National Assessment and Accreditation Council - GESCER

G.E.S.’s College of Education & Research – SAR (2015-16)

Estd. 1970

Gokhale Education Society‟s

COLLEGE OF EDUCATION AND RESEARCH

Acharya Donde Nagar, Gokhale Society Lane, Parel, Mumbai-400 012.

Ph.no.: 022 24136408/4168493 Email: [email protected] Website: www.gescer.in

Affiliated to University of Mumbai, UGC 2f 12 B, ISO 9001:2008, NCTE Recognized

SELF APPRAISAL REPORT

2015-16 FOR

RE-ACCREDITATION

(3rd

Cycle)

Submitted to

National Assessment and Accreditation Council (NAAC)

mailto:[email protected]

http://www.gescer.in/


TABLE OF CONTENTS

PART – I INSTITUTIONAL DATA

A

About the Institution

4

B

Criterion-wise Inputs

8

PART – II THE EVALUATIVE REPORT

1

Executive Summary

29

2

Criterion-Wise Analysis

Criterion I - Curricular Aspects

31

Criterion II - Teaching-Learning and Evaluation

46

Criterion III - Research, Consultancy and Extension

66

Criterion IV - Infrastructure and Learning Recourses

94

Criterion V - Student Support and Progression

107

Criterion VI - Governance, Leadership and Management

122

Criterion VII - Innovations and Best Practices

148

3

Mapping of Academic Activities of the Institution

157

4

Declaration by the Head of the Institution

161


LIST OF ANNEXURES

1 A Brief Note on Teacher Education Scenario in the

State

164

2 Institutional Academic Calendar and Timetable

166

3 A Copy of the Syllabus

171

4 a) Master Plan of the Institution

b) Society registration certificate

c) Floor- wise area of Institution in sq. ft.

172

5 Sample of Student Feedback on Principal, Faculty,

Librarian

176

6 a) Audited Income-Expenditure Statement for Year 2015-16 b) Receipt and payment for Year 2015-16 c) Balance sheet for Year 2015-16

183

7 a) A Copy of the Latest Recognition Order Issued

by NCTE 2014

b) University Permanent Affiliation

c) Government of Maharashtra Approval

d) UGC 2f 12B

e) ISO 9001: 2008 Certificate

f) Ph. D Research center approval

191

8 University Results for the Academic Year 2015-16

199

9 Sample of Feedback on Practice Teaching by

Teacher Educators by Peers and Staff of Practice

Teaching Schools.

202

10 „Best Practices‟ of the institution, flowcharts and research details

221

11 Certificate of Compliance

251

12 Copy of Letter of Intent

253

Abbreviations

255


PART I : INSTITUTIONAL DATA

About the Institution

Gokhale Education Society‟s College of Education and Research Moto: “Sa vidyayavimukitaya” (which means) knowledge for Salvation

Mission: “Commitment to Social cause of Upliftment and betterment of the society through

process of education”

Vision: To develop the values, skills and qualities of empathy, leadership, creativity and

righteousness in ST‟s to be the agents of social change by instilling in them scientific attitude,

gender and environmental sensitivity, passion for life-long learning and development of life-

skills for effective sustenance in globalised world.

Our college was established in June 1970, under umbrella of Gokhale Education Society,

Nasik. The Society was founded by Prin. T.A. Kulkarni in honor of his guru Namdar Gopal

Krishna Gokhale with the purpose of propagating his ideas and philosophy.

Gokhale Education Society is founded by the teachers and run by the teachers, basic aim

being to work for the down-trodden people of the society and to raise the status of teaching

profession. Keeping this in mind, our college was established in the heart of Mumbai city, in

the locality which was mainly known as mill area then.

Our college is housed in the premises along with primary and secondary schools, junior

college and night degree-college. Initially college was offering two mediums of instructions.

But considering demands of changing times with two year B.Ed. Programme we are offering

instructions through English medium.

Our college is permanently affiliated to University of Mumbai and has been certified by ISO

9001:2008. It is covered under UGC 2f 12B, NCTE recognised.

College has an active PhD. Research Centre in Education affiliated to University of Mumbai.

We have teaching faculty members, who are properly qualified and are always ready to learn

and upgrade their knowledge and teaching skills. The college so far has produced hundreds of

quality teachers who are working in various prestigious positions in the field of education and

in reputed schools.


A. Profile of the Institution

1. Name and address of the institution - Gokhale Education Society‟s College of

Education and Research, Acharya

Donde Nagar, Gokhale Society Lane,

Parel, Mumbai- 400 012.

2. Website URL - www.gescer.com

3. For communication:

Office

Name

Telephone

Number with

STD Code

Fax No E-Mail Address

Principal 022-24136408 - [email protected]

Vice-Principal - - -

Self – appraisal

Co-coordinator

022-24136408 - [email protected]

Residence

Name

Telephone

Number with

STD Code

Mobile Number

Principal

Dr. (Mrs.) Indira Shukla 022-24168493 9821883082

Vice-Principal - -

Self - appraisal Coordinator 022-24136408 9819296037

4. Location of the Institution:

Urban Semi-urbanRural Tribal

Any other (specify and indicate)

5. Campus area in acres - 0.728 acres

√

http://www.gescer.com/

mailto:[email protected]


6. Is it a recognized minority institution? - Yes No

7. Date of establishment of the institution -

Month & Year

8. University/Board to which the institution is affiliated -

9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.

Month & Year

2f

Month & Year

12B

10. Type of Institution.

a) By funding

Grant-in-aid

b) By Gender

Co-education

c) By Nature

Affiliated College

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

Yes No

If yes, has the institution applied for autonomy?

Yes No

√

University of Mumbai

MM YYYY

06 1970

MM YYYY

01 1970

MM YYYY

01

1970

√

√

√

√

√


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

Sl.

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 - -

- - Degree - -

iv. Post

Graduate

- - Diploma - -

B. Ed. Graduation Degree 2 yrs. English

v.

Other

(specify)

- - Certificate - -

DSM In-service

Teachers Diploma 1 yr.

English/

Marathi

Ph. D. PG Degree Minimum

03 years

English/

Marathi

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

Level Programme Order No. &

Date

Valid upto Sanctioned

In-take

Pre-primary - - - -

Primary/Elementary - - - -

Secondary/

Sr.secondary - - - -

Post Graduate B.Ed.

WRC/5/6/2K

/10892,

Dated

11/12/2000

Continued 50

(one unit)

Other (specify) DSM - - 60

Ph. D. - - 16


B) Criterion-wise inputs

Criterion I: Curricular Aspects

1. Does the Institution have a stated

Vision - Yes

Mission - Yes

Values - Yes

Objectives - Yes

2.

a) Does the institution offer self-financed programme(s)? - No.

3. Are there programmes with semester system? - Yes.

4. Is the institution representing/participating in the curriculum development/ revision

processes of the regulatory bodies? - Yes.

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

committees/boards of universities/regulating authority?

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

a) B.Ed.

* Seven methods offered by the college are English, Marathi, Hindi, History, Geography,

Science and Mathematics.

In the two year B Ed program, four courses VII & II, in addition to above mentioned

seven methods, Action Research is also offered as an elective.

6. Are there Programmes offered in modular form? - No.

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

introduced?

a) Yes/No - Yes.

b) Number - One

07 Methods & Action Research*

08


8. Are there Programmes with faculty exchange/visiting faculty?

a) Yes/No. - Yes.

b) Number - 02 (B Ed and DSM)

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

Heads of practice teaching schools - Yes.

Academic peers - Yes.

Alumni - Yes.

Students - Yes.

Employers - Yes.

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?

a) Yes/No - Yes

b) Number - One (Ph. D)

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

a) Yes/No - Yes

b) Number - 01 (B. Ed)

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

curriculum?

a) Yes/No - Yes

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

a) Yes/No - Yes

6 Months


Criterion II: Teaching-Learning and Evaluation

1. How are students selected for admission into various courses?

b) Common entrance test conducted by the

University/Government

2. Furnish the following information (for the previous academic year):

a) Date of start of the academic year

b) Date of last admission

c) Date of closing of the academic year

d) Total teaching days

e) Total working days

3. Total number of students admitted (2015-2017) (* Two year B. Ed. program)

Programme Number of students Reserved Open

M F Total M F Total M F Total

B.Ed. 08 42 50 03 07 10 5 35 40

4. Are there any overseas students? - No.

If yes, how many?

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

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

a) Unit cost excluding salary component

b) Unit cost including salary component

(*Because of two year B. Ed. Program there was only one unit of 50 students.)

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

admission during the previous academic session.

Programmes

Open Reserved

Highest

(%)

Lowest

(%)

Highest

(%)

Lowest

(%)

B.Ed. 75.88 48.50 71.84 53.32

13th July 2015

29th Sept 2015

2nd May 2016

198

210

2,84,128/-

30,019/-

√


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

admission)?

a) Yes/No - Yes

8. Does the institution develop its academic calendar?

a) Yes/No - Yes

9. Time allotted (in percentage)

Programmes Theory Practice Teaching Practicum

B.Ed. 40% 20% 40%

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

* This is as per 2 year B.Ed. programme.

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

teaching in classroom situations?

*

* This is as per 2 year B.Ed. programme.

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

session?

a. Yes/No - Yes

3 0

1 0

1 9

4 5

3 9

No. of Lessons In simulation

02 No. of Lessons Pre-practice teaching

10


14. Does the institution provide for continuous evaluation?

a. Yes/No - Yes

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

Programmes Internal External

B.Ed. 30 % 70 %

16. Examinations

a) Number of session 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) √

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

a) Yes/No - Yes

b) Number - 09

(All the course materials are uploaded on e-portal).

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

a) Yes/No - No

* Computer education was offered as an optional paper in one year B.Ed. programme. In two-

year B.Ed. programme it is included as ICT in EPC III.

If yes, is it offered as a compulsory or optional paper? - N. A.

0 2

0 2


Criterion III: Research, Consultancy and Extension

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

2. Does the Institution have ongoing research projects? - Yes.

If yes, provide the following details on the ongoing research

projects

Number of completed research projects during last three years. -

4. How does the institution motivate its teachers to take up research in education? (Mark

for positive response and X for negative response).

Teachers are given study leave - X

Teachers are provided with seed money - X

Adjustment in teaching schedule - √

Providing secretarial support and other facilities - X

Any other specify and indicate - X

5. Does the institution provide financial support to research scholars? - No.

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)? - No.

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

Yes No Number

International journals Yes 04

National journals – referred papers

Non referred papers

Yes

Yes

03

05

Academic articles in reputed

magazines/news papers

Yes 03

Books Yes 04

Any other (specify and indicate) No Nil

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

ICSSR 1,00,000/- 2 years -

5 5645

Number %

05

Nil

Nil


9. Are there awards, recognition, patents etc received by the faculty? - No.

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

Faculty Students

National seminars

International seminars

Any other academic forum

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

(Mark `‟ for yes and `X‟ for No.)

Self-instructional materials

Print materials - √

Non-print materials (e.g. Teaching

Aids/audio-visual, multimedia, etc.) - √

Digitalized (Computer aided instructional materials) - √

Question bank - √

Any other (specify and indicate) - X

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

If yes, indicate the nature of the post.

Full-time Part-time Additional charge

13. Are there NSS and NCC programmes in the institution? - No.

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

(*Trail Blazer for environmental Awareness & Teacher Training program at Nehru Science

Centre).

15. Number of other curricular/co-curricular meets organized by other academic

agencies/NGOs on Campus. - Nil.

16. Does the institution provide consultancy services? - Yes

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

(*Consultancy is not for revenue generation)

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

Local level yes

State level yes

National level yes

International level No

05

-

-

74

03

-

√


Criterion IV: Infrastructure and Learning Resources

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

2. Are the following laboratories been established as per NCTE Norms?

a) Methods lab - Yes

b) Psychology lab - Yes

c) Science Lab(s) - Yes

d) Education Technology lab - No

e) Computer lab - Yes

f) Workshop for preparing

teaching aids - No

3. How many Computer terminals are available with the institution? - 30

* Each faculty is given a laptop

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

previous academic year? - Rs.1,50,000.00

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

academic year? - Rs.53,000.00

6. What is the Amount spent on maintenance and upgrading of laboratory facilities during

the previous academic year? - Nil

7. What is the Budget allocated for campus expansion (building) and upkeep for the current

academic session/financial year? - Rs.1,00,000.00

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

9. Total number of posts sanctioned Open Reserved

Teaching

Non-teaching

* Teaching staff includes Principal and Librarian.

2943.168 sq. meters

M F M F

01 03 04 01

02

-- 06 01


10. Total number of posts vacant Open Reserved

Teaching

Non-teaching

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

Asst. Prof.

Asso. Prof.

Professors

*Lecturers include Principal and Librarian.

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

c. Number of teachers from the same State -

other States -

12. Teacher student ratio (program-wise)

13. a. Non-teaching staff Open Reserved

Permanent

Temporary - Nil

b. Technical Assistants - Nil

14. Ratio of Teaching – non-teaching staff -

15. Amount spent on the salaries of teaching faculty during the previous academic session

(% of total expenditure)

Program Teacher student ratio

B.Ed. 1:14

M F M F

-- 03 04 01

M F M F

01 -- 01 --

M F M F

--

--

--

--

09

0

9:5

M F M F

- - - -

- - 04 -

M F M F

02 -- 02 01

73%


16. Is there an advisory committee for the library? - Yes.

17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility - Yes.

19. Total collection of the following in the library

a. Books

- Textbooks

- Reference books

b. Magazines

e. Journals subscribed

- Indian journals

- Foreign journals

f. Peer reviewed journals Nil

g. Back volumes of journals

h. E-information resources

- Online journals/e-journals

- CDs/ DVDs

- Databases

- Video Cassettes Nil

- Audio Cassettes Nil

20. Mention the

Total carpet area of the Library (in sq. mts.) 91.70 sq meters.

Seating capacity of the Reading room

21. Status of automation of Library - Fully automated

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

Circulation - Yes

Clipping - Yes

9.30am-5.00pm

9.00am-5.00pm

-

11437 (Total)

8247

2000

10

11

01

180

80409

139

1 (N-List)

40


Bibliographic compilation - No

Reference - Yes

Information display and notification - Yes

Book Bank - Yes

Photocopying - Yes

Computer and Printer - Yes

Internet - Yes

Online access facility - Yes

Inter-library borrowing - Yes

Power back up - No

User orientation /information literacy - Yes

Any other (please specify and indicate) - Nil

23. Are students allowed to retain books for examinations? - Yes.

24. Furnish information on the following

Average number of books issued/returned per day

Maximum numbers of day‟s books are permitted to be retained

by students

by faculty

Maximum number of books permitted for issue

for students

for faculty

Average number of users who visited/consulted per month

Ratio of library books (excluding textbooks and book bank

facility)to the number of students enrolled

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

50

07

I SEM

120

110:1

0.35%

02

20


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 102 15724/- 101 16982/- 95 12144

Other books - - - - - -

Journals/

Periodicals 16 4194/- 14 2675/- 14 2575/-

N- List 5000/- 5000/- 5000/-


Criterion V: Student Support and Progression

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

Programmes Year 1

(2013-

2014)

Year 2

(2014-

2015)

Year 3

(2015-

2016)

B.Ed. 01 Nil Nil

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

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

3. Does the institution offer Remedial instruction? - Yes

4. Does the institution offer Bridge courses? - No

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

UG

I (2013-2014) II (2014-2015) III (2015-2016)

Pass percentage

SEM I

SEM II

86%

86%

91%

94%

100%

90%

Number of first classes

SEM I

SEM II

3%

12%

20%

25%

52%

50%

Number of distinctions

SEM I

SEM II

-

-

-

-

-

4%

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

years (provide year wise data)

NET - Nil

SLET/SET - Nil

Any other (specify and indicate) - Nil

PET (2015-2016) - 02

1:14


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

years. - Nil

8. Is there a Health Centre available in the campus of the institution? - No.

9. Does the institution provide Residential accommodation for: - No

Faculty - No

Non-teaching staff - No

10. Does the institution provide Hostel facility for its students? - No

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

Sports fields - No

Indoor sports facilities - Yes

Gymnasium - Yes

12. Availability of rest rooms for Women - Yes

13. Availability of rest rooms for men - Yes

14. Is there transport facility available? - No

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

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

participated/organised.

Organised Participated

Yes No Number Yes No Number

Inter-collegiate √ 04 √ 08

Inter-university √ - - √ -

National - √ - - - -

Any other (specify

and indicate)

- - - - - -

(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

(Numbers)

Outcome

(Medal achievers)

State - -

Regional - -

National - -

International - -

18. Does the institution have an active Alumni Association? - Yes.

If yes, give the year of establishment - 2005

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

20. Does the institution regularly publish a college magazine? - Yes

21. Does the institution publish its updated prospectus annually? - Yes

22. Give the details on the progression of the students to employment/further study (Give

percentage) for last three years

Year 1

(%)

(2012-2013)

Year 2

(%)

(2013-2014)

Year 3

(%)

(2014-2015)

Higher studies 10 21 24

Employment (Total) 90 79 76

Teaching

Non teaching

90 76 74

-- 03 02

Sr. No. Year Percentage of Student teachers

who opted for further studies

Percentage of Student

teachers opting for teaching

No. % No. %

1 2014-15 24 24 74 76

2 2013-14 21 21 76 03

3 2012-13 10 10 90 90


23. Is there a placement cell in the institution? - Yes

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

*During 2015-16 Two year B. Ed. Program was introduced so there were no placements.

24. Does the institution provide the following guidance and counseling services to students

Academic guidance and Counseling - Yes

Personal Counseling - Yes

Career Counseling - Yes

1

2013-2014

2

2014-2015

3

2015-16

17 32 *


Criterion VI: Governance and Leadership

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

other similar body/committee. - Yes

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

Governing Body/management 02

Staff council 12

IQAC/or any other similar body/committee 03

Internal Administrative Bodies contributing to quality

improvement of the institutional processes. (mention only for

three most important bodies)

03

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

institution? - NIL.

Loan facility - No

Medical assistance - No

Insurance - No

Other (specify and indicate) - Nil

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

the last three years.

5. Furnish the following details for the past three years

a. Number of teachers who have availed the Faculty Improvement

Program of the UGC/NCTE or any other recognized

Organisation

b. Number of teachers who were sponsored for professional development programs by

the institution - Nil

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

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

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

e. Research development programmes attended by the faculty

f. Invited/endowment lectures at the institution - Nil

Any other area (specify the program and indicate) - Nil

0 0 3

10

0 3

0 5

0 3


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

staff?

a. a. Self-appraisal - Yes

b. b. Student assessment of faculty performance - Yes

c. c. Expert assessment of faculty performance - No

d. d. Combination of one or more of the above - No

e. e. Any other (specify and indicate) - No

7. Are the faculty assigned additional administrative work? - Yes

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

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

previous academic session

Grant-in-aid

Fees

Donation

Self-funded courses

Ph. D. fees

9. Expenditure statement (for last two years)

Year 1 Year 2

(2014-15) (2015-16)

Total sanctioned Budget Rs.

1,25,22,800/-

Rs.

1,25,82,346/-

% spent on the salary of faculty 73% 82%

% spent on the salary of non-teaching employees 15.54% 18.45%

% spent on books and journals 0.27% 0.47%

% spent on developmental activities (expansion of

building)

3.7% 1.74%

% spent on telephone, electricity and water 0.76% 1.22%

% spent on maintenance of building, sports facilities,

hostels, residential complex and student

amenities, etc.

0.19% 0.10%

% spent on maintenance of equipment, teaching

aids, contingency etc.

1.31% 0.33%

2-3

Rs. 1,18,10,198/-

Rs. 6,26,934/-

-

-

Rs. 15,465/-


% spent on research and scholarship (seminars,

conferences, faculty development programs,

faculty exchange, etc.)

0.72% 0.92%

% spent on travel 0.18% 0.12%

Any other (specify and indicate) 0.88% 1.36%

Total expenditure incurred Rs.

1,42,57,076/-

Rs.

1,42,62,414/-

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.

11. Is there an internal financial audit mechanism? - Yes

12. Is there an external financial audit mechanism? - Yes

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

Administration - Yes

Finance - Yes

Student Records - Yes

Career Counseling - No

Aptitude Testing - No

Examinations/Evaluation/ - Yes

Assessment - Yes

Any other - No

14. Does the institution have an efficient internal coordinating and monitoring mechanism?

Yes.

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

teaching staff?

Yes.

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

competent authority?

Yes.

-- (2012-13) 3,62,011/-

-- (2013-14) 31,186

-- (2014-15) 10,41,294


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

hoc / guest teaching staff?

Yes.

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

a) for teachers - Yes.

b) for students - Yes

c) for non - teaching staff - Yes

19. Are there any ongoing legal disputes pertaining to the institution? - No.

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

checks? - Yes

21. Is the institution sensitised to modern managerial concepts such as strategic planning,

teamwork, decision-making, computerisation and TQM? - Yes.


Criterion VII: Innovative Practices

1. Does the institution have an established IQA Mechanism? - Yes

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

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

Category Men % Women %

a SC 02 04 02 04

b ST 01 02 00 00

c OBC 00 00 05 10

d Physically challenged 00 00 00 00

e General Category 05 10 25 50

f Rural

g Urban

h Minority 00 00 10 20

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

Category Teaching

staff

% Non-teaching

staff

%

a SC -- -- 01 20

b ST 01 11 01 20

c OBC 02 22 01 20

d Women 04 44 01 (This also

falls in OBC

category)

20

e Physically challenged -- --

f General Category 04 44 02 40

g Any other (NT)

( specify)

01 11 - -

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

2013-2014 2014-2015 2013-2014 2014-2015

SC 16 15 16 15

ST 01 04 01 04

OBC 29 22 29 22

Physically

challenged

-

General

Category

54 59 54 59


PART II: THE EVALUATIVE REPORT

1. EXECUTIVE SUMMARY

Gokhale Education Society‟s College of Education and Research was established in 1970,

buy Gokhale Education Society, Nasik. The college in situated in the heart of the city in an

area which was then a predominantly mill area. The main objective was to provide quality

education to the masses at the reasonable cost. College is well connected by bus and train

routs and hence is easily accessible from western, central and harbour lines.

The college is housed in a premises which also includes pre-primary, primary and secondary

schools which impart education in two mediums, namely English and Marathi. We also have

junior college and night-college in the same premises. Secondary school acts as our practice-

teaching school. College has always strived for giving quality education to the students. Our

college is ISO certified, which is the initiative of our parent Society.

Initially, our college was offering two mediums of instruction, namely English and Marathi,

with total strength of 100 seats. After introduction of two-year B.Ed. programme, keeping

demand and general trend in mind, instructions are mainly given through English. But we

also allow students to answer in Marathi and Hindi mediums. These students are provided

with adequate inputs. Library also contains books in these languages along with English for

the benefit of students.

Students enrolling in our college are mainly from economically weaker background and

sometimes from rural areas. Hence college tries to give maximum exposure and input to

students to make them familiarise with latest trends, technology and modern methods of

teaching. Economically weaker students are provided with book bank facility. They are also

helped in getting scholarship given by the Social Welfare Department, Government of

Maharashtra.

Considering the student profile, college plans a variety of activities including competitions,

sports, visits, workshops, guest-lectures to provide holistic exposure to students. Our alumni

and practice-teaching schools help us for placement of our students. Our alumni provide us


support in the form of resource persons for variety of activities. College also encourages

students to participate in activities organised by other colleges for better networking. We

make sure that no additional fees are charged from students for any of the activities

conducted.

Faculty members are encouraged for their career progression and academic growth. At the

moment we have two Associate Professors. Five out of nine faculty members have completed

Ph.D.s. Two have submitted their theses and remaining two are at the stage of near

completion.

In addition to B.Ed. programme, college has a „Research Cell‟, affiliated to University of

Mumbai. At present we have six guides in the field of Education, attached to our Research

Cell. To promote research culture in local language, we allow Ph.D. scholars to do their

Ph.D.s in Marathi and all the necessary help is provided to them, including seeking special

permission from the University.

Diploma in School Management (DSM) is a programme offered by Yashwantrao Chavan

Maharashtra Open University, which helps in-service teachers in upgrading their

administrative skills. Our college is a centre for DSM. Though the study material is provided

in Marathi by the University, we provide help to participant teachers to do their submissions

in English.


Criterion-wise Analysis

Criterion I: Curricular Aspects

1.1 Curricular Design and Development.

1. State the objectives of the institution and the 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,

Employment, Global trends and demands, etc.)

Gokhale Education Society‟s College of Education and Research is under the umbrella of

Gokhale Education Society, Nasik. The Society was founded by Prin. T.A. Kulkarni in honor

of his guru Namdar Gopal Krishna Gokhale with the purpose of propagating his ideas and

philosophy. Namdar Gokhale, being a visionary, had the vision of foreseeing the needs of

future India. And hence, had founded his philosophy on the principles of compassion for

down-trodden, upliftment of masses, need for social change for keeping in tune with times

and development for progress.

Our college has derived its objectives based on this philosophy and though framed more than

forty years back, still hold good.They are,

1. To develop personal, professional and communication skills in student-teachers (STs).

2. To develop the competencies of class-room management, event management, use of

technology - ICT use, crisis management, life skills and stress management, etc. in the

STs through various cultural and community programmes.

3. To inculcate the spirit of compassion, empathy, harmony, tolerance, secularism,

democracy and national integration enabling them to become enlightened individuals.

4. To provide an environment that promotes sensatisation to environmental and global

issues and enhances the creativity of the STs enabling them to face the changing and

challenging situations at professional and personal levels.

5. To prepare the STs as agents of social change through the activities like community

work (CW), Women‟s Development Cell (WDC), extension work, non-formal

education etc.

6. To develop self-reliant learning habits amongst the STs to make them lifelong

learners.


a) Intellectual, Academic: For intellectual and academic development of the

student-teachers, stress is given on innovative teaching methods, rather than

traditional methods. Various curricular and co-curricular activities like

discussions, debates, quizzes are organised. Student-teachers are encouraged

for asking questions. They are given liberty to approach faculty for any

academic help. They are provided with time in Time-Table for library reading,

which is for improving their reading and referencing skills.

b) Training: Various curricular and co-curricular programmes are organised in

the college, keeping in mind the skills required for them for becoming

effective teachers. Through the activities organised, they are trained for the

qualities like leadership, stress and crisis management, self-defense, guidance

and counseling and life-skills etc. They are also trained for event

management, communication and presentation skills. Training is organised for

CV writing and for taking interview. ICT training is conducted, which is

helpful in referencing, lesson preparation and presentation.

c) Access to the Disadvantaged, Equity: As mentioned earlier,college is

founded on the philosophy of Namdar Gopal Krishna Gokhale. Basic

objective is to work for poor and at grass-root levels. Keeping this in mind, no

discrimination is done right from the admission stage, on the basis of cast,

class, creed, religion or gender. All the admissions are done through the

centralised process. Hence, all the norms of various categories are strictly

followed. STs, once admitted, are provided with guidance and are counseled

from time to time for academic as well as personal problems. It is ensured that

all of them participate in various activities for their personal growth and

competency enhancement. Economically weaker STs are provided with the

book-bank facility in the college. They are also helped in getting scholarships

provided by Social Welfare Department, Government of Maharashtra.

d) Self development: Exposure given toSTs through organisation of variety of

programmes and activities provide them with ample opportunities for their

development. They are encouraged for self-study, discussions and interactions.

They are given exposure through visits, guest lectures and workshops on

relevant topics. Talent search is conducted at the beginning of the academic

year. They are given scope to exhibit their talents and use it during the year.

E.g. person having choreography skills is given responsibility to train others

for intercollegiate dance competitions, annual day and other cultural

programmes. Our STs enthusiastically take up Extension Work activities of

University of Mumbai, which helps in developing confidence, self-esteem and

in boosting up the moral.


e) Community and National Development: Visits and activities like skit

presentations, street plays are organized to bring about general public

enlightenment by our student-teachers. Community Work and Extension Work

programmes are implemented for this. Various lectures by eminent persons are

organised. Screening of films followed by reflections is done. Visit to old-age

home and working at orphanage is organised for developing empathy and for

realization of social realities. Other visits like visit to naval warship, nature

trail helps in developing national feeling and pride in our rich natural and

cultural diversity.

f) Issue of ecology and environment: A visit to Karjat is organized, where our

Society has a „Van Nivas‟. STs visit nearby padas,(hamlets) interact with the

people around to know about the surroundings and living conditions of local

tribals. They also carry out tree-plantations. This helps developing

environmental awareness. Student-teachers actively participate in the „Trail

Blazer‟ activity. They then carry out the activities within the college and in PT

schools for „Multiplying the Message‟ and spreading awareness on ecological

and environmental issues. A „Nature-Trail‟ is organised in collaboration with

BNHS (Bombay Natural History Society) for STs for making them aware of

bio-diversity and for sensitizing them to issues of environmental degradation.

Film-shows are arranged in collaboration with NSC (Nehru Science Centre)

and Nehru Planetariumfor developing ecological and environmental

awareness, Terrace garden is maintained by our STs. This helps in developing

love for nature and aesthetic sense.

g) Value Orientation: Cleanliness drive is organised in the vicinity of the

college area for imparting dignity of labor. Co-curricular activities are chalked

out keeping value inculcation in mind.Celebration of national days, festivals of

all religions, birth anniversaries of great personalities etc. help in developing

values like tolerance, national integration, patriotism, secularism, team-spirit,

co-operation, leadership, etc.Values of co-operation, team spirit and leadership

qualities are developed through PT programme as well as during celebration

of Gokhale Week, which is held every year in the month of February.

h) Employment: Workshops are conducted to train student-teachers for CV

writing and for facing the interviews. (HR trainer Sunil Raikar conducted this

on 2nd

February 2015). Campus interviews are organised as per the

requirements of the organisations approaching us. Many of our STs get

placement through the schools approaching us through our alumni working for

them. Under Extension Work Activity STs prepare Career Projects and present

them. This activity gives them wider perspective about available employment

avenues after doing B.Ed.


i) Global trends and demands: To familiarise STs about contemporary global

trends workshops and lectures on various issues are organised. Our past

students working as teachers in various school boards like SSC, CBSE, IB,

IGCSE give demonstration lessons to familiarise student-teachers with the

latest trends. Some of the activities conducted include a lecture by Mr.

Herambh Kulkarni on „Education System‟ in Finland, a lecture by Dr. Maya

Shah on CCE. Dr. Jayashree Ramnathan was the Chief Guest for our prize-

distribution function. She aquatinted our STs with Trends in ICSE schools.

Mental health is a burning issue all over the world. Two national level

conferences were organised to bring home the gravity of the issue to STs. Our

STs participate in programmes organised by other colleges on global issues

and to know about emerging trends in education. Trail blazer and WDC

activities sensitise STs to environmental issues and gender issues respectively.

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).

College seeks continuous feedback on curricular processes from the student teachers through

informal meetings and from their parents during PTA. Feedback is also taken from past

students. Similarly, feedback is taken in written form as well as through face-to-face

communication from the PT schools and other practitioners from the field. This is deliberated

upon during the faculty meetings, IQAC and ISO meeting, as well as LMC meetings. Based

on these discussions developmental processes are drawn.

One of our faculty, Dr. N.P Patil, being the BOS member, (2010-2015) our college had a say

in formalizing certain decisions of Board of Studies, for curriculum revision. Our principal,

Dr. Indira Shukla was the core-committee member for the formulation of two year B.Ed.

programme. Some of our faculty members were members of the syllabus formation

committees as well as the conveners for formulation of some of the B.Ed. courses of the two-

year B.Ed. programme. (Details are given in Criterion II – Additional Information).

Further, Principal and other faculty members interact with STs on continuous basis, to know

difficulties faced by them, as well as some specific needs which they have. This helps in need

analysis and for chalking out guest lectures, workshops as well as tutorials.

3. How are the global trends in teacher education reflected in the

curriculum and existing courses modified to meet the emerging needs?

B.Ed. curriculum formed and approved by the University of Mumbai is implemented.

Curriculum is revised every five years to bring about necessary changes and upgradation of

teacher-education programme, keeping global trends in mind. This time the revision has been

done in a span of two years, where B.Ed. programme has become a two-year duration

programme instead of one year. All the courses have been revised, with inclusion of new


topics. The course names and there distribution over four semesters have been done

differently.

In addition to the curricular changes, four EPCs (Enhancing Professional Competencies) are

introduced in the B.Ed. programme, to facilitate the personality development of student-

teachers and making them more versatile.

In addition to these initiatives at the University level, college took initiative to cater to the

needs of our own student population, as follows:

Certificate Course in Basic Counseling: Our College organised Basic Counseling

Certificate Course to equip STs to handle varied challenges and issues of school

students.

Workshop for Use of ICT: Many of our STs come from rural areas and do not have

much exposure to ICT. Workshop was conducted for them to reduce digital divide

and equip them with ICT skills. (in July 2016)

Introduction of e-portal: College has developed an e-portal (2013-2014), where all the

curricular aspect is uploaded. Training was given to the STs for accessing and

effectively using e-portal.

Environmental Club: This activity was carried out through the Extension Work, to

sensitise STs towards environmental issues and to pass on the message to society.

Life-skills workshop: Life has become stressful in the present times due to continuous

changes taking place at fast pace and the resultant uncertainties and competitions. To

handle various personal and professional challenges, Life-skills workshop is

conducted. (This workshop was conducted by Dr. Gauri Hardikar on 16th

January

2017. Similar workshop was conducted earlier in 2014).

4. How does the institution ensure that the curriculum bears some thrust on

national issues like environment, value education and ICT?

College organises co-curricular activities keeping in mind the requirements of student-

population and the national issues such as social harmony, gender sensitivity, drug abuse,

cancer awareness, AIDS awareness, In PT lessons we insist on STs correlating content with

present social and national issues. We organise activities like celebration of various days like

Gandhi- Jayanti programme (in collaboration with Gandhi Vichar Prasarak Mandal and

Sarvodaya Mandal).


Women‟s Development Cell organises programmes based on women‟s issues like health,

training in investment and financial aspects and legal aspects.

Terrace garden is developed and maintained by our STs, which helps in developing love and

curiosity about nature. Nature trail is also organised for this purpose.

ICT training workshop is organised from time to time.

Under Extension Work programme we enroll our STs for three major projects like

„Population Education Club‟, „Career Project‟ and „Survey of Women‟s Status‟.

Our STs actively participate in various rallies and activities like skits and street plays

concerning local, national and global issues.

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

details.

Institution makes use of ICT for curricular planning in following ways:

College Website: The institution displays a copy of the prospectus, academic

calendar, question bank and ongoing activities on its website. We have also uploaded

the e-magazine this year.

e- learning portal: e-learning portal is developed by the institute from year 2014-15.

Faculty members upload their notes, reference material, and practice test. STs use this

portal for study purpose. Automatic statistics about use of portal by STs is available

on the portal.

Use of email and Social Networking: Our faculty members communicate with STs

through e-mail, social networking sites. Facebook and What‟sApp are constructively

used for time-table planning, especially for PT. This facilitates better and faster co-

ordination and networking between faculty and STs.

This year under EPC III, we have formed four groups on themes, „Water Crises‟,

„Save tree Save Earth‟, „Beti Bachao – Beti Padhao‟, „Avoid Use of Plastic‟ through

Facebook. STs are taught and encouraged to use Youtube, PPTs, slides and to upload

videos related to above topics.

STs are also trained in using e-resources for study and reference purposes.


1.2 Academic Flexibility

1. How does the institution attempt to provide experiences to the students so that

teaching becomes a reflective practice?

Principal and faculty members interact with STs to know and understand their reactions about

the activities conducted. They are encouraged to give their feedback frankly.

After conducting Demonstration lessons, Micro-teaching and simulated lessons workshop,

Unit test planning workshop they have to reflect on the activity. When they observe peer

lessons they have to mention about both the positive and the negative points about the lessons

observed. They also have to mention „what would have I done to improve the lesson‟? This

helps them in developing reflective practices.

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?

College plans variety of activities to give holistic approach in operational curriculum, through

educational visits, lectures by experts, seminars and workshops, etc.

For familiarising students with social issues, visits to old-age home, orphanage are organised.

Students are encouraged to participate and to present street plays on women‟s issues,

cleanliness, etc. Visit to padas (hamlets) at Karjat help in knowing the problems of

marginalised groups.

Activities of Trail Blazer and BNHS nature trail help in sensatisation of environmental issues.

Visits to Mani Bhavan, Discovery of India, Elephanta Caves, museum are organised for

developing national feelings and for inculcating values like secularism, respect for freedom

struggle, pride in our culture and heritage, etc.

Visits to Nehru Science Centre, Nehru Planetarium help in developing interest in science and

scientific attitude.

We also try to practically implement whatever they learn in their theory. In 2013-2014 we

had organised intercollegiate teaching aids competition. For evaluation of those TAs our STs

prepared rubrics, which were introduced in the curriculum that year. 2015-2016 batch STs

prepared their portfolios, which is a topic in Course VI.

STs are encouraged to do poster presentation on some of the topics, to give scope to their

creativity and expression.

3. What value added courses have been introduced by the institution during the last

three years which would for example: Develop communication skills (verbal &

written), ICT skills, Life skills, Community orientation, Social responsibility etc.

We conduct following value-added courses introduced in the last three years include:


Sr.

No.

Name of the Course Duration Conducted by Month/year

1. Warli Painting One Day Mrs. Garware

2. Counseling Skill Khandekar

3. Life Skills One Day Gauri Hardikar Jan, 16, 2017

4. Flipped Classroom One Day Pravin Kale

5. Creative Lessons

(Finland model)

One Day Herambh Kulkarni

6. Personality Development One Day Umesh Nadre March,29,

2016

7. ICT literacy course

(online)

Flexible UNESCO July 2016

8. Self Defence 15 hours Butterfly Academy,

Naigaon

April 2016

4. How does the institution ensure the inclusion of the following aspects in the

curriculum?

a) Interdisciplinary/Multidisciplinary

b) Multi-skill development

c) Inclusive education

d) Practice teaching

e) School experience / internship

f) Work experience /SUPW

g) Any other (specify and give details)

Sr.

No.

Aspects Activities

1. Interdisciplinary/

Multidisciplinary

EPCs, correlation to current events and other subjects

through theory lectures

2. Multi-skill

development

Celebration of various cultural activities and Gokhale week

3. Inclusive education During PT, STs are exposed to inclusive education. STs visit

special schools to understand about teaching strategies

adopted in special schools.

4. Practice teaching PT is mandatory aspect of B.Ed. programme. STs try

different methods of teaching for PT lessons. STs organise

various competitions for school students of PT schools. This

helps them in understanding individual differences. They

also conduct unit test and prepare the result to understand

aspects of evaluation

5. School Experience /

internship

STs get detailed exposure to school activities and school

functioning.

6. Work experience

/SUPW

Preparing Teaching kit (including duster, rolling black

board)

7. Any other STs are given training in self-defense, counseling, interview

skills, CV writing skills, life skills etc.


Two year B.Ed. programme has a course on „Creating Inclusive Classroom‟

in Semester IV to give better understanding and perspective of inclusion.

1.3 Feedback on Curriculum

1. How does the institution encourage feedback and communication from the

Students, Alumni, Employers, Community, Academic peers and other

stakeholders with reference to the curriculum?

Institution continuously thrives to improve and provide better service to STs and

society. Hence feedback is an integrated component of our functioning details of

which are given below:

Local Managing Committee (LMC): In the Local Managing Committee

Meetings, in the presence of Chairman of the Society, Zonal Secretary of the

Society, Principal, senior faculty members and non-teaching staff members discuss

about the curriculum along with the academics and administrative function of the

institute. Chairman of the Society gives suggestions on conducting various

Curricular and Co-curricular activities.

Internal Quality Assurance Committee (IQAC): Inthe IQAC committee, we

involve the eminent personalities from various fields, stake holders and

management representatives to encourage and to give valuable inputs to enrich the

curriculum and the functioning of the institute.

Parent Interaction: During Parent Teacher Association Meet, parents give their

opinion on various curricular aspects of the B.Ed. Course. Feedback taken from the

parents in written form gives suggestions on curricular and co-curricular activities.

Practice Teaching and Recruiting Schools Heads: The feedback and suggestions

are sought from the PT schools regarding the practice teaching and internship

activities. Feedback is received in written form as well as orally.

We have continuous interaction with our past students to improve curricular

practices.

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.

Inputs from the STs, alumni are discussed during faculty meetings. Our senior

faculty members are part of curriculum revision committees for various courses.

Based on feedback from the STs and their own experiences during curriculum

transactions and the upcoming trends in the respective courses, they put forth the

suggestions for improvements and changes to be brought about in the curriculum.


In addition to this, at institutional level we introduce need-based changes

depending on the requirements of STs.

Inputs from our past students help in giving broader perspective to curriculum

transaction for betterment.

3. What are the contributions of the institution to curriculum development?

(Member of BOS/ sending timely suggestions, feedback, etc.)

As mentioned earlier our senior faculty members have been actively involved in

various committees of curriculum revision. It is through them that institution puts

forth relevant and necessary suggestions and contributes to curriculum

development.

Our senior faculty member Dr. N. P. Patil was a member of Board of Studies

(BoS) in Education, from 2010 – 2015. He has communicated the suggestions to

BoS from time to time.

For two-year B.Ed. programme our faculty members were actively involved. Prin.

Dr. Indira Shukla was convener of Hindi method, Dr. N.P. Patil was convener of

Marathi Method and Mrs. Neela Kamat was convener of Educational

Management course. All the faculty members were the committee members of

various courses of 2 year B.Ed. curriculum.

1.4 Curriculum Update.

1. Which courses have undergone a major curriculum revision during the last

five years? How did these changes contribute to quality improvement and

student satisfaction? (Provide details of only the major changes in the content

that have been made).

According to NCTE new regulations 2014, two year B.Ed. curriculum has been introduced.

There is major change in duration of the programme as well as subjects. New subjects have

been included.

Semester I consists of Course I „Childhood and Growing Up‟, Course II „Contemporary India

and Education‟, Course III/I „Pedagogy of School Subjects‟, Course III/II „Understanding

Disciplines and School Subjects‟, EPC I (Reading & Reflecting on Text). School subject

(special method) is renamed as, Pedagogy of School Subject and only one method is to be

selected by STs in Semester I, based on the courses studied at the graduation or post-

graduation level.

Semester II includes Course IV „Knowledge and Curriculum‟, Course V „Learning and

Teaching‟, Course VI „Assessment for Learning‟, EPC II (Drama and Art in Education).

Semester III includes Course VII/I „Optional Course‟, Course VII/II „Creating an Inclusive

School‟, EPC III (Critical Understanding of ICT).


Semester IV consists of Course VIII/I „Educational Management‟, Course VIII/II „Creating

an Inclusive School‟, Course IX/I „Gender, School and Society‟, Course IX/II „Language

Across Curriculum‟, EPC IV (Understanding the Self) etc.

There are significant changes in the content of each course. Task and assignments are

included in each course as a part of internal assessment. This is intended to improve

referencing skills of STs through better utilisation of library and internet. This is useful in

developing critical and reflective thinking.

Revised B.Ed. programme is intended to achieve holistic development of STs with enhancing

skill of judgment and evaluation. Activities like review of an educational film, community

work, use of dance and drama, music in teaching-learning process, etc. have become an

integral part of the programme. Tasks and assignments given in each paper are intended to

give practical exposure and help in widening experiences of STs.

In the revised B.Ed. programme, stress is given on the practical aspect of educational

practices. This includes longer duration of internship at the PT school. These activities are

intended towards holistic development of STs resulting in competent teachers to handle

challenges of changing world.

2. What are the strategies adopted by the institution for curriculum revision

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

schools etc.)

Curriculum revision takes place at the University level. Some of our senior

faculty (as mentioned earlier), are actively involved either as committee

members or as subject convener during the revision process.

In addition to this at the institutional level initiatives are taken, by adopting

innovative teaching practices, arranging guest lectures and workshops,

conducting competitions, quizzes, etc. for supplementing classroom

teaching.

STs are encouraged for discussions and asking questions during classroom

interactions.

STs are given individual and group guidance whenever they feel the need

for additional inputs.

PT in-charge, through faculty members keeps in touch with PT schools

and incorporates required changes.

Student feedback on curriculum helps us to suggest changes in curriculum.

For this, semester-wise feedback from STs and suggestion box becomes

handy.


1.5 Best Practices in curricular Aspects.

1. What are the quality sustenance and quality enhancement measures

undertaken by the institution during the last five years in curricular

aspects?

Principal and faculty members pay attention to the curricular aspect and the needs of the STs,

while planning various activities. For each activity, feedback is taken from the concerned

participants and if any suggestions are made, they are discussed in the faculty-meeting to

make appropriate changes.

During past five years, workshops on „Life-skills‟, „Stress Management‟, „Guidance and

Counselling‟, „Cartography‟, „Phases of Teaching‟ , „Flipped Classroom‟ and „Action

Research‟ were organised for enhancing the STs‟ capabilities.

Visits to Alibaug, Janjira Fort, Kankeshwar and Light House at Korlai beach are organised to

acquaint STs about historical aspect, physical geography and biodiversity as well as social

context of these areas.

In addition, visits to Nehru Science Centre, Nehru Planetarium, Homi Bhabha Centre for

Science Education, Bombay Natural History Society, Matoshree old-age home are organised

for familiarizing STs with scientific, societal and environmental issues. Participation in Trail

Blazer activity helps our STs in developing environmental sensitivity and skills for

transmitting same to school students.

Organisation of state-level, national-level seminars and conferences in our college on themes

like mental health, human resource development, women empowerment, have helped in

broadening the perspectives regarding the connected curricular topics.

College has been organising inter-collegiate and inter-universities competitions like spell-bee,

TAs competition. Preparing and conducting science-quiz for school students has helped in

developing content mastery, in addition to development of communication and presentation

skills. Our college had organised „Research Quiz‟ for research scholars. This activity was

highly appreciated by participants. Activity also helped our STs in developing research

perspectives.

Our college is ISO certified. Continuous monitoring of the quality procedures is done at the

society level as well as by the (external surveillance audit) outside agency, which helps in

getting balanced and unbiased feedback for continuous improvement.


2. What innovations/best practices in „Curricular Aspects‟ have been

planned/ implemented by the institution?

Activities implemented (for the academic years 2013-14 and 2014-15) by the institution are

mentioned below:

Sr. No. Name of the Course Activities Conducted

1. Philosophical Foundations of

Education

Visit to Mani Bhavan, Essay competitions

and debates in association with Sarvodaya

Mandal, Mumbai, Poster presentations.

2. Psychology of the Learner

Case studies, project, survey, experiments

conducted in schools (sociometry), action

research, Guidance and Counseling workshop,

Life skills workshop and co-operative

learning.

3. Educational Evaluation

Workshop for test preparation based on Blue

Print, Lecture and workshop on CCE - by

guests.

4. Sociological Foundation of

Education

Visit to old-age home, poster presentations,

programmes on issues related to women,

participation in social research activities

conducted by Preventive Social Medicine Dept

of K.E.M. hospital, STs are encouraged to

present seminars on social issues.

5. Psychology of Learning

Co-operative learning, STs were encouraged

for dramatization and presentation, based on

various theories. Action Research and surveys

are conducted on diverse type of learners.

6. Educational management

Co-operative learning, Seminars, conferences

and competitions are organised, where students

are given responsibility to familarise them with

Event Management, STs are made to interact

with authorities of schools and other

institutions and are asked to prepare a report.

This helps in development of communication

skills and report writing skills.

7. ICT

ICT skill development programme was

introduced – CAI. STs are encouraged to carry

out comparison of websites of two schools

from different boards. e-portal was introduced

and students are encouraged to take advantage


of the facilities available. Language lab is

developed.

8. Special Fields (Action

Research & Computer

Education)

Students were encouraged to take up Action

Research based on the difficulties faced by

them in PT schools. STs were also encouraged

to make use of computer laboratory for lesson

planning.

9. Special Methods: (Our

College offers seven school

subjects as special methods

namely, English, Marathi,

Hindi, History, Geography,

Science and Mathematics):

Each method master plans the activity – e.g.

Spell-bee competition for English method,

Organization of Hindi Bhasha Divas and

Marathi Bhasha Divas, poetry recitation

competition is organised in both Hindi and

Marathi. Visits to Museum and Discovery of

India for History method, Visits to Nehru

planetarium, NSC, HBCSE, BNHS, celebration

of national science day and organisation of

interschool science quiz, for Science Method.

Visit to metrological department is organised

for Geography method.

From the academic year 2015-16, the B.Ed. programme has become a two-year programme.

All the courses have undergone changes. The courses and the activities conducted for the first

semester are as follows:

Sr

No

Name of the Course Activities Conducted

1 Course I: Childhood &

Growing Up

Case studies, group based learning, interviews of

school Principals and teachers was conducted.

2 Course II:

Contemporary India &

Education

Street plays, seminars and screening of documentary

and a film of social relevance.

3 Course III/I:

Pedagogy of School Subjects

As mentioned earlier, we

offer seven methods, namely,

English, Marathi, Hindi,

History, Geography, Science

and Mathematics.

Geography: cartography workshop was conducted.

Science: visit to NSC was organised. Lessons by past

students were organised to familiarise STs in lesson

observation. STs were given questions for developing

writing practice from the point of view of university

examination and answers were then discussed.

Mathematics: lessons by past students were organised

to familiarise STs in lesson observation.

Hindi : seminars , panel discussion on three language

formula, value integration and correlation in practice


lesson

4 Course III/II:

Understanding Disciplines &

School Subjects

Guest lecture was organised.

5 EPC – I Development and maintaining personal library,

concept maping, Vachan-katta was organised, where

STs as well as faculty presented a portion of

something read and reflected on why he/she felt like

presenting and sharing it with others.

6. EPC- II Three day workshop was organised to give exposure

to STs in Art and Craft.

7. EPC-III online survey, social media groups to create

awareness, certificate course by UNESCO

8. EPC-IV Workshop on self-defense, diet, yoga, pranayam and

counseling

Additional Information to be provided by Institutions opting for Re-accreditation / Re-

assessment.

Not Applicable.


Criterion II: Teaching-Learning and Evaluation

2.1 Admission Process and Student Profile

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

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

access, transparency, etc.) of the institution?

Our college is granted college and all admissions are done following the

government norms and directions given by the government authorities from time

to time. Centralised admission procedure is followed as per the rules and

regulations chalked out by Director, Higher Education, Government of

Maharashtra.100% admissions take place through State Government authority.

2. How are the programmes advertised? What information is provided to

prospective students about the programs through the advertisement and

prospectus or other similar material of the institution?

The B.Ed. programme is advertised by Government of Maharashtra through

Director, Higher Education. MKCL, agency carrying out the centralised

admission process publishes the brochure containing details about the college,

fee structure, courses (methods) offered in the college, detailed information about

the reservation norms to be followed, intake capacity, contact details, etc. on

government website as well as through local and national newspapers and other

media. College website displays the link of Government website.

Our past students, including DSM students act as our brand ambassadors. They

spread the information to and through their friends and relatives. Many interested

candidates then approach the college directly for inquiry. College staff members

then direct them to appropriate authorities for following centralised admission

procedure. Our PT schools also help us in spreading the information.

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

determined admission criteria are equitably applied to all applicants?

The admission process is centralised and it is done by government notification

through Director of Higher Education. The process is carried out through

Maharashtra Knowledge Corporation Limited (MKCL), based on the admission

criteria decided by government rules and regulations. Initial process of admission

is done by MKCL and then the candidates are allotted to the institutes. Admission

process in college starts at this stage.

a) For carrying out smooth and fair admission process, a 5 member committee -

consisting of three faculty members, one clerk and one support staff is

constituted.


b) Depending on the guidelines and the duration of each cycle of admission

process, detailed programme is displayed on the college notice board.

c) Committee members scrutinise and verify all the relevant documents of the

candidates allotted to our college.

d) After thoroughly checking the documents, seat is allotted to the candidate.

e) This procedure is repeated for first three rounds.

f) Candidates who are not allotted to our college during first three rounds, but

are interested in taking admission here, are asked to fill up the form, given by

MKCL.

g) Fourth round is usually „spot-admission round‟. During this round, remaining

seats are allotted on the basis of merit, method and caste specification rules,

to the candidates, who have filled up the forms in earlier round. In case

Government modifies rules at fourth round, that is incorporated in the

procedure.

h) From the academic year 2016-2017 admission procedure is controlled and

monitored by Maharashtra State Common Entrance Test Cell. So the

directives given by them are followed meticulously.

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

student population admitted to the institution. (e.g. individuals of diverse

economic, cultural, religious, gender, linguistic, backgrounds and physically

challenged)

Candidates at the time of admission are apprised of the B.Ed. programme.

STs are given freedom to approach faculty member for counseling in case

of any problems faced.

STs can approach the Principal directly, if they feel the need / face any

difficulties.

STs having economic difficulties are given concession of paying college

fees in installments.

For STs, writing in mediums other than English, textbooks, reference

books and reference materials are made available in vernacular languages.

We celebrate variety of programme to spread cultural and religious we-

feeling.

WDC of the college is active in taking care of the problems faced by lady

STs. So far we have not had any gender issues in college.

Student Council and Grievance Cell look into any type of problems faced

by STs.

For reserved category STs, college processes their forms and helps them

get the free-ship and scholarship benefits given by Government of

Maharashtra.

On demand of STs, they are helped by giving instructions in English,

Marathi and Hindi languages by our faculty members.


While allotting PT school, place of residence of ST and PT school timings

are taken into account.

5. Is there a provision for assessing student‟s knowledge/ needs and skills

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

same.

The mark-sheets of the Universities are considered as standard

certification for their knowledge and skills.

But during orientation programme on the very first day, they are asked to

express about themselves and their skills/ hobbies, etc.

This is followed by a „Talent Search‟ programme, where all the faculty

members are present, to note the special skills/ talents of the students. STs

are encouraged to participate in inter-college competitions based on their

abilities and skills.

Teaching Skills Workshop helps us in assessing their skills in various

teaching skills, such as black-board writing, explanation, narration, use of

teaching-aids, etc.

Content test helps in assessing their knowledge of special method they

have opted for.

Group counseling and personal counseling becomes important in

assessing their specific needs.

2.2 Catering to Diverse Needs

1. Describe how the institution works towards creating an overall environment

conducive to learning and development of the students?

Interactive innovative teaching learning strategies are adopted to encourage greater

inter-personal deliberations.

Flexibility is provided by the institution within the purview of good governance,

where democratic decisions are promoted. There is a free flow of ideas and feedback

is encouraged among faculty, STs and management.

Provision of required infrastructure to the STs promotes wholehearted participation in

the curricular and co-curricular activities.

Promotion of value inculcation and understanding the psychological needs of the STs

are given great importance in the institution. The daily theme based morning

assemblies provide a vent to STs to share their experiences and also discuss on life

values. Student teachers are provided an intellectual experience through the teacher

enrichment add on programs where sessions on life skills and activities on secular


value development are conducted. Mentoring sessions help STs to get direction and

focus on the programme.

Co-curricular activities organised in the Institute such as Talent Search, intra-

collegiate competitions, inter-collegiate competitions, Sport events and many more

provide a very vibrant environment in the college.

Special cells such as Anti-Ragging and Women‟s Development Cell help to promote a

safe and secure environment for STs to learn joyfully.

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

Innovative teaching learning approaches such as constructivist approach,

cooperative learning, case study, film reviews are used in the class. Technology

based teaching such as blog teaching, discussion forums, Learning Management

System are also conducted. This ensures a challenging and novel approach to

tech-savvy students. Not so techno-savvy STs get an opportunity to learn to use

technology based teaching.

The lesson guidance is done to ensure proficiency in content as well as

methodology. The faculty members also guide STs on the selection, preparation

and the use of instructional materials for the lessons. Intensive guidance is

provided for Action Research projects and provision of time is made in the

timetable.

Experts from various fields are invited to provide different perspectives on

important issues. Visits to a variety of places of educational importance encourage

experiential learning – Visits are organised to Nehru Science Centre, Museum,

Virtual Learning Centre, Indian Naval Base, American Library, Homi Bhabha

Centre for Science Education, Nehru Planetarium, Mani Bhavan, etc., which take

care of STs from different streams of study and interests.

Morning assemblies allow STs to overcome their inhibitions and present their

views in creative ways. This helps to promote reflective practices and to instill

confidence and develop their communication skills and self-esteem.

Sports events are organised wherein STs participate in various events and develop

team spirit. Besides outdoor activities, the institute has indoor activities such as

chess, carom, and table tennis.

The annual day provides a platform to STs to understand organisation of such

events, as also participate in them. The Annual Day provides opportunities to STs

to showcase their talents and participate wholeheartedly without inhibitions.

Annual Day marks the recognition and celebration of STs‟ achievements, which

acts as motivator to STs.

Student Council arranges various celebrations and events in consultation with the

Council members, thus creating opportunities for all STs to come together. Some

of the activities of the student council that cater to the diversity of STs are Talent


Search, intercollegiate competitions, in-house competitions, cultural celebrations,

excursions etc.

Under Extension work STs have choice to participate in Population Education

Club, Career Project and Survey of Women‟s Status. This helps in making them

aware of social and cultural issues.

To cater to economically weak STs, they are provided with book-bank facility.

STs are provided with technical support for their PT lessons in the form of wifi

connection and internet facility in computer lab.

3. What are the activities envisioned in the curriculum for student teachers

to understand the role of diversity and equity in teaching learning process?

Understanding diversity and equity in the teaching-learning process is promoted

in the following ways:

Daily assemblies on important life values with reference to personal, national and

international levels to sensitise STs about diversity.

Sensitisation towards diversity is done in through extension programmes of the

institute which include the population education activities, career project and

status of women survey, as a part of the University Extension work.

PT programme spreads out in different schools. This gives a chance to experience

diverse learning set ups and diverse learners. STs also develop skills to cope with

this diversity.

The theory includes courses like psychology, sociology, philosophy. This

provides the theoretical inputs to the STs regarding individual differences among

learners and their educational implications. STs are made aware of learning

styles, multiple intelligences, IQ and such other diversities with ethical

considerations.

While chalking out the academic plan, every theoretical aspect is supported with

co-curricular activities such visits, excursions, guest lectures and workshops.

4. How does the institution ensure that the teacher educators are knowledgeable

and sensitive to cater to the diverse student needs?

Our Management is particular about selection of properly qualified

candidates at the time of appointment of the faculty members.

Faculty members are given chance to upgrade themselves from time to

time by attending orientation programme, refresher courses and short term

courses and orientation programmes at the time of syllabus revision.

College organises programmes for developing skills and abilities of faculty

members through Peer Enrichment Lecture Series.

National conferences are organised and Faculty members are encouraged

to participate and write and present papers.

Faculty are encouraged to participate in seminars and conferences

organised by other institutions.


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?

STs get exposure to diversity and inclusion through the PT programme.

Extension work, Community work programme, which are conducted in the

orphanage-school also, helps in giving exposure to STs.

Counseling certificate course is meant for equipping STs for handling

diversity and inclusions effectively.

Co-curricular activities, movie-reviews, poster competitions organised in

college help in developing insights about diversity and inclusion.

Workshop on preparation of blue-print and unit test helps in understanding

of heterogeneity and diversity in classrooms.

Our STs organise competitions in schools such as drawing, Essay-writing,

elocution etc. This too helps in developing insights.

2.3 Teaching-Learning Process

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

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

simulation, peer teaching, role-playing, internships, practicum, etc.)

The institution plans following to facilitate “active learning” in STs

Sr.

No.

Learning resources Active learning

1 Library Library period is allocated in the time table for the STs to avail

various facilities provided in the library for their day to day

teaching learning process. Resources such as books, reference

books, Journals, Encyclopedias, Dictionaries, CDs, News-

papers, question papers of earlier years are available. STs can

also to access the Internet available in the Library.

2 Website STs are provided with the list of websites called „Webliography‟

as per the curriculum at the beginning of the academic year.

Further the STs visit various websites regularly. This benefits

them at the time of examinations.

3 Focus groups The college has several focus groups whose composition and

objectives differ. Therefore each ST becomes a part of several

groups that work towards up-scaling the efficiency of the

college. To mention a few- Peer observation, Co-curricular

activities, Micro-teaching, Extension work, Poster presentation,

the practice teaching groups, community work group, action

research group, groups for seminars, groups within the methods

opted for, etc .

4 Individual projects The STs have to complete many individual projects during the

academic year such as Action Research Project, Extension Work

Project, EPC Projects, Educational Evaluation Project, These

assignments cultivate independent thinking and challenge them


to expand their learning.

5 Simulation The STs do the activities under the simulation such as Role

play, Dramatization, Games, Models of Teaching, Each ST

gives 10-15 min. lesson in peer group. These activities are

further benefited to the STs while giving their lesson at the time

of PT.

6 Peer teaching Each ST observes 30 peer lessons in the PT schools.

7 Role playing This activity is the part of simulation lessons. Faculty members

give theoretical inputs as well as conduct demonstration lesson

making use of Role Play. STs adopt Role Play method in PT.

8 Internships Internship activity is the compulsory part of the curriculum. STs

are allotted to different schools. Till academic year 2014-15

Internship Programme was for one week. Now, in two-year

B.Ed. programme this activity is for total period of 20 weeks

over the period of 2nd

, 3rd

and 4th

semesters.

9 Practicum Every practical activity included in the curriculum like

community work, seminar presentations, practice lessons,

projects and book review, reviewing of a film serve to ensure

that STs are engaged in participatory learning.

10 EPC From academic year 2015-16, in two year B.Ed. programme,

„Enhancement of Professional Competencies‟ is included. Under

this, STs are given active exposure to Reading and Reflecting on

Texts‟, „Drama and Art in Education, „Critical Understanding of

ICT‟ and „Understanding Self‟. STs are given thorough

exposure on different aspects of EPCs, which helps in enriching

their insights and enhancing their Professional Competencies.

2. How „learning‟ is made student-centred? Give a list of the participatory

learning activities adopted by the Institution and those, which contributed to

self-management of knowledge, and skill development by the students?

Till academic year 2014-2015, we were preparing STs in various micro-skills. STs

practiced the skill in group to improve on the skill with teach and re-teach. This

helped in development of questioning skill, explanation skill, black-board writing

skill, skill of giving illustrations, skill of set induction, etc.

In addition, we conduct co-operative learning, individual and group seminars,

evaluation workshop, poster preparation and presentation, etc.

STs are encouraged to plan various co-curricular activities and presentations to

develop the communication skills, presentation skills, skill of working in groups,

leadership skills, etc. for presenting street plays, they are encouraged to gather

information from society about current events as well as from net.

We have introduced e-portal, where students have access to the study material

provided to them. This helps in improving their computer skills. STs are trained in


preparation of Computer Assisted Instructions. In this STs are trained in

preparation of PPTs and their presentations.

By organising various intercollegiate competitions involving STs, helps in

developing confidence while interacting with authorities in addition to the

organising skills. Similarly, participation in various events organised by other

institution helps in development of soft skills and communication skills.

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.

Till academic year 2014-15 (in one-year B.Ed. programme), two models of teaching,

namely, Concept Attainment Model (CAM) and Inquiry Training Model (ITM) were

included. These were transacted and implemented in simulated settings. In the

academic year 2015-2016, we had organised one week workshop in Models of

Teaching for STs. STs worked on these models during group activities.

Students not only implemented the models in simulation but also during their practice

teaching. STs were encouraged to implement these models of teaching during their

practice teaching lessons with adequate adaptation to suit their specific requirement

Details of the „Models of Teaching‟ workshop are given below:

Sr.

No.

Name of

Professor

Name of Models of Teaching Subject Date

1 Gavit V. N. Concept and ITM History 22nd

June 2016

2 Kamat N. P. Constructivism Science 21st

June 2016

3 Patkar S. D. Creative technique Geography 21st

June 2016

4 Dr. Chavan C.C. Jurisprudential Inquiry Training Mathematics 20th

June 2016

5 Kale P.S. Concept Attainment Model Mathematics 22nd

June 2016

6 Bodke S.B. Concept Mapping English 20th

June 2016

7 Dr. Patil N.P. Advance Organizer Marathi 25th

June 2016

8 Kamat N.P. &

Dr. Chavan

Co-teaching - 13th

August

2016

9 Patkar S.D. &

Bodke S.B.

Theme-based Teaching-learning - 19th

August

2016

4. Does the institution have a provision for additional training in models of

teaching? If yes, provide details on the models of teaching and number of

lessons given by each student.

As mentioned earlier, in the year 2015-2016, we conducted a certificate course on

„Models of Teaching‟ and innovative practices of around 18 hours (1 credit).

Under this STs were exposed to models like, „Inquiry-training Model‟, „Concept

Attainment Model‟, „Jurisprudential Model‟ and „Advance Organiser Model‟.

STs were also given inputs in „Concept-mapping‟, „Constructivism‟ and „Creative


techniques – scenario-based learning, games (puzzle, riddle, crossword, bull‟s

eye)‟.

STs plan lessons based on Models of Teaching or other creative techniques as per

the requirement of the content and the school.

5. Do the student teachers use micro-teaching technique for developing teaching

skills? If yes, list the skills practiced and number of lessons given by each

student per skill?

Till academic year 2014-15, we used to conduct micro-teaching workshop. Under

this, skills of Set Induction, Explanation, Stimulus Variation, Black Board writing,

Questioning were covered through teach and re-teach cycle. This was followed by

integrated lessons and simulations. As per the University guidelines, STs used to

give two lessons in each skill (Teach-re-teach), two integrated lessons and four

simulated lessons (two in each term).

In two-year B.Ed. programme, there is stress on constructivism which includes

STs‟ own reflections on their lessons and subsequent conscious improvement.

Discussions carried out after PT lessons by faculty members and method masters

along with peers help STs in reflecting. STs get exposure to teaching strategies

through shadowing (observing lessons given by practicing teachers in PT schools)

and by observing peer lessons. This activity is conducted in second semester. In

the third and fourth semester they implement various teaching strategies and

techniques. They also do co-teaching and theme-based teaching in fourth

semester.

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.)

Practice teaching is conducted in a systematic and phased manner as follows:

The first phase covers introduction to and practice of skills of micro-teaching. This is

followed by a Bridge lesson (integration of skills). Additionally, few simulated

lessons and Computer Assisted Presentation (CAP) lessons widen the understanding

of various strategies of teaching in schools/colleges.

The next phase is a series of workshops on instructional-aids preparation, objectives

and specifications, values inculcation and integration of the core elements suggested

by the NPE, 1986. Detailed workshop is conducted on lesson planning.

The STs are divided into groups of 11 or 12 and allotted a school / junior college.

About 6 to 10 schools are chosen from among our 20 co-operating schools / junior

colleges as per the specific requirement of the B.Ed. programme.

Each school group is provided with an in-charge teacher educator. PT In-charge

selects two student group leaders, who co-ordinate with school authorities, group in-

charge, PT- ii-charge and other STs of the group. The group in-charge teacher


educator supervises and facilitates the effective functioning of these school groups

and acts as the first line of management for them.

The STs are taken on an initial visit to the school by the respective group in- charge

teacher educator during which they interact with the school personnel and chalk out a

time-table in consultation with the school authorities. They are allotted one lesson per

day and they consult the school subject teacher about the unit they are required to

teach. Some schools / teachers may have specific instructions for the STs to follow.

The STs are allotted specific teacher educators as their method master for lesson

guidance. They prepare a lesson plan and get it approved by the respective Method

Master. Lesson guidance period is scheduled in the time-table during which the STs

get personal guidance from their Method Masters.

Often, in the beginning of the programme the STs are required to re-write lessons

according to the suggestions given by their Method Masters. On satisfactory

modifications, the lesson plan is finally approved by the Method Masters and the STs

make a fair copy of the lesson plan on a printed lesson note provided by the college.

The ST is now able to give the lesson in the practice teaching school.

The approved lesson is supervised by a teacher educator who is assigned a school to

supervise the day‟s lessons. The supervisor gives written qualitative feedback during

the lesson as well as personal face-to-face oral feedback after the lesson is completed.

Peers who have observed the lesson are also encouraged to give feedback to the

student teachers. The peers maintain an observation book, a printed book provided by

the college, to note down their remarks and share it with the student whose lesson

they have observed.

The students are also exposed to and guided in the various modern techniques of

teaching-learning such as cooperative learning strategies, Educational Games,

activities, demonstrations, etc., by the teacher educators for implementation in the

schools/colleges.

Lessons a student gives per day – one

Lessons observed by the teacher educators – 7 to 8 lessons per day

Lesson observations by student teachers – about 2/3 lessons per day

School teacher‟s role – The school subject teacher provides approval for the unit to

be undertaken by the STs for the lessons, along with specific requirement, if any, such

as, drill work, revision of content, etc. The school teachers often sit in the classroom

and observe the ST‟s lesson. They later give an informal feedback to the students.

They often share their expectations and suggestions with them. They also guide and

provide permission to the learning resources of the school that can be utilized by the

STs during their lessons, such as, laboratory equipment, teaching aids. On special

request by the college at certain times, the school teachers supervise and evaluate the

lessons of STs formally. The teacher educators maintain a cordial relationship and

positive interaction with the school teachers to meet the requirements of the school.


Feedback mechanism – Written observations are made on the lesson plan by the

lesson supervisor during the conduct of the lesson. The STs are asked to reflect on the

lesson and seek feedback from peers. Personal feedback is given one to-one after the

lesson. The lesson supervisors share their feedback with the method masters so that

they understand how the students are progressing.

Monitoring mechanism of lesson plans – Lesson unit is taken from the school

teachers who may give instructions or suggestions about how the lesson should be

taught. The STs are then required to make a lesson plan and submit it to the method

master for initial correction. The method master corrects the lesson and may suggest

changes or improvements. The ST then makes the required changes or rewrites the

plan if it is called for, till method master approves the planning. The lesson is then

written in fair and delivered in the classroom. The lesson supervisor gives feedback to

the student on the delivery of the lesson. Peer feedback also considered during the

discussion after the lessons.

Monitoring - From the year 2016-2017, second year B.Ed. students are given the

responsibility of mentoring first year B.Ed. students in the PT school.

7. Describe the process of Block Teaching / Internship of students in vogue.

The STs are familiarized with the common terms related to practice teaching.

Practice teaching in-charge is the overall in-charge of the block teaching

/Internship.

Duration of internship programme is chalked out as per the specifications

given.

Each faculty member is assigned particular school to take care of the problems

and issues related to that particular school.

Each faculty member goes to one of the practicing schools (as assigned by PT

in-charge) to supervise the lessons as well as internship activities for the day.

Group leader and assistant group leader keep the school authorities updated on

the practicing group. They talk to the timetable coordinator and set the

timetable for the teaching days.

In-charge teacher monitors the overall planning and procedures of the block

teaching /Internship method and makes sure that the lessons are being planned

and delivered accordingly.

Group in-charge TE also looks into the effective delivery of the lessons by the

students in his mentor group.


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.

STs along with a faculty member visit the school and set the time-table of practice

lessons as per the convenience of the school. Based on this STs contact concerned

school teacher and collect the units to be taught in the pre-decided class, as per the

time-table. ST discusses the unit with the concerned school teacher and tries to

understand the requirements of the school students. Based on the discussion, ST

prepares the lesson plan. This plan is given to the Method-master for checking.

Method master discusses and councils the ST for improving the planning. Then

ST prepares final lesson and delivers in the class. Sometimes, on special request

by the college, school teacher evaluates the lesson and conveys if any special

requirements are to be fulfilled, keeping school students in mind. This helps in the

improvement of the subsequent lessons. This way the school teachers are involved

in lesson-planning.

9. How do you prepare the student teachers for managing the diverse learning

needs of students in schools?

STs come to know about diverse needs of students at school and

importance of paying attention to individual differences through their

theory aspect. They are familiarized with these aspects through theory

courses in psychology and sociology.

They visit our sister institution - secondary school for various activities.

There they get direct first-hand experience of interacting with students and

observing them.

Student-teachers are sent to various schools, for shadow lessons and

observation of lessons given by school teachers. During this, they get

chance to understand differences between variety of students and the way

school teachers handle them.

We also organise lectures of our alumni to share their experiences.

In academic year 2013-14 „Guidance and Counseling‟ certificate course

was conducted to sensitise STs about diverse learning needs of students

and importance of guidance and counseling skills for STs.

Experts from the field are invited to give lectures on aspects of diversity

and inclusion.


10. What are the major initiatives for encouraging student teachers to use / adopt

technology in practice teaching?

We have well equipped computer lab with internet facility. We encourage STs for

referencing and information gathering making use of internet. Some of our

practice-teaching schools have facility of smart boards. STs are encouraged to

make use of the facility available in the schools.

2.4 Teacher Quality

1. Are the practice teaching plans developed in partnership, cooperatively

involving the school staff and mentor teachers? If yes give details.

Entire thrust of the successful implementation of the practice teaching program is

based on the support and cooperation of the practice teaching schools.

The teacher educators orient the Principal / Vice Principal / Supervisor of PT

Schools to requirements of PT programme. The school teachers help the STs in

the following ways - providing units for the lessons, suggesting the framework of

the unit, specifying the entry behavior of school students, instructional materials

that could be used, context of the school students, teaching and evaluation

strategies. The school teachers also provide their valuable feedback for further

improvement and enrichment.

The school support staff help in some of the arrangements and logistics. Computer

teachers, librarians, lab assistants provide constructive support in the planning and

implementation of the lessons. The schools also permit the use of their

infrastructure and learning resources whenever required.

Mentoring of STs is done at the institute level during the coaching period allotted.

All STs meet their coaches / mentors for practice teaching difficulties. Discussions

are held and solutions emerge which are tried out by STs.

2. What is the ratio of student teachers to identified practice teaching schools?

Give the details on what basis the decision has been taken?

We have seven permanent faculty members as per the NCTE norms. Accordingly

seven PT schools function at a time for PT purpose. STs are divided into groups

with 7-12 STs per group. While forming the groups, special method, medium of

instructions, place of residence of the ST and the location of the PT school is

taken into account. Each ST gives one lesson per day. In case ST has any specific

requirement, it is taken into consideration while allotting the PT school.


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

for performance improvement.

STs are given feedback of their performance after each activity. For each PT

lesson, written feedback is given, which is later followed by discussion in the

group. After each essay and class test individual feedback is given to STs. In

addition, ST can approach faculty anytime for help and guidance.

4. How does the institution ensure that the student teachers are updated on the

policy directions and educational needs of the schools?

STs when goes to school for internship get first-hand information about policy

directions and educational needs of the schools. Face to face interaction with

teachers, supervisor and principal help STs in getting authentic information.

In addition, for various programmes and celebrations of days we invite our alumni

in the capacity of „guest‟ or as a „resource person‟. They enlighten our STs about

reality and changing needs of the schools.

Our sister institution, R. M. Bhatt High School is a reliable and immediate source

of information for us.

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

school subjects and teaching methodologies?

Faculty visits different websites of Boards like CBSE, SSC, and ICSE for recent

developments in the curriculum in school subjects. E-resources are main source to

keep them update their knowledge about teaching methodology.

Institution is giving opportunity to faculty by encouraging them to attend:

Orientation course

Refresher Course

Short Term course

Workshops/Seminars/Conferences for ensuring professional and career

development of faculty.

Institution helps faculty members to fulfill required mandatory task for their

promotion.

Many books are available in the library which are useful for our faculty to

enhance their knowledge in their subjects.

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.)

All the faculty members are given duty leave for attending Orientation,

Refresher and Short term courses.


Faculty members are also encouraged for undertaking major and minor

research projects.

IQAC of our college organises „Peer Enrichment Lecture Series‟ where

variety of topics are covered. Under this, experts‟ talks and workshops are

organised. This activity is open for peers from other Teacher Education

Institutions too.

Research Cell of our college conducts pre-Ph.D. course for research scholars

registered with our cell as well as with other research cells. Our own faculty

can attend these programmes for enhancing the research skills.

7. Does the institution have any mechanism to reward and motivate staff

members for good performance? If yes, give details.

Good performance of teaching and non-teaching staff is recognized and valued at

two levels – at the institutional level and at the society level.

At the institutional level, Principal critically observes and analyses work of every

employee- teaching and non-teaching. Principal then appreciates efforts taken

during staff-meeting. It is also highlighted during Local Managing Committee

meeting, to keep the Management apprised.

From the year 2015-2016, our college has started new tradition, to motivate faculty

and staff for their contribution to the college. Our faculty (Mrs. Neela Kamat) and

our librarian (Dr. Shilpa Waghchoure) were felicitated in the hands of the Secretary,

Gokhale Education Society, Sir Dr. M.S. Gosavi. Their work was appreciated in

public and a citation was presented.

In addition to this, our Management at the Society level rewards best principal, best

faculty, best librarian, best admin staff, etc. for good efforts and the contributions of

employees.

2.5 Evaluation Process and Reforms

1. How are the barriers to student learning identified, communicated and

addressed? (Conducive environment, infrastructure, access to

technology, teacher quality, etc.)

a. At the time of admission, STs are counseled and are given thorough picture of

the B.Ed. programme. From very first day, faculty members interact with STs

and try to understand the difficulties faced by them. Participation and

interactions of STs during lectures and other activities are observed and noted

by Faculty. Observations are also communicated to the Principal. Faculty

member, in-charge of the group of the PT school is mentor for the respective

group. Feedback is taken from the group members too, in case, any ST in the

group is facing any problem. Information about STs is also gathered from the

informal talks from the PT school teachers and supervisor. In this way, 3600


assessment is done. Individual counseling is done by the Principal, Faculty

and Method Master, depending on the nature of the difficulty, so as to help ST

overcome the barriers. STs are also given freedom to approach the faculty

either face-to-face or through technology for overcoming the barriers. Use of

e-portal helps in overcoming learning barriers.

b. Conducive environment is provided to STs through continuous encouragement

and motivation by the faculty and the Principal. Provision of library study is

made in the time table, which facilitates self-study. Group activities are given

to STs which help in developing co-operative environment and team spirit and

healthy competition. Book bank facility is made available to the STs from the

weaker sections.

c. Our institution is housed in the premises of R. M. Bhatt School. The premises

are shared by a pre- primary, a primary, a secondary school, junior college and

night college along with B.Ed. College. So there is optimum utilization of all

the infrastructural facilities.

d. Our institution has computer lab with internet facility as well as language lab.

STs are given access to both and are encouraged for the technology use for the

purpose of referencing as well as for lesson planning. We have developed e-

portal for the benefit of the STs, where faculties upload the study material,

which could be accessed by STs even from their homes.

e. STS, especially those coming from rural areas are given training by the faculty

in use of computers, net-surfing etc. Use of e-portal also helps in improving

their techno-skills. STs with advanced techno-skills are encouraged to help

and teach their peers.

f. For identifying learning gaps, diagnostic and remedial teaching is carried out,

after class test and preliminary examination.

g. For STs‟ whose performance is not satisfactory and want to improve their

performance in internal assessment, re-examination is conducted.

h. If PT lesson of any ST is not up to the mark, he / she is given chance to repeat

the lesson for improvement.

i. Workshop is organised for helping STs in preparation of Teacher Eligibility

Test.

j. Being aided institution, all the norms of controlling authorities; namely, Joint

Director – Higher Education, University, UGC, NCTE, etc. are properly

observed. All the faculty members are qualified as per the required norms.

Faculty members are also encouraged for further studies and for participation

in seminars, conferences, short term courses, etc.


2. Provide details of various assessment /evaluation processes (internal

assessment, midterm assessment, term end evaluations, external

evaluation) used for assessing student learning?

Assessment procedures followed are as per the requirements of the University

of Mumbai. For the academic years 2013-14 and 2014-15, B.Ed. programme

was one year programme, with semester pattern. From the academic year

2015-16, it has become a two-year programme with semester pattern. Details

of both the patterns are given below:

Assessment procedures during academic years 2013-14 and 2014-15:

Semester Assessment/

Evaluation

Process

Specific Details Marks

Allotted

Total

I

Internal

Assessment

Micro-lessons (4×4)

Integrated lessons (1×4)

PT lessons (10×10)

Simulated lessons (2×5)

Content tests (2×10)

Open book assignment

Community work

16

04

100

10

20

10

15

175

Term-End

Evaluation

Class Test (5×20)

Essay (5×5)

100

25

125

External

Evaluation

University examination (5×60) 300 300

Total marks for Semester I 600

II

Internal

Assessment

PT lessons (10×10)

Simulated lessons (2×5)

Computer Assisted Presentations

(2×5)

Internship (six working days)

Planning & administration of Unit

Test

Book Review

Action Research

Psychology Journal

100

10

10

10

10

10

20

05

175

Term-End

Evaluation

Class Test (5×20)

Essay (5×5)

100

25

125

External

Evaluation


Total marks for Semester II 600

Total Credits of the Programme = 40; Total marks of the Programme = 1200

In addition to these mandatory aspects, preliminary examinations were conducted at

the end of each semester for the benefit of the STs. This was done to give the feel of

the University examination to the STs. This was used for diagnostic purposes and was

followed up by remedial teaching.

Assessment procedures during academic years 2015-16:


Semester Assessment/

Evaluation

Process

Specific Details Marks

Allotted

Total

I

Internal

Assessment

Book review

Community work

Participation in co-curricular

activities

Content tests (1×25)

EPC I

10

20

15

25

50

120

Term-End

Evaluation

Class Test (3×20)

Essay (5×4)

Tasks & Assignments (3×30)

60

20

90

170

External

Evaluation


Total marks for Semester I 500

II

Internal

Assessment

Shadowing of subject teacher

Observation of school activities

Observation of peer lessons

Participation in co-curricular

activities

Critical analysis of an educational

film

EPC II

20

15

15

15

10

50

125

Term-End

Evaluation

Class Test (3×20)

Essay (3×5)

Tasks & Assignments (3×30)

60

15

90

165

External

Evaluation


Total marks for Semester II 500

Total Credits of the first two semesters = 40; Total marks of the first two semesters =

1000

III

Lessons (26 × 10) 260

12 Theme based learning (2 × 10) 20

Co-teaching lessons with school teachers (3 × 10) 30

Report on records maintained in the school 10

3

Blue-print and administration of test 15

Reflective journal on internship activities 20

Literacy Awareness program in the Community 15

Class Test (2 × 1) and Essay (5× 2) 30 1

Total marks for Semester III 400 16

IV

Co-teaching with peers (8 × 10) 80 3

Developing Learning Resources 10

3 Anecdotal record / interviewing a school student 10

Organising co-curricular activities in school 10

Reflective Journal on internship activities 20

School based Action Research 25 1

Class Test (2 × 1) and Essay (5× 4) 60 2

Total 215 8


3. How are the assessment/evaluation outcomes communicated and used in

improving the performance of the students and curriculum transaction?

Student evaluation is a continuous and ongoing process. STs are evaluated

by all the teacher educators through PT lessons, Essays, Class-tests,

Preliminary Exams, Projects, etc.

PT Lessons: STs are guided at the pre-active stage of the lesson. STs

submit their lesson plans during this stage. These are checked and

discussed. STs are given suggestions for improvements. Lessons are

observed during the interactive stage and detailed feedback is given at the

post-active stage for the future improvement.

Essays: As mentioned above,writing one Essay in each course is the

mandatory activity. STs are given chance to prepare the answer

beforehand. This practice answer is checked and discussed and feedback is

given. ST is evaluated through the correction of essay answered.

Class Test: This is also a mandatory activity. Discussion is held for the

feedback. STs can also get their doubts clarified during this.

Preliminary Examination: This is additional activity carried out for

evaluating STS and feedback is given by discussing the answers written by

them. This is done as per the requirement of STs, to develop confidence

for facing the University exam.

Projects: STs are divided in groups. One faculty is made in-charge of each

group. Each ST works on project independently. During the progress of

the project and on the submission evaluates the work and gives feedback.

In addition to this, students are encouraged to ask questions during lectures

and discussions. This helps in the formative evaluation of STs. STs are

also observed during various curricular and co-curricular activities. 3600

feedback is given to them for their improvement.

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

ICT is used in assessment and evaluation processes in the following ways:

Preparation of question papers.

Tabulation of internal assessment marks.

Dissemination of the information about the evaluation to the students.

Online submission of internal assessment to the university.

Subject wise result analysis.

Maintaining of test and examination records.


2.5 Best Practices in Teaching -Learning and Evaluation Process

1. Detail on any significant innovations in teaching/learning/evaluation introduced

by the institution?

We adopt following strategies for teaching-learning process:

1) Team teaching

2) Co-operative learning

3) Cartography for geography method student-teachers

4) Use of smart boards for lectures. STs are trained for using smart boards in their PT

schools.

5) Seminars and poster presentations

6) Event management

7) Web portal

Special mention needs to be made about cartography workshop, which is our USP. Our

geography methods STs are trained in map-making. We also conduct this workshop for other

B.Ed. colleges and schools who approach us.

English method STs conducts „Spell Bee‟ competition for building English vocabulary.

Science method STs conduct science quiz to develop content mastery.

In evaluation process for theory, we give practice of writing to STs by conducting additional

preliminary examination, where STs are given feedback of their performance and remedial

teaching is followed after this.

2. How does the institution reflect on the best practice in the delivery of

instruction, including use of technology?

We have introduced e-portal for the benefit of STs. This contains notes and lecture

summaries, which STs can access even from their homes. Faculty members make use of PPT

presentations, YouTube videos for benefit of STs.

In addition STs can communicate with faculty members through email, SMS or direct phone

call. STs have their own „WhatsApp‟ group for communicating.

Feedback is taken from STs after each activity, regarding the utility / effectiveness of the

activity organised. STs‟ opinions are also gathered during Student Council meetings and PT

group leaders‟ meetings.

During faculty meetings and LMC meetings activities conducted are reviewed and are

discussed for further improvement.

Feedback after ISO audit too helps in reflecting.

Additional Information to be provided by Institutions opting for Re-accreditation / Re-

assessment.

Not Applicable.


Criterion III: Research, Consultancy and Extension

3.1 Promotion of Research

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

education?

The institution promotes various kinds of research activities in order to motivate faculty

members to take up research in education, through Research Cell.

College has a Research Cell to create a professionally nurturing environment for

research. College has a research committee comprising of the Principal and the

faculty members as follows:

Dr. (Mrs.) Indira Shukla – Principal

Dr. Chetan Chavan – In-Charge

Dr. Narendra Patil – Member

Dr. Shilpa Waghchoure – Member

Research Cell of our college is recognised Ph.D. centre affiliated to University of

Mumbai. Currently three faculty members from college are Ph.D. guides attached to

the centre. Three more teacher educators from other B.Ed. colleges have joined the

college research centre as Ph.D. guides.

College has four faculty members with Ph.D. and remaining five are pursuing their

Ph.D.s in education

College library is equipped with sufficient number of psychological tests. Faculty and

students make use of those tests to undertake research activities and publish papers in

various journals.

College library has research books, reference books and encyclopedias. We also have

DSM Action Research projects, M.Phil Dissertations and Ph.D. theses.

Institute organises discussion on various research related issues through Peer

Enrichment Programme.

Encouraging faculty members to participate and present research based papers in

national and international seminars as well as in journals.

STs, research scholars and faculty members can access the facility of N-list

subscribed by the college.

Our special feature is that, to promote research in local language, we have research

guides who guide Ph.D. scholars in Marathi. We also help such scholars for getting

special permission from University of Mumbai, required for writing and submitting

thesis in Marathi.


2. What are the thrust areas of research prioritized by the institution?

The thrust areas of research prioritized by the institution can be grouped into the following

three categories:

Staff PhDs: Three faculty members have completed their doctoral studies while five are

currently pursuing on themes relevant to education. The areas are described in Table.

Doctoral Studies done by Faculty

Sr.

No.

Name of the Faculty Area of Research for Ph.D. Status

1 Prin. Dr. Indira Shukla Emotional Intelligence Completed

2 Dr. N.P. Patil Textbook Analysis Completed

3 Mr. P.S. Kale ICT Skills Submitted

4 Dr. N.P. Kamat Educational Management Completed

5 Ms. S.D. Patkar Organisational Stress Pursuing

6 Mr. V.N. Gavit Leadership Styles Pursuing

7 Dr. C.U. Chavan Adolescence Education Completed

8 Mr. S.B. Bodke Emotional Intelligence Submitted

9 Dr. S.S. Waghchoure

(Librarian)

Digital Library Completed

Students‟ Individual Research Projects: The STs conduct one individual action research

project each year.

Each year STs undertake an individual action research project as a part of the curriculum.

They carry out projects relating to problems commonly encountered in schools, themes of

social relevance and issues of civic concern.

The thrust areas prioritized by the institution for the same are as follows:

Issues of environmental relevance

Value-based education

Women‟s Development Issues

Emotional Intelligence

Mental Health of Adolescents

Classroom Management

Constructivist instructional strategies like inquiry learning, problem based

learning,

Problems faced by adolescents

ICT integrated instructional strategies

Effectiveness of Teaching Aids


Major and Minor research projects completed by the institution:

S

N

Name of the

Faculty

Designatio

n

Title Agency Major/

Minor

Status Year Amount

1 Dr. Indira

Shukla

Principal Design and Development of

Web Portal for Teacher

Education.

UGC Major Completed 2012

-13

237000

A Study of Self Identity and

perception of Empowerment

among Female Students of

disadvantaged section in

Maharashtra in relation to

their Socio-economical and

Educational Background

ICSSR Major Ongoing 2014

-15

100000

2 Shri.

Prashant

Kale

Associate

Professor

ICT Awareness among

Pupil–Teachers of Aided

B.Ed. Colleges Affiliated to

University of Mumbai and

University of Pune

UGC Minor Completed 2010

-11

60000/-

3 Dr. Chetan

Chavan

Assistant

Professor

A Study of Mental Health

Problems of Adolescent

Students

University

of

Mumbai

Minor Completed 2013

-14

25000/-

4 Dr.Shilpa

Waghchoure Librarian A Survey of the Application

of Web 2.0 Technologies in

Higher Education Institution

Libraries in Mumbai

UGC Minor Completed 2010

-11

75000/-

Stress Management of

Librarians in The Changing

Environment at University

of Mumbai Affiliated

Colleges

at Greater Mumbai

University

of

Mumbai


-13

22000/-

Use of Electronic Resources

by Social Scientists in

University Libraries of

Thailand and India: A

Comparative Study

ICSSR Bi-lateral Completed 2014

-15

30000/-

Digital Information Literacy

Skills of Library and

Information Science

Professionals In Mumbai

University

of

Mumbai


-16

25000/-


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

the major outcomes and the impact.

Yes, every year action research projects on relevant issues are carried out through

STs, mainly in their PT schools or on topics and issues related to B.Ed. programme.

Some action research topics are undertaken in various schools through our DSM

students. This helps in realising current trends and issues relevant at the ground

reality.

Developing ICT based pedagogical skills among the pre-service

teachers-

A problem based learning approach helped to develop the technological

pedagogical content knowledge and self efficacy in using ICT for

instructional purposes among the pre-service teachers;

Enhancing communication skills among the pre-service teachers –

This action research used peer tutoring as a strategy for enhancing

communication among the pre-service vernacular medium teachers. This

research also showed positive results and proved the importance of peer

involvement in attaining educational gains;

Cooperative learning –

This strategy was used to learning various concepts. The result showed

significant improvement in the conceptual understanding of the pre-service

teachers about these concepts;

Mental health problems of students -.

This study served to be an eye opener for understanding the stress, anxiety

among the female students due to the hectic schedule of the B.Ed. program

and prompted the faculty members to do the needful in order to cater to the

specific needs of the female students.

4. Give details of the Conference / Seminar / Workshop attended and/organized

by the faculty members in last five years.

The IQAC encourages the faculty members to attend and organise various conferences,

seminars and workshops from time to time. The details are as follows:


A-List of Faculty Attended Conference/Seminars/Workshops:

Level Theme of the conference C/W/S Date

Name of the Faculty: Mr. Prashant S. Kale

National „Innovative practices and New trends in

education‟

Seminar 2012

National „Human Resource Development for Quality

Enhancement in Educational Institutions:

Perspectives and Prospects‟

Seminar 2012

State „Reforms in Teacher Education Program‟ Conference 2012

Local „Thoughts of Swami Vivekananda – Need of

Hour‟

Seminar 10-11

January

2013

National „Innovative Approches in Teaching Through E

learning‟

Conference 2013

National „Mental Health: Role of Education‟ Seminar 2013

State „New trends in Teacher Education‟ Seminar 2014

National „Excellence in Teacher Education‟ Conference 2014

National „Education for an Awakened and Ethical

society‟

Conference 2014

National „Education for Peace‟ Seminar 2014

State „Social Health – Role Of Teacher‟ Conference 2015

National „Curriculum Development – Emerging Trends‟ Seminar 2015

State „ICT Skill Development Program For Teachers‟ Conference 2015

National „Human rights And Education in 21 century‟ Seminar 2016

State „Digital India : Educational Innovations‟ Seminar 2016

National „Restrcuring Teacher Education : Rationale&

Rights‟

Seminar 2016

Name of the faculty: Mrs. Neela P. Kamat

Local One day workshop on “Guidance for Writing

Research Articles”

Workshop July, 14,

2011

National „Teaching, Learning and Evaluation – Shaping

Our Future‟

Seminar July, 18 –

19, 2011

National „Mental Health: Role of Education‟ Conference Oct‟1-

2,2011

National „Research Methodology in Social Sciences‟ Workshop Decembe

r, 5-9,

2011

Local „Writing Research Articles and Application of

Review of Related Research‟

Workshop April, 3,

2012

Local „Practical Approach to Tool preparation‟ Workshop May, 12,

2012

Internation

al

„Tribal Development‟ Conference June 1-2,

2012


Local „Quantitative Research in Education‟ Workshop June, 25

– 30,

2012



Perspectives and Prospects‟

Conference Oct‟ 2-3,

2012

State „Trail Blazer‟ Workshop 30th

Nov.

& 1stDec.

2012

Internation

al

„Redefining Education: Expanding Horizons‟

Conference Jan, 10-

12,

2013

National „Education for Life Skill Development‟

Conference Feb‟22-

23, 2013

National „Curriculum for Excellence in Teacher

Education‟

Conference April, 8 -

9, 2013

National „Research Methodology in Social sciences‟ Workshop April, 22

-26, 2013

National „From TQM to TQE: The Quest for Excellence

in Education‟

Seminar Aug‟

30-31,

2013

National „Mental Health: Role of Education‟ Seminar Oct‟ 1-2,

2013

National „Benchmarking for Excellence in Higher

Education‟

Seminar March,

29, 2014

National „Human Rights Education‟ Seminar May, 26,

2014

Local „capacity Building in conducting Experimental

Research in Education‟

Workshop July 201

4

National „Towards Equality: Women Empowerment‟ Seminar March,

26-27,

2016

Name of the faculty: Ms. Sangeeta D. Patkar

Local „Guidance for Writing Research Articles‟ Workshop 14th

July

2011

University Training of Teachers, W D C‟ Workshop 23rd

July

2011

National „National Resources Management &

Environmental Issues‟

Conference 24th

&

25th

Septembe

r 2011

National „Mental Health : Role of Education‟ Conference 1-2

October,

2011

National „Elevating Learning‟ Conference 3-4 Dec,

2011

State „Environmental Education‟ Conference 28th

&

29th


January

2012

University „Creativity‟ Workshop 27th

January

2012

Local „lecture series under research cell‟ Seminar 3rd

April

2012

State „Research scholars‟ meet‟ Seminar 20th

-

21thApril

, 2012



Perspectives and prospects‟

Conference 2nd

and

3rd

October

2012

National „Open and Distance Learning‟ Conference 23rd

&

24th

Nov.

2012

University „Trail Blazer‟ Workshop 30th

Nov.

& 1st

Dec.

2012

National „Challenges before TE‟ Conference 30th

March &

1st

April201

3

University „Self Learning Material Development‟ Workshop 15th

March

2013

National „Mental Health: Role of Education‟ Conference 1st& 2

nd

Oct 2013

National „Quality Education on Modern Era‟ Seminar 8th

& 9th

February

2014

National „Paradigms of Teacher Education in Present

Context‟

Conference 8th

& 9th

March

2014

National Empowerment of Teacher Education Conference 25th

Dec‟

2014

National Innovation in conducting workshop relevant to

practice teaching / internship

Conference 30th &

31st Jan

2015

National Towards Equality: Women Empowerment Seminar March,

26-27,

2016

National Make in India &Challenges Seminar 20th

April

2016


Name of the faculty: Mr. Vinod N. Gavit

National “Mental Health: Role of Education” Conference 1st& 2

nd

October

2011

Internation

al

Tribal Development Conference 1-2 June

2012

National “Human Resource Development for Quality


Perspectives and Prospects”

Conference 2nd &

3rd

October

2012

National Information and Communication Technology in

Education

Seminar 29th

Nov‟

2012

National “Mental Health: Role of Education” Conference 1st& 2

nd

October

2013

State Spiritual Intelligence and Education Conference 2nd

Feb

2014

National The Challenges of teaching history in societies

emerging from violent conflict

Conference 20-21

Nov 2014

State Role of Students and Teachers in learner

Empowerment

Conference 25th Dec‟

2014

National Tribal Development Conference 27-28

March

2015

State Use of Cell Phones as learning tools Conference 7th

-8th

Feb 2015

State Human Rights: Todays Inalienable Conference 14th Feb

2016

Name of the faculty: Dr. Chetan U. Chavan

National “ Innovations in Teaching, Learning &

Evaluation”

Conference Sept‟ 24-

25, 2011

National Mental Health: Role of Education Conference 1st& 2

nd

Oct‟

2011

Internation

al

“Learning Community for Global Education

Reforms”

Conference 18th

to

20th

Nov‟

2011

National “Experiences and Challenges in Teacher

Education”

Conference 28 – 30

Dec‟

2011

State Importance of Grading Evaluation System Conference 11th

Feb‟

2012

State “Quality Enhancement in Higher Education” Seminar 25th

&

26th

Feb‟

2012

Internation

al

„Educational Upliftment of Scheduled Tribes in

India‟

Seminar 1st-2

nd

June,


2012

National Human Resource Development for Quality


Perspectives and Prospects

Conference 2nd

& 3rd

Oct‟

2012

National „Education among Tribes – Policies and

Schemes‟

Seminar 22 and 23

Nov‟

2012

National „Challenges of Open & Distance Learning in

the Dual Mode Universities‟

Seminar 23rd

- 24th

Nov‟

2012

National Peace Education: Exploring some Philosophical

Foundations‟

Seminar

5th

– 7th

Dec‟

2012


nd

Oct‟,

2013

State New Trends in Teacher Education Conference 22nd

-

23rd

Feb‟

2014

National Education for an awakened and Ethical Society Seminar 20th

&

21st Nov‟

2014

National “Empowerment of Teacher Education” Conference 25th

Dec‟

2014

Internation

al

“Effect of Digital Technology in Globalization

of Education”

Conference 22nd

-

23rd

Jan‟

2015

Internation

al

“Innovations and Initiative in Teacher

Education”

Conference 24th

&

25th

Jan‟

2015

State “Dynamism and Dimensions of Higher

Education in 21st Century”

Seminar 7th

& 8th

Feb‟,

2015

National Revisiting Teacher Education Seminar 12th

- 14th

Mar‟

2015

National Teacher education & training: emerging

treads& issues

Conference 5th

- 7th

Dec‟

2015

National “Restructuring Teacher Education: Rational &

Risks”

Seminar 29th

February‟

2016

Name of the faculty: Mr. Sandeep B. Bodke

State Writing Research Articles Workshop 14/7/2011

National Revitalizing Gandhian Values in 21st Workshop 29/7/2011

National Mental Health: Role Of Education Conference 1st& 2

nd

Oct‟2011


National Disaster Management Workshop 19th

-21st

Mar‟2012

Internation

al

Tribal Development Seminar 1st& 2

nd

June2012

National Human Resource Development for Quality


Perspectives &Prospects.

Conference 2nd

& 3rd

Oct‟2012

National Fifty Years of ODL in Dual Mode Universities

of India

Conference 23rd

&

24th

Nov‟2

012


nd

Oct‟ 2013

State New Trends in Teacher Education Seminar 22nd

- 23rd

Feb‟ 2014

National Innovative Methods of Teaching Values Seminar 13th

Aug‟

2014

National Empowerment of teacher education Conference 25th

Dec‟

2014

State Techniques of Writing Research Paper Seminar 10th

Jan‟2015

State Dynamism & Dimensions of Higher Education

in 21st Century

Seminar 7th

& 8th

Feb‟ 2015

Local Life skill education Seminar 10th

& 11th

April

2015

National Towards Equality: Women & Development Seminar 26th

& 27th

Mar‟2016.

Name of the faculty: Dr. Shilpa S. Waghchoure

National Perspectives of LIS Research in India towards

2020

Seminar August

09, 2011

National Health: Role of Education Conference October

1-2, 2011

Internation

al

Impact of ICT on Library and Information

Services

Seminar February

3-4, 2012

National Innovative Challenges in Information Services:

Changing Paradigm for Sustenance of Library

and Information Centers in Digital Era

Seminar March 1-

2, 2012

National E-content Seminar 16-10-

2012

National Changing Paradigm of Academic Libraries in

the E-Environment

Conference January

7-8, 2013

National Management System: Strategies on E-

Resources Management in Higher Education

Workshop February

26-28,

2013

Internation

al

Asia-Pacific Library and Information Education

and Practice: Challenges of the Information

Professions in the Digital Age

Conference July 10-

12, 2013


National New Avenues in LIS Research Seminar January

28, 2014.

National Benchmarking for Excellence in Higher

Education

Seminar March

29, 2014

Local Statistical Analysis and Interpretation Workshop July 26,

2014

National Liberating Structure of Library and Information

Systems

Workshop February

28, 2015

National Digital Contents, Copyrights and Libraries Seminar Jan‟28-

29, 2016

Faculty as Organising Secretary And Co coordinator

Sr.

No.

Name of the

Organizing

Secretary

Level of the

Conference

Theme of the Conference

Dates/ Year

1 Dr. Chetan Chavan National Mental Health: Role of

Education

Oct. 1-2,

2011

2 Mrs. Neela Kamat National “Human Resource

Development for Quality

Enhancement in Educational

Institutions: Perspectives and

Prospects”

Oct.

2-3, 2012

3 Mr. Vinod Gavit National Mental Health: Role of

Education

Oct. 1-2,

2013

4 Ms. Sangeeta Patkar National Towards Equality: Women

Empowerment

March, 26-

27, 2016

Workshops organised by IQAC under Peer Enrichment Lecture Series

Sr.

No

Theme Resource Person(s) Date

1 Practical Approaches to

Tool – Preparation

Dr. S. Savanoor 12th

May 2012

2 Workshop on Research

Methodology

Co-ordinator Prof. V.N.

Gavit

22-26 April 2013

3 Qualitative Data Analysis Dr. Sybil Thomas 26th

July 2014

4 Quantitative Data

Analysis

Dr. Madhukar Dalvi 26th

July 2014

5 Unit test Preparation Mrs. Neela Kamat 30th

Jan‟2016


3.2 Research and Publication Output

1. Give details of instructional and other materials developed including teaching

aids and/or used by the institution for enhancing the quality of teaching

during the last three years.

To enhance the quality of teaching our college has upgraded computer lab., purchased smart

boards and LCD projectors.

The faculty members and STs were motivated by the Principal to develop instructional

materials suitable to the changing scenario of the teaching-learning process. The instructional

materials developed by the faculty and students for enhancing the quality of teaching are as

follows:

We have developed instructional and other study material for benefit of our STs.STs are

provided with the study material through e-portal. A handbook is provided, which contains

material helpful for practice lessons and internship. STs prepare „computer assisted lessons‟

every year in their methods and submit them to the college. This becomes the resource pool

for subsequent years. Faculty members also provide study material in the form of hard copies,

especially for topics which are newly introduced in the curriculum. We have prepared a

handbook which is a ready reckoner for STs for PT and Internship.

Instructional Material developed by the staff:

Reading materials, handouts and notes based on the theoretical courses.

Handouts for using different teaching techniques like cooperative learning,

constructivist approach, team teaching, etc.

Handbook for practice teaching, lesson observation diary, lesson notes journal,

reflection journal, internship journal, student daily diary.

Reference materials for transacting the theoretical concepts of B.Ed.

curriculum,

Constructivist lesson plans by the faculty and STs

Teaching aids like charts, models, maps, pictures, power point presentations,

etc.

Unit plan and Unit test materials.

Compilation of learning resource on “Teaching of pedagogies”

Compilation of critical reflections on educational profile of students.

Posters related to various activities of B.Ed syllabus.

Research

Action research, DSM projects.

M.Ed., Ph.D. theses, Major and Minor research project reports.

Conference Proceedings of 2012-13, 2013-14, 2015-16

ICT based web learning portal

Faculty members prepared web learning portal for help of B.Ed. STs.

Open Educational Resources of N-list, INFLIBNET of UGC.

Webliography


2. Give details on facilities available with the institution for developing

instructional materials?

\Institute is having method-wise teaching aids such as charts, rolling boards, geometrical box,

science apparatus, geography maps, computer room with internet facility, etc. of methods.

Budgetary provision is made each year for purchase of teaching aids. Library budget has

provision for purchase of new books, for enhancing reference facilities. College has language

laboratory, which is meant especially for STs to improve their language skills. We have

computer lab with internet facility, which is helpful in preparing study material. In

collaboration with Nehru Science Centre, a Teacher-training programme is conducted for

preparing teaching –aids in science. Geography method STs are trained in map-making skills.

I. Workshop and training programs

A. For students: The institute organises workshop facilities in the institution to develop

instructional materials. Special training programmes are conducted for enhancing the skills of

using technology of instructional resources.

B. For faculty:

Opportunities are given to the faculty members in generating instructional materials and

enhancing their research skills.

Training program was arranged with the help of a web learning portal expert

for the faculty members to enhance their abilities of using online and offline

resources for developing effective instructional resources.

Peer enriching programme for enhancing the research skills, a workshop was

organised.

II. Infrastructure facilities

Computer lab and Language laboratory with internet and Wi-Fi facilities are

available during college working hours.

Library resources, e- resources are available to the STs and faculty members.

Photocopy facility is available to the STs and faculty members.

Science, Mathematics, Geography TAs, Experimental Psychology material,

sports facilities are available for providing teaching-learning resources.

3. Did the institution develop any ICT/technology related instructional

materials during the last five years? Give details.

As mentioned earlier, we have developed e-portal, which contains study material. Computer

assisted lessons, presented by STs are maintained in the form of CDs.

Some of the initiatives of the institution to develop ICT based instructional materials are:


a) developing web learning portal for providing learning recourses to student teachers.

b) developing power point presentations for various courses of B.Ed. by TEs

c) installing Learning Management System of pure study in the academic year 2015-16

d) Open Educational Resources (OER) of e-books and e-journals on N-list-INFLIBNET

is available in library for faculty and STs.

e) Students are instructed through different social medias like email, facebook,

WhatsApp groups. We have a WhatsApp group of Student Council members, practice

teaching school and faculty where we post academically relevant information

whenever required.

f) Each ST along with the method master prepares CAI lessons in the respective method

of teaching.

4. Give details on various training programs and/or workshops on material

development (both instructional and other materials)

a) Organized by the institution

b) Attended by the staff

c) Training provided to the staff

a. Organized by the Institution

ICSSR (WRC) sponsored „National Workshop on Research Methodology in Social

Sciences‟ organised by institution during April 22 - 26, 2013.

Peer Enrichment Programme Series on „Practical Approaches to Tool –

Preparation‟ organised by institution held on May 12, 2012.

Peer Enrichment Programme Series on „Data Analysis‟ 26th

July 2015.

Peer Enrichment Programme Series, workshop for Teacher Educators on Blue-

print and Unit-test preparation

Cartography W/S for school students on 29th

September 2015 (for New Sion

Municipal Secondary School, Sion)

Teacher Training Programme for Science and Geography Method STs at Nehru

Science Centre of one week duration in 2014.

EPC II W/S (15th

Feb‟ 2016 to 17th

Feb‟ 2016).

EPC III „Online course of ICT by UNESCO‟ completed by STs in third semester

EPC IV W/S Self-defense and Yoga workshop from 2nd

Jan‟2017 to 7th

Jan‟2017.

W/Ss organised by the college on Research Methodology were attended by all the

faculty members.

b. Attended by the staff and training provided to the faculty:

Mrs. N. P. Kamat

1. ICSSR/WRC, sponsored „Research Methodology in Social Sciences‟, dated

December, 5-9, 2011

2. ICSSR (WRC) sponsored „National Workshop on Research Methodology in

Social Sciences‟ organised by Gokhale Education Society‟s College of Education

and Research, Parel, Mumbai - 12 held during April 22 - 26, 2013.


Dr. Chetan Chavan

1. „Training of Trainers in Parenting Adolescents‟organized by Rajiv Gandhi

National Institute of Youth Development (RGNIYD) at Brahmakumaris, Abu

Road, Rajasthan from 13th

-16th

June 2011.

2. ICSSR (WRC) sponsored „National Workshop on Research Methodology in

Social Sciences‟ organized by Gokhale Education Society‟s College of Education

and Research, Parel, Mumbai - 12 held during April 22 - 26, 2013.

Dr. Shilpa Waghchoure

1) E-Content Development and Setup and usage of Virtual Classroom conducted

by UGC Academic Staff College, University of Mumbai, from March 14-17,

2012.

2) Research Methodology in Social Sciences conducted by WRC – ICSSR

Mumbai during November 18-22, 2013.

3) Library Automation conducted by UGC ASC Goa University, Goa during 15-

9-2014 to 20-9-2016.

4) Cultural Exchange Programme:Visited Thailand under ICSSR – NRCT

Bilateral Program - 2014-15. The research topic entitled Use of Electronic

Resources by Social Scientists in Thailand and India: A Comparative Study

during March 9- 20, 2015.

5) SAARC Workshop: Nominated from India to participate in the Workshop on

„Creation of Digital Repository‟ in collaboration of SAARC Documentation

Centre, New Delhi and National Library of Maldives at Male, Maldives held

at Villa College, Male during August 9 – 13, 2015.

Short term courses attended by faculty:

Sr.

No.

Name of the

Faculty

Organising

Authority

Theme Duration

1. Dr. C.U. Chavan Human Resource Development

Centre, Kumaun University,

Nainital (Uttarakhand) (UGC –

Sponsored)

„Yoga and

Inclusive Health‟

October 4

to10, 2016

2. Prof. P. S. Kale Academic Staff College‟

Rani Dugavati University,

Jabalpur

„Writing

Research papers/

scholarly articles‟

July 21

to26, 2014

3. Prof. S. D. Patkar Academic Staff College‟


Jabalpur

„Writing

Research papers/


July 21

to26, 2014

4. Prof. V. N. Gavit Academic Staff College‟


Jabalpur

„Writing

Research papers/


July 21

to26, 2014

5. Dr. Shilpa

Waghchoure

Academic Staff College‟

Goa University, Goa.

Library

Automation

September

15-17,

2014


5. List the journals in which the faculty members have published papers in the

last five years.

“Crossroads” January to March 2012 .pp49-51 ISSN: 0976-4720

“Electronic International Interdisciplinary Research Journal” Vol. 1 Issue 2

March April 2012,. 123-126 ISSN -2277 – 8721 Source-www.aarhat.com

„THECOMPASS‟ Vol 5 No.1/March 2012 published by Bahai academy

panchagani.pp23-25 ISSN-0973-9483

“Navyayugacha Nava Mantra SwayamAnudeshanTantera” April2012 Ank 4

pp34-36 ISSN2231-6493

„SanshodhanKranti‟ International Multidisciplinary Research Journal Double

Peer Reviewed Monthly Published pp51-53 ISSN-2321-038

Printing Area International Multilingual Research Journal Issu -13 Vol -01,

Jan 2016 pp 83-87

“SHIKSHAK MITRA” JULY-AUGUST 2014 ISSN: 2230-8989

“Vidyavarta”, March 2016, ISSN: 2319 9318

“Sanshodhan Chetana” March 2016, ISSN: 2319-5525.

Contemporary Discourse,ISSN: 0976-3686.

Education TodayISSN: 2229-5755.

Indian Streams Research Journal. February, 2012. ISSN: 2230-7850.

Education Plus. ISSN: 2277-2405.

Beacon of Teacher Education,ISSN: 2319-9962.

Education And WelfareISSN: 2320-1762.

Journal on Divergent ThinkingISSN: 2319-9431.

Scholarly Research Journal for Interdisciplinary Studies ISSN: 2278-8808.

“Aarhat Multidisciplinary International Education Research Journal”ISSN:

2278-5655.

“Electronic International Interdisciplinary Research Journal” (EIIRJ) ISSN:

2277-8721.

“Sanshodhan Chetana”ISSN: 2319-5525.

Inter Disciplinary Research Journal, ISSN: 2277-7911.

Indian Journal of Interdisciplinary Research ISSN: 0976-4372.

EduCare: An International Journal of Education and Humanities ISSN: 2319-

5282.

Education and Welfare: An International Journal of Education and

Humanities. ISSN: 2320-1762.

Sanshoshan-Ganga ISSN – 2348-036X

An International Journal of Education and Humanities. ISSN: 2278-232X.

Journal of Library and Information Services ISSN 2347-8993

6. Give details of the awards, honors and patents received by the faculty members

in last five years.

Best Teacher Award was given to Prin. Dr.Indira Shukla by Gokhale Education

Society

Dr. Usha Rao, our ex-Principal was honoured by Cambridge University by Doctor

of Letters


One of our faculty members Mrs. Neela Kamat and librarian Dr. (Mrs.) Shilpa

Waghchoure were felicitated and presented with citations for their good work and

contribution to the college.

7. Give details of the Minor / Major research projects completed by staff

members of the institution in last five years.

3.3 Consultancy

1. Did the institution provide consultancy services in last five years? If yes, give

details.

Consultancy provided is at the level of individual faculty, where faculty is either contacted

directly or through the Principal of our college by a school, other B.Ed. college or some

organisation like Nehru Science Centre, for delivering a lecture, for conducting a workshop

or as a judge for some competition. Faculty then seeks the permission from the Principal for

the same and conducts the activity.

Details of which are given below:

Prof. Prashant Kale

1) Chaired one Paper Reading session of UGC SPONSORED National seminar on “Up

gradation of Teacher Education in India” held in Azad college of education Satara.

28 Feb 2015.

2) Worked as Resource person & Conducted ICT skill Workshop in Gurukrupa College

of Education Kalyan west .28/04/2015

3) Examiner School level science Exhibition in R.M. Bhatt High School Parel.

1/12/2015

Sr.

No.

Name of the

Faculty

Designation Agency Major/

Minor

Status Year Amount

1 Dr. Indira Shukla Principal UGC Major Completed 2012-13 237000/

-

ICSSR Major Ongoing 2014-15 100000/

-

2 Shri. Prashant Kale

Associate

Professor

UGC Minor Completed 2010-11 65000/-

3 Dr. Chetan Chavan Assistant

Professor

University

of Mumbai

Minor Completed 2013-14 22000/-

4 Dr. Shilpa

Waghchoure

Librarian UGC Minor Completed 2010-11 75000/-

University

of Mumbai


ICSSR Bilateral Completed 2014-15 30000/-

University

of Mumbai



Mrs. Neela Kamat

S.No Organiser Theme Duration

1. IDOL, University of

Mumbai

Translator, MA (Edn), Paper X,

Module III, Ch. 7, 7.A, 8

January,17th,

2012.

2. IDOL, University of

Mumbai

Syllabus Revision Committee Member

MA (Edn)

February, 7,

2012

3. NIOS Course writer, “Course 510: Learning

Science at Upper Primary Level for

D.El.Ed. in ODL Mode

October, 2012

4. Government of India, Staff

Selection Commission

(WR)

Developed a Question Bank on

“General Intelligence and Reasoning”

April, 2013

5. St. Teresa‟s Institute of

Education, Mumbai

Chaired a paper reading session in the

UGC sponsored National level seminar

on “TQM to TQE”

August, 31,

2013

6. IDOL, Univ. Of Mumbai PCP for M.A. (Edn) Part I for

Advanced Philosophy and Sociology of

Education

January, 11,

2014

7.

Parle Tilak Vidyalaya,

English Medium School,

Vile Parle (E)

Judge, K/P East Ward level Science

Exhibition

December,8,

2015.

8.

Maharshi Dayanand

College of Arts, Science &

Commerce

Judge, Intercollegiate Extempore

Speech Competition

December,14,

2015

9.

Staff Selection

Commission (WR)

Development of Question Bank on

„General Awareness‟

April 2016

Asst. Prof. S.D.Patkar

1) Worked as one of the members of Digital Examination Paper Delivery (DEPD)

University of Mumbai 2011-12

2) Writing Study materials for ( Shikshanache pragat tatvagyan ani samajshatra) M.A.

Paper I University of Mumbai

3) Translator, MA (Edn), Paper 1 E-2A Ch.1 May 2011. IDOL, University of Mumbai

4) On Advisory Board in National Level conference on “Challenges before TE”,

Bharatiya Teachers Training College, Alwar(Rajasthan) 30th

March & 1st April 2013

5) Conducted Cartographic workshop for 8th

and 9th

Std. High School Students of Sion -

Municipal School, Sion. On 29th

Sept 2015 at G.E.S‟s College of Education and

Research, Parel, Mumbai-12

Asst. Prof. Dr. Chavan

Invited for Lectures -

1) 28/11/2013 - MCT‟s College of Education & Research, Airoli. Subject: Psychology

of Learner

2) 5/04/2014 - MCT‟s College of Education & Research, Airoli. Subject: Action

Research


3) 30/03/2015 - MCT‟s College of Education & Research, Airoli. Subject: Psychology

of Learning

Chairmanships at national/international conference/ seminars -

1) Chaired the session of State Level Conference on theme “Importance of Grading

Evaluation System” organized by University of Pune, & Sou. Nirmalatai Thopate

College of Education, Bhor, Maharashtra held on 11th

February, 2012.

2) Chaired the session of International Conference on theme “Effect of Digital

Technology in Globalization of Education” organised by, Terasa College of

Education, Illupur, Pudukkottai Dt. Tamil Nadu held on 22nd

& 23rd

January, 2015.

Pg.10-12.

3) Chaired the session of International Conference on theme “Innovations and Initiative

in Teacher Education” organised by, Kongunadu College of Education, Thottiyam,

Trichy Dt. Tamil Nadu held on 24th

& 25th

January, 2015.

Dr. Shilpa Waghchoure

1) Chaired as Rapporteur in a Technical Session “Digital Reference Services” of UGC

sponsored National Seminar on Innovative Challenges in Information Services:

Changing Paradigm for Sustenance of Library and Information Centers in Digital Era

organized by Department of Library and Information Science, University of Jammu,

Jammu on March 1-2, 2012.

2) Chairperson in a Technical Session „Social Media and Cloud Computing‟ at

International Research Conference on „Library: A Temple of Learning and

Knowledge House‟ organized by Guru Nanak Institute of Management Studies,

Wadala, Mumbai on February 6, 2016.

3) Chaired as Rapporteur in a Technical Session “Digital Library” at International

Symposium of Knowledge and Communication organized by NMIMS, Shirpur, India

and KKU, Kaon Kaen, Thailand during June 10-11, 2016.

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

consultancy? If yes, list the areas of competency of staff members and the

steps initiated by the institution to publicise the available expertise.

Sr. No. Faculty Competencies

1. Prin. Dr Indira Shukla Educational Psychology, Counseling & Research

2. Dr. N. P. Patil Yoga

3. Prof. P. S. Kale ICT skills

4. Prof. N. P. Kamat Developing Question Bank for competitive Exams,

English to Marathi Translation, organising and

conducting quiz

5. Prof. S. D. Patkar Cartography, Yoga

6. Prof. V. N. Gavit Psychology Experiments

7. Dr. C. U. Chavan Research

8. Prof. S. B. Bodke Event Management

9. Dr. S. S. Waghchoure

(Librarian)

Website designing, CV writing


The competencies of the faculty members are evident on our website. It is usually

through personal networking that publicity of the faculty expertise takes place.

3. How much revenue has been generated through consultancy in the last five

years? How is the revenue generated, shared among the concerned staff

member and the institution?

The consultancy provided is at the level of individual faculty, which does not

involve any major revenue generation. This is mainly done to help the peers from

other educational institutions as a part of social responsibility and not for revenue

generation.

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

As mentioned earlier, there is no revenue generation in the consultancy activity. In

case any activity is conducted in the college, for which fees are charged, then the

entire money is utilised for the conduction of the activity, in the form of providing

study material, to the resource person and for hospitality.

1.4 Extension Activities :

1. How has the local community benefited from the institution? (Contribution of

the institution through various extension activities, outreach programmes,

partnering with NGO‟s and GO‟s)

Outreach Programmes: College organises a to visit old age home at Khadavali. In

2015 the college organised a one day outreach camp at karjat.

Seminars/Orientation Programmes: The college holds seminars / workshops for

teachers from schools and colleges. Participating delegates are given the

opportunity to present papers and deliberate on issues of educational and social

concern. The college was also a nodal centre for syllabus review meetings and

syllabus orientation programmes during the recent revision of the B.Ed. syllabus in

2014-15.

Extension Activities: The Extension Activities undertaken by the college students

in association with the Department of Lifelong Learning and Extension, University

of Mumbai, help in networking of colleges, exchange of ideas and resources and

instilling within the youth a sense of service to the nation and an awareness of the

challenges that face the country.

Street Plays: Students enact street plays depicting themes of environmental

obligations and issues of social relevance each year to bring about community

awareness regarding the importance of responsible citizenship.


On 8th

March 2016, college presented a street play on various gender issues for

„Women Development Cell, Government of Maharashtra‟ in their premises for

gender sensatisation to celebrate „Women‟s Day‟.

2. How has the institution benefited from the community? (Community

participation in institutional development, institution-community networking,

institution-school networking, etc.)

I .Community Participation in Institutional Development:

Resource personnel: The National Seminars hosted by the college are forums

wherein distinguished resource persons having varied areas of specialization and

associated with different organisations are invited by the college to conduct

sessions on themes relating to the professional growth of faculty and STs in a bid

to enrich the B.Ed. programme.

Enriching excursions: As part of the contextualised curriculum, the STs attend

various educational visits. The institutions and organisations they visit are part of

the community. The experiences that the STs come back with work to enrich the

educational experience provided to them.

Faculty development programmes: The staff regularly attends the UGC

sponsored „Orientation Programme, Refresher Courses and short term course‟.

The skills and knowledge they acquire through participation in these courses

enhance their efficacy and help in institutional development.

Our college is located in the area, where there are number of schools and colleges.

All these schools co-operate in practice-lessons. In addition, school teachers and

school headmasters are invited to our college as resource persons for conducting

workshops and for delivering lectures. They are also invited for judging various

competitions. Similarly, faculty from the college, are invited by these schools and

colleges as resource persons and judges.

Nehru Science Centre invites STs and faculty members for special events

organised by them. Faculty members are also invited to judge the teaching aids

competition.

We have KEM hospital in our neighborhood. In addition to attending to medical

emergencies in college, if any, faculty members of KEM also act as our resource

persons. We have carried out some projects with them in collaboration.

Cancer Research Centre, is in our vicinity. Informative lectures are conducted for

our STs by them.

Sarvodaya Manch arranges competitions based on Gandhian philosophy.


II. Institution-Community Networking:

Annual National seminars: The seminars hosted by the college draw participants

from various colleges and schools within the country. The staff also participates in

seminars organised by other colleges. Seminars provide a healthy interface

between academicians hailing from different universities as well as teachers and

principals from schools, professionals from research organisations like Nehru

Science Center.

Extension Education programme: The college is closely associated with the

DLLE at Mumbai University. Students attend the UDAAN Festival each year.

University examinations: The College is an examination centre for the B.Ed.

exams held by the University of Mumbai. Staff members assess and papers and

also set University papers as part of the Centralised Assessment Programme.

Library networking: Library net-workingis donewith sister institutions as well

with other educational institutions. We also extend our library services to outside

research scholars, past students and school teachers with nominal fees on daily

basis.

Alumni placement: Alumni are actively devoted to the cause of education in

renowned institutions across the city as well as abroad. Many are currently

holding highly reputed posts of principals, managers, school-coordinators and

Board moderators.

Apprenticeships: The institution also provides internship facilities for post-

graduate students of University of Mumbai wherein the interns take part in various

activities such as assisting with theory lectures, supervision of practice-teaching

lessons and up-gradation of the library resources under the guidance of the

faculty.

III. Institution-School Networking:

The Institution has the support of various schools in the city for practice-teaching

and internship.

The Annual Campus Interviews are held by schools to the institution for

recruitment of our students.

Valuable feedback is provided by the principals of practice-teaching schools on

the performance of the students and suggestions are given on the areas of

improvement.

Alumni are placed at several schools and offer their services to the institution for

supervision of practice-teaching lessons, conducting sessions for the present


trainees, giving demonstration macro and simulated lessons as well as for judging

different competitions.

The staff is invited to judge the Inter-School Science Exhibitions organised at the

ward level by the local authorities.

R.M. Bhatt high school, our sister institution involves our students in their

activities. Sometimes they are given opportunity to judge school students‟

projects, competitions, etc., which gives exposure to them to school functioning.

Similarly, R.M. Bhatt school teachers are provided with guidance for their project,

development of Teaching Aids and competitions.

3. What are the future plans and major activities the institution would like to

take up for providing community orientation to students?

Presently,

College organises various activities for this purpose. These involve visits, street

plays, skits and poster presentations etc, as mentioned earlier.

Trail Blazer activity is meant for sensatisation towards environmental issues.

Extension activity of the University of Mumbai is meant for sensatisation towards

social issues of women and children.

Gandhian thoughts and celebrations of birth and death anniversaries of leaders, visits

to Mani Bhava, Sarvodaya Mandal are for developing national feelings and patriotic

values.

Visits to places like museum, Elephanta caves, Forts of Murud Janjira, Korlai etc are

organised to develop appreciation our culture and heritage.

Visit to „Matoshree Vrudhhashram ‟ helps STs in realizing the social reality. We

would like to continue with the same practices.

Visits to Nehru Planetarium, Nehru Science Centre, Maharashtra Nature Park, Homi

Bhabha Centre for Science Education, Bombay Natural History Society are meant

for developing scientific value and environmental consciousness.

Virtual learning centre visit helps in developing technological awareness and

different modes of teaching-learning.

STs are trained at Nehru Science Centre in TA preparation.

In future,

We would like to develop ties with the organisations working at the grass-root

levels. We would like to collaborate with ashram shalas and rural schools. We would

also try and develop ties with schools affiliated to different boards to give exposure

to our STs about global trends.


We also want to give focused research orientation to our STs by encouraging them

for paper writing and presentation and active participation in inter-collegiate

seminars and conferences.

4. Is there any project completed by the institution relating to the community

development in the last five years? If yes, give details.

As mentioned earlier, we participate in various projects having community orientation,

conducted by KEM Hospital. We have participated in following projects, conducted by the

doctors of KEM Hospital:

1) „Attitude towards Self Medication for over the Counter Medicines‟ was done in

collaboration with KEM hospital.

2) „Lead Content in Water and Food Items‟ (Dr. Yashashree Shetty)

3) „Mental Health‟ (Dr. Shubhangi Parker)

5. How does the institution develop social and citizenship values and skills among

its students?

College organises various activities for this purpose. These involve visits, street plays, skits

and poster presentations etc, as mentioned earlier. Trail Blazer activity is meant for

sensatisation towards environmental issues. Extension activity of the University of Mumbai is

meant for sensatisation towards social issues of women and children. Gandhian thoughts and

celebrations of birth and death anniversaries of great personalities are for developing national

feelings and patriotic values. Visits to places like museum, Elephanta caves, Forts of Murud

Janjira, Korlai etc are organised to develop appreciation our culture and heritage.

We encourage our STs to participate in various inter-collegiate competitions to have better

interactions with the peers of other colleges. This is also done by organising seminars,

conferences, various competitions which gives exposure to our STs for organising skills and

communication skills.

Visit to the G.E. Society‟s Karjat Centre, (near Mumbai) gives them a chance to move around

in nearby padas (Hamlets) and interact with marginalized groups.

We have organised free health check up in collaboration with Health Spring to spread

awareness regarding health issues. The programme was open to our STs, their parents and

employees of sister institutions.

As mentioned earlier, we would like to develop ties with the organisations working at the

grass-root levels. We would like to collaborate with ashram-shalas and rural schools. We

would also try and develop ties with schools affiliated to different boards to give exposure to

our STs. We also want to give focused research orientation to our STs by encouraging them

for paper writing and presentation and active participation in inter-collegiate seminars and

conferences.


3.5 Collaborations.

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.

Yes, we do have linkages with organisations like Nehru Science Cenre, KEM hospital,

Homi Bhabha Centre for Science Education, Bombay Natural History Society, Sarvodaya

Mandal, Trail Blazer, etc. Though there are no formal MOUs signed, there is mutual

understanding and co-operation between us and these organisations. These are of immense

importance to us. e.g. KEM hospital is not only helpful in handling any medical emergencies

in the college, but medical experts from there are our resource persons. They also involve our

STs in the research projects, which gives wider perspective to our STs. Nehru Science Centre

always involves our faculty and STs in their activities, which helps our STs in upgrading

themselves. They also organise a week-long Teacher-training programme for our science

method STs. Through this STs get training in preparation of TAs. Sarvodaya Manch

organises talks and competition based on Gandhiji‟s ideology. This helps students in getting

good exposure of national freedom struggle and in understanding Gandhian Philosophy.

2. Name the international organizations, with which the institution has

established any linkage in the last five years. Detail the benefits resulted out

of such linkages.

We have not yet established any international linkages.

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

Curriculum Development

Teaching

Training

Practice Teaching

Research

Consultancy

Extension

Publication

Student Placement

College has linkages at with PT schools and other organisations mentioned in 3.5.1

Interaction with PT schools and organisations like Nehru Science Centre and

Homi Bhabha Centre for Science Education help in getting inputs for

Curriculum Development, Teaching, Training

We provide Extension activities and consultancy to PT schools as well as

other educational institutions.

PT schools also help us in placement of our STs as well as in research

activities, by co-operating in data collection activity.

Our faculty members publish research articles through seminar and conference

presentations.


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

school-community networking)?

Linkages of the institution with the school sector are as follows:

Practice Teaching and Internship activities for B.Ed : Our STs participate and

contribute towards all pedagogical exercises as well as nonacademic activities in

schools through PT lessons and internship activity.

School -Faculty development programs: Our faculty and STs conduct

activities like, Cartography workshop, Orientation for School Headmasters and

supervisors, environmental sensatisation activities.

Other ways of involvement with schools.

The faculty members of the institute are invited as judges for school based

exhibitions and co curricular activities; Faculty development programs for school

teachers; Resource sharing in from of lesson plans, Teaching Aids, instructional

modules generated at the college.

We conduct „Diploma in School Management‟ programme of YCMOU. The

participants of this programme are head masters, supervisors and senior teachers

from different schools. They conduct action research projects based on the

difficulties face by them in their schools. Our faculty members guide them in

conducting it and hence finding the solutions to their problems.

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.

Our faculty and STs are fully involved in PT school activities.

The practice teaching time table is prepared in accordance with the school time table in a

collaborative manner with PT school.

Design

STs contact the school teachers of respective subjects and decide about the units to

be taught

STs check for specific requirements of teachers regarding the units to be taught

The faculty members keeping these inputs in mind guide the PT lessons

School teachers help students conduct remedial teaching wherever necessary

During internship certain activities of the college like exhibitions, cultural events,

co-curricular and literary activities are planned jointly.

Evaluate

Joint supervision of the practice teaching lessons by faculty members and school

teachers leading to joint feedback sessions;


Getting the feedback from the school personnel about the PT program and

incorporating the feedback in the re-planning of PT program for the next academic

year.

The faculty members discuss with school teachers regarding feasibility,

methodology of practice teaching and chalk out the practice teaching program as per

the differential requirements of all types of schools;

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

faculty?

For this the institute makes the following deliberate attempts

Collaboration with Schools

Involvement of school teachers in practice teaching as well as research projects;

Mentoring school teachers and motivating them to undertake researches;

Inviting school teachers to participate in institution‟s seminars, workshops,

competitions;

Faculty of the institute participates in school programs as resource persons.

Collaboration with other colleges

Sharing of academic expertise and educational resources with sister institutes;

Participating in their programs like seminars, workshops, trainings as well as

inviting their participation in institute programs;

Consultancy with colleges like KEM Hospital, PSM department of KEM

Collaboration with University faculty

Involvement in various activities like syllabus formation and revision, paper

assessment, paper setting, members of affiliation committees, members of university

examination squad;

Examiners/ moderators at the University level;

External Examiners for other university examinations etc;

Doing major and minor research projects funded by the university;

Attending seminars and workshops held in University;

Interacting with Mumbai university faculty for lectures, training programs and

presentations, seminars, workshops etc.


3.6 Best Practices in Research, Consultancy and Extension.

1. What are the major measures adopted by the institution to enhance the

Quality of Research, Consultancy and Extension activities during the last five

years?

For developing the research culture, major steps were taken:

a. Revival of Research Centre

b. Encouraging faculty to take doctoral studies

c. Conducting pre-Ph.D. programmes for Ph.D. scholars who have registered from

our research centre as well as from other research centres.

d. Minor and major research projects were carried out by the college.

Consultancy is not formal activity of the college. But IQAC of our college, under Peer

Enrichment Programme Series conducts lectures and workshops, depending on the

requests from peers of other B.Ed. colleges.

College has undertaken Extension Work Activity of Mumbai University. Under this,

a. poster presentations, Skits, street plays and food stalls are organised.

b. In addition to this, projects are conducted in collaboration with the PSM and

Mental Health Departments of KEM hospital. Under this our college participated

in „A Study of Attitude towards Self-medication of (OTM) Over the Counter-

Table Medicines‟.

c. Our faculty members are invited as judges in various schools and colleges. They

are also invited as resource persons.

2. What are significant innovations / good practices in Research, Consultancy and

Extension activities of the institution?

The college has revived our „Research Centre‟.

Under this pre- Ph. D. course is conducted for the Ph. D. scholars enrolled

through our centre.

Ph. D. scholars enrolled through other research cells are also allowed to

complete pre- Ph. D. course through our research cell.

An inter-collegiate „Research Quiz‟ was conducted for encouraging research

culture in the year 2015-2016, where B.Ed., M.Ed., M. Phil. students and

Ph.D. scholars participated.

Pre- Ph.D. presentations of Ph.D. scholars is organised by research centre.


Criterion IV: Infrastructure and Learning Resources

4.1 Physical Facilities.

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.

Institution has adequate physical infrastructure to house Junior and Senior B.Ed. STs,

having total capacity of 100 STs.

We have,

1. Principal‟s cabin and adjoining administrative office

2. One auditorium (Capacity of 200)

3. Two class rooms (Capacity of 50 each)

4. Library and reading room (Capacity of 50 in reading room)

5. Computer room (Capacity of 12)

6. Language laboratory room (Capacity of 20)

7. Teaching Aid room

8. Boys‟ rest room

9. Girls‟ rest room

10. Boys and girls separate toilets (2+3)

11. Store room (1)

12. IQAC room

13. Faculty room

14. Canteen

15. Gymnasium

16. Play ground

Our sister institutions are also housed in the same premises and infrastructural facilities are

shared by all, hence making optimum utilisation of the available physical infrastructural

facilities.

2. How does the institution plan to meet the need for augmenting the

infrastructure to keep pace with the academic growth?

Our premises house our sister educational institutes right from pre-primary level to higher

secondary level. B.Ed. College and night degree-college are also run in the same premises.

Since the premises are shared, there is maximum utilisation of space in the entire day.

For meeting the needs of additional space other than the specific allotted space, there is

mutual understanding and co-operation between the sister institutions and hence,

infrastructural needs are easily met with.


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

extra curricular activities including games and sports.

Under co-curricular and extra-curricular activities, we plan variety of activities.

We organise indoor sports as well as outdoor sports. Indoor sports are conducted

within college premises. For outdoor sports we make use of adjacent „Kamgaar

Maidan‟ after taking permission from municipal authorities.

For conducting cultural activities we make use of our own auditorium or hall.

Activities like tree-plantation are conducted on open terrace.

Street play is conducted in the open space on ground floor.

In-house gymnasium is available for male- STs.

4. Give details on the physical infrastructure shared with other programmes of

the institution or other institutions of the parent society or university.

Our college mainly runs B.Ed. programme. In addition to this, we have „Research Centre‟,

affiliated to University of Mumbai, running Ph.D. programme and DSM (Diploma in School

Management) of Yeshwantrao Chavan Maharashtra Open University (YCMOU). College

premises, especially library, reading room and seminar room are shared for these two

programmes.

Other infrastructural facilities like auditorium, gymnasium, canteen are jointly shared by all

sister institutions, especially R.M. Bhatt High School and T.K.Tope Night College.

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.)

As mentioned earlier, there is enough space to take care of curricular, co-curricular activities

and personal needs of faculty, administrative staff and support staff. There are separate rest

rooms and toilet blocks for boys and girls. Toilet block is available for administrative staff

and support staff adjacent to the office. Separate toilet block is available attached to the

faculty room. We have canteen facility within the campus, which is utilised by all sister

institutions. We also have many eatery outlets in the vicinity where homemade food is

available with one phone call.

We maintain first-aid facility with college office. But for any major emergency, we take help

of KEM hospital which is very close to college premises.

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.

Being situated in the heart of metropolitan city, it is not possible to have hostel facility for the

college. But sharing rooms are available in the vicinity of the college. A group of four to five

girls or boys rent out these rooms as per their needs.

Our college location is such that it is approachable from western, central and harbor railway

lines. It is also accessible and well connected by various bus routes. Sharing taxies are

available for railway stations. Hence most of the STs do not need hostel facility. Outstation


students usually prefer to stay with their relatives, who are staying in or near Mumbai.

College timings are convenient for those staying at a distance from college.

In recent years, in centralised admission process, many of the candidates opting for our

college are from vicinity of the college, hence, do not face the problem of accommodation.

College gives recommendation letters to candidates who wish to get accommodation in

„Government Backward Class Hostel‟.

4.2 Maintenance of Infrastructure

1. What is the budget allocation and utilization in the last five years for the

maintenance of the following? Give justification for the allocation and

unspent balance if any.

Building

Laboratories

Furniture

Equipments

Computers

Transport/Vehicle

Budget Utilization

Item 2011-12 2012-13 2013-14 2014-15 2015-16

Building 85,170/-

85,170/-

1,21,862/- 94,343/- 94,343/-

Laboratories

26,873/-

--- --- 312/- ---

Furniture

39,105/-

35,255/- 1,54,033/- 1,02,742/- 5,332/-

Equipment

--- 13,890/- 27,900/- --- ---

Computers

11,8,230/-

30,282/- 1,24,776/- --- 2,37,261/-

Transport/Vehicles

15,308/-

7,534/- 17,153/- 22,816/- 15,209/-

This is done as per the admissible grants and the funds available.


2. How does the institution plan and ensure that the available infrastructure is

optimally utilized?

We are making optimum use of infrastructure of our building which is almost 100 years old

and houses Pre-primary, Primary, Secondary, Higher secondary and T. K. Tope Arts and

Commerce Night College along with us. We share an Auditorium, Canteen, Gymnasium and

Computer lab.

Our academic time table and weekly time table ensures smooth functioning of activities of

various sister institutions, as there is communication in advance, regarding activities planned

and use of shared space. There is a separate time table by each institution which takes care of

exclusive requirement of the programme.

Normally the Day college and Night college have no overlap of time table except university

examinations, which gets priority.

Our college operates on three floors, namely, second floor, third floor and fourth floor.

Principal‟s office and administrative office: This is situated on the second floor. All the

administrative processes are carried out here. Faculty meetings and other official meetings

and interactions also take place in Principal‟s office. This space is exclusively used by B.Ed.

college.

Library and Reading Room: This is also situated on second floor. This is used by faculty as

well as STs. Ph.D. scholars; DSM students also use this room for reading purpose.

Conference Room : This room situated on second floor is used for discussions, guest lectures,

conferences and presentations by Ph.D. scholars. This room is also used for admission

process purposes.

Teaching Aids Room: Teaching Aids are mainly stored in this room. STs make use of this for

their PT lessons.

Main Lecture Hall : This is a multi-purpose hall, situated on the third floor. This is used for

morning assembly, seminars, conferences, guest lectures, curricular and co-curricular

activities, conducting examinations and also special method class.

Two Lecture Rooms (on fourth floor): These are used for conducting lectures of core papers

as well as special field and special method classes.

Computer Room: This is used by faculty members as well as STs for preparing lectures,

presentations, Lesson-planning and for internet use for referencing.

Language Laboratory : This is situated on the fourth floor, next to computer lab.

Faculty Room : This is spacious and airy room with attached toilet block and open terrace.

Faculty members do their academic as well as well administrative work here. This room is

also used for faculty meetings as well as for eating purposes. Open space is made use of for

the purpose of tree-plantation.


Corridors (on all the floors) : These are used for displaying notice boards. They are also used

for conducting some small group activities.

Separate toilet blocks for male and female STs : These are situated on the fourth floor.

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

the infrastructure?

The college is situated in the heart of the Mumbai city and because of this location, the

environmental issues such as having green cover around the area is ensured by

Taking green initiative by using the college terrace for tree plantation and terrace

garden maintained by the students every year.

Our STs every year attend Trail Blazer workshop. This is meant for sensitising them

to environmental issues.

Conservation of natural resources by using e-portal: The college has a healthy

tradition of last 5 years, the entire B.Ed. syllabus is presented on e-portal and students

are encouraged to use it instead of giving the hard copy of the lectures, also college

website, SMS and WhatsApp are used for communication to save the papers.

Waste disposal at every floor is ensured by dustbin and educating the students to use

them for throwing solid waste. The college has employedtwo sweepers for keeping

the campus clean, specially the toilets. Cleaning is carried out daily to ensure clean

premises.

The college ensures that the most important resource – water is best utilised. Every

year students are made to take up water audit, prepares a report on the same and also

ensure that there is no leaking water tap or water cooler.

4.3 Library as a Learning Resource

1. Does the institution have a qualified librarian and sufficient technical staff to

support the library (materials collection and media/computer services)?

The institute has a qualified librarian with M.Sc. M.L.I.Sc., NET. and Ph.D. in

Library and Information Science. She has presented and published many research

papers and articles in national and international conferences and journals. She is

also a recognized Research Supervisor for MPhil and PhD students from Tilak

Maharashtra University and JJTU.

Library services are computerized and made online.

The library attendant helps librarian in maintaining library resources and in its

smooth functioning.


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 details of library resources available to the staff and students are given below:

Details of Library Resources

Sr. No. Particulars Total Number

1 Total collection of books 11437

Regular 8008

UGC 2382

Book Bank 802

DSM 99

MAE 49

MRP 97

2 Title 7500

3 Reference Books 2000

4 Bound volumes of Journals 180

5 Research Tools 18

6 PhD Thesis / MPhil Dissertation 71

7 School Text books 250

8 National Journal 11

9 International Journal 1

10 E-Journals subscribed by N-List 3828

11 E-Books subscribed by N-List 80409

12 News papers 4

13 CDs/DVDs 139

Last five years Question papers

(Hardcopy and Softcopy uploaded on Library Website)

Paper Clippings

Webliography (Created as per the new syllabus and uploaded on

Library Website)

Bibliographical Compilation (The Content page of Journal subscribed

is scanned and uploaded on Library Website)

3. Does the institution have in place, a mechanism to systematically review the

various library resources for adequate access, relevance, etc. and to make

acquisition decisions. If yes, give details including the composition and

functioning of library committee.

The institute has in place the Library Advisory Committee. The structure of the

Committee is as follows:


The Library Advisory committee meets twice a year to systematically review

various library resources for adequate access and relevance to make acquisition

decisions.

4. Is your library computerized? If yes, give details.

Yes, the Library is computerized. The Institution is using the SOUL software for the

automation of library services. Various modules of Software such as Acquisition, Circulation,

Cataloguing and Administration are being used for the automation. The bar-coding of the

resources are also been executed with the help of software. Issue and return of books has

been started with the help of the SOUL Software.

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 institute‟s library has computer with internet facility. It enables the staff and the

students to browse e-journals and e-books and various other learning resources. At the free

time after or before class room teaching the STs access the net. The faculty members also

access the internet in the library as per their requirement. The reprographic facility is

provided to the STs and staff on demand.

6. Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give

details.

Yes, the institute uses the N-List Database from INFLIBNET, Ahmadabad. The Workshop

on the Access of e-recourses by N-List was organised for STs and staff of the institute. The

librarian creates the user id and password for STs, research scholars and faculty members to

access the N-List resources.

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.)

Chairman

(Principal of the College)

Library Advisory Committee

Secretary

(Librarian of the College)

Members (Senior Faculty Members of

the College)


All the working days mentioned in the college calendar are working days for the library. The

college library is open from 10.00 am to 5.00 pm on all working days. It works for extended

hours when needed.

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

The list of New Arrivals is displayed on the library notice board. The mail of New Arrivals is

also sent through mail to STs and faculty members.

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

facility utilized by the students?

As per the University of Mumbai guideline the facility of book bank is made available only

for the reserved category students. This facility is given on first come first served basis to the

STs. 30 STs belonging to the reserved category can easily be accommodated under this

facility. They are provided with this facility depending upon the availability of the books. 8

books are issued per ST. They return those books after the University Examinations.

10. What are the special facilities offered by the library to the visually and

physically challenged persons?

The library and reading room are situated on the 2nd floor. Lift is available for the

convenience of the physically challenged person. The institute has so far not faced admission

of visually challenged student teacher.

4.4 ICT as Learning Resource

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.

ICT facilities in the computer lab:

Desktop: There are 12 desktops in computer lab which are used by STs to access e-portal,

Pure Study, for filling up various forms such as enrolment, scholarship, examination.

Printer: Printer facility is provided in computer lab which can be used by STs with the

permission of computer in-charge.

Internet connections: All PCs are internet connected.

Laptop: Each faculty is provided with Wi-Fi enabled laptops.

Speaker: These are made use of for co-curricular activities.


Institution is also having language lab with following facilities:

Desktop: There are 20 desktops installed with Words Worth English Language Lab

software.

Internet connections: All PCs are internet connected.

Microphones: Each PC has microphone attached.

All PCs are having windows and Microsoft office software.

Both the laboratories are open during college hours and STs are making maximum

use of this facility.

Availability of Wi-Fi facility in college enables STs to connect their own laptops and

smart phones with college Wi-Fi facility.

2. Is there a provision in the curriculum for imparting computer skills to all

students? If yes give details on the major skills included.

In one year B.Ed. curriculum STs used to prepare two power point presentations. More focus

in the syllabus was given on presentation skills.

In two-year B.Ed. curriculum there is separate course (namely, EPC III – Critical

Understanding of ICT). In this course emphasis is given on internet skills, searching skills,

co-operative learning skills, social networking skills and practical aspect based on these

skills.

3. How and to what extent does the institution incorporate and make use of the new

technologies/ICT in curriculum transactional processes?

We are having three classrooms equipped with LCD projectors and two smart boards. There

are two LCD projectors which are movable. Faculty members make use of these as per the

need.

4. What are major areas and initiatives for which student teachers use /adopt

technology in practice teaching? (Developing lessons plans, classroom

transactions, evaluation, preparation of teaching aids)

Our STs use ICT for preparation of PPTs which they make use of in PT schools where the

facility is available, for practice teaching lessons. They make use of ICT in the form of net-

searching for gathering information. They also download relevant videos for PT purpose.

They are using ICT for preparing assignments, reports and other practical work and for

preparing teaching aids.


4.5 Other Facilities

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.

The instructional infrastructure includes smart-boards, green-boards, L.C.D. projectors,

black-boards, computers, digital camera, reading room, teaching-aids, film-strip projectors.

All these are used in the teaching-learning processes such as delivering lectures, for micro,

Integrated, simulated and bridge lessons. These are also used by the staff and students for

various seminars and workshops. Library, maps and teaching aids are used by students during

their practice-teaching lessons and to gain more information in the subject. Scientific

apparatus are used in various lessons and psychological apparatus are used for psychological

experiments. Guest lectures are recorded using the digital camera. Students make use of flash

cards and the film strip projector to deliver culture related lessons and for cultural

programmes. The institution shares its facilities with R. M. Bhatt High School. The School

staff and students avail of various facilities of the institution such as the computer laboratory,

library and reprographic facilities. Also various rooms of the institution are used by R. M.

Bhatt School for Annual day practices and for lectures.

Teachers and students of other institutions also avail of the library facilities and T.A.s. Our

institute optimally uses instructional infrastructure for running regular B.Ed. programme and

distance programmes, such as DSM, Ph.D. and shares it with T.K. Tope Night College.

Instructional infrastructure

smart-boards

green-boards

L.C.D

black-boards

computer lab

CC TVdigital camera

Reading Room

teaching-aids

maps

psychological apparatus


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 audio-visual facilities are available in the institution. All audio-visual facilities are used

by the students for assemblies, practice-teaching lessons and for various co-curricular and

extracurricular activities.

Mike/ Speaker- used by the students for assemblies, Cultural and co-curricular

Activity.

Laptop-used for practice teaching showing videos and pictures.

CD –rare and historical pictures are available. CDs are stored in the library

and are issued by the librarian.

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 a Computer laboratory, Language laboratory.

Computer Laboratory: It has 12 desktop computers, all are connected through

LAN. It has internet and Wi-Fi connection, print-scan-copier. The institution has

an AMC with M/s GLS Computers for their maintenance.

Language Laboratory: The language lab is available in the college. Students are

trained to acquire language skills. The maintenance contract of the lab is given to

Words Worth Language Institute and GLS Computers.

Pedagogy Rooms: Required T.As ofschool pedagogies offered by the college are

available and are issued by in-charge ST of each method.

4. Give details on the facilities like multipurpose hall, workshop, music and

sports, transports etc. available with the institution.

Multipurpose Hall is situated on the ground floor – equipped with audio system

having required facilities for conducting programmes of the institution.

A conference room is situated on the second floor which is made use of for

conducting workshop.

We have equipment for sports like cricket kit, chess, carom, table tennis, skipping,

badminton, volley ball, football, shot-put, throw-disc, dodge ball, rings.


For music equipments like harmonium, tabla, tambourine, mrudangamare

available. We have signed MOU with R.M. Bhatt High School and make use of

equipment as well as human resources available with them.

College makes arrangement for STs to avail the facilities of bus and train

concessions as well as native place visit concession during vacation period.

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 class rooms are equipped for the use of latest technologies like LCD

projectors, smart boards, audio video aids for teaching-learning processes.

4.6 Best Practices in Infrastructure and Learning Resources

1. How does the faculty seek to model and reflect on the best practice in the

diversity of instruction, including the use of technology?

The students admitted to the college are from Marathi and Hindi medium backgrounds along

with the English medium. Linguistic diversity needs to be catered to mainly, during

instructions.

Our STs are allowed to write examinations through Marathi as well as Hindi though our

college is English medium college. So in addition to English, study material is made available

in Marathi and Hindi languages. They are given inputs as well as important websites in the

language they are comfortable with.

ICT Skill Development Programme was conducted for enhancement of ICT skills which are

useful for STs. Online certificate course related to „ICT Awareness‟ was conducted for the

batch 2015-16 and all 50 STs got certificates.

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

quality enhancement.

1) Web Portal is implemented from 2015- 17 Batch. Link is provided on college

web site. Students are using this portal for their studies .notes

2) Online Issue of books in library is implemented.

3) Question papers for internal examinations like Class-tests and Essays are

submitted to Examination in-charge through email.

4) We are conducting university exam of Mumbai University. And delivery of

question paper is through Mumbai university portal.

5) Online admission for B.Ed. second year was done through pure study portal.

This portal maintains data base of STs.


3. What innovations/best practices in „Infrastructure and Learning

Resources‟ are in vogue or adopted/adapted by the institution?

Faculty members and STs integrate technology for teaching. Faculty members are

encouraged to use innovations like flipped classroom, and asynchronous methods

of teaching and learning.

Physical resources like Lecture Hall, Computer Laboratory and classrooms are

shared with T.K.Tope Night College.

We share class rooms with R. M. Bhatt High school especially for University

examinations.

Multipurpose auditorium is shared by all sister institutions.

We are optimizing the use of infrastructural resources through a spirit of sharing

and co-operation.

Laptops with wi-fi facility is available to all faculty members.

Training to use computers, internet is provided to all STs to create wider learning

opportunities.

We use CCTV for security and surveillance

Biometrics attendance is maintained for staff and STs


Criterion V: Student Support and Progression

5.1 Student Progression

1. How does the institution assess the students‟ preparedness for the

programme and ensure that they receive appropriate academic and

professional advice through the commencement of their professional

education programme (students pre-requisite knowledge and skill to

advance) to completion?

STs are guided and counseled right from admission stage.

They are guided for selection of proper method for which they are eligible, based

on their academic background. At this stage attention is given to the rules and

regulations of the admission procedures as well as departmental regulations for

job approval after taking up a job on completion of the programme.

We organise orientation programmes for theory courses, practicum, examination

patterns and other details related to the B.Ed. programme. One the first day of the

academic year, STs are made to introduce themselves, giving details of their

backgrounds and interests. This helps us in understanding their strengths and

weaknesses.

Then a „Talent Search‟ programme is organised where STs are given chance to

exhibit their talent and skills.

During orientation programmes, they are given detailed idea about requirement of

mastery over method content from school textbooks.

This helps them in preparing for the „content‟, which is helpful for their practice-

lessons. Their content-mastery is assessed through „content test‟.

They are also guided for „CV writing‟ and for presenting themselves for

„interview‟ through workshops.

2. How does the institution ensure that the campus environment promotes

motivation, satisfaction, development and performance improvement of the

students?

STs are exposed to a variety of curricular and co-curricular activities. STs are

given free hand to approach any faculty member, as well as Principal, any time

with their, academic, personal or professional difficulties.

For practice-lessons, ST‟s convenience is taken into consideration (his / her place

of residence, physical difficulty- if any, family responsibilities and school

timings) while allotting the practice-teaching school.

STs are encouraged to give suggestions while organising curricular and co-

curricular activities.

They are encouraged to participate in various activities. In fact, they are made to

take lead in planning and organising of the activities. This not only fosters

leadership qualities but also develops a sense of responsibility, co-operative

feeling and builds confidence. They learn not only to own responsibility but also

become vigilant towards their drawbacks. This helps them in continuous

improvement.


Lectures by eminent speakers, competitions and workshops help them in

widening their horizons, developing positive attitude towards the profession and

in developing healthy competitive spirit.

We have a „Grievance Cell‟, where students are encouraged to write about their

grievances and suggestions, so that prompt, necessary actions can be taken.

Tutorials are arranged for STs before their examinations, so that their difficulties

can be solved. Weaker STs are encouraged to ask difficulties and are given extra

inputs.

In case ST misses any internal examination for some genuine personal reason, we

organise re-examination for them.

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?

A summary of the overall dropout rate has been provided below in Table

Year-Wise Dropout Rate

Sr. No. Year No. of

Students

Male Female Dropout

Rate

1 2011-2012 01 - 01 1%

2 2012-2013 01 - 01 1%

3 2013-2014 01 - 01 1%

4 2014-2015 Nil - - -

5 2015-2016 Nil - - -

6 2016-2017 04 01 03 4%

The main reasons for drop out are medical, family responsibilities or securing more lucrative

jobs in private sector, bank or government organisation. Marriage has been another reason

identified for dropping out. The Institution motivates students not to leave the programme by

providing appropriate personal counselling. Concessions and adjustments are also offered

within permissible limits, if marriage is the proposed reason for dropping out. Parents are also

counselled whenever required to dissuade their wards from dropping out. Students

encountering difficulties in coping with the course due to late admissions are provided with

the required help by faculty members.

The mechanism adopted by the institution for controlling the drop out:

The students are counseled by mentors (teachers)if they have personal problems,

Certain amount of flexibility in timings and attendance is allowed in genuine cases

and are allowed to learn asynchronously.

So far we have not had a high rate of drop-outs.

In all the cases we have tried to convince the concerned ST not to drop out totally by

leaving the programme. Instead, ST is advised to take a drop for that particular term /

year and then complete the course in subsequent semesters.

To avoid any dropouts, we give complete picture of the entire programme to the

candidate, right at the time of admission. Once enrolled, STs can approach any of the

faculty or Principal with their grievances or problems any time. They are counseled

and mentored by the faculty for their personal as well as academic problems.


STs having health issues are given a leave for adequate period, depending on the

submission of appropriate medical documents. In such cases re-examinations are

conducted, so as to help ST complete the internal evaluation aspect. Those who take a

drop for a term are encouraged to contact the faculty members for revising content.

4. What additional services are provided to students for enabling them to

compete for the jobs and progress to higher education? How many students

appeared/qualified in SLET, NET, Central/State services through

competitive examination in the last two years?

Our alumni working in various schools act as our source of information. They inform us

about the vacancies in their schools. This helps our STs in getting immediate placement. In

case somebody does not get proper placement, he/ she keeps college informed about it with

all the necessary details including contact details. On coming across suitable vacancy, we

inform the concerned alumnus.

Every year, we conduct workshops on „Resume-writing‟, „How to face the interview‟ for

STs. In addition guidance is provided for the demonstration lesson which ST has to do as a

part of interview procedure. Transcripts are provided to those who need them for higher

studies.

Library facilities are provided by charging nominal fees to alumni who go for higher studies.

5. What percentage of students on an average go for further studies/ choose

teaching as a career? Give details for the last three years?

Sr. No. Year Percentage of Student teachers

who opted for further studies

Percentage of Student

teachers opting for

teaching

No. % No. %

1 2014-15 24 24 76 76

2 2013-14 21 21 79 79

3 2012-13 10 10 90 90

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.

After graduating from the institution the student teachers can avail the Library facility.

Student teachers, researchers, academicians from other institutes at a very nominal fee can

avail the library facilities. Information about various online educational resources like

journals, magazines, and newsletter are always available on the website of the institute. The

annual college magazine and other college generated resources are also freely available on

the website. List of recently availed books by the library is always displayed on the notice

board. Reference books in various subjects, encyclopaedia, master‟s and doctoral


dissertations as well as action research projects can be referred to in the library of the

institute.

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.

The institution has active placement cell. Every year the institute communicates with the

Schools, Colleges and NGOs for the recruitment of the teachers. Before going to recruiting

schools, students are guided for the selection of schools. The placement cell organises the

workshops for the students on Effective CV writing and Personality Development.

The Alumina are also informed about the recruitment by telephonic communication, through

mail and also the details about recruitment are posted on the College facebook page,

WhattsApp.

This academic year, we have signed a Memorandum of Understanding with „CALYXPOD‟.

This is an organisation which brings student-teachers and institutes on common platform for

placement. This is an initiative for helping our student-teachers getting better employment

opportunities.

Year Number of Students

School College NGO Coaching Class

2013-14 18 7 0 2

2014-15 25 4 2 1

8. What are the difficulties (if any) faced by placement cell? How does the

institution overcome these difficulties?

Earlier we had two mediums of instruction (English and Marathi till academic year 2014-

2015) and only English as medium of instruction from academic year 2015-2016. Though

instructions are given in English, we have STs, who follow three mediums namely, English,

Hindi and Marathi, for giving practice lessons and writing examinations. Due to closing

down of vernacular medium schools it is difficult to arrange for formal campus interview for

these STs. These students are helped through alumni network for placement.

9. Does the institution have arrangements with practice teaching schools for

placement of the student teachers?

Our parent Society has many institutions in various parts of Maharashtra, which includes

secondary schools, junior colleges and degree colleges. Whenever there is vacancy in any of

the institutions, preference is given to our own students.

In addition, our practice-teaching schools get in touch with the college, whenever any

vacancy is created.


10. What are the resources (financial, human and ICT) provided by the

institution to the placement cell?

Sr.

No.

Resources Facilities provided to Placement Cell

1 Financial Resources All the hospitality expenses incurred towards hosting the

campus interviews for student teachers are borne by the

institution.

2 Human Resources One faculty member is designated to the Placement Cell

who helps in organising the campus interviews and

maintaining records of the same. Clerical staff helps in

maintaining records and documentation. Support staff helps

in setting up the rooms.

3 ICT Resources The institution provides the LCD projector and Laptop to

the student teachers at the time of interview to give the

demonstration lessons, if required. The student teachers are

also provided with the internet facility for the preparation of

interviews.

The placement services have been rendered to the student teachers over the

years and student teachers have benefitted and from it.

The institute however tries its best to accommodate the request of schools in

the interest of the student teachers as far as possible.

Scheduling demonstration lessons and interviews of the student teachers with

the school has to be made, without causing loss to the studies of the student

teachers.

Accordingly, the institute takes efforts to adjust the activities at the institute.

5.2 Student Support

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?

Academic calendar is prepared at the time of commencement of the academic year keeping

objectives of the programmes of the institution in mind. While preparing academic calendar,

mandatory curricular and co-curricular activities are taken into consideration. In addition to

this other value-added programmes and activities are discussed with all the faculty members.

Each faculty member contributes to planning of academic calendar. Activities based on

teaching methods, visits, seminars, workshops are chalked out month-wise. This is then

presented to our parent society. Once, this is approved, it is uploaded on our website, for

proper communication to all concerned.

Time-table is prepared on weekly basis, with reference to academic calendar. Some of the

activities are rescheduled, depending on the situational needs. While preparing weekly time-

table faculty members are consulted to accommodate their need for number of lectures for

particular course or for time required to conduct co-curricular activity.


This helps in getting the feedback of the activities planned and activities actually conducted.

Necessary arrangements are made in the subsequent weekly time-tables.

2. How is the curricular planning done differently for physically challenged

students?

Physically challenged STs are given preference while planning Practice-teaching programme.

They are allotted school as per their convenience of location and session (morning /

afternoon). They are given reasonable concession as far as timings are concerned. Their

needs are also considered at the time of internal examinations. Re-examinations are arranged

for them, if required. In case of certain value added activities like educational visit, they are

given concession of remaining absent depending on the location of the visit.

3. Does the institution have mentoring arrangements? If yes, how is it

organised?

College does have mentoring arrangement for STs. Mentoring is done in different ways:

The Principal follows the open door policy wherein students can approach her with

their problems and seek help and guidance for the same.

Faculty act as mentors to STts. Each faculty member makes a conscious attempt to be

alert to the needs of the STs assigned to his / her group of 07 students. Mentor and

STs meet once a week to redress any grievances faced by the STs, be it academic or

personal. The faculty counsels them to put in their best efforts and boosts their morale

constantly to set higher standards of achievement for themselves. After every activity,

be it curricular or co-curricular the faculty offers personalized feedback to the STs.

The students are closely connected with their peers in the group assigned to them for

practice- teaching. They co-operate and support each other in tiding over the odds.

Those facing personal and academic difficulties are assisted by the group members

fostering a spirit of oneness and brotherhood.

4. What are the various provisions in the institution, which support and

enhance the effectiveness of the faculty in teaching and mentoring of

students?

Faculty members are provided with laptops and internet facility for preparing for their

lectures and study material. Printing and photocopying facility is available, if needed. Library

services are provided for faculty. Inter-library loans are arranged if required. Library services

include newspapers, reference books, journals, e-journals, webliography, N-list audio and

video CDs etc.


5. Does the institution have its website‟? If yes, what is the information posted

on the site and how often is it updated?

The institute has its own website www.gescer.in . The website is updated throughout the year

whenever required information needs to be uploaded on the website.

The following information is posted on the institute‟s website:

Home – New Updates, Photos of Events, Link to E-portal, Message by Secretary,

Message by Principal

About Us –

Management - History of Management, Office Bearers, Salient features and the

other Institutions under the umbrella of Gokhale Education Society.

Staff - Teaching and Non Teaching Details.

Appreciations

Linkages

Resources.

Events

Gallery - Glimpses of the Events (Last 5 years)

Notices

Essays

Major Events

Reports of Events.

Profile –

College Profile,

Certificates,

Successive Principals,

Practice Teaching Schools,

Mandatory Disclosures,

Reservation policy.

For GESCER

Facilities

Principle‟s Corner

Teacher‟s Corner

Students‟ Corner

IQAC

Structure

Objectives and Action Report

IQAR

http://www.gescer.in/


Support

Result

Syllabus

Old Question Papers

Academic Calendar

Important Links

Research Cell

Executive Summary of MRP

Report of Pre PhD Course Work

List of registered PhD Students

List of registered PhD Guides from University of Mumbai

List of our faculty who are registered PhD Guides from JJTU

Library

Institution Library

e-resources

Separate website of Library www.sites.google.com/site/gescerlibrary is

developed and maintained by the librarian

6. Does the institution have a remedial programme for academically low

achievers? If yes, give details.

Faculty members while teaching try to spot low achievers through discussions and

questioning. They are given freedom to approach the concerned faculty with mutual

convenience.

Faculty members while teaching discuss the way answers are to be written in the

examination. To give practice of writing, STs are made to write the answers and submit to the

faculty members. These answers are checked and discussed for improvement.

Essay questions are displayed well in advance. They are discussed in the class. STs are

encouraged to write the answers for practice and get corrected from concerned faculty to

learn the ways of answering questions effectively.

Prior to examination, tutorials are scheduled. Here entire portion is summarised by the faculty

members. If STs need any additional inputs, then accordingly particular topic is covered once

again. For STs studying through Marathi and Hindi mediums can approach the faculty at the

mutually convenient time, where inputs are given in respective language to the entire group.

7. What specific teaching strategies are adopted for teaching

a) Advanced learners and (b) Slow Learners

Advanced learners are encouraged for self study and for mentoring the weak students. They

are given chance to present seminars on certain content topics. They are provided with

guidance by faculty members to prepare for the seminar and discussions which follows. They

http://www.sites.google.com/site/gescerlibrary


are encouraged to try different methods of teaching for PT lessons and are guided by the

faculty. Slow learners are made to answer previous years‟ question papers. These are

corrected and counseling is done to them so as to boost up their confidence.

8. What are the various guidance and counseling services available to the

students? Give details.

The college has a Guidance and Counselling Cell which provides the following services:

Talks by Various Experts: Bankers, Psychiatrist, Police officers, lawyers, college

and school principals.

Career Guidance: The placement cell offers guidance to students in making

appropriate choices of schools to work in accordance to their educational

qualifications and experiences.

Personal Counseling: As mentioned earlier, STs can approach any faculty member

as well as Principal for any personal difficulties.

Grievance Redressal Cell: The grievances encountered by students are conveyed to

this committee for redressal. They are discussed at the cell meetings and ways to

resolve them amicably are arrived at. Students are provided with an opportunity for

voicing their objections through a suggestion box which is conveniently placed

outside the lecture hall.The problems encounter are looked into by the Principal and

addressed cordially.

Anti-Ragging Cell: The Institution alerts students to the malpractice of ragging and

advices them to refrain from the same. However, being a college of education, no

incidents of ragging have been encountered so far.

9. What is the grievance redressal mechanism adopted by the institution for

students? What are the major grievances redressed in last two years?

We have a Grievance Cell in the college. A Grievance Complaint Box is kept. STs are

instructed to drop their complaints / Grievances in written form in this box. It is opened twice

a month by In-charge of the cell in the presence of Student Council General Secretary and

Ladies‟ Representative. Then all the grievances are placed in front of the grievance

committee in presence of the Principal. Issues are discussed and then mutually acceptable

solution is adopted. STs can also approach The Principal, Grievance Cell In-charge or any

other faculty member and express the grievance orally.

In last five years we have not had any major grievances.

10 How is the progress of the candidates at different stages of programs

monitored and advised?

ST‟s progress in PT lessons is continuously monitored and feedback is given after each

lesson for improvement.


STs participate in various co-curricular activities. Their participation, attitude, leadership

qualities, cooperativeness and overall progress are monitored through observation by the

faculty members.

For curricular aspect formative assessment is done continuously. Through essays and class

test they are assessed formally and informally through practice answers. Individual feedback

of each subject is given to each student personally. Counselling is done for diverse learners.

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) provided to the students during practice

teaching in schools?

Till academic year 2014-2015, B.Ed. programme was of one year duration. In this, micro-

teaching skills and subsequent micro-lessons was the mandatory part. In addition integrated

lessons and simulated lessons were also conducted, before staring practice-teaching

programme. Before starting PT lessons by STs, workshops were conducted for a) writing of

objectives and specifications and b) writing of lesson plan. During micro teaching workshop,

faculty used to demonstrate the skill to familiarise the STS. Each faculty used to give a full

30-minute demonstration-lesson in the respective method for the entire group of 100 STs,

each following different method of teaching. This used to give holistic idea to STs about

planning and delivery of PT lessons.

For PT lessons, STs used to visit the PT school, collect the „unit‟ from the concerned teacher

and prepare „rough‟ lesson plan. This used to be then thoroughly checked and discussed for

improvement. Based on the inputs given, ST used to prepare improved lesson plan before

giving actual lesson. After the lesson the observer used to give inputs about the actual

performance in written as well as oral form. Written inputs were then shown to the guiding

faculty. This used to help the guiding faculty to know about strengths and weaknesses of the

ST. Guidance for the next lessons used to be modified accordingly.

From academic year 2015-2016, there is stress on constructivism in B.Ed. curriculum. Hence,

micro-skills and demonstration lessons have been replaced by shadowing and observation of

peer lessons. These activities are completed in second semester and PT lessons are started in

third semester during internship. Workshop for writing objectives and specifications is

conducted at the end of second semester. Before STs start PT lessons, workshop on „Models

of Teaching‟ was conducted. 2015-2016 batch is the first batch of two year B.Ed.

programme. During this year, we invited our past students to give lessons to our STs in

college. STs could clarify their queries by asking questions to their seniors and discussing

about their experiences in schools. Our faculty members are present when this activity is

conducted.

5.3 Student Activities.

1 Does the institution 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 position.

v. Give details on the contribution of alumni to the growth and development

of the institution.

Our alumni are placed in various capacities in academic and non-academic fields. Our STs

automatically become the member of Alumni Association, though there are no formal office

bearers and no financial transactions are involved. They are invited during special events in

the college, when they share their experiences with the present batch.

They lend us the helping hand by being our resources during conferences and seminars,

judges for the competitions, guest lecturers and a link with the institution they are working

for. They also help us in placement of our STs.

Eight of our alumni are presently employed as faculty in Education in various B.Ed. colleges

Four of our alumni are presently employed as secondary school teachers in R.M. High

School.

Other prominently placed alumni are:

Sr.

No.

Name Year Position held

1 Ms. Suvarna Kharat Co-ordinator, Rashtriya Madhyamic

Shiksha Abhiyan

2 Ms. Hemlata Rai 2003-2004 Indian Revenue Service, Deputy

Commissioner, Ranchi

3 Ms. Sushama Nair 2000-2001 Manager – India, at New Zealand

Tertiary College

4 Ms. Munmun Talapatra 2008-2009 President, Business Solutions,Shezar

Web Technologies Pvt. Ltd.

5 Dr. Ankush Aundhakar 2002-2003 Principal, Sindhudurga Education

Society‟s V.Y.S. B.Ed. College.

6 Mr. Kailash Arya 1997-1998 BMC Beat Officer, Co-ordinator,

Edubeam – Virtual Educational

Programme.

7 Dr. Dnyaneshwar

Bhamare

1987-1988 Associate Professor, Seva Sadan

B.Ed. College

8 Dr. Kavathekar 1999 Retired Principal, ST College.

9 Dr. Azam Ansari 1999-2000 Asst. Professor, Bombay Teacher

Training College

10 Dr. Shadab Khan Paloji 2001-2002 Asst. Professor, St. Xavier‟s Institute

of Education.


2. How does the institution encourage students to participate in extra curricular

activities including sports and games? Give details on the achievements of

students during the last two years.

Our student-teachers participate in inter-collegiate and inter-university

competitions in extracurricular activities including sports and games. College

promotes and encourages the participation of student teachers in co /extra-

curricular activities. Activity of „Talent Search‟ helps us in identifying hidden

talents and skills of our STs. We encourage them to showcase their talents

through various activities conducted. This motivates them and helps to build

confidence. They are encouraged to participate at inter-collegiate and inter-

university events / competitions.

Following student-teachers have made us proud during last two years:

Student Achievement at inter-Collegiate and inter-university Festivals during Last

Two Years. (2015-2016, 2016-2017).

Sr.

No.

Academic

Year

Name of the winner

ST

Event Organizing

Authority

1

2015-2016

Ms. RizwanaKhatoon

(Consolation Prize)

Mehendi NSS College of

Education

2 Mr. Dhananjay Singh

(Third Prize)

Carom Seva Sadan College

of Education

3 Ms. JuileAmbekar

(First Prize)

Poster

Competition

UDAAN festival,

University of

Mumbai

4

2016-2017

Ms. Rupali Nerkar

(Second Prize)

Colour scheme

Painting

VAYU festival,

NMIMS University

5 Ms. Juile Ambekar

(First Prize)

Poster

Competition

UDAAN festival,

University of

Mumbai

6 A group of 10 STs

(First Prize)

Street Play UDAAN festival,

University of

Mumbai

3. How does the institution involve and encourage students to publish materials

like catalogues, wall magazines, college magazine, and other material. List

the major publications/materials brought out by the students during the

previous academic session.

We publish our College Magazine every year. This contains three sections, based on

languages, namely, English, Marathi and Hindi. We motivate students to express their views

on different social subjects and experiences thorough articles, poems etc.


4. Does the institution have a student council or any similar body? Give details

on – constitution, major activities and funding.

The institution has a Students‟ council to which members are elected by the STs. It comprises

of a General Secretary and other members like Ladies‟ Representative, Class Representative,

Cultural Activities Representative, Sports Representative, Magazine Representative, etc. It is

headed by the Principal and a faculty member, in-charge of Student Council. For various

activities carried out in the college, both curricular and co-curricular, Students‟ council

members are actively involved. To name a few activities, they are, sports, Talent Search,

Gokhale Week, Annual day, Diwali / Eid / Christmas Celebration, celebration of various

days, seminars, workshops, visits, guest lectures and the Intercollegiate competitions etc. The

members also attend regular meetings of the council and present the students‟ needs and

grievances to the Principal. Expenses incurred for the different activities are funded by the

college.

This academic year (2016-2017), for the first time, there are two groups, F.Y. B.Ed. STs and

S.Y. B.Ed. STs. There are two sets of representatives for each group and one ST from F.Y.

B.Ed. has been given the responsibility of co-ordinating between two groups.

5. Give details of the various bodies and their activities (academic and

administrative), which have student representation on it.

As mentioned earlier, STs are actively involved in all – curricular as well as co-curricular

activities organised in the college. ST representatives are there on bodies like, Student

Council, Student Grievance, Women Development Cell, Magazine Committee etc.

ST representatives shoulder responsibilities as given below:

Students‟ council helps in organizing college activities. Co-curricular activities

committee plans and organizes various extracurricular events throughout the year.

Magazine Committee edits and compiles the articles for the college magazine and e-

newsletter. Two student representatives are appointed on each of the above

mentioned committees. They work in close co-operation with the faculty in-charge.

Women‟s Development Cell conducts activities to propagate gender awareness and

organises various programmes for women empowerment. In the year 2016-2017

WDC organised national seminar in collaboration with National Women

Commission of Government of India.

Library Committee takes stock of the books available in the library and indents the

books which need to be procured for faculty and STs. Book bank facility is available

to reserve category STs. Extra time for reading room facility is available for STs.

Practice Teaching Committee: Every PT group has a group-leader who co-ordinates

between the faculty in-charge of practice teaching, PT school authorities and group

member STs. The group leaders serve as co-coordinators within the group and also

become contact points to communicate with the faculty regarding the time-tables and

internship schedules.


On special occasions like conferences and seminars or Gokhale Week celebrations,

Student Council chalks out responsibilities to be handled and all the STs are given

responsibilities as per their strengths for successful completion of the activity.

6. Does the institution have a mechanism to seek and use data and feedback

from its graduates and from employers to improve the preparation of the

programme and the growth and development of the institution?

Our alumni interact with us when they visit the college and reflect on the activities and

procedures. They also give us the feedback of ground-level realities of actual practitioners.

These feedbacks are taken into consideration during planning of subsequent activities.

Employers, mainly heads of PT schools interact with faculty members and give inputs on the

practices as well as our STs. Necessary modifications are done as per their requirements.

Written feedback is obtained from them by PT in-charge.

5.4 Best Practices in Student Support and Progression

1. Give details of institutional best practices in Student Support and

Progression?

We plan activities keeping in mind development of STs and practical utility of the activity

planned.

a) Student Council is formed as per the norms and rules given by the University. This

highlights the democratic values. Activities like guest lectures, workshops, co-

curricular activities, visits, celebration of days are planned with the help of Student

Council. This helps in developing leadership qualities and communication skills. All

the STs are involved in various activities for giving them exposure to planning,

organising and inculcation of cultural values.

b) Free health check up camp was organised in the year 2015-16 and STs were guided

for good food and nutrition habits.

c) WDC organises lectures and workshops on aspects of practical utility like stress

management, Human Rights and special articles and legal provisions for women,

cancer awareness programme, etc. Lectures are also organised on banking

procedures. Prajapita Bramhakumari conducted lectures on spiritual values and for

management of stress in the year 2012-2013.

d) We have Placement Cell in our college where different educational institutes

approach us and conduct job interviews.

e) We have suggestion box which is opened twice a month in the presence of student

representative, staff representative and Principal. Necessary action is decided and

taken by the Principal.

f) We follow open door policy and free access is given to STs to approach faculty

members and the Principal.


g) Alumni are supported for their further studies through library services. They are also

allowed to give practice lectures (for M.A. Education and M.Ed.) and demonstration

lessons in school subjects.

h) Through library services, STs are helped by providing old question papers, syllabus

details, webliography - on-line bibliographical compilation. STs are informed about

new arrivals through emails.

i) We conduct tutorials prior to the university examinations where STs discuss their

difficulties with the faculty members. They are also given practice of writing

answers during tutorials.

j) STs are given inputs through workshops for CV writing and facing interview.

k) Personality Development and Life Skills development workshops were conducted in

the year 2013-14.

l) Self- Defence workshop, Life Skills workshop and Yoga Workshop were conducted

in the year 2016-17.

m) While allotting the practice teaching school, ST‟s convenience is taken into

consideration, depending on the place of residence and school timings.


Criterion VI: Governance and Leadership

6.1 Institutional Vision and Leadership

1. What are the institution‟s stated purpose, vision, mission and values? How

are they made known to the various stakeholders?

As stated earlier, our Society‟s philosophy is based on that of Namdar Gopal Krishna

Gokhale. Purpose, vision, mission and values of our institution are in tune with that of our

Society. Same are given below:

GES Moto: „DnynahPratistuBhaktitah‟ – only through complete devotion one can acquire

knowledge.

Moto of our college is„Sa vidyayavimuktaye‟ – knowledge for salvation.

Mission: Commitment to social cause of upliftment and betterment of the society through

process of education.

Vision: To develop the values, skills and qualities of empathy, leadership, creativity and

righteousness in STs to be the agents of social change by instilling in them scientific attitude,

gender and environmental sensitivity, passion for life-long learning and development of life-

skills for effective sustenance in globalised world.

Our purpose, vision, mission and objectives are displayed on our website.

2. Does the mission include the institution‟s goals and objectives in terms of

addressing the needs of the society, the students it seeks to serve, the school

sector, education institution‟s traditions and value orientations?

Our parent society is committed to the social cause and upliftment of the downtrodden. We at

college level follow the same philosophy. Our college was established in 1970, when the area

was mainly mill area. The B.Ed. College with school attached to it was started for the

children of mill workers. Admission in our college is given strictly on the basis of merit and

is open to deserving students of all class, creed, caste, religion etc.

STs, especially belonging to the marginalized groups are given concession of paying the

college share of fees in installments. Book-bank facility is made available to them.

Through various activities STs are also given chance for social interactions, whereby they

realize the mission, goal and values of the institution.


Faculty members are in touch with the PT schools as well as our own sister institution school.

During interactions with schools teachers, supervisors and head-master, needs of schools are

gathered. These are then reflected in the activities planned and conducted in the college.

Our Society was started by teachers. Office bearers of the Society are teachers and eminent

educationists. Their continuous guidance is sought for, to serve the society better.

3. Enumerate the top management‟s commitment, leadership role and

involvement for effective and efficient transaction of teaching and learning

processes (functioning and composition of various committees and board of

management, BOG, etc.)

Top management is committed to the social and educational cause. Society monitors the

activities through LMC. They monitor the activities of the college as well as the university

examination results and provide help and guidance, on continuous basis. Our parent society is

conscious of the quality. Hence ISO audit is conducted for all the institutions under the

umbrella of GES.

They also organise workshops and training sessions on various topics for improving the

standards.

Governing Body

Prin. S. B. Pandit

President & Chairman

Dr. R. J. Gujrathi

Vice Chairman

Sir Dr. M. S. Gosavi

Secretary

Dr. Deepti Deshpande

Zonal Secretary – Nashik

Prin. Dr. S. V. Sant

Zonal Secretary – Mumbai

Prin. P. A. Raut

Zonal Secretary – Thane


4. How does the management and head of the institution ensure that

responsibilities are defined and communicated to the staff of the institution?

At the beginning of the year work distribution is done keeping in mind strengths of each

employee. These are then communicated during the staff meeting by the Principal. In case of

any additional or special duties, they are communicated through a letter by the Secretary,

GES.

5. How does the management/head of the institution ensure that valid

information (from feedback and personal contacts etc.) is available for the

management to review the activities of the institution?

Regularly LMC meetings are held, through which Management is apprised of the required

information. Once a year, Heads of all sister institutions, meet. Information is communicated

during this meeting by presenting all the reports like annual report and ISO surveillance audit

report. In addition periodically information is asked for by the parent society. Though our

parent Society is situated in Nasik, locally we have Zonal Secretary, who is in constant touch

with the Principal. Locally, within the premises, Registrar is present, who contacts the

Principal for the required information.

6. How does the institution identify and address the barriers (if any) in

achieving the vision/mission and goals?

ISO internal audit is conducted two times every year and external surveillance audit is held

once in a year. During these meetings, discussions are held for reviewing of the activities

conducted and their outcomes with focus on vision, mission and goals for improvement. The

outcomes of these discussions help in identifying the barriers. Then necessary steps are taken

to analyze the short comings, and acting upon it for improvement. When any modifications

are done, they are communicated to the parent Society and results are once again verified for

the improvement.

7. How does the management encourage and support involvement of the staff

processes?

Management is involved in various staff processes as follows:

1) Recruitment of new staff (teaching as well as non-teaching) is done directly by

the Management.

2) LMC is conducted two times in a year, through which Management addresses

staff grievances or any other issues related to employees.

3) Management organises training programmes, ISO audit, Seminars,

Conferences for benefit of the employees.


4) Members of Management are actively involved in seminars and conferences

organised by the college.

5) Staff members are encouraged through „Appreciation Letter‟ on their

achievements.

6) Management also gives awards for „Best Teacher‟, „Best Employee‟ to

motivate teaching and non-teaching employees.

7) Constitution of the management has provision for elected representation of

teaching and non-teaching employees in the Senate of the Society.

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.

Every activity academic and administrative, conducted in the college is planned, executed

and monitored by the Principal.

Head of the institution, in consultation with other faculty members, chalks out the academic

calendar and the curricular and co-curricular activities therein.

Budget allocation for various activities is planned accordingly.

Periodically feedback is taken of the activities conducted and STs‟ reactions are judged.

Focus is on providing STs with required inputs and infrastructural support for technology,

library and other support material like teaching aids.

Head of the institution encourages STs in participation of various intercollegiate competitions

and makes sure that each and every ST gets chance to showcase his / her talent.

6.2 Organizational Arrangements

1. List the different committees constituted by the institution for management

of different institutional activities? Give details of the meetings held and the

decisions made, regarding academic management, finance, infrastructure,

faculty, research, extension and linkages and examinations during the last

year.

The different committees constituted by the institution for management of different activities

are summarized below:


Name of the

Committee

Number of

meetings

held

annually

Date of

Meeting

Major decisions taken

Local Managing

Committee

2 7/10/2016

Admission Report of the Academic year

was submitted

Progress of NAAC Report Writing was

informed

Result summary of IInd semester

University examination was presented.

Audited statements of receipt and

payment were submitted.

Issue regarding transfer of two support

staff and vacancy of three posts of

support staff was discussed.

Committee was apprised of first term

college activities.

Admission

Committee

2 15/6/2016 Allotment of duties for admission process

were decided

Display various dates and notices

concerning admission for the candidates

was approved by the Principal.

21/6/2016 To discuss rules and regulations given by

authorities regarding admissions.

To discuss progress of admission process.

Purchase

Committee

2 23/8/2016 Purchase of printing material and

antivirus was approved.

Vendor for printing of internal exam

answer booklets was finalised.

7/2/2017 As per the university requirement,

purchase of computer, printer, mobile and

installation of CC camera was approved

and vendor was finalised.

Practice

Teaching

Committee

Weekly To distribute students to PT schools,

according to their methods and place of

residence.

To distribute the stationary to the

students.

To discuss on the School time table

To give the instructions for Internship

programme and also how to write

reflection of Internship programme in

Practice Teaching.

To discuss and instruct about shadowing

To discuss and instruct about peer

observation


To keep track of progress of PT

programme

To discuss difficulties faced, if any,

during PT programme

Research Cell 2 30/7/2016 To discuss progress of Ph.D. students.

To finalize dates for presentations prior to

thesis submission.

To discuss UGC Regulations 2016

regarding awarding of M.Phil and Ph. D.

degree.

4/8/2016 To discuss progress of Ph.D. students.

To check and approve synopses of Ph. D.

scholars, before submission.

To discuss and incorporate UGC

Regulations 2016 regarding awarding of

M.Phil and Ph. D. degree.

Library

Committee

2 22/9/2016 To purchase books according new

syllabus.

To continue subscribing for renewal of

journals and to subscribe new journals

13/2/2017 It was decided to purchase educational

CDs.

It was decided to subscribe to new

international educational journals.

Examination

Committee

3 30/9/2016 To decide the dates of class test and

Essays as well as portion for F.Y. and

S.Y. B.Ed STs was decided.

22/10/2016 Notices and dates for STs were discussed

and decided for Essays and Class Tests as

well as for submissions of Tasks and

Assignments.

30/1/2017 It was decided to conduct re-examination

for Essay, Class Test and Content Test for

those F.Y. B.Ed. STs who had missed

them in regular schedule. Accordingly

concerned faculty members were

informed for setting question papers.

Student Council

Committee

4 26/10/2015 To discuss the roles and responsibilities

of Student Council members.

21/11/2015 To discus conducting various curricular

and co-curricular activities.

23/12/2015 To discuss the difficulties faced by STs

15/01/2016

&

22/02/2016

To discuss about the arrangements of

Sports Day and Annual Day

7/12/2016 Student Council formation for F.Y.B.Ed.

22/02/2016 Planning of annual sports & Gokhale

Week.


Grievance

Committee

3 16/7/2016 STs‟ requirements about additional fans,

curtains, repairing of water filter was

discussed.

STs‟ suggestion about change in LR was

discussed.

Feasibility about display of internal

marks was discussed.

20/8/2016 STs‟ requirements about additional fans,


discussed as it was not attended to.

Problem of all computers not working

properly in computer lab was discussed.

13/01/2017 STs‟ requirements about additional fans,


discussed as it was not attended to.

Problem of all computers not working

properly in computer lab was discussed.

Measures to strictly implement rules and

regulations was discussed as per the

demand of STs – regarding dress-code,

attendance

Extension

Committee

4 7/10/2015 To orient the STs about the Extension

Work activity and procedure.

6/11/2015 To acquaints about the field of extension

work.

24/12/2015 To guide STs to select field activity.

4/2/2016 To guide STs about the writing of Annual

report of Extension work.

Placement

Committee

2 24/12/2016 Plan for contacting various schools for

campus interview / placement was

discussed.

Availability of funds for subscribing to

newspapers / magazines related to

employment was decided.

It was decided to display job-

advertisements for benefit of STs.

13/2/17 Budget allocation for purchase of books

on CTET was discussed.

Dates for placement interviews with

various schools were finalised.

It was decided to plan conducting

workshop on „CV writing‟.

IQAC

Committee

3 8/6/2016 To discuss the Academic Calendar.

To chalk out the curricular and co-

curricular activities.

To plan workload of faculty members for

two year B. Ed.Programme.


26/11/2016 To discuss the essential documents

required for re-accreditation.

4/2/2017 Progress of SSR writing was discussed.

Attendance and

Discipline

Committee

2 20/8/2016 To discuss the criteria of STs‟ attendance

and rules for the attendance.

14/1/2017 To review STs‟ attendance and since they

were to go to schools for shadowing and

internship, it was decided that PT in-

charge will maintain the attendance.

ISO Committee 2

(Internal

Audit)

26/8/2015 To undertake the internal audit and to

circulate the time table.

7/1/2016 To note the observations on the

suggestions for improvement.

1

(External

Audit)

8/1/2016 To display lay-out and concept maps of

Library books.

To keep the discarded records separately.

WDC

Committee

2

19/10/2016 Formation of WDC for F.Y.B.Ed. batch.

23/12/2016 Programme for Savtribai Phule Birth

Anniversary was chalked out, which

included lecture by bank manager, Ideal

Woman Competition, Skit and extempore

on women related issues. Date was

finalised as 3rd

and 4th

Jan‟2017.

ICT Committee 1 18/6/2016 Annual Maintenance Contract was

decided to be renewed for website and

computers.

Purchase of anti-virus for all laptops and

desktops was sanctioned.

Purchase of accessories for computers

was sanctioned by the committee.

Purchase of „Licensed version‟ of

Microsoft products was discussed and

sanctioned.

2. Give the organizational structure and the details of the academic and

administrative bodies of the institution.

The organizational structure is given below:

All the work is managed by six main committees. They are, a) Academic Committee, b)

Student Support Committee, c) Educational Resources Committee, d) Grievance Committee,

e) Quality Maintenance Committee, f)Administrative Committee. All these committees work

under the guidance of the Principal.


Sub committees under each are given below:

a) Academic Committee:

INTRA & INTERNA COMPETITIONS @ B ADDED UNDER ST COUN in

chart above.

PRINCIPAL

Academic Committee

Student Support

Committee

Educational Resources Committee

Grievance Committee

Quality Maintenance Committee

Administrative Committee

Academic Committee

Curricular Aspect

Time Table

Annual Weekly

Workshops, Seminars,

Conferences

Examination

InternalExternal

(Univ. Exams)

PTResearch

Cell

Co-curricular Aspecr

Student Council

Extension Work

Community Work WDC Visits

College Miscellany/

e-newsletter


b) Student Support Committee:

c) Educational Resources:

d) Grievance Committee

Student Support

PTATC, Rail con. eligi,transfer, migration cert

PTC/EBC, etc PSA / ALUMNI Placement Cell

Educational Resources

Maintenance

(of Library, TAs, Computer Lab, Language

lab)

Purchase Discarding the obselet

Grievance Committee

Student Grievance

Anti-ragging Cell

Staff Grivance

Faculty Grivance

RTI


e) Quality Maintenance Committee

1) External monitoring and measuring devices:

a) UGC

b) NCTE

c) NAAC

d) University

e) Government of Maharashtra: Joint Director and Social Welfare Department

2) Internal monitoring and measuring devices:

a) Management

b) IQAC

c) ISO

MANAGEMENT

PRINCIPAL

IQAC

&

ISO

ACADEMIC

CURRICULAR

CO-CURRICULAR

ADMINISTRATIVE

HR PRACTICES, RECORDS,

CORRESPONDANCE, MAITENANCE

FINANCIALSALARIES, FUNDING &

EXPENDITURE


QUALITY MONITORING

INTERNAL AUTHORITIES

MANAGEMENT IQAC ISO

EXTERNAL AUTHORITIES

UGC NCTE NAAC UNIVERSITYJT. DIRECTOR

HE


f) Administrative Committee

3. To what extent is the administration decentralized? Give the structure and

details of its functioning.

Administration is decentralized. Various committees are formed for the smooth functioning

of the college. Each faculty member is assigned the work under various committees. Faculty

in-charge of the committee chalks out the functioning details. These are discussed with the

Principal / other faculty members and then implemented.

Administration

Records

Student Related

GES

Research Cell

Permanent Records

College Lay-out Map

Affiliation Univ

Recognition UGC

Recognition NCTE

ISO Certification

NAAC Certification

Library & Equipment

Staff Faculty

Admissions Maintenance

Stationary

Equipment

Accounts

Income

Expenditure

Correspondance

Internal

Intra-College

GE Society

External

UGC

NCTE

NAAC

ISO

Jt.D

Director

HE

University

Other Institutions

Resource Persons

PT Schools

Vendors

Dept of Social

Welfare

DSM

Funding & Controlling

Authorities

UGC

NCTE

JD & DE Higher

Education

University

Dept. of Social

Welfare

LMC


4. How does the institution collaborate with other sections/departments and

school personnel to improve and plan the quality of educational provisions?

We have signed MOUs with the sister institutions – R.M. Bhatt HS and T. K. Tope Night

College. We share infrastructural and human resources. National days like Independence Day

and Republic Day are celebrated together by all sister institutions on campus. Our STs also

participate actively in various school activities as judges and also as helping hands during

school examinations. They also get guidance from school teachers for planning their practice

lessons and for organising co-curricular activities. In addition to this, our other sister

institutions at Nasik and in other parts of the State too, extend help in the form of sharing

ideas and human resources. Our faculty members act as resources persons in school activities

such as guides for projects, science exhibitions and chief guests.

5. Does the institution use the various data and information obtained from the

feedback in decision-making and performance improvement? If yes, give

details.

We take feedback from students about teaching – learning processes and the faculty

members. Analysis of feedback is done and Principal talks on the respective issues with the

concerned faculty member.

We also ask STs about their requirements in the college. Suggestion box is kept in the college

for STs to give suggestions without any pressure. Principal takes the required decision from

time to time.

6. What are the institution‟s initiatives in promoting co-operation, sharing of

knowledge, innovations and empowerment of the faculty? (Skill sharing

across departments‟ creating/providing conducive environment).

The college shares resources in two ways i.e. within the institution and outside the institution.

Promoting Co-operation

1) The B.Ed. faculty members do counselling sessions for D.S.M. programme by

sharing their expertise.

2) Faculty members after proper deliberations decide about the themes for

national seminars, conferences and workshops organised by the college. All

the faculty members are involved in aspects of planning and conducting

various aspects of the activity.

3) Team teaching is a common feature. A topic which is common in all papers is

identified and common lectures are organised using team teaching. „Phases of

Teaching‟ was taught through team teaching technique.

4) A module was prepared and a workshop was conducted on Models of

Teaching by faculty members.

5) Issues of student grievance, discipline, if any, are solved co-operatively.


6) Faculty members are given duty leaves to attend seminars, workshops,

conferences, etc. of their choice, interest and topresent papers in various

conferences and seminars. The faculty members then share their gained

knowledge and experience with other faculty members as well as students.

7) We have introduced „Vachan Kattaa‟ in our college where we encourage our

STs and faculty members to read a content from the book of their interest and

share their thoughts, reflections with the class. This is to encourage reading

and reflecting.

8) Experiences and knowledge gained through participation and presentations by

faculty members in seminars, conferences and workshops are shared and

implemented. New ideas are generated in this process.

Promoting Innovations:

1) „Models of teaching‟ was a new add-on value and skilled based module

introduced .This helped STs in their practice teaching lessons. It gave them

an insight into how teaching can be made learner-centred.

2) To enhance technology skills „Interactive White Board‟ training was given

to STs and faculty.

3) Creative and innovative techniques are implemented by the faculty members

to acquaint the student teachers with new techniques and methods of

teaching. For example techniques like, blended learning, flipped classroom,

Co-operative learning, integrating technology in teaching – learning process,

etc.

4) The institution believes in equality of all its members and hence no gender

bias is experienced among faculty members and STs.

Co-operation, Sharing of Knowledge, Innovation and Empowerment

The Institution shares its knowledge, innovations and skills with other

educational institutions i.e. other B.Ed. colleges, degree colleges and

schools.

The college shares its resources in two ways i.e. within the institution and outside

the institution, hence promoting Co-operation.

The B.Ed faculty members conduct counseling sessions for DSM of

YCMOU, M.A. (Education) of IDOL, University of Mumbai. Our faculty

is invited as resource person by other B.Ed. colleges for giving lectures

and for conducting workshops.

Brainstorming is used to work out ideas and to find solutions for a

situation. It is a powerful way to generate, share and maximize new ideas.


The faculty members generate new and innovative ideas for drafting

proposals for seminar, conferences and workshops. In order to find

solutions to problems in college related to policy making, students-

discipline and any other activity is done in this manner.

6.3 Strategy Development and Deployment.

1. Has the institution an MIS in place, to select, collect align and integrate data and

information on academic and administrative aspects of the institution?

ICT plays a key role in the management and allocation of educational resources and in

providing data on students and teachers often referred to as the Education Management

Information System (EMIS). Towards this objective all data and information relating to the

academic and administrative aspects of the institution is regularly computerised and

documented.

2. How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action plans?

At the beginning of the year, planning of the activities to be organised throughout the year is

done. As mentioned earlier, we plan activities which can be accommodated in the available

financial resources.

For human resources, Principal in consultation with faculty members allocates duties and

various departments, considering the strengths of individuals.

Allocation of resources is planned and presented to the Management, during LMC, where

detailed discussion is done and sanctions are obtained for allocating various resources.

When the action plan is prepared at the beginning of the year needs modification, Principal

discusses it with faculty members and necessary changes are done. Management is informed

about the same.

3. How are the resources needed (human and financial) to support the

implementation of the mission and goals, planned and obtained?

We have number of faculty as per the UGC and NCTE norms. So the curricular and co-

curricular activities are handled by the faculty members. Administrative work is handled by

the admin staff and the support staff. In case of requirement of the additional human

resources, permission is obtained from the Management and person (especially for admin

work) is appointed, who may be from one of our sister institutions.


4. Describe the procedure of developing academic plan. How are the practice

teaching school teachers, faculty and administrators involved in the planning

process?

As per the changing needs and improvements planned, Principal along with the faculty

members chalks out the academic plan, considering financial and human resources as well as

the availability of time. While developing academic plan, year plan of the school is

considered. Activities which are to be carried out at the PT schools are decided and are

informed to PT schools in advance. In case of any difficulty in time-schedule, the plan is

modified at the college level.

Academic calendar containing curricular and co-curricular activities is presented to the

Management for their consultation, perusal and approval.

5. How are the objectives communicated and deployed at all levels to assure

individual employee‟s contribution for institutional development?

All the educational institutes run by our Society are ISO certified. So as SOP, objectives,

vision, mission are communicated to all the employees. This is done through staff meetings

and through various activities. All our employees are working for college for reasonably long

period of time and hence are well-versed with the objectives. The activities planned are in

accordance with the objectives and employees work towards successful completion of the

activities.

6. How and with what frequency are the vision, mission and implementation

plans monitored, evaluated and revised?

ISO internal audit is conducted two times every year and external surveillance audit is held

once in a year. During the external surveillance audit, discussions are held with focus on

vision, mission and goals. The outcomes of these discussions help in ascertaining the

relevance of vision and mission in relation to the implementation of plans.

This is also discussed and checked during LMC meetings which are held twice in a year.

7. How does the institution plan and deploy the new technology?

Considering the grants received from UGC provision is made for procuring new technology.

Then the proposal is presented to the Management. After getting their sanction, quotations

from three venders are obtained and then necessary steps are taken for the installation of the

technology. Concerned employees (teaching / non-teaching) are given necessary training to

handle the technology.

6.4 Human Resource Management

1. How do you identify the faculty development needs and career progression of

the staff?

Seven of the faculty members including principal are recognised Post Graduate teachers.


We have seven faculty members and one librarian along with the Principal. All are properly

qualified as per the UGC and NCTE norms. The appointments are done as per the affiliating

university and Government of Maharashtra rules and regulations regarding qualifications.

Care has been taken that all the faculty members have completed mandatory Orientation

Programme and Refresher Courses as well as short term courses. College also organises

training programmes for the faculty for furthering skills like ICT. Faculty are encouraged to

participate in seminars, conferences and workshops organised by other B.Ed. colleges and

other organisations. Placement of the faculty members under CAS is done from time to time

for their career advancement.

2. What are the mechanisms in place for performance assessment (teaching,

research, service) of faculty and staff? (Self–appraisal method, comprehensive

evaluations by students and peers). Does the institution use the evaluations to

improve teaching, research and service of the faculty and other staff?

We are using API format given by university of Mumbai, which includes evaluation of

teaching learning processes, extension work, research contribution on the basis of API scores

teachers are promoted in the respective category which they are eligible for.

Feedback is taken at the end of each semester qualitatively and quantitatively and same is

communicated to each faculty and staff members.

Two faculty members have been promoted to Associate professor, two from stage two to

three and one from stage one to two under the Career Advancement Scheme (CAS) of the

UGC.

3. What are the welfare measures for the staff and faculty? (mention only those

which affect and improve staff well-being, satisfaction and motivation)

Non-teaching staff can apply for loan and salary advance, in case of need. Upto rupees five

thousand is sanctioned by the Principal. If it is more than rupees five thousand, sanction is

obtained from the Management. This amount is then deducted from their salary.

Teaching faculty is sanctioned duty leave for attending orientation, refresher and short term

courses. This helps in the professional growth.

Health-camp is organized for staff and faculty.

This year two employees were given appreciation letter for their contributions to the college.

4. Has the institution conducted any staff development programme for skill up-

gradation and training of the teaching and non-teaching staff? If yes, give

details.

Teaching Staff:

The institution organizes seminars, conferences and workshops for the

development of the teaching staff.


The Institution had organized Research Methodology certificate course for five

days was conducted in collaboration with ICSSR (WRC) during April 22-26, 2013

to familiarise faculty with the new trends in the field of educational research.

The entire teaching faculty has been given the training on uploading the text on

GESCER e-learning portal. This helps the teaching faculty to upgrade their ICT

skills.

Non-Teaching Staff:

The Gokhale Education Society at Nashik organizes seminars and

workshops for the development of the non-teaching staff every year.

An orientation to the use of technological equipment like printers,

photocopy machines by computer experts.

Mock drill is conducted for downloading e-papers for the University

Examinations.

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 institution align these with the requirements of

the statutory and regulatory bodies (NCTE, UGC, University etc.)?

Faculty and other staff members are recruited as per the UGC, NCTE and Mumbai University

norms. This is done directly by the Management.

All the faculty members working presently are fully qualified as per the norms, rules and

regulations.

6. What are the criteria for employing part-time/Adhoc faculty? How are the

part-time/Adhoc faculty different from the regular faculty? (E.g. salary

structure, workload, specializations).

Since all faculty members are fully qualified at present we do not have any part-time or Ad-

hoc faculty.

7. What are the policies, resources and practices of the institution that support

and ensure the professional development of the faculty? (e.g. budget

allocation for staff development, sponsoring for advanced study, research,

participation in seminars, conferences, workshops, etc. and supporting

membership and active involvement in local, state, national and international

professional associations).

The Institution and Management understand the importance of professional

development of faculty. For this, Management at the Head Office level plans various

types of enrichment programme and faculty is deputed for the same.


College also ensures that the requirement for professional development such as

orientation programme, refresher course and short term course are attended by the

faculty.

The entire college faculty including Principal and Librarian are deputed for the above

programmes time to time as per the requirements of UGC.

The college utilizes UGC grants meant for professional development of the faculty

and librarian.

We have SOUL, N-list and web page designing. Librarian has used her Knowledge

and skills in designing e-newsletter and web pages for the faculty. Updated college

website is maintained by the librarian.

The institution permits faculty members to participate in workshop, seminar and

conference and their active involvement in local, state, national and international

professional associations. Our faculty members have not only actively participated but

also been resource persons for such programs.

The institution has organised professional development for faculty such as the

research methodology workshop sponsored by ICSSR. Faculty members have been

benefitted by attending Pre-PhD course conducted by the institution.

The institution encourages the faculty to enroll for Ph D programme and at present we

have four faculty members with Ph.D. degree, two faculty members have submitted

their theses and awaiting viva. Three faculty members are in their final stage for

perusing the Ph.D. degree.

All the faculty members have PG teacher recognition. Principal is recognized Ph.D.

guide in Education from University of Mumbai and JJT University, two faculty

members are Ph.D. guides in Education from University of Mumbai and JJT

University and librarian is also the Ph.D. guide in Library and Information Science

from JJT University and Tilak Maharashtra University.

The faculty members are encouraged to undertake Major/Minor research projects and

cultural exchange programme from ICSSR, UGC and University of Mumbai.

Librarian has availed the UGC travel grants in 2013, nominated through SAARC to

attend the workshop at Maldives.

The job rotation is very good source for updating the skills and knowledge. For this

faculty members are given different departments, committees and courses to teach on

rotation bases every year.

Another source of professional development is to encourage faculty members and

students to host various types of events. An event management gives them training in

planning, delegating the work and interpersonal skills as well as in managing

finances. Almost all faculty members including librarian have hosted local, state and

national level programs.


Faculty members are also invited by various institutions as resource persons at

national and international levels, which give them exposure to working culture of

different institutions.

College has healthy practice of giving duty leave to the faculty to judge the various

competitions organised by various schools and colleges.

Institutional collaboration has helped us in using the library of other institutions and

use of electronic resources of those institutions.

8. What are the physical facilities provided to faculty? (Well-maintained and

functional office, instructional and other space to carry out their work

effectively).

It is very important for productive work and conducive environment that the faculty has their

own space.

Each faculty member is given separate space, stocking cupboards, specious table and

chair.

There is a common faculty room fitted with amenities like fans, water coolers and

adjoining washroom.

Open terrace garden gives them chance to be with nature.

There are air conditioners fitted in computer and language labs.

The college has two record rooms where faculty members can keep the records of

previous years which are required for references.

The faculty is also provided with laptops, pen drives and commonly shared printers,

Wi-Fi enabled faculty room and basic stationary.

The faculty members make active use of smart board and LCD projectors for

teaching-learning as well as paper presentations.

Readymade TAs are provided for different pedagogies teaching-learning processes.

A separate department library for science method and geography method is provided

which helps the faculty members to use students‟ creativity and active participation in

the knowledge sharing environment.

Faculty has a facility of using photocopying and printer.

LMC is approached for getting sanctions for all requirements of staff and faculty.


9. What are the major mechanisms in place for faculty and other stakeholders

to seek information and/or make complaints?

Faculty members can communicate their suggestions and grievances to the Local Managing

Committee through three faculty representatives.

Staff meetings also become a forum to express and redress staff grievances and share

important information relating to the Institution.

Informal face-to-face interactions of stakeholders with the Principal and faculty serve to seek

information on their satisfaction with the Institution and students emerging from it, the

quality of training provided and constructive suggestions for improvement.

Information relating to the ongoing activities and events is displayed on the college website

for the benefit of all stakeholders.

Important notices concerning University provisions/regulations are regularly circulated

among the faculty and displayed on the faculty room notice board.

Grievances, if any, are communicated to the Principal and resolved amicably.

10. Detail on the workload policies and practices that encourage faculty to be

engaged in a wide range of professional and administrative activities

including teaching, research, assessment, mentoring, working with schools

and community engagement.

Workload policies of the controlling authorities are the guidelines for deciding workload of

individual faculty. In each committee two to three members are included, where one faculty

member is in-charge of the committee. This is changed after every two or three years

whereby each faculty gets exposure to entire functioning of the particular committee as well

as college activities. Teaching, assessment, mentoring, working with schools are the activities

in which all the faculty members are actively involved all throughout the year. This gives

exposure to all faculty members.

Faculty members are also involved in DSM programme. Guidance for Action Research is

provided by all the faculty members to DSM participants.

11. Does the institution have any mechanism to reward and motivate staff

members? If yes, give details.

This is done at two levels – college level and the Society level.

In year (academic year 2015-2016), at college level two employees, namely Dr. Neela Kamat

and Dr. Shilpa Waghchoure, (Librarian) were felicitated by the Secretary of the Society by

giving „Appreciation Letter‟.

In addition to this at the Society level various awards like, „Best Principal‟, „Best Teacher‟,

„Best Librarian‟ and best „non-teaching staff‟ are given every year to motivate the staff

members.


Mr. H.D. Sawant, our Library Attendant was felicitated at the Society level as best „non-

teaching staff‟.

Financial Management and Resource Mobilization

1. Does the institution get financial support from the government? If yes,

mention the grants received in the last three years under different heads. If

no, give details of the source of revenue and income generated.

The College gets financial support from the government in the form of the Salary Grants,

UGC XIth and XIIth Plan Grants and the grants received to organise various conferences and

seminars. The details are given below:

Salary Grants

Sr. No. Year Grants Received

1 2013-14 10,153,142/-

2 2014-15 82,63,543/-

3 2015-16 1,32,80,564/-

UGC XIth and XIIth Plan Grants

Sr. No. Year Grants Received

1 2012-13

UGC XIth Plan

Additional Grants

10,00000/-

2 2013-14

UGC XIIth Plan

IQAC

3,00000/-

3 2013-14

UGC XIIth Plan

General Development

Assistance

4,00000/-

Grants received to organize various conference and seminar

Sr. No. Year Agency Grants Received

1 2011-12 UGC 1,15000/-

2 2012-13 NAAC

NHRC

75000/-

50,000/-

3 2013-14 UGC

Maharashtra Hindi Sahitya

Academy

ICSSR (WRC)

1,00000/-

1,00000/-

50,000/-

4 2015-16 NWDC 1,27000/-


Grants received for Minor / Major research projects

Sr.

No.

Year Agency Grants Received

1 2012-13 UGC Major Research Project

UGC Minor Research Project

UGC Minor Research Project

University of Mumbai -

Minor Research Project

296000/-

60,000/-

75000/-

22000/-

2 2013-14 University of Mumbai -


20000/-

3 2014-15 ICSSR - Major Research

Project

10,00000/-

4 2015-16 University of Mumbai -


25000/-

Grants receivedfor Travel

Sr.

No.


1 2013-14 UGC – Travel Grants

60000/-

Grants receivedfor Cultural Exchange Programme

Sr.

No.


1 2014-15 ICSSR

100000/-

2. What is the quantum of resources mobilized through donations? Give

information for the last three years.

Our admission process if fully centralised. Our institution does not take donation in any form.

Hence, no resource mobilisation takes place.

3. Is the operational budget of the institution adequate to cover the day-to-day

expenses? If no, how is the deficit met?

The operational budget is inadequate to cover all the day to day expenses. The college plans

the activities keeping in mind the financial constraints.


4. What are the budgetary resources to fulfill the missions and offer quality

programs? (Budget allocations over the past five years, depicted through

income expenditure statements, future planning, resources allocated during

the current year, and excess/deficit)

As it is shown in above tables, National and State level programmes are organised after

getting sanctions from UGC, ICSSR, NAAC. For students various co-curricular activities are

planned within the means of the fees collected for such activities.

Budget Allocation for the last five years

Year Income Expenditure Surplus Deficit

2011-12 Rs. 81,33,719/- Rs. 96,05,948/- - Rs. 14,72,229/-

2012-13 Rs. 1,04,79,194/- Rs. 1,08,41,205/- - Rs. 3,62,011/-

2013-14 Rs. 1,29,59,580/- Rs. 1,29,90,766/- - Rs. 31,186/-

2014-15 Rs. 1,17,25,366/- Rs. 1,27,66,661/- - Rs. 10,41,295/-

2015-16 Rs. 1,39,04,798/- Rs. 1,40,94,716/- - Rs. 1,87,218/-

5. Are the accounts audited regularly? If yes, give the details of internal and

external audit procedures and information on the outcome of last two audits.

(Major pending audit paras, objections raised and dropped).

Accounts are audited annually.

The College makes use of the services of chartered accountant Mr.G.V. Ginde,

(appointed by our parent Society) who conducts an internal financial audit every year

and prepares report. Information on the outcome of the last two audits as mentioned in

the report has been summarized as follows:

Receipts and payments are tallied with the cash book and vouchers of the institute.

All statements of accounts are reported to be authentic and correct.

In last five years twice External audit was done by the Accountant General of

Mumbai, Government of Maharashtra, in 2012-13 and 2015-16. In both the audits

there were no irregularities found by the auditors.

6. Has the institution computerized its finance management systems? If yes,

give details.

There is one computer in Principal‟s office and four computers in administrative office. All

five computers have internet facility and printer attached. These are used for all admin work,

including admissions, examination work, all the official correspondence as well as the

financial work.


6. 6 Best practices in Governance and Leadership

1. What are the significant best practices in Governance and Leadership carried

out by the institution?

Our institution is ISO certified. Hence administrative procedures are all in place.

Our inspirations at parent Society – President Prin. S.B. Pandit and Secretary, Sir Dr. M.S.

Gosavi are the guiding forces. Encouragement is given for the initiative taken by any

employee and good work is recognised at the Society level.

Within college, faculty members are encouraged for their academic and career progression.

All the activities conducted in college are with proper cooperation and coordination of

teaching and non-teaching staff. Faculty members are encouraged by conducting their

placements at appropriate time. They are sanctioned duty leave for attending orientation and

refresher courses. They are also encouraged for completing mandatory short term courses.

Our Research Cell is active and two of our own faculty members are carrying out their

doctoral research through this cell.

To develop the leadership quality, various departments are distributed to the faculty members

and they are encouraged to take decisions and sort out any problems, which are incurred.


Criterion VII: Innovative Practices

7. 1 Internal Quality Assurance System

1. Has the institution established Internal Quality Assurance Cell (IQAC)? If yes,

give its year of establishment, composition and major activities undertaken.

Institution has established Internal Quality Assurance Cell (IQAC).It was established on 5th

January 2005.

Composition of IQAC for the year 2016-2017 is as follows:

Sr.

No.

Composition Name of the Member

1 Number of Teachers (7 + 2) Prin. Dr. I. Shukla, Dr.

N.P. Patil, Prof. P.S. Kale,

Prof. N.P. Kamat, Prof.

S.D. Patkar, Prof. V.N.

Gavit, Dr. C.U. Chavan,

Prof. S.B. Bodke, Dr. S.S.

Waghchoure (Librarian)

2 Administrative Staff (1) Mrs. Neeta Madaye

3 Students (4) Mr. Sagar Raool, Ms.

Rupali Nerkar

Mr. Ananya Kulkarni, Ms

Shaista

4 Management Representative (2) Prin. V.B. Rokade, Prin.

Dr. S.V. Sant

5 Alumni (3) Mr. Sandeep Jadhav,

Ms. Beena Purohit

Ms. Sushama Nair

6 Other stake holders / Community

representative (1)

Dr. Seema Bansode-

Gokhe, Mrs. Kamble

(RM Bhatt)

7 Employer (1) Prin. Kamble R.M. Bhatt

8 External Expert (1) Dr. Anita Swmi

Total 20

Major activities undertaken by IQAC

Peer Enrichment Lecture Series

Online ICT Awareness Course by UNESCO

Health Camp for STs, parents, faculty and employees of sister institutions

Orientation of PT schools for two year B.Ed. programme

AIDS awareness programme

Personality development programme

Self-defense by Butterfly Academy

Blood donation camp in collaboration with KEM

Life-skills workshop


2. Describe the mechanism used by the institution to evaluate the achievement of

goals and objectives.

Academic calendar is prepared at the beginning of the year keeping goals and

objectives in focus.

After each activity, STs are encouraged to express their feelings about the

usefulness of the activities conducted.

Whenever outsiders participate in the activities like seminars, conferences,

workshops organised by the college, feedback is taken.

After each activity faculty members reflect on the activities to see how far

they have been effective.

Reports of all the activities are also presented in LMC meetings.

At the end of each term Principal conducts a meeting with all faculty members

to check veracity and usefulness of the activities conducted.

3. How does the institution ensure the quality of its academic programmes?

Academic activities are chalked out at the beginning of the year in such a way

that they supplement the theory aspect. Resources are identified and allocated

accordingly.

In addition, activities are conducted which have socio-cultural bearings. After

each activity, feedback from the STs is taken to know their reactions and

usefulness of the activity verbally as well as in written form.

Feedback is also taken from PT schools to know their requirements and

reactions.

Library activities are encouraged by giving „Best User Award‟. STs are

informed about „new arrivals‟ by e-mail. Webliography is prepared and

provided to STs. Old question-papers are scanned and uploaded on our

website.

Feedback about teaching-learning process is taken from STs at the end of each

term. This is then analysed and Principal personally communicates this to each

faculty.

Our Management is quality conscious. So to ensure the quality of academic

programmes, care is taken right from the appointment of the faculty members

by Management. Appointment is done only after ascertaining the

qualifications of the selected candidate as per the UGC and NCTE norms.


Principal and faculty members are continuously in touch with school teachers,

supervisors, alumni working in various schools and faculty from other

colleges. There feedback and inputs are utilized for quality sustenance.

5. How does the institution ensure the quality of its administration and financial

management processes?

Principal looks into all the administrative and financial management

processes.

For taking decisions various committee members assist the Principal, along

with the administrative staff. This ensures double check on the processes.

In addition to this, there are regular financial audits carried out by in-house

society auditor as well as from Accountant General‟s office, Maharashtra

Government and Joint Director, Higher Education.

ISO audits are carried out regularly to check all administrative procedures.

Usually prior sanctions are taken from the Management for administrative and

financial processes.

Principal presents interim budget at Society‟s Branch meeting at the beginning

of the financial year and seeks approval for proposed budget.

All the activity reports are presented at LMC meetings.

5. How does the institution identify and share good practices with various

constituents of the institution.

SWOT analysis is done jointly by all faculty members. This helps in knowing

strengths and opportunities available.

Initiatives taken by faculty members are shared with each other during

informal meetings. These are also highlighted by the Principal during formal

meetings.

Parents and alumni are apprised of activities and good practices during PSA

and PTA. Social media (facebook and WhattsApp) are used effectively for this

purpose.

From last academic year, new practice has been introduced, where faculty

members‟ contributions are acknowledged by felicitating them by the

Secretary, GES and presenting a written citation.

Principal presents all good practices implemented during the year at Society‟s

Branch meeting annually.


Website, e-newsletter and Annual Report help in identifying and sharing good

practices with various constituents of the institution.

1.2 Inclusive Practices.

1. How does the institution sensitise teachers to issues of inclusion and the focus

given to these in the national policies and the school curriculum.

Through the theory content STs develop the understanding of inclusion. When

they go to PT schools, they get first hand exposure to inclusion and they

understand the strategies adopted by the school.

In addition to this through expert talks on issues of Human Rights,

marginalisation, women‟s issues, importance of mental health, etc, they are

exposed to issues of inclusion.

Visits to special schools are organized.

Co-curricular activities also help STs in sensitization.

While doing community work, in the year 2015-16, they were sent to an

orphanage. There STs got direct exposure to issues of inclusion.

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.

Core Syllabus: Within the core syllabus, the subject of Educational Psychology,

Contemporary India and Education has a module on learner diversity. Other courses

too address gender specific issues and diversities related to social settings. Faculty

members make use of three languages, namely, English, Marathi and Hindi for the

benefit of STs having vernacular medium background.

Practice-Teaching: In order to complete practice lessons, STs teach in co-educational

schools. This gives them the opportunity to learn about gender differences and their

impact on learning. Some of the PT schools also follow inclusive strategies for

integration of exceptional students which again provides valuable learning

experiences for the STs when they visit those schools and interact with the staff and

students there.

Extension Education: STs have the option of taking up SWS as a project. This

requires them to interview 25-30 women to gauge their level of empowerment.

Action Research: Topics selected for action research projects focus on gender role

stereotyping and differences.


Special Methods: These cover topics related to exceptionalities and inclusion in some

way or the other. Movie clippings, case studies, guest lectures are organised to

sensitise students towards these issues.

Special Fields: Some modules in the special fields like Rural Development, Action

Research, Computer Education, Environmental Education provide scope for

discussion, debate, group activities and case studies related to inclusion and gender

differences.

Seminars: Seminars on „Women‟s Rights‟, conducted in collaboration with the

NHRC as well as with NWC, reflect commitment of our college towards gender

equality.

Guest Lectures: Help to make students realise gravity of gender issues and

inclusions.

Street Plays: Street plays put up by the STs on various occasions in college as well as

at intercollegiate festivals convey powerful messages relating to gender equality and

women empowerment and aspects of inclusion. To celebrate Women‟s day, our

college was invited to present a street play at Women Development Commission of

Government of Maharashtra, in their premises on 8th

March 2016.

3. Detail on the various activities envisioned in the curriculum to create learning

environments that foster positive social interaction, active engagement in

learning and self-motivation.

In our institute students from different communities are admitted. We believe in

transacting the curriculum keeping in mind the multicultural nature of our STs. In our

teacher education college we focus on student-centered and activity based teaching

learning process. Social interactions and self-motivation are achieved through following

ways:

1) Morning assembly – Morning Prayers, Good Thoughts are written on board. This

is done to inculcate values of empathy and secularism.

2) Extension Work activities of University of Mumbai - Poster, Elocution, Slogan,

Essay Writing Competition on social issues like Dowry System, Child Labour,

Women Harassment etc. give wider perspective about the current social issues.

3) Gokhale Week - Different competitions like Spell-Bee, Teaching Aid, Science

Quiz, Research Quiz, Folk songs and Folk dance etc. help in developing love and

pride for our rich cultural heritage and in enriching curricular experiences.

4) Talent Search- Student Teachers present their talents in various areas of fine arts

like dance, mehandi, drawing, singing, eloqution etc,

5) Cultural events organised by the student council and various clubs to celebrate

important days like National days and National festivals.


6) Sports- We organise annual indoor and outdoor sports to develop healthy

competitive spirit and sportsman spirit.

7) Book review presentations by STs help to enhance the critical thinking analysing

skills. It also helps in developing interests in varied subjects.

8) Seminar by STs in core and optional courses in the curriculum to develop

qualities like positive interaction and active engagement are ensured through the

organisation of following programmes:

Cooperative learning techniques, co-teaching, theme-based learning to build rapport

and insist on interdependence,

Students‟ Seminars in the core and optional papers,

Peer feedback (as in Observation Book) during micro and practice teaching, etc.

Supervised library study to encourage group and individualized learning

Innovative methods adopted like role play, dramatization etc.

Mentoring program for student teachers

SUPW (Socially Useful Productive Work) where we make roller boards, dusters etc.

in the college

Cartography workshop to train them about making the geographical maps on their

own.

4. How does the institution ensure that student teachers develop proficiency for

working with children from diverse backgrounds and exceptionalities?

STs are made aware of diverse backgrounds and exceptionalities through theory e.g., courses

of Psychology and Creating an Inclusive School etc. Lectures on the related topics like

pluralism, multiculturalism, learning disabilities, diverse learners, multilinguism, are

organized.

STs are given exposure to various methods of teaching which they practice in PT schools to

cater to children from diverse backgrounds and exceptionalities.

In October 2015 (Diwali vacation) our STs were given opportunity to work with less

fortunate students, in collaboration with Kotak-Mahindra schools. It has helped them to get

the direct firsthand experience.


STs when go to PT schools, come across some students with exceptionalities. They gather

information about them from school teachers. They also discuss such cases with their faculty

to understand more about it.

5. How does the institution address to the special needs of the physically

challenged and differently-abled students enrolled in the institution?

The institute has provisions to cater to the special needs of the physically challenged and

differently-abled students. They areas follows;

Movable furniture in the classroom allows for modifications in the seating

arrangement as and when required.

During practice teaching and internship, in the event of having any student with

special needs, provisions are made with reference to the proximity of the PT school

and timings.

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)?

As per the guidelines of university of Mumbai and the Government authorities, our college

has Women Development Cell (WDC), to look into the issues of gender discrimination. The

Cell organizes programmes for woman sensatisation and woman empowerment.

Cell organises programmes like Poster Competitions and Essay Competitions. In addition we

organise lectures on variety of topics like banking procedures, women‟s right and special

laws for women. We also organise lectures for female STs on health issues.

In case any female student becomes sick in college, we make sure that she is provided

medical help, if she needs it. If not, we inform her parents / guardians and make arrangements

for reaching her safely to her home.

On 8th

March 2016, on International women‟s Day, our STs actively participated in the

programme organised by Government of Maharashtra Women‟s Commission and also

presented a street play.

On 26th

and 27th

March 2016, we had organised national level seminar sponsored by Women

Commission, Government of India, where our STs participated actively. Some of them

presented papers during the seminar.

We also have Grievance Cell in college. Female STs are encouraged to approach the cell in

case of any problem.

In last five years, we have not had any case of gender-issues in our college.


7.3 Stakeholder Relationships

1. How does the institution ensure the access to the information on organisational

performance (Academic and Administrative) to the stakeholders?

One of the most accepted procedure to evaluate the performance of the

Institution is done by ISO Audit annually. The Annual Surveillance Audit is

conducted and the corrective measures are suggested. Besides this biannually

Internal ISO Audit is also done, where corrective measures given by external

auditor in a Surveillance Audit are implemented and reported.

The LMC ensures the 6 monthly performance of the institution through the

reports presented before the Management.

Institutional Annual Report is sent to University of Mumbai where it is

published in their annual report. Annual Report is also presented before the

stakeholders such as parents, past students, current batch students and the

Chief Guest on occasion of Annual Prize Distribution Ceremony.

Annual report is published in a college magazine which is distributed to sister

institutions and other teacher education institutions as well as students.

The AQAR is sent to NAAC annually in the month of July every year for their

perusal.

Another medium which more widely referred to is college website and e-

newsletter. Website has annual reports, reports of special events like

conference, workshop, competitions etc.

List of prize winning students and teachers are displayed on the website.

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?

LMC meeting is held once in each term. Here all the activities / processes are presented to the

members and are discussed in details.

Our Principal interacts with STs periodically and gathers the feedback, which is considered

for further planning.

Principal takes feedback about the usefulness of various activities conducted from STs at the

end of each semester. Principal also gathers data from alumni at the end of the programme,

when they visit college to collect their degree certificates. The feedback they give is analysed

and incorporated in the future planning.STs give their feedback about teaching-learning

processes in each term. They also give feedback of each activity, at the end of the activity.

Parents are encouraged to ask questions and give their feedback during PTA.


Periodic Reviews: The process of review and planning is an ongoing feature. The Principal

meets the STs regularly and gets an overview from them about theirsatisfaction/

dissatisfaction of the various curricular and co-curricular activities heldwithin the institution.

These responses are then shared with faculty during meetings and personal interviews.

Suggestions for improvement are sought from both faculty and STs. These suggestions are

then evaluated and implemented on a trial basis and again reviewed.

Annual Review: At the end of the year a comprehensive review is undertaken by the

principal and the faculty to evaluate the academic year.

IQAC, LMC, staff meetings and Alumni Meetings: Through these meetings information

relating to STs‟ satisfaction and grievances is shared and redressed. These discussions help in

getting an insight into bringing qualitative improvement.

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?

Feedback is collected from STs in each term regarding the teaching-learning processes and is

analysed. Concerned faculty is informed about his / her feedback.

Feedback from parents and past students is taken at the time of PTA and PSA.

Feedback of STs is taken after each activity conducted in the college.

Feedback of PT activities is gathered from the PT schools by the PT In-charge.

This information is studied and analysed. It is checked for any specific patterns. Corrective

measures are planned after deliberations for improvement.


Annexure – I

Brief Note on Teacher Education Scenario in

the State


Annexure – II a) Institution Academic Calendar

b) Time Table


Copy of Syllabus has uploaded on

College website

http://www.gescer.in/syllabus

Annexure – III Copy of Syllabus

http://www.gescer.in/syllabus


Annexure – 1V a) Master Plan of the Institution,

b) Society Registration Certificate,

c) Floor-wise area of Institution in sq.ft.


Annexure – V Sample of Student feedback on

a) Principal

b) Teachers

c) Librarian


Annexure – VI a) Audited Income and Expenditure 2015-16

b) Receipt and Payment 2015-16

c) Balance Sheet 2015-16


Annexure – VII a) A Copy of the Latest Recognition Order

Issued by NCTE – 2014

b) University Permanent Affiliation

c) Government of Maharashtra Approval

d) UGC 2f 12B

e) ISO 9001:2008 Certificate

f) PhD Research Centre Approval


Annexure – VIII University Results for the Academic Year 2015-16


Annexure – IX Sample of Feedback on Practice Teaching

by Teacher Educators

by Peers

by Staff of Practice Teaching Schools


Annexure – X a) Best Practices of the Institution,

b) Flow Charts

c) Research Details


Annexure – XI Certificate of Compliance


Annexure – XII Copy of Letter of Intent

National Assessment and Accreditation Council - GESCER

Documents

Transcript of National Assessment and Accreditation Council - GESCER