paper in National Seminar titled “Transforming teacher

education through the life long process of quality assurance” organized by

RIMTon 10-11 Dec 2013. Paper published in book with ISBN.

Presented a paper in National Seminar titled “Continuous Professional

Development: A pathway to Sustainable Career Long Professional

Learning” organized by Partap College of Education, Ludhiana from 21-22

Feb 2014.




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Presented a paper in National Seminar titled “RTE ACT: Still a Distant

Dream of Quality Education” organized by Guru Nanak College of

Education, Gopalpur on 07 March, 2014.

Presented a paper in International Conference on“Learning anywhere -

Opening up Education with MOOCs” organized by Bhutta College of

Education on 5-6 Feb 2015.

Paper titled “The Impact of Digital technology and Social Media on

Youth”published in book Redefining Literacy in the Emerging Digital

Society with ISBN by Bhutta College of Education.

Paper titled “From Teaching to Self-Reflective Learning” in book with

ISBN published by BCM College of Education on Feb 15.

Publication on “Career Long Learning through Continuous Professional

Development” in a book published by GHG Khalsa College of Education,

Sadhar on March 15.

A paper on “Ecological Literacy” in the book Right to Healthy

Environment published by Bhutta College of Education, Ludhiana ISBN

No 978-9385446-81-8.


Congress” on “Impact of ICT on Contemporary Higher Education”

organized by Bhutta College of Education, Ludhiana on 5-7 Nov, 2015.

Ms. Kulwant Kaur

Presented a paper in National Seminar on “Culture &Heritage of Punjab”

organized by Satyam College of Education, Moga on Jan 21, 2010.

Presented a paper in 9th Annual conference on “Ethical Culture-Creating

sensitivity among teachers about erosion of values” organized by S.B.B.S.

Memorial College of Education, Jalandhar on March 12, 2010.

Presented a paper in National Seminar cum workshop “Journey towards

self culture” organized by Malwa Central College of Education, Ldh. from

Nov26-27th, 2010.

Presented a paper in one day Seminar and panel discussion on revised

Panjab University B.Ed Curriculum” organized by B.C.M College of

Education, Ldh. on Sep 30th,2013.

Presented a paper in National Seminar on “Continuous Comprehensive

Evaluation-A paradigm shift in assessment system on CCE-Opportunities

and challenges” organized by Desh Bhagat University, Mandi Gobindgarh

on March 20 & 21st 2014.

Acted as resource person in Vocational Course on Life skills education and

Personality development from 8th March 2014 to 26th March, 2014.”

organized by Bhutta College of Education, Ludhiana.




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Page 83

Paper published in book entitled “Teacher Education: Quality parameters

on 'Research based online teaching can enhance quality in higher

education” organized by G.N. College of Education, Gopalpur, Ludhiana

on October, 2014.

Presented a paper in International Conference “Redefining Literacy in the

Emerging Digital Society on “Developing insight for ecommerce -Need of

the Hour” organized by Bhutta College of Education, Ludhiana from Feb

5th to 6th 2015. Paper published in book with ISBN.

Presented a paper in National Seminar Technology, Modernization and

Transitional society: A Challenging Era for adolescents on “Impact of

technology on adolescents and Role of teachers” organized by A.S.

College of Education, Khanna on Feb 11th 2015. Paper published in book

with ISBN.

Presented a paper in National SeminarTransforming teacher education in

changing scenario on “Innovative practices in teacher education” organized

by G.H.G. Khalsa College of Education Gurusar Sadhar, Ludhiana on

March 5th 2015. Paper published in book with ISBN.





Presented a Paper in National SeminarNurturing Higher education –A step

towards Excellence on “Professional development of teachers in higher

education” organized by B.C.M College of Education, Ldh. on April,

2015.

Ms. Sundeep Dhillon

Participated in National Seminar on “Revised Panjab University B.Ed

Curriculum” organized by BCM College of Education on 30th Sept 2013.

Participated in one week State Level Workshop on ‘Research Methodology,

Statistics and use of SPSS’ from March 20-26, 2014 at GHGH College of

Education Sidhwan Khurd.

Participated 2 days International Conference on Digital Literacy forum

dated 5-6 Feb. 2015 at Bhutta College of Education.

Presented a paper in International Conferenceon the theme ‘Punjabi

culture’ organized by Bhutta College of Education, Ludhiana from 5-7

Nov, 2015.




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Page 84

Ms. Payal Beri

Presented a paper in National Seminarcum workshop “Journey towards

self culture”organized by Malwa Central College of Education, Ldh. from

Nov 26th- 27th, 2010.

Presented a paper in National Seminaron ‘HIV Positive Women:

Psychological Perspectives'” organized by Desh Bhagat University, Mandi

Gobindgarhon March 21st, 2013. Paper published in book with ISBN.

Presented a paper in National Seminar on Quality Assurance & Excellence

in Educational Institutionsorganized by Rayat & Bahra College of

Educationon Jan 31st, 2014.Paper published in book with ISBN.





Presented a paper in National Seminar on “Human Rights Education, A

Quest in Human Identity” organized by Babe ke College of Education,

Moga on Nov 22,2014. Paper published in book with ISBN.

Presented a paper in National Seminar on “Teacher Education: Quality

Parameters” organized by Guru Nanak College of Education, Gopalpur.

Paper published in book with ISBN.

Presented a paper in International Conference on “ Redefining Literacy in

the Emerging Digital Society.” organized by Bhutta College of Education,

Ldh. from Feb 5th& 6th, 2015.Paper published in book with ISBN.

Presentation a paper in National seminar “Greening Education- A

blueprint for survival” organized by Babe ke College of Education, Moga

on May 14, 2014.Paper published in book with ISBN.

Presented a paper in National Seminar on “Value Crisis- A challenge for

education” organized by LLRM College of Education, Dhudike (Moga) on

Sep-12-13, 2014.Paper published in book with ISBN.

Presented a paper in International Conference in “1stPunjab Studies

Congress” organized by Bhutta College of Educationon5-7 Nov,

2015.Paper published in book with ISBN.

Presented a paper onEnvironmental Education in the perspectives of

teacher Educators in the Book “Right to Healthy Environment” published

by Bhutta College of Educationin Dec 2015.Paper published in book with

ISBN.

Ms. Chetna Bharti

Presented a paper in National Seminar on “Journey towards Self-Culture”

organized by Malwa Central College of Education, Ludhiana on November

26-27, 2010.




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Page 85

Attended FDP on “Importance of Soft Skills” organized by RIMT-IET,

MGG, Ludhiana from July 14-18, 2011.

Attended FDP on “R.M. Statically Tools SPSS” organized by RIMT-IET,

MGG, Ludhiana on July 25, 2011.

Presented a paper in Inter National Conference on “Technological &

Management Advancements: Issues & Challenges” organized by RIMT-

IET, campus MGG, Ludhiana on October 10, 2011.

Presented a paper inInter National Conference on “Creating

Consciousness, humane & Elevated Environment: A challenge of

Education” organized by Doaba College of Education, Gathor, Ludhiana

on November 2, 2011. Abstract Published in Souvenir.

Presented a paper in National Seminar on “Quality Sustenance in Teacher

Education: A Great Challenge” organized by Doaba College of Education,

Gathor, Ludhiana on Feb.4, 2012.

Participated in National Seminar on “Quality Assurance in Teacher

Education” organized by GHGH College of Education, Sidhwan Khurd,

Ludhiana on March 5, 2012.

Presented a paper in National Seminar on “Facilitating Learning

Experiences through ICT” organized by LLRM College of Education,

Moga, on March 6, 2012.

Presented a paper in National Seminar on “Societal issues: Concern &

Measures” organized by RIMT College of Education, Ludhiana on March

6, 2012.Paper published in book with ISBN.

Presented a paper in World Conference on “EDUCON, 2012” organized by

LPU, Phagwara from April 6-8, 2012.

Presented a paper in National Seminar on “Transforming Educational

Institutions in the Knowledge Society” organized by Ryat & Bahra College

of Education, Sahuran on Nov. 17-18, 2012. Paper published in book with

ISBN. 978-93-80144-67-2

Presented a paper in National Seminar on “IQAC: A Pivot of Educational

Spokes” organized by RIMT College of Education, on Dec. 10-11, 2012.

Paper published in book with ISBN978-93-80144-82-5.

Presented a paper in National Seminar on “Stress & Emotions: Coping

strategies” organized by D.D. Jain College of Education. Ldh on Feb. 2,

2013. ISBN 978-93-89144-64-1. Paper published in book with ISBN.

Presented a paper in National Conference on “Teacher & Teacher

Education in Global Era” organized by Punjabi University, Patiala on Feb.

7-8, 2013.




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Page 86

Presented a paper in National Seminar on “Growing Interest in Spirituality

& health” organized by GHGH College of Education, Sidhwan on Feb. 9,

2013. Paper published in book with ISBN 978-93-80144-2.

Presented a paper in National Seminar on “Globalization & Teacher

Education” organized by GHG Khalsa College of Education, Guru Sadhar

from Feb. 11, 2013.Paper published in book with ISBN 978-93-807488-56.

Presented a paper in National Seminar on “Best Practices for Teaching &

Learning” organized by Partap College of Education. Ludhiana on Feb. 27-

28 Abstract Published in Quarterly Journal.

Presented a paper in National Seminar on “Decline of Cultural values:

Role of teacher” organized by Shivalik Institute of Education & Research,

Mohali on March 1, 2013. Paper published in book with ISBN 978-93-

80144-50-4.

Presented a paper in National Seminar on “Widening Participation: A key

to Effective Classroom interaction” organized by BCM College of

Education, Ludhiana on March 8, 2013. Paper published in book with

ISBN 978-81-923919-6-0.

Presented a paper in National Seminar on “ICT” organized by Chandigarh

College of Education, Landran on March 9, 2013.

Presented a paper in National Seminar on “Remedial instructions: A

program for Quality Improvement in Education” organized by Moga

College of Education, Moga on March 21, 2013.Paper published in book

with ISBN.

Presented a paper in National Seminar on “Teacher and Value Education”

organized by A.S. College of Education, Khanna on March 28, 2013.Paper

published in book with ISBN.

Presented a paper in National Seminar on “ICT in Teacher Education: A

Meaningful Present &Promising Future” organized by SRSM Mukat

College of Education, Rajpura from Feb 17-18, 2014. Paper published in a

book with ISBN 978-93-801-45556.

Presented a paper in National Seminar on “Faculty Dev. Program for

promoting Quality Human Resources in Higher Edu.” organized by Desh

Bhagat College of Edu. Bardwal, Dhuri on March 1, 2014. Paper published

in book with ISBN 978-93-801-45-47-1

Presented a paper in National Seminar on “Empowering Indian Women

through Education for social Excellence” organized by Guru Nanak

College of Education, Gopalpur, Ludhiana. On March 7, 2014. Paper

published in book with ISBN 978-93-31323-24-8.

Presented a paper in National Seminar on “Thinking through Values &

Ethics In Education” organized by RIMT College of Edu., Mandi Gobind




LUDHIANA

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Page 87

Garh on March 11, 2014. Paper published in book withISBN 978-93-

80145-38-9.

Presented a paper in National Seminar on “Child Nutrition: Victimization

and Promising Solutions” organized by RIMT College of Education,

Mandi Gobind Garh on March 11, 2014.Paper published in book with

ISBN978-93-80145-38-9.

Presented a paper in National Seminar on “ICT & its Role in the

Development of Education System” organized by Panjab College of

Education, Raipur, Bahadurgarh, Patiala on March 8, 2014. Paper

published in book with ISBN No.978-978-93-80145-38-4.

Presented a paper in National Seminar on “Continuous & Comprehensive

Evaluation: Opportunities &Challenges” organized by Desh Bhagat

College of Education, Mandi Gobindgarh from March 21-22, 2014.

A paper Published on “Inculcation of Human Values: Re-establishing the

Glory of Culture” published by BCM College of Education, Ludhiana from

April 2014. Paper published in a book with ISBN 978-93-80144-50-4.

Presented a paper in National Seminar on “Sustenance of Environment:

Contribution of Teachers Educators, Policy makers and Stakeholders”

organized by Babe ke College of Education, Daudhar on 22 November,

2014. . ISBN 978-93-80748-94-8. Paper published in book with ISBN.

Presented a paper in International Conference on “Taking learning to

community through E-Learning” organized by Bhutta College of

Education, Ludhiana on 5-6 February, 2015. Paper published in book with

ISBN 978-81-85446-02-3.

Presented a paper in International Conference on “Nurturing the spirit of

Innovation through M-Learning” organized by Bhutta College of


ISBN 978-81-89463-46-5.

Presented a paper in National Seminar on “The impact of technology on

youth in today’s society” organized by A.S College of Education, Khanna

on 11 February, 2015. Paper published in book with ISBN 978-81-89463-

48-9.

Presented a paper in International Conference on “Continuous and

Comprehensive Evaluation Practices: Need of the Hour” organized by

Ramgarhia College of Education, Phagwara on 3-4 March, 2015. Paper


Presented a paper in National Seminar on “Renovating Class room

Atmosphere through Innovative Practices” organized by G.H.G. Khalsa

College of Education, Gurusar Sadhar on 5 March, 2015. Paper published

in book with ISBN 978-81-80748-85-6.




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Page 88

Presented a paper in National Seminar on “Quality in Classroom

Transaction Practices” organized by S.G.T.B. College of Education, Sehke,

Malerkotla on 9 March, 2015. Paper published in book with ISBN.

Presented a paper in National Seminar on “Gender Equity in India: Still A

Distant Dream” organized by Doraha College of Education, Doraha on 27-

28 March, 2015. Paper published in book with ISBN978-81-85446-09-2.

A paper on “Sustenance of Environmental Ethics: Think Critically” in the

book Right to Healthy Environment published by Bhutta College of

Education, Ludhiana ISBN No 978-9385446-81-8.


Congress” on “Punjabi Sabhyachar de utthan atte yuva varg vich niggar

rahiyan kadran keemtan de vikas vich adhyapak di bhoomika” organized

by Bhutta College of Education, Ludhiana on 5-7 Nov, 2015.Paper

published in book with ISBN.

Ms. Pawanjot Kaur

Participated in 2 days International Conference on Digital Literacy

organized by Bhutta College of Education from 5-6 Feb. 2015.

Presented a paper on the theme ‘Punjabi culture’ in International

Conference “1st Punjab Studies Congress” organized by Bhutta College of

Education, Ludhiana from 5-7 Nov, 2015.

Dr. Rajni Gupta

Paper Presentation and publication in National Seminar sponsored by

ICSSR at, on Value Education: A Challenge for Education, on the theme

“Inculcation of Values in Moral and Social Context” held at Lala Lajpat

Rai Memorial College of Education, Dhudike ISBN: 978-81-89463-29-8.

Participated in Seminar on “Save the Girl Child” held at G.H.G.College of

Education, Sidhwan Khurd, Distt. Ludhiana

Presenteda Paper in International Conference “Cross Cultural Nuances 'on

“Modernization verses New -Age Value System’’ held at KMV, Jalandhar

ISBN No. 978-93-84935-41-2.

Paper Presentation and publication inNational Seminar Human Right

Education- A Quest in Human Identity on “Human Rights Education and

Curriculum Development” at Babe Ke College of Education, Daudhar,

MogaISBN: 978-81-89463-67-0.

Paper Presentation in an International Conferenceon Digital Literacy:

Redefining literarcy in the emerging digital society on “Video

Conferencing: An Innovative Practice in the Present Educational Scenario”

at Bhutta College of Education Paper published in book with ISBN: 978-

93-85446-01-6.




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Page 89

Paper Presentation and publication inInternational Conference Redefining

Literacy in the Emerging Digital Society on “Role of E-Learning in Higher

Education” at Bhutta College of Education, Ludhiana Paper published in

book with ISBN: 978-93-85446-02-3.

Paper Presentation in a National Seminar Technology, Modernization and

Transitional Society- A Challenging Era for Adolescents on “Teacher and

Parents as Guide and Motivator for Intelligent Use of Technology” at A.S.

College of Education, Khanna Paper published in book with ISBN: 978-

81-89463-48-9.

Paper Presentation and publication in National Seminar RUSA:

Rejuvenating Higher Education on “Future of Higher Education in India”

at Mata Sahib Kaur Khalsa Girls College of Education, Patiala. Paper

published in book with ISBN: 978-93-82376-79-3-5.

Paper Presentation in InternationalConference New Trends in Education

on “Current Challenges and Innovations in Teacher Education” at

Ramgarhia College of Education, Phagwara. Paper published in book with

ISBN (Print): 978-81-930379-2-8 and ISBN (Online): 978-81-930379-3-5.

Paper Presentation in National Seminar Transforming Teacher Education

in Changing Scenario on “Quality Enhancement of Teacher Education” at

G.H.G. Khalsa College of Education, Gurusar Sadhar.Paper published in

book with ISBN: 978-93-80748-85-6.

Paper published in book entitled Nurturing Higher Education- A Step

Towards Excellence on “Quality Research in Higher Education:

Challenges and Measures” ISBN: 978-93-80748-94-8 at BCM College of

Education, Ldh.

Paper Presentation in International Conference ReinventingPunjab on

“Punjabi Kadra Kimata Nu Khora Launda Bazarvaad” at Bhutta College of

Education, Ludhiana.

Published a paper on “Man Inside is the Environment Outside” in the book

Right to Healthy Environment published by Bhutta College of Education,

Ludhiana ISBN no 978-9385446-81-8.

Ms. Kavita Gera



College of Education, Gopal Pur, Ludhiana, on March 7, 2014. Paper

published in book with ISBN 978-93-31323-24-8

Presented a paper in National Seminar on “Sustenance of Environment:

Contribution of Teachers Educators, Policy makers and Stakeholders”

organized by Babe ke College of Education, Daudhar on 22 November,

2014. Paper published in book with ISBN 978-93-80748-94-8.




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Page 90

Presented a paper in International Conference on “Taking Learning to

Community through E-Learning” organized by Bhutta College of

Education, Ludhiana on 5-6 February, 2015.Paper published in book with

ISBN 978-81-85446-02-3.

Presented a paper in International Conference on “Nurturing the Spirit of

Innovation through E-Learning” organized by Bhutta College of


ISBN 978-81-89463-46-5.

Presented a paper in National Seminar on “The Impact of technology on

youth in today’s society” organized by A.S College of Education, Khanna

on 11 February, 2015. Paper published in book with ISBN 978-81-89463-

48-9.

Presented a paper in International Conference on “Continuous and

Comprehensive Evaluation Practices: Need of the Hour” organized by

Ramgarhia College of Education, Phagwara on 3-4 March, 2015. Paper


Presented a paper in National Seminar on “Renovating Class room

Atmosphere through Innovative Practices” organized by G.H.G. Khalsa

College of Education, Gurusar Sadhar on 5 March, 2015. Paper published

in book with ISBN 978-81-80748-85-6.

Presented a paper in National Seminar on “Quality in Classroom

Transaction Practices” organized by S.G.T.B. College of Education, She-

Ke, Malerkotla on 9 March, 2015. Paper published in book with ISBN.

Presented a paper in National Seminar on “Gender Equity in India: Still A

Distant Dream” organized by Doraha College of Education, Doraha on 27-

28 March, 2015. Paper published in book with ISBN 978-81-85446-09-2.

Ms. Rajwinder Kaur

Presented a paper in National Seminar on “Rashtrya Madhyamik Shiksha

Abhiyaan: Special Focused Groups” organized by S.G.T.B. College of

Education, She-Ke, Malerkotla from 9 March, 2015.Paper published in

book with ISBN.

Presented a paper titled “Technophobia among the teaching community” in

National Seminar on “Technological advances in teacher training and

higher Education” at Mata Sahib Kaur Khalsa Girls College of Education,

Dhamo Majra, Patiala on 11 Febuary, 2014. Paper published in book with

ISBN.

Presented a paper in National Seminar on “ICT in Teacher Education”

organized by SRSM Mukat College of Education, Rajpura on Feb 17-18,

2014.




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Page 91

Paper Presentation in National Seminar sponsored by ICSSR at Lala

Lajpat Rai Memorial College of Education, Dhudike, on “Inculcation of

Values in Moral and Social Context” Paper published in book with ISBN:

978-81-89463-29-8.

Presented a paper in National Seminar on “Implementation and Academic

Program of RTE” organized by Guru Nanak College of Edu. Gopalpur,

Ldh. on March 7, 2014.Paper published in book with ISBN.

Presented a paper in International Conferenceon “Virtual Learning

Environment for Implement”IDLF organized by Bhutta College of

Education, Bhutta Ludhiana from 05-06 Feb., 2015.

Ms. Charanjit Kaur

Participated in National Seminar on “Teacher Education, the

Professionalization, Teaching, Problems and Prospects” organized by

Swami Dayanand College of Education, Bhucho Mandi, Bathinda.

Presented a paper in 2 days International Conference on “Digital

Immigrants &Digital Natives: An overview of School Education”

organized by Bhutta College of Education, Bhutta Ludhiana from 05-06

Feb, 2015.Paper published in book with ISBN.

Ms. Navtej Pal Kaur



College of Edu.Gopal Pur, Ldh. on March 7, 2014.

Presented a paper in 2 days International Conference “E-health and

Wellness” organized by Bhutta College of Education, Bhutta Ludhiana

from 05-06 Feb, 2015.Paper published in book with ISBN.

Mr. Gurdeep Singh

Participated in National Seminar on “Quality Education Rural and Urban

Perspective” organized by Guru Hargobind College of Education,

Gondwal, Raikot on 1 February 2014.

Presented a paper in National Seminar on “Education for all in India: The

Major Issues Challenges and Possible Enabler” organized by Guru Nanak

College of Education, Ludhiana on 07 March, 2014.Paper published in

book with ISBN.

Presented a paper in National Seminar on “Impact of Modern Technology

on the Educational Attainment of Adolescents” organized by A.S college

of Education, Khanna, on 1Feb 2015.Paper published in book with ISBN.

Presented a paper in International Conference on “The Impact of E-

Learning in Workplace: Focus on Organization and Health Care




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Page 92

Environment” organized by Bhutta College of Education on 5-6 Feb


Paper Presentation in International Conference Reinventing Punjab on

“Uttar Aadhuniktawad” at Bhutta College of Education, Ludhiana on Nov

5-7,2015. Paper published in book with ISBN.

Mr. Vikramjit Singh

Attended two dayNational Workshop on Research Methodology,

“Paradigms Shifts in Research” held at MGN College of Education,

Jalandhar on 19-20 March 2012.

Attended two day International Conference on "Challenges for Learning

Professionals-New Directions" in association with IPDA, UK held at

Partap College of Education, Ludhiana on 21-22 February, 2014.

Presented a paper titled “Professional Development Needs of Manpower in

Education of India” in National Seminar on “Excellence in teacher

Education: Need of 21st century” at Aklia College of Education for

Women, Bathinda on 5 & 6 February, 2014.

Presented a paper on “Women’s Empowerment: Education As A Tool For

Achieving Equality” in National Seminar on “Evolve Her Empowerment

From The Inside Out” at Babe Ke College of Education, Ferozepur on

8thFebuary,2014 Paper published in book with ISBN 978-93-5113-330-8.

Presented a paper on“ICT In Higher Education: Opportunities And

Challenges” in National Seminar on “Integrating Teacher Education with

Technological Advances” at Mata Sahib Kaur Khalsa Girls College of

Education, Dhamo Majra, Patiala on 11 Febuary,2014 Paper published in

book with ISBN 978-82376-70-5.

Presented a paper on “Challenges in Implementing The Rte Act” in

National Seminar sponsored by the ICSSR North-Western Regional

Centre, Chandigarh on “Right to Education: - Challenges and

Implementation” at Guru Nanak College of Education, Gopalpur, Ludhiana

on 7 March, 2014. Paper published in book with ISBN 978-93-313-2324-8.

Presented a paper on “Inclusive Education: The Way Forward” in two days

National Seminar on “Quality Concern in Teacher Education” sponsored

by IQAC and Alumni Association at MGN College of Education,

Jalandhar, 3-4 March, 2014 Paper published in book with ISBN 978-93-

8014-549-5.

Presented a paper on “Value Crisis Vs Modernity: A Challenge” in

National Seminar sponsored by with Indian Council of Social Science &

Research (ICSSR), New Delhi on Value crisis: A Challenge for Education”

at LLRM college of Education, Dhudikeon 12&13 September, 2014. Paper





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A Paper published on “Research Based online teaching only can enhance

Quality in Higher Education” in “Teacher Education: Quality Parameters”

an anthology of selected articles by Guru Nanak College of Education,

Gopalpur Paper published in book with ISBN 978-81-89463-95-3.

Presented paper on“The Impact Of Modern Technology On The

Educational Attainment Of Adolescents” in one day National Seminar

sponsored by CDC, Panjab University, Chandigarh on " Technology,

Modernization and transitional Society: A Challenging era for

Adolescents” at A.S. College of Education, Khanna on 1st February, 2015.

Paper published in book with ISBN 978-81-89463-48-9.

A Paper on “Integrate ICT in Teaching Learning for the Future of

Education” published in the book “Nurturing Higher Education-A Step

towards Excellence"by BCM College of Education, Ludhiana on 7 March,

2014. ISBN 978-93-80748-94-8.

Presented a paper on “Emerging Trend of E-Commerce in India” in two

days International Conferenceon “Redefining Literacy in the emerging

Digital society” sponsored by CDC, Panjab university, Chandigarh

Organized by Bhutta College of Education, Ludhiana, 5-6 Febuary,2014

Paper published in book with ISBN 978-93-85446-01-6.

Presented a paper on “Benefits And Challenges For E-Learner” in two

days International Conference on “Trends & Innovative Practices in

Education: Future & Implications” sponsored by The Learning

Community at Ramgharia College of Education, Phagwara, 3-4

March,2015 Paper published in book with ISBN 978-81-930379-2-8.

Mr. Kulwinder Singh

Attended seven days Workshop on Research Methodology, “Applied

statistics & Use of SPSS” held at BCM College of Education, Ludhiana

from 18-12-2011 to 24-12-2011.

Presented a paper on “Quality in Education-Reflections on its History and

Contemporary Concerns” inNational Seminar sponsored by College

Development Council, Punjab University, Chandigarh in collaboration

with council for Teacher Education on “ Quality Education: Rural & Urban

Perspective” at Guru Hargobind College of Education, Gondwal, Raikot on

1 Feburary 2014, Paper published in book with ISBN 978-93-8014-519-8.

Presented a paper on “Issues and Challenges in Teacher Education” in

National Seminar on “Excellence in Teacher Education: Need of 21st

century” at Aklia College of Education for Women, Bathinda on 5 & 6

February, 2014.

Presented a paper on “Obstacles in Ways of Women Empowerment” in

National Seminar on “Evolve Her Empowerment from the Inside Out” at




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Baba Ke College of Education, Ferozepur on 8th February, 2014. Paper


Presented a paper on “Technophobia among the Teaching Community” in

National Seminar on “Integrating Teacher Education with Technological

Advances” at Mata Sahib Kaur Khalsa Girls College of Education, Dhamo

Majra, Patiala on 11 Febuary 2014.

Presented a paper on “Challenges faced by the Indian organization for the

improvement of Human Resource Development” in National Seminar on

“Quality Assurance in Higher Education vis-à-vis Human Resource

Development: Perspectives and Challenges” at Desh Bhagat College of

Education, Bardwal-Dhuri, Sangrur on 1 March,2014. Paper published in

book with ISBN 978-93-8014-547-1.

Presented a paper on “Right to Education in context of Privatization” in

National Seminar sponsored by The ICSSR North-Western Regional

Centre, Chandigarh on “Right to Education: Challenges And

Implementation” at Guru Nanak College of Education, Gopalpur, Ludhiana

on 7th March, 2014. Paper published in book with ISBN 978-93-313-2324-

8.

Paper published "Method and Strategies for Education in Human Values

and Inclusive Education" in a Book on “Teacher Education: Quality

Parameters” an Anthology of selected Articles by Guru Nanak College of

Education, Gopalpur, Ludhiana.ISBN 978-81-89463-3.

Paper published "Gifted Students: Recommendations for Teachers" in a

book on “Guidance and Counselling in Modern Scenario” by GMT

College of Education, Ludhiana ISBN 978-93-313-2688-1.

Paper published " The Core Role of the Teacher in a Digital Environment"

in International Conference sponsored by The CDC Panjab University,

Chandigarh on “ Digital Literacy: A need for paradigm shift in pedagogy”

at Bhutta College of Education, Bhutta, Ludhiana on 6 & 7 Feb,2015.

ISBN 978-93-85446-01-6.

Ms. Neha Singla

Presented a paper in National Seminar on “Self Culture and Education on

Present times” organized by Malwa Central College of Education, Ldh.

onFeb 2-3rd 2012.Paper published in book with ISBN.

Presented a paper on “Technophobia among the Teaching Community” in

National Seminar on “Technological Advances in Teacher Training and

Higher Education” at Mata Sahib Kaur Khalsa Girls College of Education,

Dhamo Majra, Patiala on 11 Febuary, 2014.Paper published in book with

ISBN.




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Participated in National Seminar on “Issues and Challenges in Right to

education” organized by Guru Nanak College of Education, Gopalpur on

March 7, 2014

Presented a paper in National Seminar on “Inculcation of Values in Moral

and Social Context” organized by LLRM College of Education, Moga and

Ludhiana from September 12–13, 2014.

Presented a paper in National Seminar on “Time Management among

Adolescents: A Need of the Hour” organized by A.S. College of

Education, Khanna from 11 February, 2015.Paper published in book with

ISBN.

Presentation aPaper in International Conference on Digital Literacy:

Redefining Literarcy in Emerging Society on “Effective Teaching through

E-learning in the Present Scenario” ISBN: 978-93-85446-01-6 at Bhutta

College of Education on 5-6 Feb.2015.

Paper publication in book named "Role of ICT in Higher Education in

India"” Published by B.C.M. College of Education.

Presented a paper in National Seminar on “Drugs Gulping the Youth”

organized by Doraha College of Education, Doraha from 27-28 March,


Mr. Sukhjivan Singh

Participated in International Conference “Educon 2012 World Conference

on shaping a future classroom: A global perspective” in association with

global educational research association organised by Lovely Professional

University, Phagwara from April 6-8, 2012.

Participated in International Conference on “Futuristic Trends in Phy.Edu”

(ICFTPE) UGC sponsored organised by Department of Phy.edu, Punjabi

university, Patiala, from January 22-26, 2013.

Participated in National Conference on “Wellness through Physical

Activity: Future Perspective”UGC Sponsored, sorganised by Department

of Phy. Edu, Punjabi University, Patiala from January 17-18,2014.

Participated in International Conference on “Air Pollution: Effects on

Health and Environment" in Association with (APEHE) Department of

Science and Technology organised by Desh Bhagat University,

Gobindgarh from March 1-2, 2014.

Presentation and Publication on topic "Effect of Weight Training Program

on Selected Blood Profile of Athletes" in National Conference on

Empowering India with health through Physical Education & Sports

Sciences sponsered by Ministry of Youth Affairs & Sports Government of

India organised by Physical Education foundation of India Association




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with Sjjt University,Delhi from August 29, 2014. ISBN 978-81-927686-1-

8.

Presented paper on topic "Comparative Study of Body Composition

between Primary and Secondary Students" in International Conference on

Challenges in Higher Education organised by Desh Bhagat University,

Gobindgarh inassociation with Centre of Innovation, Research &

Entrepreneurship, from Sept 26-27, 2014.

Presentation and Publication on title " Effects of Selected Exercises

Schedule on Explosive Strength and Strength Endurance on Girls" in

International Conference topic on Global Excellence in Fitness and Sports

Science” sponsored by Department of Science and Technology,

Government of Rajasthan organised by Dept. of Phy.Edu. JECRC

University, Jaipur from January 6-7 2015, ISBN 978-81-89463-98-4.

Presentation on title “Comparison between Effects of Different Arm

Angles on Biceps Contraction through Digitalization" in International

Conference on “Redefining Literacy in the Emerging Digital Society”

sponsored by College Development Council, Panjab University,

Chandigarh organised by Bhutta College of Education, Ludhiana from

February 5-6, 2015.Paper published in book with ISBN.

Presentation and Publication on title "Effect of Body Conditioning

Programme on Flexibilty" in International Conference on "Redefining

Literacy in the Emerging Digital Society” Sponsored by College

Development Council, Panjab University, Chandigarh organised by Bhutta

College of Education, Ludhiana from February 5-6, 2015.Paper published

in book with ISBN. 978-93-85446-01-6.

Presentation on "A comparative study of obesity between boys and girls"

in International Seminar on “Sports Science: Challenges and Endeavors”

organised by Punjabi University, Patiala from February 9-10, 2015.

Presentation on "A comparative study of healthy life style between

adolescent boys and girls" in National Seminaron “Teacher

Education/training programs in Physical Education Issues and Challenges”

sponsored by Panjab University, organised by Govind National College,

Narangwal, Ludhiana on 21 Jan. 2015.




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3.2 RESEARCH AND PUBLICATION OUTPUT:

3.2.1 Give details of instructional and other materials developed including

teaching aids and/or used by the institution for enhancing the quality

of teaching during the last three years.

For quality enhancement, the institution has developed and used the

following instructional material during the last three years:

Instructional and Other Materials developed:

An Information handbook on Digital literacy was published.

Handbook on Microteaching was published

Unit plan and course planner are prepared and uploaded on the institutional

CLMS.

Content related Power point presentations for teaching Subjects.

Preparation of transparencies and slides for teaching through OHP and

slide projector.

Formation of Question bank.

Videos to demonstrate microteaching skills and lessons.

Teaching aids like models (working, static and cross-sectional), specimens,

charts etc. to be used for teaching.

Development of model lesson plans ICT based, Test based, Diary based for

different methodology subjects.

Development of instructional material on different topics of schools

subjects like, E-commerce, English grammar, Global warming, Basics of

computer etc.

Instructional Material used by the college The following instructional material is used:

Pre–recorded videos on topics related to B.Ed curriculum.

Pre-recorded audio CDs on Linguistics are used to refine the

communication skills of the students

T.V, L.C.D and Interactive boards are used to show educational programs

telecasted by U.G.C., to supplement and enrich class room teaching.

Pre-recorded micro lessons/composite lessons are shown for the

orientation and refinement of teaching skills of the student teachers.

Instructional material developed by NCERT.

3.2.2 Give details on facilities available with the institution fordeveloping

instructional materials?

The college has adequate infrastructure and facilities for developing

instructional materials.




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The library is well stocked with rich reference books, journals,

encyclopedias, surveys etc. e- books and e-journals are alsoavailable in the

library.

The institution has a well equipped ICT Resource Centre with provision of

advanced programs, programmers and educational gadgets/softwares such

as audio/ video recording / editing/ distribution/ presentation systems.

The campus is Wi-Fi and has high speed internet connectivity with a band

width of 30mbps.

Laboratories are well equipped and upgraded.

3.2.3 Did the institution develop any ICT/technology related instructional

material during the last five years? Give details.

The Institution has developed Instructional/Learning material in the form

of Audio/Video lectures, short duration micro learning films, PPTs, Quiz

makers, etc. for CLMS, Moodle, Grovo and other such programs being

used in online and class room teaching.

3.2.4 Give details on various training programs and/or workshops

onmaterial development (both instructional and other materials)

a. Organized by the institution

b. Attended by the staff

c. Training provided to the staff

a) Organized by the institution

o Workshop on use of interactive board was organized.

o Workshop on uploading of content and teaching material on CLMS.

o Workshop on teaching aid preparation.

o Workshop on microskills and demonstration of lessons.

o Two day workshop on Digital Literacy was organized under

International Digital Literarcy Forum.

b) Attended by the staff

Dr.Sonu Grewal

Conducted 10 days Workshop for Primary Govt School Teachers (MCD)

on Joyful Learning and Developing Life Skills, organized by SCERT, New

Delhi from 15.06.09 to 26.06.09



from 20.03.14 to 26.03.14.




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Attended 2 day Workshop on Digital Literacy dated 5-6 Feb 2015 in

Bhutta College of Education, Ludhiana.

Acted as Resource Person in Two day FDP on Latest Trends in

Communication Skills & use of English Language at BKCMT from 30th

July to 31st July 2015.

Ms.Kiran Walia

Participated in B.Ed syllabus revision Workshops in the subject of

Teaching of History and Initiatory School Experiences held at GHG

College of Education, Sudhar and Doraha College of Education, Doraha.



from 20.03.14 to 26.03.14.

Participated 2 day Workshop on Digital Literacy dated 5-6 Feb 2015 in

Bhutta College of Education.

Attended a 2 day Workshop on use of ICT at Panjab University, Chd on

20 Feb 2011.

Ms. Mandeep Bhullar

Attended a Two Day Workshop on “Adult literacy and Vocational Skill”

at YWCA, Sector -11,Chandigarh on 30th&1 May 2013 under the project

Mass Literacy Campaign organized by the Dept. of Lifelong Learning &

Extension, Panjab University Chandigarh.

Attended a 2 day Workshop on use of ICT at Panjab University, Chd on 20

Feb 2011.

Participated in Syllabus Revision Workshop of Teaching of English at

GHG Harparkash College of Education, Sidhwan Khurd on 16 Sept, 2015.

Attended two day FDP on Latest Trends in Communication Skills & use of

English Language at BKCMT from 30th July to 31st July 2015.

Participated 2 day Workshop on Digital Literacy dated 5-6 Feb 2015 in

Bhutta College of Education. Ludhiana.

Ms. Monika Sharma

Attended 2 day Workshop on Digital Literacy dated 5-6 Feb 2015 at Bhutta

College of Education.



Ms. Kulwant Kaur

Participated in Workshop“Panel discussion on revised Panjab university

B.Ed curriculum.” organized by B.C.M college of Education, Ldh. from

Sep 30th, 2013.




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Attended a 2 day Workshop on Digital Literacy dated 5-6 Feb 2015 at



English Language at BKCMT from 30th July to 31st July 2015

Ms. Payal Beri

Participated in a 2day Workshop on Digital Literacy dated 5-6 Feb 2015 at


Attended a two day FDP on Latest Trends in Communication Skills & use

of English Language at BKCMT from 30th July to 31st July 2015.

Ms. Chetna Bharti

Attended FDP on “Importance of Soft Skills” organized by RIMT-IET,

MGG, Ludhiana from July 14-18, 2011.

Attended FDP on “R.M. Statically Tools SPSS” organized by RIMT-IET,

MGG, Ludhiana from July 25, 2011.

Participated in a 2 day Workshopon Digital Literacy dated 5-6 Feb. 2015 in




Ms. Kavita Gera

Participated in a 2 day Workshop on Digital Literacy dated 5-6 Feb 2015 at


Ms. Navtejpal Kaur Sangha



Ms. Rajni Gupta


Bhutta College of Education



Ms. Charanjit kaur



Mr. Kulwinder Singh






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Mr. Vikramjit Singh



Mr. Gurdeep Singh



Mr. Sukhjivan Singh



3.2.5 List the journals in which the faculty members have published papers

in the last five years.

Dr. Rajni Gupta

Research paper “Developing Mathematical Aptitude Test”Published in

Educational Extracts. Vol.2, Issue-2, July, 2014, ISSN: 2320-7612.

Research paper titled “Development of Mathematical Attitude

Scale”Published in Journal of Advanced Studies in Education and

Management. Vol.1, No.1, Summer 2014, ISSN:2350-0492.

Research paper titled “Aptitude for Mathematics as Predictors of

Mathematical Achievement”Published in GHG Journal of Sixth Thought.

Vol. 2, issue 2, Sep. 2014, ISSN:2348-9936.

Research paper titled “Study Habits as Predictor of Mathematical

Achievement”Published in Education of Development, in International

Journal of Education & Humanities.Vol.III, No.1, ISSN:2320-3684.

Research paper titled “Attitude towards Mathematics as Predictor of

Mathematical Achievement”Published in Edu-Research A Quarterly

International Peer Reviewed Refereed Research Journal of Education

Vol.4, No.4, December 2014, ISSN: 2348-6015.

Research paper on “Teacher Parental Support, Study Habits, Aptitude for

and Attitude for and Attitude towards Mathematics as correlates of

Mathematical Achievement” Published in Indo-Asian Journal of

Multidisciplinary Research (IAJMR). Vol.01. No.1, Year 2015 ISSN:

2454-1370.

Ms.Chetna Bharti

Research paper “Vocational interest of +2 Students in relation to Sex, Area

and Faculty” Published in Journal of Advanced Studies in Education and

Management, Issue-Summer 2014, ISSN NO: 2350-0492.




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Research paper “A comparative study of vocational interest of +2 students

in relation to area”. In Journal of Multidisciplinary Research (IAJMR)

Vol.01. No.1, Year 2015 ISSN: 2454-1370.

Mr. Sukhjivan Singh

Research paper “Effects of training program on maximum strength and

strength endurance of females” Published in Journal of Advanced Studies

in Educational and Management Issue- Summer 2014, ISSN NO.: 2350-

0492

Research paper on “Comparison between effects of different arm angles on

triceps contraction through digitalization” Published in Indo-Asian Journal

of Multidisciplinary Research (IAJMR). Vol.01. No.1, Year 2015

ISSN:2454-1370

Ms. Mandeep Bhullar

Paper titled “Maximizing the impact of Professional learning” published in

Parview: A Quarterly Research Journal, Vol.3 No.1&2, Jan & April-2014.

ISSN 2320-558X

Research Paper titled “Foundations of Relationship Marketing (RM): An

Analysis” is under publication in Journal of Advanced Studies in

Education and Management. Vol. IV, No.4 2014, ISSN: 2350-0492.

Mr. Kulwinder Singh

Paper titled “Academic achievement of Player and Non-Players at

secondary school level” Published in International Journal on "Education

at the crossroads “A peer reviewed journal an International Journal of

Education & Humanities”.APH publishing corporation Vol. III, No. 1ISSN

no. 2320-0316 Jan.-Dec 2014

Paper titled “Right to Information: An Important Tool of Social

Development”published in International Journal on "Education and

Welfare “A peer reviewed journal an International Journal of Education &

Humanities. APH publishing corporation Vol. III, No. 1 ISSN no. 2320-

1762 Jan.-Dec 2014.

Paper titled “Impact of Mid Day Meal on Academic Achievement and

Students’ Enrollment” in International Journal on “Education for All” A

peer reviewed journal an International Journal of Education & Humanities.

APH publishing corporation Vol. III, No. 1 ISSN no. 2329-2437 Jan.-Dec

2014

Paper titled “Globalization and Teacher Education: A Challenge or an

Opportunity” published in a peer reviewed International Journal of

Education & Humanities. Titled Education at the Crossroads ISSN: 2320-




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0316, volume: III, Number: 1, January- December 2014, at APH

publishing corporation.

Paper titled “Understanding and Maintaining Work Culture: Key for

Effective Leadership” published a peer reviewed International Journal of

Education & Humanities, titled Education and Welfare ISSN: 2320-1762

Volume: III, number: 1, January- December, 2014 at APH publishing

corporation.

Paper titled “Institutional Planning in Higher Education” published ina

peer reviewed International Journal of Education & Humanities titled

Excellence in Education ISSN: 2320-7019, Volume: III, number: 1,

January- December, 2014 at APH Publishing Corporation.

Paper titled “A comparative study of regular and contractual teacher job

satisfaction”published ina peer reviewed International Journal of Education

& Humanities, Education for All ISSN 2319-2437, Volume: III, number:

1, January- December, 2014 at APH publishing corporation.

Mr. Vikramjit Singh

Paper titled “Globalization and Teacher Education: A Challenge or an

Opportunity” published in a peer reviewed International Journal of

Education & Humanities titled Education at the Crossroads ISSN: 2320-

0316, volume: III, Number: 1, January- December 2014, at APH

Publishing Corporation.

Paper titled “Understanding and maintaining work culture: Key for

effective Leadership” published in a peer reviewed International Journal of

Education & Humanities titled Education and Welfare ISSN: 2320-1762

Volume: III, number: 1, January- December, 2014 at APH publishing

corporation.

Paper titled “Institutional Planning in Higher Education” published in a

peer reviewed International Journal of Education & Humanities titled

Excellence in Education ISSN: 2320-7019, volume: III, number: 1,

January- December, 2014 at APH publishing corporation.

Paper titled “A comparative study of regular and contractual teacher job

satisfaction”published in a peer reviewed International Journal of

Education & Humanities. Education for All ISSN 2319-2437, volume: III,

number: 1, January- December, 2014 at APH publishing corporation.

Mr. Gurdeep Singh

Paper titled “Value Based Education is need of Today" published in

International Journal on "Education and Welfare “A peer reviewed journal

an International Journal of Education & Humanities. APH publishing

corporation Vol. III, No. 1 ISSN no. 2320-1762 Jan.-Dec 2014




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3.2.6 Give details of the awards, honors and patents received by the faculty

members in last five years.

Awards

Headmaster Niranjan Singh Memorial Award (2014) in the field of Education &

Culture was awarded to Dr. Sonu Grewal for innovatively introducing digital

technologies in education.

Best Teacher Award was conferred on Dr. Sonu Grewal by the State Bank

of India on teacher’s day, 2013.

Dr. Sonu Grewal was honoured for developing ‘Employable, Affordable

and relevant smart education model for the state of Panjab’ by the

Knowledge Foundation, Panjab 2012.

Award of Honour to Ms. Mandeep Bhullar by Guru Nanak Institute of

Management and Technology, Ludhiana.

Award of Honour to Ms. Kiran Walia by Mahavir Public School, Ludhiana

2013.

Award of Appreciation to Ms. Payal Beri for contribution to Digital

Literacy by Panchayat, village Bhutta, 2014.

Award of Appreciation to Ms. Monika for Community work by Panchayat,

Village Bhutta 2015.

Appreciation Award to Ms. Chetna Bharti by RIMT College of Education

for contribution in organization of college activities.

Award of Appreciation to Mr. Sukhjivan Singh by IBBF (Indian Body

Builders Fedaration) affiliated Youth Ministry of Sports, 2015.

Award of Appreciation to Mr. Sukhjivan Singh by North India Body

Building Associaton, 2015.

Award of Honour to Mr. Sukhjivan Singh by PABBA (Punjabi Ameture

Body Building Association, 2015.

Award of Honour to Mr. Sukhjivan Singh by DABBA (District Ameture

Body Building Association, 2015.

3.2.7 Give details of the Minor/Major research projects completed by staff

members of the institution in last five years.

1. A Research Project funded by Knowledge Foundation Punjab “A Study of

Scope and Potential in Transforming Rural Punjab into a Digital Society”

was completed in the year 2015.

2. A Project “Design, Development and the transfer of Waste Management

Technology in Five Villages Surrounding Bhutta College of Education”

was successfully completed in the year 2014.




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3. Project on “Study of attitude towards inter-caste marriage and dowry

system in relation to sex, area and level of education” was completed in

2012.

3.3 CONSULTANCY:

3.3.1 Did the institution provide consultancy services in last five years? If

yes, give details.

Yes, the institution provides consultancy services in following areas:

Admission consultancy

Vocational consultancy

Communication Skills

Consultancy for Higher Education

Counseling services

Consultancy for competitive exams

Health, Sports and Hygiene consultancy

3.3.2 Are faculty/staff members of the institute competent to undertake

consultancy? If yes, list the areas of staff members and the steps

initiated by the institution to publicize the available expertise.

Yes, faculty members of the institute are competent to undertake

consultancy. The following staff members give consultancy in various

streams:-

Admission consultancy: Ms. Chetna Bharti

Vocational consultancy: Ms. Kiran Walia

Communication Skills: Ms. Mandeep Bhullar

Consultancy for Higher education: Mr. Kulwinder Singh

Counselling services: Ms. Monika Sharma

Consultancy for competitive exams: Mr. Vikramjit Singh

Health, sports and hygiene consultancy: Mr. Sukhjivan Singh

Ms. Kiran Walia, Ms. Mandeep Bhullar and Ms. Monika Sharma attended

program for providing consultancy services at Department of Extension

Activities, Panjab Agricultural University Ludhiana.

Besides this, teachers provide vocational and career consultancy, Health, sports

and hygiene consultancy and Consultancy for Higher education in schools of

practicing Schools.

The college publicizes Consultancy Services available in the institution through

media, college website, providing information to local community through




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village panchayat and practicing schools and personal visits and interactions of

Staff and students with the community.

3.3.3 How much revenue has been generated through consultancy in the last

five years? How is the revenue generated, shared among the concerned

staff members and the institution? The consultancy services are provided Free of cost and are a part of the

community service.

3.3.4 How does the institution use the revenue generated through

consultancy?

N.A

3.4 Extension Activities

3.4.1 How has the local community benefited from the institution?

(Contribution of the institution through various extension activities,

outreach programs, partnering with NGO’s and GO’s)

The institution was established with the objective of providing Quality

Professional Education in the rural belt where the institution is situated.

The college has made Professional Education more accessible to the local

community.

Bhutta Group of Colleges provides employment to the local community

and 40% of the staff is from the adjoining villages.

Rallies are carried out for spreading awareness on Social and

Environmental issues.

Nukkar Nataks are enacted on various issues in collaboration with schools

to sensitize the community against various burning issues.

Social surveys on income, education and profession have been done; the

institution is planning to tie up with Red Cross society in near future.

The institution also visits social organizations and institution like Deaf and

Dumb School and Old Age homes for social surveys and the students also

extend their services to these institution.

Every year, a campaign for Tree plantation is carried out in Teaching

practice schools and awareness about environment hazards is generated

among student teachers.

Awareness campaigns are organized by distributing jute bags, paper bags

and best out of waste products in nearby villages and community peoples

are made aware against the use of polythene.

Quiz competitions, debates, discussions, slogan writing, painting

competition, are organized to sensitize future teachers on various social

issues.




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Guest lectures in schools are organized.

Community members participate in workshops organized by the college

for social causes like Drug De-Addiction and Development of Life Skill in

collaboration with Dept. Of Life Long Learning and Extension, P.U, Chd.

College has constructed a Decomposte pit in village Bhutta and regular

awareness campaigns are undertaken to give information about the

biodegradable and degradable waste. College tries to create awareness

among masses by conducting surveys on the management of biodegradable

and degradable waste.

The institution offers vocational trainings to the local community in the

form of Computer literacy, Cooking and Stitching Camps and trainings on

Communication Skills in collaboration with an NGO Guru Angad Dev

Seva Society Regd.

3.4.2 How has the institution benefited from the community?(Community

participation in institutional development, institution-community

networking, institution-school networking etc.)

Institution has linkages and cordial relations with local schools, colleges,

teacher education institutes and develops networks with Principals and

staff of schools for successful implementation of Community Programs.

Members from community, parents, Heads of schools are members of

IQAC and provide valuable suggestions. Extension lectures are organized

at institute and social activists, bankers, doctors; educationists are invited

to deliver talks. Feedback is sought from teaching practice schools and

other stakeholders of the community for quality enhancement. The Heads

and staff of the practicing schools give reflections on needs and challenges

of the school sector in the current scenario.

3.4.3 What are the future plans and major activities the institution would

like to take up for providing community orientation to students?

The College plans to conduct more workshops for spread of Digital

Literacy among the community.The institution plans to organize visits to

orphanages, blind homes, deaf and dumb schools, and old age homes etc.

The Institution plans to conduct seminar on Science and Technology in

collaboration with Council of Scientific and Technical Terminology,

Ministry of Higher Education, Govt. of India in January, 2016

NCERT is in the process of developing a handbook on Teaching Science

through games, Art forms and Toys for Upper Primary and Secondary

School Teachers. The handbook for the Upper Primary Level stage is near

completion and the field testing for the same will be conducted by the




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experts from NCERT. Field test of the same will be conducted for B.Ed

students in our campus in Feb.2016.

3.4.4 Is there any project completed by the institution relating to the

community development in the last five years? If yes, give details.

A Project “Design, Development and the transfer of Waste Management



A Research Project funded by Knowledge Foundation Punjab “A Study of

Scope and Potential in Transforming Rural Panjab into a Digital Society”


3.4.5 How does the institution develop social and citizenship values and skills

among its students?

College organizes many Extension lectures on different topics by experts

of the field regularly. Many such lectures by school Principals, Bank

Employers, Educationist and Religious heads were organized in which

traffic rules, internet banking, Value system, role of teacher in 21st

century, moral values etc. were discussed. Students organize co-curricular

activities that inculcate social and citizenship values in them during their

teaching practice as an essential part of their training

Various festivals are celebrated.

Small group interactions are held in tutorial.

Through gardening – beautification of campus is maintained and aesthetic

sense is developed.

Various crafts such as gardening, computer, candle making, interior and

home craft are prescribed in syllabus to develop skills among the students.

Celebration of National days.

3.5 COLLABORATION:

3.5.1 Name the national level organizations, if any with which the institution

has established linkages in the last five years. Detail the benefits

resulted out of such linkages.

The College has developed linkage with Council of Scientific and

Technical Terminology, Ministry of Higher Education, Govt. of India to

conduct seminars on Science and Technology on January 2016

The College has initiated linkage with NCERT regarding Field testing on

B.Ed students on Handbook on Teaching Science through games, Art

forms and Toys for Upper Primary and Secondary School Teachers. The




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handbook for the Upper Primary Level stage is near completion and the

field testing for the same will be conducted by the experts from NCERT.

Field test of the same will be conducted for B.Ed students on our campus

in Feb.2016.

The College has initiated linkage with NGO Guru Angad Dev Seva

Society Regd.

The College has linkage with Dept. of Life Long Learning and Extension,

Panjab University, Chd under which community oriented programs and

workshops are organized.

The college has linkage with Kashmir Student Parliament and the

institution works with the organization for organizing student welfare

activities and cultural exchange.

The college has developed linkage with Department of Panjabi, Panjabi

University, Patiala and a Workshop on Punjabi pedia was conducted in

collaboration with the Department for students and staff. Software of

Punjabi pedia was also contributed in the college library.

The college has healthy relationships with the affiliating university -

Panjab University, Chd. and organizes activities sponsored by College

Development Council, Panjab University, Chd.

The college has developed healthy relationships with District Education

Office, and Schools of nearby areas.

The college has linkages with Guru Gobind Singh Study Circle and

sessions for value education are organized.

The institution has developed links with DIET and SCERT.

The institutes as a whole and staff members are members of AIAER. The

college receives Journals regularly from this National Level Organization

which helps the faculty to enlighten their minds the field of education and

research.

“1st Punjab Studies Congress” was organized at Bhutta College of

Education from 5th to 7th Nov, 2015 in collaboration with Knowledge

Foundation Punjab, Shabdlok, Punjabi Sahitya Academy, Ludhiana and

Punjabi University Patiala. A comprehensive agenda for the Socio-

Economic Transformation of Punjab was prepared and submitted to the

Govt of Punjab.

3.5.2 Name the international level organizations, with which theinstitution

has established linkages in the last five years. Detail the benefits

resulted out of such linkages.

International Digital Literacy Forum was formed in collaboration with

Confederation College, Ontario, Canada and World Punjabi Council in

2014. 1st Digital Literacy Forum was organized on Feb. 5th& 6th 2015




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under which an International Conference, Workshop and Exhibition on

Digital Literacy was held.

The college has developed linkage with World Punjabi Council that

provides funding for Research Projects and scholarships for meritorious

academically backward students (Residents of Punjab).

Confederation College, Ontario, Canada in collaboration with the College

extends online Faculty Exchange Programs.

The college has developed linkage with Dept. of Education, Parliament of

Uganda for exchange program.

3.5.3 How did the linkages if any contribute to the following:

Curriculum development

Teaching

Training

Practice teaching

Consultancy

Extension

Publication

Student Placement

The linkage with different National and International Organizations has

contributed in the following ways:

Curriculum Development, Teaching and Training:

Information provided through journals of national and international

organizations, community linkages, seminars, workshops, extension

lectures, act as the base and reference for bringing modifications in

curriculum, teaching and training of the course according to the latest,

global; national and technological demands.

Practice Teaching: The institution has established links with various

schools of surrounding areas as to provide teacher trainees the real

situations and expert guidance for their teaching practice.

Research: Bringing the members of different national and international

organizations to give them a platform for research work through the

journal published by the college. The faculty is also receiving journals

regularly from these national and international organizations which are

helpful in the field of research.

Consultancy: Linkages with these national and international organizations

help to organize various seminars, Conferences, workshops on current

problems to make the community aware about these issues.

Publications: Journals published by these organizations act as reference

material and help in carrying out research work. The presence of these




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journals in library helps teacher educators for direct and immediate contact

with the changes in teacher education program.

Student Placement: Linkages established with different schools help to

place our teacher trainees accordingly.

3.5.4 What are the linkages of the institution with the school sector?

(Institute school-community networking)

Linkage of the Institution with School

The institution has established a close linkage with the schools. Heads and

teachers of the schools are invited in the institution on various occasions

like Seminars, Celebration of days and Sports Meet etc. Experienced

school teachers are appointed as Examiners during final Skill- In- Teaching

exams conducted by the University. Institution obtains feedback from

practicing schools on Skill-In-Teaching Program. The members of staff

actively engage in school activities and they have healthy interaction with

teachers. During teaching-practice the staff members share their

experiences with the teachers and apprise them of new methods, strategies

and innovative practice in the field of education. The staff members also

develop Institute Community School networking.

Students are trained in intellectual expression, organizational abilities and

teaching skills as per the need of the society.

Linkages with schools help in accessing school for practice teaching

program.

Staff acts as consultant for students and general public.

Students get jobs in Government as well as private sector

Linkage of the institution with other institutions

Our institution has good relationship with Government and non-

government educational institutions. The institute conduct faculty

exchange program with other institutes. The placement cell of institute

promotes the linkage between the institution and various schools to cater

the needs of stakeholder and better placement of our students. Various

kinds of extension activities are carried out by the institute for the active

participation of students in various society related issues like awareness

regarding AIDS, environmental problems and importance of moral values

etc.

Students of the institution are engaged in various social activities and they

carry out survey on different topics related with the problems of society

and visit schools for special children and Leprosy houses for understanding

their problems.




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3.5.5 Are the faculty actively engaged in schools and with teachers and other

school personnel to design, evaluate and deliver practice teaching? If

yes, give details.

The faculty is actively engaged in following manner with schools teachers

and other school personnel in achieving the educational superviser

objectives during practice teaching:

Designing The Head of the institutionsupervises over all planning regarding teaching

practice and to framing. School teachers help our faculty to frame the

special time table and allot the classes to teacher trainees as per their

educational qualifications. Faculty discusses the major topics to be taught

and observed in consultation with school faculty.

Delivery and Evaluation

During teaching practice, the teacher educators collaborate with school

teachers to improve teaching skills through observation and evaluation of

the lessons in every period.

Besides this, the teacher trainees also help the students of the schools with

special needs by providing guidance and instructional material (Notes,

books, teaching aids etc.)

Faculty of the school is also engaged in providing information for Action

Research and case studies.

3.5.6 How does the faculty collaborate with school and other college or

university faculty?

With Colleges

The faculty collaborates with other colleges through Inter college competitions

and Youth festivals etc. The teacher trainees of our college participate in the

competitions of different colleges in various categories of skill in teaching,

teaching aid preparation competitions, fine arts competitions, literary

competitions etc. Students of other colleges also participate in the competitions

organized by the College.

The teacher educators from our college attend seminars, workshops and

conferences held in different colleges and the faculty from other institutes also

participates in the same organized by our college. The College conducts faculty

exchange programs in collaboration with Partap College of Education, Ludhiana.

The Faculty participates in presentations conducted in collaboration with sister




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institutions Bhutta College of Engineering & Technology and Baba Khajandass

College of Management & Technology.

With University

The institute organizes various extension lectures, seminars, workshops etc. for

which educationists are invited from Panjab University, Delhi University, Guru

Nanak Dev University, H.P. University and Jammu University and International

Institutes like Confederation College, Ontario, Canada.

3.6 BEST PRACTICES IN RESEARCH, CONSULTANCY &

EXTENSION:

3.6.1 What are the major measures adopted by the institution to enhance the

Quality of Research, Consultancy and Extension activities during the

last five years?

Research Keeping in view the challenges faced by the Education Sector in the complex

times of Globalization and Networked Digital technologies, a comprehensive

planning of the Research agenda for the coming five years has been done by the

Institution through deliberations at various levels.

For the implementation of the same various funding agencies involved in the

field of Education and culture were approached and collaborative research

programs / projects were planned and implemented with the willing ones. The

findings are being published in various journals.

For promoting the research efforts being made by the Education Fraternity, the

college has started the publication of research journal, "Journal of Advanced

Studies in Education and Management "ISSN 2350-0492

Apart from the projects, research activity is also being inculcated in the minds of

the students and the staff by introducing Innovative research practices in the

curriculum and assignment works.

The Institution has undertaken three Research Projects during the last five years

the same were completed and submitted to the funding agencies

A Project “Design, Development and the transfer of Waste Management



A Research Project funded by Knowledge Foundation Punjab “A Study of

Scope and Potential in Transforming Rural Panjab into a Digital Society”





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International and National Seminars are being organized by the institution

on current issues needing reflection. The theme on which the seminars have

already been conducted are as under:

International Conference on “Redefining Literacy in Emerging Digital

Society”

“1st Punjab Studies Congress" on Reinventing Punjab

State Seminar on “Transforming Rural Punjab into a Knowledge Society”

National Seminar on Global Trends in Education

Workshop on Drug-De-Addiction

Workshops on Life Skills& Personality Development.

Consultancy

The institution provides Admission consultancy, Vocational consultancy,

Communication Skills Consultancy, Consultancy for Higher Education,

Counseling services, Consultancy for competitive exams, Health, Sports and

Hygiene consultancy and has competent staff for the same. There is a provision

of placement and counseling cell in the college campus where the teacher trainees

get required information and guidance on various streams. The institution also

aims at providing better educational and vocational guidance services and

developing links with more schools

Extension Activities

To meet the current challenges being faced by the rural Punjabi community, the

Institution has committed itself to the eradication of Drug Addiction,

Environmental Degradation, Digital Illiteracy and Female Foeticideby use of

appropriate technologies and developing the right kind of attitude towards these

issues. As part of the Extension activities, the college in association with Guru

Angad Dev Seva Society (Regd) organizes visits to the village communities. The

extension activities have been strengthened by

More community coverage

Covering current and relevant issues such as environment, digital literacy,

value degradation, drug de-addiction, etc.

More contribution to community welfare by establishing relationships with

different NGO'S

The institution organizes visit to community resources and also invites

professionals from various fields of community to deliver lectures on

important issues to teacher trainees and community.




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3.6.2 What are the significant innovations/ good practices in Research

Consultancy and Extension activities of the institution?

Significant Research Innovations:

Development of appropriate technologies for Waste Management in

Village households and Farm wastes in the fields.

Through the collection of sufficient data , Strategy and operational plans

have been finalized for making the rural folk digitally literate in fulfilling

their day to day needs.

Significant Innovations in Consultancy Services and Extension Education:

Appropriate Resources and Innovative methodologies have been developed for

providing Consultancy services to the Panchayati Raj Institutions and extension

services to the rural communities of the adjoining rural Villages in the following

areas of activity :

Educational and Vocational Training Consultancy

Placement Services

Environmental awareness

Waste Management

Digital Literacy

Women Empowerment

The institute has an excellent provision for guidance and counseling and

placement cell to provide best services in educational and vocational field to the

teacher trainees, school students and community at large.

Additional Information to be provided by Institutions opting for Re-

accreditation / Re-assessment

1. What are the main evaluative observations/suggestions made in the

first assessment report with reference to Research, Consultancy and

Extension and how have they been acted upon?

Observations:

Yet to have provision of research grant in its annual budget.

Provision for research grant has been made in the annual budget and it is

utilized for carrying out research related activities.

Teachers are yet to procure any research project from fund giving

agencies.

Three research projects have been carried out in the last four years out of

which two are funded.




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Faculty has yet to develop expertise for consultancy work.

Selected staff members got training in Undertaking Consultancy and

Extension services from the senior Experts working in the Extension

Department of Panjab Agricultural University Ludhiana. One staff member

has obtained Masters in Psychology and the Principal of the college is a

certified master trainer in Life Skills.

Yet to develop collaborative linkages with neighboring academic

institutions.

Institution has organized Workshops, Seminars, Faculty Exchange

Programs and FDPs in collaboration with neighboring academic

institutions



accreditation.

Publication of the research journal JASEM

WI-FI Campus

Publication of books by the institution and the staff

Collaboration with Local, National and International organizations

Enrollment of three staff members in Ph. D course

Availability of softwares that are helpful in research

An increased bandwidth for high speed network

Formation of IDLF

Development and Implementation of CLMS

Facilitating the participation of students and faculty in Global Learning

Communities through Massive Online Open source Educational Programs




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CRITERION IV: INFRASTRUCTURE & LEARNING RESOURCES

4.1 PHYSICAL FACILITIES:

4.1.1 Does the institution have the physical infrastructure as per NCTE

norms? If yes, specify the facilities and the amount invested for

developing the infrastructure. Enclose the master plan of the building.

Bhutta College of Education has built up complete physical infrastructure

as per NCTE norms to run B.Ed. course. The college is located in a lush

green and pollution free environment. The college has adequate

infrastructure and learning resources and is running its 10th session. The

college is a self – financed institute with campus area of 5 acres and has

spacious and airy classrooms with interactive board, well equipped

laboratories – Psychology lab, Computer lab, Science lab, Maths lab,

Home Science lab, S.St lab and Language lab., well stocked library,

internet connectivity(Wi-Fi), Art and Craft room, Heritage room,

Multipurpose hall with seating capacity of 350, ICT Resource Centre,

Hostel facility for boys and girls, Record room, AV-Aid room, Clerical

office, Principal room with adequate space to conduct meetings and

discussions with the faculty, canteen, fire extinguishers, separate rest

rooms and common rooms for males and females, staff rooms, appropriate

space for indoor games such as Carom, Chess etc. as well as outdoor

games like Badminton, Volley ball, Kho-Kho, Tug of war etc & fully

maintained lush green lawns. A well-sized Parking Space for vehicles is

also available in the campus. The college has equipped ICT Resource

Centre furnished with latest gadgets for teaching and learning.

Infrastructure is developed and upgraded as per needs of new era of

technological advancement.

No. of rooms in the existing building are:-

No. of Rooms Area (Sq. Metres)

Lecture Hall (I-IV) I 76.1

II 76

III 76

IV 69.52

Computer Lab 1 44.4

Science Lab 1 45.26




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No. of Rooms Area (Sq. Metres)

ICT Resource Center 1 114

Library 1 222

Principal Office 1 22.8

Staff Room 2 21.6(each)

Clerical Office 1 28.2

S.St/Maths Lab 1 46.62

Home Science Lab 1 42.2

Language Lab 1 45.88

Fine Art Room 1 15.2

Multipurpose Hall 1 250.6

Record Room 3 42.24(each)

A.V. Aid Room 1 37.28

Common Room 1 42.2

Psychology Lab / Guidance &

Counseling Cell

1 42.2

Research Cell 1 21.6

Medical Room 1 26.4

Canteen 1 121

Toilets (Girls) 1 21.6

Toilets (Boys) 1 21.6

Toilet for Faculty (Male) 1 21.6

Toilet for Faculty (Female) 1 21.6

Heritage Room 1 28.2

Art & Craft Room 1 28.2

Physical Education Room 1 22.4

Other Physical Facilities:

The college also provides other required physical facilities like Bulletin Boards,

Green Boards, Student Benches, Teaching tables, Chairs, Podiums, Fans, Exhaust

Fans, Air Conditioners, Water Filters, Water Coolers, Refrigerator, Kitchen, etc.




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Expenditure Statement (For Last Two Years):

S.

No.

2013-14 2014-15

1 Telephone, Electricity &

Water

150183.00 1.03 482500.00 2.925

2 Maintenance of Building,

Sports Facilities etc.

118868.00 0.81 19437.00 0.118

3 Teaching Aids, Maintenance

of Equipments

92741.00 0.63 130762.00 0.793

4 Travelling Expenses 999330.00 6.83 1974170.00 11.97

5 Salary Faculity 9761561.00 66.7 9189450.00 55.72

6 Salary Non-Teaching 620976.00 4.25 620976.00 3.765

7 Books & Journals 71277.81 0.49 15886.00 0.096

8 Research,Scholarships etc 38878.00 0.27 897402.00 5.441

9 Others 2770262.00 18.9 3162800.00 19.18

14624077.00 100 16493383.00 100

Total Expenditure of 2013-14 (Balance Sheet) 14624077.07

Total Expenditure of 2014-15 (Balance Sheet) 16493383.12

Master Plan of the building is enclosed as Appendix

4.1.2 How does the institution plan to meet the need for augmenting the

infrastructure to keep pace with the academic growth?

The College fulfills the required necessities of the students and the faculty

every year by considering the proposals and suggestions put forwarded by

the Review committee. The Library is upgraded every year and reference

books, e-books and e-journals are added to the library on regular basis to

keep pace with recent advancements and international trends.

Requirements for augmenting of infrastructure are procured from

Maintenance Committee and reviewed and implemented. All the

laboratories such as Computer Lab & Science Lab are upgraded regularly

with latest equipments. ICT Resource Center has been furnished with

Interactive Board to make the students more techno-savvy. Smart Board is

available for students to help them use technology in teaching and learning.

Wi-Fi facility is also available in the campus. Multipurpose hall is




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facilitated with sound system, Projector, computer with a seating capacity

of 300 students for the smooth organization of various curricular and co-

curricular activities like seminars, workshops, extension lectures,

celebration of important days, etc.

4.1.3 List the infrastructure facilities available for co-curricular activities

and extracurricular activities including games and sports.

The College has the following infrastructural facilities for various co-

curricular and extracurricular activities:

Spacious and well-furnished Multipurpose Hall with seating capacity of

350 with Public Address system and a concrete stage for the organization

of seminars, workshops, conferences, morning assemblies, talent hunt

competition, celebration of important days, quiz contest, alumni meet etc.

Playground for outdoor games like Badminton, volleyball, athletics, etc.

Audio Visual Aid Room for preparation of Teaching Aids.

Lawns and concrete stage in open is also available for organizing various

co-curricular activities like Lohri celebration, Convocation, PU Zonal

Youth and Heritage Festival, Sports Meet, etc. (The college hosted Panjab

University Zonal Youth and Heritage festival, 2014 in which 19 Colleges

of Zone B Ludhiana Participated in various Cultural and Heritage events).

Separate Common Room for Boys and Girls are available with provision

for recreational activities like Carom Board, Chess, etc.

Fine Arts room with drawing boards and related items to conduct inter

house competition in poster making, collage making, flower arrangement,

clay modeling, etc.

Physical Education lab with sports equipment is available in college.

Sufficient number of green boards for black board writing and SEC works.

Gymnasium with Jogger, Twister, Treadmill, Weight lifting sets, etc.

4.1.4 Give details on the physical infrastructure shared with other

programmes of the institution or other institutions of the parent

society or university.

The physical infrastructure of the institution is not shared and is purely for

B.Ed students only.

4.1.5 Give details on the facilities available with the institution to ensure the

health and hygiene of the staff and students (rest rooms for women,

wash room facilities for men and women, canteen, health center, etc.)

The institution has all the necessary facilities to ensure the health and

hygiene of the staff and students. The facilities include:




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Separate hygienic and well maintained Wash Rooms for Men and Women

with sweepers for their regular cleaning. Separate washrooms for staff and

class IV employees.

A medical room with provision of two beds, First Aid and provision for

Doctor on call.

Hygienic Canteen and Mess Facility.

Water Coolers with filtered water facility are installed.

Two well ventilated staff rooms with Sofa Sets, Lockers and facilities like

microwave, Hot Case, Refrigerator, Induction Plate, Computer, etc.

Separate Common Rooms for Boys and Girls.

4.1.6 Is there any hostel facility for students? If yes, give details on capacity,

no. of rooms, occupancy details, recreational facilities including sports

and games, health and hygiene facilities, etc.

The institution provides separate hostel facility for boys and girls. The

hostel has a capacity of approx. 160 students with 2 students occupying

one room. The rooms are neat, well furnished and ventilated with attached

bathrooms. There is provision for recreational facilities too. There is a

common room with provision for indoor games, television, newspapers

and magazines. The hostel has a hygienic and well maintained mess.

4.2 Maintenance of Infrastructure

4.2.1 What is the budget allocation and utilization in the last five years for

the maintenance of the following? Give justification for the allocation

and unspent balance if any.

Building

Laboratories

Furniture

Equipments

Computers

Transport / Vehicle

PROPOSED BUDGET FOR THE FINANCIAL YEAR 2010-2011

Fee 11700000 Tentative Exp.

Other Fee 1000000 1. Capital Exp.

Construction of new

building

0

Computers 0




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Furniture and fixtures 85000

Laboratories 300000

Equipments 150000

other 1000000

2. Recurring Exp.

Bank Interest 300000

Salaries 6800000

Electricity Exp. 300000

Telephone Exp. 50000

Repair & Maint

Vehicle Repair & Maint.

Exp.

800000

Building Maint. 5000

Lab. Maintaiance 2000

Furniture Repair 2000

Equipments repair 1500

Computer Maint 5000 815500

Printing & Stationery 25000

Generator Exp. 100000

Misc. Exp. 1500000

Student Welfare Exp. 80000

Festiwal Exp. 60000

Books & Journals 25000

Sports & Youth Festival 100000

Lectures & Workshops 25000




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Excess of Income over

Exp.

984500

12700000 12700000




Construction of new

building

0

Computers 0


Laboratories 0

Equipments 10000

other 0

2. Recurring Exp.


Salaries 10000000



Repair & Maint


Exp.

900000











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Misc. Exp. 500000


Festiwal Exp. 275000





Exp.

197000

13000000 13000000




Construction of new

building

0

Computers 0


Laboratories 0

Equipments 0

other 0

2. Recurring Exp.


Salaries 10000000



Repair & Maint


Exp.

800000





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Misc. Exp. 500000


Festiwal Exp. 25000





Exp.

1452000

13700000 13700000




Construction of new

building

0

Computers 40000


Laboratories 0

Equipments 0

other 0

2. Recurring Exp.


Salaries 10000000




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Repair & Maint


Exp.

900000








Misc. Exp. 600000


Festiwal Exp. 10000





Exp.

1679000

13900000 1390000




Construction of new

building

0

Computers 0





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Laboratories 60000

Equipments 15000

other 0

2. Recurring Exp.

Bank Interest 80000

Salaries 10000000



Repair & Maint


Exp.

2000000








Misc. Exp. 500000


Festiwal Exp. 15000





Exp.

8899000

23100000 23100000




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4.2.2 How does the institution plan and ensure that the available

infrastructure is optimally utilized?

The facilities and infrastructure is planned as per the norms and

requirements of NCTE and Panjab University, Chandigarh. Smart Room

with a seating capacity of 50 students is used by both teachers and

students. ICT Resource centre has provision of all modern gadgets to aid

teaching and learning and staff and students use the same on regular basis.

Staff delivers lesson using ICT and students are also engaged in use of ICT

during presentations in class and Teaching Practice. Language lab is used

for language teaching of Hindi, English and Panjabi. Listening and

Speaking Skills of students are honed in the language lab and

pronunciation is improved by providing exposure to model speech and the

labis used by staff and students regularly for students of teaching of

languages.

A new subject Language across curriculum has been introduced in session

2015-17 which engages all students in Language lab. Psychology lab is

utilized by students to perform experiments related to compulsory subject-

Childhood and Growing up. Social Science lab is used for developing

teaching aids related to S.St Computer lab is used by students for making

ICT projects and assignments, lesson planning, computer aided learning,

slides on power-point with visual effects. Students are also trained to use

OHP’s. Multipurpose Hall is used for conducting various activities like-

Cultural programs, various Workshops, Yoga classes, Seminars,

Exhibitions, etc, Play Grounds like Badminton, Volleyball, Kho-Kho,

Table-Tennis and Athletics are used for physical development oriented

activities. Library is optimally used by the staff and students and also by

the alumni. Internet facility is often used by the faculty and students.

Specific periods are allotted in the time-table for sports oriented activities.

e-Journals and e-Books are made available for students and staff.

4.2.3 Howdoes the institution consider the environmental issues associated

with the infrastructure?

The institution keeps in view the environmental issues andit is ensured that

all the rooms are airy and well ventilated, spacious and well furnished with

sufficient provision of fans and tube lights. The institution is located in a

pollution free area and in a peaceful atmosphere away from the city’s

hustle and bustle. The institution has lush green lawns and trees all around

keeping the environment healthy. A special event is organized for tree

plantation every year where 20-30 trees are planted in campus, teaching




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practice schools and surroundings. The institution emphasizes on the

minimum use of paper. An awareness drive is conducted to give the

knowledge to students regarding cleanliness and maintenance of campus

and surroundings. The college also organizes every year one day NSS

camp for the cleanliness of local surroundings and make people aware

about the importance of cleanliness.

4.3 LIBRARY AS A LEARNING RESOURCE:

4.3.1 Does the institution have a qualified librarian and sufficient technical

staff to support the library (material collection and media / computer

services)?

Yes, the college has a qualified andexperienced Librarian and

AssistantLibrarian proficient in use of library software and efficiently

maintains the digital library. The librarian also maintains the e-corner of

the library.

4.3.2 What are the library resources available to the staff and students?

(Number of books – volumes and titles, journals – national and

international, magazines, audio visual teaching-learning resources,

software, internet access, etc.)

The library has following library resources for staff and students:

S.No. Category Number

1 Books 12532

2 Journals 19

3 Magazines 8

4 News Papers 9

5 Reference Books 1208

6 Encyclopedia 10

7 Dictionaries 22

8 Surveys 2

9 Manuals 8

10 Titles 5283




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Journals

Sr. No. Name of Journal Periodicity

1 Journal of Indian Education Monthly

2 Indian Educational review Half Yearly

3 Recent Researches in Education and Psychology Quarterly

4 Experiments in Education Quarterly

5 University news Weekly

6 EDU track Monthly

7 Miracle of Education Quarterly

8 New frontiers in Education Quarterly

9 School science Quarterly

10 Bhartiya Adhunik Siksha Quarterly

11 Research Journal Social Sciences Yearly

12 The primary teacher Quarterly

13

Journal of all India Association for Education

Research Quarterly

14 Prathmik Sikshak Quarterly

15

Journal of Advanced studies in Education and

Management Bi-Annual

16 Abstracts of Sikh studies Quarterly

17 Indian Education Review Quarterly

18 Journal Perspective in Education Monthly

Magazines

Sr. No. Name of Magazine Periodicity

1 India Today Weekly

2 Yog Sandesh Monthly

3 Herald of health Monthly

4 Competition success review Monthly

5 Yojana Monthly

6 Science reporter Monthly

7 Good housekeeping Monthly

8 Sport star Weekly




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News Paper

Sr. No. Name of News Papers

1 Ajit

2 Panjabi Tribune

3 Jag Bani

4 The Tribune

5 Hindustan Times

6 The Indian Express

7 Panjab Kesari

8 Dainik Bhaskar

9 Employment News

Dictionaries

Sr. No. Name of Dictionary

1 Oxford English

2 Oxford English language reference

3 The complete dictionary & thesaurus

4 Dictionary & thesaurus

5 National Panjabi dictionary

6 Oxford concise dictionary

7 Flower & Modern English

8 Webster’s student dictionary

9 Oxford quotations

10 Dictionary of Special Education

11 Dictionary of Education 2 set

12 Dictionary of Science

13 Dictionary of legal terms

14 Dictionary English-hindi

15 Dictionary of philosophy

16 Cambridge dictionary




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Sr. No. Name of Dictionary

17 Dictionary of Mathematics

18 Dictionary of primary education

19 Dictionary of proverbs

20 English Hindi dictionary

21 Dictionary of Education

22 Comprehensive dictionary

Encyclopedias

Sr. No. Name of the Encyclopedia

1 Britannica reading reference 10 vol.

2 Illustrated family encyclopedia

3 Encyclopedia of skill lit - Bhai Kahan Singh Nabha

4 Encyclopedia of science - Young Learners

5 Encyclopedia of Education

6 Vocational guidance - V.K SHARMA

7 Encyclopedia of Modern Education -R.C.Mishra -4 vol.

8 Encyclopedia of Educational Research -Ravi Parkash -4 vol.

9 Knowledge encyclopedia -Lynnette Brent

10 Knowledge encyclopedia -Prof. Hein stein

Manuals

Sr. No. Name of the Manual

1 General studies manual 2007-Edgar Thoria

2 Utilization and maintenance of teaching learning material D.S.E

(MR)

3 A Manual of Psychology -J.S.WALIA

4 N.T. Thindi manual of Child Psychology -Mother Teresa Prakash

5 Panjabi manual -Mother Teresa Parkash




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Sr. No. Name of the Manual

6 The Rupa new English manual -Jacob ,K.

7 N.T.T Manual - Chadha, S.C

8 A Manual of Psychology- J.N. Sinha

Surveys

Sr. No. Name of the Survey

1 Fifth Survey of Educational Research 1980-92. II Vol.

2 Sixth Survey of Educational Research 1993-2000.I,II, Vol.

N.C.E.R.T

4.3.3 Does the institution have in place, a mechanism to systematically

review the various library resources for adequate access, etc. and to

make acquisition decisions? If yes, give details including the

composition and functioning of library committee.

The institution has a library advisory committee which comprises of three

senior teachers and librarian who ensure that the library resources are

adequate and relevant. There is provision in the college budget for

purchase of new books and every year 500 new books are added to the

library. The library committee helpsto frame the policies of the library

regarding the quality of books and addition of new facilities for the

students. The committee conducts meetings regularly to review the library

resources. The committee holds a meeting before the beginning of the

session to review availability of the books and learning material as per

syllabi.

4.3.4 Is your library computerized? If yes, give details.

Yes the library is fully computerized. SMS and Email alerts about new

additions of books, journals, etc are provided by the library for the benefit

of faculty and students. There is a provision of e-books and e-journals in

the library. Internet access is available in the library for students and

faculty.

4.3.5 Does the institution library have Computer, Internet and

Reprographic facilities? If yes, give details on the access to the staff

and students and the frequency of use.

Yes, the institution’s library has the facilities of computers, internet and

reprographic services.




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Every staff member can access these in his/her free periods on all working

days.

Library has an e-corner which has provision of computers with e-books

related to the contents of the B.Ed course.

Students access library during their vacant period and in their library

periods and other free time and after college hours during the examination

days.

Faculty and students both have the facility to borrow books and to consult

the reference material in the library.

Internet facility is available on the computers in the library for use of

online course material for the staff and students.

A Photocopier machine is also available in the library for both faculty and

students.

4.3.6 Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes,

give details.

Yes the institution has the provision of Inflibnet.

4.3.7 Give details on the working days of the library? (Days the library is

open in an academic year, hours the library remains open per day etc.)

The library is open 7 hours per day (9.00 a.m. to 4.00 p.m.) on all working

days. Library is open for students during summer vacations on alternative

days. The library is open approx. 230 days in an academic year.

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

The new arrivals in the library are brought to the knowledge of students

and staff by displaying titles on display boards and on the notice board of

Collaborative Learning Management System. Students are also informed

through SMS and e-mail alerts.

4.3.9 Does the institution’s library have a book bank? If yes, how is the book

bank facility utilized by the students?

Yes, the institution’s library has a book bank containing 474 books for

different compulsory/teaching subjects and options. Under this facility,

books are issued to the needy students for the whole academic session.

4.3.10 What are the special facilities offered by the library to the visually

and physically challenged persons?

The library is on the ground floor so that physically challenged persons can

access the library easily. The college does not have any visually impaired

student till date.




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4.4 ICT AS LEARNING RESOURCE:

4.4.1 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 college computer lab and ICT resource center has WI-Fi connectivity

with a bandwidth of 30 Mbps. Details of ICT facilities available in the

institution are:

Sr.

No. No. of PCs Issued to Configuration Software Loaded Remarks

1 16 PCs

(LG)

Computer

Lab

P-IV- 2.93, 2 GB

RAM, 80 GB

HDD, 15’’ CRT

Windows XP, MS

Office, Foxit

Reader

1 Printer 3

Internet 10/100

Switch, 1 9U

Switch Rack

2 8 PCs

(HCL)

Computer

Lab

P-IV- 3.0, 2 GB

RAM, 80 GB

HDD, 15’’ CRT

Windows XP, MS

Office, Foxit

Reader

3 1 PC(HCL) Language

Lab

Core 2 Duo 2.80,

2 GB RAM, 250

GB HDD, 18.5

LCD Monitor

Windows XP, MS

Office, Foxit

Reader

4 2 PCs

(HCL)

Library P-IV- 3.0, 2 GB

RAM, 80 GB

HDD, 15’’ CRT

Windows XP, MS

Office, Foxit

Reader

5 3

PCs(HCL)

Office P-IV Core Duo, 2

GB RAM, 250

GB HDD

Windows XP, MS

Office, Foxit

Reader

With 18.5” HCL

LCD, 1 Laser

Printer, 1 scanner

cum photocopier

cum printer

6 1 PC(HCL) Principal

Office

P-IV Core Duo, 2

GB RAM, 250

GB HDD

Windows XP, MS

Office, Foxit

Reader

With 18.5” HCL

LCD, 1 Laser

Printer

7 1 PC(HCL) Science

Lab

P-IV Core Duo, 2

GB RAM, 250

GB HDD

Windows XP, MS

Office, Foxit

Reader

With 18.5” HCL

LCD

8 1 PC(HCL) Phychology

Lab

P-IV Core Duo, 2

GB RAM, 250

Windows XP, MS

Office, Foxit

With 18.5” HCL

LCD




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Sr.

No. No. of PCs Issued to Configuration Software Loaded Remarks

GB HDD Reader

9 16

PC(HCL)

ICT

Resource

Center

P-IV Core Duo, 2

GB RAM, 250

GB HDD

Windows XP, MS

Office, Foxit

Reader

1 Interactive

Board

1 Projector

10 1 PC(HCL) Multi

purpose

Hall

P-IV- 3.0, 2 GB

RAM, 80 GB

HDD, 15’’ CRT

Windows XP, MS

Office, Foxit

Reader

1 mounted

Projector, Sound

System

Total Computers in the college 50

Total UPS 50

Total Laser Printer 3

Total Scanner 1

ICT RESOURCE CENTER

Sr. No. Name of item Qty.

1 Interactive Board 1

2 PC 1

3 LCD Projector 1

The institution ensures optimum utilization of ICT facilities to the maximum

possible extent both by faculty and students. They use ICT facilities for:

1. Maintaining database and data processing regarding (Admissions Record

of students, Preparing question papers, maintain the assessment record of

students, maintaining college website, faculty and course of the institute)

2. Research purposes (Faculty and Students)

3. Teaching learning purposes:

Presentation of model lessons by teachers and students

Use of ICT in classrooms in the form of PPT

Delivering lectures with the help of interactive board

For co-curricular activities




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4.4.2 Is there a provision in the curriculum for imparting computer skills to

all students? If yes give details on the major skills included.

A compulsory paper “ICT – Skill and Development” is included in the

B.Ed syllabus in which basics, MS Office, Operating Systems, Internet

basics, exploring different websites, learning from e - books etc are taught

as skills to students. There is a computer period in the time table for the

students in which they are trained in digital literacies and prepare and

upload their assignments on CLMS.Students are encouraged to enroll in on

line courses related to their course content.

4.4.3 How and to what extent does the institution incorporate and make use

of the new technologies/ICT in curriculum transactional processes?

For curriculum transactional processes, ICT/new technologies like

interactive Board, Smart Board, LCD Projectors, Web Camera and

computers are properly used for following activities:

Online Courses

Open Source Courseware and Learning Management System

For Orientation Programme

For Video Conferencing

For making Study material available on CLMS

For marking attendance through CLMS

For sending notices through CLMS

For seminars, Extension lectures, and conferences

For classroom teaching/ teaching purposes

4.4.4 What are major areas and initiatives for which student teachers use/

adopt technology in practice teaching? (Developing lesson plans,

classroom transactions, evaluation, preparation of teaching aids)

The student teachers adopt technology for preparing teaching aids in the

form of power point presentations, slides, transparencies, developing

lesson plans, delivering lesson plans and giving seminars using interactive

board and smart board and making use of CLMS.

4.5 OTHER FACILITIES:

4.5.1 How is the instructional infrastructure optimally used? Does the

institution share its facilities with others for e.g. serve as information

technology resource in education to the institution (beyond the

program), to other institutions and to the community.

All the instructional Infrastructure facilities are optimally utilized:




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Psychology Lab : Various experiments prescribed in the subject are

performed by the students in this lab

Science Lab : Experiments as mentioned in the syllabus are performed

by the students in this lab.

Computer Lab : Students use the lab for practical work like MS – Office,

operating system Dos and Windows, Learning basics of

Internet and for developing content material. Faculty also

uses this lab to update the instructional material for

admission purposes.

Maths Lab : Maths students use this lab for preparation of teaching aids

and to get the material issued to be used for teaching

purposes.

ICT Resource

Center

: Presentation of Model lessons by teacher educators and

discussion lessons by students are done here. It is also

used:

To refer online courses

For Open Web Learning

For new Learning Technologies

Library : Two periods in a week are alloted as library periods for

students. Faculty also uses the library for updating their

instructional material.

Fine Art Room : Students use this lab for preparation of any inter-college

and university level competition of art and for subject

related to work.

Language Lab : Students of teaching of English visit this lab regularly to

meet their subject related requirements. Other students

visit this lab to improve their listening and speaking skills

and to meet the requirement of the new subject – Language

across curriculum.

Lecture Hall : All the lecture halls are properly utilized for daily class

room teaching.

Sports Room : All the sports equipments are placed here and utilized for

the organization of sports activities.




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Medical Room : It is used by the students and faculty members as and when

required.

Multipurpose

Hall

: Daily morning assembly is conducted in this hall. It is also

used for organizing various functions, seminars,

workshops, etc.

Common Room : Students use this room in their free lectures to fulfill their

recreational needs.

Guidance Room : All type of guidance is provided to students in this room.

Counselling

Room

: Counseling of students is also done in this room whenever

required.

A Workshop on Digital Literacy was organized in collaboration with

DepartmentofLife Long Learning & Extension, Panjab University, Chandigarh

and community members of village Bhutta and Lapran were given training on

how to use e-banking, surfing of internet, bookings, filling on-line house tax, etc.

In every summer vacation the class IV employees of Bhutta Group of Colleges

are given hands on practice in computer skills by computer instructors, teachers

and student volunteers.

4.5.2 What are the various audio/ Visual facilities/materials (CDs, audio and

video cassettes and other materials related to the program) available

with the institution? How are the student teachers encouraged to

optimally use them for learning including practice teaching?

The Institution has adequate audio/video materials like CD Player, OHPs,

Web Camera,Computers,Television,Microphone, LCD Projectors, Smart

Board, Interactive Board, Chalk board, Globe, Models, Charts, CDs,

Educational Softwares, Videos, etc. Record is maintained of the issue and

return of these aids by ICT Resource Centre instructor.

The student teachers are encouraged to use the resources in the institution

in the form ofaids for developing their lessons. The teacher educators also

use these aids in their demonstration lessons to make their lesson effective

and interesting.




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4.5.3 What are the various general and methods laboratories available with

the institution? How does the institution enhance the facilities and

ensure maintenance of the equipment and other facilities?

The Institution has well equipped general and methodology Labs like

Computer Lab, Psychology Lab, Science Lab, Maths Lab, Fine Art Room

and Language Lab. Each lab has a teacher in charge and instructor/assistant

for deputed its maintenance and optimum usage.

Computer Lab: Details of Computer Lab is already mentioned in 4.4.1

Psychology lab: List of the Psychological Test, Inventories and apparatus

available in the lab are as following:

1 Non-verbal Intelligence test. Atmananda Sharma

2 Comprehensive Anxiety test. Dr.R.L.Bhardwaj,

H.Sharma

3 A Battery of Modernization scales Roma Lal, Radha Pandey

4 APRC- Comprehensive Attitude scale

5 Education Aspiration scale Dr.S.K.Saxena

6 Shyness scale K.P.Krishna

7 Reasoning ability test Dr.Sadha Bhatnagar

8 Non-verbal concept formation test Dr.Govind Tiwari

9 Educational Trust Record V.P.Bansal

10 Introversion Extroversion test Dr.R.A.Singh

11 General Science Ability test Dr.Parkash

J.S.Gupta

12 Mathematical interest inventory L.N.Dubey

13 A Test for temperament survey Ashok.K.Dixit

Shamim Karim

14 A verbal measure of Risk Taking Dr.N.P.Chaubey

15 The Adjustment inventory Harmohan Singh

16 Problem solving ability test. Dr.Roop Rekha Garg




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17 Chadha Self Concept scale. N.K.Chadha

18 Emotional Maturity scale. Kumari Roma Pal

19 H.J.Eysenck’s M.P.I (Hindi Version) S.Jalota & S.D.Kapoor

20 Maudsley Personality inventory H.J.Eysenck

21 Adolescent’s Emotional Adj. inventory Dr.R.V.Patial

22 Teacher Adjustment inventory. Smt.Rashmi Ojha

23 Science Interest test L.N.Dubey

24 Differential Aptitude test Battery J.M.Ojha

25 A Group test of General mental ability S.Jalota

26 Teaching aptitude test Battery (TATB) Smt.Shamim Karim

27 Achievement Test for Mathematics Mira Jaiswal

28 Multi Dimensional Motivation Test K.M.Roma Pal

29 Security-Insecurity Inventory Dr.Govind Tiwari,

Dr.H.M.Singh

30 Socio-Economic Status scale Dr.Beena Shah

31 Personality Adjustment Inventory C.P.Sharma

32 Depression Scale Dr.Shamim Karim

33 A new test of creativity (Verbal) Dr.Roma Pal

34 Concept formation test (Verbal) Dr.Mrs.Kamal Divedi

35 Aggression scale Kumari Roma Pal

36 Family relationship scale Dr.Govind Tiwari

37 Self Analysis (Conflict test) Dr.Rama Tiwari

38 Value orientation scale (VOS) Dr.N.S.Hauhan

39 Mansik Yogyata Shanshoodhan Dr.Shyam Mankikara

40 ShavroopSamuhik Pariksha (62) Tatha

Pariksha Ki Vidhi




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41 Multidimensional Personality Inventory Ms.Manju Aggarwal

42 Eysenck’s Personality Questionnaire Ms.Manju Aggarwal

43 Sociometry in Booklet form Prof.Chatterjee,

Dr.Govind Tiwari

44 Koh’s Block design performance test of

intelligence.

45 Human maze learning apparatus

46 16 P.F R.B.Cattell

47 Raven’s standard progressive matrices

48 Mirror Drawing apparatus

49 Alexander’s Pass along test.

50 Bhatia’s battery of performance tests

(Intelligence)

51 Word association test

52 Teacher effectiveness scale Dr.Pramod Kumar

53 Bell’s Adjustment inventory (Indian Version) Smt.Lalita Sharma

54 Sentence completion test Govind Tiwari

55 Equality of Women attitude scale Dr.Rama Tiwari

56 Teacher efficiency test Chauhan

57 Self disclosure inventory Dr.Virendra Sinha

58 Teacher role commitment scale Dr.M.B.Rathod

59 Social distance scale Smt.Kamal Divedi

60 Cultural determination scale N.S.Chauhan

61 Women social freedom scale L.I.Bhusan

62 Mirror Drawing Appratus Electrical with reset

6 digit error counter

63 Huan Maze Learning Pointed electrical with 6




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digit error counter

64 Memory Drum electrical with 4 variable speed

65 Tachistoscope Fall Door type with manual

66 Division of Afternoon Board with reset 6 digit

impulse counter

67 Finger Dexterity Board with pins and manual

68 Stop watch Racer Electronics

69 Test of General intelligence for college

students

Dr.K.S.Mishra,

Dr.S.K.Pal

70 Emotional Intelligence Scale Upinder Dhar

71 Multifactor Emotional Intelligence Dr.V.K.Shanwal

72 Teacher's Emotional Intelligence Inventory Dr.Shubra Mangal

73 Social Intelligence Scale Dr.N.K.Chadha

74 General Mental Alertness Test Dr.R.P.Srivastava

75 PGI Battery for Assessment of Mental

Efficiency in the Elderly

76 Non Verbal Group intelligence Test Imtisungba Ao

77 Cube construction Test

78 Concept Attainment Test Dr.Anuradha Joshi,

Ms.Ratnamala

79 Reading Comprehension Test Dr.P.Ahuja,

Dr.G.C Ahuja

80 Children's curiosity scale Dr.Rajiv Kumar

81 Engineering Aptitude Test Battery -Form –A Dr.Swarn Pratap

82 Engineering Aptitude Test Battery-Form-B Dr.Swarn Pratap

83 General class room Achievement Test Dr.A.K.Singh,

Dr.A.S.Gupta

84 Achievement test in mathematics multiple Dr.N.P.Shaha,




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choice question Dr.K.M.Aslam Khna

85 Hindi Achievement Test L.N.Dubey

86 Environment concept achievement test Dr.S.K.Bawa

87 Achievement test in Science Dr.S.C.Gakhar,

Dr.Rajnish

88 Career Maturity Inventory Dr.Nirmala Gupta

89 Multi factor interest questionnaire S.D.Kapoor, R.N.Singh

90 Guidance Needs inventory Dr.J.S.Grewal

91 Personal values questionnaire Dr.G.P.Sherry,

Prof.R.P.Verma

92 Teacher values inventory Dr.H.L.Singh,

Dr.S.P.Ahluwalia

93 Career and Family values scale Dr.S.Tanwar,

Dr.Kulvinder Singh

94 Level of Aspiration Measure Dr.Mahesh Bhagava,

Prof.M.A.Shah

95 Level of Educational Aspiration Test Dr.Y.G.Khan

96 Secular Attitude Scale Anshu Mehra, D.Sinha

97 Parent Child Relationship Scale Dr.Nalini Rao

98 Emotional Stability Test for Children Dr.A.S.Gupta,

Dr.A.K.Singh

99 Altruism Scale Dr.S.N.Rai,

Dr.Sanwat Singh

100 Socio Economics Status index Prof.R.P.Verma,

P.C.Saxena,

Dr.Usha Mishra

101 Case study Techniques L.N.Dubey

102 Self confidence inventory Dr.Rekha Gupta

103 Sharma Academic Achievement Motivation Dr.T.R.Sharma




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Test

104 Frustration Tolerance S.N.Rai

105 Academic Anxiety Scale for children Prof.A.K.Singh,

Dr.A.Sen Gupta

106 PGI Health Questionnaire N-1 Dr.S.K.Verma,

Dr.D.Pershad,

Dr.N.N.Wig

107 Student Alienation scale Dr.R.R.Sharma

108 Teacher Effectiveness Scale P.Kumar,

D.N.Mutha

109 School Environment inventory Dr.Karuna Shankar

Mishra

110 Work Motivation Questionnaire K.G.Agarwal

111 Life Satisfaction Scale Dr.Q.G.Alam,

Dr.R.Srivastava

SCIENCE LAB:

Sr. No. Nomenclature

1 Acetic Acid Glacial

2 Ammeters

3 Ammonium Chloride

4 Benzene

5 Boric Acid

6 Beakers

7 Burettes

8 Bar Magnets

9 Physical Balance with weights

10 China Dishes

11 Conical Flasks

12 Circularity System




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13 Charts of:

14 Respiratory System

Heart

Nervous System

Eye

Ear

Digestive System

Human Physiology

Steam System

Skeletal System

Refraction by Spherical Lens

15 Droppers

16 Digestive System

17 Ferric Chloride

18 Formalin

19 Formaldehyde Solution

20 Ferrous Sulphate

21 Funnels

22 Ear Model

23 Human Anatomy Model

24 Human Eye

25 Human Skelton

26 Human Heart

27 Human Brain

28 Kidney with Bladder

29 Measurement Cylinders

30 Microscope

31 Magnetic Compass




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32 Meter Scales

33 Measurement Flasks

34 N-Butyl Alcohol

35 Potassium Chloride

36 Pipettes

37 Prisms

38 Portrait of:

39 Niel S.Bohr

Marrie Currie

40 Rheostat

41 Resistance Box

42 Sodium Hydroxide Flasks

43 Sulphuric Acid

44 Sodium Hydroxide

45 Spring Balances

46 Stop Watches

47 Screw Gauges

48 Stand for Skelton

49 Testing Solution

50 Test Tube Stands

51 Thermometers

52 Voltmeters

53 Vernier Calipers

54 Dynamo Model

55 Platinum Wires

56 Mirror Strips

57 Mirror Concave

58 Mirror Convex




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59 Wire Gauges

60 Tripod Stands

61 Test Tube Holders

62 Watch Glasses

63 Iron Stands

64 Dissection Box

65 Spirit Lamps

66 Crucible Tongs

67 Bell Jars

68 Atomic Model

69 Slide Box

70 Colour Dias

71 Wind Mill

72 Structure of Sodium Chloride

73 DNA Model

MATHS LAB:

Measuring and drawing instruments: Scale, Protector, Compass, Set

Squares.

Geometrical shapes: Cube, Cuboid, Cylinder, Cone, Pentagon, Pyramid,

Sphere

Calculators

Teaching Aids:

o Congruency

o Formation of Triangle

o Angle sum property of Quadrilateral

o Geometrical shapes

o Integers

o Types of Quadrilaterals

o Probability

o Vol. of cone and cylinder

o Bar Graph




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o Area of circle

o Pythagoras theorem

o Sum of interior angle of pentagon is 540°

o Angle of elevation

o Angle of depression

o Area of Rhombus

o Angle sum property of triangle

o Type of angles

o Area of four walls

o Height and distance related Aids

o Completing square root

o Total surface area of cuboids

LANGUAGE LAB:

Sr.No. Description of Goods Qty.

1 Master of Console for 30 Students 1

2 Student Units 15

3 Amplifier 1

4 Wiring & Fitting Material 1 set

5 Head Phones 34

6 Students Console 1

FINE ARTS ROOM:

Drawing tables

Chairs

Table

Display Boards

Almirah

Racks

Pots

Canvases

Posters

Clay Items

Flowers

Decorative material




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4.5.4 Give details on the facilities like multipurpose hall, workshop, music

and sports, transport etc. available with the institution.

Multipurpose Hall has a seating capacity of 350 students, a concrete stage,

mounted multimedia system, public address system etc. It is used for

organizing Co-curricular activities, seminar and Workshops. College also

has basic musical instruments such as Harmonium, Chimtta and Tabla etc.

These instruments are optimally utilized by students for practice and

participation in various cultural activities. College has well equipped sports

room with a provision of various Indoor games like chess, carom, table

tennis and outdoor games like volleyball, football, badminton, etc. The

college has fleet of 13 buses covering almost all areas around Bhutta

College of Education.

4.5.5 Are the classrooms equipped for the use of latest technologies for

teaching? If yes, give details. If no, indicate the institution’s future

plans to modernize the classrooms.

The classrooms are fully equipped for the use of latest technology.

Interactive board, smart board, OHP and Wi-Fi campus are used by both

faculty and students. LCD projectors are mounted in class rooms to

facilitate effective learning.

4.6 BEST PRACTICES IN INFRASTRUCTURE AND LEARNING

RESOURCES:

4.6.1 How does the faculty seek to model and reflect on the best practice in

the diversity of instruction, including the use of technology?

The faculty practices diversity of instruction by using varied methods of

teaching styles as required in different situations. The diversity of

instruction is ensured through varied classroom techniques, use of

electronic gadgets in classroom teaching, use of digital learning methods

and materials, CLMS, Moodle, Online open source learning programmes,

Micro learning modules, case studies and writings, discussion forums, quiz

makers, peer reviewed assignments etc.The students are encouraged to

adopt these technologies in their practice teaching sessions, student

seminars and presentations.

4.6.2 List innovative practices related to the use of ICT, which contributed

to quality enhancement.

The institution has introduced the concept of Micro Learning through

which complex concepts are taught by strategically integrating short

focused segments in the form of one minute videos,ppts, audio clips etc.In

addition the staff also engages in online learning courses like Massive

Online Open Courses that are offered by international universities. These




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courses enable the staff to keep pace with recent trends in Education and

Technology and become members of global learning community. The staff

refers to new learning techniques like Open Source courseware and

learning techniques like Moodle.

4.6.3 What innovations/best practices in ‘Infrastructure and Learning

Resources’ are in vogue or adopted/ adapted by the institution?

Best practices adopted that leads to continuous improvement of

infrastructure and learning resources are:

The teacher centered instruction is transformed into student centered

learning through Digital library resources which include a. hard books that

are digitally computerized b. offline digital library and c. sonline digital

library and services like electronic bibliographies that are developed and

based on the requirements placed by teachers .

Library softwares are used for providing documentation, bibliographic,

hypertextual and other such services through library softwares.

Smart Classrooms are equipped with interactive smart boards, Open

Learning softwares, overhead projectors, digital audio video systems and

wi-fi connectivity.

Additional Information to be provided by Institutions opting for

Reaccreditation/Re-assessment

1. What were the evaluative observations made under Infrastructure and

Learning Resources in the previous assessment report and how have

they been acted upon?

Observations: The NAAC team appreciated the college on most of the

points. It was suggested to update website and to make library fully

computerized. The library has been fully digitalized and study material is

available offline and online. New library softwares have been purchased

and digital and online books have been made available for reference.

The college has updatedits website and important information regarding

course, outline syllabi, academic calendar, faculty details, important

academic bodies and activities have been displayed on the website.

ICT Resource Centre with latest infrastructure and softwares has been

established. Interactive Boards have been introduced in the classrooms for

effective teaching and learning. Online Open learning resources are made

available to the staff and students for a global perspective of education.

Number of computers in the institution has been increased to 50. Advance




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learning softwares, open source courseware and micro learning softwares

have been added.


undertaken by the institution since previous Assessment and

Accreditation with regard to infrastructure and Learning Resources?

Other quality sustenance and enhancement measures undertaken by the

institution:

Interactive Board has been installed in class rooms.

Wi- Fi facility is made available to both students and faculty members.

Bandwidth has been increased to 30 Mbps.

Library has been digitized.

E- Journals and e- books have been made available in the library.

CLMS has been introduced.

Open Source learning softwares has been made available.




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CRITERION V: STUDENT SUPPORT AND PROGRESSION

5.1 STUDENT PROGRESSION:

5.1.1 How does the institution assess the students’ preparedness for the

programme and ensure that they receive appropriate academic and

professional advice through the commencement of their professional

education programme (students’ pre-requisite knowledge and skill to

advance) to completion?

The institution prepares a student data base based on student information

sought at the time of admission that has information regarding interests and

previous academic scores of students.The college conducts an Orientation

programme at the beginning of the session to orient the students with B.Ed

course. Interactive sessions & discussions to assess students’ background

and preparation for teaching training programs are organized at the

beginning of the academic year ‘Talent Hunt’ is also organized to identify

and assess interests of students in co-curricular areas. This programme

leads to a cordial relationship among the students and with the staff. The

following are the programmes for students’ preparedness for the course:

Teaching skills of student teachers are assessed at the beginning of the

session.

Class test and house test scores are reviewed regularly to result into

performance improvement.

5.1.2 How does the institution ensure that the campus environment

promotes motivation, satisfaction, and development and performance

improvement of the students?

The institution ensures a congenial environment to ensure holistic

development of the students.Students are divided into sections, houses and

tutorial groups in order to provide personal contact with teachers. Every

student is allotted a Mentor and student queries and problems are

addressed by mentors at individual level to ensure satisfaction and

individual attention.

Class teachers and mentors act as a motivating force and encourage student

teachers to participate in various curricular and co-curricular activities.

Prizes are awarded to students at the time of Annual function. Various

programmes and activities are organized to develop the abilities of student

teachers and to prepare them for teaching profession.




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The clean, green and serene campus environment motivates the teacher

trainees to improve their performance. The tutorial system, co-scholastic

activities through various clubs, extension services, SUPW, enhanced

library facilities, participation in university and inter-university

competitions, ICT based teaching, celebration of days of importance and

Awareness programmes ensure the performance improvement of students.

5.1.3 Give gender-wise drop-out rate after admission in the last five years

and list possible reasons for the drop out. Describe (if any) the

mechanism adopted by the institution for controlling the drop out?

The institution has a very low dropout rate. The gender-wise drop-out rate of

students during the last five years is given below:

Drop-out rate of B.Ed students during the last five years.

Academic

Year

Total No. of Students Drop-out No. Drop-out (%)

Boys Girls Total Boys Girls Total Boys Girls Total

2010-11 28 272 300 2 3 5 0.67 1 1.67

2011-12 30 270 300 1 - 1 0.34 0 0.34

2012-13 36 264 300 - 1 1 0 0.34 0.34

2013-14 30 265 295 5 12 17 1.69 4.06 5.76

2014-15 29 248 277 4 7 11 1.45 2.53 3.97

Employment in sectors other than teaching, health issues, family problems and

migration to other states or countries are few of the reasons for drop out.

The college tries its best to control any dropouts by making continuous efforts to

solve problems of students who face problems in continuing the course.

Counselling is given to students to solve family/academic/psychological

problems and economically weak students are helped through fee concessions,

installment facility and Book bank facility.

5.1.4 What additional services are provided to students for enabling them to

competent for the jobs and progress to higher education? How many

students appeared/qualified in SLET, NET, Central/State services

through competitive examination in the last two years?

Educational and vocational information is provided. Sessions are

conducted to develop Communication Skills and preparation for Mock

interviews. Teacher educators provide information to the teacher trainees




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to prepare for Competitive examinations advertised by various universities

and different job opportunities offered by different schools.

Students are also informed about higher education courses and scheme of

admission for these courses. Guidance is provided to students to prepare

for M.Ed Entrance tests. List of colleges offering M.Ed. course is

displayed by Guidance Cell for information of students.

Students are prepared for Employability enhancement as part of

compulsory component “Enhancing Employability Skills”.

Training of communication skills, other life skills and interview skills is

provided to the teacher trainees to make them more employable. Mock

interview sessions are conducted and resume writing workshops and

sessions for preparing demonstration lessons are held.

Many students appeared in competitive examination in the last two years 6

students cleared UGC NET, 5 students cleared TET/CTET and 4 students

cleared other competitive exams in sectors like Defense, Banking and

Panjab Police

5.1.5 What percentages of students on an average go further studies/choose

teaching as a career? Give details for the last three years.

Session 2014-15 2013-14 2012-13

Higher Studies 30.6% 39% 31.7%

Teaching as a Career 34% 25.5% 24%

5.1.6 Does the institution provide training and access to library and other

education related electronic information, audio/video resources,

computer hardware and software related and other resources

available to the student teachers after graduating from the institution?

If yes give details on the same.

The alumni of the college are provided access to the library for procuring

information, books and consult e-books and e-journals to facilitate them.

Passouts are issued cards for the issue of books and access to library incase

they require the same.

5.1.7 Does the institution provide placement services? If yes, give details on

the services provided for the last two years and the number of students

who have benefited.

Yes, the college has an active Placement Cell that provides guidance and

placements services to students. The cell develops linkages & liaisons with

prospective employers and identifies job recruitments facilitating selection

of students. Various job opportunities available are informed to the




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students by the Placement Cell. The cell recommends students to various

schools (Teaching practice schools, and other Private and Govt. schools).

The cell recommends present and passed outPost Graduate students of

Science, Maths and Commerce groups to its sister concerns Bhutta

Polytechnic College, Baba Khajandas College of Management and

Technology and Bhutta College of Engg. and Technology. In last two

years 34 Students were placed by the Placement Cell in Various schools. 2

students have been placed in sister institutes in past years. The college

alumni working as faculty in the institution.

5.1.8 What are the difficulties faced by the Placement Cell? How does the

institution overcome these difficulties?

One of the major difficulties faced by the Placement Cell is that the

process of recruitment of Govt. schools is channelized by the Govt. apart

from few PTA funded vacancies.

The number of teacher trainees passing out with B.Ed degree every year is

more than number of jobs available.

The requirement of subject teachers of schools sometimes do not match

with students available in that stream.

The Public and Private schools that offer jobs in subjects of relevance of

student teachers are sometimes not suitable orfeasible in terms of

acessibility.

The Placement cell makes various efforts to overcome problems faced by

placement cell. Apart from practicing schools, placement cell makes

liaisons with the Principal of private and public schools in neighborhood

areas & Ludhiana. Continuous efforts and interactions through meetings &

telephonic conversation is made to identify job requirements.

5.1.9 Does the institution have arrangements with practice teaching schools

for placement of the student teachers?

The placement cell has a good rapport with the practice teaching schools.

The college forwards the data of various pupil teachers to various teaching

practice schools according to their requirements. Most of the teaching

practice schools are Govt. funded and the appointments are made through

Department of Education or Ad-hoc basis from PTA fund. Students are

recommended to Private Practice Teaching schools as per subject

requirement. Students have been hired by practice teaching schools on

adhocbasis in many sessions.




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5.1.10 What are the resources (financial, human and ICT) provided by the

institution to the placement cell?

The institution designates one faculty members as In-charge of the

Placement Cell to arrange and co-ordinate placement activities. Required

funds are provided to meet the expenses for postal, telephonic service,

conveyance and organization of activities of cell. Separate room for

Placement cell, required stationary, college cell phone, computer and

internet facility is provided for smooth functioning of placement cell.

5.2 STUDENT SUPPORT:

5.2.1 How are the curricular (teaching-learning processes), co-curricular

and extracurricular programmes planned, (developing academic

calendar, communication across the institution, feedback) evaluated

and revised to achieve the objectives and effective implementation of

the curriculum?

The curricular & co-curricular programmes are planned keeping in view

needs, background & abilities of the learner and objectives of the

institution. The curricular framework is developed as per guidelines of

affiliating body i.e. Panjab University, Chandigarh. Curricular and co-

curricular activities, methodologies to be used are discussed and planned

before commencement of academic sessions. The institution develops

academic calendar based on the university calendar and all activities are

planned and executed accordingly. The framework of curricular and related

activities is communicated to the staff at the beginning of the session.

Students are informed about the curricular & co-curricular activities during

the orientation programme held in the beginning of the session. Feedback

and suggestions are sought from staff, students & practicing schools to

evaluate the curricular framework and identify gaps if any. The issue faced

and relevant suggestions are discussed and reviewed, implementation and

revision in curricular framework is done accordingly.

5.2.2 How is the curricular planning done differently for physically

challenged students?

The College plans its curricular framework keeping in view needs &

problems of physically challenged students. There is adequate scope for

flexibility of learning experiences for physically challenged students.

There is a provision of ramp for physically challenged students and they

are allotted sections on 1st floor for convenience. The library is on the

ground floor for easy access for physically challenged students.




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Learning activities have scope for flexibility and students are given special

guidance and individual attention. Students are allotted nearby schools for

teaching practice. Students are given freedom to work at their own pace.

5.2.3 Does the institution have mentoring arrangements? If yes, how is it

organized? Tutorial system is followed in the college and total strength of the students

is divided into small tutorial groups headed by staff Tutor/Mentor. There is

a provision for tutorial period in the time table where in students interact

with their mentor and share their experiences and discuss their problems.

Mentor provides counseling to the students for educational, personal,

psychological, vocational, emotional problems and motivates them to

develop positive attitude and participate in curricular and co-curricular

activities.

5.2.4 What are the various provisions in the institution, which support and

enhance the effectiveness of the faculty in teaching and mentoring of

students?

The institution provides congenial environment that encourages promotes

professional development and enhancement of teachers so as to enable

them to deal better with classroom situations, teaching and mentoring of

students.

1. The faculty is encouraged to upgrade their knowledge and skills by joining

online courses.

2. The faculty engages in participative discussions and presentations with

staff of sister institutes to upgrade their knowledge and update themselves

with latest technologies.

3. Staff is given freedom to utilize available resources and infrastructure for

teaching and monitoring.

4. Staff is given study leave and duty leaves to attend seminars / conference /

workshops and engage in research work.

5. Staff is encouraged to contribute papers in national and international

publications. The college publishes a bi- annual Research journal and

encourages staff to write Research papers.

6. The college has provisions of high speed internet facility for access to

internet for referring to content and reflections of international trends.

7. The college organizes faculty development programmes for the faculty and

encourages staff to participate in such programmes. FDP on

communication skills was organized by the college to enhance skills of

staff for better dealing in teaching situations.

8. Workshop on Digital Literacy was organized to equip faculty with

knowledge and use of ICT and advanced trends in technology.




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5.2.5 Does the institution have its website? If yes, what is the information

posted on the site and how often is it updated?

The institution has its own website www.bcedldh.org. The website bears

information regarding establishment of college, courses offered, Vision &

Mission of the college, details of Governing Body, Profile of Head &

faculty, Admission Procedure, Activities & Functions, Outline of Syllabi,

Academic Calendar, Committees, Achievements, Circulars and notices. It

is updated time to time.

5.2.6 Does the institution have a remedial programme for academically low

achievers? If yes, give details.

The institution has a remedial programme for helping academically low

achievers identified on basis of Class test and House test scores. Such

students are given academic guidance by class teachers and are motivated

to work hard by their mentor.

Remedial Classes are arranged for such students as per requirements.

Advanced learners and academically high achievers are associated with

them for academic help.

Individual attention is given by subject teachers to help them solve their

problems.

5.2.7 What specific teaching strategies are adopted for teaching?

a) Advanced learners b) Slow learners

The Institutions plans its curricular framework and strategies keeping in view the

individual differences in academic levels of students and requirements of

providing varied learning experiences to students to cater to their diverse needs.

The institution gives special attention to advanced & slow learners by providing

scope for flexibility in curricular aspects. Following guide lines are given by

teachers to advanced learners for their betterment:

To make them attend and participate in discussion sessions.

Presenting power point based class presentations.

By involving them in team projects.

By encouraging them to participate in brain storming sessions.

Suggesting them Reference books & extra reading material to refer.

Engage them in online learning at advanced levels.

Encourage them to participate in seminars and conferences.

Encourage them to participate in Youth Festivals and Skill in teaching

Competitions

Given extra reading materials by teachers





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Slow learners are guided in the followings ways:

Arranging remedial teaching.

Provisions of extra time for submissions of assignments and tasks.

Special notes and handouts to make understanding easier.

Extra classes arranged as per requirement.

Peer- assistance and cooperation provided in class room situations.

Problems discussed with parents and feasible solutions found for

improvement.

5.2.8 What are the various guidance and counseling services available to the

students? Give details

The guidance & counseling cell of the college provides educational,

personal & career guidance to students and counsels them on various

issues whenever required.

Guidance to choose optional subjects.

Guidance to selects subjects combinations as per demands of the job

sectors.

Personal problems are addressed to help students improve their

performances.

Peer issues are addressed and students are counseled for the better group

behaviors.

Occupational and vocational guidance is provided.

Students are guided regarding needs & demands of the global job markets.

5.2.9 What is the grievance redressal mechanism adopted by the institution

for students? What are the major grievances redressed in last two

years?

The College has a guidance redressal cell that addresses problems and difficulties

of the students. Grievances communicated through suggestions box, student

council, feedback proforma and issues discussed/shared by students with head

and staff are reviewed and analyzed and the grievances are addressed through

guidance and individual interactions.

The main issues addressed by the cell are the financial problems of the

students & their inability to submit fee in time. Such students have been

helped by allowing them to submit fee in small installments. Fee

concessions have also been made in case of very needy students

Personal and marital issues were addressed by giving personal counseling

and individual attention by staff.




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5.2.10 How is the progress of the candidate at different stages of programs

monitored and advised?

The College ensures monitoring of student programmes through a continuous and

comprehensive system of evaluation. Every student’s progress is recorded by the

Tutor/ class teachers. Student’s performance is checked regularly through Class

Tests, House Tests, Class Presentations, Assignments, Projects, Competitions,

Seminars and Group Discussions. Performance of the students is analyzed and

progress is monitored. Feedback is given to students on the basis of their

performance.

5.2.11 How does the institution ensure the students’ competency to begin

practice teaching (pre-practice preparation details) and what is the

follow up support in the field (practice teaching) to the students during

practice teaching in schools?

To ensure the teacher trainees competency to begin practice teaching the

following procedure is adopted:

a) Pre-practice Preparation

Orientation about teaching subjects

Discussion of various methods and techniques of teaching

Providing knowledge about preparation and usage of various teaching aids

Acquaintance and practice with micro skills

Demonstration of macro lesson by teacher educators

Preparation and presentation of macro lessons by teacher trainees in

simulated situation

b) Follow up support in the field (Practice Teaching)

The teacher trainees go to various schools for actual teaching practice

under the guidance of teacher educators.

Subject teachers observe their way of teaching and preparation and

appropriate usage of teaching aids and provide suitable guidance wherever

required, verbally as well as in written form.

Suggestions are given in regard to teaching at every step for improvement.

Initially the teacher educators check their lesson plans before and during

delivery of the lessons and later on while the lesson is being delivered in

the class.

Discussion lessons are delivered by teacher trainees and minute

observations are made.




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5.3 STUDENTS ACTIVITIES:

5.3.1 Does the institute have an alumni association? If yes,

(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 Details of the top ten alumni occupying prominent

positions

(v) Give details on the contribution of alumni to the growth and

development of the institution

The Institute has an Alumni Association.

(i) List of current office bearers

o Mr. Manjit Birdi (President)

o Mr. Jashandeep Singh (Vice-president)

o Mr. Rajwinder Singh (General Secretary)

o Mr. Josh (Joint secretary)

o Ms. Payal Beri (Finance Secretary)

o Mr. Iqbal Singh (Executive Member)

o Ms. Kanchan Kapoor (Executive Member)

(ii) Give the year of the last election

The year of the last election is 2015

(iii) List Alumni Association activities of last two years

The meeting of Alumni Association was held in college on Sept. 13, 2015

in which alumni of the previous batches were invited. The office bearers of

Alumni Association were also elected in this meeting. The discussion was

held on the feasibility and unfeasibility of the course in future endeavors of

the trainees. The alumni shared their job experiences and also filled the

feedback Performa regarding their experience of various curricular and co

curricular programs organized in the institute. Lunch and dance party was

also organized. The alumni went down the memory lane and re-visited the

campus and interacted with the staff.

The second meeting was held on February 14, 2015 in which the students

shared their values, competence and strengths learnt from the college with




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the students. They also provided valuable feedbacks on different

programmes, policies and practices of the institutions. Some members of

Alumni donated books to the college book bank and help in the placement

of new students.

The Members of alumni association were also invited inthe event“Canteeni

Mandeer” in which they participated very enthusiastically. This program

was telecasted on Channel MH 1 on December 16, 2015.

The Members of alumni association were also invited on Annual Day. The

students who gain positions in curricular activities were being honored.

The Members of alumni association participated in the tree plantation drive

in nearby villages and schools organized by the college during teaching

practice.

Alumni Association members actively participated in the rallies organized

on Women Issues and Environmental Issues by the college.

(iv) Give Details of the top ten alumni occupying prominent positions. 1) Ms. Kiran, TGT, BCM School, Shashtri Nagar, Ludhiana.

2) Ms. Payal Beri, Assistant Professor, Bhutta College of Education,

Ludhiana.

3) Ms. Goldy Bhavra, Assistant professor, DD Jain College of Education,

Ludhiana.

4) Ms. Jyotsna, Flight Lieutenant, Indian Air Force.

5) Ms. Nalini, TGT, Delhi Public School, Ludhiana.

6) Ms. Chitwan, PGT, Delhi Public school, Ludhiana.

7) Ms. Pooja Sharma, Asst. Prof., Shri Guru Harkrishan Girls College,

Phallewal Khurd.

8) Mr. Simarjit Singh, ASI, Punjab Police.

9) Ms. Ikjot, PGT, Manav RachnaPublic School,Ldh

10) Ms. Swati Seth, TGT, Sat Paul Mittal Public School, Ludhiana.

11) Ms. Sandeep Kaur, Asst.Prof. Bhutta Polytechnic College, Ludhiana.

12) Ms. Harmeen Kaur, Asst. Prof., Master Tara Singh College, Ludhiana.

13) Ms. Amandeep Kaur, Asst. Prof., Master Tara Singh College, Ludhiana.

(v) Give details on the contribution of alumni to the growth and

development of the institution.

The details on the contribution of Alumni through their feedback and

constructive suggestions to the growth and development of the institution

are as follows:

a) The alumni contribute books to the book-bank of the college.

b) Alumni facilitate linkages with the community.




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c) Alumni facilitate linkages with other academic institutions where they are

working.

d) Provide valuable feedback, suggestions regarding working of the college

and regarding requirements of teaching sector.

5.3.2 How does the institution encourage students to participate in extra

curricular activities including sports and games? Give detail on the

achievement of students during the last two years?

The institution encourages students to participate in extracurricular

activities by involving them in following activities.

Session 2013-14

Independence Day (14-08-13)

Independence Day was celebrated by students of the College on

15thAugust, 2013.

Talent Hunt programme (17-8-13)

Talent Hunt Programme was organized on August 12, 2013. Students

participated enthusiastically in many on stage and off stage items like

Shabad group, Dance, Gidha , Debate, Poetic recitation, Malwai Gidha,

Rangoli , Collage making, Embroidery, Pakhi, mehandi etc.

Teacher’s Day celebration September 5/2013

S. No. Names Event

1. Shabnam and Group Bhajan

2. Pooja Sharma Ganesh Vandana

3. Sheena Dr Radha krishnan

4. Kumar Gaurav Poem of worthy Teacher

5. Gaagandeep kaur Skit (Illiteracy )

6. Kanchan and Group Nukad Natak

Rally on Societal Issues in Bhutta village Sept 11, 2013

A rally was organized by Bhutta College of Education on Women Issues

on Sept 11, 2013 in which 300 students and 25 teachers of the college

participated with great enthusiasm




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Hindi Diwas 14 Sept, 2013

S. No. Names Event

1. Meenakshi and mehak Manch ka sanchalan

2. Seema Hindi ke Vishay mein avashyak

jaankari

3. Ramneek Kaur Sir ki khani

4. Rajita Kavita

5. Mini Suvichar

6. Hansika Laghu hasya natak

7. Minakshi and Hansika Jan gan man ki arth

8. Nitika chutkule

9. Jyoti Kavita

10. Sonu Jindal Kavita

11. Pinki Kavita

12. Minakshi, Mehak, Ramneek Kavita

13. Navjot Prashan pratiyogita

Students Council Formulated14/09/13

1. President- Mr. Harpret Singh

2. Vice president- Jasahan Deep Singh

3. Secretary- Kumar Gaurav

4. Treasure- Ms Kanchan

House Captains

1. Tagore House- Palwinder Singh, Harpreet Kaur

2. Vivekanand House- Lakbir Singh, Jyoti

3. Gandhi House- Taranpreet Kaur, Nancy Blossom

4. Aurobindo House- Manpreet Singh, Shaima Sharma




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Inter House Quiz competition September 21, 2013

An intercourse quiz competition was organized by the college where 4 teams

participate house. The winners are as follows.

Position House Roll No Name

1st position Aurobindo House 180

51

255

Nazzar Singh

Shama Sharma

Rajni

2nd position Tagore House 30

58

190

Iqbal Singh

Jasneez Kaur

Nutan tripathi

3rd position Vivekananda 78

235

34

Vandana kashyap

Parmjit singh

Jyoti

Students participated in P.UZonal Youth Festival 17-10-2013

Prize Name Items

2nd Prize Nancy Blossom Kavishri

2nd Prize Kamaldeep kaur Kavishri

2nd Prize Vandana Kavishri (individual Prize)

2nd Prize Ramnik Kaur Short story writing

3rd Prize Jashandeep Singh Malwai Giddha Individual Prize

STUDENTS PARTICIPATED IN JARKHAR KHED MELA:

17-19 January, 2014

The students of Bhutta College of Education performed in Jarkhar Khed Mela,

Flying Sikh Milkha Singh was the Chief Guest of the occasion. A choreography

on “Panjabi Culture’ was prepared by the students which was presented on the

“opening ceremony” of the festival. The list of participating students is as

follows:




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S.No Name S.No Name

1 Sandeep Kaur 11 Shama

2 Prabhdev Kaur 12 Amit

3 Omkar Singh 13 Sonia

4 Suruchi 14 Rupinder Kaur

5 Jashandeep Singh 15 Jagdeep Singh

6 Nancy Blossom 16 Jasmeet Kaur

7 Swati 17 Roshan

8 Pooja Sharma 18 Navjot

9 Komal 19 Veer Singh

10 Vanita 20 Sandeep Singh

INTER COLLEGE COMPETITION:

Participation of students in Inter College Competition held at RIMT College of

Education, Mandi Gobindgarh

Jan 31, 2014

Item Roll No Name Position

P.P.T 192 Shristi Participation

P.P.T (Sci) 62 Sukhpreet Kaur Participation

P.P.T(language) 77 Reeta Sharma Participation

P.P.T (S.St/Com) 105 Radhika Participation

Landscape 240 Kamaldee Kaur Consolation

Fabric 09 Amarjit Kaur Consolation

Mehandi 284 Bhushra Baby 3rd

Pakhi 270 Rajpreet Kaur Participation

Pot 43 Jasmeet Kaur Participation

Poster Making 100 Baldev Singh Participation




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PU ZONAL SKILL IN TEACHING AND ON THE SPOT TEACHING

(TG.) AID PREPARATION COMPETITION HOSTED BY G.H.G.H

COLLEGE OF EDUCATION, SIDHWAN KHURD

Feb 6, 2014

The list of participants and prize winners as follows:

S.No Roll No Name Category Prize

1 112 Pooja Sharma Skill in Teaching of

Science

2 224 Rama Rani 2nd Prize

3 165 Kumar Gaurav On the spot teaching Aid 1st Prize

4 83 Harpreet Kaur Tg of Maths

5 65 Sumanpreeet Kaur On the spot Tg Aid Maths

6 262 Gurinder Kaur Tg of Computer

Education

7 155 Alka On the spot Tg Aid comp

Education


(TG.) AID PREPARATION COMPETITION HOSTED BY BHUTTA

COLLEGE OF EDUCATION, BHUTTA FEB 10, 2014:

S.No Roll

No Name Subject Category Prize

1 39 Arwinder

Kaur

Tg. of Social Studies

/ Sociology

Skill in Teaching

2 35 Kawaljit

Kaur

Tg. of History /

Geography

Skill in Teaching 3rd

3 255 Rajni Bala Tg. of Pol science /

Public

Administration

Skill in Teaching

4 141 Palwinder

Kaur

Tg. of Physical

Education / Yoga

Skill in Teaching 3rd

5 240 Kamaldeep

Kaur

Tg. of Fine Arts Skill in Teaching 3rd




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S.No Roll

No Name Subject Category Prize

6 37 Jasvir Kaur Tg. of Social Studies

/ Sociology

On the spot

Teaching Aid

preparation

7 51 Shama

Sharma

Tg. of History /

Geography

On the spot

Teaching Aid

preparation

8 256 Nitika

Sharma

Tg. of Fine Art

Social Studies/

Sociology

On the spot

Teaching Aid

preparation

Con-

solation


(TG.) AID PREPARATION COMPETITION HELD AT G.H.G.H.

KHALSA COLLEGE OF EDUCATION, GURUSAR SUDHAR:

Feb 11, 2014

S.No Roll No Name Subject Category

1 145 Sheena

Sharma

Tg. of English Skill in Teaching

2 05 Kuldeep

Kaur

Tg. of Punjabi Skill in Teaching

3 69 Raminder

Kaur

Tg. of Hindi Skill in Teaching

4 193 Prabhdev

Kaur

Tg. of

Economics

Skill in Teaching

5 199 Kiranpret

Kaur

Tg. of

Commerce

Skill in Teaching

6 189 Veer Singh Tg. of Panjabi On the spot Teaching Aid

preparation

7 86 Indraj Kaur Tg. of Hindi On the spot Teaching Aid

preparation

8 23 Manpreet

Kaur

Tg. of

Economics

On the spot Teaching Aid

preparation




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S.No Roll No Name Subject Category

9 173 Swati

Kanojia

Tg. of

Commerce

On the spot Teaching Aid

preparation

INTER COLLEGE COMPETITION HELD AT SATYAM COLLEGE OF

EDUCATION, MOGA:

February 13, 2014

S.No Roll No Name Item

1 247 Roshan Singh Poetry writing participation

2 274 Ramnik Kaur Short Story Writing participation

3 240 Kamaldeep Kaur Poster Making participation

4 1 Surinderpal Kaur Essay Writing participation

EDUCATION TRIP TO FATEHGARH SAHIB

February 19, 2014

A one day trip to Fatehgarh Sahib was organized by the college. The students and

Faculty members visited the historic Gurudwara Sahib were the younger

Sahibzada of Sh. Guru Govind Singh ji were buried in the foundation by the

Mughal King. Students enjoyed a lot in the trip.

P.U Interzonal skill in teaching competition and On the Spot Teaching Aid

Preparation Competition held at B.C.M College of Education, Ludhiana

Feb 24, 2014

S.

No

Roll

No Name Items Prize

1 165 Kumar Gaurav Tg of Skills (on the spot) Participation

2 224 Rama Rani Tg of Home Science (Skill in

teaching)

Participation




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B WIN TECHNO FEST 2014 ORGANIZED BY BHUTTA GROUP OF

COLLEGES, BHUTTA:

March 6-7, 2014

S.no Names Roll no Event Prize

1. Shabnam 266 Rangoli 1st Prize

2. Navjot Kaur 265 Rangoli 1st Prize

3. Lakshmi 183 Rangoli 2nd Prize

4. Palwinder Kaur 141 Rangoli 2nd Prize

5. A. kaur 58 Collage Making 1st Prize

6. Amarjit Kaur 09 Collage Making 2nd Prize

7. Indraz kaur 80 Collage Making 3rd Prize

8. Kamaldeep Kaur 240 Poster Making 1st prize

9. Nitika Sharma 256 Poster Making 2nd Prize

10. Manpreet Kaur 32 1st Prize

11. Prabhjot Kaur 170 3rd prize

12. Manminder Kaur 204 Mehandi 1st

13. Bushra Baby 284 Mehandi 2nd

14. Swati kenauja 173 Mehandi consolation

15. Paramjit Singh Group Discusion 3rd Prize

16. Shama Sharma

17. Sandeep kaur

CULTURAL EVENTS MARCH 7, 2014:

Mr. & Miss Fresher

1. Miss fresher – Pooja Sharma

2. Miss Beautiful smile- Sandeep Kaur

3. 1st Runner up- Ms.Vandana

4. 1st Runner up- Mr. Paramjit Singh

Kumar Gaurav was selected as Best student of Bhutta College of Education.




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Session 2014-15

TEACHER’S DAY CELEBRATION

September 5, 2014 Teacher’s day was celebrated with great enthusiasm and many performances

were given by students.

TALENT HUNT

Date: September 9, 2014 Talent hunt was organized by Bhutta College of Education to show talent of the

students on September 9, 2015 in which students participated in various on stage

and off stage categories.

PANJAB UNIVERSITY ZONAL YOUTH & HERITAGE FESTIVAL, 2014

HOSTED AT BHUTTA COLLEGE OF EDUCATION, LUDHIANA, 7-10

OCTOBER, 2014. 19 COLLEGES PARTICIPATED IN DIFFERENT

CATEGORIES:

Details of students who participated in the Festival

S.No. Name Category Prize

1 Manreet Kaur Land Scape 2nd Prize

2 Rashwinder Kaur Land Scape 3rd Prize

3 Manreet Kaur Poster Making 2nd Prize

4 Harwinder Singh Cartoon Making 3rd Prize

5 Sharanjit Kaur Clay modeling 3d Prize

6 Rajvir Kaur Mehandi 3rd Prize

7 Beant Singh Folk Instrument 1st Prize

8 Malwai Gidha Team Malwai Gidha 3rd Prize

9 Giddha Team Giddha 3rd Prize

10 Anjali Lal Debate 3rd Prize

11 Satnam Singh Malwai Giddha (Folk Dance) 3rd (Team)

12 Beant Singh Malwai Giddha (Folk Dance)

13 Upkar Singh Malwai Giddha (Folk Dance)

14 Manmohan Singh Malwai Giddha (Folk Dance)

15 Sukhjeet Singh Malwai Giddha (Folk Dance)

16 Mohd. Amir Malwai Giddha (Folk Dance)




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17 Jaramjit Singh Malwai Giddha (Folk Dance)

18 Harinder Singh Malwai Giddha (Folk Dance)

19 Amninder singh Malwai Giddha (Folk Dance)

20 Karishma Sharma Poetic Recitation

21 Amandeep Kaur Giddha 3rd (Team)

22 Navneet kaur

23 Pardeep Kaur

24 Simranpreet kaur Giddha

25 Rajvir Kaur Giddha

26 Rajwinder Kaur Giddha

27 Harpreet Kaur Giddha

28 Simranpreet kaur Giddha Individual

29 Maninder kaur

30 Jasvir kaur

31 Jaspreet Kaur

32 Neeru Kavishri

33 Navneet Kaur Kavishri Individual

34 Kuldeep Kaur Kavishri

35 Sharanjeet Kaur Clay Modelling 3rd Prize

36 Ruksana Khatoon Geet Gazal

37 Sukhjeet Singh Folk Song

38 Anjali Lal Debate 3rd Prize

39 Varsha Sharma Debate

40 Rinki Bala Poetry writing

41 Rajvir Kaur Poetry writing

42 Karishma Sharma Short Story Writing

43 Harpreet Kaur Short Story Writing

44 Jasmeet Kaur Still Life

45 Moninder Kaur Still Life

46 Navneet Kaur Long Haik




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47 Amandeep Kaur Long Haik

48 Pardeep Kaur Long Haik

49 Ikwinder Kaur Long Haik

50 Karamvir Kaur Long Haik

51 Kuldeep Kaur Long Haik

52 Prinkal Sharma Skit

53 Sonia Rani Skit

54 Prinkal Suneja Skit

55 Tejinder Kaur Skit

56 Mandeep Kaur Skit

57 Parneet Kaur Skit

58 Rashwinder kaur Cartooning

59 Sandeep Kaur Quiz

60 Simardeep Kaur Quiz

61 Micheal Dutta Quiz

62 Himani Garg Rangoli

63 Neeru Rangoli

64 Simardeep Kaur Photography

65 Anshu Sharma Collage Making

66 Arshdeep Kaur Essay Writing

67 Neha Sethi Collage Making

68 Karishma Sharma Elocution

69 Pardeep Kaur Crochet work

70 Amandeep Kaur Pakhi

71 Manpreet Kaur Knitting




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RALLY ON SOCIETAL ISSUES

November 6, 2014

A Rally was organized at village Lapran to create awareness among the people of

the village about the social issues which are hindering the pace of development of

the country. All the students and teachers of the college participated with great

enthusiasm.

NATIONAL UNITY DAY

October 31, 2014

National Unity Day was celebrated by the students of Bhutta College of

Education on the birth anniversary of Sardar Vallabh Bhai Patel. Oath was taken

by the students and teachers of the college and speech was delivered by the

student representatives on the life history of Patel.

INTER SCHOOL COMPETITION TECH FEST, 2014 ORGANIZED BY

THE COLLEGE

November 12, 2014

An Inter School Competition organized by the college in which 1275 students

from various schools participated in various categories of fine arts, project

display PPT presentation competition, ,web designing, Just a minute show etc.

with great enthusiasm. Prizes were distributed to winners.

LOHRI CELEBRATION

January 13, 2015

Lohri festival was organized by B.Ed students under the guidance of teachers of

Bhutta College of Education, with great zeal. Many cultural items were also

performed by the students.

Session 2015-17

TEACHER’S DAY CELEBRATION

September 5, 2015 Teacher’s day was celebrated with great enthusiasm and many performances

were given by students.

TALENT HUNT

September 11, 2015 Talent hunt program was organized by Bhutta College of Education to identify

the hidden talent of the students on September 1, 2015 in which students

participated in various on stage and off stage categories.




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PANJAB UNIVERSITY ATHLETICS MEET CHANDIGARH-2015

Nov 27-29, 2015

Events:

100m (M), (W)

200m (M), (W)

400m (W)

800m (W)

1500 (M)

4x100m relay (M)

4x100m Relay (W)

Long Jump (M), (W)

Roll no Names Events

1292 Meenakshi 200m, Long Jump, Relay

1293 Harman Kaur 400m, Relay

1294 Damanpreet Kaur 400m, Relay

1295 Shalu 100m, 800m, Relay

1296 Navjot Kaur 200m, 800m

1297 Gurjot Kaur Long Jump

128 Gurleen Kaur 100m

1063 Lahvir Singh 100m, Long Jump, Relay

1064 Sandeep Singh 1500m, 200m, Relay

1065 Jasvir Singh 200m, Relay

1066 Parminder Singh 100m, Long Jump, Relay

P.U ZONAL YOUTH & HERITAGE FESTIVAL AT G.H.G.K. COLLEGE

OF EDUCATION, SADHAR (ZONE-B):

October 7-10, 2015

List of students who participated in the Festival 2015-16 (Day-1)

S.no Name Roll no Category Prize

1. Paminder Singh 54 Folk Instruments 2nd

2. Mamta Rani 37 Creative Writing (Essay Writing) -

3. Sarbpreet Kaur 67 Creative Writings (Essay

Writing)

-

4. Amarjot Kaur 04 Creative Writing (Short Story

Writing)

-




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(Day-II)

(Day-III)

S.No. Name Roll no Category Prize

1. Gurleen Kaur 19 Collage Making 3rd

2. Harman Kaur 25 Collage Making -

3. Jashandeep Kaur 27 Poetical Recitation -

4. Parminder Singh 54 Photography -

5. Ramandeep Kaur 61 Rangoli -

6. Damanpreet Kaur 13 Rangoli -

S.No. Name Roll no Category Prize

1. Arshdeep Kaur 07 Heritage quiz 3rd

2. Damanpreet Kaur 13 Heritage quiz -

3. Komalpreet Kaur 33 Heritage quiz -

4. Jashandeep Singh 27 Phukari -

5. Parminder Kaur 52 Cross Stich -

6. Ramanpreet Kaur 62 Knitting -

7 Navpreet Kaur 49 Pakhi Making -

8 Lakhvir Kaur 34 Mehndi -

9 Gurjot Kaur 18 Crochet -

10 Prinka 55 Mitti de Khidaune -

11 Harnam KAur 25 Pranda Making -

12 Mandeep Kaur 39 Nala Making -

13 Prinka 55 Eenu making -




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FITTEST PERSON CHALLENGE WAS ORGANIZED ON 9TH

OCTOBER, 2015:

Padamshri Prem Chand Dogra, was the Chief Guest. Navneet Singh, Prem

Chand Sports Science Academy- team (PCSSA) was the Guest of Honour:

S.No. Names Position

GIRLS

1 Meenakshi First

2 Harman Kaur Participation

3 Damanpreet Kaur Second

4 Shalu Participation

5 Navjot Kaur Participation

6 Gurjot Kaur Participation

7 Gurleen Kaur Third

8 Ramandeep Kaur Participation

9 Jashandeep Kaur Participation

10 Arshdeep Kaur Participation

11 Purnima Participation

12 Gagandeep Kaur Participation

13 Sarbjeet Kaur Participation

BOYS

1 Gursewak Singh Participation

2 Varinder Singh Participation

3 Tapinder Singh Participation

4 Sandeep Singh First

5 Jasvir Singh Participation

6 Parminder Singh Participation

7 Lahvir Singh Second

8 Rajwant Singh Third




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5.3.3 How does the institution involve and encourage students to publish

materials like catalogues, wall magazines, college magazines and other.

List the major publications/materials brought out by the students

during the previous academic session.

The institution engages students in work related to publishing material of

the college like brochure, college magazines, wall magazines etc.

Student editors are selected for college magazine for all sections.

Students maintain the college wall magazines and bulletin boards with

creative student works & writings.

Students contribute creative articles to college magazine.

5.3.4 Does the institutions has a student’s council or any similar body? Give

detail on-constitution, major activities and funding.

Yes, the institutions has a StudentCouncil comprising 8 elected members-

President, Vice President, secretary, treasurer and Executive Members.

The Council identifies student’s issues and grievances and communicates

the same to college authorities.

The council assists the staff in smooth conduct of college activities.

They help in maintenance and beautification of campus

Ensure discipline in the college.

5.3.5 Give detail of the various bodies and their activities (academic and

administrative), which have student representations on it.

The various bodies and their activities which have student representation

are as below:

Student Council- to listen and solve the problems of teacher trainees with

the help of Principal and teacher educators.

Discipline committee- to maintain discipline in the institution

Refreshment committee- to arrange refreshment during functions for guests

and students

Cultural committee- to motivate the teacher trainees to take part in

different activities and help in organization of various cultural

programmes.

Co-curricular, Sports Committee-to motivate the teacher trainees to

organize and participate in various track and field events.

Advisory Council-to communicate student issues to heads.

Grievance Redressal-to communicate problems of students to heads.




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5.3.6 Does the institution have a mechanism to seek and use data and

feedback from its graduate and from employer to improve the

preparation of the programme and the growth and development of the

institution?

Yes, the institution seeks suggestions and feedback from students during

the session and at the end of the session. Feedback is also taken from the

school teachers during teaching practice. Skills of Students in term of

Teaching are specifically assessed at entry behaviour to plan teaching

programme accordingly. Suggestions are also sought from Student Council

regarding the programme, organizational set-up and institution practices.

Suggestions are sought from prospective employers in the form of Feed

back on proforma and through meetings and discussions.

5.4 BEST PRACTICE IN STUDENT SUPPORT AND PROGRESSION:

1. Give details of institutional best practices in student support and

progression?

Apart from providing student welfare schemes, a liberal and democratic

environment is maintained where students actively participate in college

affairs. A student redressal mechanism in the institution for student

grievances is in place. Institute has developed innovative student

development and progression mechanism where graphical representation

of progress made by individual student is provided based on academic

performance, assignments, Quiz, Presentations, case studies, Gamification,

various discussion forums, peer reviews in addition to traditional internal

test/paper schemes.


Reaccreditation / Re-assessment

1. What are the evaluation observations made under student Support

and Progression in the previous assessment report and how have they

been acted upon?

The peer team appreciated the work done by the institution in regard to

Student Support and Progression.

Observations:

Negligible drop out rate.

Progression to higher education is forty percent while that to employment

is twenty percent.

Pass percentage is 100.




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07 students are getting fee concession and 14 getting fee installment

facility.

Special attention is given to low achievers while for advance learner’s

special assignments are given and brain storming sessions are organized

for them also.

Efforts are taken for guidance and counseling as well as placements efforts

are in vogue.

Alumni Association was formed in 2007-08.

A Student Council is functioning

An Annual magazine is published.

Students are encouraged for participation in extra curricular activities in

which they have own many awards.

Book-Bank facility, Fee concessions. Various committees formed to solve

the problems of the students.



accreditation with regard to Student Support and Progression?

The institution has enhanced its placement services in such a way that

various reputed schools organize interviews in the college campus.

Placement Cell has collaborated with reputed schools and a proper record

of student information is maintained. Advertisements of vacancies are

displayed on notice board.

Alumni Association activities have now become more social in approach

and functioning. The institution involves Alumni members in all important

activities of the college. A web page of Bhutta College of Education,

Ludhiana has been created on a social site so that more students can be

connected easily and whenever required.




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CRITERION VI - GOVERNANCE & LEADERSHIP

6.1 Institutional Vision and Leadership

6.1.1 What are institutions stated purpose, vision, mission and values? How

are they made known to the various stakeholders?

VISION

The College derives its vision from the Philosophy of Swami Vivekananda

"Arise Awake and Stop not till the goal is achieved". Our Endeavour is

to give the nation future educators with qualities of intellectual

competence, commitment, character, diligence, discipline, dynamism,

versatility and entrepreneurship. The institution promises to impart holistic

education and instill higher values thus making nation builders

technologically superior and ethically strong.

MISSION

We move ahead with the mission of:

Providing affordable, employable, relevant and smart quality education.

Undertaking a journey towards excellence in teacher educationthrough

research and innovative practices with emphasis on pedagogical skills and

optimum use of available resources.

Striving towards excellence in education by responding to changing needs

and expectations of the society and educational environment by imparting

life skills and value based education.

Serving the society by inculcating values such as dignity of labour,

equality of gender, protection of environment, responsible use of mass

media, respect for traditions and cultural heritage.

Enabling teachers to adopt ICT based teaching for promotion of creative

excellence.

Providing maximum placement opportunities and developing teacher’s

personality, professional competence and employability.

For achieving our mission we value:

Determination

Discipline

Dedication

Diligence

Dynamism

The institution’s mission, vision and values are made known to the various

stakeholders through advertisement, website, prospectus and display at

college campus.




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6.1.2 Does the mission include the institutions goals and objectives in terms

of addressing the needs of the society, the students it seeks to serve the

school sector, education institution’s traditions and value orientations? Yes, the mission includes the institution’s goals and objectives by

providing employable, affordable, relevant and smart quality education.

Initiatives are taken to link technology with all aspects of teaching learning

process and make students digitally literate. Variety of activities are

organized in the college to inculcate human and cultural values and to

develop the feeling of National integration among students.

6.1.3 Enumerate the top management’s commitment, leadership role and

involvement for effective and efficient teaching and learning processes

(functioning and composition of various committees and board of

management, BOG, etc.)

The management of the institution is committed to provide best of

facilities, guidance and leadership for effective and efficient transactions of

teaching learning processes.

GOVERNING COUNCIL: The Governing Council comprises of total 13

members. TheCouncil takes important decisions with regard to smooth

functioning of the college. These decisions are taken in a democratic manner with

mutual consultation. The following are the members of the Governing Council:

S.No. Name Designation

1. S. Mann Singh Garcha S/o S. Kehar Singh Garcha Chairman

2. S. Jagdish Singh Garcha S/o Kehar Singh Garcha Secretary

3. S. Onkar Singh Garcha S/o S. Sukhdev Singh Garcha Treasurer

4. S. Harpreet Singh Garcha S/o S. Mann Singh Garcha Member

5. S. Harjinder Singh Garcha S/o S.Jagdish Singh Garcha Member

6. S. Parminder Singh Garcha S/o S. Jagdish Singh Garcha Member

7. S. Devinder Singh Garcha S/o S. Balbir Singh Garcha Member

8. Sdn. Sandeep Kaur Garcha Member

9. S. Sukhdev Singh Garcha S/o S. Kehar Singh Garcha Member

10. Dr. Amarinder Kaur Garcha Member

The Council holds meetings twice a year, before starting of the session and

in-mid of the session. The council ensures that the mission/ vision/ values of the

college are reflected in all the programs and functioning of the institution.




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ADVISORY COUNCIL: The College has an Advisory Council consisting of 5

members who occupy important designations in different institutions. They

participate in the process of decision making on important college related issues.

The members of the council are as follow:

1. Dr. N. R. Sharma,

Dean (Faculty of Education, P.U.Chd)

Principal, Guru Gobind Singh College of Education

for Women, Gidderbaha (Sri Muktsar Sahib)

2. Dr. H.S. Brar Principal, G.H.G. College of Education, Gurusar Sadhar

3. Dr. B. S. Ghuman

Principal, B.C.E.T. Bhutta (Ludhiana)

4. Dr. Kamaljeet Kaur

Former Dean, Department of Fisheries

GADVASU, Ludhiana

5. Dr. V.J. Rai

Principal, Baba Khajan Das College of Management

Technology, Ludhiana

ADVISORY COMMITTEE: The Advisory Committee of the college consists

of 5 members which include one member of the Management, Principal of the

college and three faculty members. The committee defines the goals and

objectives of the institution and evolves the work plan to attain the said

objectives. The committee also monitors all important academic and

administrative tasks of the college by collecting feedback from the teacher

educators, teacher trainees, alumni etc. The following is the list of members of

the advisory committee:

Sr. No. Name Designation

1 S. Jagdish Singh Garcha Secretary

2 Dr. Sonu Grewal Principal

3 Ms. Kiran walia Member

4 Ms. Mandeep Bhullar Member

5 Ms. Sundeep Dhillon Member




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INTERNAL QUALITY ASSURANCE CELL: The College has an Internal

Quality Assurance Cell to ensure effective functioning of the college in both the

fields i.e. curricular and co-curricular. It was established on 4th April, 2010. The

cell consists of 14 members including management, principal, faculty, student

representatives, alumni, external experts and stake holders. The following is the

list of members of IQAC:




3 Ms. Monika Sharma Coordinator

4 Ms. Mandeep Bhullar Member (Faculty)

5 Ms. Kiran Walia Member (Faculty)

6 Ms. Sundeep Dhillon Member (Faculty)

7 Mr. Parminder Singh Member (Student Rep.)

8 Mr. Lakhvir Kaur Member (Student Rep.)

9 Ms. Payal Beri Member(Alumni Rep.)

10 Mr. Manjeet Singh Member (Alumni Rep.)

11 Mr. Surinder singh Member (Stakeholders)

12 Mr Lachhman Singh Member (Stakeholders)

13 Piara Singh Member (Stakeholders)

FINANCE COMMITTEE: The finance committee consists one member of the

Management, Principal and two faculty members, who plan the budget for the

session and also discuss the expenditure to be incurred on various curricular and

co-curricular activities during the session. The committee also takes important

decisions pertaining to the purchase of various equipments and other items from

time to time. The committee also maintains the record of the expenditure on

various aspects of institution. The committee has following members:




3 Ms. Kiran Walia Bursar

4 Ms. Payal Beri Member




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6.1.4 How does management and head of institution ensure that

responsibilities are defined and communicated to the staff of the

institutions?

Principal holds regular meetings to identify responsibilities keeping in

view the abilities, competencies and work load of the staff. In the

beginning of every session, a meeting of staff and principal is organized to

review the activities of the previous session. Important duties and

responsibilities are assigned committee wise according to the events and

activities to be held in current year. Minutes of meeting are recorded and

circulated in teaching and non –teaching staff through circulars and

notices. Principal ensures that each faculty member is equally involved in

all college activities.

6.1.5 How does the management/head of institution ensure that valid

information (from feedback and personal contact etc.) is available for

the management to review the activities of the institution?

The Head of the institution vigilantly observes the functioning of all the

aspects of the institution. Feedback of all stakeholders (students, staff,

practicing Schools, parents, alumni and community) is sought through

Proformas. Feedback is analyzed by the review committee and the same is

presented by the Head to the management. The Management gives

suggestions wherever required for improvement.

6.1.6 How does the institution identify and address the barriers (if any) in

achieving the vision/mission and goals?

The curriculum is planned keeping in view the vision, mission and goals of

the institution and the implementation of curricular framework is ensured

by constituting various committees, councils, clubs and societies. The

functioning, accountability and performance of these bodies is observed

regularly and gaps if any are identified through interactions, meetings with

coordinators, alumni meet, and feedback from different stakeholders and

through suggestion box.

Identified barriers are reviewed and remedial strategies to address the same

are planned through discussions and staff meetings.

6.1.7 How does the management encourage and support involvement of the

staff for improvement on the effectiveness of the institutional process?

The management treats the staff like an extended family which helps to

create a feeling of belongingness. Such conducive and supportive

environment encourages involvement of the staff for improvement on the

effectiveness of the institutional process.

The management ensures democratic work culture.




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Essential facilities such as transport, hostel and support facilities are

provided to staff.

Management supports professional growth and development of the staff

and encourages staff to engage in online learning and pursue research work

and higher education.

Participation in Conferences, Seminars, Workshops, Symposiums and

Faculty development programs is encouraged through provision of duty

leave and rich reference books in the library.

Requisite infrastructure, latest teaching and learning technologies,

uninterrupted internet connectivity is made available.

The staff is given salaries as per norms and the same is released in time.

The institution has formed Forums and organizes workshops, conferences,

seminars, workshops and symposiums and FDPs which enhance

organizational skills of the staff and give them required exposure.

Appreciation for innovative practices and ideas.

Recognition of good work and efforts of teacher educators.

6.1.8 Describe the leadership role of the head of the institution in

governance and management of the curriculum, administration

allocation and utilization of resources for the preparation of

students.

The head of institution is visionary and plays an important role in the

management of curriculum, administration, allocation and utilization of

resources. The leadership role of the head of the institution is reflected in

the following areas:

The Head of the institution ensures that the objectives of the institution are

incorporated in the curriculum.

Keeps check on timely completion of the syllabus.

Ensures the allocation of work and duties keeping in view the

competencies and specialization of teachers.

Ensures fair distribution of work among staff.

Plans the instructional material and co-curricular activities in consultation

with faculty members.

Frames suitable admission policy for fairness and transparency

Grants fee concession to needy and award of stipends to deserving

students.

Grants leave to staff.

Ensures Organisation of extra mural activities.

Utilises the Amalgamated fund appropriately.

Ensures availability of sports material and facilities.

Ensures smooth and fair conduct of Examinations.




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Frame societies, sabhas, clubs, associations comprising of students for

curricular and co curricular activities.

Continuous guidance and supervision.

Evaluates the outcome of implemented policies.

Identifies and incorporates required changes/modifications initiated by

welcoming suggestions from teachers, students and stakeholders.

Acts as a link between management, faculty and students.

Ensures availability of ICT related resources and their optimum utilization

by students and staff.

The Principal is available to staff and students.

6.2 ORGANIZATIONAL ARRANGEMENTS:

6.2.1 List the different committees constituted by the institution for the

management of different institutional activities? Give details of

meetings held and the decisions made regarding academic

management, finance, infrastructure faculty, research, extension and

linkages and examination during the last year. The institution has constituted various committees/cells for the efficient

functioning of the institution and the list of committees is providedbelow:

List of Committees

Sr.

No.

Name of

Committee Function

1 Admission

Committee

The committee maintains admission record for the new

session, verifies and checks the documents of the newly

admitted students, allots them sections and addresses their

initial queries.

2 Time Table

Committee

Maintains time table for the whole session, class-wise and

teacher-wise. Maintains adjustment register for the

smooth functioning of time table and assigns periods to

the teacher accordingly.

3 Finance

Committee/

Purchase

Committee

Plans the estimated expenditure to be incurred on various

curricular and co-curricular activities, put forward in

meetings with management to seek the approval. The

committee (office) also maintains the record of

expenditure on various aspects of institution.

4 Examination

Committee

Examination committee holds meetings before and after

every house test to plan date sheets, format of question

papers, allocation of duties, maintaining answer sheet




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Sr.

No.

Name of

Committee Function

record of the students of both practical and theory papers.

5 Internal

Assessment

Committee

Maintains the record of internal assessment of each and

every subject and also send this record to University for

the addition of internal marks in the DMC of students.

6 Cultural

Committee/Co-

curricular

activities

Committee

Organizes various functions, important day celebrations,

annual day celebration, Youth festival etc. and maintain

records in the form of photographs, news and activity

register.

7 Tours and

Trips

Committee

Organizes various educational tours and trips for the

overall development of the students.

8 Advisory

Committee

Defines goals and objectives of institution and evolves

work plan to attain the said objectives and provides clarity

to each element of the institution about his/her

responsibilities and continuously monitors the work in

progress (both academic and administrative) in the

institution by collecting feedback from the concerned

constituent of the teacher trainees, teacher educators,

alumni and administrator.

9 Library

Committee

Meetings are conducted regularly to improve and enrich

the library resources.

10

Extension and

Linkage

Committee

Holds meetings periodically whenever any activity or

program has to be organized and various resources

(human and financial) are planned, discussed and

allocated.

11 Discipline

Committee

Maintains discipline during day to day activities, morning

assembly and in various functions organized by the

college.

12 Morning

Assembly

Committee

On every Wednesday this committee organizes morning

assembly in the M.P hall of the college where students

recite prayers, besides this latest news, some beautiful

thoughts and talks on various societal and latest issues are

also delivered to uplift the knowledge of the teacher

trainees.




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Sr.

No.

Name of

Committee Function

13 Refreshment

Committee

Organizes refreshment during various functions, assign

duties to teacher educators & teacher trainees.

14 Research Cell Encourages Research activities and publishes Research

Journal with ISSN 2350-0492.

15

Review

Committee

Analyses feedback and suggestions sought from

stakeholders for improvement. Puts forward suggestions

to Head & Management.

16 Placement Cell Provides information regarding the availability of jobs for

the students through personal contacts, notice boards and

college website. The cell functions actively throughout

the year.

17 Guidance and

Counseling

Cell

Organizes various Guidance and Counseling services like

orientation programmes at the commencement of each

academic session, pre-teaching practice guidance and

counseling, career talks and day to day personal,

educational and vocational guidance etc.

18 Grievance

Redressal

Committee

Addresses and Settles the grievances of the students and

faculty through sensible and satisfactory interactions and

guidance.

19 Women Cell Arranges programs for women empowerment and

educating women about their rights and privileges.

Meetings held in the Institution for the Academic Session 2014-2015:

IQAC

9 July, 2014 Regarding planning the strategies for admission

for the next academic session 2014-15.

To start the Research Journal of the college.

To discuss co-curricular activities to be conducted

during the session.

Regarding allotment of duties of staff in various

committees.

2 Sep, 2014 For approval of estimated expenditure to be

incurred on different functions, conferences and

day celebration.




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To discuss schedule of Teaching Practice

31 Oct, 2014 To discuss organization of International

Conference and workshop.

To discuss semester examination

12 Feb, 2014 Post event discussion of IDLF

Admission

Committee

May, 2014 To discuss strategies to be adopted for admission

for the session 2014-2015.

16 June,2014 To discuss requirements for the meeting of

Federation of Self Financed B.Ed Colleges of Pb.

For admissions.

6 August,

2014

Regarding admission and counselling of students

for session 2014-2015.

25 September,

2014

To review the admission prior to sending the

annual return.

Finance and

purchase

Committee

12 Aug, 2015 Regarding planning of estimated expenditure to

be incurred on various curricular and co-curricular

activities.

09 Sept, 2014 Regaring estimated expenditure for organization

of P.U Zonal Youth and Heritage Festival.

15 Sept, 2014 Regarding prepration of students for participation

in P.U Youth and Heritage festival.

15 Oct, 2014 Regarding calculation of total expenditure on

organizing P.U Zonal Youth and Heritage

Festival.

15 Jan, 2015 Regarding planning of budget for IDLF.

12 Feb, 2015 Regarding calculation of total expenditure on

IDLF.

02 Feb, 2015 Regarding expenditure on Alumni meet.

03 Feb, 2015 To discuss the budget for annual convocation.

Examination

Committee

05 Oct, 2015 Regarding schedule of house test I & II, Retest

and remedial teaching.

25 Apr, 2015 To discuss schedule of final practical and theory

exams.

Internal 01 Sept, 2015 To discuss the criteria for the internal assessment.




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assessment

Committee 20 Oct, 2015 Regarding finalization of dates for submission of

final Internal Assessment to the committee.

Co

Curricular

Activities

Committee

&

Refreshment

Committee

25 Aug, 2014 Regarding organization of talent hunt

10 Sept, 2014 Regarding organization of P.U Zonal Youth and

Heritage Festival.

12 Sept, 2014 Regarding allotment of duties to faculty members

to prepare teacher trainees for various categories

of competition.

25 Aug, 2014 Regarding various day celebrations.

01 Feb, 2014 Regarding organization of Alumni Meet.

Library

Committee

15 May, 2014 Regarding sanctioning of funds for buying books

and resources for the library.

30 Aug, 2014 To take feedback from teachers as well as

students before the purchase of new books.

Advisory

Committee

29 June, 2014 Regarding communication of objectives and

targets of the institution for new session.

Tours and

Trips

Committee

21 April, 2015 To discuss the date and place for the trip.

28 April, 2015 To organize educational trips to Naina Devi and

Anandpur Sahib.

Morning

Assembly

Committee

10 Aug, 2015 Division of students in Houses for conducting

morning assembly and duties were assigned to

house heads for same.

Discipline

Committee

07 Aug, 2015 To discuss about various discipline related issues.

05 Sept, 2015 To maintain discipline during morning assembly

and various day celebration.

Academic

affairs

Committee

19 Oct,2014 Regarding micro teaching and demonstration

lessons, Pre practice teaching, practice teaching

and discussion lessons.

03 Sept, 2014 Regarding academic and extension activities.

Review

Committee

08 Sep, 2014 Discussion regarding required changes,

modifications in curriculum on the basis of

feedback received from different

sources.

15 Nov, 2014 Discussion regarding required changes,




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sources.

10 May, 2015 Discussion regarding required changes,



sources.

Grievance

Redressal

Committee

Monthly

Meetings To discuss grievances of students and suggest

solutions.

Women Cell

Monthly

Meetings

To discuss and plan programs for women

empowerment and awareness about their rights

and privileges. To discuss grievances of women

students and suggest solutions.

6.2.2 Give the organizational structure and the details of the academic and

administrative bodies of the institution.

The institution runs under Keharnam Memorial Educational Society (Regd)

which govern and regulates its academic and administrative affairs

Details of Governing Body:

S. No. Name & Address Desigination

1. S. Mann Singh Garcha Chairman

2. S. Jagdish Singh Garcha Secretary

3 S. Onkar Singh Garcha Treasurer

4 S. Harpreet Singh Garcha Member

5. S. Harjinder Singh Garcha Member

6. S. Parminder Singh Garcha Member

7. S. Devinder Singh Garcha Member

8. Sdn. Sandeep Kaur Garcha Member

9. S. Sukhdev Singh Garcha Member

10. Dr. Amarinder Kaur Garcha Member

11. Dr. Sonu Grewal Ex-officio Member

12. Ms. Kiran Malhotra Teacher’s Representative

13. Ms. Mandeep Bhullar Teacher’s Representative




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Advisory Council:

1. Dr. N. R. Sharma

Dean, Faculty of Education Panjab University Chandigarh &

Principal, Guru Gobind Singh College of Education

for Women, Gidderbaha.

2. Dr. H.S. Brar

Principal, G.H.G. College of Education, Gurusar Sadhar.

3. Dr. B. S. Ghuman

Principal B.C.E.T. Bhutta, Ludhiana.

4. Dr. Kamaldeep Kaur

Former Dean, Dept. of Fisheries, GADVASU, Ludhiana.

5. Dr. V. J Rai

Principal, Baba Khajan Das College of Management Technology,

Ludhiana

6.2.3 To what extent is the administration decentralized? Give the structure

and details of its functioning: The Governing Body has vested the powers in the Secretary who delegates

the administrative powers to the Principal. The Principal constitutes and

appoints heads of committees, clubs, councils, class incharges. Student

council is elected which comprises of President, Vice- President, Secretary

and Treasurer. Teacher educators and teacher trainees work whole

heartedly for the successful discharge of their duties allocated by the head

of the institution. The suggestions of faculty and students are sought while

taking administrative decisions.

6.2.4 How does the institution collaborate with other sections / departments

and school personnel to improve and plan the quality of educational

provisions?

The College maintains a healthy relationship with Schools,DIET, District

Education Office, Panjab University and other Social and Academic

bodies, NGOs, etc. The institution has strong links with the school sector

and practice teaching is conducted in nearby schools. The college

organizes interschool Science and Social Quiz Competitions in Schools.

The college has developed linkages with

Council of Scientific and Technical Terminology, Ministry of Higher

Education, Govt. of India

NCERT regarding Field testing on B.Ed students on Handbook on

Teaching Science.




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NGO Guru Angad Dev Seva Society Reg.

Dept. of Life Long Learning and Extension, Panjab University , Chd

Kashmir Student Parliament

Department of Punjabi, Punjabi University, Patiala

Affiliating University - Panjab University, Chandigarh

Guru Gobind Singh Study Circle

DIET and SCERT.

Govt. De- Addiction Centre, Ludhiana.

Block Development Office, Dehlon Block, Ludhiana.

The Links and Collaborations with these agenies helps the institution to

organize International and national seminars, Workshops, Faculty

Development Prorrammes for academicia and stakeholders. Organisations

like WPC, KMES, KSP give scholastic and co-scholastic help to the

students. The institution receives academic and financial help for research

work.

The institution has developed links with other Teacher Education

Institutions for Faculty exchange, project work and preparation of teaching

materials .The local schools facilitate teaching Practice of students.The

linkages with various schools helps in placement of students. Our students

are working in reputed Secondary and higher Secondary Schools. Some of

our staff are invited to schools as resource persons and the school teachers

extend their help by supervising the teacher trainees at their schools. The

Principal and staff of the Practising schools are integrally involved in the

procedures of Practice Teaching. There exists collaboration even in

curriculum designing and conducting theory and Practical examinations at

University levels.

6.2.5 Does the institution use the various data and information obtained

from the feedback in decision making and performance improvement?

If yes, give details.

The institution has developed Feedback proformas which are extensively

used in the decision making policies. Feedback is taken from the Staff,

Students, Practice teaching schools and Alumini. The data and information

obtained from feedback, suggestion box, meetings and informal

interactions (regarding institutional performance, teachers, course,

infrastructure and examination) is incorporated in decision making and

helps in performance improvement.

The suggestions obtained from stakeholders in the form of feedback are

analyzed and accordingly decisions are taken (and modified if required).




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The analysed feedback is also used for improving the work culture,

promoting co-operation, introducing new facilities etc.

6.2.6 What are the instructions initiatives in promoting co-operation,

sharing of knowledge, innovation and empowerment of the faculty?

(Skill sharing across department’s creating/providing conducive

environment)

The institution makes initiatives in promoting co-operation, sharing of

knowledge, innovations and empowerment of the faculty by the following

ways:

Staff interactions and presentations are organized for knowledge sharing

and interdisciplinary learning.

Promotes cooperation, sharing of knowledge and empowerment of faculty.

Motivates teachers to participate in institutional policies and plans.

Organizes seminars, conferences and workshops for their professional

growth

The institution also provides instructional facilities like well equipped

language lab, computer lab, science lab. ICT Lab etc to make the teaching

learning process more innovative and efficient.

Democratic set up is provided in decision making and implementation of

policy and institutional planning.

The experts and staff members from sister institutes are occasionally called

upon to discuss related areas and current issues.

To promote cooperation and sharing informal staff lunch and picnics are

organized.

6.3 STRATEGY DEVELOPMENT AND DEPLOYMENT:

6.3.1 Has the institution an MIS in place, to select, collect align and

integrate date and information on academic & administrative aspects

of the institution?

The Management Information System (MIS) is in operation to collect,

align, integrate and communicate data and information on academic and

administrative aspects of the college. The Library of the college is

digitalized. The institutional website contains information on programmes

offered, the course content, list of faculty members and the infrastructure

available, besides the mission and vision of the Institution. It also has

details of facilities available, library and curricular and co-curricular

activities of the institution, syllabus, examination results etc.




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6.3.2 How does the institution allocate resources (human & financial) for

accomplishment and sustaining the changes resulting from the action

plan?

Human Resources

The Institution identifies and allocates Resources to achieve the goals and

objectives of the institution. For successful implementation of the action

plan the identified resources are streamlined and duties are allocated. In

case of an emergency, illness or leave, a suitable person is deputed to carry

out the desired responsibility.Mobilization of resources is practiced for rich

and varied inputs of all staff members.

Financial Resources

A budget is planned ahead of each session and the financial requirements

are met accordingly. Amalgamated Fund is maintained by the Principal of

the college for organizing various student related activities .An Alumni

account is maintained for organizing activities conducted by the Alumni

association.

6.3.3 How are the resources needed (human and financial) to support the

implementation of the mission and goals, planned and obtained?

The institution ensures availability of sufficient human and financial

resources to support the implementation of the mission and the goals. The

appointment of the staff is strictly as per the norms and standards set by

NCTE, DPI, PU and UGC. The Managing Committee has clear cut policy

to appoint human resources (teaching) on merit basis and fills the vacant

posts as per the requirement. The posts are advertised in leading National

dailies having wide circulation. The selection of the staff is done by the

Selection Committee duly constituted by the Vice Chancellor of the

affiliating University. This enables the college to realiseits vision. Planning

of all resources is done as per needs and requirements. The gaps in the

resources are identified and made available on priority.

6.3.4 Describe the procedure of developing academic plan. How are the

practice teaching school teachers, faculty and administrators involved

in the planning process?

The academic plan (calendar) is prepared at the beginning of each session

highlighting the following points:

Number of teaching and practice teaching days;

Admission and Orientation;

Tutorial and Seminars;

Sessional work;




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Practical work;

Preparation of internship;

Co-curricular activities;

Community and project work and Examinations.

The entire faculty and the administrative staff is consulted for this. The

calendar is further discussed in the IQAC meeting and after fine tuning the

same is accepted for implementation. In the case of practice teaching,

yearly planning is done. The staff In-charge of Practice teaching visits the

concerned schools and conducts meetings with the headmaster and the

teachers. During the meeting, all the aspects related to practice teaching

like number of lessons to be taught by trainees, planning of teaching

lessons, observations to be made, feedback to be given by teacher in charge

etc. are discussed and final planning is made accordingly for better

functioning.

6.3.5 How are the objectives communicated and deployed at all levels to

assure individual employee’s contribution for institutional

development?

The curriculum of the college is so designed and planned that all

theemployees are integrally involved in all the aspects ie planning,

implementation, evaluation. The objectives are deployed at all levels to

assure individual employee contribution towards institutional development.

The college website, magazine, Prospectus, CLMS are means of

communication to communicate the goals and objectives.

6.3.6 How and with what frequency are the vision, mission and

implementation plans, monitored, evaluated and revised?

The vision, mission and implementation plans are monitored, evaluated

and revised from time to time. Planning is done in the beginning of the

session and its monitoring and evaluation is done weekly, monthly,

quarterly and yearly depending on requirement, The College has an

internal coordinationand monitoring mechanism through various

committees to look afterdifferent activities. Periodic meetings are held with

the teaching and non-teaching staff for proper administration and

management.

6.3.7 How does the institution plan and deploy new technology?

The College has established an ICT Resource Centre.

The institution keeps itself in touch with the latest technology in teacher

education like use of LCD, Interactive board, Video Conferencing, CLMS

(online notes, attendance, assignments etc.)




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The staff and students refer to and enroll in Massive Online Open Courses

(MOOCs) offered by International Universities. The courses offer

unlimited participation and open access via the web and provide interactive

user forums to support community interactions between students,

professors, and teaching assistants apart from traditional course materials

such as filmed lectures, readings, and problem sets.

The computer Lab is well equipped with 24 computers and offers LAN

facility and internet browsing. Projectors are available in the classrooms.

Whole campus is fully WiFi. Free internet service is provided in the

library, computer lab, faculty room, administrative room etc. Teachers and

students are trained in the basics of computer education as well as to use

computer software such as power point as instructional aid.

6.4 HUMAN RESOURCE MANAGEMENT:

6.4.1 How do you identify the faculty development needs and

careerprogression of the staff?

The institution is concerned about the academic needs and progressionof

its faculty members. These needs generally include the changes in the

syllabus, technological upgradation, methodology advancement etc. Staff

is encouraged to participate in Faculty Development Programmers to keep

them abreast with the latest learning technologies. Workshops on Life

Skills are organized annually. Orientation program and staff meetings are

regularly held to familiarize the faculty with the new trends, contents and

practicum. Institution encourages staff members to attend Seminar,

Workshop, Symposia, Conferences etc. for their professional development.

To address the career progression needs college gives study leave to the

staff members to pursue Ph.D.and attend course work classes.

6.4.2 What are the mechanisms in place for performance assessments

(teaching, research and service) of faculty and staff? (Self appraisal

method, comprehensive evaluations and peers). Does the institution

use the evaluation to improve teaching, research and service of the

faculty and other staff?

The institution has evolved a comprehensive and continuous evaluation

mechanism. Students’ feedback on faculty, course, and institution is

collected at the end of each semester. The review committee analyses the

feedback for assessment and improvement. Annual progress report of the

college is read out at the annual function by the principal. Self Appraisal

report is submitted annually by each faculty member. The institution uses

the evaluations to improve teaching, research and service of the faculty and



https://en.wikipedia.org/wiki/World_Wide_Web

https://en.wikipedia.org/wiki/Teaching_assistant

https://en.wikipedia.org/wiki/Problem_set


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other staff. Annual increments are given to the staff and records (personal

and academic) are maintained in the form of service books.

The institution has constituted a research cell to promote research culture.

A Bi-Annual JASEM (Journal of Advanced Studies in Education and

Management) ISSN 2350-0492 is published by the college since

September 2014. The Head of the college motivates the staff further for

their professional growth, undertake research work, attend seminars,

workshops, publish books etc. They are also provided with opportunities to

organize inter college competition,Youth Festivals,inter-national,

nationals, state level seminars and conferences, workshops, extensions

lectures etc. to helps them widen their knowledge and experience.

The college has an inbuilt mechanism to check the work efficiency of the

Non-teaching staff. Work allocation is done at the beginning of the

academic year. All the official communication is countersigned by the

principal. The senior clerks check the works of juniors before the final

papers are sent for approval by the authority. Frequent meetings are

convened by the principal to make the appraisal of the work done in the

office by the members of Non-teaching staff.

6.4.3 What are the welfare measures for staff and faculty?

Welfare measures which affect and improve staff well being, satisfaction

and motivation are:

Peaceful and congenial work environment.

E.P.F and C.P.F

Leave facility including causal leave, duty leave, without pay leave and

maternity leave.

Library facility.

Free and unlimited access to internet.

Free summer and winter uniform for class IV employees.

Parking facility for the teachers and students.

Hostel facility for students, faculty and staff.

Motivation to attend as well as contribute in various seminars, conferences,

workshops and research work for professional growth.

Equal distribution of work to the staff members and faculty according to

potential and capacities.

Timely disbursement of salaries.




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6.4.4 Has the institution conducted any staff development program for skill

up-gradation and training of the teaching and non-teaching staff. If

yes, give details.

For skills up-gradation and training of the teaching and non teaching staff

Institution has conducted following staff development program at internal

level:

Workshop on micro teaching

Work shop on use of CLMS for data maintenance and transaction of

teaching learning materials.

Workshop on use of Interactive Board.

Workshop on communication skills.

Workshop on Life skills.

Extension lectures

Workshop on Tally software for Administrative staff for operation of

computers for official purposes.

Training by Nodal centers for filling online forms for Govt scholarships.

6.4.5 What are the strategies and implementation plans of the institution to

recruit and retain diverse faculty and other staff who have the desired

qualifications, knowledge and skills (Recruitment policy, salary

structure, service conditions) and how does the instruction align those

with the requirements of statutory and regulatory bodies?

Recruitments policy, salary structure and service conditions are as per the

norms of UGC, NCTE and Panjab University, Chandigarh.The faculty

members are retained by providing them better facilities, annual

increments, democratic environment and opportunities for professional

growth.

6.4.6 What are the criteria for employing part time/adhoc faculty? How is

the part time / Adhoc faculty different from regular faculty? (E.g.

salary structure, workload, specializations).

The adhoc/part time faculty is recruited directly by the management. There

are a few relaxations in the qualifications permitted by the affiliating

university. The workload is approximately the same for regular and adhoc

faculty.

6.4.7 What are the policies, resources and the practices of the institution

that support and ensure the professional development of faculty?

(E.g.budget allocation for staff development, sponsoring for advanced

study, research, participation in seminars, conferences, workshops,




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etc. and supporting membership and active involvement in local state,

national and international professional associations.)

The institution promotes the professional carrier development of the

faculty in many ways. The teachers are encouraged to attend seminars,

workshops, conferences, FDPs etc. and duty leaves for the same are given.

The institution grants study leaves for pursue of higher studies. Faculty

members who publish their research work are given appreciation letters by

the management. The college has a rich collection of journals, reference

books, encyclopedia for reading and consultation. Institution has links with

local, national and international organisations which help in the

professional development of the staff.

6.4.8 What are the physical facilities provided to faculty?

The best facilities are provided to the faculty to carry out their work

effectively. These are as under:

Well furnished and well ventilated staff rooms with lockers, coolers,

computers with high-speed internet, printers, micro wave oven, refrigerator

facility etc.

Well equipped labs like language lab, psychology lab, ICT resource centre,

guidance and counselling cell, research cell etc.

Transport facility

Hostel facility

Parking facility

Library (enriched with excellent text books, reference books, journals,

magazine, newspaper etc.

Free Internet access

6.4.9 What are the major mechanisms in place for faculty and other stake

holdersto seek information and make complaints?

The major mechanisms to seek information and/or make complaints are:

Suggestion box is placed in the college lobby for suggestions (if any) from

the students, faculty and non teaching staff.

Faculty is also free to lodge written complaints to the Principal of the

institution

Tutorials for students.

Meetings of student council with Principal and staff

Feedback from different practicing schools during teachingpractice.

Feedback from students, alumni and other stakeholders throughmeeting

and proformas.




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The suggestions are discussed in staff meetings for improvements and

complaints referred to grievance redressal committee for immediate

redressal.

The information may also be sought through

College website

College prospectus

News papers

Telephonic/verbal interaction by stake holders regarding the institution.

6.4.10 Detail on the workload policies and practices that encourage faculty to

be engaged in a wide range of professional and administrative

activities including teaching, research, assessment, mentoring,

working with school and community engagement.

A Teacher Diary is maintained by each member of the staff in which a

monthly abstract of the details of the work done – teaching, preparation for

teaching, tool construction, assignment correction, testing/Exam, tutorials,

internship,library work, laboratory work, practical work/workshop,

interaction with the students, club activities, cultural programmes,

project/seminar/research guidance etc. are noted. The college has provision

for mentoring through tutorial and remedial teaching. The Time table has

inclusion of all academic and non-academic activities. The work load of

the staff is equally divided. All the staff members have additional

responsibilities (house in-charge, class in-charge, club president etc.) along

with their teaching assignments. Some are editors of the college journal,

magazine, cultural events, academics and practice teaching etc. Teachers

are engaged in community development programmes and prepare the

prospective teachers for various competitive exams.

6.4.11 Does the institution have any mechanism to reward and motivate staff

members? If yes, give details

Yes, the institute rewards and motivates staff members by:

Honoring them during the college annual function.

Sanctioning duty leaves for attending workshops, seminars, conferences

etc for their professional growth.

Assigning them responsible posts in various committee of the college.

The photos and special news is highlighted in the institutional magazine

‘Jyoti Parkash’.

Annual increments

Incentives in the form of cash and appreciation letters.




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6.5 Financial Management and Resource Mobilization

6.5.1 Does the institution get financial support from the government? If

yes, mention the grants received in the last three years under different

heads. If No, give details of the source of revenue and income

generated.

The college is a self financed institution and does not get any financial

support from the government. Source of income is student fee and

contribution from the Trust-Keharnam Memorial Educational Society

(Reg.)

6.5.2 What is the quantum of resources mobilized through donations? Give

information for last three years?

Contribution by the management members.

Sponsorship from P.U. for organizing seminars and competitions.

Books donated by Alumni members for Book bank.

Contribution from N.G.O’s

6.5.3 Is the operational budget of the institution adequate to cover the day

to day expenses? If no, how is the deficit met?

Yes, the operational budget of the institution is adequate to cover the day

to day expenses. As college is under self-financed scheme, so utmost care

is taken for the optimum utilization of the allocated budget.

6.5.4 What are the budgetary resources to fulfill the mission and offer

quality programs?

Student Fee, Contribution of the members of the Management are the

budgetary resources. As the college is run on no profit basis and the

management believes in providing quality education so the budgeting

provisions are made for the fulfillment of college goals and missions and it

has been reflected in the income and expenditure statements and its

continuity in future planning.

6.5.5 Are the accounts audited regularly? If yes, give the details of internal

and external audit procedures and information on the outcome of last

two audits.

Yes, the accounts of the institutions are audited regularly. There is internal

and external auditsystem of the account. Accounts of the college are

regularly audited by the independent charteredaccountant firm , who is

deputed on behalf of the management. Regular audit mechanism is

followed by the college. Internal audit system constitutes of:

i. Daily checking of physical Cash




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ii. Proper creation of vouchers and ledgers

iii. Proper utilization of allocated funds as per allocated heads

iv. Proper record keeping

v. Cross checking / sudden checking of accounts

6.5.6 Has the institution computerized its finance management system? If

yes, give details?

Yes, all accounts of the institution are computerized including fee a/c,

salary a/c, annual expenditure and budget also.

6.6 BEST PRACTICES IN GOVERNANCE & LEADERSHIP

What are the significant best practices in Governance & Leadership

carried out by the institution?

The institution adopts quality management strategies in all academic

andadministrative activities. Decentralized administration and participatory

approach are major features. Transparency in decision making and

execution in ensured. The responsibilities of every staff are communicated

to them so as to ensure their role in the implementation of any given

assignment. They are also informally counseled so as to make them aware

of their duties. A number of committees have been constituted to deliberate

on various quality related issues pertaining to teacher education. The

recommendations of such committees are considered and implemented.

Significant best practices in governance and leadership carried out by the

institution are:

Financial help and fee concession to needy students.

Free of cost educational trip for students and teachers.

Allotment of work according to expertise and interest of the faculty.

Suggestions and feedback from teacher trainees, teacher educators, alumni,

practicing schools and different stakeholders are sought.

Book bank facility for poor students.

Staff is given opportunities for attendingorientation courses, seminars,

refresher courses, paper presentations etc.

Placement service is provided through placement cell.


Reaccreditation/Re-assessment

What were the evaluative observations made under governance and

leadership in the previous assessment report and how have they been

acted upon?

Observations:

Clear mission, vision and objective statements are noticeable.




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Management encourages and supports involvement of staff for

improvement of effictiveness and efficiency of the institutional process.

Various barriers are identified and addressed properly by obtaining

feedback through meetings with stakeholders.

Organizational structure is clearly defined.

Responsibilities are delegated and shared by the staff and students through

various committees.

Decentralized management system with an effective mechanism for

internal coordination and monitoring.

Teachers are selected as per NCTE/University norms.

Performance is evaluated through self appraisal feedback forms as well as

feedback from students.

Adequate budget to maintain day-to-day expenses.

Accounts are regularly and externally audited.

Financial management is partly computerized.

Promotes group medical insurance for non-teaching and faculty.

Performance appraisal mechanism teaching and non-teaching staff.

Suggestions: Structured MIS is yet to be in place:

The college has developed a fully structured Collaborative Learning

Management System. In CLMS, we are working on two components:

1) Campus Management System for maintaining & sharing academic records

of the students with teachers, parents & peers.

2) Learning Management System for strengthening and complimenting class

room teaching through smart interactive boards.

3) Efficient utilization of online education programmes & learning materials.

4) For teaching complex phenomenon micro learning techniques are used

with the help of one minute clips, anecdotes with the help of open source

online educational programme named Grovo.

College uses fully computerized financial management system.


undertaken by the institution since previous Assessment and

Accreditation with regard to governance and leadership?

The institution has developed democratic & participatory decision making

mechanism in a horizontal network organization structure in an open

liberal environment as its governing strategy.




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CRITERION VII: INNOVATIVE PRACTICES

7. 1 Internal Quality Assurance System

7.1.1 Has the institution established Internal Quality Assurance Cell

(IQAC)? If yes, give its year of establishment, composition and major

activities undertaken.

The College has an Internal Quality Assurance Cell to ensure effective

functioning of the college in both the fields i.e. curricular and co-curricular.

It was established on 4th April, 2010. The cell consists of 14 members

including management, Principal, faculty, student representatives, alumni,

external experts and stake holders. The following is the list of members of

IQAC:

S.No. Name Designation



3 Ms. Monika Sharma Coordinator

4 Ms. Mandeep Bhullar Member (Faculty)

5 Ms. Kiran Walia Member (Faculty)

6 Ms. Sundeep Dhillon Member (Faculty)

7 Mr. Parminder Singh Member (Student Rep.)

8 Ms. Lakhvir Kaur Member (Student Rep.)

9 Ms. Payal Beri Member (Alumni Rep.)

10 Mr. Manjeet Singh Member (Alumni Rep.)

11 Mr. Surinder Singh Member (Stakeholder Rep.)

12 Mr Lachhman Singh Member (Stakeholders Rep.)

13 S. Piara Singh Member (Stakeholders Rep.)

The IQAC makes assessment of different aspects of the working of the college

and monitors its functioning. It is the main decision making body for all

academic matters which decides, designs and stimulates the academic activities

of the college. This cell also examines and addresses the suggestions received

through suggestion box and other channels. Several activities undertaken under

the guidance of IQAC are outlined as follows:

IQAC evaluates the achievements, the goals & objectives of the Institution.




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Successful execution of Academic Calendar.

Ensures quality improvement in the entire activities and programmes of the

institution.

Ensure stakeholder participation in planning, management and

development of different activities.

Plans for curricular & co-curricular activities to ensure all round

development of PTs.

Addition of Books, Journals and magazines to Library.

Guest lectures were organized on varied topics.

Time management for curricular & co-curricular activities.

Monitoring and assessing the PTs & faculty throughout the session so that

the goals of B.Ed. program can be achieved successfully.

Organize Inter-college, inter-group participation in various competitions.

Promote Research & Use of ICT.

Ensure regular conduct of class test.

Encourages PTs to enroll in higher education.

IQAC has been ensuring the skill development of its non-teaching staff by

giving them basic training in computer and accounting work.

Suggestion box is placed for getting feedback.

Its major activities are to organize seminars/workshop for PTs and

faculty, quiz, debates, environment campaign, excursion, projects, practice

teaching, action research, orientation program, etc. All the activities are

conducted in a planned way through Academic Calendar.

7.1.2 Describe the mechanism used by the institution to evaluate the

achievement of goals and objectives.

The achievement of the goals and objectives of the institution are evaluated

through self appraisal report of the staff, Peer reviews of the academic

achievement of the staff, and feedback from the stakeholders – staff,

students, parents, community, alumni, publications and reviews.

7.1.3 How does the institution ensure the Quality of its Academic

Programmes?

The quality of the academic programme depends upon the following

components and their interactions

Quality assurance in Institutional Culture.

Quality assurance in Academic Programme.

Quality assurance in Human Resource.

Quality assurance in Students Culture.

Quality assurance in Pedagogy.




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Quality assurance in Physical and Digital Infrastructure.

Quality assurance in Educational Services and products and online

participation in Global Education Programmes.

Quality assurance in participation in Seminars & Conferences.

Quality assurance in publication etc and Global Programme.

7.1.4 How does the institution ensure the quality of its administration and

financial management processes?

The institution has developed a democratic and participative decision

making mechanism in a horizontally networked organizational structure

and liberal atmosphere as as a principle for the administrative and financial

governance of the institution. Fully Computerized CLMS and other

management software such as Tally are used in a decentralized manner for

the Governance of the finances of the institution.

7.1.5 How does the institution identify and share good practices with

various constituents of the institution.

The institution has constituted committees consisting management

members, teachers, stakeholders, and student representatives to critically

evaluate the growth and efficiency of the institution. Meetings are

organized periodically to identify and share good practices with all the

constituents of the institution.

7.2 INCLUSIVE PRACTICES:

7.2.1 How does the institution sensitize teachers on issues of inclusion and

the focus given to these in the national policies and the school

curriculum?

The institution ensures inclusivity in all aspects and forms of human

diversities and individual differences to sensitive teachers.

The institution gives equal opportunities to all the students irrespective of

social, religious, economic, cultural, gender differences or physical

disabilities and all the students are dealt with equally by creating an

environment of togetherness.

The institution has been admitting differently abled students to B.Ed

course and has 3% reserved seats (according to Punjab Government

Policy) for physically challenged students. Education is imparted to them

along with the normal students in the same classroom. Adequate facilities

and equipment like ramp and wheel chair are available for physically

challenged students.




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The college makes efforts to accustom the students from rural background

to innovative approaches and use of Information Technologies. Students

from rural and urban background are treated equally and mutual

interactions are facilitated.

Individual differences among the students are treated as a source of

richness.

The College is a Co-Educational institution and has created an

environment of gender equity by giving equal treatment and opportunities.

The college gives equality of opportunity and treatment to students of all

sects of society and an environment of inclusiveness is encouraged and

created in the institution.

Linguistic differences of students are addressed and catered to in a

common environment by making use of Three Language formula in

classroom situations and other interactive situations making learning

experiences rich and contributing.

7.2.2 What is the provision in the academic plan for students to learn about

inclusion and exceptionalities as well as gender differences and their

impact on learning?

The following activities and provisions made by the college for students

for the above purpose:

Daily morning assembly and special lectures are utilized to instill a sense

of inclusion and acceptance of those facing deprivation.

An optional subject “Education of Children with special needs” is included

in B.Ed curriculum. Through this paper, students are made aware about the

issues of inclusion and exceptionalities and the facilities and vocational

options for them. The teaching method also focuses on first hand exposure

and on real life situations so that they can handle crisis & situations more

effectively.

By giving practical experience through visits to the centers, catering to the

needs of the deprived segments (Nirdosh School for mentally challenged

and Vocational Rehabilitation Training centre, Ludhiana), students are

sensitized towards the needs of special children.

Case studies are also prepared to aquaint the student teachers about various

exceptionalities, follow up and remedial programmes.

Various Co-curricular activities organized to make them aware of towards

exceptionalities and gender differences.

Videos & films on the success stories of exceptional children are shown to

these students in their tutorial groups to develop empathy.




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7.2.3 Detail the various activities envisioned in the curriculum to create

learning environments that foster positive social interaction, active

engagement in learning and self-motivation.

B.Ed. course provides enough scope to create learning environment that

foster positive social interaction, active engagement in learning and self

motivation among the pupil teachers. Some of the activities that

contribute to help in this direction are mentioned below:

Classroom discussions, class Seminars and weekly assignments, foster the

sense of active engagement in learning amongst the students.

Fee concession is given to the needy and deserving students which fosters

self motivation.

Library period for inculcating the habit of self-learning.

Celebration of important national and international festivals for social

interaction.

Simulated teaching, observation lessons, practical work in components for

creating optimal learning environment.

Observation of lessons by peers for healthy group discussions.

Practice teaching programmes also help to foster positive social

interaction. During Teaching Practice, the pupil-teachers get ample

opportunity to interact with school community comprising teachers and

students from different strata of society.

The curriculum provide sufficient opportunities to the pupil-teachers for

social interaction, learning experiences and self motivation by practicing

simulation, role play and many other practices like class seminars, tutorial

groups etc.

Participation in inter-college, inter-house competitions and sports activities

awakenthe sense of sportsmanship in students.

Case studies and project works also contribute significantly to meet the

aforesaid purpose.

Meritorious students are honored in college Annual function.

Field surveys on various social, economic and environmental issues like

domestic violence, problems of farmers, environmental degradation,

population problems etc. are conducted by student teachers.

Educational tours, field-trips, visits to nearby slum areas, orphanages, old

age homes, community interaction programmes and computer literacy

programmes are best sources of positive interaction, active learning and

self-motivation.




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7.2.4 How does the institution ensure that student teachers develop

proficiency for working with children from diverse backgrounds and

exceptionalities?

The institution has prospective teachers from different academic,

economic, cultural, religious, social, linguistic backgrounds. The

institution identifies varied needs of the diverse student population through

student information data base maintained by the institution. The curricular

frame work is developed keeping in view diverse student needs and there is

ample scope for flexibility and varied learning experiences for the learner

to choose as per his background, academic level, interest and abilities.

The Institute assists the economically weaker students by facilitating them

with fee concessions, installment facility and to avail state scholarships

(Minority and category).

Festivals and important days of all sects of society are celebrated by

student teachers for integration. Every student is encouraged to share and

represent his/her culture and sect in various cultural activities as well as in

morning assembly.

The college has a women supportive environment and activities

encouraging women empowerment are facilitated. Girl student

representatives are chosen and women grievance redressal cell addresses

issues and needs of female students.

The college ensures use of varied methodologies which cater to the diverse

needs of students of different academic and intellectual background.

Academic achievers are felicitated for encouragement and remedial

teaching is arranged for academically weak students.

Book bank facility is made available for such students.

The institute is located in the rural area and has many students from rural

background. Interaction of urban and rural students is facilitated and

required exposure to technology and recent trends is provided to rural

students as per their needs.

Group activities are encouraged to develop understanding of diversity of

background through peer interactions.

7.2.5 How does the institution address to the special needs of the physically

challenged and differently-abled students enrolled in the institution?

The college makes every effort to fulfill the needs of physically challenged

and differently-abled children enrolled in the institution. Provision of free

health check up, provision of special equipments for such children is made

to meet their unique needs. Medical checkups are also arranged, as and

when the need for the same arises. Specific parking facilities, availability




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of ramp and wheel chair is provided. The college also provides special

incentives in terms of fee concession to physically challenged PTs

belonging to economically deprived sects.

7.2.6 How does the institution handle and respond to gender sensitive issues

(activities of women cell and other similar bodies dealing with gender

sensitive issues)?

The college maintains a Women Cell which arranges programs for women

empowerment. It works for educating women about their rights and

privileges. College has guidance and counseling cell and the counselor

handles all the issues related to Gender sensitivity skillfully and also seek

the guidance of IQAC in the case of special issues. Women empowerment

is an important area of work and rallies, plays and other student related

activities are organized every session to emphasise its importance.

Composition of Women Cell:

Ms. Kiran Walia Teacher In-charge

Ms. Chetna Bharti Member

Ms. Jashandeep Kaur Student In charge

Ms. Gurjot Kaur Member

Activities of Women Cell:

It ensures a safe and conducive environment for all the women working or

studying in the institution.

To look up in the matters of any complaint related to women issues.

To organize guest lectures about creating awareness about the legal and

social rights of women.

7.3 STAKEHOLDER RELATIONSHIPS:

7.3.1 How does the institution ensure the access to the information on

organizational performance (Academic and Administrative) to the

stakeholders?

The institution ensures access to the information on organizational

performance (Academic and Administrative) to the stakeholders through

CLMS. Parents and students are given user names and passwords to view

their institutional records (academic results, attendance, teacher’s remarks

etc.). Also all information pertaining to the functioning and activities of the

institution is uploaded and available for the stakeholders on CLMS and

institutional website.

Internal Assessment Record (curricular and co-curricular) of PTs is

maintained and provided to students and parents.




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College website is updated from time to time and stake holders can seek

information from it.

Annual Report is givenin the college magazine ‘Jyoti Parkash ’and also is

read out on Annual function.

The academic results are displayed on the notice board and honour boards

of the college.

Academic and Co-curricular achievements are rewarded at annual function

and news are published in leading local news papers.

Information regarding accounts and administration can be taken from the

college office through a written request for the same.

Social media sites like institution facebook, whatsapp group and

committees display information about college activities.

The access of administrative and organizational performance to the

stakeholders is also passed on through conduct of periodical meetings of

the stakeholders, parents and governing body.

Local as well as state newspapers and magazines also serve as a source of

information to be accessed by the stakeholders.

7.3.2 How does the institution share and use the information/ data on

success and failures of various processes, satisfaction and

dissatisfaction of students and stakeholders for bringing qualitative

improvement?

A review committee has been formed which analyses the self appraisal

reports and peer review reports and feedbacks of the stakeholders (PTs,

Alumni Association, Parents, local community, Principal and teachers of

practice teaching schools) The analytical reports are discussed with the

management during general body meetings for perusal and further

improvements. The report is placed before the staff of the college and

while preparing the next year academic plans the preceding year’s

suggestions, feedback analysis and results are taken into consideration.

Attempt is made to sustain and reinforce the appreciable works and

corrective/reformative steps are taken regarding not so good or poor

performance. Quality sustenance and improvement are always prioritized

in the institutional curriculum planning.

7.3.3 What are the feedback mechanisms in vogue to collect, collate and

data from students, professional community, Alumni and other

stakeholders on program quality? How does the institution use the

information for quality improvement?




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The College always strives to promote an ambience of creativity,

innovation and improving quality. For this purpose, feedback is procured

from the following channels and on annual basis or as and when required.

Feedback proformas have been prepared to get feedback from students on

courses, teaching-learning and teaching faculty; alumni, employers and

various other stakeholders as parents, school principals etc.

Suggestions are welcomed in annual meetings of Alumni and Parent

Teacher association.

Suggestion boxes have been installed. Any Complaints/suggestions can be

dropped in the Suggestion/ Complaint Box.

Feedback is taken from faculty in staff meetings.

Feedback is taken from student representatives in meetings with

studentcouncil.

Visitor book is maintained to get feedback from professional community

guests and University nominees.

Grading of files, assignments is done at the end of academic session.

The information gained is shared, critically analysed and discussed in staff

meetings and report is sent to IQAC. IQAC analyses the report and plan

out strategies to bring out necessary improvements with immediate effect,

if possible.


Reaccredetation

Q1. How are the core values of NAAC reflected in the various functions of

the institution?

Bhutta College of Education, Ludhiana is committed to enhance quality in

all its academic affairs and all activities and programs are envisioned and

conceptualized to make Teacher Education Programs relevant to needs and

demands of the global job market and evolving patterns of society. The

institution has been striving hard to incorporate the core values of NAAC

in all its practices, programs/strategies and functions:

i) Contributing to National Development

Adding to the nations repertoire smart teachers well equipped to meet

needs of changing times.

Developing skilled workforce through faculty and student skill

development programmes.

Improving quality of teacher education programmes through networking,

collaborations with practicing schools and other institutions of excellence.

Contributing to research and development by developing research culture

among staff and students.




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Addressing national issues like digitalization, environmental issues, human

rights, democracy, national integration, rural development, gender

sensitization by involving teacher educators and trainees in comprehensive

community service programmes and activities.

ii) Developing Global competencies among students

Exposure to latest and advanced learning techniques and global trends.

Developing International outlook through International collaborations with

academic organizations of other countries and exchange programmes.

Participation in Massive Online Open Courses for upgrading knowledge

and skills by becoming members of global learning community.

Skill development programmes for sharpening communication skills, inter

personal skills and technical skills of the teacher educators and teacher

trainees for enhancing employability.

Evolving global culture in the campus by encouraging and organizing

activities with international students of sister institutions.

Online learning and video conferencing facilities for wider knowledge

construction.

Use of Open Source Courseware for reflecting on global trends.

iii) Value system in students

Participation in community development programmes through NSS camps,

community service programmes and surveys.

Tree plantation and cleanliness drives.

Conducting rallies for awareness on social issues.

Visits to special schools, adult education centre, old age homes and

orphanages.

Field based group projects & surveys on health & hygiene, digital literacy

and environment concerns etc.

Theme based interactive weekly morning assembly.

Extension lectures on moral education and value system.

Inclusion of games and sports in the curriculum.

Hosting and participating in Panjab University intra and inter college

Zonal and Inter Zonal Competitions.

Requisite training in crafts & work experience.

iv) Promoting use of Technology

Making extensive use of ICT in planning, developing and executing of

academic programmes.

Utilizing latest ICT & digitalized technology for research purposes by

faculty and students.




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Provision of high speed internet connectivity and Wi-Fi campus.

Enrolling of staff and students in online courses.

Engaging in online learning management systems like moodle.

Upgrading teaching pedagogy by using ICT during the teaching learning

process for class room teaching and lesson planning.

Using CLMS for Academic and administrative management.

v) Quest for Excellence

The college is open to changes suggested by its stake holders and keeps its

self abreast with the latest developments in the field of teacher education.

Digitization is imbibed in all academic and educational practices of the

institution and global learning trends and techniques are practiced.

Linkages and collaborations with community, national and international

organizations and stakeholders help in enhancing quality. Intensive

engagement in research has added to quality enhancement and better

practices. Practices like CLMS have added to quality management of

academic & administrative affairs. Providing global education in local

context is our institutional culture which keeps us moving into new

possibilities.




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MAPPING OF ACADEMIC ACTIVITIES

Note: A week is of six working days and a day is of six clock hours




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SCENARIO OF TEACHER EDUCATION IN

PUNJAB STATE

Teacher Education in the state of Punjab has a well developed and well

structured system. Teacher Training institutionsin the State train teachers for both

stages of school education i.e Elementary and Secondary. The teacher training

institutions in Punjab are run by Govt. and Self financed Colleges and Grant-in-

Aid under the monitoring and supervision of DIET (District Institute of

Educational Training) in each District. The state has 4 Govt., 15 Grant-in-Aid

and 143 Self Financed Colleges affiliated to four Universities namely Panjab

University, Chandigarh, Guru Nanak Dev University, Amritsar, Punjabi

University, Patiala and Lovely Professional University, Jalandhar.

There had been a recent mushrooming in the number of Teacher Education

colleges in last 10 years in all areas of Panjab region. This increase in number of

colleges has resulted in more opportunities for people in the sector for

employment and education.

The recent change in scenario of Teacher education is the change of

duration of B.Ed course from One year to Two Year course as per

recommendations of the Poonam Batra Committee. The duration of the B.Ed

course, increased keeping in view the need for quality enhancement has resulted

into change in teacher education scenario in state. The increased duration of the

course has decreased the demand for B.Ed course in the region. Most of the

colleges have reduced the number of seats in B.Ed course in accordance with new

norms of NCTE. The change in the scenario is expected to enhance the much

needed enhancement in quality of Teacher Training Programme, the quality of

which had undergone dilution to extent. The new norms and revised B.Ed course

curriculum will hopefully make the Teacher Training Programme more fruitful

and will reduce commercialization of Education in the Teacher Training sector.




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A. TIME TABLE B.Ed. 2014-15:




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B. SYLLABUS B.Ed. 2014-15 & 2015-17:




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1.1 Scheme outline of B.Ed. General in Semester I, II, III, IV (2015-2017)

SEMESTER - I

S. No. Course

Code Name of the Paper/Subject

External

Marks

Internal

Marks

Total

Marks

1 C-1 Childhood & Growing Up 80 20 100

2 C-2 Contemporary India & Education 80 20 100

3 C-3 Understanding Disciplines and

Subjects

40 10 50

4 C-4 Language across the curriculum 30 20 50

5 C-5 School Management 40 10 50

6 C-6 Pedagogy of school subject-1 40 10 50

7 C-7 Pedagogy of school subject -2 40 10 50

8 C-8 Participation in Sports and Yoga 20 20

9 C-9 Pre-Internship- 1(2 Weeks)

Engagement with Field

------ 25 25

Total 350 145 495

B.Ed. SEMESTER - II

S.No. Course

Code Name of the Paper / Subject External Internal Total

1 C-10 Learning and Teaching 80 20 100

2 C-11 Assessment for Learning 80 20 100

3 C-12 Understanding of ICT(EPC-1) 25 25 50

4 C-13 Drama & Art in Education (EPC-2) 25 25 50

5 C-14 Pedagogy of school subject-1 40 10 50

6 C-15 Pedagogy of school subject -2 40 10 50

7 C-16 Participation in Sports and Yoga 20 20

8 C-17 Pre- Internship -2 (2 Weeks) Field

Engagement

---- 25 25

Total 290 155 445




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B.Ed. SEMESTER - III

S.No. Course

Code

Name of the Paper

/ Subject External Internal Total

1 C-18 School Internship

(16 Weeks)

70+70+50 =190

PS-I+II + Assessment by

School Advisor/

Panel

30+30=60 250

B.Ed. SEMESTER - IV

S. No. Course

Code Name of the Paper / Subject External Internal Total

1 C-19 Knowledge and Curriculum 80 20 100

2 C-20 Creating Inclusive School 40 10 50

3 C-21 GenderSchool and Society 40 10 50

4 C-22 Understanding the Self (EPC- III) 25 25 50

5 C-23 Reading& Reflecting on Text (EPC –IV) 25 25 50

6 Elective (Options) (Any One from the following)

40 10 50

E-1 (i) Guidance & Counselling

E-2 (ii) Health &Physical Education

E-3 (iii) Peace Education

E-4 (iv) Vocational and Work Education

E-5 (v) Environmental Education

7 C-24 Participation in Community Service,

Cultural activities, Educational Tour/Trip 40 40

8 C-25 Participation in Sports & Yoga 20 20

Total 250 160 410




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C. ACADEMIC CALENDER:




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D. MASTER PLAN OF THE INSTITUTE




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E. STUDENT FEEDBACK ON CURRICULUM & FACULTY




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F. AUDIT REPORTS & INCOME EXPENDITURE STATEMENT




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G. RECOGNITION ORDER OF NCTE FOR B.Ed.




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H. UNIVERSITY RESULT 2014-15:

UNIVERSITY RESULT FOR PREVIOUS YEAR 2014-15

SR.NO RollNo Marks Obtained Percentage

1 14061131 756 68.73

2 14061132 755 68.64

3 14061133 893 81.18

4 14061134 742 67.45

5 14061135 742 67.45

6 14061136 749 68.09

7 14061137 798 72.55

8 14061138 780 70.91

9 14061139 800 72.73

10 14061140 701 63.73

11 14061141 801 72.82

12 14061142 748 68.00

13 14061143 826 75.09

14 14061144 846 76.91

15 14061145 762 69.27

16 14061146 752 68.36

17 14061147 745 67.73

18 14061148 818 74.36

19 14061149 Pass But RLL

20 14061150 877 79.73

21 14061151 747 67.91

22 14061152 726 66.00

23 14061153 660 60.00

24 14061154 714 64.91

25 14061155 737 67.00

26 14061156 839 76.27

27 14061157 803 73.00

28 14061158 808 73.45

29 14061159 736 66.91

30 14061160 742 67.45

31 14061161 777 70.64

32 14061162 842 76.55




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33 14061163 785 71.36

34 14061164 816 74.18

35 14061165 814 74.00

36 14061166 824 74.91

37 14061168 759 69.00

38 14061169 738 67.09

39 14061170 CS

40 14061171 754 68.55

41 14061172 850 77.27

42 14061173 672 61.09

43 14061174 773 70.27

44 14061176 867 78.82

45 14061177 720 65.45

46 14061178 771 70.09

47 14061179 775 70.45

48 14061180 667 60.64

49 14061181 776 70.55

50 14061182 816 74.18

51 14061183 730 66.36

52 14061184 813 73.91

53 14061186 Pass But RLL

54 14061187 728 66.18

55 14061188 765 69.55

56 14061189 776 70.55

57 14061190 782 71.09

58 14061191 829 75.36

59 14061193 776 70.55

60 14061194 721 65.55

61 14061195 800 72.73

62 14061196 774 70.36

63 14061197 735 66.82

64 14061198 875 79.55

65 14061199 857 77.91

66 14061200 759 69.00

67 14061201 791 71.91




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68 14061202 722 65.64

69 14061203 791 71.91

70 14061204 760 69.09

71 14061206 699 63.55

72 14061207 707 64.27

73 14061208 715 65.00

74 14061209 758 68.91

75 14061210 CS

76 14061211 754 68.55

77 14061212 836 76.00

78 14061213 Cancelled

79 14061214 660 60.00

80 14061215 815 74.09

81 14061216 769 69.91

82 14061217 742 67.45

83 14061218 767 69.73

84 14061219 762 69.27

85 14061220 740 67.27

86 14061221 R [SEP]

87 14061222 744 67.64

88 14061223 688 62.55

89 14061224 813 73.91

90 14061225 771 70.09

91 14061226 677 61.55

92 14061227 764 69.45

93 14061228 692 62.91

94 14061229 846 76.91

95 14061230 853 77.55

96 14061231 705 64.09

97 14061232 760 69.09

98 14061233 816 74.18

99 14061234 702 63.82

100 14061235 723 65.73

101 14061236 734 66.73

102 14061237 745 67.73




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103 14061238 802 72.91

104 14061239 745 67.73

105 14061240 768 69.82

106 14061241 771 70.09

107 14061242 743 67.55

108 14061243 718 65.27

109 14061244 788 71.64

110 14061245 720 65.45

111 14061246 739 67.18

112 14061247 742 67.45

113 14061248 732 66.55

114 14061249 735 66.82

115 14061251 854 77.64

116 14061252 776 70.55

117 14061253 798 72.55

118 14061254 785 71.36

119 14061255 730 66.36

120 14061256 791 71.91

121 14061257 742 67.45

122 14061258 809 73.55

123 14061259 734 66.73

124 14061260 742 67.45

125 14061261 797 72.45

126 14061262 740 67.27

127 14061263 790 71.82

128 14061264 688 62.55

129 14061265 699 63.55

130 14061266 701 63.73

131 14061267 774 70.36

132 14061268 755 68.64

133 14061269 788 71.64

134 14061270 774 70.36

135 14061271 773 70.27

136 14061272 714 64.91

137 14061273 796 72.36




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138 14061275 727 66.09

139 14061276 842 76.55

140 14061277 774 70.36

141 14061278 809 73.55

142 14061279 879 79.91

143 14061280 855 77.73

144 14061281 761 69.18

145 14061282 778 70.73

146 14061283 757 68.82

147 14061284 750 68.18

148 14061285 826 75.09

149 14061286 710 64.55

150 14061287 684 62.18

151 14061288 689 62.64

152 14061289 723 65.73

153 14061290 754 68.55

154 14061291 725 65.91

155 14061292 779 70.82

156 14061293 779 70.82

157 14061294 717 65.18

158 14061295 801 72.82

159 14061296 777 70.64

160 14061297 763 69.36

161 14061298 740 67.27

162 14061299 754 68.55

163 14061300 724 65.82

164 14061301 769 69.91

165 14061302 665 60.45

166 14061303 785 71.36

167 14061304 702 63.82

168 14061305 810 73.64

169 14061306 737 67.00

170 14061308 838 76.18

171 14061309 756 68.73

172 14061310 734 66.73




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173 14061311 734 66.73

174 14061312 716 65.09

175 14061313 753 68.45

176 14061314 801 72.82

177 14061315 0.00

178 14061316 719 65.36

179 14061317 771 70.09

180 14061318 740 67.27

181 14061319 799 72.64

182 14061320 773 70.27

183 14061321 736 66.91

184 14061322 792 72.00

185 14061323 738 67.09

186 14061324 783 71.18

187 14061325 766 69.64

188 14061326 778 70.73

189 14061328 759 69.00

190 14061329 833 75.73

191 14061330 775 70.45

192 14061331 810 73.64

193 14061332 775 70.45

194 14061333 786 71.45

195 14061334 760 69.09

196 14061335 768 69.82

197 14061336 793 72.09

198 14061337 664 60.36

199 14061338 821 74.64

200 14061339 859 78.09

201 14061340 685 62.27

202 14061341 813 73.91

203 14061342 795 72.27

204 14061343 777 70.64

205 14061344 754 68.55

206 14061345 820 74.55

207 14061346 756 68.73




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208 14061347 823 74.82

209 14061348 709 64.45

210 14061349 775 70.45

211 14061350 694 63.09

212 14061351 796 72.36

213 14061352 740 67.27

214 14061353 685 62.27

215 14061354 759 69.00

216 14061356 720 65.45

217 14061357 769 69.91

218 14061358 815 74.09

219 14061359 785 71.36

220 14061360 752 68.36

221 14061361 774 70.36

222 14061362 702 63.82

223 14061363 834 75.82

224 14061364 729 66.27

225 14061365 762 69.27

226 14061366 785 71.36

227 14061367 732 66.55

228 14061368 777 70.64

229 14061369 782 71.09

230 14061370 776 70.55

231 14061371 711 64.64

232 14061372 733 66.64

233 14061373 717 65.18

234 14061374 775 70.45

235 14061375 799 72.64

236 14061376 779 70.82

237 14061377 787 71.55

238 14061378 849 77.18

239 14061379 786 71.45

240 14061380 765 69.55

241 14061381 807 73.36

242 14061382 747 67.91




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243 14061383 850 77.27

244 14061384 726 66.00

245 14061385 753 68.45

246 14061386 732 66.55

247 14061387 819 74.45

248 14061388 740 67.27

249 14061389 716 65.09

250 14061390 724 65.82

251 14061391 735 66.82

252 14061392 732 66.55

253 14061393 783 71.18

254 14061394 860 78.18

255 14061395 768 69.82

256 14061396 CS

257 14061397 770 70.00

258 14061398 857 77.91

259 14061399 759 69.00

260 14061400 740 67.27

261 14061401 772 70.18

262 14061402 824 74.91

263 14061403 716 65.09

264 14061404 774 70.36

265 14061405 761 69.18

266 14061406 805 73.18

267 14061407 776 70.55




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I. SAMPLE OF FEEDBACK ON PRACTICE TEACHING:




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J. LATEST AFFILIATION ORDER BY P.U. CHANDIGARH




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K. LIST OF ABBREVIATIONS

AIAER All India Association for Educational Research

A-V Audio Visual

BCED Bhutta College of Education

BKCMT Baba Khajan Das College of Management Technology

B.Ed. Bachelor in Education

BOS Board of Studies

CD Compact Disc

Chd Chandigarh

C.P.F Contributing Provident Fund

CLMS Collaborative Learning Management System

CTE Council for Teacher Education

CTET Centre Teaching Eligibility Test

DVD Digital Video Disc

DIET District Institute of Educational Training

DPI Director, Public Instructions

E-books Electronic Books

EPF Employee Provident Fund

E.T Education Technology

FDP Faculty Development Programme

GB Gigabyte

GERA Global Educational Research Association

Govt Government

HD Hard Disk

IT Information Technology

ICT Information and Communication Technology

IDLF International Digital Literacy Forum

ISBN International Standard Book Number

ISSN International Standard Serial Number

IQAC Internal Quality Assurance Cell




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KMES Keharnam Memorial Educational Society

KSP Kashmir Student Parliament

LAB Laboratories

LCD Liquid Crystal Display

Ldh Ludhiana

LED Light Emitting Display

M.A Masters in Arts

Mbps Megabytes per second

M.Ed Masters in Education

MIS Management Information System

MOOCs Massive Open Online Courses

MP Hall Multipurpose Hall

MS Office Micro Soft Office

NAAC National Accreditation and Assessment Council

NCERT National Council of Educational Research and Training

NCTE National Council of Teacher Education

N.G.O Non Government Organisation

NCTE National Council of Teacher Education

NET National Eligibility Test

NSS National Social Service

OHP Overhead Projector

P.F. Provident Fund

PGT Post Graduate Teachers

Ph.D Doctorate of Philosophy

PPT Power point presentation

PSTET Panjab State Teaching Eligibility Test

PTA Parents Teachers Association

PT Pupil Teacher

P.U Panjab University

Qty Quantity

RIMT Regional Institute of Management and Technology

SCERT State Council for Educational Research and Training




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S.M.S Shaheed Major Singh High School

SMS Short Message Service

S.St Social Studies

SUPW Socially Usefull and Productive Work

Tg Teaching

TV Television

UPS Uninterrupted Power Supply

UGC University Grants Commission

Wi-Fi Wireless Fidelity

WPC World Punjabi Council



bhutta college of education ludhiana

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