hp board of school education, dharamshala-176213 - Hpbose ...
SELF APPRAISAL REPORT - GCTE Dharamshala
319
SELF APPRAISAL REPORT FOR THE SECOND CYCLE OF ACCREDITATION SUBMITTED TO NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL BANGALORE SUBMITTED BY GOVT. COLLEGE OF TEACHER EDUCATION DHARAMSHALA, DISTT KANGRA, HIMACHAL PRADESH – 176215 TRACK – ID: HPCOTE13516
-
Upload
khangminh22 -
Category
Documents
-
view
2 -
download
0
Transcript of SELF APPRAISAL REPORT - GCTE Dharamshala
SELF APPRAISAL REPORT
FOR THE SECOND CYCLE OF ACCREDITATION
SUBMITTED TO
NATIONAL ASSESSMENT
AND
ACCREDITATION COUNCIL
BANGALORE
SUBMITTED BY
GOVT. COLLEGE OF TEACHER EDUCATION
DHARAMSHALA, DISTT KANGRA,
HIMACHAL PRADESH – 176215
TRACK – ID: HPCOTE13516
CONTENTS
Preface i
INSTITUTIONAL DATA
A. Profile of the Institution 1-4
B. Criterion wise Inputs 5-30
EVALUATIVE REPORT
A. Executive Summary 31-33
B. Criterion wise analysis
Criterion I: Curricular Aspects 34-40
Criterion II: Teaching – Learning – Evaluation 41-58
Criterion III: Research Consultancy and Extension 59-81
Criterion IV: Infrastructure and Learning Resources 82-98
Criterion V: Student Support and Progression 99-114
Criterion VI: Governance and Leadership 115-139
Criterion VII: Innovative Practices 140-151
C. Mapping of Academic Activities of the Institution 152
D. Declaration by Head of the Institution 153
E. ANNEXURES
F. PHOTO GALLERY
Details of Annexures
Annexure I: Teacher Education Scenario in the State
Annexure II A: Tentative Annual Calendar of Activities
Annexure II B: Annual Calendar for Micro/ Simulated/ Block Teaching
Annexure III: Time Table
Annexure IV: Syllabus for B. Ed.
Annexure V: Master Plan of the Institution
Annexure VI: Student Feedback Performa
Annexure VII: Audited Financial Statements
Annexure VIII: NCTE Recognition Letter
Annexure IX: University Result 2012-13
Annexure X: Feedback Performa for Principals/Headmasters of Practicing Schools
i
Preface
The Self-appraisal report is the most valuable document which gives an overview of the present
position and future plans of the institution being assessed. Presently, the college is preparing for
the second cycle of accreditation by NAAC. The report has been prepared with utmost care,
sincerity, honesty and information contained is correct to the best of our knowledge and belief.
The report has been prepared as per the instructions laid down by National Assessment and
Accreditation Council and has two parts: Part-I comprises (A) Profile of the college (B) Criteria
wise inputs. Part-II consists of (A) Executive Summary, (B) Criterion wise analysis, (C)
Mapping of Academic Activities of the Institution, (D) Declaration by Head of the Institution,
(E) Annexures and (F) Photo Gallery.
Providing a magnificent view of Dhauladhar Mountains, Govt. College of Teacher Education is
ideally situated in close proximity to International Cricket Stadium and just 400 meters away
from Himachal Pradesh Board of School Education. GCTE is a premier institute of education in
the state, providing positive transforming experience.
It would not have been possible to complete the Self Appraisal Report without the full and whole
hearted support and co-operation of the entire GCTE family. I am indebted to all the committee
members of the report preparation committee, all members of IQAC, other faculty members and
office staff for their active participation in the preparation of the report.
I would be failing in my duty if I do not acknowledge the extra efforts put by some of the faculty
members by working overtime, even till late at night for the completion of this report. I record
my special heartfelt thanks to Dr. Prabha Gill, Dr. Rashmi Ramaul, Sh. K. S. Dadhwal, Dr.
Sanjay Pathania, Sh. Suresh Sharma, Dr. Suresh Rana, Sh. Bhagwan Dass, Sh. Manoj Kumar,
Sh. Ajay Awasthi (Sr. Astt.) and Sh. Sanjeev Kumar, Computer operator for their resolute and
indefatigable efforts in completing this work. I also convey my thanks to all those who have
directly or indirectly helped us in the preparation of the Self-appraisal Report.
The whole GCTE family is looking forward to the visit of the NAAC peer team to this
institution. All are eager to interact with the team members for their valuable comments and
suggestions. I am fully confident that the peer team will applaud us for our efforts and their
observations will prove to be a milestone for achieving excellence in the teaching-learning
process.
Dr. Ajay Lakhanpal
Principal
Govt. College of Teacher Education
Dharamshala
PART 1: INSTITUTIONAL DATA
1
A. Profile of the Institution
1. Name and address of the institution: Govt. College of Teacher Education,
Dharamshala,
District Kangra,
Himachal Pradesh, Pin: 176215
2. Website URL: www.gcte.in
3. For communication:
Office:
Name Telephone
Number with
STD Code
Fax No E-Mail Address
Head/Principal
Dr. Ajay Lakhanpal
01892-223140 01892-222575 [email protected]
Vice-Principal
Dr. Prabha Gill
01892-223140 01892-222575 [email protected]
Self - appraisal
Co-ordinator
Dr. Rashmi Ramaul
01892-223140 01892-222575 [email protected]
Residence:
Name Telephone Number
with STD Code
Mobile Number
Head/Principal Dr. Ajay Lakhanpal 01892-223140 09418086509
Vice-Principal Dr. Prabha Gill 01892-224794 09805875455
Self - appraisal Co-ordinator
Dr. Rashmi Ramaul
01892-225100 09816358981
4. Location of the Institution:
Urban Semi-urban Rural Tribal
Any other (specify and indicate)
5. Campus area in acres:
√
04
2
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 i. Government
ii. Grant-in-aid
iii. Constituent
iv. Self-financed
v. Any other (specify and indicate)
b. By Gender i. Only for Men
ii. Only for Women
iii. Co-education
c. By Nature i. University Dept.
ii. IASE
iii. Autonomous College
iv. Affiliated College
v. Constituent College
Himachal Pradesh University, Shimla, H.P.
√
√
√
√
√
√
MM YYYY
09 1956
MM YYYY
11 1988
MM YYYY
05 1991
√
√
√
√
3
vi. Dept. of Education of Composite
College
vii. CTE
Viii. Any other (specify and indicate)
11. Does the University / State Education Act have provision for autonomy?
Yes No
If yes, has the institution applied for autonomy?
Yes No
12. Details of Teacher Education programmes offered by the institution:
Sl.
No.
Level Programme/
Course
Entry
Qualificatio
n
Nature of
Award
Duration Medium of
instruction
i) Pre-primary
Certificate
Diploma
Degree
ii) Primary/
Elementary
Certificate
Diploma
Degree
iii) Secondary/
Sr. secondary
Certificate
Diploma
B.Ed. Bachelor
Degree
Degree One Year English
Hindi
iv. Post Graduate
Diploma
Degree
v. Other
(specify)
In-Service
Training Govt.
Service
Certificate One Week
Two Weeks
Three Days
English/
Hindi
Diploma
Degree
(Additional rows may be inserted as per requirement)
√
√
4
13. Give details of NCTE recognition (for each programme mentioned in Q.12 above)
Level Programme Order No. &
Date
Valid
upto
Sanctioned
Intake
Pre-primary
Primary/Elementary
Secondary/ Sr.
secondary
B. Ed. NRC/NCTE-
3/18/97/1207
245
Post Graduate
Other (specify)
(Additional rows may be inserted as per requirement)
5
B. Criterion-wise inputs
Criterion I: Curricular Aspects
1. Does the Institution have a stated
Vision
Mission
Values
Objectives
2. a) Does the institution offer self-financed programme(s)?
If yes,
a) How many programmes?
b) Fee charged per programme
3. Are there programmes with semester system
4. Is the institution representing/participating in the curriculum development/ revision
processes of the regulatory bodies?
If yes, how many faculty are on the various curriculum development/vision
committees/boards of universities/regulating authority.
5. Number of methods/elective options (programme wise)
D. Ed.
B. Ed.
M.Ed. (Full Time)
M.Ed. (Part Time)
No
Yes √ No
Yes √ No
Yes √ No
Yes √ No
√
01
2400
Yes √ No
Yes √ No
03
6
Any other (specify and indicate)
6. Are there Programmes offered in modular form
7. Are there Programmes where assessment of teachers by the students has been introduced
8. Are there Programmes with faculty exchange/visiting faculty
9. Is there any mechanism to obtain feedback on the curricular aspects from the
Heads of practice teaching schools
Academic peers
Alumni
Students
Employers
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?
Yes No √
Number
As per norms
Yes √ No
Number 01
Yes √ No
Number 01
Yes √ No
Yes No √
Yes √
√ No
Yes √ No
Yes √ No
Yes No √
Number
7
12. Are there courses in which major syllabus revision was done during the last five years?
13. Does the institution develop and deploy action plans for effective implementation of the
curriculum?
14. Does the institution encourage the faculty to prepare course outlines?
Criterion II: Teaching-Learning and Evaluation
1. How are students selected for admission into various courses?
a) Through an entrance test developed by the institution
b) Common entrance test conducted by the
University/Government
c) Through an interview
d) Entrance test and interview
e) Merit at the qualifying examination
f) Any other (specify and indicate)
(If more than one method is followed, kindly specify the weightages)
2. Furnish the following information (for the previous academic year):
a) Date of start of the academic year
b) Date of last admission
c) Date of closing of the academic year
d) Total teaching days
e) Total working days
√
Yes √ No
Yes √ No
Yes √ No
Number
All
24/07/2012
30/07/2012
24/06/2013
180
221
8
3. Total number of students admitted
Programme Number of students Reserved Open
M F Total M F Total M F Total
D.Ed.
B.Ed. 96 105 201 51 45 96 45 60 105
M.Ed. (Full
Time)
M.Ed. (Part
Time)
4. Are there any overseas students?
If yes, how many?
5. What is the ‘unit cost’ of teacher education programme? (Unit cost = total annual recurring
expenditure divided by the number of students/ trainees enrolled).
a) Unit cost excluding salary component
b) Unit cost including salary component
(Please provide the unit cost for each of the programme offered by the institution as
detailed at Question 12 of profile of the institution)
6. Highest and Lowest percentage of marks at the qualifying examination considered for
admission during the previous academic session
Programmes
Open Reserved
Highest
(%)
Lowest
(%)
Highest
(%)
Lowest
(%)
D.Ed.
B.Ed. Non-Medical 77 69 69 63
B. Ed. Arts 82 78 78 75
M.Ed. (Full Time)
M.Ed. (Part Time)
Yes No √
1,58,958
12,588
9
7. Is there a provision for assessing students’ knowledge and skills for the programme (after
admission)?
8. Does the institution develop its academic calendar?
9. Time allotted (in percentage)
Programmes Theory Practice Teaching Practicum
D.Ed.
B.Ed. 56 23 21
M.Ed. (Full Time)
M.Ed. (Part Time)
10. Pre-practice teaching at the institution
a) Number of pre-practice teaching days
b) Minimum number of pre-practice teaching
lessons given by each student
11. Practice Teaching at School
a) Number of schools identified for practice
teaching
b) Total number of practice teaching days
c) Minimum number of practice teaching
lessons given by each student
12. How many lessons are given by the student teachers in simulation and pre-practice teaching
in classroom situations?
13. Is the scheme of evaluation made known to students at the beginning of the academic
session?
Yes √ No
3 0
4 2
Yes √ No
118
30
1 6
No. of Lessons In simulation
10 No. of Lessons Pre-practice teaching
20
10
14. Does the institution provide for continuous evaluation?
15. Weightage (in percentage) given to internal and external evaluation
Programmes Internal External
D.Ed.
B.Ed. 20 80
M.Ed. (Full Time)
M.Ed. (Part Time)
16. Examinations
a) Number of sessional tests held for each paper
b) Number of assignments for each paper
17. Access to ICT (Information and Communication Technology) and technology.
Yes No
Computers √
Intranet √
Internet √
Software / courseware (CDs) √
Audio resources √
Video resources √
Teaching Aids and other related materials √
Any other (specify and indicate) √(Open
access
educational
resources)
18. Are there courses with ICT enabled teaching-learning process?
Yes √ No
Yes √
No
0 2
0 2
Yes √ No
Number 02
11
19. Does the institution offer computer science as a subject?
If yes, is it offered as a compulsory or optional paper?
Compulsory Optional
Criterion III: Research, Consultancy 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?
If yes, provide the following details on the ongoing research projects
Funding agency Amount (Rs) Duration (years) Collaboration, if any
MHRD 5 Lac 03 -
Pr. Secretary,
Revenue, (DMC) HP
Govt.
49.9 Lac 02 -
(Additional rows/columns may be inserted as per the requirement)
3. Number of completed research projects during last three years.
4. How does the institution motivate its teachers to take up research in education? (Mark for
positive response and X for negative response)
Teachers are given study leave
Teachers are provided with seed money
Adjustment in teaching schedule
Providing secretarial support and other facilities
Any other specify and indicate
Yes √ No
√ √ √
Yes √ No
√
0 0 Number 8
01
0 4 Percentage 2
12
5. Does the institution provide financial support to research scholars?
6. Number of research degrees awarded during the last 5 years.
a. Ph.D.
b. M.Phil.
7. Does the institution support student research projects (UG & PG)?
8. Details of the Publications by the faculty (Last five years)
Yes No Number
International journals √ 07
National journals
Referred papers
√ 13
Non referred
papers
√ 09
Academic articles in reputed
magazines/news papers
√ 10
Books √ 01
Any other (specify and indicate)
9. Are there awards, recognition, patents etc received by the faculty?
10. Number of papers presented by the faculty and students (during last five years):
FacultyStudents
National seminars
International seminars
Any other academic forum
22
09
-
Yes No √
Yes No √
0
0
-
-
-
Yes No √
Number -
13
11. What types of instructional materials have been developed by the institution?
(Mark `’ for yes and `X’ for No.)
Self-instructional materials
Print materials
Non-print materials (e.g. Teaching
Aids/audio-visual, multimedia, etc.)
Digitalized (Computer aided instructional materials)
Question bank
Any other (specify and indicate)
12. Does the institution have a designated person for extension activities?
If yes, indicate the nature of the post.
Full-time Part-time Additional charge
13. Are there NSS and NCC programmes in the institution?
14. Are there any other outreach programmes provided by the institution?
15. Number of other curricular/co-curricular meets organized by other academic agencies/NGOs
on Campus
16. Does the institution provide consultancy services?
In case of paid consultancy what is the net amount generated during last three years.
X
√
Yes √ No
Yes No √
Yes √ No
05
Free Consultancy
Yes √ No
√
√
√
√ √
√
√
√ √
√
√
√
√
√
√
√
X
14
17. Does the institution have networking/linkage with other institutions/ organizations?
Local level √
State level √
National level
International level
Criterion IV: Infrastructure and Learning Resources
1. Built-up Area (in sq. mts.)
2. Are the following laboratories been established as per NCTE Norms?
a) Methods lab Yes No
b) Psychology lab Yes No
c) Science Lab(s) Yes No
d) Education Technology lab Yes No
e) Computer lab Yes No
f) Workshop for preparing
teaching aids Yes No
3. How many Computer terminals are available with the institution?
4. What is the Budget allotted for computers (purchase and maintenance) during the previous
academic year?
5. What is the Amount spent on maintenance of computer facilities during the previous
academic year?
6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the
previous academic year?
7. What is the Budget allocated for campus expansion (building) and upkeep for the current
academic session/financial year?
1412
√
√
√
√
33
3,60,376
3,60,376
√
283.40 Lac
√
14,700
15
8. Has the institution developed computer-aided learning packages?
9. Total number of posts sanctioned Open Reserved
Teaching
Non-teaching
10. Total number of posts vacant (Not Applicable) Open Reserved
Teaching
Non-teaching
11. a. Number of regular and permanent teachers Open Reserved
(Gender-wise)
Lecturers
Readers
Professors
b. Number of temporary/ad-hoc/part-time teachers (Gender-wise)
Open Reserved
Lecturers
Readers
Professors
c. Number of teachers from Same state
Other states
Yes √ No
19
-
M F M F
01 01
1
03 01
M F M F
05 05 02 01
M F M F
- - - -
M F M F
- - - -
M F M F
- - - -
M F M F
- - - -
M F M F
11 08 00 00
10 07 00 00
M F M F
- - - -
- - - -
16
12. Teacher student ratio (program-wise)
Programme Teacher student ratio
D.Ed.
B.Ed. 1:13
M.Ed. (Full Time)
M.Ed. (Part Time)
13. a. Non-teaching staff Open Reserved
Permanent
Temporary
b. Technical Assistants Permanent
Deputation/Temporary
14. Ratio of Teaching – non-teaching staff
15. Amount spent on the salaries of teaching faculty during the previous academic session (% of
total expenditure)
16. Is there an advisory committee for the library?
17. Working hours of the Library
On working days
On holidays
During examinations
18. Does the library have an Open access facility
1:1
Yes √ No
07
NIL
Yes √ No
07
M F M F
02 04 07 03
M F M F
01 - - -
M F M F
- - - -
M F M F
02 01 - -
78.8
17
19. Total collection of the following in the library
a. Books
- Textbooks
- Reference books
b. Magazines
e. Journals subscribed
- Indian journals
- Foreign journals
f. Peer reviewed journals
g. Back volumes of journals
h. E-information resources
- Online journals/e-journals
- CDs/ DVDs
- Databases
- Video Cassettes
- Audio Cassettes
20. Mention the
Total carpet area of the Library (in sq. mts.)
Seating capacity of the Reading room
21. Status of automation of Library
Yet to intimate
Partially automated
Fully automated
22. Which of the following services/facilities are provided in the library?
Circulation
Clipping
Bibliographic compilation
Reference
Information display and notification
Book Bank
Photocopying
15600
7180
300 Vol.
19
08
06
02
SOUL 2.0
15x12
20+25 = 45
√
√
√
√
√
√
√
√
18
Computer and Printer
Internet
Online access facility
Inter-library borrowing
Power back up
User orientation /information literacy
Any other (please specify and indicate)
23. Are students allowed to retain books for examinations?
24. Furnish information on the following
Average number of books issued/returned per day
Maximum number of days books are permitted to be retained
by students
by faculty
Maximum number of books permitted for issue
for students
for faculty
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
40-50
One Session
Yes √ No
07
34:1
1200
One Month
06
04
19
26. Provide the number of books/ journals/ periodicals that have been added to the library
during the last three years and their cost.
I
2011-12
II
2012-13
III
2013-14
Number Total cost
(in Rs.)
Number Total cost
(in Rs.)
Number Total cost
(in Rs.)
Text books 694 133149 - - - -
Other books 12 4990 17 5410 - -
Journals/
Periodicals
02 350 06 16055 06 2600
Any others
specify and
indicate
(Newspapers)
- - - - - -
Book Bank 686 1,10,822 - - - -
(Additional rows/columns may be inserted as per requirement)
Criterion V: Student Support and Progression
1. Programme wise “dropout rate” for the last three batches
Programmes Year 1 Year 2 Year 3
D.Ed.
B.Ed. .053 .033 .049
M.Ed. (Full
Time)
M.Ed. (Part
Time)
2. Does the Institution have the tutor-ward/or any similar mentoring system?
If yes, how many students are under the care of a mentor/tutor?
3. Does the institution offer Remedial instruction?
Yes √ No
12-15
Yes √ No
20
4. Does the institution offer Bridge courses?
5. Examination Results during past three years (provide year wise data)
UG PG M. Phil
I
11-
12
II
12-
13
III
13-
14
I II III I II III
Pass percentage 100 100 100
Number of first
classes
192 222 156
Number of
distinctions
- 01 09
Exemplary
performances
(Gold Medal and
university ranks)
---- --- ---
6. Number of students who have passed competitive examinations during the last three years
(provide year wise data)
NET
SLET/SET
Any other (specify and indicate)
7. Mention the number of students who have received financial aid during the past three years.
Financial Aid I
2011-12
II
2012-13
III
2013-14
SC 228996 63720 106200
OBC 53457 31320 69120
IRDP 32400 32400 31320
ST 59136 26040 14400
Any other specify and
indicate
NIL NIL NIL
(Additional rows may be inserted as per requirement)
Yes No √
I II
02
III
03
21
8. Is there a Health Centre available in the campus of the institution?
9. Does the institution provide Residential accommodation for:
Faculty
Non-teaching staff
(Accommodation is available from Govt. Common Pool)
10. Does the institution provide Hostel facility for its students?
If yes, number of students residing in hostels
Men
Women
11. Does the institution provide indoor and outdoor sports facilities?
Sports fields
Indoor sports facilities
Gymnasium
12. Availability of rest rooms for Women
13. Availability of rest rooms for men
14. Is there transport facility available?
15. Does the Institution obtain feedback from students on their campus experience?
Yes √ No
Yes √ No
Yes √ No
Yes √
No
Yes √
No
Yes √ No
Yes √ No
Yes √ No
Yes No √
Yes √ No
Yes √
√ No
0
54
22
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 √ - 01 - √ -
Inter-university √ √
National √ √
Any other
(Inter-house)
√ √
(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?
If yes, give the year of establishment
19. Does the institution have a Student Association/Council?
20. Does the institution regularly publish a college magazine?
21. Does the institution publish its updated prospectus annually?
Yes No √
Yes √ No
Yes √ No
Yes √ No
2004
23
22. Give the details on the progression of the students to employment/further study (Give
percentage) for last three years
Year 1
(%)
Year 2
(%)
Year 3
(%)
Higher studies 39.62
Employment (Total) 41.50
Teaching
Non teaching
40.00
1.50
23. Is there a placement cell in the institution?
If yes, how many students were employed through placement cell during the past three years.
1 2 3
31 36 33
24. Does the institution provide the following guidance and counselling services to students?
Academic guidance and Counseling
Personal Counseling
Career Counseling
Yes √ No
√
√
√
Yes √ No
24
Criterion VI: Governance and Leadership
1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any other
similar body/committee
2. Frequency of meetings of Academic and Administrative Bodies: (last year)
Governing Body/management -
Staff council 12
IQAC/or any other similar body/committee 02
Internal Administrative Bodies contributing to quality improvement of the
institutional processes. (mention only for three most important bodies) :
(Examination Committee 04) (Advisory Committee 03) (Cultural
Committee 03)
10
3. What are the Welfare Schemes available for the teaching and non-teaching staff of the
institution?
Loan facility
Medical assistance
Insurance
Other (Maternity/Paternity Leave/Leave Travel Concession)
4. Number of career development programmes made available for non-teaching staff during
the last three years
01 01 01
Yes √ No
Yes √ No
Yes √ No
Yes √ No
Yes √ No
25
5. Furnish the following details for the past three years
a. Number of teachers who have availed the Faculty Improvement
Program of the UGC/NCTE or any other recognized organization.
b. Number of teachers who were sponsored for professional development programmes by
the institution
National
International
c. Number of faculty development programmes organized by the Institution:
d. Number of Seminars/ workshops/symposia on Curricular development,
Teaching- learning, Assessment, etc. organised by the institution
e. Research development programmes attended by the faculty
f. Invited/endowment lectures at the institution (Conducted by Guidance and Counseling Cell
and Others)
Any other areas: In-service Training Programmes
6. How does the institution monitor the performance of the teaching and non-teaching staff?
a. Self-appraisal
b. Student assessment of faculty performance
c. Expert assessment of faculty performance
d. Combination of one or more of the above
e. Any other (specify and indicate)
(Assessment by the Director, Higher Education, HP)
Yes √ No
Yes √ No
Yes √ No
01
0 0 7
0 0 1
0 0 1
0 0 3
0 3 0
0 0 4
1 0 0
Yes No
Yes √ No
26
7. Are the faculty assigned additional administrative work?
If yes, give the number of hours spent by the faculty per week
8. Provide the income received under various heads of the account by the institution for
previous academic session 2012-13
Grant-in-aid
Fees
Donation
Self-funded courses
Any other (specify and indicate)
9. Expenditure statement (for last two years)
Year 1 Year2
2012-13 2013-14
Total sanctioned Budget 46933845 53795538
% spent on the salary of faculty 54.9 49.5
% spent on the salary of non-teaching employees 14.4 12.1
% spent on books and journals .03 .02
% spent on developmental activities (expansion of
building)
27.7 35.0
% spent on telephone, electricity and water .43 .64
% spent on maintenance of building, sports facilities,
hostels, residential complex and student amenities, etc.
1.04 .87
% spent on maintenance of equipment, teaching aids,
contingency etc.
.16 .19
% spent on research and scholarship (seminars,
conferences, faculty development programs, faculty
exchange, etc.)
.32 .43
% spent on travel .01 .02
Any other (specify and indicate) MR/RP/TC etc. 1.0 1.0
Total expenditure incurred 46933845 53795538
Yes √ No
12
6.91 Lacs
15,89,852
1,19,000
5,71,200
-
27
10. Specify the institutions surplus/deficit budget during the last three years? (specify the
amount in the applicable boxes given below) Not Applicable
Surplus in Rs. Deficit in Rs.
11. Is there an internal financial audit mechanism?
12. Is there an external financial audit mechanism?
13. ICT/Technology supported activities/units of the institution:
Administration
Finance
Student Records
Career Counselling
Aptitude Testing
Examinations/Evaluation/
Assessment
Any other (specify and indicate)
14. Does the institution have an efficient internal coordinating and monitoring mechanism?
Yes √ No
Yes √ No
Yes √ No
Yes No √
Yes No √
Yes √ No
Yes √ No
NA NA
NA NA
NA NA
Yes √ No
Yes √ No
Yes √ No
Yes No
28
15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-
teaching staff?
16. Are all the decisions taken by the institution during the last three years approved by a
competent authority?
17. Does the institution have the freedom and the resources to appoint and pay temporary/ ad
hoc / guest teaching staff?
18. Is a grievance redressal mechanism in vogue in the institution?
a) for teachers
b) for students
c) for non - teaching staff
19. Are there any ongoing legal disputes pertaining to the institution?
20. Has the institution adopted any mechanism/process for internal academic audit/quality
checks?
21. Is the institution sensitised to modern managerial concepts such as strategic planning,
teamwork, decision-making, computerisation and TQM?
√
√
√
Yes √ No
Yes √ No
Yes √ No
Yes √ No
Yes √ No
Yes No √
29
Criterion VII: Innovative Practices
1. Does the institution has an established Internal Quality Assurance Mechanisms ?
2. Do students participate in the Quality Enhancement of the Institution?
3. What is the percentage of the following student categories in the institution?
Category Men % Women %
a SC 31 15.4 50 24.8
b ST 06 2.0 03 1
c OBC 14 6.9 23 11.4
d Physically challenged 04 1.9 -- --
e General Category 45 22.3 60 29.8
f Rural
g Urban
h Any other
( specify)
4. What is the percentage of the staff in the following category?
Category Teaching
staff
% Non-teaching
staff
%
a SC 01 5 6 35
b ST 02 10 4 23
c OBC 04 21 - -
d Women 08 42 7 41
e Physically challenged - - - -
f General Category 12 63 7 41
g Any other
( specify)
- - - -
Yes √ No
Yes √ No
30
5. What is the percentage incremental academic growth of the students for the last two batches?
Category At Admission On completion of the course
Batch I Batch II Batch I Batch II
SC
ST
OBC
Physically
challenged
General
Category
Rural
Urban
Any other
( specify)
As observed by the faculty there is tremendous growth in behavior, expression, outlook and
personality of the pupil teachers. However mechanism to measure the exact incremental growth
will be devised by the institution.
PART 2: EVALUATIVE REPORT
31
Executive Summary
Govt. College of Teacher Education, Dharamshala was established in September 1956, by the
Government, to meet the ever increasing demand of trained teachers. It remained the only
college of education in the state till 2002, when private entrepreneurs were allowed to open
education colleges in the state. To explore the maximum potential in the field of education, it
was upgraded from a mere Govt. College of Education to Govt. College of Teacher Education on
24th
Feb. 1993, by the Ministry of Human Resource Development, Govt. of India. Since then the
college has been catering to the demands and needs of pre-service and in-service teachers.
The college is not only the first choice for new entrants to the pre- service Bachelor of Education
course in the State but, it is also progressing as a centre of excellence in the In-service Teachers
Training Programmes which came in to existence in 2012, after the new Training Policy of the
government. The college organizes Induction training for new entrants and capacity building
training for In-service teachers, Heads’ of schools, ministerial staff, librarians ,Assistant
librarians and Laboratory staff of six districts of Himachal Pradesh. Varied personal contact
programmes of Himachal Pradesh University under the aegis of ICDEOL for B. Ed and M. Ed
students are conducted by the college as per the needs and availability of space. Indira Gandhi
National Open University (IGNOU) has its study Centre for B. Ed and M. A. Education
programme in the college. Recently the college has also been declared as a study centre of
National Institute of Open Schooling (NIOS) and an anchor institute of the state for school
leadership development programmes.
The college is permanently affiliated to Himachal Pradesh University and is recognized by UGC
in May 1991 under 2(F) & 12 (B) and also recognized by NCTE in June, 1998. The Govt. has
created different posts of teaching and non- teaching staff as per NCTE norms and process of
creating separate cadre for CTE is under the consideration by the Govt. The total number of seats
for admission to B. Ed Course is 245, out of which 160 are for Non-Medical stream, 75 for
Arts/Commerce stream and 10 for In-Service teachers. The Govt. has further granted permission
to start B. Ed in Medical stream and M. Ed course after getting permission from NCTE. The
College is in the process of applying to NCTE for the same and hopes that by the time the new
academic block is ready for possession, this process will be completed.
The vision of the college is “Inclusive and Quality Teacher Education for Excellence”. All
efforts are made by the institution to achieve this objective by creating enabling learning
environment, by focusing on providing quality education and by ensuring holistic development
of the pupil teachers. The institution has progressed tremendously since 1956 and evaluation of
our performance shows that it has built a standing over the years and this is proved by the
credibility the institution has earned in the society, which makes it the first preference for
admissions by the students. Many weaknesses still exist in the institution and these have been
taken up as a challenge to be overcome with the passage of time. Briefly these can be described
as:
Since its inception, the objective of the college has been to produce quality teachers with an
indomitable spirit to serve society and to develop global competencies and necessary skills for
32
being successful in life. This objective is being fulfilled by the institution through quality and
need based curriculum, integrating the knowledge acquired meaningfully in Micro Teaching and
Block teaching, practical assignments based on interaction with community, increased use of
modern technology, feedback from the students and practicing schools and special care to the
diverse needs of the students. Although the curriculum has been revised but the implementation
of the revised curriculum has been deferred till 2015-16 by the University.
All efforts are made by IQAC, in its periodic meetings for making the teaching- learning
evaluation process effective. The admission process is transparent, centralized and ensures
quality and justice to all. For the all round development of the students, the college offers a
proper blend of academics, sports and cultural activities. The academic session starts with
briefing of the students on the first day and ends with informal interaction session on the last day.
The college is broadly guided by the Annual Calendar and the process is further strengthened by
the morning assembly, tutorials, mentoring sessions and house examinations. All the academic
problems of the students are attended to by the teachers immediately.
The research and extension activities have also taken a new shape during the last five years. A
number of major and minor research projects have been undertaken by the faculty members and
they have published many research papers in journals of national and international repute.
Majority of the faculty members are either Ph. D’s or pursuing the Ph. D work. Extension and
outreach programmes are a regular feature of the college and these are carried out by visits to
adopted schools, organizing blood donation camps, cleanliness drives and AIDS awareness
programmes .The community interaction and involvement is enhanced by these programmes and
it is further strengthened by organizing seminars and training programmes for In-service teachers
and trainings on Disaster management. The research culture has grown in the institution and
teachers are advised to focus more on educational research.
During the last five years Govt. has allotted approximately Rs. 847.00 Lacs for creating new
infrastructure facilities in the institution and sufficient amount has been spent by the institution
for maintenance and creating of additional learning resources. Further a proposal worth Rs. 90.98
Lacs has been submitted to the Government under RUSA for creating state of art facilities in the
new infrastructure. Many best practices have been started by the institution in this aspect but
infrastructure is not yet complete and some additions will be made in the future like the indoor
stadium and a Boy’s Hostel.
The college has achieved 100 percent results in the University examination during the last many
years, which itself speaks for the standing of the college. All possible efforts are made to
facilitate progression of the students through Career Counselling and Placement cell activities
and other self developmental activities. The students have free access to different facilities in the
institution and a multi-dimensional platform is provided through cultural and social activities to
bring out their true potential.
The vision and mission of the institution is very clear and it is a guiding principle for the
effective governance of the institution. Efficient governance and leadership is ensured through
formation of various administrative committees and collective decision making in the institution.
The college has gained strength over the years and has adopted a number of innovative practices
like micro teaching, simulated teaching, morning assembly, dress code, community participation,
use of modern technology, personal counselling, team teaching etc. However, some of the above
mentioned weaknesses still exist in the institutions which are being taken as a challenge
33
providing an opportunity for further growth. Some of the challenges and plans of the institution
for future are:
To compel the university to implement the revised curriculum and also to switch over to
CBCS.
To procure funds for the new academic block and to make it functional, especially the 5
laboratories and conference rooms.
To press the university to allow the college teachers to act as research guides for the
Ph.D. students.
To take up the issue of creation of a separate cadre for GCTE with the Government, so
as to ensure the stability of the teacher educators, this will help in producing effective
future teachers.
To procure funds for the construction of a Boys’ Hostel, addition to Girls’ Hostel and
an indoor stadium.
To devise a mechanism to measure the incremental academic growth and progression of
the students.
To sign a Memorandum of Understanding with Central University of Himachal Pradesh
and other institutions for academic exchange.
To start some add-on courses in communication skills and personality development.
The college plans to obtain INFLIBNET/DELNET connectivity for enhancing access to
e-sources.
34
CRITERION 1
Curricular Aspects
1.1 Curricular Design and Development
1.1.1 State the objectives of the Institution and major considerations addressed by them?
(Intellectual, Academic, Training, Access to the disadvantaged, Equity, Self Development,
Community and National Development, Issue of Ecology and Environment, Value orientation,
Employment, Global trends and demands)
The objectives of Government College of Teacher Education (GCTE) addressing all the major
considerations are:
To impart holistic quality education to the pupil teachers.
To develop knowledge, skill and competencies in pupil teachers necessary for playing
multiple roles as a teacher in the modern era.
To produce quality teachers who are sensitive towards the diverse needs of the students.
To make the trainees aware about various social, environmental and cultural concerns.
To ensure that pupil teachers develop understanding of the principles of pedagogy and their
applications in curriculum transaction and evaluation.
To inculcate moral values and to develop sense of duty, discipline, devotion and refinement
among the pupil teachers.
To promote awareness of the global issues among the trainees and to prepare them for future
challenges.
To develop leadership qualities and team spirit among the pupil teachers.
To enable the trainees to be competent in the use of modern technology for curriculum
transaction.
1.1.2 Specify the various steps in the curricular development processes.
The curriculum is designed by the Himachal Pradesh University, as such the college has limited role
in the curriculum design. However, some faculty members are on the Board of Studies every year,
which makes the curriculum designing more effective as their participation is essential.
1.1.3 How are the global trends in teacher education reflected in the curricular and existing
courses modified to meet the emerging needs?
The global trends in the curriculum are addressed in various fields by the use of ICT in
teaching-learning process, Campus Beautification classes and a course on Value Education.
Value added and current topics are discussed in the Morning Assembly and Classroom
Seminars to prepare the students so that they can be absorbed into the global market.
35
Various international days like Human Right’s Day, World Environment Day, International
Women’s Day, Aids Day, Teacher’ Day are celebrated to make students aware of global
issues.
New trend based topics are taken up as the themes for the college level seminars and
discussions in the class.
The global trends in teacher education are brought to the students through expert lectures and
seminars
In order to ensure effective teaching learning practice, capacity building of the students is
done by using student friendly teaching aids and techniques such as projectors, green boards,
audio visual aids, seminars, assignments, group discussions and debates.
1.1.4 How does the institution ensure that the curriculum bears some thrust on national
issues like environment, value education and ICT?
A compulsory paper on Education in Values, Environment, and Human Rights forms part of
the curriculum.
Field trips and excursions are conducted to expose the pupil teachers to the issues linked with
environment and sensitize them to the global challenges of climate change and pollution.
Guest lectures are arranged on Value Education and Personality Development.
ICT is a part of the compulsory paper i.e. Work Experience.
1.1.5 Does the institution make use of ICT for curricular planning? If yes give details.
Yes, the college makes use of ICT for curricular planning. ICT is a compulsory part of the paper,
Work Experience.
The college makes use of ICT in the preparation of lesson plans (Presentations) and Teaching
Aids.
ICT is used to prepare instructional material like power point presentation. It is also used for
open access to educational resources like Simulations, Audio Visual Aids etc.
The students and staff have free access to OHP, Projectors and Internet.
Computer facility is also available to teacher educators and they are also encouraged to make
use of open sources of information.
1.2 Academic Flexibility
1.2.1 How does the institution attempt to provide experiences to the students so that teaching
becomes a reflective practice?
To make teaching a reflective practice the institution follows three step activities. The first
step is Micro-Teaching to develop the various skills required for teaching. This is done for a
period of five to seven minutes by every trainee for each skill and repeated till the trainee
attains perfection in the skill.
The next step is the Simulated teaching or the Integration of skills for the time period of 15-
20 minutes. The peer group acts as the observers during teaching by each student.
36
The third step is, when the teacher trainees go to the government schools for practice teaching
for thirty days.
Resource persons are invited for lectures, workshops and seminars on Curriculum
Development, Teaching-Learning, and Assessment etc., which are arranged for the benefit of
the students.
1.2.2. How does the institution provide for adequate flexibility and scope in the operational
curriculum for providing varied learning experiences to the students both in the campus and in
the field?
Students are encouraged to celebrate festivals, birthdays of great men, National and
International days. Academic calendar is prepared before beginning of the session every year,
but minor changes are made depending upon the need and requirement of the institution.
Experience sharing sessions with alumni and eminent educationists are arranged to provide
diverse learning experiences to the trainees.
Besides this the college provides learning experiences to the teacher trainees by giving them
adequate exposure to state level seminars addressed by eminent persons.
1.2.3. What value added courses have been introduced by the institution during the last three
years which would for example: Develop communication skills (verbal & written), ICT skills,
Life skills, Community orientation, Social responsibility etc.
Regular Yoga classes and Physical Education classes help to develop the physical fitness of
the students.
Various programmes are held from time to time to develop life skills, community orientation
and a sense of social responsibility in the pupil teachers.
Different activities which are organized in the institution are focused to develop various
necessary skills in the students. The ICT Skills are developed through compulsory ICT input,
Communication Skills through Morning Assembly and Personal Interaction with the teachers,
Life Skills and community participation through value education input and extension
activities and Social Responsibilities through student participation in organizational activities
and during internship.
1.2.4. How does the institution ensure the inclusion of the following aspects in the curriculum?
I. Interdisciplinary/Multidisciplinary
II. Multi-skill development
III. Inclusive education
IV. Practice teaching
Interdisciplinary/Multidisciplinary
The six core papers are common to all, in addition to these the students have to select two
teaching subjects. There are some similarities between the core papers and the optional
papers.
The preparation of teaching aids, methods of teaching and evaluation are also interrelated.
37
With the help of team teaching, the students are made aware about the relationship of one
subject with the other.
During Micro and Simulated Teaching pupil teachers of different streams get an opportunity
to interact with their peers while delivering lesson plans in their teaching subjects and thus
they gain knowledge about different subjects.
Multi Skill Development
For the Multi Skill development the college arranges various programmes for the students. To
promote patriotism and national integration the college celebrates Independence Day, Annual
Day, Aids Day, Teachers Day, National Education Day and Women’s Day. The celebrations
of these days enable the students to inculcate the feelings of patriotism, social awareness and
life skills.
Blood Donation activities, Red Ribbon Club, Literary Club and Adventure Club etc. organize
many activities for the promotion of multi skills.
Inclusive Education
There is no discrimination at any level right from admission process to the completion of the
course regarding students from any back ground, class or creed.
Physically challenged student trainees study with other students and this gives them
confidence and satisfaction to be an equal part of the society.
Practice Teaching
To make teaching a reflective practice, the institution attempts to provide real experience to
teacher trainees.
One hour Micro-Teaching Class every day and 30 days practice teaching in different schools
provide peer group teaching and actual classroom teaching experience to the pupil teachers.
During the micro teaching classes in the college 10 skills are taught to the pupil teachers.
Integrated or simulated teaching is also done in the college after which the teacher trainees
are sent to various schools for a period of 30 days. Apart from teaching their lessons students
also act as observers for other students and record 20 observations of their fellow trainees.
Feedback from the practicing schools is also an important component of the practice
teaching.
1.3 Feedback on Curriculum
1.3.1. How does the institution encourage feedback and communication from the Students,
Alumni, Employers, Community, Academic peers and other stakeholders with reference to the
curriculum?
Feedback on curriculum is obtained by getting questionnaires filled from the pupil teachers.
Informal feedback is obtained by direct interaction with student alumni, parents, and
academic peers.
The university results are also an important and direct feedback for effecting necessary
modifications in the running of the institution and planning for the future.
There is a provision for students to give their feedback in the suggestion box kept in the
college.
38
1.3.2. Is there a mechanism for analysis and use of the outcome from the feedback to review
and identify areas for improvement and the changes to be brought in the curriculum? If yes
give details on the same.
Yes, there is a mechanism for analysis and use of the outcome from the feedback to review and
identify areas for improvement. The feedback is analyzed by members of the IQAC and the results
are conveyed to the Head of the institution. The suggestions for improvement are studied and
strategies are made for quality sustenance and quality improvement. The feedback is conveyed to the
university through the teacher representatives of the college, who are members of Board of Studies.
1.3.3. What are the contributions of the institution to curriculum development? (Member of
BoS/ sending timely suggestions, feedback, etc. )
Principal and three faculty members are members of the Board of Studies. The faculty members have
been attending workshops arranged by the University and suggestions of the faculty have been
effectively incorporated in the modification of the curricula.
The subject specific suggestions are also sent from time to time by the faculty members of respective
subjects to the University.
1.4 Curriculum Update
1.4.1. 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).
Two exercises were undertaken for the curriculum revision in the last five years. In the year
2011, Department of Higher Education, entrusted the task of curriculum revision to GCTE
Dharamshala during the Principal’s conference. The subject wise committees were
constituted, and the syllabus was revised. The revised syllabus was submitted to Director,
Higher Education and Himachal Pradesh University.
With the introduction of CBCS in UG Classes, the major exercise of curriculum updating was
undertaken in the year 2012 by Himachal Pradesh University, as per NCF 2009 and Hon’ble
Justice Verma Commission Recommendations.
The faculty members of Govt. College of Teacher Education, Dharamshala actively
participated in discussions, workshops for preparation of the draft curriculum and later on in
the meeting of Board of Studies for preparing the final draft.
The revised curriculum was supplied to the institution to be implemented with effect from
2013-14. However, implementation decision has been deferred by the University for the time
being.
1.4.2. What are the strategies adopted by the institution for curriculum revision and update?
(Need assessment, student input, feedback from practicing schools etc.)
The thrust of the institution in the meeting of the Board of Studies have been to bring global
competencies in the students through curriculum revision and also to incorporate some healthy
practices in the revised curriculum.
39
1.5 Best Practices in Curricular Aspects
1.5.1. What is the quality sustenance and quality enhancement measures undertaken by the
institution during the last five years in curricular aspects?
Practical training to make continuous use of ICT, learner-centered teaching-learning process
and activities focusing on inculcation of values are some of the measures undertaken by the
institution in the last five years.
Several new practices have been introduced in Micro-Teaching and Simulated Teaching to
make this practice effective.
1.5.2 What innovation/best practices in ‘Curricular Aspects’ have been planned and
implemented by the institution?
The Curriculum has been enriched by the institution through the following measures:
Morning Assembly: Activities in the morning assembly are mainly focused on acquiring life
skills and values that shape each and every individual to become an enlightened citizen of the
nation.
Teaching courses: In the teaching courses as per the curriculum such as Educational
Technology, Sociology and Philosophy of Education, emphasis is placed on integrating this
knowledge meaningfully to some extent in micro teaching and completely in block teaching
in schools.
Practical assignments: Practical assignments in various papers like Educational Technology,
School Management, Education in Values, Environment and Human Rights are based on
interaction with the community.
Extra-curricular activities: Extra-curricular activities help in promoting skills, right attitudes,
personality development, values, and preserving heritage of the region in tune with the vision
of the college.
Team teaching: Team teaching is being done in various subjects with the active cooperation
of all the faculty members.
Additional Information
1. What are the main evaluative observations/suggestions made in the first assessment report
with reference to curricular aspects and how have they been acted upon?
Sr. No. Observation/ Suggestion Action Taken
1 No formal feedback is obtained from
practicing schools.
Formal feedback is being obtained from the
practicing schools since 2012-13
2 Use of feedback for improvement. The feedback is conveyed to the concerned
quarters for bringing improvement in
different aspects of education
40
2. What are the major quality sustenance and enhancement measures undertaken by the
institution since the previous assessment and accreditation.
The major focus of the institution continues to be inculcation of values in the pupil teachers
for quality sustenance.
The IQAC was constituted in the year 2008 to sustain and enhance quality.
Various extension lectures has been organized for quality enhancement in the institution.
Tutorials and interactive sessions help in developing life skills among the students.
The enhanced initiatives by the teacher educators to participate in seminars/ conferences etc.
also helps in quality improvement.
41
CRITERION 2
Teaching –Learning and Evaluation
2.1 Admission Process and Student Profile.
2.1.1. 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?
Till the academic session 2012-13 admission process was carried out on the basis of merit in the
qualifying examination. From the academic session 2012-13, centralized admission process is
followed.
The entrance test is conducted by the Himachal Pradesh University and admissions are made on the
basis of merit in the examination.
The centralized counselling is arranged by the university with the help of participating institutions in
the university campus.
A team of the college staff members is actively involved in the centralized counselling process. After
the verification of the documents, the students are admitted to the college by the Admission
Committee and are directed to deposit the dues.
The admission to 10 seats reserved for in-service teachers is directly made by the college through
open advertisement in the newspapers. The counselling of the students is organized in the college as
per fixed schedule and eligible in-service teachers are admitted in the college.
2.1.2. 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 wide publicity in the admission process is ensured through open advertisement in newspapers,
through website and through Handbook of Information of Himachal Pradesh University.
2.1.3. How does the institution monitor admission decisions to ensure that the determined
admission criteria are equitably applied to all applicants?
The admission process is centralized, but cross examination of following points is also undertaken at
the institutional level for equitable distribution
The selected candidates have to fill the college admission forms and go through the college
Handbook of Information.
Equal opportunities are provided to all, irrespective of genders.
The reservation policy of the Govt. of Himachal Pradesh is adopted to ensure equity to all.
The 100 points roaster system is followed. Total number of seats allotted for students in
Non-medical stream is 160, from which 15% of i.e. 24 seats are filled as All India Quota
and 136 seats are filled from the students within the state of Himachal Pradesh. In the
Arts/Commerce stream the total numbers of allotted seats are 75 and 15% seats are reserved
for the All India Quota i.e. 11 seats, and 64 seats are for students from within HP. There are
10 seats for In-service teachers out of which 05 seats are for JBT teachers and 05 for C&V
teachers.
42
Disadvantaged community
To create equity and access for disadvantaged community (ST,SC,OBC),the college
has adopted the reservation policy of the govt. of H.P.to ensure equity to all (ST,
SC, OBC, IRDP, PH, Ex-servicemen).There is a 5% relaxation in minimum
eligibility conditions to SC/ST/OBC/ Physically handicapped students. There is
tuition fee concession for physically handicapped students.
Women
The college does not practice any discrimination on the basis of gender. Equal
opportunities are given to both the genders.
There is provision by the H.P. govt. for reservation for single girl child though no
such case has come forward till date.
In the past five years it has been seen that girls outnumber boys.
In addition to other benefits, there is tuition fee concession for women.
Differently Abled
Differently-abled students are given due consideration in the admission process, as
per the reservation policy of the HP govt. They are given benefit of fee concession.
Economically Weaker Sections of the Society
For the students belonging to the economically weaker section of the society the Govt.
offers scholarships which are disbursed by the college. The following scholarships are
offered:
ST/SC scholarship
IRDP Scholarship
Maharishi Balmiki Chattarvriti Yojna
Merit Scholarship
District Soldiers Board Scholarship
Guru Hari Krishan Society Scholarship
2.1.4. Specify the strategies if any, adopted by the institution to retain the diverse student
population admitted to the institution. (E.g. individuals of diverse economic, cultural, religious,
gender, linguistic, backgrounds and physically challenged)
The students of diverse backgrounds i.e. economic, cultural, religious, linguistic and
physically challenged are admitted to the college without any discrimination.
Fee concessions are given to various categories of students as per Government norms.
Book bank facility is provided to the needy students.
Mentoring system and remedial coaching is provided by the teachers.
Career guidance and placement cell also helps the student to prepare for the competitive
examinations.
Special interaction sessions provide academic support to the students and also help in solving
their personal problems.
2.1.5. 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.
At the first instance, knowledge and skills of the students is tested through Entrance
Examination.
43
The diagnostic assessment is also made through orientation programs, specially organized to
help and guide the students.
The teaching skills of the students are also assessed through orientation program specially
organized before the commencement of Micro-Teaching classes.
2.2. Catering to Diverse Needs:
2.2.1. Describe how the institution works towards creating an over all environment conducive
to learning and development of the students?
The College has sufficient infrastructure.
A new Academic Block is almost on the completion stage.
The college has spacious labs, well equipped library and ICT Lab.
The college has competent and committed faculty, efficient and good administration.
Access to sports facilities like international synthetic track and indoor stadium exposes the
pupil teachers to an environment conducive to learning and development.
Situated in the foothills of the mighty and splendid Dhauladhar Mountains, the college has a
salubrious and ecofriendly environment.
Students are encouraged to interact with the teachers and freely express their opinion. This
has been found to be helpful in improving their skills in learning as well as in
communication.
The various academic committees plan and monitor the total academic environment of the
institution, which also helps in creating a favorable environment in the institution.
2.2.2. How does the institution cater to the diverse learning needs of the students?
Equal Importance is given to curricular, co-curricular and extra-curricular activities &
development of life skills, and personality development.
Focus in the morning assembly is on personality development and communication skills.
Remedial classes are conducted in the various subjects for slow learners.
Tutorials are regularly conducted to impart individualized instructions.
Personal guidance by the faculty at all times helps the students to overcome their problems.
To facilitate better understanding of course content bilingual method of teaching is adopted
wherever necessary.
Supply of enriched material and question papers of previous years, scope for peer teaching,
participation in seminars and panel discussion also cater to diverse needs.
2.2.3. What are the activities envisioned in the curriculum for student teachers to understand
the role of diversity and equity in teaching learning process?
There is provision for Teaching Practice in schools. School related experiences provide
students and teachers a vision for diversity and equity in teaching learning process.
44
Programs like Aids Awareness week, cultural activities, Women’s Day, Communal Harmony
week, field trips by the students, helps the students to develop the knowledge and skills of
diversity and inclusion.
Activities like Blood Donation camps, Morning Assembly, Celebration of National and
International Days, make students aware of the diversity existing in our socio-cultural
environment.
Extension and Outreach activities also sensitize the pupil teachers to various social issues.
2.2.4. How does the institution ensure that the teacher educators are knowledgeable and
sensitive to cater to the diverse student needs?
The teacher educators are well qualified, competent, experienced and have thirst for
knowledge.
Teachers are encouraged to participate in various seminars and workshops to update their
knowledge and skills.
The college conducts faculty development programs for the staff through guest lectures and
in-service training programs.
The teachers keeps themselves updated through books journals, internet and field
experiences.
Teachers also prepare their instructional plans, keeping in view the diverse needs of the
students.
2.2.5. What are the various practices that help student teachers develop knowledge and skills
related to diversity and inclusion and apply them effectively in classroom situations?
To develop the knowledge and skills related to diversity and inclusion in pupil teachers various
activities are organized under the guidance of the faculty.
Trainees are made to understand adolescent behavior, psychology of school children with
individual differences, inclusive education, educational needs of special groups of students
etc.
Skills and knowledge are developed through creative thinking among pupil teachers for the
reconstruction of knowledge.
Students are motivated for the utilization of community resources as educational inputs and
therewith establish contacts with different professionals and communities.
Students are encouraged by the teacher educators to prepare power point presentations and
teaching aids. The students are advised to make optimal use of the Library.
Morning assembly inculcates and promotes integrated value system among pupil teachers.
Each student is given an opportunity for reading the “Thought of the day” and putting
forward their views on the thought. Students present different topics each day, which is
followed by discussion on the topic. Twice a week theme based poetry is recited by the
students. All this enables the students to overcome their stage fear, inhibitions and shyness.
Teachers encourage the students to participate in debates, workshops and group discussions.
Quiz competitions are also conducted to analyze the knowledge of the students.
Practice of Micro Teaching cycle helps them to improve their teaching skills.
Symposium and seminars are arranged in different subjects.
Assignments are given on varied topics.
45
The faculty exposes pupil teachers, to varied experiences so as to acquire the value of dignity
of labor, social and leadership skills. They perform activities like preparing tracks in the
playground, cleaning the campus, developing flower beds, gardening activities as part of
Work Experience.
2.3 Teaching-Learning Process
2.3.1. How does the institution engage students in “active learning”? (Use of learning resources
such as library, web site, focus group, individual projects, simulation, peer teaching, role-
playing, internships, practicum, etc.)
Since active learning is more important than passive learning, student-centered activities such as
seminars, symposium, peer teaching and assignments encourage the students to cater to self-learning.
Pupil teachers take part in active learning as the faculty encourages and motivates them to participate
in the teaching–learning process. For this purpose, following learning resources were optimally used:
ICT
Pupil teachers use the ICT lab to prepare for the various co-curricular activities and also their
assignments. They develop skills relating to internet access and retrieving information,
internet mailing, using multimedia, preparing power point presentation etc.
Library
Pupil teachers are encouraged to use the library as much as possible. In addition to the need
based visits to the library there is a provision of a library period in the time table.
In the library period pupil teachers refer to the available books, national dailies, journals &
magazines. Latest texts and reference books are available in the library.
Book bank facility is available in the library and utilized by the pupil teachers who are
entitled to use them.
Library is continuously enriched by adding new books in every session.
Web Site
GCTE has its own website i.e. www.gcte.in which is updated regularly.
Individual Projects
Pupil teachers are assigned the task of preparing assignments, individual charts, as well as,
models/teaching aids in groups to facilitate learning while-doing.
Pupil teachers are encouraged to work on projects on different subjects like teaching
methods, ICT, special needs children etc.
Pupil teachers prepare practical assignments given to them by the faculty. To complete these
assignments they visit the schools and also get the signature and seal of the Head of the
institution, as a proof of actually having worked in the school.
Peer Teaching
Teachers facilitate participative teaching-learning in the class rooms. A booklet containing
the 10 skills and the teaching lesson plan format is given to the students for use in micro-
teaching and in simulated teaching. Students prepare lesson plans on various topics using
books, internet and journals.
46
Pupil teachers conduct peer-teaching. The peer teaching helps them to undertake the task of
teaching, in a comfortable environment. Peer observations and discussions are also
conducted.
Students who are not up to the mark are given special assistance, opportunity and
counselling.
Simulation
Simulation classes are organized, prior to teaching practice. This helps the pupil teachers to
overcome their fear and gain confidence to face a real classroom situation. For simulated
teaching actual-class room like situations are created. This helps them to undertake the
practice teaching in the schools with confidence.
Pupil teachers have to teach 5 lessons in each teaching subjects during simulation classes.
Videography of simulation helps pupil teachers in acquiring various skills required to be a
successful teacher and provides them with an opportunity to know their own strengths and
weaknesses.
Internship
Pupil teachers have to face the actual classrooms as part of practice – teaching program.
Pupil teachers have to teach 20 lessons in each teaching subject and one discussion lesson in
each subject. Each pupil teacher delivers 42 lessons in total in the two teaching-subjects put
together.
During the Block Teaching in schools pupil teachers observe the lessons of their fellow
students, and prepare 20 observations, which are reviewed by the faculty.
During the Block Teaching period, pupil teachers are engaged in teaching and in other
activities like organizing morning assembly, engaging the students in their free periods,
taking students to the playground, etc. They help the school authorities in the curricular and
co-curricular activities.
Internship helps pupil teachers to practice the skills they have learnt in their theory papers
which includes- attendance register, receiving of fee, preparation of time-table and blue print
etc. During this stage, they learn through practical exposure and self-experience too.
Practicum
Practical Exam in the Skill of Teaching is part of the curriculum which carries 200 marks for
both the teaching subjects
10 marks are allotted in each subject for practical which are added to the theory marks.
Role–Playing
Pupil teachers are engaged in active learning through role-playing. Pupil teachers are
sensitized about various issues of socio-economic and educational importance like female
foeticide, child marriage, child labour, importance of education, awareness about protection
and preservation of environment etc. Students take part in various skits, street plays, songs,
relating to the above themes.
2.3.2. How is ‘learning’ made student-centered? 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?
47
Self-Management of Knowledge
Students are given projects on various topics which make them use the library and other resources.
Students are free to interact with the faculty members who act as facilitators in the self-management
of knowledge.
Skill Development
The activities organized for developing skills include conduction of morning assembly, sports
activities, meditation and yoga sessions, cultural programs, celebration of festivals and birth
anniversaries of eminent personalities.
Some of the activities which contribute to student centered learning are:-
Assignment based learning: Learning is made student centered as the pupil teachers have to
do the assignments given to them. Assignments are given to the pupil teachers, through which
they learn to solve a particular problem and study that problem in-depth and then submit a
written report of the assignment. Pupil teachers acquire knowledge and skills by undertaking
the assignments in different subjects. Analytical skills, scientific thinking and confidence of
the pupil teachers is developed by this method.
Tutorial based learning: Pupil teachers attend one tutorial class per week. In the tutorial
classes, pupil teachers are encouraged to speak on any important topic relevant to the field of
education followed by discussion. This helps to develop listening, comprehension, reasoning
and thinking abilities.
Computer based learning instruction: Pupil teachers are given computer aided instructions in
various subjects. In the course of Computer Applications pupil teachers are given
assignments related to use of ICT in Education, educational administration and planning.
Club Activities: Club activities are regularly organized with the active participation of the
students.
2.3.3. What are the instructional approaches (various models of teachings used) and
experiences provided for ensuring effective learning? Detail any innovative approach/method
developed and/used.
The Instructional approaches are as follows:
Lecture Method (with the help of suitable teaching aids, such as charts, models, green boards,
and presentations)
Interactive Method or Group discussions
Seminars/Workshops
Computer Assisted Learning, with the use of interactive boards, projectors and Internet
Assignments/Group discussions
Project works/Field trips
Experimental Learning (Micro Teaching)
Peer learning
Demonstration and observation
Action Research
Simulated teaching
48
Innovative Method
Some important innovations introduced by GCTE are as under:
Seminars: GCTE organizes classroom seminars relating to all compulsory papers. Pupil teachers
present papers using O.H.P. and projectors. After the presentation, it is an open forum for raising
questions and adding their own views. In the end, teacher educators present their own views and also
explain the views of the pupil teachers in a nutshell.
Video Recordings: Video recordings of peer group teaching provide valuable information for self-
assessment to the students. These recordings help the pupil teachers to evaluate their own behavior
and performance, such as clarity of speech, body language, voice and tone modulation, eye contact,
black board work, class room management etc.
2.3.4. 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.
During the course of Micro-Teaching students are given training on different methods of
teaching like lecture method, demonstration, discussion, Computer Aided Instruction and use
of teaching aids.
Each student is supposed to deliver 30 lessons but they are made to repeat the lessons until
perfection is gained.
2.3.5. Does the student teachers use micro-teaching technique for developing teaching skills? If
yes, list the skills practiced and number of lessons given by each student per skill.
Micro-teaching technique is used for developing various skills essential for effective and efficient
teaching–learning process. Six orientation lectures by teacher educators in this field are organized
wherein pupil teachers are acquainted with the concept of micro-teaching, various skills and the Skill
of Writing Instructional Objectives. Such lectures are followed by questioning sessions, where the
teacher-educators satisfy the pupil teachers by responding to their queries. Each pupil teacher has to
teach 20 (micro-teaching) lessons before the simulated teaching session every year.
The students practice the following 10 skills:
Skill of Writing Instructional Objectives
Skill of Introducing the Lesson
Skill of Probing Questions
Skill of Discussion and Demonstration
Skill of Explaining Links
Skill of Illustrating with Suitable Examples
Skill of Blackboard Writing
Skill of Stimulus Variation
Skill of Pupil Participation
Skill of Reinforcement
49
2.3.6. Detail the process of practice teaching in schools. (Lessons a student gives per day,
lessons observed by the teacher educators, peers/school teachers, feedback mechanism,
monitoring mechanisms of lesson plans, etc.)
The process of practice teaching is in accordance with the guidelines of the N.C.T.E. and Himachal
Pradesh University, Shimla.
Practice Teaching:
Each pupil teacher has to deliver a total of 42 lessons during the course of practice teaching in
different practice teaching schools.
Per day Lessons:
The pupil teachers do not transact more than two lessons in a day.
Monitoring Mechanism: Teacher educators monitor, check and approve all the lessons plans during
the delivery of the lesson during teaching. The teacher educators observe all the lessons which are
delivered during simulation as well as during Block Teaching.
Feedback Mechanism:
Teacher educators, pupil teachers and school teachers observe the lessons delivered by the
pupil teachers. While observing the lessons, the teacher educators record their comments on
the lesson plan file according to the set Performa, which comes as immediate feedback to the
concerned pupil teachers. In between, the pupil teachers are trained in the technique of
observing lessons (peer observation). It acts as a live source of feedback to and from the pupil
teachers. Teachers of concerned schools are also encouraged to observe the lessons delivered
by the pupil teachers to their students. This helps the pupil teachers to know their weaknesses
by independent and unbiased observation. Subject teachers are also encouraged to give their
suggestions to improve the lesson plans of the pupil teachers as per the needs of students and
the content.
More feedback comes in the form of discussion when the pupil teachers deliver the
discussion lesson. Feedback is also obtained from the head of the institutions of the practicing
schools. The process of observation and feedback is comprehensive and continuous.
2.3.7. Describe the process of Block Teaching / Internship of students in vogue.
Block teaching is an important and integral part of our curriculum. It is described under section
2.3.6. It is carried out in nearby schools. The Pupil teachers have to take lessons as per the time table
of the respective schools. In a week, the minimum number of lessons to be taken is 12, and not more
than 2 per day. School-wise list of pupil teachers is prepared and representatives from each Micro
Teaching group are selected who go to the school and contact the school authorities and coordinate
with the Time-table coordinator of each school. Once the time table is fixed, the pupil teachers
collect course content to be taught from the concerned teachers. During block teaching the pupil
teachers understand the working of the schools in all academic aspects. They get real experience of
the work being done by the teachers and the Principal of the school.
The different activities the pupil teachers have to do during block teaching are:
Taking additional classes on short notice in case of any emergency.
Preparing teaching aids to demonstrate during class room teaching. The prepared teaching
aids are generally given to the school.
Performing regular teaching work and checking notebooks of students.
50
Remaining present in prayer session and conducting the Morning assembly and allied
activities.
Carrying out the instructions of the Principal of the school and teachers concerning different
class room activities
Participating in community awareness programs like AIDS awareness, female foeticide,
health awareness and environment.
2.3.8. Are the practice teaching sessions/plans developed in partnership, cooperatively
involving the school staff and mentor teachers? If yes give details on the same.
Practice teaching plans are formulated in consultation with the school staff and Principal.
The pupil teachers consult the serving teachers for finding the content area to be taught
during practice teaching sessions. After knowing what is to be taught pupil teachers start
preparing lesson plans related to their subjects.
Suggestions given by the serving teachers of the practice-teaching schools are welcomed.
Teacher educators request subject teachers of the school to observe the student teachers in
their classes and give them their feedback.
2.3.9. How do you prepare the student teachers for managing the diverse learning needs of
students in schools?
The curriculum gives a variety of learning experiences to the pupil teachers to understand
different types of learners, their development process, problems faced by the team and ways
to eradicate these problems.
The student teachers are given adequate training about the methods to be followed in schools,
catering to the diverse needs of the students.
Pupil teachers are taught about individual differences and trained in the ways to handle these.
Pupil teachers use the 10 different skills taught during Micro-Teaching and integrate them
while preparing their lesson plans.
Pupil teachers use teaching aids and ICT based tools for improving the efficiency &
effectiveness of their teaching.
Before the commencement of Block Teaching, the teachers of the practicing schools are
contacted by our faculty members and pupil teachers, so that the teaching content, activities
and diverse learning needs of the school are taken care of.
Keeping in view, the observations given by PISA, pupil teachers are advised to motivate their
students for asking questions on the contents being taught.
2.3.10. What are the major initiatives for encouraging student teachers to use / adopt
technology in practice teaching?
Upon the recommendations of previous NAAC Accreditation the college has incorporated
technology in practice teaching.
A paper on ICT has been incorporated in the curriculum. The ICT Lab is equipped with
Computers, Video/Audio CDs, and Internet Connection.
51
Pupil teachers are motivated and encouraged to use ICT. They are advised to use the
computers to prepare their own presentations. Pupil teachers are free to take material and
equipment (OHP, DLP Projector etc.) required for practical or to be used as teaching aids
from the college labs for effective presentation of their lessons.
Pupil teachers are supposed to deliver at least one lesson-plan using computers (PPT) during
simulation.
2.4 Teacher Quality
2.4.1. What is the ratio of student teachers to identified practice teaching schools? Give the
details on what basis the decision has been taken?
Fifteen to twenty pupil teachers are sent to each school based on the college strength, strength
of the school and availability of the subjects.
The groups formed for the Micro-Teaching practice, in the beginning of the year are retained
during the practice teaching.
Availability of schools depends on the consent of the Director, Higher Education and the
school authorities concerned. Usually 15-20 pupil teachers are assigned a particular school
for practice teaching.
Faculty members of the college observe and mentor their group students in the schools.
Availability of the teaching subjects is also taken into consideration for e.g. commerce as a
subject is taught in very few schools. Strength of students on roll in standard 6th, 7th, 8th, 9th
& 10th, which are the standards for practice teaching, is another criterion for making
decisions. Thus, ratio of pupil teachers to identified practice teaching schools may vary.
2.4.2. Describe the mechanism of giving feedback to the students and how it is used for
performance improvement.
After assessing the student teachers, immediate feedback is given regarding their
performance and suggestions for improvement by the mentor teachers. An observation format
is used to assess the overall performance. The pupil teachers deliver two discussion lessons
during the course of Block Teaching, which are critically analyzed and suggestions for
improvement are given.
Various sources for getting feedback on practice teaching are teacher educators, school
teacher and peer group members.
The teacher educators observe the lessons delivered by the pupil teachers in the practice
teaching schools and record their observations and suggestions on the lesson plan taught on
that particular day on the lesson plan book itself. It is followed by discussion after the lesson
is over. This immediate feedback helps the pupil teachers to know their weakness and
incorporate the suggestions for improvement in their lesson delivery subsequently.
The feedback is related to the techniques used by the pupil teachers concerning previous
knowledge, introducing the lesson, questioning, use of audiovisual aids, black board writing
and management, voice and tone modulation, gestures, pupil’s participation, stimulus
variation use of various skills, discipline and overall performance.
52
Pupil teachers incorporate the changes suggested by the teacher educators, school teachers
and peers after discussion.
The feedback from the college Principal on supervisory visit and of the Principal of the
practicing school also proves to be highly useful.
2.4.4. How does the institution ensure that the student teachers are updated on the policy
directions and educational needs of the schools?
The institution ensures that the pupil teachers are updated on policy directions and
educational needs of the schools by displaying the concerned information on notice boards
regularly so as to help the pupil teachers prepare for the intensive teaching practice
accordingly. Students visit the schools before the start of teaching practice and inquire from
the principal and staff members about the class, subject and content area.
Changes in curriculum, examination pattern, teaching methods, educational needs of students
are conveyed to the pupil teachers as part of curriculum teaching.
2.4.5. How do the students and faculty keep pace with the recent developments in the school
subjects and teaching methodologies?
The faculty regularly checks the websites of NCTE, NCERT and HP University regarding
any recent developments in the teaching methodologies, related to the school education.
Faculty members refer to the journals of Education and pass on the relevant information to
the pupil teachers.
Faculty is also informed by the Principal on the latest information regarding school
education.
Some of the faculty members are resource persons for developing study material for schools
which is developed by Board of School Education, Himachal Pradesh. This helps them to be
in touch with the recent developments in school education, which is further conveyed to the
students.
Attending meetings and refresher courses by the faculty helps to keep pace with the teaching
methodologies.
In-service trainings for school teachers are organized in the institution and regular interaction
with these teachers helps in knowing the developments in the school subjects.
Two faculty members are members of the core team of Himachal Pradesh for NROER project
that develops open educational resources for schools. They are regularly updated by SCERT
about any changes in the school subjects.
2.4.6. What are the major initiatives of the institution for ensuring personal and
professional/career development of the teaching staff of the institution (training, organizing
and sponsoring professional development activities, promotional policies, etc. )
Teachers are motivated to coordinate on going in-service training programmes on rotational
basis.
Teachers are encouraged to enroll for higher studies.
53
Faculty members are motivated to organize extension lectures, seminars and conferences for
which, complete support is provided by the institution and the other faculty members.
Teachers are encouraged to attend seminars, orientation and refresher courses and deliver
guest lectures in other educational institutions. The list of faculty members who have
attended refresher/orientation courses during the last five years is as follows:
Sr. No. Name of the Teacher Name of the Course
1 Sh. Bhagwan Dass (Commerce) Refresher Course at ASC Shimla, from 28th
April to 17th
May, 2008
2 Dr. Seema Kumar Mokhta
(English)
Orientation Programme at ASC Shimla, May,
2010
3 Ms. Veena Thakur (Education) Orientation Programme at ASC, Shimla from
9th
April, to 5th
May, 2012.
4 Sh. Neeraj Kumar Sharma (Bio-
Sciences)
Refresher Course at ASC Shimla, from 9th
Sept. to28th Sept. 2013.
5 Ms. Sarita Chaudhary
(Mathematics)
Refresher Course in Mathematics from 18th
July to 6th
August, 2011 and Refresher Course
in Environment Science from 2nd
July to 21st
July 2012 at ASC Shimla.
2.4.7. Does the institution have any mechanism to reward and motivate staff members for good
performance? If yes, give details.
The Principal appreciates the staff members for their good performance in the staff meetings.
The achievements of the staff members are read out by the Principal, while reading the
Annual Report on the Annual Prize distribution function.
The achievements are publicized through local newspapers.
Duty leave is granted to the teachers for seminars, workshops and other faculty development
programs.
The advance increments as per in built mechanism are granted immediately, whenever
research degree is obtained by the teacher.
2.5 Evaluation Process and Reforms
2.5.1 How are the barriers to student learning identified, communicated and addressed?
(Conducive environment, infrastructure, access to technology, teacher quality, etc.)
A feedback performa is filled by the pupil teachers to communicate the barriers related to
conducive environment, infrastructure and access to technology and teacher quality.
Barriers in learning are identified by the faculty during class room interactions.
54
There is a provision for remedial classes and tutorial learning for slow learners and low
achievers.
During Tutorial periods and remedial classes, group as well as individual problems are
discussed and addressed.
Pupil teachers’ grievances are addressed by the Grievance Redressal Cell as and when
reported.
GCTE is situated in clean and peaceful surroundings with pollution free environment.
Infrastructural facilities are adequate for teaching learning programme. The college has a
multipurpose hall with a seating capacity of 275 and is equipped with public address system,
projectors, and a stage for effective organization of curricular and co-curricular programs.
The seminar room is equipped with public address system and DLP projector.
Suggestion box is put up which is opened at regular intervals and the suggestions put forward
are addressed.
Student representatives, House Captains and Vice-Captains are free to communicate with the
administration regarding their problems.
The Parent –Teacher Association addresses many infrastructure related problems.
IQAC also reviews aspects concerning academic growth and takes steps to facilitate growth
and remove barriers.
2.5.2. Provide details of various assessment/evaluation processes (internal assessment, mid-
term assessment, term end evaluations, external evaluation) used for assessing student
learning?
Student learning is assessed regularly through various processes as follows:
Monitoring of regular attendance of students is a part of continuous evaluation system. The
students are informed about the lecture shortage in the class.
Class tests are conducted by the subject teachers and the hard spots are discussed in the class.
Mid-term House Examination are conducted during the month of December. Students are
required to get a minimum percentage of marks in the House Examination if they fail to do
so, re-exam is conducted in the month of February.
Assignments based on Action Research are evaluated by the teachers for giving internal
assessment.
Final Examinations also helps in the overall assessment of the students.
2.5.3. How are the assessment/evaluation outcomes communicated and used in improving the
performance of the students and curriculum transaction?
GCTE has a well-placed mechanism for continuous and comprehensive evaluation of the Pupil
teachers.
The evaluated sheets and marks of the House Examination are communicated to the students
within two weeks along with remarks of the teacher.
The pupil teachers who are found to be weak are encouraged to approach the respective
teachers for special assistance.
55
The internal evaluations are analyzed to identify shortcomings on either side of the teaching-
learning process.
The results of House Examination are conveyed to the parents through letters.
Grades are given to each pupil teacher in the course IX of Work Experience.
Marks obtained in the internal assessment are displayed on the notice board.
The feedback received from any source is discussed in the meeting and necessary steps are
taken for performance improvement of students and curriculum transaction.
2.5.4. How is ICT used in assessment and evaluation processes?
ICT is used to make the assessment and evaluation process more efficient, in the following ways:
After the evaluation, the marks are stored in table format in computer files.
Charts and graphs are created to analyze the results, using computers.
The internal assessment is sent to the university through online mode.
Annual university examination results are provided by the HP University on its website.
Examination forms are filled online.
2.6 Best Practices in Teaching -Learning and Evaluation Process
2.6.1 Detail on any significant innovations in teaching/learning/evaluation introduced by the
institution?
Significant innovations in teaching learning process are listed below:
Micro-Teaching and Simulated Teaching
Orientation program is organized for the students before the start of the actual teaching to
acquaint them with tradition, vision, mission, ethos of the college the course content and
expectation from the students.
Pre-practice session is organized before the start of the Micro-Teaching to brief the students
about the teaching skills to be taught and also to bring uniformity in all the peer groups
Self-assessment and peer group observation during the practice teaching, microteaching and
simulated teaching is done by the peer group students.
Videography
Videography of Simulated teaching lessons was done by the faculty members through which the
pupil teachers observe their own performance, and know their weakness and strengths.
Instructional material
Instructional material regarding various skills are designed & framed by the faculty members.
Sensitization and Awareness
56
Sensitization and awareness is provided to the pupil teachers by organizing interactive
lectures on social and educational themes by eminent educationists, scientists, social
reformers and renowned teacher educators.
During the session pupil teachers visit nearby villages to make the community aware on
issues regarding voting right, RTE, RTI, AIDS, gender issues, environment, drugs etc. Visit
to science city, science resource centers, places of historical interest and trekking trips make
the students aware about the latest developments, the culture and traditions of the country and
the environment.
Pupil teachers are also shown movies and documentaries on various social themes.
Evaluation
Evaluation process is closely linked with teaching-learning activity. Evaluation of internal
examinations is done by the faculty whereas for the class tests, peer evaluation is encouraged.
This provides opportunity to the pupil teachers to learn evaluation, to justify marks, to
explain shortcomings and to discuss the right approach. Only the disputed matters are
resolved by the faculty.
Pupil teachers are also taught how to prepare blueprints for the setting of the question papers.
Assignments
Practical based assignments in Psychology, Values and Human Rights, and Educational
Technology are given to the pupil teachers. The pupil teachers visit the schools and gather the
required information. Prepare the assignment and get it duly signed by the Head of the
school, before submitting to the concerned teacher in the college.
Self-Learning
Self-learning is developed through assignments, class seminars and discussion on topics in
the morning assembly.
Variety of instructional approaches like interactive lectures, open discussion, ICT based
transaction, role playing, tutorials, and action research also make teaching-learning
innovative.
2.6.2. How does the institution reflect on the best practice in the delivery of instruction,
including use of technology?
The use of technology in teaching-learning process is highly encouraged by the institution.
The teacher educators are encouraged to use computers to plan their lessons and use visual
aids in presentation of the lessons.
Digital Projectors are installed in all the classrooms, to encourage the use of ICT in teaching-
learning process.
Use of IT in teaching includes the preparation of Audio-Visual Aids, PPTs, Transparencies
and Multimedia content.
Secured Wi-Fi connection is available in the campus. For security reasons, password is not
provided openly, it is put into the device on request.
Photostat machine is installed in the ICT Lab, that can be used to photostat study material or
question papers etc.
57
The Pupil teachers are encouraged to access internet, use email service, browse information
from open access journals, study material and other educational resources.
Additional Information
1. What are the main evaluative observations/suggestions made in the first assessment report
with reference to Teaching Learning and Evaluation and how have they been acted upon?
The observations made in the previous assessment report have been taken very seriously by the
institution and different steps have been taken to ensure quality improvement in the light of
suggestions made. The main evaluative observations and steps taken by the institution to comply
with these are explained in the following table.
Sr. no. Area of observation Action taken by the institution
1 Teacher quality The restructuring exercise is in process and govt. is
planning to create separate cadre for CTE’s & DIET’s.
The teachers have participated in various seminars,
workshops, conferences during the last five years.
The in-service training programmes are also
contributing towards faculty development as teacher
educators are exposed to guest lectures by experts,
they also act as resource persons in these trainings and
get an opportunity to co-ordinate programmes on
rotation basis.
2 Lack of utilization of
modern teaching
methods by teachers.
The ICT resources are extensively used by the
teachers. The faculty gives exposure to the students
regarding use of latest technology like OHP, LCD
Projectors, Computers, Smart Boards and Interactive
Boards etc.
3 Teachers can exploit
the potential of students
for academic
excellence.
Teachers have been exploiting potential of students
with the help of various activities like morning
assembly, cultural activities and tutorial interactions.
With the formation of activity based clubs this exercise
has been further strengthened and a lot of creativity is
coming out.
58
2. What are the other quality sustenance and enhancement measures undertaken by the
institution since the previous assessment and accreditation.
The objective of the institution is not only to make the students competent in different branches but
also to inculcate the sense of selfless service and creativity in them, to enable them to be an
important instrument in nation building. The quality issues are addressed by the institution in the
following manner.
The academic calendar is conveyed to the students during orientation programme.
Digital projectors have been installed in all classrooms to encourage the use of ICT in
teaching-learning process.
The pupil teachers are encouraged to access internet and browse information from open
access journals, study material and other educational resources.
Activity based clubs were created in the institution to bring creativity in the teaching-
learning process.
59
CRITERION 3
Research, Consultancy and Extension
3.1 Promotion of Research
3.1.1. How does the institution motivate its teachers to take up research in education?
Out of 19 staff members, 08 are Ph. D. and 04 are pursuing Ph. D. in their respective areas of
specialization.
Any information by the university regarding research activities seminars etc. is prominently
displayed.
Any communication from research related organizations is communicated to the staff for
necessary action.
Various types of journals are subscribed, which can be accessed from the library
Faculty members are also encouraged to use online open access research journals and publish
papers in them.
Faculty members are encouraged to participate in conferences and seminars at national and
international levels.
Special lectures on research methodology during in-service programs have also created a
research culture in the institution.
3.1.2. What are the thrust areas of research prioritized by the institution?
Majority of the faculty members are deeply involved in research activities in their respective fields,
but research related to education is prioritized by the institution. All the faculty members are
encouraged to perform inter-subject research involving education. The following areas are
prioritized:
Society and Education
Economy and Education
Psychology and Education
ICT in Education
Consumer awareness
Disaster management
3.1.3. Does the institution encourage Action Research? If yes give details on some of the major
outcomes and the impact.
Yes, the institution encourages Action Research. Students are given assignments based on Action
Research. For preparing Action Research Plan pupil teachers take up certain schools and they are
directed to conduct studies based on some parameters. The pupil teachers collect data on related
aspects of learning in the schools. The analysis and results of the study are discussed with the
60
faculty. The findings are used in their teaching practice in schools. This has led to improvement in
the quality of teaching–learning and discipline at the level of practice teaching in schools.
3.1.4. Give details of the Conference / Seminar / Workshop attended and/organized by the
faculty members in last five years.
The faculty actively participates in Conferences/ Seminars/ Workshops held at state/ national/
international levels. Details about the same attended and organized by the faculty are listed as
follows:
Sr.no. and
date
Name of the teacher Name of
seminar/workshop/conference
Title of the paper
1. Dr. B. P. Badola 38th
All India Sociological
Conference held at Udaipur,
Rajasthan
Prospects of Development, Urban
Expansion and Ecological
Challenges in Upper
Dharamshala (H.P.)
National Seminar on
Environment and
Consumerism, held at Govt. P.
G. College Chamba. 3rd
to 5th
Oct. 2012
North West Sociological
Conference, held at Gurunanak
Dev University, Amritsar (Pb)
17th
to 18th
November, 2011
Fluidity and ossification frontier
of caste: A study of Khaniyara
village
All India Sociological
Conference, held at Jawaharlal
Nehru University, New Delhi.
11th
and 12th
December, 2012
Tibetan Movement for Freedom
2. Dr. Sanjay Singh
Pathania
Regional seminar on socio-
economic, Transition in H.P.
since statehood (10-11-March
2011) at Govt. P.G College
Dharamshala.
Impact of Hydro Power projects
in Himachal Pradesh.
12th
National Conference,
Association of Punjab
Geographers on 10th
Oct. 2011,
at HP University Shimla
Women Empowerment From the
Prospectives of Himachal Pradesh
61
National seminar on changing
spectrum of human settlement
and planning at School of
Planning and Architecture,
GNDU, Amritsar. 20.03.2014-
21.03.2014
Earthquake: Mitigation and
Preparedness in H.P. ( A case
study of Spiti Division of Lahaul
Spiti)
One day workshop at RKMV,
Shimla organized by
Department of Geography,
HPU Shimla 05.06.2013
Choice Based Credit System
Two days Workshop on Youth
Services and Census
Department, Govt. of HP,
Shimla at DRDO Dharamshala
Info-software on house hold
amenities in Himachal Pradesh
National Seminar on Natural
Disasters organized Govt. PG
College Hamirpur, 20th
October, 2013
Disaster Management:
Earthquake safety Measures
National Seminar on Teacher
Education and Resource
Development and Knowledge
Society, organized by GCTE
Dharamshala, 10th
to 14th
March, 2012.
Women Empowerment
3. Dr. Rashmi Ramaul International conference on
Nation and its Discontent
organized by South Asian
Literary Association held at
Chicago, USA 6th
, 7th
Jan,2014
Hyphenated Existence in Exile –
Transnationalism,
Transculturation in Tibetan
Poetry.
National seminar on changing
spectrum of human settlement
and planning at School of
Planning and Architecture,
GNDU, Amritsar. 20.03.2014-
21.03.2014
Earthquakes: Mitigation and
preparedness in H.P. (A case
study of Spiti Division of Lahaul
Spiti).
National Conference on
Marginalisation and Gautam
Budha University, at Noida
23rd
-24th
March, 2012.
Roof of the World Yet
Marginalized; Reading of
Yangzom Brauen’s: Across Many
Mountains
62
National Seminar on Teacher
Education and Resource
Development and Knowledge
Society at GCTE
Dharamshala, 10th
to 14th
March, 2012.
Indomitable spirit; Education and
Training in Exile
4. Dr. Suresh Rana International conference in
Mathematics Science(ICMS-
2013) held during 08-09
March,2013 at JLN
Free coercion effects in
oscillatory flow part vertical
population in the porous plate in
the process of radiation for an
optically thin fluid Research
Journal of science and Tech. s (1)
Jan-March,2013.
National conference on
Advance in Mathematics & its
application (AMA-2013) held
during 25-27 June, 2013 at
NIT Hamirpur.
Effects of mass transfer on
three dimensional on unsteady
forced and free convectional
flow part an infinite vertical
plate with periodic chemical
reaction. Proceedings of
national conference on AMA
2013 (ISBN-978-93-
83083(124-131)
International conference on
advances in Pure and Applied
Mathematics (ICAPAM-2014)
held during March 07-09, 2014
at JLN Government College
Haripur (Mandi).
Free convective fluctuating flow
and mass transfer through a
porous medium bounded by a
vertical plate in the presence
current and variable permeability
International journal of
technology January to June 2014
volume 4(1) (47-56)
4. Dr. R.S Guleria Attended National Seminar on
UGC sponsored seminar on
“Human Right Education at
GGDSD College Rajpur on
10th
&11 Nov. 2011.
5. Ms. Beena C. Nair Regional seminar on socio-
economic, Transition in H.P.
since statehood (10-11-March
2011) at Govt. P.G College
Dharamshala.
“Women empowerment
impact of education on
domestic violence and
development of women”
63
National seminar on sociology,
Socio-economic, health and
ecological indications of Tea
Gardens in H.P. (18-19 April
2014) held at SCVB Palampur.
“Comparison of kangra Tea and
Kerala Tea” (18-19 April 2014)
6. Sh. Bhagwan Dass Attended National Seminar on
Corporate Social
Responsibility at Maharaja
Agrasen University, Baddi
Solan, HP, 13th
Dec to 14th
Dec, 2013
National Seminar on Economic
Reforms in India, Sponsored
by ICSSR and organized by
GC Dharamshala on 8th
March
to 9th
March 2014
Trends of Mergers and
acquisition in India
7. Sh. Balvinder Singh
Rana
Attended one day workshop
organized by Dept. of Political
Science, HP University Shimla
on 4th
June, 2013
National Seminar on Economic
Reforms in India, Sponsored
by ICSSR and organized by
GC Dharamshala on 8th
March
to 9th
March 2014
Trends of Mergers and
acquisition in India
8. Sh. Neeraj Sharama National Seminar on Natural
Disasters organized Govt. PG
College Hamirpur, 18th
-20th
October, 2013
Disaster Management Plan
National Conference on
Conservation on Aquatic Bio-
diversity at PG College Tehri
25th
-27th
Nov, 2010
A study on the Physco-Chemical
Environment of River Manuni HP
64
UGC sponsored seminar on
“Teacher Education and
Resource Development and
Knowledge Society” in 2012 at
GCTE Dharamshal.
Teacher Training Program in the
Eye of Some Important National
Commission Committees and
Policies of Education in the Post-
Independence era upto 1992
9. Ms. Shwani Khatri International Seminar on
History and Literature at HPU
Shimla. 3rd
April, 2012
Reappropriating History in Kim
Scotts
10. Mr. Manoj Kumar Attended One day Seminar on
Teaching Computer Based
Courses through Spoken
Tutorials on 30th
July, 2013
11. Dr. Seema Kumar
Mokhta
Attended a workshop on
Competence Building at GC
Karsog on 4th
, 5th
Feb. 2011
GCTE organized a two days UGC sponsored seminar on “Teacher Education and Resource
Development and Knowledge Society” in 2012. It was coordinated by Dr. B. P. Badola.
A national seminar on “Consumer Protection and Empowerment” was organized in
December 2012 by GCTE in collaboration with Indian Institute of Public Administration,
New Delhi and Ministry of Consumer Affairs, Govt. of India. It was coordinated by Dr.
Prabha Gill, Dr. Rashmi Ramaul and Sh. Suresh Sharma.
GCTE organized a workshop on “Students Global Aptitude Index” in collaboration with
SCERT, Solan and CBSE, New Delhi on 13th
-14th
February, 2012. It was coordinated by Dr.
Prabha Gill, Dr. Rashmi Ramaul, Sh. P. C. R. Negi, Sh. Suresh Sharma and Dr. Savita
Sharma.
Two days workshop on “Action Research” was organized on 17th
-18th
November, 2011 in
which Dr. D. R. Vij, Prof. Y. K. Sharma, Prof. P. L. Gupta and Prof. Arvind Agrawal were
the resource persons. It was attended by all the faculty members and students.
One day workshop on entrepreneurship was organized on 25th
November, 2011. Sh. Paramjit
Singh, Principal Consultant, NITCON was the resource person. It was attended by all the
staff members and students.
65
Two days workshop on “Ways of Teaching Science Effectively” was organized on 29th
and
30th
December, 2011. Sh. Hemant Kumar, Associate Professor was resource person. It was
attended by all the teachers and students.
One day workshop on “Understanding the Adolescent Psychology” was organized on 11th
August, 2011. Prof. Chand Trehan, Psychologist, Jammu University was the resource person.
It was attended by all the faculty members and students.
3.2 Research and Publication Output
3.2.1 Give details of instructional and other materials developed including teaching aids and/or
used by the institution for enhancing the quality of teaching during the last three years.
Instructional materials including teaching aids are used for enhancing the quality of teaching.
In the last three years, the college has endeavored to acquire all latest technologies to enhance
its teaching and base it on current trends. The college acquired Digital Projector, OHP, and
Interactive board as teaching aids. The simulated lessons through PPT are commonly used in
the teaching-learning process of the college.
Activity for the preparation of teaching aids is compulsory. During this time, teaching
material is prepared, which is to be used by the pupil teachers in classroom teaching.
In addition, GCTE has developed materials like guideline/ demonstration materials (PPT) and
teaching aids (prepared by faculty and pupil teachers). Pupil teachers make plans for the
application of technologies like OHP, computer in their teaching subjects.
3.2.2. Give details on facilities available with the institution for developing instructional
materials?
GCTE has Science Labs, Educational Technology labs, Psychology Lab, ICT Lab and a room
for preparing teaching aids. The pupil teachers frequently use all the facilities available for
conducting/demonstrating experiments in the class during practice teaching in schools.
The Educational Technology Lab has all the modern gadgets including ICT enabled tools
with internet connectivity for preparing teaching materials in digital form.
Science Labs are well equipped with all the basic instruments, chemicals, apparatus and
models required for teaching classes VI to X.
3.2.3. Did the institution develop any ICT/technology related instructional materials during the
last five years? Give details.
The faculty prepares the lessons of their concerned subjects in the form of digital
presentations.
Pupil teachers are encouraged to make and use PPTs and OHP-transparencies for teaching.
Educational CD’s are regularly screened for the benefit of the pupil teachers.
A software was developed and published on open source by Mr. Manoj Kumar, Assistant
Professor, this is being used by the students to learn basic mouse handling on computer
system.
66
3.2.4. Give details on various training programs and/or workshops on material development
(both instructional and other materials)
Attended by the staff
Two faculty members Dr. Rashmi Ramaul, Associate Professor and Mr. Manoj Kumar,
Assistant Professor have attended the “Training program on Development and Management
of Open Educational Resources” organized by NCERT CIET New Delhi from 27th
June 2014
to 3rd
July 2014.
Dr. Sanjay Pathania, Associate Professor and Ms. Veena Thakur, Assistant Professor
attended the training programme on “Direct Trainer Skills” organized by Department of
Personnel Training, New Delhi in 2012.
Dr. Sanjay Pathania attended training on “National School Safety” at HIPA, Shimla and on
“Childeren Needs during Disaster”. He also attended training on “Design of Training” in
2012.
Mr. Manoj Kumar attended one day workshop on “Teaching Computer Based Courses using
Spoken Tutorials” organized by Himachal Pradesh University on 30th
July, 2013.
Sh. P. C. R. Negi attended training programme on “Training Need Analysis” from 10th
to 21st
November, 2011, “TMTC” at HIPA Shimla from 5th
to 11th
September, 2011, “Training of
Master Trainers” at NIDM Delhi, from 7th
to 11th
May, 2011, “Disaster Management
Training” at HIPA Shimla from 01st to 05
th December, 2009 and at NIDM Delhi, from 12
th to
14 December, 2012.
Dr. Rashmi Ramaul and Sh. Suresh Sharma attended a five days training of trainers on
“Consumer Protection and Consumer Welfare” at IIPA New Delhi from 10th
to 14th
June,
2013.
Dr. Rashmi Ramaul, Dr. Rajesh Sharma, Sh. P. C. R. Negi, Ms. Beena C. Nair, Ms. Sarita
Chaudhary, Dr. R. S. Guleria, and Sh. Manoj Kumar have attended four workshops organized
by Board of School Education, Dharamshala for developing study material in different
subjects for the students of 12th
standard of State Open School during the year 2014.
Training provided to the staff
A lecture on “Development and Management of Open Educational Resources” was organized
for the staff members on 14th
August 2014 by Dr. Rashmi Ramaul and Mr. Manoj Kumar at
GCTE Dharamshala.
3.2.5. List the journals in which the faculty members have published papers in the last five
years.
The faculty has presented papers in various state, national, and international seminars and
conferences. The list of papers published in various journals is as follows:
Sr.
no.
Name of teacher Name of
Journals/Books
Title of the Paper ISSN /ISBN
67
1 Dr. Rashmi
Ramaul
Literary Voice(INT)
2013-14
Roof of the world , yet
marginalized; Reading
Yangzom Brauens:
Across many
Mountains
2277-4521
Changing spectrum of
human settlements and
planning education
Cyber Neck
Publications 2013-14
Book
Earthquake; Mitigation
and preparedness in
H.P.( A case study of
Spiti Division of
Lahaul-Spiti)
978-93-5053-361-1
2 Dr. Sanjay Singh
Pathania
Changing spectrum of
human settlements and
planning education
Cyber Neck
Publications 2013-14
Book
Earthquake; Mitigation
and preparedness in
H.P.( A case study of
Spiti Division of
Lahaul-Spiti)
978-93-5053-361-1
Himachal Pradesh
Journal of Social
Sciences and Law
Women Empowerment:
From the Perspectives
of HP
2249-3441
3 Sh. Yugraj Singh International Journal
of Professional
Development 2013
Geology of
Dharamshala and
Palampur Region
2277-517
International Journal
of Professional
Development (June To
Dec, 2013)
An interactive conflict-
1947 to present page
no. 28 to 31
2279-0659(Online)
68
4 Dr. Suresh Rana I.J.O.A.R.
Organization
Vol. Issue –
9Sept,2013
Heat and mass transfer
on MHD free
convective fluctuating,
how through a porous
medium bounded by a
vertical place in the
presence of Hall
current and variable
Permeability.
2320-9143(7-28)
Indian Journal of Pure
And Applied
Mathematics 44(6):
757-770 Dec,2013
Free convection effects
on the oscillatory how
part a vertical plate in
the presence of
Radiation for an
optically thin fluid.
2229-5518
International journal
of Scientific,
Engineering and
Research. Vol-5 issue
date-1Jan,2014(1781-
1797)
Heat and mass transfer
in free convection
MHD, how through a
porous medium in the
presence of radiation,
Chemical reaction and
Hall current with
periodic suction.
2229-5518
International journal
of Scientific,
Engineering and
Research. Vol-5(2)
Issue date-Feb,2014
MHD unsteady
memory convective,
how through Poisson
medium with variable
suction in the presence
of Radiation and
Permeability.
2229-5518
International journal
of Scientific,
Engineering and
Research. Vol-3(6)
Issue date-June,2014
MHD unsteady
memory convective
how through porous
medium with variable
suction in the presence
of Radiation and
Chemical reaction.
2229-5518
69
5 Mr. Manoj
Kumar
International Journal
of Computer
Applications
Vol: 100 Number: 13
Shortest Paths Between
Two Points in Space
for Self Managed
Digital Systems
ISBN: 973-93-
80883-43-2
ISSN: 0975-8887
6 Dr. Prabha Gill
Dr. Savita
Sharma
Sh K. S.
Dhadwal
Research Journal of
Social and Life
Sciences
Role of Academic
Support and Motivation
in Enhancing Self
Concept and Academic
Achievement Level of
Physically Challenged
Children
0973-3914
7 Dr. Savita
Sharma
Ms Veena
Thakur
Research Journal of
Social and Life
Sciences
Self Evaluation of
B.Ed. Pupil Teachers
0973-3914
8 Dr B. P. Badola
Research Journal of
Social and Life
Sciences
Contours of Drug
Menace: Operational
Research and
Sociological
Reflections
0973-3914
Rural Development in
India
978-81-87364-40-5
I P Desai on Family: A
Sociology of
Knowledge Perspective
0973-3914
Research Journal of
Social and Life
Sciences
Cross- Cultural
Contacts and Cultural
Progress: A Study of
Emerging Trends from
the Cultural Complexes
in Dharamshala (HP)
Research Journal of
Social and Life
Sciences
Fluidity and
Ossification Frontiers
of Caste: A Study of
Village Khanayara, HP
70
Research Journal of
Arts, Management and
Social Science
Historical Convictions,
Political Dilemmas and
Identity Concerns in
Tibetan Movement for
Freedom
0975-4083
Research Journal of
Arts, Management and
Social Science
Impact of Educational
Environment on the
Achievement Scores of
the Students of Govt.
Schools in Kangra
Distt. HP
0975-4083
9 Dr. Seema
Kumar Mokhta
Relevance of Tagore
in contemporary India
Voicing the Voicesless:
A Critical Study of
Women Charachetrs in
Tagore’s Plays
81-85835-64-0
10 Dr Rajesh
Sharma
Alankrita
Aadhunik Kale
SanskritasayaPrasangik
ta
11 Sh Neeraj
Kumar Sharma
Environmental
Conservation Journal
A Checklist of Benthic
Macro-Invertebrates of
River Maunni HP
0972-3099
Environmental
Conservation Journal
Report on
Anthropogenics
Activities in Maunni
HP
0972-3099
3.2.6. Give details of the awards, honors and patents received by the faculty members in last
five years.
Following faculty members have been honoured on Teacher’s Day in the last five years:
Sh. Suresh Sharma: Best Teacher Award by Rotary International in the year 2011
Dr. Jyoti Kumar: Best Teacher Award by Rotary International in the year 2012
Dr. B. P. Badola: Best Teacher Award by Rotary International in the year 2013
Dr. Prabha Gill: Best Teacher Award by Inner Wheel Rotary Club in the year 2013
Dr. Rashmi Ramaul: Nation Builder Award by Rotary International in the year 2014
Dr. Sanjeevan Pathania: Best Teacher Award by Inner Wheel Rotary Club in the year 2014
71
3.2.7. Detail of the Major/ Minor research projects completed by staff members of the
institution in the last five years.
One minor research project has been completed in the last five years. “Role of Academic Support
and Motivation in Enhancing Self Concept and Academic Achievement Level of Physically
Challenged Children”. The project was undertaken by Dr. Prabha Gill, Dr. Savita Sharma and Sh. K.
S. Dhadwal in the year 2010-11, it was funded by UGC for Rs. 24,202.
3.3 Consultancy
3.3.1 Did the Institution provide consultancy services in last five years? If yes,
Give details.
The college has provided academic and training services to various organizations and educational
institutions during the last five years.
Four faculty members – Dr. Savita Sharma, Dr. R R Bhatia, Sh. Neeraj Sharma and Sh.
Balvinder Rana of this college provided consultancy services as subject experts in developing
modules for class X of Open School System for Himachal Pradesh.
Seven faculty members Dr. Rashmi Ramaul, Sh. PCR Negi, Smt. Sarita Chaudhary, Dr.
Rajesh Sharma, Smt. Beena C. Nair, Dr. Ravinder Guleria, and Sh. Manoj Kumar are
providing consultancy service as subject experts in developing study modules of class XII of
State Open School, Himachal Pradesh.
Two faculty members – Dr. Ravinder Guleria and Sh. Neeraj Sharma were invited as Experts
on selection panel of Sai University, Palampur and D.A.V. College, Kangra.
Three faculty members Dr. Prabha Gill, Dr. Sanjay Pathania, Sh. P C R Negi and Sh.
Balvinder Rana were special invitees for new curriculum designing of the respective subjects
at H.P. University Shimla as per the directions of / by RUSA.
Dr. Ajay Lakhanpal, Principal of the College is the Subject Expert in the subject of
Commerce in the selection panel of H.P. Subordinate Services. Commission, Hamirpur and
Central University of Himachal Pradesh, Dharamshala.
Dr. Rashmi Ramoul was the subject expert for the paper setting for HP University Shimla.
Dr. Rashmi Ramoul was the subject expert for the Interviews for Ministerial staff and lab
assistants at Central University of Himachal Pradesh.
Dr. Sanjay Singh Pathania is a subject expert in Geography for the paper setting for HP
University Shimla.
Dr. Sanjay Pathania is providing consultancy to RTI (Revenue Training Institute) at
Jogindernagar for disaster management courses.
Dr. Ravinder Guleria was the subject expert for paper setting at Agriculture University,
Palampur.
Four of our college faculty members i.e. Principal Dr. Ajay Lakhanpal, Sh. P. C. R. Negi, Sh.
Vivek Sood and Ms. Sarita Chaudhary, Dr. Rashmi Ramaul were part of HP University team
to design new curriculum for B.Ed. course as per new guidelines of NCTE and RUSA.
Mr. Manoj Kumar was subject expert in the interview for Assistant Professors on PTA Basis
in Government College Dharamshala.
72
Sh. Yugraj Singh, Assistant Prof. in Geography of this College is the nominee in the Subject
in Geography in the selection panel of H.P. Subordinate Services Commission, Hamirpur.
3.3.2 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 publicize
the available expertise.
Yes, Staff members of the institute are competent to undertake consultancy. However, No staff
member of the college undertakes paid consultancy. The faculty acts as subject expert and they are
invited as experts for selection committees of schools, colleges and university.
Sr. No. Name of the Teacher Competency Area
1 Dr. Prabha Gill Adolescent Psychology
3 Dr. Sanjeevan Katoch Environment
2 Dr. Rashmi Ramaul Attitudinal Change and Motivation
3 Dr. B. P. Badola Extension and Outreach Services
4 Sh. K. S. Dhadwal Value Education
5 Dr. Rajesh Sharma Prachin Shiksha Padhti
7 Ms. Beena C. Nair First Aid related to Sports Injuries
6 Sh. P. C. R. Negi Training Need Analysis
7 Dr. Sanjay Pathania School Safety Plans
8 Sh. Suresh Sharma Cultural Activities and Morning Assembly
9 Ms. Anjali Sharma Role of Hindi in National Development
10 Dr. Suresh Rana Mind Maps
11 Ms. Sarita Chaudhary Operations and Applications of Algebra
12 Sh. Bhagwan Dass Financial Matters
13 Sh. Balvinder Rana RTE and RTI
14 Sh. Yugraj Singh Campus Beautification
15 Sh. Ravinder Singh Guleria Activity Based Teaching
16 Ms. Veena Thakur Educational Technology
10 Sh. Manoj Kumar Computer Applications
73
3.3.3 How much revenue has been generated through consultancy in the last five years? How is
the revenue generated, shared among the concerned Staff members and the institution?
As no formal consultancy service is provided by the college, therefore, there is no revenue
generation.
3.3.4 How does the institution use the revenue generated through the consultancy?
The college provides consultancy services free of cost, therefore no revenue is generated.
3.4 Extension Activities
3.4.1 How has the local community benefitted by the institution? (Contribution of the
institution through various extension activities, outreach programs, partnering with NGOs and
GOs)
The areas of extension activities are:
Working with schools:
All the faculty members along with the pupil teachers visit the neighboring schools for Block
Teaching for thirty working days.
Four pupil teachers provided educational support to adjoining Senior Secondary School for
Boys, Dharamshala 2011-2012.
Our college has adopted a school which is located in the interior of a remote village of
Dharamshala. Two teachers and twenty pupil teachers provided learning assistance as well as
conducted cultural activities with the help of other members of the local communities.
Blood Donation Camp
Our college has a well-organized Blood Donors Club which organizes blood donation camps
inside the college and our volunteers donate blood to needy patients as per the requirement of
the blood bank.
Environmental Education
A cleanliness drive was conducted at Indrunag, Dharamshala on 16 March, 2012.
AIDS Awareness
College Red Ribbon Club organizes activities such as AIDS awareness rallies. A candle
march was organized for Aids awareness. Peer Educators attended a community workshop at
Chaib, Kangra.
Education for the Disabled
For the benefit of Physically Challenged / differently abled pupils of centrally sponsored
hostel students, our pupil teachers under the guidance of faculty members conducted
academic, cultural and sports related activities in their hostel situated at Dari, Dharamshala.
Community Development
The Women Cell of the college sensitized the community with regard to girl child, female
foeticide, women empowerment, drugs, illiteracy through skits and songs in the villages.
The college runs a unit of Rover Scouts which conducts social activities like cleanliness drive
in the neighboring village and in the surrounding areas with the help of local panchayats.
74
A national seminar on “Consumer Protection and Empowerment” was organized by the
college in collaboration with IIPA, Delhi. It was sponsored by the Department of Consumer
Affairs, Ministry of Consumer Affairs, Food and Public Distribution, Govt. of India. This
seminar was organized as an extension and outreach service programme which was attended
by a large number of village pradhans, members of the village committees, municipality
members, public bodies, NGOs, Jurists, Educationists and other stakeholders.
Community and outreach
Members of the faculty conducted awareness drives and mock drills with regard to disaster
management with special reference to earth quakes- mitigation and preparedness at Pangi,
Distt. Chamba, Udaipur, and Kaza, Distt. Lahaul and Spiti, Himachal Pradesh.
College provides capacity building training to approximately 500 college and school teachers
and disaster management training to around 500 school teachers every year.
The involvement of parents through PTA helps in the various developmental activities of the
institution.
The Involvement of Alumni through extension lectures helps in carrying forward healthy
practices year after year.
The institution meetings with the Principals of practicing schools help in carrying out the
block teaching in an effective manner.
The institution is also benefited by the participation of community as members of IQAC.
3.4.3 What are the future plans and major activities the institution would like to take up for
providing community orientation to students?
During the year 2014-15, the following initiatives will be undertaken to provide community
orientation to the students.
The college plans to adopt four villages and schools therein to provide educational support
and also provide awareness regarding various issues like illiteracy, health, cleanliness,
environment etc.
The college plans to create awareness in the community regarding earthquakes preparedness
and mitigation. For this, a project has been sanctioned by the Govt. of India.
To create AIDS Awareness in the nearby community and among the migrant labourers
residing around the vicinity of the institution.
3.4.4 Is there any project completed by the institution relating to the community development
in the last five years? If yes, give details.
A project on “Role of Academic Support and Motivation in Enhancing Self Concept and
Academic Achievement Level of Physically Challenged Children” for physically challenged
has been completed by the institution. A project “Disaster Management, Earthquakes
Preparedness and mitigation” is presently underway.
Three minor projects have been sanctioned under equity initiative on “Second Baseline
Survey”, “Training Need Analysis”, Mitigation and Preparedness on Disaster Management at
Community Level”.
3.4.5. How does the institution develop social and citizenship values and skills among its
students?
75
Social and citizenship values are developed among the students in the following ways:
Daily Morning Assembly includes National song, meaningful prayer, which helps the pupil
teachers to imbibe the universal values “Thought for the Day”, presentation of a topic and
discussion on the topic related to current and social themes helps the pupil teachers to
develop social and citizenship values.
The curricular activities like seminars, workshops, debates, quizzes, excursions, and activity
clubs inculcate moral, ethical, social and citizenship values and awareness of human rights in
pupil teachers.
The co-curricular activities like campus beautification, physical education, scout and guides
camps, sports, work experience, yoga, prepare pupil teachers to face the challenges of life and
develop their social skills.
Many eminent academicians and citizens of the town interact with the students throughout
the sessions. These interactions and exchange of views and sharing of their experiences
provide motivation, inspiration and insights into the challenges of the present day world.
Celebration of Communal Harmony week, Teachers day, Women’s day, AIDS awareness &
Environment campaigns, street plays on social issues, blood donation camp, voter awareness
rally etc. provide an opportunity to infuse democratic, social and citizenship values among
pupil teachers.
Workshop activities develop their creative skills, laboratory experiences develop
psychomotor skills and ICT lab helps in developing their technical skills.
3.5 Collaborations
3.5.1. Name the national level organizations, if any, with which the institution has established
linkages in the last five years. Detail the benefits resulted out of such linkages.
The Institution has developed linkages with the following:
Red Cross society
The Red Cross Society organizes lectures, blood donation camps which promote life and
health through education on primary health care and healthy living.
State AIDS Control Society
Our institution has linkages with Himachal Pradesh State AIDS Control Society. It promotes
education and awareness on HIV and related factors.
Other Agencies
The college has direct linkage with UGC, NCTE, and MHRD and has received various grants
from the agencies.
3.5.2. 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.
The college is yet to establish any linkage, with an international organization.
76
3.5.3. How did the linkages if any contribute to the following?
Curriculum Development
Teaching
Training
Practice Teaching
Research
Consultancy
Extension
Publication
Student Placement
Curriculum development
The curriculum is developed by Himachal Pradesh University. However, Principal and faculty
members of GCTE participated in various meetings for the revision of the B. Ed. Curriculum. The
curriculum was revised in the year 2012 as per NCF 2009, NCTE Guidelines and Justice Verma
Commission recommendations, but implementation has been deferred by HP University for the time
being.
Teaching
The guidance from retired principals, teachers, and educationists of Universities contributes to
enhancement in quality of teaching. Faculty members visit nearby schools and colleges for invited
lectures and sharing their ideas and opinions with regard to development in the field of education.
Training
ICT training, curricular & co- curricular activities, Micro-teaching, Simulated teaching and Block
Teaching, workshops on Action Research, Outreach and Extension activities, makes the teacher
training program effective and holistic. The varied experiences provided in the college during
training makes the students aware of the fast changes in the field of education and help them to
become committed teachers in future. The college is conducting In-service trainings for school and
college teachers of six districts of Himachal Pradesh. These In-service trainings provide an
opportunity to the faculty and pupil teachers to interact with the trainees and master trainers. The
training linkages are proving to be a major faculty development programme.
Practice teaching
Linkages with nearby 12 schools lead to enhancement in quality level of the teaching. Pupil teachers
learn, how to tackle different situations in classroom teaching, how to tackle different kinds of
students and how to manage the class efficiently, by creating interest in the topic being taught.
Research
Lectures and interaction with resource persons in workshops, seminar, external examiners, invited
speakers, members of the Alumni Association proved to be very beneficial for the faculty and
institution in research activities and generation of new area of research.
Extension
77
Linkages with various Non-Governmental Organizations help in extension and outreach activities.
Such programs are beneficial for both pupil teachers and community and generation of new area of
research.
Publication
The faculty members are encouraged to publish their research work in reputed journals and
conference proceedings. The college has its own publication, in the form of the college magazine,
“Dhauladhar”.
Student Placement
Guidance and Counselling Cell provides guidance to pupil teachers concerning placement in various
reputed schools. A campus interview was conducted in the year 2012-13. 80 students attempted the
interview and 36 were selected for the job.
3.5.4. What are the linkages of the institution with the school sector?
(Institute-school-community networking)
In-service training programmes are conducted for Principal/Headmasters of schools, school
lecturers, PGT’s, Ministerial staff and library staff.
GCTE invites various important persons having association with school education, as
resource persons.
Practice teaching programmes in different schools. The pupil teachers also organize
awareness and plays in these schools.
The college also conducts academic programmes in some schools at the request of the
institution.
The following schools are linked with the college for practice teaching and other activities:
Sr. No. Name of the School
1. Govt. Girls Sr. Sec. School Dharamshala
2. Govt. High School Kotwali Bazaar
3. Govt. Sr. Sec. School Bagli
4. Govt. Sr. Sec. School Khaniyara
5. Govt. Middle School Kand
6. Govt. High School Sidhpur
7. Govt. Sr. Sec. School Tang Narwana
8. Govt. Sr. Sec. School Forsythganj
9. Govt. Sr. Sec. School Ghaniara
10. Govt. Boys Sr. Sec. School Dharamshala
11. Govt. Sr. Sec. School Sakoh
12. Govt. Nursary Middle School, Dharamshala
13. Sai Educare Shiksha Pratishthaan, Slate Godown Tang Narwana
14. Dayanand Model Sr.Sec. School, Dharamshala
3.5.5. Are the faculty actively engaged in schools and with teachers and other school personnel
to design, evaluate and deliver practice teaching? If yes give details.
78
Yes, the faculty members are actively engaged in schools with teachers and other school personnel
for designing, evaluating and delivering practice teaching. GCTE has excellent rapport with the
schools where pupil teachers are sent for internship.
Design
Before the school based practice teaching, the faculty and the pupil teachers interact with the
school staff to plan the activities to be carried out during the course of practice teaching and
also prepare the Time Table.
Faculty members are actively engaged in schools in evaluating delivered lesson plans,
counseling and helping in organizing extracurricular activities. Weak students are provided
academic help by the pupil teachers.
Delivery
The faculty ensures the successful conduct of activities and delivery of teaching lessons by
daily monitoring the activities of the pupil teachers. The syllabus to be taught is decided with
the help and consultation of the school staff.
Evaluation
At the time of practice teaching our faculty remains present at the respective schools to
supervise and assess the performance of the pupil teachers. The practice teaching is also
evaluated by the teachers of the respective schools. Suggestions from the Head of the schools
and subject teachers are welcomed and implemented there on.
3.5.6 How does the faculty collaborate with school and other college or university faculty?
Collaboration with schools:
Faculty members are invited for delivering guest lectures on various themes like motivation,
educational objectives, Teaching Pedagogy etc. in other schools.
Principal and the faculty members act as judges for various events in the schools.
Principals/Headmasters and teaching staff attend in- service trainings in the college.
Collaboration with others colleges:
The faculty is invited to deliver lectures in others private, government and engineering
institutions.
Faculty members collaborate with other colleges by organizing seminars, workshops and
inviting the faculty from other colleges, to participate in the same.
Various inter college competitions like debates and declamations are organized in the college.
Collaboration with the universities:
The college invites the faculty from other universities to act as resource persons in the In-
service and pre-service trainings.
Workshops on Action Research are conducted in the college for which, the faculty from the
university is invited.
3.6 Best Practices in Research, Consultancy and Extension
3.6.1 What are the major measures adopted by the institution to enhance the Quality of
Research, Consultancy and Extension activities during the last five years?
79
The college is always on the look out to adopt new methods and processes for the enhancement of
quality of Research, Consultancy and Extension activities.
All the faculty members are encouraged to involve themselves in research activities. The college
promotes its faculty to participate in Conferences / Seminars /Workshops. Expert guidance is
available to faculty during the visits of eminent personalities to the institution. The initiative taken by
the institution to organize different activities such as blood donation camp, community participation
has strengthened the extension activities.
Education Sector:
The college has linkages with schools, universities, and organizations. Extension activities are
carried out with the help of the schools. Please refer to section [3.4]
Various experts visit the college from time to time. Some of the eminent visitors, during the last five
years are:
Prof. A.D.N. Bajpayee, Vice Chancellor, Himachal Pradesh University
Prof. Furquan Qamar, Vice Chancellor, Central University of Himachal Pradesh
Prof. Yogender Verma, Pro- Vice Chancellor, Central University of Himachal Pradesh
Prof. Harish Narang, Professor Emeritus Jawahar lal Nehru University, New Delhi
Prof. Suresh Mishra, Professor Indian Institute of Public Administration, New Delhi
Prof. Y. K. Sharma, Dean, Department of Education, Himachal Pradesh
Prof. Krishan Kumar, Former Director, NCERT, New Delhi
Prof. D. R. Vij, Renowned Educationist, Jalandhar
Sh. Dinkar Burathoki, Education Advisor to Govt. of Himachal Pradesh
Sh. S. B. Sekhri, Director, Higher Education, Govt. of Himachal Pradesh
3.6.2. What are significant innovations / good practices in Research, Consultancy and
Extension activities of the institution?
GCTE encourages all the faculty members to undertake research activities. Most of the
faculty members are working on different areas of research studies. Some of our faculty
members are invited to deliver lectures in educational institutions on the use of innovative
practices in the classroom, lesson planning in different school subjects, disaster management,
value education etc.
Several eminent educationists visited GCTE and delivered lectures on Communication skills,
Knowledge society, Reforms in Higher Education, Entrepreneurship, Adolescent behavior,
Mental health, Value education, Choice Based Credit System, etc.
The college organizes blood donation camps, environment campaigns, rallies on AIDS
awareness, sensitization on gender issues through street plays and songs. These practices are
a way to instill moral, social, humane and ethical values in the pupil teachers.
Additional Information
80
1. What are the main evaluative observations/suggestions made in the first assessment report
with reference to Research Consultancy and Extension and how have they been acted upon?
Sr. No Observation Action taken
1 The college is yet to develop
research culture
Since last assessment many teachers have
attended seminars and conferences at state
and national level. Two teacher educators
have completed their Ph. D. and five
teachers have registered themselves for the
Ph. D. degree during the last five years.
2 The college is yet to establish
research advisory committee
The research advisory committee has been
constituted and it is with the initiative of
this committee that research culture has
developed in the institution.
3 Proposals for getting financial
assistance from funding agencies
The Staff members are continuously
motivated to get financial assistance from
funding agencies.
The result of this initiative has been that 3
minor research projects are in progress and
one major research project has been
completed.
One conference with the financial
assistance from UGC was organized in the
year 2012 and two seminars on consumer
protection have been organized in the years
2012 and 2014 with the financial assistance
from Indian Institute of Public
Administration, New Delhi.
The proposal of the college for the grant of
project on Disaster Management was
accepted by the Department of Revenue,
Govt. of Himachal Pradesh and a Project
worth Rs.50.00 lakhs has been sanctioned
in the year 2012 to provide training to the
school teachers for preparing school safety
plan. The college has provided training to
516 heads of the institutions and 908
teachers during the last two years and the
process is still continuing in third year.
4 Teachers may he encouraged to
publish papers
The teachers are constantly encouraged to
publish papers and result of this
encouragement has been that 22 research
papers have been published by the teachers
in the last five years in journals of national
81
and international repute.
5 Lack of faculty motivation to do
research
The teachers are motivated to involve
themselves in research work. They have
free access to internet facilities in the
college and duty leave is granted to
participate in conferences and workshops.
2. What are the other quality sustenance and enhancement measures undertaken by the
institution since the previous assessment and accreditation.
Teachers are advised to attend lectures on research methodology, preparation of research
proposals, open educational sources, Moodle and search engines in the in-service training
programmes.
Duty leave is provided to teachers to present papers.
Automatisation of the college library and subscription to new journals on the request of
the teacher educators has helped in quality sustenance and enhancement.
82
CRITERION 4
Infrastructure and Learning Resources
4.1 Physical Facilities
4.1.1. Does the institution have the physical infrastructure as per NCTE norms? If yes, specify
the facilities and the amount invested for developing the infrastructure. Enclose the master
plan of the building.
The college campus has an area of 4 acres and it is situated within the municipal limits of the town
near the international cricket stadium. The college has all the infrastructure facilities and it has very
comfortable approach as it is very near to the main road.
Existing Infrastructure:
Sr. No. Facility Sr. No. Facility
1 Principal Office 2 Administrative Office
3 Staff Room 4 Class Rooms
5 Library 6 Reading Room
7 ICT Labs 8 Educational Technology Lab
9 Science Labs 10 Psychology Lab
11 Workshop for teaching aids 12 Block Teaching Room
13 Training and Extension Activities
Room
14 IQAC/Research Room
15 Guidance, Career and Placement
Cell
16 Girls Common Room
17 Sports Room 18 Multipurpose hall
19 Girls Hostel 20 Toilets
21 Lawns and Playgrounds
Power supply
College has its own transformer in the college campus.
College has its own generator to be used in case of electricity failure
Water Supply
College has its own bore well which has been energized and supplies water to the college
and the girls’ hostel.
Other facilities
83
Dispensary
Photocopying facility for students
Internet
Upcoming Infrastructure:
Science Block
Status: 90% Complete
Estimated Expenditure: 113.80 Lacs
Multi-Story Building
Status: 75% Completed
Estimated Expenditure: 4,14.10 Lacs
Ground Floor
Sr. No. Infrastructure/Facility Number
1 Class Rooms 03
2 Chemistry Laboratory 01
3 Physics Laboratory 01
4 Life Sciences Laboratory 01
5 Lab Attendant Room 03
6 Store Room 03
Sr. No. Infrastructure/Facility Number
1 Class Room 04
2 Head of Department Room 04
3 Staff Room 01
4 Office Room 01
5 Principal Room 01
6 In-door Stadium 01
84
First Floor
Sr. No. Infrastructure/Facility Number
1 Class Room 09
2 Head of Department Room 01
3 Language Lab 01
4 ICT Lab 01
5 Common Room 01
6 Psychology Lab 01
7 Social Science Lab 01
8 Education Technology Lab 01
Second Floor
Sr. No. Infrastructure/Facility Number
1 Class Room 06
2 Seminar Hall 01
3 Library Room 01
Canteen cum faculty House
Status: 75% Completed
Estimated Cost: 3,09.95 Lacs
Ground Floor
Sr. No. Infrastructure/Facility Number
1 Canteen cum dining Hall 01
2 Kitchen 01
3 Store Room 01
4 Parking for Staff 01
85
First Floor
Sr. No. Infrastructure/Facility Number
1 Room for participant 10
2 Rooms for Resource Person 02
Second Floor
Sr. No. Infrastructure/Facility Number
1 Room for participant 10
2 Rooms for Resource Person 02
Staff Residences
Status: 15% Completed
Estimated Cost: 47.47 Lacs
4.1.2. How does the institution plan to meet the need for augmenting the infrastructure to keep
pace with the academic growth?
GCTE is enhancing the new technologies and facilities according to the requirements for
academic growth. Faculty makes use of OHP, Digital Projector and Video Camera for the
demonstration of micro teaching and lesson planning. Faculty and students are using the
latest technologies for micro-teaching, simulated-teaching and to keep pace with the
academic growth. The faculty frequently uses Power-point, transparencies and other
innovative methods to make the teaching and learning process more effective.
The Seminar room and Multipurpose Hall are well equipped with sound system, interactive
board and Digital Projector.
The college library is continuously updated with new books and journals, Psychology Lab,
Science Labs and Computer lab with equipment according to the requirement of the pupil
teachers and the faculty. Furniture and other accessories are acquired from time to time.
Sr. No. Infrastructure/Facility Number
1 Type IV Residence for Principal 01
2 Type IV Residence for Warden 01
3 Type I Residence for Chowkidar 01
86
4.1.3. List the infrastructure facilities available for co-curricular activities and extra-curricular
activities including games and sports.
Co-curricular Activities:
GCTE has a large Multipurpose Hall and a Training and Extension room equipped with a
sound system and Digital projector. The hall has a seating capacity of 275 and is also useful
for organizing workshops, seminars, invited lectures, conferences, and cultural activities.
The college quadrangle is used for the Morning Assembly.
To complete the various assigned projects, such as Action Research, assignments, planning
and preparing of blueprint, inclusive education, human rights, the students are provided with
the facilities of various books and learning material on above mentioned areas in the library.
The college has Internet facility which is used by the students as well as the faculty.
There is facility for printing, scanning and photocopying of study material in the ICT Lab.
Experts from the field of teacher education are invited to deliver lectures on various topics
such as Reforms in Higher Education, Knowledge Society, NCFTE 2009, Communication
Skills, Classroom Management, Inclusive Education, Guidance and Counseling, Values and
Higher Education.
The library possesses various educational books, magazines and encyclopedias based on
various subjects. General knowledge and current affairs books help the pupil teachers and
faculty to organize inter-house quiz competition, exhibition, seminars and debates.
Extra-Curricular Activities:
Pandals are set up in the college premises during important college functions such as
GCTE Award of Honour function, Annual Cultural Day, Annual Prize distribution function
etc. Various extra-curricular activities are organized in the college throughout the session.
Students take keen interest in the various activities like: Rangoli Competition, Mehndi
Competition, Painting and Slogan Writing, Flower Arrangement Competition, Kite flying
competition, Quiz competition and Inter House Competitions of folk songs, dance, skit, and
mime.
Yoga classes are conducted in the college lawn to develop sound body and mind so as to
ensure the wholesome development in the personality of the pupil teachers.
Sports
Indoor and outdoor games and sports facilities are also available in the GCTE campus. Pupil
teachers take part in indoor games like table tennis, chess, badminton, carom etc. and in
outdoor games like volley ball, discus throw, shot-put, tug-of-war, relay race, three-legged-
race, high jump, long jump, 100 meters, 400 meters, 800 meters and 10,000 meters race.
Winners of the various events are awarded prizes and certificates on the Athletic Meet.
Multi-Purpose hall is used for conducting morning assembly during extreme weather
conditions and also to organize invited lectures for pupil teachers.
The campus has lawns and ornamental plants and seasonal flowers giving a clean look. This
provides enough space for undertaking some environment-related activities.
4.1.4. Give details on the physical infrastructure shared with other programmes of the
institution or other institutions of the parent society or university.
87
The college is running In-service training programs for school and college staff. The seminar
room is used for the trainings. The hostel dining hall and mess is used for providing lunch to
the trainees.
During the vacations, the girls’ hostel was used to house girls during a national level scouts
and guides camp for five days.
The multipurpose hall is used by the Rotary Club to organize various functions.
4.1.5. Give details on the facilities available with the institution to ensure the health and
hygiene of the staff and students (rest rooms for women, wash room facilities for men and
women, canteen, health center, etc.)
Due importance is given to cleanliness, health and hygiene by the Institution.
There is separate arrangement of toilet/washroom for girls and boys pupil teachers, and for
men and women staff. The institution provides pure drinking water to the pupil teachers and
faculty as water purifier-cum-water cooler facility is available in the college.
During the blood donation camp held in the college, blood test (haemoglobin), blood group
test, blood pressure and weight was checked by the doctors. A lecture was delivered by Dr.
Anju Puri on the benefits of blood donation and balanced diet.
The girls’ hostel of GCTE organized a yoga camp to keep its pupil teachers and staff
physically fit.
The college has permanent staff (sweepers, gardener and peons) that takes care of the daily
cleanliness of the college building and the campus. The college has a dispensary, which is
looked after by a qualified pharmacist.
4.1.6. Is there any hostel facility for students? If yes, give details on capacity, no of rooms,
occupancy details, recreational facilities including sports and games, health and hygiene
facilities, etc.
Yes, there is hostel facility for girls in the campus.
The total number of students in the girl’s hostel is 54. The total number of rooms in the hostel
is 18. Each room in the hostel can accommodate 03 girls. A bed, a table, a chair and cupboard
are provided to each student. Power points are provided in each room.
Electricity is supplied to the hostel through the college transformer which gets its supply line
from the HPSEB.
Adequate water supply is ensured .There are 12 water tanks and a 5000ltr tank which stores
water in the hostel. Two power motors have been installed to lift water. There is a pump to lift
water and also a direct supply line from the IPH Dept. Solar geysers are installed to provide
hot water to the girls.
Mess facility is arranged and maintained by the contractor. Healthy, hygienic and balanced
food is provided at very nominal rates. An aqua guard water purifier with RO system is also
installed to provide clean water. Cleanliness is maintained by adequate number of support
staff.
Adequate bathrooms and toilets are available in the hostel. Toilets are kept clean with the
active support of the girls and the sweepers.
88
Warden daily checks and ensures the quality of food and cleanliness of the hostel. The warden
conducts the assembly in the evening (attendance, prayer and patriotic song).
Inter-block skits, songs, mime, group dance competitions are held every two months. The
winners are awarded prizes and certificates on the Annual Cultural Day. Festivals and
national days are celebrated with enthusiasm and fervor. Sports and fitness facilities like
badminton, chess and treadmills are available in the hostel.
Campus beautification drive is conducted in the hostel every three months.
4.2 Maintenance of Infrastructure
4.2.1What 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
Equipment
Computers
Transport/Vehicle
In the last five years the budget utilized for maintenance is as follows:
Budget Head 2009-10 2010-11 2011-12 2012-13 2013-14
Building
Repair/Infrastructure
7,21,927 36,660 3,03,285 6,45,605 1,70,060
Computers/Equipment 2,53,425 3,46,952 4,82,076 3,60,376 2,46,052
Furniture Repair - - 4,670 9,400 10,134
4.2.3. How does the institution plan and ensure that the available infrastructure is optimally
utilized?
The infrastructure remains functional and in effective use. The class- rooms are used for the
four sections i.e. A, B, C and D. There are approximately 50-60 pupil teachers in each
section. The classrooms are used for teaching, class tests, house exams, annual exams, group
discussions and seminars etc.
All the resource centers are properly utilized. Psychology resource center is used for
psychological experiments and tests. Science Labs are frequently used by the pupil teachers
for demonstration and experiments.
Computer and Educational Technology resource center is used by pupil teachers for making
ICT projects and assignments, lesson plans, computer aided learning, slides on power point
with visual effects. Pupil teachers are also trained to use OHP and DLP Projectors.
89
Workshop for preparing teaching aids is used by the pupil teachers to prepare the teaching
aids.
Multipurpose Hall is used for conducting various activities like Cultural programs, various
workshops, Yoga classes, Medical camp, Seminar, and Exhibitions etc.
Play ground is used for physical exercises, morning assembly, outdoor sport events, and
scout-guide activities.
Library is not only optimally utilized by our staff and pupil teachers but also by the alumni.
Our library is rich in text books, reference books, journals, periodicals, educational surveys,
gazettes encyclopedias, magazines etc. which are used by the pupil teachers and staff to
enhance their knowledge.
Computer Lab with internet facility enables the students and teachers to search for new
aspects of education.
4.2.3. How does the institution consider the environmental issues associated with the
infrastructure?
The Institution takes care to protect and develop a green and eco-friendly campus. Campus
beautification is a compulsory part of the curriculum. Pupil teachers are divided into 17
groups. Each group has campus beautification activity class twice a week. During this class
pupil teachers engage in planting seasonal flowers, maintaining eco-friendly campus and
proper disposal of waste.
The girls’ hostel has a well maintained campus with flowers blooming throughout the year.
Seasonal vegetables, fruits, and medicinal herbs are also grown in the hostel. Solar geysers
are used in the girls’ hostel as environmental means of heating water.
Every year World Environment Day is celebrated. Rallies, slogan writing and quiz
competitions mark the day.
To sensitize the pupil teachers to keep the environment clean pupil teachers go to nearby
villages and collect the garbage and clean the village. Last year students went to a village
Indrunag at height of 4000 meters to collect polythene bags, plastic bottles, and clean the
area.
The provision of drainage, sewerage and dustbins also makes the campus environment
friendly.
4.3 Library as a Learning Resource
4.3.1. Does the institution have a qualified librarian and sufficient technical staff to support the
library (materials collection and media/computer services)?
Yes, the college has a qualified librarian Mrs. Shashi Prabha (B.A., B. Lib) and 01support staff. The
Library Committee advises the librarian and looks after the working of the library. Following are the
members of Library committee 2013-14.
Sh. Neeraj Sharma Convener
Sh. P.C.R. Negi Co-convener
Sh. Vivek Sood Member
90
Dr. Suresh Rana Member
Ms. Sarita Chaudhary Member
Mr. Ajay Awasthi Office Assistant
4.3.2. What are the library resources available to the staff and students? (Number of books
volumes and titles, journals national and international, magazines, audio visual teaching
learning resources, software, internet access, etc.)
The Library of GCTE is located in the main building. The college has a library and a reading room
(seating capacity for 20 pupil teachers). It contains books and titles. There are text and volumes of
reference books, national journals/periodicals, magazines, encyclopedias, All India Education
Surveys, University News, India Today, and National Geographic etc. The books are available for
Pupil teachers and faculty for reading and reference. There is one reading room, reference section,
text book section and periodical section in the library. Library has 02 computers and a printer. The
books are kept with security and the library staff takes care of them. Following are the details:
Sr. No. Item Number
1 Books 15600
2 Reference Books 300 volumes
3 Magazines 19
4 Journals 08
5 Newspapers 11
6 Book bank 686
4.3.3. 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.
Yes, college has a Library Advisory Committee to review the various library resources, to
purchase and acquire new books, journals, newspapers and magazines.
Library Committee is comprised of 7 faculty members of the college. The committee
conducts meetings when there is need to discuss the suggestions and complaints, if any. The
librarian decides the days of issue and return of the books. The library committee decides the
time of reading hours. The committee also examines the need, proposals and requests for
making new requisitions in the library given by the staff members and the pupil teachers.
Annual stock checking is done and obsolete books, if any, are written off by the library
committee.
4.3.4. Is your library computerized? If yes, give details.
As per the recommendations of the previous NAAC peer team report, computerization of the library
is being done using SOUL software and internet facilities have been provided in the library.
91
4.3.5. Does the institution library have Computer, Internet and Reprographic facilities? If yes,
give details on the access to the staff and students and the frequency of use.
The library is being fully computerized and internet facility is available. Reprographic facility is
available in the library as well as in the ICT Lab.
4.3.6. Does the institution make use of Inflibnet/ Delnet/ IUC facilities? If yes, give detail
The college plans to make use of Inflibnet/ Delnet Facilities. NME (National Mission on Education)
Connectivity has been obtained since 2011 but it is not very effective. The students are advised to
make use of open education e-resources.
4.3. 7. Give details on the working days of the library? (Days the library is open in an academic
year, hours the library remains open per day etc.)
The library remains open for access during the college working days from 09.30 am to 04:30 pm on
every working day throughout the year. The library is open for:
180 days in an academic year
6 days a week.
6 hours a day
36 hours a week
The library remains closed on Sundays and National/Public holidays.
4.3.8. How do the staff and students come to know of the new arrivals?
New arrivals are displayed on the notice board for the information of staff and pupil teachers.
At the commencement of the new academic session, the faculty members guide the students
regarding the issue and return of books in the library and the magazines and journals
available in the reading room.
4.3.9. Does the institution’s library have a book bank? If yes, how is the book bank facility
utilized by the students?
Yes, GCTE library has book bank facility for the pupil teachers who cannot afford to buy books. Six
hundred and eighty six books are available in the book bank and more books are to be added soon.
The books from the book bank are issued to the needy pupil teachers for use throughout the
academic year. The books are to be returned after the completion of the university examinations.
4.3.10. What are the special facilities offered by the library to the visually and physically
challenged persons?
Physically challenged students use the same common facilities.
4.4 ICT as learning Resource
92
4.4.1. Give details of ICT facilities available in the institution ( Computer lab, hardware,
software, internet connectivity, access, audio visual, other media and materials) and how the
institutions ensures the optimum use of the facility.
The facility of computers and internet is available to all faculty members and students in the ICT lab
from 10:00 AM to 5:00 PM on all working days and with the permission of the Principal on holidays
also.
The office of the Principal has five computers with broadband internet and LaserJet printing /
copying / fax facility.
All quality open access e-learning resources, journals etc. are accessible to students and
faculty members.
The smart class room is used for in-service trainings organized for school and college
teachers, Ministerial staff, Headmasters, Librarians, Lab. Assistants, has been established in
the campus. It is equipped with Digital Projector, Interactive Board, Computer, and Internet
through Data card. The printing, typing and photocopying facility/support is provided by the
ICT lab.
The two ICT labs are equipped with 33 desktop computers, two LaserJet printers, One
heavy duty photocopier, one scanner , one fax machine , facility of Hindi typing, webcam,
three broadband connections (One BSNL 2.0 MBPS, one NKN connection and one NME
broadband connection for accessing scholarly e-content, one NME broadband connection
each in Project room and Room for Extension services)
One computer has been provided to each of the following sections of the college 1) Research
Project Room, 2) Extension Services Room, 3) Guidance and Counseling Cell.
The college has 6 working Digital projectors four projectors are especially available for
classroom teaching. One projector is installed in the training room. One projector is always
available to be used as per need.
Technical Support to faculty members in delivering lectures with LCD projectors, computers
and Internet is provided by Assistant Professor Manoj Kumar and ICT support staff Mr.
Sanjeev Kumar and Mr. Vijay Kumar. All the technical staff of ICT lab is always available to
the faculty and students on telephone also.
Office Automation Software has been installed for managing and preserving official
documents. It provides indirect support to ICT to preserve, retrieve and compile reports of
various activities done by different committees, clubs etc.
4.4.2. Is there a provision in the curriculum for imparting computer skills to all students? If yes
give details on the major skills included.
Yes, there is provision in the curriculum to impart computer skills to all the pupil teachers. In the
paper Work Experience, Computer Applications is a compulsory part, which is to be attempted by all
the students. The major skills included are:
Using computer software MS Word
Using computer software MS Excel
Using computer software MS Power Point
Using computer software DBASE
Using Internet
93
Creating folders, Copy material from and to a floppy
Using open access e-content sources
Creating a digital Unit Plan Portfolio with the following components as per
Intel Teach to the Future Program:
- Unit Plan
- Teacher multimedia presentation
- Student sample for multimedia presentation
- Support material for teacher and students
- Evaluation rubrics for the student samples
4.4.3. How and to what extent does the institution incorporate and make use of the new
technologies/ICT in curriculum transactional processes?
GCTE is always eager and keen to incorporate and make use of new technologies and ICT in
the process of curricular transaction. Facilities are available for preparing ICT enabled
lectures, power point presentations related to teaching-learning and internet access for use by
the faculty and the pupil teachers. Faculty members transact curriculum by using different IT
based equipment and accessories.
LCD Projectors are available in all the classrooms to deliver digital content developed for the
curriculum transaction.
4.4.4. 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)
The pupil teachers are encouraged to use modern technology for practice teaching. Details are given
below:
For developing lesson plans:
All the pupil teachers adopt ICT in their practice teaching. Pupil teachers prepare lesson plans,
during teaching practice in the schools, simulated teaching, and in Micro-Teaching using ICT tools.
For class room transaction:
The pupil teachers prepare at least two power point presentations of their lessons to be delivered
during simulated teaching. Projectors are available in all the classrooms to deliver digital content
developed for the curriculum transaction.
For preparing teaching aids:
Pupil teachers prepare slides for their lesson plans. They take help of multimedia in making different
kinds of teaching aids (PPTs). The pupil teachers prepare teaching models in the teaching aids
workshop.
4.5 Other Facilities
94
4.5.1. How is the instructional infrastructure optimally used? Does the institution share its
facilities with others for e.g.: serve as information technology resource in education to the
institution (beyond the program), to other institutions and to the community.
Equipment like Digital Projectors, Computers, and Internet Facility are open for use by the faculty
and the pupil teachers. Pupil teachers are free to use the ICT Lab to prepare their own teaching aids.
Students can take projectors and OHP to the schools during block teaching. GCTE also uses
equipment during seminars, conferences, symposiums, workshops etc. for the educational
development of the pupil teachers and the faculty. Facilities are also used during community
exchange programmes.
4.5.2. What are the various audio-visual facilities/materials (CDs, audio and video cassettes and
other materials related to the program) available with the institution? How are the student
teachers encouraged to optimally use them for learning including practice teaching?
GCTE has variety of audio-video aids which are used as instructional resources related to the
subjects available with the college. The various audio-visual facilities available with the institution
which supplement regular teaching effectively are CDs, OHP, LCD projectors, charts, models, white
boards, computers etc. There is an easy access to these facilities and pupil teachers are encouraged to
use audio-visual materials to develop lesson plans, teaching aids, instructional strategies etc. during
practice teaching, class room seminars and in various co-curricular and academic activities.
4.5.3. What are the various general and methods Laboratories available with the institution?
How does the institution enhance the facilities and ensure maintenance of the equipment and
other facilities?
The college has well established laboratories and other resources to provide favorable environment
to the pupil teachers. All laboratories are under the charge of a teacher and their suggestions for the
enhancement and maintenance of facilities are discussed in the staff meetings. The college has a:
Physics Lab
Chemistry Lab
Biology Lab,
Educational Technology Lab
ICT Lab
Psychology Lab
Teaching Aids Workshop
Maintenance is done through budgetary allocation from UGC and through local funds whenever
necessary.
4.5.4. Give details on the facilities like multipurpose hall, workshop, music and sports,
transports etc. available with the institution.
The college has a multipurpose hall equipped with sound system, projector, etc. This is
suitable for organizing seminars, invited lectures, workshops and cultural activities.
Indoor and outdoor sports facilities are available in the college. The college has a volley ball
ground and sport room having kits of carom, cricket, volleyball, badminton, chess etc.
95
The college has a workshop for the preparation of teaching aids, the students are given
guidelines on the topic and material required for the preparation of these aids.
The college is on the main road and frequent transport facilities are available to the students.
4.5.5. Are the classrooms equipped for the use of latest technologies for teaching? If yes, give
details. If no, indicate the institution’s future plans to modernize the classrooms.
All class rooms are equipped with digital projectors and green boards. Classrooms have the
facility for using speakers and OHP.
Classrooms are very spacious, airy and well furnished. The students and teachers are exposed
to the latest technologies and resources in teaching-learning process.
4.6 Best Practices in Infrastructure and Learning Resources
4.6.1. How does the faculty seek to model and reflect on the best practice in the diversity of
instruction, including the use of technology?
After the previous accreditation, the college made all possible efforts to increase computer
awareness and motivated the faculty to use innovative resources in the teaching-learning process and
the use of teaching aids and activity based teaching incorporating technology. Learning experiences
are provided to the students by different methods like, Discussion, Problem Solving, Inductive-
Deductive approach, Brainstorming, Peer-tutoring, Demonstration, and Practicals etc. Further, details
of these are to be reported under criterion-V.
4.6.2. List innovative practices related to the use of ICT, which contributed to quality
enhancement.
Technology is an effective communication tool in teaching-learning process. Below are listed the
innovative practices related to ICT that contributed to the quality enhancement:
Preparation and use of power point presentations
Using open access journals, audio visual study material available on Internet
Increasing use of projectors for classrooms and seminars/workshops
Sharing of experiences and information through e-mail
4.6.3. What innovations/best practices in ‘Infrastructure and Learning Resources’ are in vogue
or adopted/adapted by the institution?
Infrastructure and learning resources with reference to physical facilities and its maintenance
Purified drinking water is made available to the students and MIS has been installed in the
office.
A construction monitoring committee has been constituted to monitor the ongoing
construction works and maintenance of the existing infrastructure.
The minor repair to the building and electricity are carried out and all problems can be
reported to the teacher in charges for these activities.
96
A perspective plan is being prepared by the IQAC for the infrastructural needs.
Library as a learning resource
The college has a rich and well equipped library with very rare books.
Purchase of books is done after the recommendations of the various faculty members.
Automation work of the library is in progress.
Reading room has a number of newspapers, journals magazines and periodicals for the
benefit of readers.
Newspapers are displayed on the newspaper stands.
Book bank facility exists and needy students can borrow books for the whole year.
ICT as a learning resource
The college is equipped with 33 desktop computers, two laser jet printers, one heavy duty
photo copier, one scanner, one fax machine three broadband connections and one printer.
ICT facilities are available to all the teachers and students and they are free to use at any
time.
The smart class room is equipped with LCD Projector, Interactive board, computer and
internet through Data card.
A portable LCD Projector Globus is used in the Multipurpose Hall as and when required.
The classrooms are equipped with LCD Projectors.
Other facilities
Different clubs like Art, Painting & Photography Club, Music& Theatre Club, Declamation
& Debate Club, Literary Club, Environment & Campus Beautification & Adventure Club
function in the college to provide a platform for personality development and giving an
opportunity to the students to inculcate creativity.
To create social awareness among students, Blood Donation club and Red Ribbon club have
been formed and are actively involved in such activities.
Morning Assembly inculcates the spirit of nationalism and patriotism among students .It
builds upon the moral, spiritual, ethical and cultural foundations of the students who are the
future citizens of our vast and diversified nation.
Additional Information
1. What were the evaluative observations made under Infrastructure and Learning Resources in
the previous assessment report and how have they been acted upon?
Sr. No. Observation Action Taken
1 Insufficient
infrastructure for
students and teachers
Since last assessment sufficient infrastructure has
come up in the institution.
A Science Block having 03 labs, 03 class rooms
and 03 Lab Attendant rooms has been constructed
and occupied by the institution.
Construction work of multistory building
consisting of 19 Class Rooms, 05 Faculty Rooms,
97
05 Labs, 02 Common Rooms, Staff Room, Office
Room, Principal Office, Indoor Stadium, Seminar
Hall and Library Hall is in progress. 75 % of the
work is complete and it is likely to be handed over
very soon.
The construction work of Canteen-cum-Faculty
House for trainees consisting of College Canteen,
Parking for Staff, 20 Rooms for trainees and 04
Rooms for Resource Persons is in progress. The
work is likely to be completed very soon.
The construction work of two Type-IV residences
and one Chowkidar residence has started and it
will be complete within six months.
2 State Govt. should
allocate sufficient
funds for upgrading
equipment and
infrastructure
College has spent a sum of Rs. 8.46 lakhs for
upgrading equipment during the last three years.
Govt. has allocated a sum of Rs. 113.80 lakhs for
the construction of Science Block, Rs. 414.10
lakhs for the construction of multistory building,
Rs. 309.95 lakhs for the construction of Canteen-
cum-Faculty House and Rs. 37.47 lakhs for the
construction of two Type-IV staff residences and
one Type-I Chawkidar residence.
3 Activities of Library
Committee The activities of the Library Committee have been
systemized. In addition to participation in general
development of the library resources and annual
stock verification, the library related purchases are
also rooted through Library Committee
4 Computerization of
library and other
facilities
The soul software 2.0 has been installed in the
Library in the year 2012 and complete automation
work is in progress. The internet facility has been
made available in the library. Presently the
Photostat facility is available in the ICT Lab and
once the library is shifted to the new building a
separate reprography room will be available for
photocopying and learning resources.
5 ICT as Learning
Resource Some additions in the ICT Lab have been made
and at present there are 33 Computers in the Labs.
One additional Computer Lab with all modern
facilities will be established in the new building
and proposal for up gradation worth Rs. 39.33
lakhs has been submitted to the Govt.
6 Use of ICT by teachers Teachers are making use of ICT facilities in the
college. 04 LCD Projectors has been installed in
98
the class rooms, Internet facilities have been
strengthened and efforts are on to make the
campus Wi-Fi
7 Best Practices The college has established many best practices
during the last five years like availability of
purified drinking water, Use of modern technology
in the teaching learning process, strengthening of
book bank facilities and activity based clubs.
2. What are the other quality sustenance and enhancement measures undertaken by the
institution since the previous Assessment and Accreditation with regard to Infrastructure and
Learning Resources?
Use of modern technology in the teaching learning process has helped in the quality
improvement.
The complete automation of the library will facilitate improvement in the quality of service.
99
CRITERION 5
Student Support and Progression
5.1 Student Progression
5.1.1 How does the institution assess the students’ preparedness for the programme and ensure
that they receive appropriate academic and professional advice through the commencement of
their professional education programme (student’s pre-requisite knowledge and skill to
advance) to completion?
The students’ preparedness for the programme is assessed by the University through entrance
test. The University gives a Common Entrance Test (CET) to assess the relative ability of the
candidates aspiring for admission i.e. subject knowledge, general knowledge and teaching
aptitude.
The students’ preparedness for the programme is assessed during the week long orientation
program at the beginning of the session. This orientation program provides appropriate
academic and professional advice to the pupil teachers. The information in the college
Handbook also acquaints the students with the education program.
On the first day of the session, a briefing program cum induction session is organized. The
values, ethics, ethos, rules and regulations of the college are communicated to the pupil
teachers. This session provides orientation to the syllabus of B. Ed. teaching subjects, co-
curricular and extra-curricular activities, micro-teaching, outreach and extension services,
block teaching and the various activity clubs in the college.
Students are motivated to join anyone of the various activity clubs, however, Science Club is
mandatory for science students and Social Science Club for arts students.
The college provides competent and experienced faculty that remains in personal touch with
the pupil teachers. Pupil teachers are divided into groups and each group is placed under the
care of a faculty member to act as a mentor and look after their academic growth and related
problems.
The practical sessions are conducted in micro-teaching skills, lesson planning, teaching aids
and simulated lessons to train the pupil teachers in pre- requisite knowledge and skills of
teaching.
During the practice teaching sessions, regular feedback helps the pupil teachers to refine and
enhance their teaching activity.
5.1.2. How does the institution ensure that the campus environment promotes motivation,
satisfaction, development and performance improvement of the students?
The infrastructure facilities and learning resources makes the campus environment
comfortable and motivating for the new entrants.
The helping and motivating environment created by the teaching and non-teaching staff helps
the students to adjust and be a part of the institution from first day.
100
The pupil teachers come from all parts of the state and also from other states, GCTE adopts
inclusive-multicultural approach which helps the pupil teachers to adjust in the new
environment.
The homely and caring environment provided in the hostel proves to be a motivating and
satisfying factor for the performance improvement of the students.
During the briefing session, the pupil teachers come to know about the different subjects of
the B.Ed. program including curricular and co-curricular activities, conduct and ethics of
being a good teacher and a good human being.
The Guidance and Counselling Cell provides personal and professional guidance to the
students. Activities like yoga, sports, and cultural activities motivate the students towards
holistic and harmonious development of their personality.
Easy access to the faculty and the Principal is the key feature of the institution which
develops a sense of equality and freedom among pupil teachers.
5.1.3. Give gender-wise drop-out rate after admission in the last five years and list possible
reasons for the drop out. Describe (if any) the mechanism adopted by the institution for
controlling the drop out?
The college takes all possible steps to maintain the interest of the students in the course through
continuous motivational interactions by the teachers and Principal. The college takes special care of
the students facing health problems. Dropout rates vary between .01% to 2% which is also due to the
selection in other courses, placement or migration to Himachal Pradesh University School of
Education. Thus, the actual dropout is almost negligible.
5.1.4. 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?
The college teachers constantly motivate students to take the UPSE/CTET/TET examination
for employment.
A Career Guidance & Counseling Cell is established to help the students take up these
examinations and special guest lectures are organized for the students.
Additional information and suggestions are provided to the students for various competitive
examinations by the cell.
Journals and newspapers in the library and open access to internet also help students to be
well informed about opportunities for higher studies and employment.
The various skill development and personality development initiatives of the institutions also
help the students to achieve success in competitive examinations and teacher eligibility tests.
5.1.5. What percentage of students on an average go for further studies/ choose teaching as a
career? Give details for the last three years?
Around 39.6% students go for further studies and 41.5% students adopt teaching as a career. The
remaining students prepare for some competitive exams as per the table given below.
101
Sr. No Total number of students Session
2013-14
Percentage of students
going for further
studies
Percentage of students
in teaching
1 180 39.62 41.50
5.1.6. Does the institution provide training and access to library and other education related
electronic information, audio/ video resources, computer hardware and software related and
other resources available to the student teachers after graduating from the institution? If yes
give details on the same.
The pass outs from the institute are in constant touch with the teachers for guidance and they are free
to use any college facility for their career development. Ex-students may utilize any of the
infrastructural facilities available within the college but equipment is not allowed to be taken out of
the campus. Any ex-student can make use of the library for reading purpose only.
5.1.7. Does the institution provide placement services? If yes, give details on the services
provided for the last two years and the number of students who have benefited.
The pupil teachers generally opt for jobs in government aided or private schools. As such the college
is of little help in the appointment in government or grant-in-aid schools. However, the college helps
the pupil teachers in getting jobs in private schools through the placement cell. Management and
members of Akal Academy, Badu Sahib, HP visit the college for campus placement. In the year
2012-13, 36 students were selected during placement drive and during 2013-14, 31 students joined as
JBT teachers and 02 students joined in a Nationalized Bank.
5.1.8. What are the difficulties (if any) faced by placement cell? How does the institution
overcome these difficulties?
It is very difficult for the placement cell to know about the vacancies in the private schools of
the state. Very few vacancies in private schools are advertised and these are communicated to
the students.
Once the student leaves the Institution, it is very difficult to keep a record of their placements,
because communication is not frequent between the college and the students.
However efforts are made to establish communication through Facebook to solve the
problem.
5.1.9. Does the institution have arrangements with practice teaching schools for placement of
the student teachers?
Practice teaching is carried out in government schools only. Recruitment to government schools is
carried out by the government through a long technical process. As such the institution cannot have
any arrangement for placement in the practice teaching schools.
5.1.10. What are the resources (financial, human and ICT) provided by the institution to the
placement cell?
102
GCTE provides all the necessary human & material resources required for the smooth functioning of
the placement cell. The placement cell is equipped with a computer system for its proper and
efficient functioning. Necessary financial help is provided by the college. The placement work is
assigned to the Guidance and Counseling Cell which is headed by a convener and five teacher
educators are its members. The cell provides career and placement guidance to the students.
5.2 Student Support
5.2.1. How are the curricular (teaching- learning processes), co-curricular and extra-curricular
programmes planned, (developing academic calendar, communication across the institution,
feedback) evaluated and revised to achieve the objectives and effective implementation of the
curriculum?
The academic activities, co-curricular and extra-curricular activities are planned before the
start of the session in a meeting of the college Advisory Committee and the Principal.
The activities are notified in the Hand-Book of Information.
The schedule of the activities is displayed on the Notice Board.
Circulars are sent, by the Principal, to the staff regarding the exams duties, dates of
organizing various activities like Annual Cultural Day, Annual Athletic Meet, Annual Prize
Distribution, and various other cultural activities.
Informal feedback on the activities is obtained and evaluated during the staff meetings. Thus
an effective team work helps in the proper implementation of the curriculum.
The teacher in-charges of different activities ensure that the activities are carried out as per
plans.
After the completion of the activity, report is prepared and submitted by the teachers.
5.2.2. How is the curricular planning done differently for physically challenged students?
There is no different provision for curricular planning for physically challenged students, as it is
prepared by H.P. University. However, special facilities and guidance is provided to such students by
the concerned teachers.
5.2.3. Does the institution have mentoring arrangements? If yes, how is it organized?
Yes, the institution has mentoring arrangements.
The pupil teachers are divided into small groups (12-15 PTs) and these groups are allotted to
mentors (faculty). There is one period per week for tutorials, in which, a rapport is
established between the mentor teacher and the student. The teachers provide a free and
comfortable environment, so that the students can discuss their academic and personal
problems with their mentors. The mentors provide counselling and all needed help to the
pupil teachers to effectively complete their course and become strong, aware and enabled
citizens of the nation.
The Women Cell of the college provides counselling and needed help to the girls’ students of
the college.
103
The warden in the girls’ hostel acts as a mentor to the hostlers and watches their academic
progress, provide guidance, counselling and any kind of support needed by them.
An additional mentoring arrangement has been made from this academic session through
which teacher educators impart soft skills to pupil teachers, provide training in time and
stress management and also prove individual counselling pertaining to personal, family and
academic life.
5.2.4. What are the various provisions in the institution, which support and enhance the
effectiveness of the faculty in teaching and mentoring of students?
Every kind of support in the form of creation of congenial environment; grant of duty leave to
participate in seminars, conferences etc. is accorded to the faculty. Continuous encouragement to
make use of modern technology in teaching learning process, flexible policies and organization of
faculty enrichment programmes is provided to the faculty to strengthen teaching and mentoring of
the students.
5.2.5. Does the institution have its website? If yes, what is the information posted on the site
and how often is it updated?
Yes the institution has its own website as www.gcte.in. The website is updated regularly by the
teacher in charge of ICT. It gives information about:
Latest events in the college
Handbook of Information
Vision of the college
Mission of the college
Admission Process
Administrative Committees
Faculty and staff
In-service Training Programmes
5.2.6. Does the institution have a remedial programme for academically low achievers? If yes,
give details.
Yes, during peer group teaching good achievers help the low achievers by their study materials. The
teacher In-charges of the respective Micro-Teaching groups provide guidance for re-teaching or re-
planning of their lessons.
Remedial teaching classes are organized for low achievers as and when required
A special exam is conducted again for the low achievers after the house examination
Slow learners are specially dealt by the teachers and mentoring arrangement also helps in
solving the problems of slow learners.
5.2.7. What specific teaching strategies are adopted for teaching a) Advanced learners and (b)
Slow Learners?
104
After the identification of advanced learners and slow learners through various evaluation tests the
following strategies are adopted
Advanced Learners:
The advanced learners are encouraged to take part in Seminars, Group discussions, Panel
Discussions, and prepare Power point presentations.
The advanced learners are given opportunities to prepare reports of all the activities
conducted in the college
The advanced learners are provided with extra material for self-study by the teacher
educators.
Slow Learners: For the slow learners:
Mentoring is done by the faculty and especially by the mentor teachers
Remedial classes are arranged for them
Individual attention is given to the slow learners in and outside the classroom
The hard spots felt by the slow learners are identified and remedial teaching is done, where
the difficult areas are re-taught
Assignments based on the important questions are given to the slow learners, which are
checked by the teachers concerned and proper feedback is given to the student
Previous years university question papers are revised in the class room
5.2.8. What are the various guidance and counselling services available to the students? Give
details.
The Guidance and Counseling cell of the college provides academic counseling from time to
time.
Career Counselling is provided to the students by organizing lectures and talks of eminent
persons.
Personal guidance is provided to the students for personal problems faced by the students.
Grievance Redressal cell addresses the grievances faced by the students which are brought to
the notice of the Principal or faculty.
Women Redressal cell provides counseling to the women students on a regular basis and
whenever any kind of individual counseling is needed.
5.2.9. What is the grievance redressal mechanism adopted by the institution for students?
What are the major grievances redressed in last two years?
The institution has a Grievance Redressal Cell which addresses any problems brought forth
Suggestion box is placed in the campus to help the students, to express their grievances.
The grievances are also redressed in the tutorial meets.
Periodical meetings of the Advisory Committee and Grievance Redressal cell are held to
address every issue that needs attention.
The grievances redressed in the past are:
105
Water coolers and filters have been provided in the college
Timing of recess has been increased from 30 minutes to 40 minutes.
Repair of toilets, multi-purpose hall and girls’ hostel was undertaken.
An additional bus facility for daily commuters was arranged through Regional Manager,
Transport.
5.2.10. How is the progress of the candidates at different stages of programs monitored and
advised?
The curricular progress of the candidates is assessed, monitored and advised by:
Conducting class tests regularly and House Examination in the month of December.
After the evaluation of the answer sheets, the scripts are shown to the students and every
student is provided with proper feedback regarding their performance in the examination.
The progress is also measured through attendance records and report of the same is submitted
in the office.
During the practice teaching classes, the progress of the candidate is monitored during the
preparation and delivery of the lesson plans. Immediate feedback is provided to the pupil
teacher for further improvement.
The co-curricular progress is assessed by the active or passive participation of the pupil
teachers in the morning assembly. Students, who do not come forward, are encouraged and
all kind of help is provided to them, so that they can overcome their fears.
Progress is also monitored by participation in the Annual Cultural day, debates, athletic meet
etc.
5.2.11. How does the institution ensure the students’ competency to begin practice teaching
(Pre-practice preparation details) and what is the follow-up support in the field (practice
teaching) provided to the students during practice teaching in schools?
The pupil teachers undertake practice teaching exercise in two steps:
Pre-practice teaching
Actual practice teaching or Block Teaching
Pre practice teaching
Pre practice teaching is spread over two stages which consists of Micro-teaching and
Simulated teaching.
Micro Teaching
Before the commencement of micro teaching a six days orientation programme is organized
for all the students. The pupil teachers are familiarized with the concepts of Micro-Teaching,
the different teaching skills and techniques to be practiced and also, how to prepare and write
the lesson plans. This enables the students to become oriented towards the most important
part of the B. Ed. Curriculum. The students practice the following 10 skills:
o Skill of Writing Instructional Objectives
o Skill of Introducing the Lesson
106
o Skill of Probing Questions
o Skill of Discussion and Demonstration
o Skill of Explaining Links
o Skill of Illustrating with Suitable Examples
o Skill of Blackboard Writing
o Skill of Stimulus Variation
o Skill of Pupil Participation
o Skill of Reinforcement
Each pupil teacher has to teach 20 (micro-teaching) lessons before the simulated teaching. The
teacher in-charges of the Micro-Teaching groups observe the students. The peer group and the
teacher in-charge evaluate the lessons on the basis of the components of a particular skill and suggest
further improvements. Students are told to re-plan and re-teach till they have full command over the
particular skill.
Simulated Teaching
Ten simulated lessons (5+5) are delivered by the pupil teachers and these are evaluated by the staff
and the peer group. Students are taught to use teaching aids, demonstrations, simulations etc. during
the course of delivery of the lesson. Students are taught the technique of observing lessons of their
peers.
Actual Practice Teaching
Students are assigned different schools, after the simulated teaching is complete. Practice teaching in
schools takes place after the University examinations. While allotting the schools, the availability of
teaching subjects and strength of schools is kept in mind. Physically challenged students are allotted
schools near to their residences. 10 lessons in each teaching subject (10+10) and 2 discussion lessons
(1+1) are delivered by pupil teachers in actual practice teaching. Post lesson feedback with thorough
discussion is given to the pupil teachers for the improvement of teaching skill, use of teaching aid
and interactive teaching-learning process. During practice teaching, the evaluation is done by the
faculty, peer pupil teachers and school teachers of concerned subject. 20 observations of the peer
students are also to be done by the pupil teachers. The holistic development undergone by the
students and the life skills learnt in the college helps the students to effectively organize and conduct
various activities like morning assembly, cultural programs etc. during practice teaching.
5.3 Student Activities
5.3.1. 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.
107
Yes, GCTE has an Alumni Association.
(I) Following is the list of the office bearers (2013-14):
Sr. No. Name Position held
1 Mrs. Suman Soodan President
2 Dr. K. C. Kanwar Sr. Vice President
3 Mrs. Rekha Dhadwal Vice President
4 Dr. Rajesh Sharma Secretary
5 Dr. Manak Suryawanshi Joint Secretary
6 Sh. Bhagwan Dass Treasure
7 Dr. Prabha Gill Member
8 Dr. Suresh Rana Member
(II) Elections are held every two years, the last elections were held in 2013-14
(III) Activities of the association:
Meeting of the Alumni association take place from time to time
Active participation in the functions organized by the college like Annual day, Athletic meet,
Teacher’s day, Hindi Diwas etc.
(IV) The top ten alumni occupying prominent positions:
Sr. No. Name Post Address
1 Sh. I. D. Dhiman Ex. Education Minister,
Govt. of Himachal
Pradesh
Village and PO Tarkwadi,
Distt. Hamirpur
2 Smt. Laxmi Thakur Information Officer
(Retd.) ITDC Govt. of
India
Village Jhullar, PO Shahpur,
Distt. Kangra
3 Sh. Bachan Singh HAS, SDM Chamba SDM Chamba, HP
4 Sr. Rohit Rathore HAS, SDM Sarkaghat SDM Sarkaghat, HP
5 Smt. Suman Soodan Retd. Principal GCTE
Dharamshala
Jawahar Nagar Dharamshala,
HP
6 Dr. K. C. Kanwar Retd. Principal, GC Una Upper Badol Dharamshala
7 Dr. Gautam Vyathith Retd. Senior Lecturer Raj Mandir, Nerti Distt.
Kangra, HO
108
8 Sh. Onkar Singh Rana Retd. Principal, GSSS
Khaniara
VPO Khaniara, Dharamshala,
HP
9 Smt. Rekha Dhadwal Retd. Senior Lecturer Shyam Nagar Dharamshala,
HP
10 Sh. Santosh Kumar DSP Dalhousie Dalhousie, HP
(V) Contributions of the Alumni to the growth and development of the college:
Many members share their experiences with the new entrants to the institution.
The association has given many healthy suggestions and feedback from time to time.
The members of the Alumni Association actively participated in functions, seminars and
other activities arranged in the institution.
5.3.2. How does the institution encourage students to participate in extracurricular activities
including sports and games? Give details on the achievements of students during the last two
years.
The college gives due importance to the extra-curricular activities for the overall
development of the pupil teachers. These activities help the students to imbibe the values of
cooperation, understanding, leadership, perseverance and diligence.
GCTE encourage pupil teachers to participate in Co-curricular Activities like debate, quiz,
poetry recitation, rangoli, painting, mehndi competition, slogan writing, flower arrangement
and many other activities organized by the college. Students are motivated to participate in
activities of their choice and participate in inter-house, inter-college and university level
competitions.
The college organizes individual games i.e. shot put & discus throw, races, chess , carom
while team events include relay race, needle & thread race, matka race, three legged race,
volley–ball, badminton, table tennis and tug of war. All the students are compulsorily
required to take part in the March-Past on the Annual Athletic meet.
The college organized inter-college chess championship in the academic year 2009-10.
All National days and prime festivals are celebrated in the college and in the girls’ hostel.
Students who do not participate in the activities volunteer to perform other activities like
reception of the guests, behind the stage singers, instrumentalist, stage makers etc.
Calendar of activities given in the handbook is followed:
Students, who have excelled are rewarded on the Annual Prize distribution day.
Each student has to be a member of two activity clubs. Science club is compulsory for
science students and social science club for arts students. The other club can be chosen from
among the different clubs as follows:
Art Painting And Photography Club
Music and Theatre Club
Declamation and Debate Club
Literary Club
Environment & Campus Beautification Club (Eco-club)
109
Adventure & Disaster Management Club
ICT Club
5.3.3. How does the institution involve and encourage students to publish materials like
catalogues, wall magazines, college magazine, and other material. List the major
publications/materials brought out by the students during the previous academic session.
The institution encourages students to publish articles in different publications by giving them
information and details about the publications.
Reports of different workshops, seminars, excursions and other activities are written and
presented by the pupil teachers.
Pupil teachers contribute to the college magazine “Dhauladhar” by writing in English, Hindi
and Pahari. The contribution is in the form of:
o Articles on current issues, historical, geographical, scientific & cultural issues
o Quotations by eminent persons
o Self-composed poems
o Stories
o Humorous anecdotes
The students are also encouraged to take part in the various creative writing competitions like essay
competitions, slogan writing competitions etc. and students have won prizes in these competitions.
5.3.4. Does the institution have a student council or any similar body? Give details on –
constitution, major activities and funding.
There are four Houses in the college. Captains and Vice-Captains of the houses are
unanimously elected by the members of the House.
The girl student having the highest rank in the B.Ed. entrance examination is nominated as
the Hostel Prefect.
Students are elected to the posts of Secretary, Joint Secretary and Treasurer of the activity
clubs like Literary club, Adventure club, Theatre and music club, etc.
The different activities are funded by the college and clubs are funded through student
contributions.
5.3.5. Give details of the various bodies and their activities (academic and administrative),
which have student representation on it.
The following are some of the committees which have student representations:
Editorial Board
Grievance Redressal Cell
Women Cell
Hostel Advisory Committee
Building Fund Committee
House In-charges
110
IQAC
Editorial Board
Pupil teachers are representatives of different sections of the college magazine. They are required to
collect the articles written by the pupil teachers, edit the articles before submitting to the staff editors
who after screening submit the articles to the Chief Editor.
Grievance Redressal Cell
The Cell consists of two student representatives, one convener and five faculty members as members
of the cell. The pupil teacher representatives pass on the grievances of the pupil teachers to the
faculty members of the Grievance Redressal cell who takes action in consultation with the Principal.
Women Cell
Captains and Vice Captains are student representatives of the Women Cell. They convey the
problems and difficulties faced by the women students to the members of the cell.
Hostel Advisory Committee
Hostel prefect is member of Hostel Advisory Committee.
Building Fund Committee
One student representative is member of Building Fund Committee.
IQAC
Two student representatives i.e. captain and vice-captains are members of IQAC.
5.3.6. 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?
At the end of the academic year, the written feedback is taken from each pupil teacher after
the final university examination is over. The feedback is analyzed by members of the IQAC
and the report is given to the Principal. The Principal conveys the findings to the staff
members in the staff meetings. The suggestions are implemented for the growth and
development of the institution.
The written feedback, in the form of a questionnaire, is also collected by the teacher-in-
charge of practice teaching schools. The information so collected is duly analyzed by the
Block-Teaching committee and all relevant suggestions are taken into consideration while
making preparations for the next year’s programme.
5.4 Best Practices in Student Support and Progression
5.4.1. Give details of institutional best practices in Student Support and Progression?
The distinguishing features in student support and progression are:
Academic:
Tutor mentorship: Faculty members act as tutors to their respective groups and provide
personal, professional, emotional support and guidance to the students
111
Remedial Teaching: Remedial teaching classes are arranged for slow learners and remedial
guidance is provided during Micro Teaching, Simulated teaching, and Block teaching.
Book Bank: Books are provided for the entire session to the needy students by the book bank.
Students can return the books after the university exams.
Training in Personality Development: The College emphasizes on holistic and harmonious
development of the students and tries to enable the trainees to have social, intellectual and life
skills through academic activities. Lectures, interactive talks, are also organized in the college
for the pupil teachers.
Technical Skills: To impart knowledge about the latest scientific and technological
developments the college organizes classroom discussions and seminars. Hands on
experience are provided in the ICT Lab.
Guidance and counselling: The Guidance and Counselling Cell organizes lectures on career
guidance, placement opportunities and entrepreneurship. List of lectures organized by
guidance and counselling cell in the last three years is as follows:
S. No. Name of Resource Person Date Topic
1 Dr Prabha Gill,
Sh. Sunil Mehta
Dr. B. P. Badola
Dr. Savita Sharma
12.9.2011 Guidance and Career Counseling
Awareness Session
2. Dr Prabha Gill,
Sh. Sunil Mehta
Dr. B. P. Badola
Dr. Savita Sharma
(members of Guidance and
Career Counseling Cell)
16.9.2011 Feedback cum Discussion
Session
3. Sh. P. Mandal, ADC Kangra at
D/shala
19.9.2011 Civil Services as Career
4. Dr. B. P. Badola 23.9.2011 Time and Resource Management
for Competitive Examination
5. Col. B. R. Shah 29.9.2011 Indian Culture and Personality
Development
6. Sh. Sunil Mehta 5.10.2011
Opportunities and Avenues in the
field of commerce
7. Sh. Romesh Dutt 22.10.2011 Coping up with the challenges in
the teaching career
8. Dr Prabha Gill 17.11.2011 Pre-workshop Session on Action
Research and Education
9. Dr. D. R. Vij 18.11.2011 Inaugural Address for the
workshop on Action Research in
Education
10. Prof. Y. K. Sharma
Chairman, Education
Department, HPU Shimla
18.11.2011
Conceptual Framework of Action
Research and Workshop
initiatives – Demonstration
112
19.11.2011 Briefing Session on the Practical
aspect of Action Research
(Preparation of synopsis,
Preparation of reports,
presentation of reports and
concluding deliberations.
11. Dr. Prabha Gill 19.11.2011 Preparation of synopsis with Dr
Y. K. Sharma
12. Sh. Sunil Mehta 19.11.2011 Preparation of Reports with Dr.
Y. K. Sharma
13. Sh. K. S. Dadhwal 19.11.2011 Presentation of Reports
14. Dr. Savita Sharma 22.11.2011 Post workshop session on Action
Research in Education
15. Sh. Paramjit Singh, Principal
Consultant regional Centre for
Entrepreneurship and
Development, Chandigarh
25.11.2011 Self Entrepreneurship and
opportunities available.
16. Sh. Rajesh Kumar, DIC KCC
Bank Dharamshala
25.11.2011 lecture on setting up an industry
17. Dr.OSK Sastri, CUHP ,
Dharamshala
28.11.2011 Science and Spirituality
18. Sh. Hemant Kumar 19.12.2011 Workshop on ways of teaching
science effectively through
activities.
19. Dr. Manish Gulati, J&K
Udhampur
31.12.2011 Ways of teaching science
effectively , activity based
workshop
20. Dr. Chand Trehan, Capacity
Building officer , 13, University
of Jammu and Free lancer
psychologist
14.2.2012 Work shop on Students Global
Aptitude Index
21. Dr. Advani, Director Kalgidhar
Trust , Baru Sahib Sirmaur
27.3.2012 Campus Placement
22. Dr. Chand Trehan 11.8.2012 Role of Guidance and Counseling
in schools and Workshop on
understanding adolescent
psychology
23. Dr. D. R. Vij, Retired Principal,
Jalandhar
5.9.2012 Making teaching creative
24. Dr. Sukhjit Singh, Head, Dept
of Psychiatry,
Dr. RP Medical College Tanda,
Kangra H.P.
15.9.2012 Mental Health: Backbone
of Teachers’ personality
25. Members of Career and
Counseling Cell:
Dr. Prabha Gill, Dr B. P.
Badola, Dr Neeraj Sharma, Sh.
16.9.2012 Feedback cum (members of
Guidance and Career Counseling
Cell) discussion session
113
K. S. Dadhwal
26. Dr. Sanjay Singh Pathania 2.10.2012 Disaster and its management:
with reference to earthquakes
27. Sh. Vijay Saroch, Chief
Pharmacist, Dhaneta, Nadaun
20.10.2012 First Aid
28. Members of Guidance and
Career Counseling Cell , Dr.
Prabha Gill, Dr B. P. Badola,
Dr Neeraj Sharma
25.10.2012 Feedback cum interaction on
previous lectures.
29. Dr. Suresh Rana 2.11.2012 Lecture cum Discussion on High
Performing Mindsets
30. Sh. Yugraj Singh 10.11.2012 Civil Services as career
31. Dr.OSK Sastri, Head, Dept of
Physics, CUHP , Dharamshala
8.2.2013 Science and Spirituality
32. Dr. Arvind Jha ,Dean Dept of
Education, CUHP Dharamshala
8.2.2013 Teaching skill for effective
teaching learning process
33. Sh. Sukhjit Singh, Sh.
Kulvinder Singh, M/s Dazy
Tiwana (Three member team ,
HRD Dept. Kalgidhar , Patiala
Zone,
4.5.2013 Campus Placements
34. Dr. Prabha Gill , Sh. k. S.
Dadhwal, Sh. Neeraj Sharma,
Dr. B. P. Badola, Dr R. S.
Guleria, members of Guidance
and Career counseling cell
28.9.2013 Guidance and Career Counseling
awareness session
35. Sh. Romesh Dutt 4.10.2013 Role and Responsibilities of a
Teacher
36. Dr. Prabha Gill and members 7.10.2013 Feedback cum Discussion
session
37. Col. Rajesh Sharma 14.11.2013 Insight into the Uniformed
Forces
38. Dr. Manoj Sharma, Assist.
Prof., Dept. of Commerce,
Regional Centre, HPU
Dharamshala
21.12.2013 Preparation for TET and NET
39. Dr. Prabha Gill 3.2.2014 Understanding Adolescent and
our behavior with them
40. Dr. B. P. Badola 15.3.2014 Preparing for Civil Services and
other competitive services
Cultural
Organization of cultural and sports events and activities: GCTE encourages the pupil teachers
to participate in the various multiple activities organized by the college. Inter house cultural
and sports competitions are held to promote inclusiveness, values, traditions and cooperative
learning.
114
Inter College Activities: Students are encouraged to participate in inter-college activities to
gain exposure and insight into the working of other institutions.
Financial
Scholarships: Scholarships are provided to the needy students as per government rules.
Additional Information
1. What were the evaluative observations made under Student Support and Progression in the
previous assessment report and how have they been acted upon?
Sr. No. Observation Action taken
1 Placement cell Placement cell has been established as
“Guidance, Counseling and Placement
Cell” which looks after placement needs
along with career guidance to the students.
2 Additional academic activities
for developing teaching
competence
Additional activities have been started
through different activity based clubs.
Every Saturday has been declared as an
interaction day during Micro-Teaching
period to impart life skills to the pupil
teachers along with teaching skills.
Very encouraging results are coming out
from the activities of clubs and close
interactions.
2. What are the other quality sustenance and enhancement measures undertaken by the
institution since the previous Assessment and Accreditation with regard to Student Support
and Progression?
Organization of guest lectures for experience sharing to sustain healthy practices.
Mentoring system through tutorials and close interaction sessions to enhance teacher-student
relationships.
Introduction of some new innovations in the morning assembly to remove the fear of stage
among the students.
Building of special teaching competencies in the pupil teachers through micro-teaching
throughout the year before practice teaching.
115
CRITERION 6
Governance and Leadership
6.1 Institutional Vision and Leadership
6.1.1. What are the institution’s stated purpose, vision, mission and values? How are they made
known to the various stakeholders?
Purpose
The purpose of the Government College of Teacher Education is to provide quality and inclusive
education for the growth, harmonious and holistic development of the students. The college
endeavors to provide skilled and trained teachers with good character and high moral values which
would prove to be beneficial for social upliftment.
Vision
Govt. College of Teacher Education, Dharamshala is guided by the vision “Inclusive and Quality
Teacher Education for Excellence”
Mission
Since the very inception of the college in the year 1956, the insignia of the college reveals the
mission of the college, that is, which means “through Gyan and Yog, we will
attain immortality” These words from Isavasyopanishad (XI) sets our mission to higher platform of
knowledge and its applications to the benefit of humanity as follows:
Enabling Learning Environment: To create a teaching learning environment conducive to the
pursuit of higher knowledge, relevant skills and experience.
Quality Education: Achieving knowledge, skills, values and attitudes through teaching
learning process to prepare professionals for transforming lives.
Holistic Development: Developing the personalities of existing and future teachers through
physical, intellectual, social, emotional and spiritual development for laying the foundation
for life time learning and character building.
Values
Inculcating values and high moral standards in the pupil teachers is one of the main considerations of
the college. The college emphasizes on principle of “help ever, hurt never” and provides peace
centric education. Multi-level life oriented training with proper professional skills is imparted to the
pupil teachers.
The Purpose, Vision, Mission and Values of the college are known to the stakeholders by:
Printing in the Handbook of Information every year.
Providing on the website of the Institution.
During the briefing session on the first day of the academic session these are properly
conveyed to the new entrants.
116
6.1.2. 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?
Yes, the mission clearly states the broader objectives of the institution. The college caters to the
educational needs of the students from all over the state. This is the only government institution in
the state. The institute inculcates in the students a democratic outlook and makes them responsible,
resourceful, and enterprising citizens with a view of promoting the best nationalist and humane
values.
6.1.3. 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.)
For the smooth and efficient functioning of the college various committees are formed under the
chairmanship of the Principal.
Principal
The Principal is the Head of the Institution and is involved in coordinating all the functions
associated with the post through participative management.
The Principal looks after the day to day activities and working of the college.
The Principal is both the academic, as well as, the administrative Head of the Institution. He
provides valuable guidance in planning, organizing and execution of all academic and co-
curricular activities.
The Principal maintains a cordial relationship with the staff and all the stakeholders of higher
education.
The Principal is responsible for final admission of students, financial matters, conduct of
various committee meetings, students’ welfare, discipline and all regular activities of the
college.
The Principal is the Director of the In-service Training Programme for School & College
teachers and Training programme on Disaster Management School Safety plan.
Staff Council
It is the highest decision making body of the institution.
The Staff Council in its meetings with the Principal puts forward suggestions regarding
academic management, research, extension, curricular activities, examinations etc.
Staff Council meetings are held nearly every month and also whenever required according to
the needs.
Committees
Efficient and effective leadership is carried out through de-centralization in the form of
setting up of various Committees, such as the Advisory Committee, Committee for Training
and Extension Activities, Library& ICT Committee, Building Fund committee etc.
The committees are comprised of faculty members, who meet periodically and review the matters
concerning their activities. Meetings are held at regular intervals, emergent meetings are also
held.
College Advisory Committee
117
Dr. Prabha Gill Convener
Dr. Sanjeevan Katoch Co-convener
Dr. Rashmi Ramaul Member
Sh. K.S. Dhadhwal Member
Dr. Rajesh Sharma Member
Sh. Suresh Sharma Member
Sh. Ajay Awasthi (Sr. Asst.) Member
The committee acts as an overall decision making body of the college.
Internal Quality Assessment Cell (IQAC)
Dr. Ajay Lakhanpal, Principal Chairperson
Sh. Romesh Dutt, Associate Prof. (Retd.) Member
Dr. OSKS Shastri, Associate Prof.(CUHP) Member
Dr. Prabha Gill, Associate Prof. Member
Dr. Sanjeevan Katoch, Associate Prof. Member
Dr. Rashmi Ramual, Associate Prof. Member
Sh. Suresh Sharma, Associate Prof. Member
Dr. Suresh Rana, Associate Prof. Member
Smt. Kamlesh Dhiman, Officer Supdt. Member
Sh. K.S. Dhadwal, Associate Prof. Member Secretary
The cell is responsible for ensuring quality in all academic activities, which lead to overall
development of the Institution. Committee keeps proper record of the individual and institutional
achievements.
Hostel Advisory Committee
Dr. Rashmi Ramaul Convener
Dr. Sanjay Pathania Co-convener
Ms. Anjali Sharma Member
Ms. Veena Thakur Member
Major N. K. Sharma, PTA President Member
Anchal Sharma, Hostel Prefect Member
The committee is the governing body of all matters related to the hostel. The committee looks after
the hostel admissions, purchases and other financial matters.
Grievance Redressal Committee
Dr. Prabha Gill Convener
Dr. Rashmi Ramaul Co-Convener
Sh. Suresh Sharma Member
Sh. Shashi Prabha (Librarian) Member
Sh. Ajay Awasthi, (Sr. Asst.) Member
Sh. Ravinder Kumar (Class IV) Member
Student Representative (Capt.) Member
Hostel Prefect Member
The Grievance Redressal Cell looks into the grievances of the students and redresses the same.
Women Redressal Cell
Dr. Rashmi Ramaul Convener
Ms. Anjali Sharma Co-Convener
118
Ms.Sarita Choudhary Member
Ms. Veena Thakur Member
Ms. Arti Kapila Member
Koshika, Student Member
The cell acts as a complaints committee to prevent sexual Harassment of women at work
place.
Committee for Training and Extension Activities
Dr. Rashmi Ramaul Convener & In charge Training (Colleges )
Sh. P.C.R. Negi In charge Training (Schools)
Sh. K. S. Dhadwal Member
Dr. B. P. Badola Member
Dr. Sanjay Pathania Member
Ms. Veena Thakur Member
Sh. Urmilesh Dhimaan Clerk (Trainings)
The committee organizes and conducts in-service trainings.
Guidance, Counseling and Placement Cell
Dr. Prabha Gill Convener
Sh. K. S. Dhadwal Co-Convener
Dr. B. P. Badola Member
Sh. Neeraj Sharma Member
Sh. Vivek Sood Member
Dr. R.S. Guleria Member
Ms. Veena Thakur Member
The Guidance and Counseling Cell gives career counseling and academic counseling to the students.
The committee guides the students about future career prospects.
Library & ICT Advisory Committee
Sh. Neeraj Sharma Convener
Sh. P.C.R. Negi Co-convener
Sh. Vivek Sood Member
Dr. Suresh Rana Member
Ms. Sarita Choudahry Member
Sh. Ajay Awasthi Office Assistance
To take care of all the activities related to the effective functioning of the library and ICT Lab. The
committee monitors the Library and ICT purchases.
Block Teaching Committee
Sh. Suresh Sharma Convener
Sh. Bhagwan Dass Co-Convener
Sh. Yugraj Singh Member
Sh. BalvinderRana Member
Ms. VeenaThakur Member
It plans and conducts all the activities related to Micro-Teaching, Simulated-Teaching and Block-
Teaching.
House/Annual Examination Committee
119
Dr. Rashmi Ramaul Convener
Sh. Suresh Sharma Co-Convener
Ms. Anjali Sharma Member
Sh. Chand Lal Office Assistance
Examination committee conducts the House Examinations. It collects the question papers from the
subject teachers, gets them printed, arranges the rooms for the examinations, prepares the duty list of
the staff members, prepares the awards, results are mailed to the parents and academic prize winners
are selected and the list is displayed on the Notice Board. During the Annual examinations, the
committee prepares the duty list and assists the Center Superintendent in conducting the
examinations smoothly.
Committee for Cultural Activities
Smt. Anjali Sharma Convener
Smt. Sarita Choudhary Co-Convener
Sh. Balvinder Singh Rana Member
Sh. Yugraj Singh Member
Ms. Veena Thakur Member
The cultural committee organizes the functions that are conducted in the college. The cultural
committee organizes the Annual Cultural Day.
Committee for Research Project
Dr. Prabha Gill Convener
Dr. RashmiRamaul Co-Convener
Dr. B. P. Badola Member
Dr. Sanjay Pathania Member
Sh. Suresh Sharma Member
Sh. Vivek Sood Member
Ms Veena Thakur Member
The function of this committee is to encourage the faculty and pupil teachers for research work in
different dimensions of education i.e. participation and organization of seminars, workshops, action
research and projects. Faculty is advised to attend orientation, refresher courses and pursue higher
studies.
Committee for Extension & Outreach Activities
Dr. Rashmi Ramaul Convener
Dr. B. P. Badola Co-convener
Dr .Sanjay Pathania Member
Sh .Suresh Sharma Member
The committee organizes sensitization programs for the community regarding the social problems
prevalent in society.
Editors College Magazine
Dr. RashmiRamaul Editor-in-Chief
Sh. K.S. Dadhwal Editor, ICT Section
Dr. B. P. Badola Editor, Social Science
Dr. Rajesh Sharma Editor, Sanskrit Section
Prof. Neeraj Sharma Editor, Science Section
Smt. Anjali Sharma Editor, Hindi Section
120
Mrs. Sarita Choudhary Editor, Editor Pahari Section
Sh. Bhagwan Dass Editor, Commerce Section
Editorial board encourages students to contribute articles for the college magazine. It sees the whole
process of the printing of the magazine.
NAAC Accreditation /Co-ordination Committee
Dr. Prabha Gill Convener
Dr. Rashmi Ramaul Co-convener
Sh. K.S. Dadwhal Member
Dr. B. P. Badola Member
Sh. Neeraj Sharma Member
Sh. P. C. R. Negi Member
Dr. Sanjay Pathania Member
Sh. Vivek Sood Member
The committee will prepare the self-study report & take all other necessary steps for
re-accreditation of the college.
Discipline cum Anti Ragging Committee
Dr. Prabha Gill Convener
Dr. Rashmi Ramaul Co-Convener
Sh. K.S. Dhadwal Member
Dr. Suresh Rana Member
Prof. Yugraj Singh Member
Ms. Arti Kapila Member
This committee looks after the overall discipline of the college.
Senior Tutors
Dr. Prabha Gill
Dr. Rashmi Ramaul
Sh. K. S. Dadhwal
The senior tutors will sign I Cards of students, examination forms and other documents on behalf of
the Principal.
U. G. C. Cell
Sh. Bhagwan Dass Convener
Dr. Ravinder Guleria Co-Convener
Sh. Yugraj Singh Member
Supdt. Office Assistance
The proposals of UGC Grant are prepared by UGC Cell and utilization of grants is also monitored by
the cell.
Purchase Committee cum Sports Advisory
Dr. Rajesh sharma Convener
Sh. P. C. R. Negi Co-convener
Sh. Bhagwan Dass Member
Sh. Balvinder Rana Member
Dr. R.S. Guleria Member
Sh. Urmilesh Dhiman Office Assistance
121
All purchase except hostel, ICT and library related purchase will be routed through purchase
committee.
Campus & Estate Development Committee
i) Dr. Sanjay Pathania In charge Building Construction &
Maintenance Projects
ii) Sh. Vivek Sood In charge college property
iii) Sh. Balvinder Rana In charge Electricity Management
iv) Sh. Yugraj Singh In charge Water Management,
Sanitation, Campus Development &
Environment Club.
The committee looks after the overall maintenance of the infrastructure. The committee acts as a
construction monitoring committee.
Building Fund Committee
Dr. Ajay Lakhanpal Principal Chairman
Smt. Kamla Patiyal President Member
of Urban Body
Executive Engineer(PWD) Member
Senior most Lecturer Member
PTA President Member
Representative of Student Body Member
The committee passes and reviews the proposals out of building funds.
Prize Committee
Dr. Rashmi Ramaul Convener
Sh .Suresh Sharma Co-Convener
Ms. Anjali Sharma Member
Dr. Ravinder Guleria Member
The committee organizes and award prizes to the winners during prize distribution functions.
Time Table Committee
Dr. Suresh Rana Convener
Sh. Bhagwan Dass Co-Convener
Committee is responsible for preparation of time table and its implementation.
Invitation Committee
Sh. P.C.R. Negi Convener
Dr. Suresh Rana Co-Convener
Ms. Sarita Choudhary Member
Sh Yugraj Singh Member
Sh. Ravinder Singh Guleria Member
The committee is responsible for extending invitations to the invitees in all programmes.
Reception Committee
Dr. Prabha Gill Convener
Dr. RashmiRamaul Co-convener
Sh. K.S. Dadwhal Member
Dr. B. P. Badola Member
122
Dr. Rajesh Sharma Member
The committee is the main host of functions in the institutions.
Canteen cum Refreshment Committee
Dr. Rashmi Ramoul Convener
Sh. Suresh Sharma Co-Convener
Dr. Sanjay Pathania Member
Ms. Sarita Chaudhary Member
Mrs. Shashi Prabha Member
Smt. Arti Kapila Member
The committee regulates working of the college canteen. It also arranges refreshments and
lunch/dinner during different occasions.
Committee for Verification of Scholarship Forms
Dr. B. P. Badola Convener
Dr. Rajesh Sharma Member
Sh. Neeraj Sharma Member
Sh. Suresh Rana Member
Sh. Balvinder Rana Member
The committee is responsible for determining and verifying the eligibility for scholarships.
Seating & Shamiyana Committee
Dr. Rajesh Sharma Convener
Dr. Sanjay Pathania Co-Convener
Sh. Neeraj Sharma Member
Ms. Sarita Chaudhary Member
Sh. Yugraj Singh Member
Dr. R.S. Guleria Member
The committee is responsible for making different arrangements.
Sound & Light Committee
Sh. Suresh Sharma Convener
Dr.R.S. Guleria Co-Convener
Sh. Chand Lal(Mechanic) Member
Sh. Suresh Kumar (L.A) Member
Additional sound and light arrangements are made by this committee whenever required.
Decoration Committee
Ms. Sarita Choudahry Convener
Sh. Balvinder Rana Co-Convener
Ms. Veena Thakur Member
Smt. Arti Kapila Member
Smt. Chander Rekha Member
Decorations on different occasions are looked after by this committee.
Stage Conduct Committee
Dr. Rashmi Ramaul Convener
Sh. Suresh Sharma Co- Convener
The committee is responsible for conduct of all stage activities in all programmes.
123
Protocol and Accommodation Committee
v) Sh. Vivek Sood Convener
vi) Sh. Suresh Sharma Co-Convener
vii) Sh. Balvinder Rana Member
viii) Sh. Yugraj Singh Member
The committee is responsible to look after the hospitality.
Press Committee
Dr. Rajesh Sharma Convener
Sh. Vivek Sood Co-Convener
Sh. Suresh Sharma Member
Smt. Shashi Prabha Maintenance of cutting &
Clippings
The committee is responsible for the media coverage of the activities.
6.1.4. How does the management and head of the institution ensure that responsibilities are
defined and communicated to the staff of the institution?
The Principal distributes the work load to each member of the staff. To provide an
environment that is conducive for effective teaching-learning and proper functioning of the
college the Principal ensures that all the staff members work as a team and maintain
harmonious and cordial relationship with each other and also with the pupil teachers. Each
faculty is actively involved in curricular and co-curricular activities.
Communication with the staff is established by issuing circulars/notices/orders, and by
conducting formal and informal meetings from time to time, and as and when needed.
Minutes of the meeting are recorded by the staff secretary.
6.1.5. How does the management/head of the institution ensure that valid information (from
feedback and personal contacts etc.) is available for the management to review the activities of
the institution?
The Principal receives valid information from the pupil teachers, parents and faculty by
personal interactions. The college obtains formal information from the students through the
Feedback Performa and informal information from all the stakeholders by personally meeting
and talking to them.
The collected feedback is analyzed and a report is prepared. The feedback is considered for
the perusal by the Principal.
Staff Council Meetings are the other sources of feedback. The Principal convenes staff
meetings every month. The meetings are held to take stock of academic progress and
problems, if any. Members discuss and express their views in a free atmosphere. The changes
suggested by the faculty are reviewed by the Principal and if suitable they are implemented.
6.1.6. How does the institution identify and address the barriers (if any) in achieving the
vision/mission and goals?
There are various means through which the institution identifies and addresses the barriers in
achieving the vision/mission and goals of the institution. These are:
Feedback from the students
124
Information provided by the staff members
Direct interaction of the stakeholders with the Principal
6.1.7. How does the management encourage and support involvement of the staff for
improvement of the effectiveness and efficiency of the institutional processes?
The Principal is very enthusiastic and zealous to improve the effectiveness and efficiency of the
Institution. The Principal provides positive motivation to the faculty by giving due praise and credit
to the members of the staff for their work, in the staff meetings. The faculty is involved in the
decision making process of the college. Decentralization of authority and a free hand in working is
also a motivating factor for the faculty. A democratic environment is provided so that the faculty can
express and apply their innovative ideas. Principal has one-to-one interaction with the staff members.
Principal maintains personal rapport with all members of the staff and thereby motivates and inspires
them to work collectively as a team and with dedication.
6.1.8. Describe the leadership role of the head of the institution in governance and management
of the curriculum, administration, allocation and utilization of resources for the preparation of
students.
The Head of the institution balances pragmatism with realism. The leadership role of the Principal is
as:
He is fully involved in all the academic activities of the college, besides the administrative
work. He personally supervises all the activities.
The academic calendar is prepared by the Principal in consultation with the college Advisory
Committee.
The Principal acts as a mentor to the teaching and non-teaching staff.
The Principal provides suitable guidelines for smooth conduction of House Examinations,
organization of co-curricular activities, syllabus coverage and optimum use of resources.
The Principal provides guidelines for the conduction of in-service trainings, and maintaining
effective communication with resource persons for the trainings.
The Principal ensures the effective utilization of the available resources.
The Principal guides the faculty in the process of implementation of various programs and
motivates them for higher goals to be achieved.
The principal provides academic leadership to the faculty and acts as a facilitator between the
college, university and the government.
6.2 Organizational Arrangements
6.2.1. 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.
Different committees have been constituted for the smooth functioning of the college and its
activities. The committee members are staff members with a convener as the person responsible to
125
coordinate and manage the activities. Major decisions are taken in the meeting of the Advisory
Committee and the staff council and after that the conveners conduct meetings of their own
committees to implement the decisions. The complete details about the committees are given in
section 6.1.3 (Composition of Committees)
Academic Management
In its meetings the college Advisory Committee and the Staff Council finalize the academic calendar,
the time table suggested by the Time Table Committee, sports and co-curricular activities as
suggested by the Sports and Cultural Committee. Guidelines are issued for further improvement to
be carried out in the functioning of the college. 09 meetings of the Advisory Committee were held in
the last two years.
Infrastructure
The Construction Monitoring Committee keeps track of the construction work in the college. Proper
maintenance of infrastructure is also looked into by this committee and the Building Fund
Committee.
Faculty
There are 18 staff members in the teaching faculty. The faculty is encouraged to undertake research
work and pursue higher studies. They are also advised to use innovative methods of teaching in the
classrooms.
Research
In the meetings of the Research Committee decisions were taken by the Research Committee to
promote research and provide facility to the faculty. Research projects were discussed and finalized
and sent to different agencies for funding. Three National level seminars were organized by GCTE in
the past two years.
Extension and Linkages
GCTE has established linkages with the various State and National level organizations such as
Bharat Scouts and Guides, Red Cross society and State AIDS control society to expand the social
horizon of the students and develop a sense of social responsibility.
Examinations
House examinations are conducted according to University pattern by the Annual/House
Examination committee. Proper records of house examination are maintained. The committee assists
the Center Superintendent and Deputy Superintendent during the final examinations.
126
6.2.2Give the organizational structure and the details of the academic and administrative
bodies of the institution.
The organizational structure explains the various structural components of the organization.
6.2.3. To what extent is the administration decentralized? Give the structure and details of its
functioning.
The Principal monitors the day-to-day academic and administrative activities, of the college.
The college works on the principle of participative management and various committees have
been constituted with well-defined roles.
Principal
Teaching Staff Administrative
Staff
Superintendent
Senior Assistants
Advisory Committee
Supporting Staff
Yoga Teacher
IQAC
Library Committee Examination
Committee
Block Teaching Committee
Technical Staff
Guidance and
counseling and
placement
Grievance Redressal Research
Committee
Extension and Outreach Women Cell
Pharmacist
Lab Attendant
Peon
Sweeper
Librarian
Supporting Staff
Clerk
Bursar Staff Council
127
At the start of the academic year, the academic and co-curricular responsibilities are
distributed among all faculty members and committees respectively. The committees
undertake different activities throughout the academic year.
The committees are independent to take decisions in respect of the tasks assigned to the
committees.
A team of non- teaching/office staff assists the Principal in the administrative and routine
work of the institution.
6.2.4. How does the institution collaborate with other sections/departments and school
personnel to improve and plan the quality of educational provisions?
The college collaborates with neighboring schools during teaching practice programme and
encourages them to make suggestions for quality improvement and for making teaching an
effective process. Before the Block-Teaching the faculty and pupil teachers meet the
Principal and school staff to discuss ways and means for improving the quality of teaching-
learning.
Some of the faculty members are resource persons for developing study material for schools
which is developed by Board of School Education Himachal Pradesh. This helps them to be
in touch with the recent developments in school education, which is further conveyed to the
students.
GCTE collaborates with IGNOU and ICDEOL to get study material on teaching subjects
related to education.
GCTE collaborates with other institutions affiliated to the University/other universities for
different programs i.e. seminar, workshop, conference, sports etc.
6.2.5. Does the institution use the various data and information obtained from the feedback in
decision-making and performance improvement? If yes, give details.
The college uses the data and information obtained from annual results and feedback received from
different committees, faculty, alumni, parents, pupil teachers in decision-making to bring
improvement in performance. The feedback and information are analyzed and the report prepared is
given to the Principal. The Principal discusses the suggestions regarding staff members with the
individuals and corrective actions are suggested. Suggestions regarding the institutions,
infrastructure, and curriculum are discussed in the staff meetings.
6.2.6. What are the institution’s initiatives in promoting co-operation, sharing of knowledge,
innovations and empowerment of the faculty? (Skill sharing across departments’
relating/providing conducive environment).
Cooperation and sharing of knowledge
The college cooperates and shares knowledge across the institutions by organizing and
participating in resource lectures, seminars, workshops and other orientation programs.
Innovations
The faculty attends lectures on innovative methods of teaching which are organized in the
college. Two faculty members attended a one week training programme on development and
management of National Repository of Open Educational Resources at NCERT, New Delhi.
128
Two lectures were organized by these staff members to train the college faculty on NROER.
Empowerment of the faculty
Faculty members have been working on their Ph.D. dissertation and studying to obtain higher
degrees.
College provides facilities and amenities to its faculty who are involved in creative research
work and in preparing presentations in the seminars.
Faculty member who attend workshops/seminars/orientation/refresher courses, share the
experiences and skills with the other faculty members.
6.3 Strategy Development and Deployment
6.3.1. Has the institution an MIS in place, to select, collect align and integrate data and
information on academic and administrative aspects of the institution?
Yes, the institution has an MIS in place, to select, collect align and integrate data and information on
academic and administrative aspects of the institution. All the records pertaining to the
administration i.e. PMIS, fee, results and admissions are maintained in the office.
6.3.2. How does the institution allocate resources (human and financial) for accomplishment
and sustaining the changes resulting from the action plans?
Financial sanctions are made on the basis of proposals and suggestions received from
conveners of different committees. Sanctions are routed through the Bursar of the institution.
Bursar of the college acts as a watchdog in the financial matters of the institution.
Human resources are allocated on the basis of needs and requirements of the various
committees. The committees are constituted in such a manner that interest and potential of
the people is taken into consideration.
The past performance and training needs is also one of the criteria for inclusion of a person in
a particular committee.
6.3.3. How are the resources needed (human and financial) to support the implementation of
the mission and goals, planned and obtained?
Annual Work Plans are sent to the government for financial support based on the mission and
goals of the college. The Annual Work Plans are also submitted to MHRD for infrastructure,
equipment, programmes and activities grant which is available at 75:25 ratio.
The recurring expenses are met out of annual budgetary allocations by the government for
which budget requirement are submitted well in advance.
The capital expenditure needed for the development and maintenance is assessed and
proposals are submitted to the government. Subject to the availability of funds in the capital
heads, the amount is released by the Director of Higher Education, Himachal Pradesh.
Work is divided equally among faculty and teacher in-charges who hold task specific
responsibility.
129
The conveners and the members of the committees organize the activities in such a way so as
to achieve the mission and goals of the college.
The activities are monitored periodically by the Principal and the Staff Council.
The objective of the institution are also achieved by organizing various activities for which
money is spent out of student funds and Principal has enough autonomy for that as per
student fund norms.
The staff is recruited by the government of Himachal Pradesh. However, some temporary
arrangements can be made out of local funds/PTA funds as per needs.
6.3.4. Describe the procedure of developing academic plan. How are the practice teaching
schoolteachers, faculty and administrators involved in the planning process?
The college Advisory Committee in consultation with the Staff Council develops the college
academic plan. The faculty members submit their proposals and suggestions to the Principal
which are considered for implementation.
Practice-teaching schools’ teachers are involved in the practice-teaching with reference to the
subjects in which they have specialization. Input is sought from them and their observations
about the performance of pupil teachers are taken into consideration and implemented in the
succeeding year. The feedback is duly communicated to the In-charge Block Teaching. In the
light of feedback and experiences of the college and curricular needs of the schools,
improvement is made for the ongoing academic year. The detailed school based activities are
planned in consultation with the Principal and staff of the practicing schools.
6.3.5. How are the objectives communicated and deployed at all levels to assure individual
employee’s contribution for institutional development?
Every activity of the institution revolves around its objectives. Objectives are communicated
at all levels through circulars, meetings and sometimes by displaying them on the notice
board, and through announcements.
Different committees are formed at the beginning of the session for the proper execution of
all the activities. Some responsibilities are also assigned individually to the staff members.
Periodic review of all the activities is done by the Principal. The conveners of different
committees maintain the record of their activities.
Every effort is made to realize the objectives by ensuring that every member effectively
contributes to the institutional development.
6.3.6. How and with what frequency are the vision, mission and implementation plans
monitored, evaluated and revised?
Planning and Monitoring
Academic Calendar is prepared at the beginning of the session after discussion in the
Advisory Committee meeting.
Time table is prepared well in advance. It is ensured that proper time is earmarked for healthy
practices even if it amounts to deviation from the curriculum.
130
Periodic meetings are held between the Principal and the faculty members to monitor the
various activities in the college and also to find out if they are leading to the implementation
of the vision and mission of the college.
Evaluation
The evaluation of the implementation plans is done by analyzing university results and
feedback from different stakeholders.
The evaluation exercise is mainly undertaken by IQAC and college Advisory Committee.
The progress is frequently evaluated as per needs.
6.3.7. How does the institution plan and deploy the new technology?
The students and teachers are encouraged to utilize new technology for improving their
teaching-learning process.
Facilities are provided to the teaching staff, office staff and pupil teachers for using ICT in
the teaching-learning process and official work.
ICT is extensively used in the classrooms and in the development of teaching aids.
Special lectures are arranged in the in-service trainings so that the faculty can acquaint
themselves with the new technology and software.
The students have access to internet facilities and they are also exposed to multi-media cum
training room whenever it is free.
6.4 Human Resource Management
6.4.1. How do you identify the faculty development needs and career progression of the staff?
The needs are identified through the performance appraisal measures the needs are also
identified by the teachers by themselves.
The educators are deputed to attend orientation programmes and refresher courses as per their
requirements.
Teacher educators are encouraged to go for higher studies, take up research and present
papers in seminars, symposium and conferences.
Workshops on Action Research are conducted in the college.
The educators are also deputed to attend induction trainings and in-service training
programmes organized by the institution for capacity building of the college teachers.
6.4.2. 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?
The self-appraisal method exists for teachers in API performa, in which there is evaluation of
the faculty in teaching, research and extension programme. The self-appraisal is mandatory
131
as it is the Annual Performance based Appraisal which every teacher is supposed to fill
annually.
Feedback is taken from the students in written form and from parents and stake holders
during conversations with the staff and the Principal. The questionnaire of teacher evaluation
by students is very exhaustive through which feedback is obtained on different aspects like
time sense, subject command, and use of teaching methods, helping attitude, practicum
interactions and class control etc.
Suggestion box is placed in the college, in which the pupil teachers can put their suggestions
arising out of dissatisfaction about teacher educators.
Any shortcomings that are pointed out are discussed in the staff council meetings and
outcomes are used to improve teaching, research and services of all the staff members.
6.4.3. What are the welfare measures for the staff and faculty? (Mention only those which
affect and improve staff well-being, satisfaction and motivation)
For motivation and welfare of the staff, different measures are undertaken at institutional
level and as per government norms.
The achievements and progress of any staff members in any field is appreciated in the staff
meetings. The achievements are mentioned in the college annual report which is read out by
the Principal on the Annual Prize Distribution Day.
The suggestions of the staff and faculty are always welcomed and implemented. The faculty
is involved in the decision making process of the college. Decentralization of authority and a
free hand in working is also a motivating factor for the faculty. A democratic environment is
provided so that the faculty can express and apply their innovative ideas.
The housing facility from govt. common pool, medical reimbursement, group insurance,
leave travel concession for self and family, maternity and paternity leaves are some of the
welfare measures for the well-being of the employees.
6.4.4. 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
Yes, the college has conducted staff development programme for skill up-gradation and training of
the teaching and non-teaching staff. These include:
The college conducts in-service trainings for six districts of Himachal Pradesh. The trainings
are conducted for capacity building of the teachers and other staff members. The faculty of
GCTE attends these training programs.
A lecture on “Open Source Software” was delivered by Mr. Manoj Kumar, Assistant
Professor on 14 Aug, 2013.
A lecture on “Development and Management of National Repository of Open Educational
Resources” was delivered by Dr. Rashmi Ramaul, Associate Professor and Mr. Manoj
Kumar, Assistant Professor on 14th
Sept. 2014.
The guest lectures by the experts are also organized for the students and staff.
The interaction by the faculty in in-service programmes as coordinator, as resource person or
as facilitator is also helpful in their personal development and growth.
132
6.4.5. What are the strategies and implementation plans of the institution to recruit and retain
diverse faculty and other staff who have the desired qualifications, knowledge and skills
(Recruitment policy, salary structure, service conditions) and how does the institution align
these with the requirements of the statutory and regulatory bodies (NCTE, UGC, University
etc. )?
Being a government institution recruitment and retention is as per government policy. However,
experience is the biggest strength of any training institution and requests are made from time to time
by the Principal to the government to retain experienced faculty.
6.4.6. What are the criteria for employing part-time/Adhoc faculty? How is the part-
time/Adhoc faculty different from the regular faculty? (E.g. salary structure, workload,
specializations).
Temporary arrangements are made by the institution on the prevailing rates, subject to availability of
the funds.
6.4.7. 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 practice of honouring teachers associated with this institution has been started through
“GCTE Award of Honour” in the year 2005 and the teachers are honored every year on
Teacher’s Day i.e. on 5th September. This also helps in the professional development of the
faculty.
GCTE encourages its faculty members to professionally increase their qualifications and
skills. The college encourages the faculty for participation in seminars/workshops and has a
provision of duty leave for attending conferences, professional meetings at different places
and participating in orientation/refresher courses. Study leave as per govt. norms is
sanctioned to the faculty to complete their research projects.
Every activity of the institution is institutionalized and teachers are assigned duties on
rotational basis thereby giving opportunity to everyone.
6.4.8. What are the physical facilities provided to faculty? (Well maintained and functional
office, instructional and other space to carry out their work effectively).
The college has a staff room with the necessary furniture. Personal cabinet is provided to the
faculty to keep their belongings.
The institution has well equipped ICT Lab which can be used by the faculty members at any
time.
Separate rooms for the faculty will be made available on the completion of new academic
block.
6.4.9. What are the major mechanisms in place for faculty and other stakeholders to seek
information and/or make complaints?
133
The Handbook of Information is a major source through which the stakeholders can obtain
information from different aspects.
Information can be obtained by the stakeholders from the office by giving a written request.
GCTE possess its own website having detailed information about the staff, committees,
academic calendar, rules and regulations etc. and all other major aspects.
The college notice board also provides information about the major instructions, programs
and activities.
Complaints can be dropped in the Suggestion/Complaint Box.
Complaints can be given to the Principal in writing by the stakeholders.
Students can also put forward their grievances through captains and vice captains.
Staff members can discuss their problems with the Principal, personally or in the staff
meetings. Due consideration is given to their opinions or suggestions.
6.4.10. Detail on the workload policies and practices that encourage faculty to be engaged in a
wide range of professional and administrative activities including teaching, research,
assessment, mentoring, working with schools and community engagement.
The workload norms as prescribed by the UGC are adopted strictly. This gives the faculty
adequate time to engage themselves in a wide variety of professional and administrative
activities. As conveners or members of committees they work tirelessly to enhance the
quality of education. For research and community engagements support is provided to the
faculty by clubbing their classes with those of other staff members.
The 100% result achieved during the past many years cannot be without the wholehearted
contribution of the faculty members.
The credibility of the institution as the institution of first choice for admission by students is
possible only because of their deep involvement in teaching, research, assessment, mentoring
and community participation.
6.4.11. Does the institution have any mechanism to reward and motivate staff members? If yes,
give details.
Appreciation is the best form of reward. The achievements and progress of any staff members
in any field is appreciated in the staff meetings. The achievements are mentioned in the
college Annual Report which is read out by the Principal on the Annual Prize Distribution
day.
Staff members are motivated to participate in research and development activities and faculty
building programme.
Every staff member is given equal opportunity to coordinate and direct different academic
and co-curricular activities.
6.5 Financial Management and Resource Mobilization
134
6.5.1. Does the institution get financial support from the government? If yes, mention the
grants received in the last three years under different heads. If no, give details of the source of
revenue and income generated
Yes, the institution gets financial support from the government. Details as under:
UGC Grants during XI Plan
Sr. No. Grant Amount (Rs.)
1 General Development Grant 3,393,965
Books and Journals 73,024
Equipment 11,805
Renovation of Building 2,88,970
Competence Building 2,489
Extension Activities 17,424
2 Merged Schemes 14,50,000
Accommodation for Teachers/Students 2,00,000
Stipend for students 1,20,000
Books and Journals and Study Material 1,60,000
Equipment 2,40,000
Recurring Expenditure 2,00,000
Computer with Laser Printer etc. 1,60,000
Essential Facilities 40,000
Printer, UPS, Software, Fax, Modem 2,00,000
Internet Connection 30,000
Hiring Charges 1,60,000
Grants from MHRD Under XII Plan
Sr. No. Head 2012-13 2013-14
1 Civil Works 36.20 Lacs -
2 Equipment 6.41 Lacs -
3 Programme Activities - 25 Lac
135
6.5.2. What is the quantum of resources mobilized through donations? Give information for
the last three years.
The resources mobilized through donations to PTA and Self Financing are:
Year PTA (Rs.) Self Finance (Rs.)
2013-14 1,00,500 4,82,400
2012-13 1,19,000 5,71,200
2011-12 1,12,500 5,40,000
6.5.3. Is the operational budget of the institution adequate to cover the day-to-day expenses? If
no, how is the deficit met?
Yes, expenditure is made on carefully allocated item wise expenditure.
6.5.4. 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)
Budget allocation and expenditure during last five years:
2013-14
Sr. no. Head Budget Allocated (Rs.) Expenditure (Rs.)
1 Salary 3,10,97,420 2,94,20,446
2 Travelling Expenses 16,788 16,200
3 Office Expenses 1,06,000 1,06,000
4 Medical Reimbursement 1,77,000 1,76,328
5 Rent Tax 18,570 18,570
6 Medical Reimbursement
(Retirees)
2,36,599 2,36,593
7 Training ( Colleges ) 8,73,977 8,73,650
8 Training ( Schools ) 11,02,742 11,02,742
2012-13
Sr. no. Head Budget Allocated (Rs.) Expenditure (Rs.)
136
1 Salary 3,07,28,000 3,01,21,194
2 Travelling Expenses 15,000 10,113
3 Office Expenses 77,000 76,821
4 Medical Reimbursement 64,000 63,735
5 Rent Tax 10,000 10,000
6 Medical Reimbursement
(Retirees)
3,99,007 3,99,007
7 Training ( Colleges ) 32,88,000 15,45,005
8 Training ( Schools ) 14,94,236 15,81,798
9 Tribal Schools 8,43,650 2,74,679
2011-12
Sr. no. Head Budget Allocated (Rs.) Expenditure (Rs.)
1 Salary 2,83,12,000 3,03,79,443
2 Travelling Expenses 20,000 13,428
3 Office Expenses 96,000 95,883
4 Medical Reimbursement 2,00,000 16,917
5 Rent Tax 13,000 13,000
6 Medical Reimbursement
(Retirees)
4,20,978 4,16,883
7 Training 6,61,000 6,48,645
2010-11
Sr. no. Head Budget Allocated (Rs.) Expenditure (Rs.)
1 Salary 1,70,00,000 2,31,36,599
2 Travelling Expenses 18,200 14,693
3 Office Expenses 79,000 78,972
4 Medical Reimbursement 9,27,000 5,15,011
137
5 Rent Tax 10,000 10,000
6 Medical Reimbursement
(Retirees)
3,02,612 3,01,885
7 Training 10,25,000 3,70,489
2009-10
Sr. no. Head Budget Allocated (Rs.) Expenditure (Rs.)
1 Salary 1,73,32,000 1,47,64,725
2 Travelling Expenses 20,000 10,934
3 Office Expenses 79,000 78,990
4 Medical Reimbursement 1,82,000 1,31,602
5 Rent Tax 1,60,000 13,140
6 Medical Reimbursement
(Retirees)
1,00,000 99,605
7 Training 50,50,000 11,96,028
8 RMSA 5,00,000 4,11,259
6.5.5. Are the accounts audited regularly? If yes, give the details of internal and external audit
procedures and information on the outcome of last two audits. (Major pending audit paras,
objections raised and dropped).
Yes, the accounts are audited regularly. The accounts relating to Govt. funds were audited in the year
2007 by the audit party of AG office, Shimla. The dates for audit are fixed as per convenience of the
AG office. The audit of student funds were conducted in the year 2012.by the internal auditors of the
department of Higher Education.
6.5.6. Has the institution computerized its finance management systems? If yes, give details.
The salary bills of the staff are computerized. The MIS has been installed and efforts will be made to
incorporate different activities in a single software.
6. 6 Best practices in Governance and Leadership
6.6.1. What are the significant best practices in Governance and Leadership carried out by the
institution?
138
The following are some of the best practices in Governance and Leadership carried out by the
institution:
Institutionalization of every activity of the institution to obtain cooperation and participation
of each and every staff member.
Complete decentralization of administration through the formation of various committees
with clear roles and responsibilities.
Participative management as all decisions are taken in the meetings of the staff council and
college Advisory Committee.
At the commencement of the academic session the Principal addresses the pupil teachers and
motivates them to stand upto the vision and mission of the college.
The faculty members mentor the students to take responsibility of their learning in order to
develop self-confidence, and intellectual independence.
Additional Information
1. What were the evaluative observations made under Governance and Leadership in the
previous assessment report and how have they been acted upon?
Sr. No. Observation Action Taken
1 Institutional Vision and Mission The College has developed its Vision
and Mission which is in tune with
objectives of Higher Education. As
explained in section 6.1.1
2. Administrative Committees College has constituted 34 committees
and 11 activity based clubs. All the
committees are active because of
additional responsibility.
3 Strategic Plan Strategic plan is prepared by the IQAC
which is reflected in its objectives and
these objectives are achieved as per
plans.
4 Computerization of Finance,
Admission and administration Staff salary and PMIS has been
computerized at the state level by the
Government.
MIS has been installed in the office and
complete automation process is in
progress for student data, collection of
fee etc.
139
2. What are the other quality sustenance and enhancement measures undertaken by the
institution since the previous Assessment and Accreditation with regard to Governance and
Leadership?
All activities are institutionalized to ensure the participative management in the institution.
Majority of the decisions are taken in the meetings of Advisory Committee or Staff Council
meetings which promotes collective decision making.
The Committees and Clubs take independent decisions in their respective areas with
communication to the Head of the institution which promotes sense of belongingness among
all.
Close contact with the students bridges the gap between Principal-Teachers-Students and it
helps in bringing all the three close to each other and improves the performance of all.
140
CRITERION 7
Innovative Practices
7. 1 Internal Quality Assurance System
7.1.1Has the institution established Internal Quality Assurance Cell (IQAC)? If yes, give its
year of establishment, composition and major activities undertaken.
Yes, the institution has established Internal Quality Assurance Cell (IQAC). The cell was established
on 8th
February, 2008.
Following are the members of the IQAC of the year 2013-14:
1. Dr. Ajay Lakhanpal, Principal Chairman
2. Sh. K.S. Dhadwal, Convener
3. Dr. B. P. Badola, Co-Convener
4. Prof. Y. S. Verma Member (External)
5. Dr. Suresh Rana, Member
6. Sh. Bhagwan Dass, Member
7. Ms. Veena Thakur Member
8. Smt. Suman Soodan Member Alumni
9. Mr. Gurupratap Student Representative
10. Ms. Ina Sharma Student Representative
Meetings of IQAC during 2013-14
Sr. No. Date of Meeting Purpose of the Meeting
1 30th
September, 2013 To fix objectives for the new academic session
2 3rd
March, 2014 To assess and review the progress made in the
achievement of objectives and to identify the gaps
Objectives achieved by IQAC
API score register of the teaching faculty was maintained to verify the ACR performa.
Feedback obtained from students and practicing institutes was analyzed and reports were
prepared in the tabular form.
Detailed reports of the seminars and workshops conducted in the last five years were
prepared.
College website was updated.
MIS software was installed in the college office.
141
Five guest lectures were organized by the Guidance, Counseling and Placement Cell of the
college on the initiative of the IQAC.
7.1.2. Describe the mechanism used by the institution to evaluate the achievement of goals and
objectives.
The institution evaluates the achievement of goals and objectives in the following ways:
The goal of the institution is to produce good human beings. All activities organized in the
institution revolve around the achievement of this objective. These activities bring out the
hidden potential of the students, helps in evaluating their performance and suggesting
improvements.
Preparation of Annual Report helps in evaluating the achievements.
The faculty appraisal is obtained in the form of API to evaluate the performance and growth
of teacher evaluators.
Feedback from pupil teachers about institution, faculty and the teaching-learning process.
Participation of the pupil teachers in various competitions, within the college and outside the
college also helps the students to showcase their values and skills.
The formal and informal feedback mechanism also helps in the evaluation of performance.
7.1.3. How does the institution ensure the quality of its academic programmes?
The guidelines issued by the HP University are strictly followed for ensuring quality of its
academic programmes.
The college has an Advisory Committee, IQAC, Women Cell, Grievance Redressal Cell,
Research Committee, Guidance, Counselling and Placement Cell, Block-Teaching
Committee etc. which conduct meetings to assess the performance of the programs approved
by it. The quality is reflected in the implementation of the academic programs.
The college ensures that it strictly adheres to the academic calendar.
To sustain the quality of its academic programs, feedback from the stakeholders and the
previous year’s results remain crucial for further improvement.
Attendance is regularly monitored and conveyed to the students every month. 75%
attendance is mandatory to appear in the Annual Examinations.
7.1.4. How does the institution ensure the quality of its administration and financial
management processes?
The Principal monitors the working of the administrative staff to ensure the quality of
financial management processes.
Transparency is ensured in all matters related to finance and administration.
All the purchases are made by the purchase committees after completing all the codal
formalities.
142
Quality is ensured through the suggestions received in the suggestion box and through the
Grievance Redressal Cell.
Feedback from the pupil teachers is obtained and their suggestions are taken in consideration.
Internal and external audit mechanism also helps in maintaining quality of financial
processes.
7.1.5. How does the institution identify and share good practices with various constituents of
the institution.
To run an educational institution is a team work and the main constituents of this team are the
different stakeholders. The good practices are identified with a comparative approach and
shared with the various constituents, in a systematic manner.
Experiences are shared by the alumni during interaction with pupil teachers.
Good practices are shared by the Principal and the faculty in the morning assembly with the
pupil teachers.
Principal shares and appreciates the good practices at the time of functions organized in the
college with the community and parents.
The good practices are shared in the meetings of the staff council.
For values and inclusiveness the pupil teachers display the “Thought of the Day” on the
college notice board.
Quotes by educationists and leaders are painted and put up in the offices and the corridors.
A bulletin board maintained by the Literary Club updates and shares articles and news items.
Cultural events and sports provide another opportunity to inculcate and share social skills and
responsibilities.
Pupil teachers show their concern towards the physically challenged children by visiting their
hostel and providing the inmates with academic support.
Campus cleanliness campaigns, blood donation camps, and extension activities help the
students to develop dignity of labour and a concern for the society.
The good practices are also shared through tutorial meets and close interaction sessions by
the teacher educators with the pupil teachers.
7.2 Inclusive Practices
7.2.1. How does the institution sensitize teachers to issues of inclusion and the focus given to
these in the national policies and the school curriculum.
Education for all is a constitutional right and it is the responsibility of every institution to
fulfill this obligation.
GCTE sensitizes teachers to the issues of inclusion and the focus is given to these in the
policies, school curriculum and organization of various activities.
The faculty and pupil teachers were sensitized to the issues of inclusion through a lecture
given by Dr. Rashmi Ramaul, Associate Professor after attending a technical meeting of E-9
countries on “Inclusive relevant quality education for all” at New Delhi on 27-28 June, 2013.
143
A compulsory paper in the curriculum on Education in Values, Environment and Human
rights also sensitizes the teachers on the issue of inclusion and national policies.
Pupil teachers visit the hostel of physically challenged children and are sensitized to their
needs and their inclusion in the society.
The women cell sensitizes the teachers on gender related issues. Jagori, an NGO has
sensitized the teachers on these issues through videos, talks, songs, and skits students
participated in the one billion rising campaign which aims to mobilize people across the
world to end violence against women and girls.
7.2.2. What is the provision in the academic plan for students to learn about inclusion and
exceptionalities as well as gender differences and their impact on learning.
The college organized lectures on Inclusive Education, for the pupil teachers and faculty:
National Curriculum Framework 2005 was explained to the pupil teachers so that they could
have a better understanding of regional, social, and gender disparities which continue to pose
new challenges. This reality increases the challenge that the prospective teacher will face in
implementing the Right to Education Act
Lectures on value education are arranged so that the pupil teachers learn about inclusion and
exceptionalities as well as gender differences.
Pupil teachers regularly visit the hostel of physically challenged students and spend a few
hours on Sundays with them. They help them in their studies, play games with them and
distribute fruits and biscuits to them.
7.2.3. 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.
The college strives to develop the personalities of the teachers through physical, intellectual, social,
emotional and spiritual development.
Morning assembly: Morning assembly nurtures positive institutional ethos that stresses care
for the self, others and the development of personal intelligence. It acts as the foundation for
the spiritual education and development of social education and ideal citizenship.
Classroom Teaching: Seminars, workshops and panel discussions in the classrooms help the
students to engage in learning and intrinsic motivation.
Co-Curricular Activities: Inter house cultural and sports competitions inculcate a healthy
competitive spirit among the pupil teachers.
Extension Activities: Practical assignments based on interaction with the community, as well
as, other outreach activities foster positive social interaction and awareness among the
trainees. A sense of social service is generated among the students.
Block teaching: Block teaching provides an opportunity to the trainees for interaction with
school community. During this period, the trainees come in contact with students from
various socio-economic backgrounds.
Blood donation: Selfless activities like blood donation helps in inculcating a sense of
cooperation, belongingness, patience and empathy among students.
144
7.2.4. How does the institution ensure that student teachers develop proficiency for working
with children from diverse backgrounds and exceptionalities?
In the morning assembly and during classroom teaching students are made aware about the
diversity and exceptionality that characterizes the nation. The various programs organized in
the college sensitized the students towards the social, cultural and economic disparities in our
country.
Micro-Teaching groups and the Houses are formed without any consideration of social or
economic status. This exercise of peer teaching helps the students in understanding the
working in classrooms with students from diverse backgrounds.
In Paper II Development of Learner and Teaching-Learning Process section IV deals with
exceptional children, individual differences and learner centered techniques for exceptional
children. This part of the curriculum helps the student teachers develop proficiency for
working with children from diverse backgrounds and exceptionalities.
Pupil teachers are given collective projects and preparation of teaching aids to develop their
proficiency for working with their peers from diverse backgrounds.
Inter house activities are collectively organized by the pupil teachers.
Practice teaching and Block teaching helps the students to develop the proficiency to work as
one without any discrimination. The practice teaching given an opportunity to the student
teachers to understand the teachers with diverse needs and their problem.
7.2.5. How does the institution address to the special needs of the physically challenged and
differently-abled students enrolled in the institution?
All students are motivated to provide congenial conditions for differently abled students in
the classrooms. The House Captains are specifically directed to take care of such students.
Physically challenged and differently abled students are encouraged to participate in all the
college activities.
During Block teaching these students are allotted schools close to their residences.
The facilities like libraries on the ground floor and ramps etc. are also provided to help such
students.
7.2.6. How does the institution handle and respond to gender sensitive issues (activities of
women cell and other similar bodies dealing with gender sensitive issues)?
Women cell of the college educates the students about gender sensitive issues, the rights and
privileges of women and the required change in the collective mindset of men towards
women.
Lectures on the legal rights of the women are organized in which the resource persons are
from the police department.
The Women Cell has established a linkage with Jagori Rural Charitable Trust. Members of
the trust interact with the pupil teachers and teach them how to addresses all forms of
discrimination based on gender, class, caste, religion, disability and all other forms of social
exclusion and to protect the individual and collective dignity of the most marginalized.
145
Dr. Rashmi Ramaul, In-charge Women Cell, periodically sensitized the students in the
morning assembly and asked the students to remain committed to the cause of building a just
and equitable society and to strengthen the voice of women and girls.
The Women Cell performed skits and songs in villages on issues like female foeticide,
dowry, illiteracy and girl child.
7. 3 Stakeholder Relationships
7.3.1. How does the institution ensure the access to the information on organizational
performance (Academic and Administrative) to the stakeholders?
The institution provides the stakeholders access to information on organizational performance:
Through newspapers and newspaper cuttings, regarding any activity of the college, which can
be found in the college library.
Information can be obtained through the college website: www.gcte.in
Stakeholders can obtain information through the e-mail on request.
The college Annual Report provides information on academic and administrative
performance.
The college magazine “Dhauladhar” showcases all the academic and co-curricular
performances.
Attendance shortage and Internal Assessment is displayed on the notice board.
7.3.2. How does the institution share and use the information/data on success and failures of
various processes, satisfaction and dissatisfaction of students and stakeholders for bringing
qualitative improvement?
The college takes feedback from the pupil teachers, parents, principal and teachers of practice
teaching schools. The feedback is discussed by the Principal with the staff members and
suggestions are incorporated while preparing the next year’s academic plan.
Appreciable activities and performances are reinforced in the forthcoming sessions.
The Principal briefs the staff council about the corrective steps to be taken and
reinforcements to be provided.
Meritorious students are rewarded with certificates and prizes for their performance in
academic, curricular and co-curricular activities.
Captains and Vice-Captains who, form a liaison between the staff and the students, are
rewarded for their hard work, in assisting the Principal and faculty in the smooth functioning
of the college.
Micro-Teaching group leaders are awarded certificates and prizes for their tireless and
devoted efforts throughout the year.
Blood donors are honored by the Red Cross Society and the college for showing concern for
a noble cause.
146
7.3.3. What are the feedback mechanisms in vogue to collect, collate and data from students,
professional community, Alumni and other stakeholders on program quality? How does the
institution use the information for quality improvement?
The feedback is procured in the following ways:
Feedback from the pupil teachers and practicing school is obtained on a feedback performa
Suggestion box installed in the college also helps in obtaining indirect feedback from
different stakeholders.
Informal feedback from the parents and alumni is obtained during interaction with the
stakeholders by teachers and Principal.
The feedback is analyzed and a feedback report prepared by the members of IQAC. The
committee prepares a report based on the suggestions/ complaints received, and the same is
forwarded to the Principal for appraisal, corrective measures and further action. This has led
to improvement in the quality of teaching-learning and staff competency.
Additional Information
1. How are the core values of NAAC reflected in the various functions of the institution?
Contribution to National Development:
The various activities which reflect the contribution to national development are Morning Assembly,
emphasis on quality, celebration of national days, career guidance, involvement of teachers in
research and different awareness campaigns undertaken by the college.
Fostering global competencies among students:
The activities reflecting fostering of global competencies among students are comprehensive
microteaching exercise, effective mentoring arrangement, personality development through morning
assembly and participation of teachers in national/international seminars, conferences, workshops
etc.
Inculcation of values:
The inculcation of values is reflected by celebration of national days, extension and outreach
activities, peer teaching thought for the day in morning assembly, campus beautification, dress code,
and value based curriculum.
Promoting the use of technology:
The promotion of use of technology is reflected by access to internet facilities, installation of digital
projectors in classrooms, use of audio-visual aids, exposure to modern technologies like interactive
boards, motivation of students to access open sources of information and use of technology in the
preparation of lesson plans.
Quest for excellence:
The quest for excellence is reflected through concerted efforts to achieve objectives, adherence to
college calendar, establishment of IQAC, feedback from various stakeholders and deep involvement
of pupil teachers in cultural and social activities.
147
Practice I
MICRO /SIMULATED TEACHING PRACTICE
CONTEXT:
Micro teaching and simulated teaching is initiated for strengthening the teaching- learning process
and to develop confidence in the pupil teachers. This is an effective pre-teaching practice which lays
the foundation for active delivery in the classrooms. Although Micro Teaching is a part of the B.Ed.
Curriculum and is being practiced in the colleges of education throughout the state, but very little
time is being spent by these institutions for this exercise. Keeping in view the importance of Micro/
Simulated Teaching Practice before the commencement of Block Teaching in practicing schools
and also, the impact of this practice on the performance of pupil teachers’ in real classroom
situation, compelled this institution to make it a part of curriculum delivery and practice every day.
Micro/Simulated Teaching Practice enriches the pupil teachers and sharpens their teaching skills
effectively. To make the practice more effective, some other dimensions have been added in a
gradual manner over the years like conducting orientation programme on micro teaching, simulated
teaching, increasing the number of skills from 5 to 10, increase in the time of Micro Teaching from
40 minutes to 60 minutes per day, declaration of every Saturday as mentoring day during Micro
Teaching hours, introduction of observation lessons of the peers, simulated teaching competition and
presentation of two discussion lessons during Block Teaching practice. Feedback received from the
outgoing students also shows that this practice improves the holistic personality of the pupil teachers
and enhances their confidence to discuss any subjective knowledge and general topic given at any
platform. In this practice the pupil teachers of different streams get an opportunity to interact with
the peer group, while delivering their lesson plans in their respective teaching subjects.
Consequently, pupil teachers gain more knowledge in different disciplines which prepares them for
interdisciplinary approach which is much in vogue these days.
OBJECTIVES:
The following are the main objectives of the practice teaching:
To prepare the pupil teachers for actual classroom presentation and better content delivery.
To develop the effective teaching skills among the pupil teachers.
To promote a sense of participation and discussion among the pupil teachers.
To encourage the students to master the required skills in a systematic manner.
To practice in an imaginary classroom situation the knowledge and skills acquired by the pupil
teachers.
To develop problem solving attitude to face the contextual problems in the classes.
To cope up with the problems related to classroom discipline.
To deal with individual differences effectively.
To enhance the feeling of team spirit among the pupil teachers.
To enhance the confidence level of the pupil teachers in teaching.
To prepare the pupil teacher to make teaching process interesting and inspiring.
To cultivate organizational and managerial skills.
THE PRACTICE:
Every year as the session commences, a programme is chalked out for a week in which a team of
teachers deliver lectures to all the students regarding Micro Teaching. In these lectures the students
are explained thoroughly about the concept of Micro Teaching, Cycle of Micro Teaching, different
skills and there components, and about the format of Micro lesson plans. This general briefing makes
148
the pupil teachers ready for preparing and delivering Micro Teaching lessons in the forthcoming
Micro Teaching Practice classes.
MICRO TEACHING PRACTICE:
Teachers facilitate participative teaching- learning in the classrooms. After the general briefing, the
pupil teachers are divided into peer groups with 10-15 students in each group under the supervision
of a teacher- in -charge. Each peer group nominates a group leader to co-ordinate the activities of the
group. A booklet containing the 10 skills and the teaching lesson plan format is given to the students
for use in micro– teaching and in simulated teaching. The ten skills are;
Skill of writing instructional objectives,
Skill of Introducing the lesson,
Skill of Probing questions,
Skill of Discussion and Demonstration,
Skill of Explaining links,
Skill of illustrating with examples,
Skill of Blackboard writing,
Skill of Stimulus variation,
Skill of Reinforcement.
Skill of Pupil participation
As per the Micro Teaching Cycle, each pupil teacher is given 5-7 minutes to deliver the micro
teaching lesson for a particular teaching skill and subject. All the other students of the peer group and
the teacher in charge observe the lessons with respect to the component of that skill. After the lesson
is over, the teacher in charge discusses the lesson with regard to the usage of different desirable or
undesirable components of that particular teaching skill and corrective measures are given for further
improvement. Each student has to deliver 10 Micro- teaching lessons in each subject during this
practice.
SIMULATED TEACHING (INTEGRATION OF SKILLS)
Simulation classes are organized prior to teaching practice and after the completion of micro
teaching. The pupil teachers have to teach 5 lessons in each teaching subject during simulated
teaching and they are given 15 to 20 minutes to complete their lesson. The lessons are prepared by
integrating the skills learnt in micro- teaching and by the use of proper teaching aids. Pupil teachers
are encouraged to make use of ICT in preparing the teaching aids. The lessons are observed by the
peer group and the teacher in -charge and suggestions for improvement are given. Detailed
observations are given by the teachers on the lesson plan files. Students are to re teach or re plan the
lessons till perfection is attained. The real impact of this healthy practice is clearly visible in Block
Teaching and final examination of skill in teaching.
OBSTACLES FACED AND STRATEGIES ADOPTED TO OVERCOME THEM
For students joining this course the concept of micro teaching is very new and different. Students
come from non- medical, medical and arts streams and have no knowledge of this practice, as such it
takes a very long time for the pupil teachers to become proficient in the various skills. Preparation of
teaching aids is another challenge the new entrants face. Lack of confidence and the fear of facing
their peers is initially a major obstacle. Since the students come from different parts of the country
149
proper pronunciation and correct usage of words requires consistent correction and practice by the
pupil teachers. These obstacles are overcome by the efforts of the faculty, who are always available
to provide formal and informal corrective measures and guidance. Classes on the preparation of
teaching aids, facility of a teaching aids workshop and ICT lab proves to be a boon for the pupil
teachers to acquire the skills and techniques for the preparation of these aids.
IMPACT OF THE PRACTICE
The pre- practice training which is conducted in the campus is very effective in chiseling the
teaching skills of the pupil teachers. The various skills, techniques and methodologies used by the
pupil teachers help them to become effective and efficient teachers. Preparation of teaching aids and
power point presentations enhance their efficiency in teaching process. This practice makes the pupil
teachers confident, expressive, creative, and innovative and there is a change in their attitude and
behavior. The variety of learning experiences provided to the pupil teachers helps them to understand
the different types of learners, their development process and problems faced by the peer team and
ways to eradicate this team.
RESOURCES REQUIRED
Blackboards, Over Head Projectors, material for preparation of teaching aids, projectors and use of
ICT labs.
CONTACT PERSON
Sh. Suresh Sharma
Associate Professor
150
Practice II
MORNING ASSEMBLY
CONTEXT
A high quality morning assembly has the potential to nurture a positive college ethos that stresses
care for the self, others and the pursuit of all forms of excellence. The practice of conducting the
assembly was initiated by the college to inculcate and promote integrated value system among the
pupil teachers. Teaching is the art of effective communication and it was observed that the students
who joined the institution lacked the skills and confidence to speak on an open platform, in front of
an audience. Morning assembly is an essential component of the curriculum in all the schools as
such, it was essential to educate the pupil teachers on the components, methods and the skills
required to conduct an effective assembly in the schools.
OBJECTIVES OF THE PRACTICE
The objective of the practice is the development of intra-personal intelligence. The assembly
encourages the pupils to reflect upon a set of universal values, such as love, peace, truth, cooperation
and respect. These values act as the foundation not only for religious education but for the
development of personal, social and health education, citizenship and the spiritual, moral, social and
cultural aspects of the curriculum. It is the period of homing, chiseling and molding the character of
the students, which plays a vital role in contributing to their overall growth and development.
THE PRACTICE
Morning assembly in GCTE is a thought provoking session where students reflect upon various
topics; international, social, environmental, cultural, education, ethical, current etc. It is ensured that
all the students participate by expressing their views and feelings logically. This session is a platform
for sharing knowledge and authority among teachers and students. Teachers act as mediators. The
morning assembly is held for 50 minutes and starts with the ‘National Song’ “Vande Matram”, a
salute to their nation. After the National song the morning prayer sung to express full faith in the
Supreme power and His omnipresence and omniscience. Prayers give us the joy of having intuitively
experienced love of our creator. The faith in the unseen subtle power and our love for him is an
undoubtedly rich source of all values, virtues and strengths. Silent sitting for two minutes is
concerned with the inner personal world of thoughts, feelings and emotions. National pledge by the
students is followed by attendance and “thought for the day”. The pupil teacher who presents the
thought, puts forward his/her views on the thought followed by a few other students adding their own
views to it. General knowledge questions are asked each day. A talk on some topic of international,
national, environmental or ethical issues is presented by different students each day. Addition to the
topic and diverse views on the topic are presented by the pupil teachers. Poems on specified themes
are also recited on certain days. Panel discussions and debates also form a part of the assembly.
Various important days like Education day, Women’s day, Communal Harmony week etc. are also
celebrated. During the Communal Harmony week in November various activities are conducted like
sensitization of the students, skits, debates, poetic symposium etc. Sometimes lectures and talks by
some eminent people are organized during the morning assembly. The assembly ends with the
singing of the National Anthem. A web of ideas, observations and intentions is woven to make the
assembly one of excellence.
OBSTACLES FACED
Students come from diverse socio-cultural and ethnic background to this institution. The dialect in
the state after every few kilometers and some students retain a touch of their local language, as such
151
these trainees are hesitant to come forward and speak in the morning assembly. Trainees are shy and
have stage fear and don’t want to add their views or participate in any activity of the morning
assembly. These are obstacles are overcome by motivating and encouraging the students to come
forward and do additions on the thoughts. Topics to be presented the next day are sometimes told by
the House Captains to the members of their respective Houses so that they come prepared for value
addition. Themes for poetry are told beforehand to the pupil teachers and they write and bring the
poems to recite. Boys are reluctant to sing the prayers but encouragement and practice helps them to
overcome their inhibitions and soon the boys become an integral part of the college choir.
IMPACT OF THE PRACTICE
The benefits of such an assembly of excellence are enormous to both individuals and the college in
general. The assembly demonstrates a reiteration of the values of each individual pupil teacher,
including their individual thoughts and abilities. Till the students pass out they develop social
sensitivity, consciousness and finer human sensibilities through self- reflection. Some of the positive
impacts which are seen:
Heightened awareness on the needs of others.
Greater sensitivity to the feelings of others.
Raised self esteem.
Good behaviour based on self-discipline.
Development of spiritual intelligence.
Raising achievements and standards.
Generating an ethos that is calm, happy and purposeful.
RESOURCES REQUIRED:
Blackboard for writing the “Thought of the Day”, Public Address System and Lecture Stand.
CONTACT PERSON
Dr. Rashmi Ramaul
Associate Professor
15
2
Wee
ks 1
2
3
4
5
6 7
8
9
1
0
11
1
2
13
1
4
15
16
1
7
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
Ad
missio
n an
d
Orie
ntatio
n
Theo
ry
Tuto
rials/
Semin
ars
Session
al Wo
rk-
Test and
Assign
men
ts
Practical W
ork
Prep
aration
of
Intern
ship
: D
em
onstra
tion
/ O
bserv
atio
n
of le
sson
s/
mic
ro
teachin
g/
sim
ula
tions
Practice
Teachin
g/
Intern
ship
Co
-curricu
lar
Activities
Work
ing w
ith
com
munity
/ pro
ject w
ork
End
-Term
Examin
ation
A w
eek is o
f six w
ork
ing d
ays an
d a d
ay is o
f six clo
ck h
ours
C. M
ap
pin
g o
f Activ
ities of th
e Institu
tion
E. ANNEXURES
ANNEXURE I
Teacher Education Scenario in the State
GCTE- Dharamshala established in 1956 is the oldest of the Govt. Institutes playing key-role in
improving the teacher education scenario of the state by imparting quality teacher education. It is
important to note that it has been the lone educational Institute in the state till 1971 when the
Dept. of Education, HPU-Shimla came into existence. Moreover, it was only in 2002 that
permission for opening Private Educational Institutes was granted by the Govt. of Himachal
Pradesh.
At present there are 72 college of teacher education including Govt. College of Teacher
education, Dharamshala providing teacher education to the students. All the private college of
Education established with in the territorial jurisdiction of Himachal Pradesh are self-financed
Institutes managed by different societies affiliated to H. P. University – Shimla and are duly
recognized by NCTE with an intake capacity of 100 to 200 candidates per year. Some of these
colleges are also offering M. Ed and other allied courses. Apart from GCTE-Dharamshala, Dept.
of education-HPU Shimla is another Govt. Institute offering various courses such as B.Ed.,
M.Ed., M. Phil, Ph. D. and PG Diploma in Guidance and Counselling and adult Education.
GCTE acts as a leader of all the teacher training institutions in the state as 100 point
reservation roster devised by the college is followed by the university and various other schemes
such as micro teaching format is also followed by same private institutions. However still there
are many loopholes to make the teacher education full proof in the light mushrooming growth of
the private institutions Recently a meeting of Consultative committee on Teacher Education was
convened by the Director Higher Education on 6th
September, 2014 in which principal GCTE
was also one of the members. The committee has made many recommendations for bringing
quality in teacher education.
For opening a college education, first of all permission is to be obtained from the state
govt. After obtaining permission from govt., NCTE and University recognition is obtained. The
University prescribes the curriculum, conduct examinations and award degrees. The regular
B.Ed. and M. Ed programmes are of one year duration. As per NCTE norms one unit of B.Ed.
consist of hundred students and one unit of M. Ed consists of 35 students. The staff student ratio
is 1:14.3 the ratio of 100 students or less in B.Ed. The teaching faculty shall comprise of
principal and 7 teachers. For additional intake, the number of teacher shall very proportionately.
The minimum marks required for applying to B.Ed. course is 50% (45% in case of SC, ST, OBC,
Physically challenged). For curriculum transaction, UGC norms are followed. The reservation
norms are followed as per Govt. policy and 100 point reservation roster is followed.
ANNEXURE II A
Tentative Annual Calendar of Activities
Session- 2013-14
August 2013
- Inaugural General Assembly of New B.Ed. Session-Briefing about the morning
assembly, general conduct and campus beautification.
- PTA General House and Formation of PTA Executive.
- Orientation of Micro Teaching and Simulation(Team Teaching)
- Cleanliness drive of campus and its Surroundings
- Formation of different houses and election of Captains and Vice Captains of the Houses
Shloka Uccharan on Sanskrit Diwas.
-
September 2013
- GCTE Award of Honour Function.
- Inter-Clooege Declarmation Contest and Poetic Symposium on Hindi Diwas.
- Inter-House Rangoli Competition.
-
October 2013
- Blood Donation Day
- Inter-House Painting Competition.
- Inter-House Mehandi Competitions.
- Inter-House Quiz Competitions.
- Inter-House Debate Competitions.
-
November 2013
- Class room Seminar on different Subjects.
- Annual Cultural Day.
- Videograpgy of Micro-Teaching Skills
December 2013
- Celebration of AIDS Awareness Week
- Extension & Outreach Activities..
- House Examination.
- Educational Tour/Trekking.
February 2014
- Inter-House Spelling Bee Competition
- Inter-House Flower Arrangement Competitions.
- Annual Athletic Meet.
ANNEXURE II-B
GOVT. COLLEGE OF TEACHER EDUCATION
DHARAMSHALA
Annual Calendar for Micro/ Simulated/Block Teaching-
2013-2014
September, 2013
Formation of Micro Teaching Groups and distribution of groups to the
Teacher In-Charges.
Six days orientation programme on Micro Teaching.
1. Day One Introduction of Micro Teaching (concept and cycle)
2. Day Two Introduction to different skills of teaching
3. Day Three How to write Micro Teaching lessons (Lesson plan format)
4. Day Tour Writing Instructional Objectives in Behavioral terms
5. Day Five Presentation of first skill by the pupil teacher followed by
Discussion
6. Day Six Demonstration of Micro Teaching skills by showing videos
And general instructions regarding the practice
Distribution of instructional material (Teaching skills booklet) to the teacher
In-charges and the pupil teachers
October to second week of December, 2013
Demonstration of the skills by the teacher educators and presentation of
skills by the pupil teachers (Observation, feedback and evaluation).
Annexure IV
Syllabus for B. Ed.
Himachal Pradesh University,
Shimla-5
1
DDEEPPAARRTTMMEENNTT OOFF EEDDUUCCAATTIIOONN
HHIIMMAACCHHAALL PPRRAADDEESSHH UUNNIIVVEERRSSIITTYY
COURSE FRAMEWORK
BBAACCHHEELLOORR OOFF EEDDUUCCAATTIIOONN
((BB..EEDD..)) (OPERATIVE FROM 2004-2005)
2
A CANDIDATE SHALL BE REQUIRED TO TAKE THE
FOLLOWING COURSES:
S. No. Course No. Name of the Course Max. Marks
1 Paper I Education in Emerging Indian Society 100 2 Paper II Development of Learner and Teaching–Learning
Process 100
3 Paper III Development of Educational System in India 100 4 Paper IV Essentials of Educational Technology 100 5 Paper V Education for Values, Environment and Human
Rights 100
6 Paper VI School Management 100 The student will opt two courses according to the
ones studied at graduation level. 100
7 Paper VII(A) Teaching of Physical Sciences 100 8 Paper VII(B) Teaching Life Sciences 100 9 Paper VII(C) Teaching of Mathematics 100 10 Paper VII(D) Teaching of Social Sciences 100 11 Paper VII(E) Teaching of English 100 12 Paper VII(F) Teaching of Hindi 100 13 Paper VII(G) Teaching of Sanskrit 100 14 Paper VII(H) Teaching of Home Science 100 15 Paper VII(I) Teaching of Commerce 100 14 Paper VIII(A) Work Education and Work Experience (Theory) 100 16 Paper VIII(B) Work Education and Work Experience (Practicum) Grade 17 Paper IX(A) Skill in Teaching 100 18 Paper IX(B) Skill in Teaching 100 THE DURATION OF THE COURSE
The duration of Bachelor of Education Course shall be one academic year for Regular
students and two years for the Distance Education Mode.
There shall be an annual examination ordinarily in the month of April and
supplementary examination in the month of September on the dates to be notified by the
Controller of Examinations.
THE MEDIUM OF EXAMINATION SHALL BE AS UNDER (a) The question papers shall be set in English and Hindi except for the teaching of languages.
3
(b) The candidate shall write their answers in Hindi in case of Teaching of Hindi and Teaching of Sanskrit, in English in case of Teaching of English and in English or Hindi in case of rest of the courses.
FORMAT OF QUESTION PAPERS FOR ALL THE COURSES
EXCEPT COURSE VII
1. The maximum marks for the paper will be 100 (80 marks for theory+20 marks
for Internal Assessment).
2. The examinee will attempt five questions in all.
3. The questions in the question paper will not be straight and direct.
4. Question number one will be compulsory and will be set from full syllabus. It
will have five parts and the examinee will have to attempt all the parts. The five
parts of the question may be of different marks depending upon their nature.
The marks for each part will be shown against it and the length of the answer in
terms of the word limit will be specified with each part.
5. Apart from Question No. 1, the question paper will have four sections. There
will be two questions in each section. Each question will have a minimum of
two parts. The examinee will attempt one question from each section.
However, two or more parts of a question may be of different marks depending
upon their nature. The marks for each part will be shown against it and the
length of the answer in terms of the word limit will be specified against each
part.
6. Each question will be of 16 marks.
7. There will be 20 marks as Internal Assessment for each paper.
4
PAPER I
EDUCATION IN EMERGING INDIAN SOCIETY
COURSE OBJECTIVES
To enable the students-teacher to understand:
1. About the relationship between Philosophy and Education and implications of
Philosophy on Education.
2. The importance and role of Education in the progress of Indian society.
3. The contribution of great Educators to the field of education.
4. The need to study education in a sociological perspective. The process of social
change and socialization to promote the development of a sense of commitment
to the teaching profession and social welfare.
5. Their role in the creation of a new social order in the country and learn about
various social welfare opportunities in which they can participate helpfully.
6. The means and measures towards the promotion of National Integration and
protection of human rights.
COURSE CONTENTS
SECTION-I
1. Education : Nature, Meaning, Objectives and Agencies.
2. Education in the Western Context with specific reference to Rousseau,
Pestalozzi Dewey and Russell; Their impact on educational thought and
classroom practices in terms of progressive trends in education.
3. Indian thought and its contribution to educational practices.
4. Philosophy and Education: Significance of studying philosophy in understanding
educational practices and problems.
5
5. Following Major Philosophical Systems – Their salient features and impact on
education:
a) Realism with reference to Aristotle and Jainism.
b) Naturalism with reference to the views of Rousseau and Rabindra Nath Tagore.
c) Idealism with reference to Plato, Socrates and Advaita Philosophy.
d) Pragmatism with reference to Dewey `Instrumentalism & Experimentalism`.
SECTION-II
6. Following Educational Thinkers and their contribution in developing principles
of education:
M. K. Gandhi: Basic tenets of Basic Education
Gijju Bhai: The world of the child
Swami Vivekananda: Man making education.
Froebel: The play way method.
Montessori: The didactic apparatus.
Parmahansa Yogananda: How to live education.
7. Knowledge about the Indian Constitution and its Directive Principles; Various
articles mentioned in the constitution that are related to education; Meaning of
secularism, social goals, democracy and socialistic pattern of society.
SECTION-III
8. Sociological basis of Education: Relationship between individual to individual
and individual to society in terms of norms given by the existing social order;
Education as a tool of economic development, Education as an agent of social
change, Education as a means of National welfare through the immediate
welfare of the society, Education and human resource development.
9. Meaning of National Integration and Emotional Integration and their need, Role
of teacher and educational institutions in achieving National Integration and
Emotional Integration through democratic interaction, Explanation of cultural
6
heritage, Contributions of different religions (Hinduism, Buddhism, Sikhism,
Islam, Christianity, and Jainism) for the same cause and human upliftment;
Philosophy of celebration of Indian festivals.
SECTION-IV
10. Meaning of a new social order, Eradication of illiteracy, Objectives of NAEP;
Provisions made and channels started for educating socially, culturally and
economically deprived groups; Means and measures taken for equality of
educational opportunities in terms of Castes, Tribes, Disabled, Gender and
Minorities. Achieving a learning society in terms of distance education.
Books Recommended
1. Anand, C.L. et. al. (Eds.) (1993): The Teacher and Education in Emerging
Indian Society, NCERT, New Delhi.
2. Brubacher, John S. (1971): Modern Philosophies of Education, Tata McGraw
Hill, Delhi.
3. Delors, Jacques (1996): Learning the Treasure Within, Report to UNESCO of
the International Commission on Education for Twenty first Century, UNESCO.
4. Durkheim Emile (1956): Education and Sociology, Free Press of Glencol, New
York.
5. Gore, M.A. et al. (1967): Papers in Sociology of Education in India, NCERT,
New Delhi.
6. MHRD, Report of Education Commission 1964-66, Ministry of Education,
Government of India.
7. Ministry of Education, Government of India: Value Education Source Book
(1994), NCERT, New Delhi.
8. Oad L.K. (Ed.) (1988): Shiksha ke Nutan Ayam, Rajasthan Hindi Granth
Academy, Jaipur.
9. Ruhela & Vyas, (1969): Sociological perspectives in School Education, Indian
Publishers Distributors, Delhi.
10. Ruhela, S.P. (Ed.) (1996): The Emerging Concept of Education in Human
Values, Regency Publication, New Delhi.
7
11. Ruhela, S.P.: Bhartiya Shiksha ka Samaj Shastra, Rajasthan Hindi Granth
Academy, Jaipur.
12. Salamatullah, (1970): Education in the Social Context, NCERT, New Delhi.
13. Singh, R.P. (1996): Future Classrooms in India, Vikas Publishing House, New
Delhi.
14. Swift, D.F. (1970): The Sociology of Education, Routledge and Kegan Paul,
London.
15. Toffler, E. Alvin, (1971): Future Shock, Batam Books, New York.
16. UNDP: Annual Human Development Reports.
17. UNESCO (1964): Economic and Social Aspects of Education Planning, IIEP,
Paris.
18. Gupta, V.K. (1996): Education in Emerging Indian Society, New Academic
Publishing House, Jalandhar (English Version).
19. Gupta, V.K. (1998): Education in Emerging Indian Society, New Academic
Publishing House, Jalandhar (Hindi Version).
8
PAPER II
DEVELOPMENT OF LEARNER AND
TEACHING–LEARNING PROCESS
COURSE OBJECTIVES
To enable the student to:
1. Acquire knowledge and understanding of stages of human development and
developmental tasks with special reference to adolescents learners.
2. Develop understanding of process of children learning in the context of various
theories of learning.
3. Understand intelligence, motivation and various types of exceptional children.
4. Develop skills for effective teaching-learning process and use of psychological
tests.
SECTION-I
Nature of Psychology and Learners
1. Psychology: Its meaning, nature, methods and scope; Functions of educational
psychology.
2. Concept of growth and development, General principles of development, Types
of development -- Physical, Social, Intellectual, Spiritual and Emotional; Stage
specific characteristics and developmental tasks; Role of teacher in facilitating
development.
3. Characteristics, needs and problems of adolescents.
SECTION -II
Learning and Motivation
4. Nature of learning; Learning theories- Trial and Error Theory, Conditioning-
Classical and Operant Theories, Learning by Insight, Information Processing
(Rosger’s) and Maslow’s Humanistic Theory.
9
5. Factors Influencing Learning and Teaching Process: Learner Related, Teacher
Related, Process Related and Content Related; Memory and forgetting.
6. Motivation: Nature and types. Techniques for enhancing learners` motivation.
SECTION-III
Intelligence
7. Nature and characteristics of intelligence and its development.
8. Theories of Intelligence: Two factor theory; Multifactor Theory (PMA) and SI
Model.
9. Measuring Intelligence – Verbal, Non-verbal and Performance tests (one
representative of group test and individual test of each).
SECTION-IV
Exceptional Children
10. Concept of exceptional children; Types, and Characteristics of each type
including children with learning disabilities.
11. Individual Differences -- Nature; Accommodating individual differences in the
classroom.
12. Learner Centred techniques for teaching exceptional children.
Personality
13. Personality: Definition, meaning and nature; Development of personality.
Methods of assessing personality.
14. Mental Hygiene: Meaning and basic principles of mental hygiene; Role of home
and school in promoting mental health; Characteristics of a mentally healthy
person.
15. Guidance: Meaning, Scope and Objectives of guidance services; Needs of
guidance services; Role of the teacher in organizing guidance programmes.
16. Educational Statistics: Frequency distribution and its graphical representation
(Frequency Polygon and Histogram), Computation of Central tendencies (Mean,
Mode and Median), Computation of variability (Variance and Standard
Deviation, Range and Quartile Deviation), Percentiles.
10
Books Recommended
1. Anastasti, A. (1967): Individual Differences, John Wiley, New Delhi.
2. Ausubel, D.P. (1968): Educational Psychology: A Cognitive View, Holt
Rinehart and Winston, New York.
3. Bhatnagar, Suresh (1980): Psychological Foundation of Teaching Learning &
Development (Hindi), Loyal Book Depot, Meerut.
4. Bigge, M.L. (1967): Learning Theories for Teachers, Delhi University Book
Stall, Delhi.
5. Bigge, M.L. & Hunt, M.P. (1968): Psychological Foundation of Education,
Harper & Row, New York.
6. Blair G.S., Jones R.S. & Simpson R.H. (1975): Educational Psychology,
McMillan Burner, New York.
7. Burner J.S. (1967): A Study of Thinking, John Wiley, New York.
8. Child Denis (1993): Psychology and the Teacher, Holt Rinehart & Winston,
New York.
9. DeCeeco and Crawford (1988): The Psychology of Learning and Instruction,
Prentice Hall, New Delhi.
10. Dentler, R.A. & Bernard: Readings in Educational Psychology. J.S. (Ed.)
(1976): ‘Can there be a discipline of Educational Psychology, Harper & Row,
New York.
11. Farnham-Diggory, S. (1972): Cognitive Processes in Education, Harper &
Row, New York.
12. Gage N.D. & Berliner, D.C. (1975): Educational Psychology, Rand McNally,
Chicago.
13. Glock, M.D. (1971): Guiding Learning, Wiley, New York.
14. Guilford, J.P. (1971): The Analysis of Intelligence, McGraw Hill, New York.
15. Hilgard, E.R. & Bower G.H. (1975): Theories of learning (IV), Englewood
Cliff Prentice Hall, New Jersy.
11
16. Jersild, A.J. (1963): Psychology of Adolescence, Methuen, New York.
17. Kazdin, A.E. (1975): Behaviour Modification in Applied Settings, Dorsey
Press, Homewood Illinois.
18. Maslow A.H. (1970): Motivation & Personality (2nd Ed.), New York.
19. Mathur, S.S. (1975): Education Psychology (Hindi) VII Ed., Vinod Pustak
Bhandar, Agra.
20. Melton, A.W. (Ed.): Categories of Human Learning, Academic Press, New
York.
21. Rothestien, P.R. (1990): Educational Psychology, McGraw Hills, New York.
22. Sprinthal, R.C. & Sprinthal N.A. (1977): A Developmental Approach,
Addison-Wesley, New York.
12
PAPER III
DEVELOPMENT OF EDUCATIONAL SYSTEM IN INDIA
COURSE OBJECTIVES To enable student teacher to: 1. Understand that development of education is influenced by socio-political forces
of the time; 2. Acquire knowledge of characteristics features of ancient, medieval and British
system of education in India and of their strengths and limitations; 3. Understand the contribution of various major committees and commissions on
education set up from time to time; 4. Appreciate the developments in Indian education the post-independence era.
COURSE CONTENTS
SECTION -I 1. Education in India during (a) Vedic, (b) Buddhist and (c) Medieval periods. 2. Growth and Development of Education in Himachal Pradesh; Problems and
Priorities. SECTION –II
3. McCauley’s minutes and Bentick's resolution of 1835. Adam’s report and its
recommendations. 4. Wood’s Dispatch of 1954. 5. Lord Curzon's Educational Policy. Growth of National Consciousness. National
Education Movement.
SECTION -III 6. Recommendations of Indian Education commission-1882, Its influence on the
subsequent development of education. 7. Essential features of Sadler Commission Report-1917. 8. Wardha Scheme of Education-1937.
13
SECTION -IV 9. University Education Commission (1948-49). 10. Secondary Education Committee Report (1952-53). 11. Indian Education Commission (1964-66). 12. National Policy of Education (1986). 13. Revised National Policy (1992)
Books Recommended 1. Bhatia K.K. & Chadda D.P.C. (1980): Modern Indian Education and its
problems, Praksh Brothers, Ludhiana.
2. Chopra R.K. (1993): Status of Teacher in India, NCERT, New Delhi.
3. Menon T.K.N. & Kaul G.N. (1954): Experiments in Teacher Training, New
Delhi.
4. Ministry of Education Government of India (1949): Report of the University
Education Commission, New Delhi; Report of the Secondary Education
Commission (1952-53) Ministry of Education; Report of the Education
Commission – Education and National Development (1964-66).
5. NCERT (1983): The Teacher and Education in the Emerging Indian Society,
NCERT, New Delhi.
6. NCTE (1998): Competency based and Commitment Oriented Teacher Education
for Quality School Education, Pre-Service & In-Service Programme, NCTE,
New Delhi.
7. Nurullah S. & Naik J.P. (1970) & Oad L.K. (Ed.) (1973): A Student History of
Education in India, McMillan & Co., Bombay; Shiksha Ke Nutan Aayam, Hindi
Grantha Academy, Rajasthan.
8. Siddiqi M.A. (1993): Teacher Education in India – A Resource Book, NCERT,
New Delhi.
9. Singh L.C. & Sharma P.C. (1995): Teacher Education and the Teacher, Vikas
Publishing House, New Delhi.
14
10. Singh R.P. (1990): Studies in Teacher Education. Bahri Publications, New
Delhi.
11. Warters J. (1964): Techniques of Counselling, McGraw Hill, New York.
12. Aggarwal J.C. (1967): Educational Administration School Organisation and
Supervision, Arya Book Depot, Delhi.
13. Mukharjee S.N. (1963): Secondary School Admn.
14. Raghunath Safaya (1977): School Administration and Organisation, Dhanpat Rai
& Sons, Jalandhar.
15. Singh M.P. (1962): Manual of School Organisation, City Book Depot,
Amritsar.
16. Government of India, Five Year Plans’.
15
PAPER IV
ESSENTIALS OF EDUCATIONAL TECHNOLOGY
COURSE OBJECTIVES 1. To obtain a total perspective of the role of technologies in modern education. 2. To equip the student teacher with his various technological applications available
to him/her for improving instructional practices. 3. To help the teacher to obtain a total gender of his role of scientific management in
education 4. To provide the teacher the skills required for effective instructional and
institutional management.. 5. To develop the professional skills required for guiding pupils in the three initial
areas educational penal and victual.
COURSE CONTENTS
SECTION -I 1. Definition of Educational Technology; Distinction between hardware and
software technologies and their role in modern educational practices. 2. Hardware Technologies: Important accessories and their application -- OHP, Still
and Movie Projectors, Audio-Video recording instruments, TV, Computers, New technologies like e-mail; internet; etc.
3. Use of strategies viz. Teleconferencing, Programmed Instruction, CAI, Language
Laboratory.
SECTION –II
4. Psychological uses of modern technologies. Cone of experience (Edger Dale), Multi-sensory Instruction and its advantages.
5. Communication: Concept principles and models of communication. 6. Stages of Teaching: Pre-active, interactive and post active stages of teaching
along with operations involved in them.
16
SECTION–III 7. Models of Teaching: Concept and elements of teaching model; Glaseisn Basic
Teaching Model. 8. Modification of Teaching Behaviour: Concept; Modification of teacher behaviour
through micro-teaching, simulation, Flanders’ interaction Analysis, RCS and Transactional Analysis.
SECTION–IV
9. Developing Programmed Instructional Material – Linear and Branching
Programmes (tryouts and validation etc.). 10. Meaning, Features, Advantages and Limitations of following technologies of
instruction -- Personalized System of Instruction, Audio-Tutorial Systems, Co-operative Learning, Simulation and Games, and Computer Assisted Instruction.
Books Recommended
1. Apter, Michael, J. (1968): The New Technology of Education, MacMillan,
London.
2. Chauhan, S.S. (1978): A Text Book of Programmed Instructions.
3. Dececo, John, P. (1964): Educational Technology Readings in Programmed
Instructions, Holt Rinehart and Winston.
4. Markle, Sustan Meyer: Good Frames & Bad-A Grammar of Frame Writing,
John Wiley & Sons.
5. Pangotra, Narendra Nath: Fundamental of Education Technology, International
Publishers, Chandigarh.
6. Richmond, Kenneth, W. (1969): The Teaching Revolution, Methuen & Co.,
London.
7. Ruhela, S.P. (1973): Educational Technology.
8. Sharma, R.A. (1977): Shikshan Taknik, Modern Publishers, Meerut.
17
PAPER V
EDUCATION FOR VALUES, ENVIRONMENT AND HUMAN RIGHTS
COURSE OBJECTIVES
1. To understand the nature and sources of nature, and disvalues. 2. To understand the classification of values under different types. 3. To appreciate educational values like democratic, secular, and socialist.
COURSE CONTENTS
SECTION -I 1. Values: Concept, Nature and classification of values; Need for the education of
human values. 2. Five universal Values: Truth, Righteous Conduct, Peace, Love and Non-Violence
and their sub-values as listed by Gokak Committee. 3. Sources of Values: Culture, Religio-Spiritual and Constitutional; Values as
enshrined in the Constitution of India,
SECTION -II 4. Methods of Teaching Human Values: Direct, Indirect; Integrating values with
curricular and co-curricular activities. 5. Environment: Meaning, Scope, Principles and Objectives of Environmental
Education. 6. Environmental Pollution: Types, Causes and Remedies.
SECTION -III 7. Environmental Hazards -- Causes and Effects (Global and Local). Green House
Effect, Ozone Layer Depletion, Acid Rain, Polar Melting, Rising of Sea Level and their implications.
18
8. Role of School in Environmental Conservation and Sustainable Development. 9. Human Rights: Concept, Foundations, and Historical Background; Universal
declaration of Human Rights and Indian Constitution Provisions.
SECTION -IV 10. Human Rights Education at Secondary Level Curriculum: Hunan Rights
Education at Secondary Level curriculum, Activities for Human Rights Education.
11. Enforcement of Human Rights: Concern for enforcement – necessity, historical
background and present status, Formal mechanisms – UN organs and National levels, NGOs and Press and Media, Mechanisms in schools for the protection of human rights.
Books Recommended
1. Borgohain, Bani, Human Rights: Social Justice and political challenge, New
Delhi: Kanishka Publishers, 1999. 2. Chandra, Ashish, Human Rights and Conflict Resolution, New Delhi: Rajat,
2000. 3. Dev, Arjun and India Arjun Dev and Others, Ed. Human Rights: A source Book,
New Delhi: NCERT, 1996. 4. Dhand, Harry, Teaching Human Rights: A handbook, Bhopal: Ashian Institute of
Human Rights, 2000. 5. Jois, M. Rana, Human Rights and Indian Values, New Delhi: NCTE, 1998. 6. Khanna, S.K., Children and Human Rights, New Delhi: Commonwealth, 1998. 7. Mohanty, Jagannath Ed., Human Rights Education, New Delhi: Deep and Deep
Pub., 2000. 8. Pachami, S.K., Children and Human Rights, new Delhi, APH Publishing, 1999. 9. Palai, Arun Kumar, National Human Rights Commission of India: Formation,
Functioning and Future Prospects, New Delhi: Atlantic Pub., 1999. 10. Paul, R.C., Protection of Human Rights, New Delhi: Commonwealth, 2000.
19
11. Reddy, D. Narasimha, Crime, Corruption and Development, New Delhi, Deep and Deep, 2001.
12. Sanajaoba, Naorem, Ed., Human Rights: Principles, Practices and Abuses, New Delhi, Om Sons.
13. Sen, Sankar, Human Rights in a Developing Society, New Delhi: APH
Publishing, 1998. 14. Talesta, Hemlata and Pancholy, Nalini and Nagda, Mangi Lal, Ed., Human Rights
Education: A Global Perspective, New Delhi: Regency, 2000. 15. Bhatt, S.R., Knowledge, Value and Education: An axiomatic analysis, Delhi: Gian
Pub., 1986. 16. Josta, Hari Ram, Spiritual Values and Education, Associated Press, Ambala,
1991. 17. Kar, N.N., Value Education: A Philosophical Study, Ambala Cantt: Associated
Pub., 1996. 18. Karan, Reddy V. Narayan, Men Education and Values, New Delhi: B.R. Pub.
Corp., 1979. 19. Kulshrestha, S.P., Emerging Value pattern of Teachers and Value Pattern of
Teachers and New Trends of Education in India, New Delhi: Light & Life Pub., 1979.
20. Mascarenhas, M. and Justa, H.R. Ed., Value Education in Schools and other
Essays, Delhi: Konark, 1989. 21. Ronald, King, Values and Involvement in Grammar School London: Routledge,
1969. 22. Samporan Singh, Human Values, Jodhpur: Faith Pub., 1979. 23. Sharma, S.R., Ed., Teaching of Moral Education, New Delhi: Cosmo Pub., 1999. 24. Sharma, R.C. Merle, C. Tan (1990) Source Book in Environmental Education for
Secondary School Teachers, Bangkok, UNESCO.
20
PAPER VI
SCHOOL MANAGEMENT
COURSE OBJECTIVES To enable the student to: 1. Acquire knowledge about the process of school management. 2. Understand the different types of management processes. 3. Acquire knowledge of duties of school head and teachers. 4. Understand the concept of administration and supervision, co-curricular activities
and time-table. 5. Acquire knowledge about the maintenance of different school records and
registers.
COURSE CONTENTS
SECTION-I 1. School Management: Concept, Characteristics and Scope. 2. Management Approaches: Man-Power Approach, Cost-Benefit Approach, Social-
Demand Approach, Social-Justice Approach. Decision making: Concept and techniques.
3. Physical Infrastructure: Availability, adequacy and utilization; Management of
space; Problems and difficulties in space management and allocation procedures.
SECTION-II 4. School Head: Qualities and duties of school head as per H.P. Education Code,
Role of Head in planning, monitoring, supervision and evaluation; Delegation of authority and accountability.
5. Teacher: Teaching as Profession – Characteristics, Professional traits of a teacher,
Role of Teacher – Instructional input, manager, facilitator, counselor, and community leader. Classrooms management: Concept, Principles, Influencing factors and techniques of Classrooms Management.
21
SECTION-III 6. Educational Administration in H.P. State: The administrative structure of
education in the State, Control of education, function of the State and State Board of School Education in controlling secondary schools.
7. Co-curricular Activities: Concept, types and importance, Principles of
organization of co-curricular activities and role of a teacher.
SECTION-IV 8. Time-Table: Concept, importance, types, principles and problems of time-table
construction; Role of the teacher. 9. School Records and Registers: Types and need; How to maintain school records;
Different types of records and registers viz. Teacher Diary, Cumulative Record Card, Attendance Registers of Teacher and Students, Admission & Withdrawal Register and Stock register.
10. Supervision and Inspection: Concept, Types, Scope and Aims of supervision,
Supervision in schools of Himachal Pradesh: Supervision Staff, Supervision Report, Steps in conducting supervision and Guidelines to supervision staff.
Books Recommended
1. Stoner, J.A.F. and Freeman, R.E. (1992). Management, Prentices Hall. 2. Gosh, B. (1994). A New Look at Organizational behaviour, Bombay: Himalaya
Publishing House. 3. Adair, John (1985). Effective Decision Making, Panbook London. 4. Mathew, M.T. (1993). Organization Theory and Behaviour, Jaipur: RBSA
Publishers. 5. Sisk, M.L. (1977). Management and Organization, Souths Western Publishing
Co. Ohio. 6. Evertson, Carolyn (1984). Classroom management for Elementary Teachers,
Prentice Hall. Nayor, P.R. Dave, P.N., and Arora, K. (1982). The Teacher and education in the
Emerging India Society. New Delhi: NCERT. 8. Aggarwal, J.C. (1994). Educational Administration Management and Supervision,
Principles and Practices. New Delhi.
22
9. Kochhar, S.K. (1990). Secondary School Administration, Jalandhar, University Publishers.
10. Mathur, S.S. (1990). Educational Administration and Management, Ambala:
Indian Publication. 11. Vashisht, S.R.(ed.) (1994). School Administration. New Delhi: Anmol
Publications.
23
PAPER VII The student will opt two courses according to the ones studied at graduation level.
VII (A) TEACHING OF PHYSICAL SCIENCES
COURSE OBJECTIVES Student-teacher to have the ability to: 1. Develop a broad understanding of the principles and procedures used in modern
science education. 2. Develop their essential skills for practicing modern science Education. 3. Develop their skills necessary for preparing international accessories. 4. Prepare acceptance lesson models which lay down this procedure to the adopted
for preparing designs of lessons. 5. Manage introduction activity in such a way that the vast majority of the learners
attain most of the objectives.
COURSE CONTENTS
SECTION-I 1. Nature of modern sciences; Nature of physical sciences; Eminent world scientists,
Eminent Indian scientists, Professions in the area of sciences. 2. Justification for including science as a subject in school curriculum. Objectives of
teaching Physical Sciences; Taxonomy of educational objectives; Concept of entering and terminal behaviour; Organizing learning experiences for achieving specified behavioural outcomes.
SECTION-II
3. Major models of instruction useful for science education. 4. Defining desired outcomes (statement of objectives) for different levels of
education. 5. Co-curricular and Non-formal Approaches: Activity approaches and non-formal
methods of science teaching in terms of field trips, school gardening, science
24
clubs, visits to science museums; organizing science projects; Organizing science fairs and excursions.
SECTION-III
6. Planning for Teaching -- Developing yearly plans, Unit plans, Lesson plans,
Content analysis and identification of important concepts for further focus; Use of Piagetian, Brunerian, Gagnesian principles in developing lesson plan; Preparation and development of improvised apparatus; Preparation, selection and use of teaching aids, Innovations in teaching the subject in terms of team teaching, programmed teaching, seminar presentations, and computer assisted teaching.
7. Curriculum and Resource Utilization: Approaches to curriculum designing:
Adapting the curriculum to local needs and requirements and the availability of local resources availabilities. Practical work in science teaching; Report writing for science projects.
8. Methods of Teaching Physical Sciences i) Methods of teaching (a) Lecture-demonstration method (b) Project method
(c) Problem-solving method (d) CAI ii) Analysis of teaching methods used by teachers in schools for teaching life-
sciences. SECTION-IV
9. Curricular Accessories and Support Material -- Textbooks Journals, Handbooks,
Students’ work-books, Display-slides, Laboratory materials and Audio-video support material.
10. Evaluating Outcomes of Science Teaching: Construction of norm-referenced and
criterion-referenced tests, Preparing different types of items in accordance with the Bloom’s taxonomy of instructional objectives. Limitations and advantages of different types of items.
11. Diagnostic Testing and Remedial Teaching: Developing formative evaluation
instruments as aids to learning. 12. Designing Lesson Plans: Formation of unit and lesson plans.
25
13. Teaching Aids Classification of teaching aids and their description, Importance of teaching aids in teaching physical-sciences.
Books Recommended
1. Anderson, R.D. (1970): Developing Children’s Thinking Through Science,
Prentice Hall, New Delhi.
2. Carian, A.A. & Sund, R.D. (1976): Teaching Science Through Discovery,
Meril.
3. Harvard Project Physics (1968): An Introduction to Physics (Vol.I-CI).
4. Hurd Dehart, P. (1971): New Directions in Teaching School Science, Rand
McNally Co., Chicago.
5. Kuthiro, (1970): Physics Teacher Guide, Parker Publishing Co., New York.
6. Lewis, J.L. (1977): Teaching of School Physics, Longman Group Ltd.,
London.
7. Sharma, R.C. (1981): Modern Science Teaching, Dhanpat Rai and Sons, Delhi.
8. Weber: Physics for Teachers, A Modern Review (1965), McGraw Hill, New
York.
9. Anderson, R.D. (1970): Developing Children’s Thinking Through Science,
Prentice Hall, New Delhi.
10. Bruce Joyce (1994): Models of Teaching, March Weil Prentice Hall, New
Delhi.
11. Cartin, A.A. & Sund, R.D. (1972): Teaching Science through Discovery,
Merill, London.
12. Gerrise, J. & Madsfield, D. (1971): Chemistry by Experiment and
Understanding, New York.
13. Hurd Dihurt, P. (1971): New Directions in Teaching School Science, Rand
McNally Co., Chicago.
14. Murry John, (1970): Teaching of Science in Secondary School, Association for
Science Education.
26
15. NCERT: Position of Science Teaching in Indian Schools.
16. NCERT: Strategies in Science Education (RCE) Ajmer.
17. Nuffield (1968): The Basic Course. Longman, London.
18. Sharma, R.C. & Sharma: Teaching of Science, New Delhi.
19. Siddiqui, N.N. & Siddiqui, N.: Teaching of Science, New Delhi.
20. Asimov, I. (1965): Guide to Science, Vol. I, Pelican Books.
21. Bal-Vigyanik (1981): Science Text book for Middle School, M.P. Text Book
Corporation.
22. Boulind, H.F.: Teaching Physics in Elementary Schools, Oxford university
Press.
23. Esler: Innovations in Science Teacher Education, Penguin Books.
24. Rogers, E.M.: Physics for the Inquiring Mind, Princeton university Press.
25. Romey, W.D. (1968): Inquiry Technique for Teaching of Science, Prentice
Hall, New Delhi.
26. Jenkin, E. & Whitefield, R.: Readings in Science Education, A Source Book,
McGraw Hill, London.
27. Ya-Perelan: Physics for Entertainment, MIR Publishers, Moscow.
28. Walker, J. (1977): The Flying Circus of Physics, John Wiley and Sons.
27
VII (B) TEACHING OF LIFE SCIENCES
COURSE OBJECTIVES 1. To develop awareness about developments in the area of teaching and learning of
Life Science at the national and international level. 2. To develop competencies in the prospective teachers related to Life Science at the
lower secondary level with specific reference to Indian school conditions. 3. To orient prospective teachers in specific educational aspects of Science and
Technology Education e.g. general concept of Life Science, aims and objectives of Life Science, pedagogical analysis of contents in Life Science at the lower secondary level, transaction of contents, methods of teaching, evaluation etc.
4. To enable prospective teachers to be effective teachers in order to perform the
required role as a Life Science teacher under Indian School conditions.
COURSE CONTENTS
SECTION-I 1. Importance, Aims and Objectives a) Importance of Life Science in School Curriculum. b) General aims and objectives of teaching Life Science. c) Bloom’s taxonomy of educational objectives. d) Formulation of specific objective in behavioural terms. 2. Content and Pedagogical Analysis
Curriculum: Concept, Scope and Principles of curriculum construction. Principles of analysis of the curriculum of Life Sciences at Secondary level in terms of its relevance and suggestions for improvement.
SECTION-II 3. Development of Instructional Material Transaction of contents: (a) Unit Planning
28
(b) Lesson Planning (c) Preparation of teaching aids (d) Development of aquarium, vivarium etc. (e) Development of demonstration experiments. 4. Teaching Aids Classification of teaching aids and their description, Importance of teaching aids in teaching life-sciences. 5. Text Book Characteristics of good text book on life sciences. Evaluation of the textbook. 6. Laboratory Organization Layout of Laboratory, Buying and care of equipment for life-science laboratory; Organizing laboratory for practicals and teaching of life-sciences; Accident prevention and first aid requirements in life-science laboratory
SECTION-III 6. Methods of Teaching and Skills i) Methods of teaching (a) Lecture-demonstration method (b) Project method
(c) Problem-solving method (d) CAI ii) Analysis of teaching methods used by teachers in schools for teaching life-
sciences.
SECTION-IV 7. Evaluation Purpose of evaluation, types of evaluation: Diagnostic, Formative and Summative, Steps in the construction of an achievement test; Attributes of a good achievement test. 8. Organization of Biological Associations, fairs and exhibition.
29
Books Recommended
1. Bremmer, Jean (1967): Teaching Biology, Macmillan, London. 2. Dastgir, Ghulam (1980): Science Ki Tadress, Translation of Sharma and Sharma
Teaching of Sc., Tarakki Urdu Board, New Delhi. 3. Heller, R. (1967): New Trends in Biology Teaching, UNESCO, Paris. 4. NCERT (1969): Improving Instructions in Biology, New Delhi. 5. Novak, J.P. (1970): The Improvement of biology Teaching. 6. Sharma, R.C. (1975): Modern Science Teaching, Dhanpat Rai & Sons, New
Delhi. 7. Waston, N.S. (1967): Teaching Science Creativity in Secondary School, U.B.
Saunders Company, London. 8. Green, T.C. (1967): The Teaching and Learning Biology, Allman & Sons,
London. 9. Miller, David, F. (1963): Methods and Materials for Teaching the Biological
Sciences, McGraw Hill, New York. 10. Nunn, Gordon (1951): Handbook for Science Teachers in Secondary Modern
School, John Murry, London. 11. Thurber, Walter (1964): Teaching of Science in Today’s Secondary Schools,
Prentice Hall, New Delhi. 12. Vaidya, N. (1971): The Impact of Science Teaching, Oxford and IB+I Publication
Co., New Delhi. 13. Voss, Burton F.A. & Bren, S.B.: Biology as Inquiry, A Book of Teaching
Methods. 14. Gupta, V.K. (1995): Reading in Science and Mathematics Education, Associated
Publishers, Ambala Cantt. 15. Gupta, V.K. (1994): Life Sciences Education Today. Arun Publishing House Pvt.
Ltd. SCO 49-51, Sector 17-C, Chandigarh. 16. Gupta, V.K. (1995): Teaching and Learning of Science and Technology, Vikas
Publishing House, New Delhi.
30
17. Gupta, V.K. (1996): Science and Technology Education: New Thrusts and Recent Trends, Arun Publishing House, Chandigarh.
18. Gupta, V.K. (1995): Readings in Science and Mathematics Education, Associated
Publishers, Ambala Cantt.
31
VII (C) TEACHING OF MATHEMATICS
COURSE OBJECTIVES To enable the pupil teacher to: 1. Understand and appreciate the uses and significance of mathematics in daily life; 2. Learn successfully various approaches of teaching mathematics and to use them
judiciously; 3. know the methods of planning instruction for the classroom. 4. Prepare curricular activities and organize the library and book in it as per the
needs; 5. Appreciate and organize activities to develop aesthetics of mathematics. 6. Obtain feedback both about teaching as well as student’s learning.
COURSE CONTETS
SECTION-I 1. Meaning of Mathematics; History of Mathematics; contributions of Indian
Mathematicians with reference to Bhaskaracharya, Aryabhatta, Leelabathi, Ramanujam and contributions of Euclid, Pythogorus, Rene-Descarte.
2. Objectives of teaching mathematics in terms of instruction and behavior,
Approaches to teaching of mathematics viz., inductive, deductive, analytical, synthetic, heuristic, project and laboratory; using various techniques for teaching mathematics viz., oral, written, drill, assignment and supervised study.
SECTION-II
3. Meaning and importance/purpose of a lesson plan; Proforma of a lesson plan and
its rationality, Meaning and purpose of a unit-and-unit plan; Developing/preparing low cost improvised teaching aids relevant to local ethos; Skill in maintaining and using blackboard, models, charts, TV, films, video tapes and VCR.
4. Methods of Teaching Mathematics; ii) Analysis of teaching methods used by
teachers in schools for teaching mathematics.
32
SECTION-III 5. Principles and rationale of curriculum development; Preparing the syllabi both
logically and psychologically according to the age groups of children; Critical study of existing syllabi of Mathematics in Himachal Pradesh at the secondary level.
SECTION-IV
6. Textbooks in mathematics, qualities of a good textbooks in mathematics; its
functions and process, Evaluation of text book in mathematics. 7. Education of Exceptional children in Mathematics: Backwardness in Mathematics – diagnosis and remedies. Enrichment programmes
for the gifted children in Mathematics. 8. Evaluation in Mathematics.
Books Recommended
1. Butler and Wren (1951): Teaching of Secondary Mathematics, McGraw Hill
Book, Co., New York.
2. Davis D.R. (1951): The Teaching of Mathematics, Addison Wesley Press,
London.
3. Dolclani B.F. (1972): Modern School Mathematics-Structure and Method.
London Mathematics Association: Report on the Teaching of Arithmetic,
Algebra & Geometry, B. Bell & Sons.
4. Nicholad, Eugene, D. & Swain Robert, L.: Mathematics for Elementary School
Teachers, Holt Rinehart & Winston, New York.
5. Schonnel, F.F. & Schonnel, F.J. (1965): Diagnostic and Remedial teaching in
Arithmetic, Liver and Boyd, London. 6. School’s Council (1972): Mathematics in Primary Schools-Curricular in Bulletin,
H.M.S.O., London. 7. Sidhu, K.S.: The Teaching of Modern Mathematics, Sterling Publishers, New
Delhi. 8. Ashlock Si Herman (1970): Current Research in Elementary School Mathematics,
MacMillan, London.
33
9. Bell, E.T. (1965): Men of Mathematics I & II, Penguin. 10. Biggs, E.E. & Maclean James, R. (1969): Freedom to Learn, Addison Wesley,
Canada. 11. Land, Frank (1975): The Language of Mathematics, John Surrey, London. 12. McIntosh, Jerry A. (1971): Perspective on Secondary Mathematics Education,
Prentice Hall, New Jersy. 13. NSSE (1970): Mathematics Education, NSSE, Chicago. 14. Riuedesel, C. Alan (1967): Guiding Discovery in Elementary Mathematics, John
Wiley & Sons, New York. 15. Schaff, William L. (1965): Basic Concepts of Elementary Mathematics, John
Wiley & Sons, New York. 16. Vigilante, Nicholas (1969): Mathematics in Elementary Education, MacMillan,
London. 17. Vilenkin, N.Y. (1968): Stories About Sets, Academic Press, New York.
34
VII (D) TEACHING OF SOCIAL SCIENCES
COURSE OBJECTIVES To enable the pupil teacher to: 1. Appreciate the need for learning History, Geography, Civics, Sociology and
Economics either as separate disciplines or as any integrated discipline. 2. Develop knowledge about the basic principles governing the construction of a
social science. 3. Develop the classroom skills needed for teaching of social science/social studies
either as a separate or as an integrated discipline using modern methodology. 4. Acquire the completed to plan for instruction. 5. Develop the ability to organize co-curricular activities and community resources
for promoting social science/social studies learning. 6. Acquire the ability to develop instructional support materials.
COURSE CONTENTS
SECTION-I 1. The need for teaching the subjects under Social science/social studies (History,
Geography, Civics, Sociology and Economics) in schools; Concept of social studies and how it differs from other social sciences; Present perception about social studies/social sciences. Rationale for including these areas in school curriculum.
2. Objectives of teaching social studies. Objectives of teaching the subject at
different levels. Discipline-oriented teaching of social studies and social reconstruction approach.
SECTION-II
3. Principles of designing a social studies curriculum with weightages to be given
for each component subject areas; Approaches to organizing social studies curriculum in terms of correlation, integration, concentric, spiral, unit and chronological approaches.
4. Instructional strategies, methods and models: Importance of instructional
strategies, Strategies for teaching social studies in terms of specific methods viz.
35
lecture, lecture cum discussion, projects, and source methods, socialized recitation and supervised study.
SECTION-III
5. Planning of instruction: Unit Plan and Lesson Plan. 6. Arranging and organizing field trips to places of cultural importance through
planning, preparing, executing, recording and following up the field trip for learning the underlying importance of content of the subject; team-teaching; organizing social studies clubs; social studies laboratories and thought provoking programmes like quizzes, word searches etc.
SECTION-IV
7. Purposes of evaluation in social studies, Formative and summative evaluations,
Their salient features, Remedial teaching, Question proportion and objectivity in essay type examinations, Preparation of unit tests and tests of performance like product preparation, model construction, enactment of role play etc.
8. Construction of norm-referenced and criterion-referenced tests, Preparing
different types of items in accordance with the Bloom’s taxonomy of instructional objectives. Limitations and advantages of different types of items.
Books Recommended
1. Bining, A.C. and Bining, D.H. (1952): Teaching the Social Studies in
Secondary School, McGraw Hill Book Company, New York.
2. Choudhary, K.P. (1975): The Effective Teaching of History in Indian, NCERT,
New Delhi.
3. Dhamija, Neelam (1993): Multimedia Approaches in Teaching Social Studies,
Harmen Publishing House, New Delhi.
4. Dixit and Bughela, H. (1972): Itihas Shikshan. Hindi Granth Academy, Jaipur.
5. Fenton, Edwin (1967): The New Social Studies, Holt Rinehart, Winston, Inc.,
New York.
6. NCERT, (1988): Guidelines and Syllabi for Secondary Stage (Class IX, X),
NCERT, New Delhi.
7. Hashmi, M.A.A. (1975): Tarikh Kaise Parhhaen, Maktaba Jamia Ltd., New
Delhi.
36
8. Khan, Riaz Shakir (1982): Maashiyaat Kaise Parhhaen, T. Urdu Board, New Delhi.
9. Khan, Riaz Shakir: Arthshastra Shikshan, Kota Open University, BE-13. 10. Kochar, S.K. (1963): The Teaching of Social Studies, University Publishers,
Delhi. 11. Mofatt, M.R. (1955): Social Studies Instruction, Prentice Hall, New York. 12. Mouley, D.S. Rajput Sarla & Verma, P.S. (1990): Nagrik Shastra Shikshan, Kota
Open University. 13. NCERT, (1968): National Curriculum for Primary & Secondary Education: A
Frame Work, Revised Version, NCERT, New Delhi. 14. Quillen, I.J. & Hanna, L.A. (1943): Education for Social Competence, Curriculum
Sc. Instruction in Secondary School Social Study, Scott, Foreman & Co., Chicago.
15. Ruhela, S.P. & Khan, R.S.: Samajik Vigyan Shikshan, Lota Open University, BE-
5. 16. UNESCO (1981): Handbook for Teaching of Social Studies, UNESCO, Paris. 17. Wesley, E.B. (1950): Teaching Social Studies in High School, Heath & Co.,
Boston DC. 18. Bossing, N.L. (1970): Teaching in Secondary School, Amerinal Publishing Co.
Pvt., New Delhi. 19. Branard, M.C. (1953): Principles and Practice of Geography Teaching, University
Tutorial Press, London. 20. Burton, W.H. (1953): Principles and Practice of Geography Teaching, University
Tutorial Press, London. 21. Burton, W.H. (1972): Principles of History Teaching, Methuen, London. 22. Buch, M.B. (1969): Improving Instruction in Civics, NCERT, New Delhi. 23. Callahan, J.I. Dark, L.H. (1982): Teaching in the Middle Secondary Schools
Planning for Competence, New York. 24. Clark, L.H. Stare, I.S. (1982): Secondary School Teaching Methods, University
Tutorial Press, London.
37
25. Khan, R.S. and Ahmad, I. (Eds.) (1995): Lesson Planning, IASE, JMI, New Delhi.
26. Lee, N. (Ed.) (1975): Teaching Economics, Heinemann Educational Books,
London. 27. Lewis, E.M. (1960): Teaching History in Secondary School, Sterling Publishers,
Delhi. 28. Verma, O.P. (1981): Geography Teaching, New Delhi.
38
VII (E) TEACHING OF ENGLISH
COURSE OBJECTIVES 1. To familiarize the student-teachers with elements of English language. 2. To enable the student-teachers to develop linguistic skills among their pupils. 3. To enable the student-teachers to conduct pedagogical analysis of the contents in
English language and develop teaching skills e.g. questioning, explaining, illustration, stimulus variation.
4. To enable the student-teachers to make effective use of instructional aids in
teaching of English. 5. To enable the student-teachers evaluate the performance of their students.
COURSE CONTENTS
SECTION-I
Concept 1. Nature of language 2. Importance of language 3. Functions of language 4. Linguistic principles 5. Aims and objectives of teaching English 6. Stating objectives in behavioural terms.
SECTION-II
Content and Pedagogical Analysis 7. Teaching of prose, poetry, composition and grammar. 8. Pedagogical analysis based on unit analysis, objectives, learning experience,
chosen methods and material and evaluation of at least one topic from prose, poetry, composition and grammar.
39
SECTION-III
Methods of Teaching and Skill of Teaching: 9. Difference between an ‘approach’ and ‘method’. Major methods of teaching
English: Grammar-cum-translation method, direct method and bilingual methods. 10. Structural approach: Meaning of structure and pattern, principles of selection and
gradation of structure, presentation and practice of structure. 11. Latest development in the approach and methods of teaching English including
the linguistic communicative approach.
SECTION-IV
Instructional Material : 12. Important of instructional material and their effective use. 13. Use of following aids: (a) Chalk board (b) Flannel board © Pictures (d) Picture cut-out (e) Charts (f) Tape-recorder (g) Record-player (linguaphones) (h) Radio (i) Television (j) Film and filmstrips (k) Overhead projector (l) Language laboratory.
Evaluation 14. Basic principles of testing English. The difference between measurement and
evaluation. 15. The meaning and significance of comprehensive and continuous evaluation in
English. 16. Development of good test items in English (objective type, short answer type and
essay type).
40
Books Recommended
1. Bansal, R.K. & Harrison, J.B. (1983): Spoken English for India, Orient-
Longman (II Ed.).
2. Broughton Geoffrey et al.: Teaching English as a Foreign Language, London.
3. Bhatia, K.K. (1968): New Techniques of Teaching English as a Foreign
Language, NBS Educational Publishers, Chandigarh.
4. Billows, F.L. (1961): The Techniques of Language Teaching, Longmans,
London.
5. Brown, G. (1977): Listening to Spoken English, Longmans, London.
6. Christopherson, P. (1972): Second Language Learning, Penguin.
7. Chaturvedi, M.G. (1973): A Contrastive Study of Hindi-English Phonology,
National Publishing House, New Delhi.
8. Dodson, C.J. (1972): Language Teaching and the Bilingual Method, Pitman
Publishing.
9. Frisby, A.W. (1970): Teaching English: Notes and Comments in Teaching
English Overseas, ELBS, London.
10. Girard, D. (1972): Linguistic and Foreign Language teaching, Longman,
London.
11. Gimson, A.C. (1970): A Introduction to the pronunciation of English, Edward
Arnold (II Ed.), London.
12. Gray, W.S. (1969): Teaching of Reading and Writing, UNESCO (II Ed.).
13. Halliday M.A.K. (1964): The Linguistic Science and Language Teaching
Longman, London.
14. Jesperson, Otto (1978): Language – its Native Development and Origin, Alien
& Unwin, London.
15. Kohli, A.L. (1978): Techniques of Teaching English, Dhanpat Rai & Sons,
Jallandhar.
16. Mackey W.F. (1965): Language Teaching Analysis, Longman, London.
41
17. Morris, I. (1968): The Art of Teaching English as a living Language, The
English Language Book Society & Co., London.
18. NCERT (1970): Preparation & Evaluation of Text Books in Mother Tongue,
Experimental Edition, New Delhi.
19. Nihalani, Paroo (1971): Indian and British English (OUP).
20. Lado, Robert (1964): Language Teaching – A Scientific Approach, McGraw
Hill, New York.
21. Srivastava, B.D. (1966): Structural Approach to the Techniques of English,
Ram Parshad & Sons, Agra.
22. Srivastava, R.P. (1979): The Teaching of Reading, Bahari Publisher, Delhi.
23. Thomas, Owen (1965): Transformational Grammar and the Teacher of English,
Holt, Rinehart & Winston, New York.
24. Tikkoo M.L. (1977): A Functional Grammar with Usage and Composition,
Frank Bros & Co., Delhi.
25. Wilkins D.A. (1983): Linguistics in English Teaching, Edward Arnold, ELBS
Edition (Reprint), London.
26. CIEFL Hydrabad Books: Introduction to English Language Teaching, Vol. I
Linguistics.
27. Bansal R.K.: Introduction to English Teaching Vol. II Phonetics and Spoken
English, CIEFL, O.U.P. Hydrabad.
28. Ghosh, Shastri, Das: Introduction of Teaching (Vol. III) Method at the College
Level, CILEFL, O.U.P. Hydrabad.
42
VII (F)VII (F)VII (F)VII (F) TEACHING OF HINDITEACHING OF HINDITEACHING OF HINDITEACHING OF HINDI
COURSE CONTENTS
ÉÊcxnÉÒ ÉʶÉFÉhÉ {ÉÉ~ªɵÉEàÉ
SECTION-I <BÉEÉ<Ç 1:<BÉEÉ<Ç 1:<BÉEÉ<Ç 1:<BÉEÉ<Ç 1: (1) àÉÉiÉߣÉÉ−ÉÉ ÉʶÉFÉhÉ: +ÉlÉÇ, º´É°ô{É, àÉck´É A´ÉÆ ¤ãÉÚàÉ uÉ®É ÉÊxÉvÉÉÇÉÊ®iÉ +ÉxÉÖnä¶ÉÉiàÉBÉE =r䶪É*
(2) £ÉÉ−ÉÉ<Ç BÉEÉè¶ÉãÉÉå BÉEÉ ºÉàÉÉxªÉ YÉÉxÉ - (+É) gÉ´ÉhÉ BÉEÉè¶ÉãÉ (+ÉÉ) £ÉÉ−ÉhÉ BÉEÉè¶ÉãÉ (<) {É~xÉ BÉEÉè¶ÉãÉ (<Ç) ãÉäJÉxÉ BÉEÉè¶ÉãÉ (3) ÉÊcxnÉÒ àÉå =SSÉÉ®hÉ-ÉʶÉFÉhÉ, +ÉFÉ®-ÉÊ´ÉxªÉÉºÉ A´ÉÆ ÉÊ´É®ÉàÉ-ÉÊSÉxc*
SECTION-II <BÉEÉ<Ç 2:<BÉEÉ<Ç 2:<BÉEÉ<Ç 2:<BÉEÉ<Ç 2: (1) ºÉÚFàÉ ÉʶÉFÉhÉ uÉ®É ÉÊ´ÉÉÊ£ÉxxÉ BÉEÉè¶ÉãÉÉå BÉEÉ YÉÉxÉ - (+É) |ɶxÉ BÉEÉè¶ÉãÉ (+ÉÉ) =nÉc®hÉ BÉEÉè¶ÉãÉ (<) BªÉÉJªÉÉ BÉEÉè¶ÉãÉ (2) {ÉÉ~-ªÉÉäVÉxÉÉ BÉEÉ +ÉlÉÇ, àÉck´É A´ÉÆ °ô{É ®äJÉÉ (3) ÉÊcxnÉÒ-ÉʶÉFÉhÉ àÉå +ÉxÉÖnä¶ÉÉiàÉBÉE ºÉÉàÉOÉÉÒ BÉEÉ +ÉlÉÇ, àÉck´É A´ÉÆ =ÉÊSÉiÉ |ɪÉÉäMÉ*
SECTION-III <BÉEÉ<Ç 3:<BÉEÉ<Ç 3:<BÉEÉ<Ç 3:<BÉEÉ<Ç 3: (1) ÉÊcxnÉÒ BÉEÉÒ ÉÊ´ÉÉÊ£ÉxxÉ ÉÊ´ÉvÉÉ+ÉÉäÆ BÉEÉ ÉʶÉFÉhÉ (+É) BÉEÉÊ ÉiÉÉ ÉʶÉFÉhÉ (®ºÉ {ÉÉ~ A´ÉÆ ¤ÉÉävÉ {ÉÉ~ BÉEä °ô{É àÉå) (+ÉÉ) MÉtÉ ÉʶÉFÉhÉ (<) BªÉÉBÉE®hÉ ÉʶÉFÉhÉ (+ÉÉè{ÉSÉÉÉÊ®BÉE A´ÉÆ +ÉxÉÉè{ÉSÉÉÉÊ®BÉE) (<Ç) ®SÉxÉÉ ÉʶÉFÉhÉ BÉEcÉxÉÉÒ °ô{É àÉå, {ÉjÉ A´ÉÆ ÉÊxɤÉÆvÉ)
43
SECTION-IV <BÉEÉ<Ç 4:<BÉEÉ<Ç 4:<BÉEÉ<Ç 4:<BÉEÉ<Ç 4: (1) ÉÊcxnÉÒ {ÉÉ~µÉEàÉ ÉÊxÉàÉÉÇhÉ A´ÉÆ ºÉàÉÉÒFÉÉ* (2) ÉÊcxnÉÒ {ÉÉ~ªÉ-{ÉÖºiÉBÉE BÉEÉÒ ÉʴɶÉä−ÉiÉÉAÆ A´ÉÆ ºÉàÉÉÒFÉÉ* <BÉEÉ<Ç 5:<BÉEÉ<Ç 5:<BÉEÉ<Ç 5:<BÉEÉ<Ç 5: ÉÊcxnÉÒ àÉå àÉÚãªÉÉÆBÉExÉ A´ÉÆ MÉßc-BÉEɪÉÇ
(+É) ÉÊcxnÉÒ àÉå àÉÚãªÉÉÆBÉExÉ +ÉlÉÇ ´É º´É°ô{É
(+ÉÉ) ÉÊ´ÉvÉÉ+ÉÉäÆ àÉå àÉÚãªÉÉÆBÉExÉ |ÉÉʵÉEªÉÉ (<) ÉÊcxnÉÒ ÉʶÉFÉhÉ àÉå MÉßc-BÉEɪÉÇ º´É°ô{É A´ÉÆ ºÉƶÉÉävÉxÉ*
ºÉxn£ÉÇ OÉÆlÉÇ ºÉÚSÉÉÒºÉxn£ÉÇ OÉÆlÉÇ ºÉÚSÉÉÒºÉxn£ÉÇ OÉÆlÉÇ ºÉÚSÉÉÒºÉxn£ÉÇ OÉÆlÉÇ ºÉÚSÉÉÒ 1 ¶ÉÖBÉEãÉ, £ÉMÉ´ÉiÉÉÒ |ɺÉÉn : ÉÊcxnÉÒ =SSÉÉ®hÉ +ÉÉè® ´ÉiÉÇxÉÉÒ, +ÉɪÉÇ ¤ÉÖBÉE ÉÊb{ÉÉä, xÉ<Ç ÉÊnããÉÉÒ, 1974* 2 ºÉÖÉÎJªÉ, BÉEä0 BÉEä0 : ÉÊcxnÉÒ v´ÉÉÊxɪÉÉÄ +ÉÉè® =xÉBÉEÉ ÉʶÉFÉhÉ, ®ÉàÉxÉɮɪÉhÉ ãÉÉãÉ, <ãÉÉcɤÉÉn* 3 ÉÊiÉ´ÉÉ®ÉÒ £ÉÉäãÉÉxÉÉlÉ iÉlÉÉ £ÉÉÉÊ]ªÉÉ
BÉEèãÉÉ¶É SÉxp : ÉÊcxnÉÒ ÉʶÉFÉhÉ ÉÊãÉÉÊ{É |ÉBÉEɶÉxÉ ÉÊnããÉÉÒ,1980*
4 ÉÊxÉ®ÆVÉxÉ BÉÖEàÉÉ® É˺Éc : àÉÉvªÉÉÊàÉBÉE ÉÊ´ÉtÉÉãɪÉÉå àÉå ÉÊcxnÉÒ ÉʶÉFÉhÉ, ®ÉVɺlÉÉxÉ ÉÊcxnÉÒ OÉxlÉ +ÉBÉEÉnàÉÉÒ, VɪÉ{ÉÖ® 1873*
5 ¤ÉÉ{É®ÉÒ, c®nä´É : BªÉÉ´ÉcÉÉÊ®BÉE ÉÊcxnÉÒ BªÉÉBÉE®hÉ, ãÉÉäBÉE £ÉÉ®iÉÉÒ |ÉBÉEɶÉxÉ <ãÉÉcɤÉÉn 1972* 6 ÀÉÆMÉãÉ =àÉÉ 1991 : ÉÊcxnÉÒ ÉʶÉFÉhÉ, näcãÉÉÒ +ÉɪÉÇ ¤ÉÖBÉE ÉÊb{ÉÉä* 7 {ÉÉhbä +ÉÉ®0AºÉ0 1992 : ÉÊcxnÉÒ ÉʶÉFÉhÉ, +ÉÉMÉ®É, ÉÊ´ÉxÉÉän {ÉÖºiÉBÉE àÉÉÎxn®* 8 É˺Éc ºÉÉÉÊ´ÉjÉÉÒ 1992 : ÉÊcxnÉÒ ÉʶÉFÉhÉ, àÉä®~ ãÉÉìªÉãÉ ¤ÉÖBÉE ÉÊb{ÉÉä* 9 GÉÉÒ ´ÉɺiÉ´É, ®ÉVÉäxp |ɺÉÉn : ÉÊcxnÉÒ ÉʶÉFÉhÉ,ÉÊn àÉèBÉEÉÊàÉãÉxÉ BÉEà{ÉxÉÉÒ +ÉÉì{ÉE <ÉÎhbªÉÉ ÉÊãÉ0, näcãÉÉÒ,1973* 10 ÀÉèxªÉÖBÉE cÉÒ0 : nÉÒ ABÉDªÉÚVÉÉÒ¶ÉxÉ Ahb b´ÉèãÉ{ÉàÉèh] +ÉÉì{ÉE ãÉéM´ÉäVÉ,ÉË|ÉÉË]MÉ cÉãÉ,1971* 11 SÉèº]xÉ BÉEèÉÊxÉ{É : ´ÉèãÉÉË{ÉMÉ ºÉèÉÊBÉEhb ãÉéM´ÉäVÉ, ÉÊ]ÉÊBÉEãºÉ lÉÉä®ÉÒ Ahb |ÉèÉÎBÉD]ºÉ, ®è{ºÉ
àÉèBÉExÉãÉÉÒ,1973*
44
VII (G) TEACHING OF SANSKRIT
COURTSE CONTENT
SECTION-I <BÉEÉ<Ç 1:<BÉEÉ<Ç 1:<BÉEÉ<Ç 1:<BÉEÉ<Ç 1: (+É) ºÉƺBÉEßiÉ £ÉÉ−ÉÉ A´ÉÆ ºÉÉÉÊciªÉ BÉEÉ àÉck´É ´É ´ÉiÉÇàÉÉxÉ ÉκlÉÉÊiÉ*
(+ÉÉ) ºÉƺBÉEßiÉ-ÉʶÉFÉhÉ BÉEä ãÉFªÉ A´ÉÆ =q䶪É* (<) +ÉxÉÖnä¶ÉÉiàÉBÉE =q䶪ÉÉå BÉEÉ ¤ãÉÚàÉ ]èBÉDºÉÉäxÉÉäàÉÉÒ BÉEä +ÉxÉÖºÉÉ® YÉÉxÉÉiàÉÉBÉE, BÉEÉè¶ÉãÉÉiàÉBÉE, £ÉÉ´ÉÉiàÉBÉE A´ÉÆ |ɪÉÉäMÉÉiàÉBÉE BÉEä °ô{É àÉå ´ÉMÉÉÔBÉE®hÉ A´ÉÆ ãÉäJÉxÉ*
<BÉEÉ<Ç 2:<BÉEÉ<Ç 2:<BÉEÉ<Ç 2:<BÉEÉ<Ç 2: ºÉƺBÉEßiÉ àÉå SÉÉ® £ÉÉ−ÉɪÉÉÒ BÉEÉè¶ÉãÉÉå BÉEÉ ºÉÉàÉÉxªÉ YÉÉxÉ ´É +É£ªÉɺÉ-ºÉƺBÉEßiÉ gÉ´ÉhÉ, £ÉÉ−ÉhÉ (àÉÉèÉÊJÉBÉE +ÉÉÊ£ÉBªÉÉÎBÉDiÉ) {É~xÉ A´ÉÆ ãÉäJÉxÉ* (+É) ºÉƺBÉEßiÉ {ÉÖºiÉBÉE ÉÊxÉàÉÉÇhÉ A´ÉÆ ºÉàÉÉÒFÉÉ*
SECTION-II <BÉEÉ<Ç 3: <BÉEÉ<Ç 3: <BÉEÉ<Ç 3: <BÉEÉ<Ç 3: ºÉƺBÉEßiÉ-ÉʶÉFÉhÉ BÉEÉÒ {ÉrÉÊiÉ* (+É) |ÉiªÉFÉ-{ÉrÉÊiÉ* (+ÉÉ) BªÉÉBÉE®hÉ-+ÉxÉÖ´ÉÉn {ÉrÉÊiÉ* (<) {ÉÉ~ªÉ-{ÉÖºiÉBÉE {ÉrÉÊiÉ* (<Ç) ºÉƪÉÖBÉDiÉ- {ÉrÉÊiÉ*
SECTION-III <BÉEÉ<Ç 4:<BÉEÉ<Ç 4:<BÉEÉ<Ç 4:<BÉEÉ<Ç 4: ºÉƺBÉEßiÉ àÉå ÉÊ´ÉvÉÉ+ÉÉäÆ BÉEÉ ÉʶÉFÉhÉ* (+É) ºÉƺBÉEßiÉ BªÉÉBÉE®hÉ ÉʶÉFÉhÉ -- àÉck´É, |ÉÉʵÉEªÉÉ A´ÉÆ {ÉÉ~-ªÉÉäVÉxÉÉ* (+ÉÉ) ºÉƺBÉEßiÉ {ÉtÉ ÉʶÉFÉhÉ - àÉck´É, |ÉÉʵÉEªÉÉ A´ÉÆ {ÉÉ~-ªÉÉäVÉxÉÉ* (<) ºÉƺBÉEßiÉ MÉtÉ ÉʶÉFÉhÉ - àÉck´É, |ÉÉʵÉEªÉÉ A´ÉÆ {ÉÉ~-ªÉÉäVÉxÉÉ* (<Ç) ºÉƺBÉEßiÉ ®SÉxÉÉ ÉʶÉFÉhÉ - àÉck´É, |ÉÉʵÉEªÉÉ A´ÉÆ {ÉÉ~-ªÉÉäVÉxÉÉ*
SECTION-IV <BÉEÉ<Ç 5: <BÉEÉ<Ç 5: <BÉEÉ<Ç 5: <BÉEÉ<Ç 5: (+É) ºÉƺBÉEßiÉ ÉʶÉFÉhÉ àÉå àÉÚãªÉÉÆBÉExÉ A´ÉÆ º´É°ô{É*
(+ÉÉ) ºÉƺBÉEßiÉ àÉå àÉÚãªÉÉÆBÉExÉ BÉEÉÒ |ÉÉSÉÉÒxÉ A´ÉÆ +É´ÉÉÇSÉÉÒxÉ ÉÊ´ÉÉÊvɪÉÉÆ* (<) ºÉƺBÉEßiÉ ÉʶÉFÉhÉ xÉå MÉßcBÉEɪÉÇ ÉÊxɪÉÉäVÉxÉ A´ÉÆ ºÉƶÉÉävÉxÉ |ÉÉʵÉEªÉÉ*
(<Ç) ºÉƺBÉEßiÉ £ÉÉ−ÉÉ BÉEÉÒ ºÉc{ÉÉ~廃 ÉʵÉEªÉÉAÆ* ¶ãÉÉäBÉEÉäSSÉÉ®hÉ, £ÉÉ−ÉhÉ, +ÉÉÊ£ÉxɪÉÉÒBÉE®hÉ A´ÉÆ ®SÉxÉÉ |ÉÉÊiɪÉÉäÉÊMÉiÉÉAÆ*
45
ºÉƺBÉEßiɺÉƺBÉEßiɺÉƺBÉEßiɺÉƺBÉEßiÉ----ÉʶÉFÉhÉ cäiÉÖ +ÉxÉÖàÉÉäÉÊniÉ {ÉÖºiÉBÉEåÉʶÉFÉhÉ cäiÉÖ +ÉxÉÖàÉÉäÉÊniÉ {ÉÖºiÉBÉEåÉʶÉFÉhÉ cäiÉÖ +ÉxÉÖàÉÉäÉÊniÉ {ÉÖºiÉBÉEåÉʶÉFÉhÉ cäiÉÖ +ÉxÉÖàÉÉäÉÊniÉ {ÉÖºiÉBÉEå 1 ºÉƺBÉEßiÉ ÉʶÉFÉhÉ ºÉ{ÉEɪÉÉ ®PÉÖxÉÉlÉ, 2 ºÉƺBÉEßiÉ ÉʶÉFÉhÉ {ÉÉhbäªÉ ®ÉàÉ ¶ÉBÉDãÉ, ÉÊ´ÉxÉÉän {ÉÖºiÉBÉE àÉÉÎxn® +ÉÉMÉ®É* 3 A A{ɶÉÉäSÉ ]Ú ]ÉÒÉÊSÉMÉÆ +ÉÉì{ÉE ºÉƺBÉEßiÉ ¤ÉäBÉEÉÒãÉ ´ÉÉÒ0{ÉÉÒ0, ãÉJɶÉxÉMÉfà |ÉèºÉ ({ÉÚxÉÉ)* 4 ]ÉÒÉÊSÉMÉÆ +ÉÉì{ÉE ºÉƺBÉEßiÉ +ÉÉ{]ä bÉÒ0VÉÉÒ0, {ÉnàÉÉ {ɤãÉÉÒBÉEä¶ÉxÉºÉ (¤Éà¤É<Ç)* 5 ºÉƺBÉEßiÉ ÉʶÉFÉhÉ ÉÊàÉgÉ |É£ÉɶÉÆBÉE®* 6 ºÉƺBÉEßiÉ ÉʶÉFÉhÉ ÉÊ´ÉÉÊvÉ ºÉ{ÉEɪÉÉ ®PÉÖxÉÉlÉ, {ÉÆVÉÉ¤É ÉÊBÉEiÉÉ¤É PÉ® VÉÉãÉxvÉ®* 7 ]ÉÒÉËSÉMÉ +ÉÉì{ÉE ºÉƺBÉEßiÉ <xÉ ºÉèBÉEhb®ÉÒ
ºBÉEÚãÉ +ÉÉ{]ä bÉÒ0VÉÉÒ0, bÉåMÉ®ä {ÉÉÒ0BÉEä0 +ÉÉSÉɪÉÇ ¤ÉÖBÉE ÉÊb{ÉÉä, ¤É½ÉènÉ*
8 cÖÖ{ÉE®äBÉE® n |ÉÉä¤ãÉàÉ +ÉÉì{ÉE ]ÉÒÉÊSÉMÉÆ +ÉÉì{ÉE ºÉƺBÉEßiÉ (£ÉÉ®iÉ ¤ÉÖBÉE º]ÉãÉ, BÉEÉäãcÉ{ÉÖ®)*
46
COURSE VII (H) TEACHING OF HOME SCIENCE [Time: 3hours] [Maximum Marks: 100]
COURSE OBJECTIVES 1. To develop understanding of the aims of teaching of Home Science. 2. To develop understanding of the various methods and procedures required for
teaching Home Science effectively. 3. To develop basic skills and competencies required for teaching of Home Science. 4. To develop practical skill to organize various activities related to Home Science. 5. To develop skill and competencies required for preparing teaching aids in
teaching of Home Science. 6. To develop competencies and skill for effective evaluation in Home Science.
COURSE CONTENTS
SECTION-I (15 Marks)
1. Meaning and scope of Home Science
2. Importance of Home Science teaching in Secondary Education
3. Aims and objectives of teaching Home Science
4. General Principles of teaching Home Science.
5. Correlation of Home Science with other school subjects
SECTION-II (15 Marks) 6. Different methods of teaching Home Science such as demonstration, lecture,
project work, group work, practical work, assignment methods 7. Use of teaching aids in Home Science: Classification, Importance and Effective
use. 8. Curriculum of Home Science in schools: Critical study of the existing
curriculum at school level, Principles of selection and planning of Home Science
course in schools.
47
9. Pedagogical Analysis: 1. Food, Nutrition and Health, 2. Childcare, 3. Fibre and
Fabric, 4. Home Management: Importance of planning, principles of budget
making, 5. Hygiene and sanitation.
SECTION-III (15 Marks) 10. Maintenance of records in Home Science: Importance, Log Book, Stock Book,
Store Book, and Account Book. 11. Value and place of textbook. 12. Organization of Home Science room in the school. Care and purchase of
necessary equipment for the Home Science rooms, Inexpensive and improvised
equipment to facilitate functional and economical classroom and home activities.
SECTION-IV (15 Marks)
13. Lesson Planning: Need and Importance, Principles and Steps in lesson planning,
Essentials of a good lesson plan.
14. Qualities of a good Home Science Teacher
15. Evaluation in Home Science: Different methods of evaluation useful in Home
Science, Importance, Comprehensive and continuous evaluation.
16. Evaluation Devices: written, oral, observation, practical work, assignment.
Practical (20 Marks)
A course of ten practicals by the pupil teacher on the following: Cooking, Laundry,
housewifery, Stitching/Embroidary/Knitting.
The final evaluation of practical activity will be made by the external examiner
appointed by the Board of Studies (UG) in Education.
48
COURSE VII (I) TEACHING OF COMMERCE
[Time: 3hours] [Maximum Marks: 100] COURSE OBJECTIVES
1. To create awareness among the pupil-teachers regarding meaning, nature and
scope of commerce, its place in School curriculum and aims of teaching
commerce.
2. To train the pupil-teachers with regard to pedagogical analysis.
3. To create awareness among the pupil-teachers with respect to curriculum,
textbooks, self-instructional material and teaching aids relating to teaching of
commerce.
4. To train the pupil-teachers in different teaching methods and evaluation
procedures relating to teaching of commerce.
COURSE CONTENTS
SECTION-I 1. Meaning, Nature and Concept of Commerce: (a) Meaning, Nature and scope of commerce. (b) Place of commerce in secondary schools curriculum. © Aims, objectives and values of teaching commerce. (d) Bloom’s taxonomy of objectives. (e) Starting objectives in behavioural terms.
SECTION-II 2. Content and their Pedagogical Analysis: (a) Office (b) Bank © Trade (d) Insurance
49
Teacher will demonstrate pedagogical analysis of any one of the above topics. The
students are expected to do pedagogical analysis of all the above topics. The examiner,
therefore, can ask for pedagogical analysis of any one of the given topics.
Following points should be followed for pedagogical analysis. (1) Identification of concepts. (2) Listing behavioural outcomes. (3) Listing activities and experiments. (4) Listing evaluation techniques.
SECTION-III 3. Development of Instructional Material: (a) Development and designing of curriculum. (b) Development of text-books. © Development of self-instructional material modules.
(d) Development, utilization of instructional aids – Charts, Maps, Graphs, Tables, Models, filmstrips, T.V., Computers.
(e) Development of lesson plan. 4. Methods of Teaching & Skills of Teaching: (a) Method: (1) Discussion method (2) Problem solving method (3) Project method (b)Skills of Teaching Commerce: (1) Skill of narration (20 Skill of probing questions
50
(3) Skill of stimulus variation.
SECTION-IV 5. Evaluation: (a) Meaning & Importance of evaluation. (b) Evaluation devices-written, oral, observation, records. © Preparation of unit test.
51
PAPER VIII (A)
WORK EDUCATION AND WORK EXPERIENCE (THEORY)
COURSE OBJECTIVES
The purpose of providing Work Education & Work Experience to B.Ed. students is to improve the general efficiency of pupil-teachers and enable them to perform better in the school.
EVALUATION PROCEDURE 1. The maximum marks for the paper will be 100. The marks for different sections
will be as under: a) Section-III = 40 Marks b) All remaining sections= 20 Marks each 2. There will be ten sections in the question paper. There will be four questions
from Section-III and two each from other Sections. 3. The examinee will select four sections. Section-III of this paper viz., Computer
Applications is compulsory. The examinee will attempt five questions in all. Two from Section-III and one each from other three Sections
4. The questions in the question paper will not be straight and direct. 5. Each question in Section-III will be of 20 marks and each question in other
sections will be of 20 marks. 7. The last year questions may be repeated.
52
COURSE CONTENTS
SECTION-I
CHALK-BOARD WRITING
(20 Marks)
1. Kinds of different chalk boards.
2. Strengths and limitation of chalk board writing.
3. Correct use of chalk-board writing.
4. Pitfalls in chalk board writing.
5. Use of stencils and multiple chalk holders on the chalk board.
6. Knowledge of paint and chalk.
SECTION-II
PREPARING TEACHING AIDS & HANDLING OF EQUIPMENT
(20 Marks)
1. Meaning, Concept and Significance of Teaching aids.
2. Importance and need of teaching aids.
3. Classifications of teaching aids.
4. Material required for preparing teaching aids as: Paper, Colour, Scale, Pencil,
Rubber etc.
5. Effective use of teaching aids.
SECTION-III
COMPUTER APPLICATIONS
(40 Marks)
1 Introduction to Computers: Historical background, What is Computer,
Hardware, Software, Types of Computers, Basics of Computer Architecture,
Computer Aided Learning, Operating Systems (Introduction)
53
2 Various ways of using computers in education. 3. Windows: What is Windows?, Features of Windows, Utility of Windows. 4 Using computer software MS Word for student learning 5 Using computer software MS Excel for student learning 6 Using computer software MS Power Point student learning 7 Using Internet. 8. Ensuring safe use of the Internet 9. Data Base Management 10. Virus Management 10 Using computers in educational planning and administration
SECTION-IV
PHOTOGRAPHY
(20 Marks)
1. Photography in Teaching-Learning Process:
i) Concept, need and importance of work experience (Photography)
ii) Objectives of teaching Photography in schools.
iii) Photography as a means of visual communication.
2. Materials and Tools:
i) Photographic plates – types, uses and sources
ii) Photographic films – types, uses and sources
iii) Cameras – types, construction, uses and functions
iv) Dark Room – Structure, Importance
54
3. Content Enrichment
Principles involved in the formation of images on the films/papers. Creative
photography – composition and aesthetics.
SECTION-V
YOGA (20 Marks)
1. History and meaning of Yoga 2. Basics of Yoga: Philosophical, Psychological, Physiological and Social. 3. Different types of Yoga. 4. Description of Ashtang Yoga by Patanjali.
SECTION-VI
LIBRARY ORGANIZATION (20 Marks)
In library organization the student is expected to have knowledge about the following: 1. Organization and administration of school library: planning, budgeting book
selection, ordering accessioning, maintenance and stock taking. 2. Classification and cataloguing. 3. Readers services: Issue work, Reference work. 4. Periodicals: Their selection and use. 5. Practice of issue and reference work.
55
SECTION-VII
MEDICAL FIRST AID (20 Marks)
In this activity the student is expected to have knowledge about the following: The Practical Medical First Aid Definitions, types of fractures shocks, poisoning wounds, sun stroke, vomiting, diarrhea bites, drowning, artificial respiration, burning, first aid in the science laboratory.
SECTION-VIII
CAMPUS BEAUTIFICATION (20 Marks)
In this activity the student is expected to have knowledge about the following: 1. Identification of the campus. 2. Fencing raising and maintenance of the campus fence. 3. Raising of Lawn’s and playgrounds. 4. Raising of flower beds. 5. Cleaning of classroom corridoor and maintenance of potted plants. 6. Identification of the places for display of notices slogans and posters.
SECTION-IX
POPULATION/ENVIRONMENTAL AWARENESS CAMPAIGN (20 Marks)
Preparation of collage/charts/models/write-ups on population-environmental-development nexus and promotion of quality of life of people.
56
SECTION-X
PHYSICAL EDUCATION (20 Marks)
In physical activities activity the student is expected to have knowledge about the
following:
1. Short history and modern concept of physical education in India and story of
Olympiad games.
2. Biological and psychological foundations of physical education.
3. Rules of important major games and sports, chief points of coaching in different
items -- hockey, football, volleyball, kabaddi, kho-kho, basketball, and athletics
etc. introduction of physiology and exercise and proper nutrition.
57
PAPER VIII (B)
WORK EDUCATION AND WORK EXPERIENCE (PRACTICUM)
COURSE OBJECTIVES
EVALUATION PROCEDURE The student will be required to perform following practical activities based on work
education and work experience. The performance on these activities will be evaluated
by the Departmental Council. The cumulative performance on all the activities will be
graded as A, B, C, D, or E.
COURSE CONTENTS
The student will select any five activities.
1. Chalk-Board Writing
1. Writing of English and Hindi letters and numbers in block capital forms and in
running hands.
2. Use of coloured chalks.
3. Simple drawing of common objects like flowers, fruits and vegetables.
4. One Raxin Chalk board 21/2 x 31/2, pointer, duster.
2. Teaching Aids
1. Ten coloured charts (Full size paper=20”x30”) i.e. five in each teaching
subject.
2. One working model or three-dimensional or relief model related to students’
teaching subjects.
3. Two slides related to their teaching subject.
3. COMPUTER APPLICATIONS 1. Developing and changing wall paper
58
2. Changing screen saver in windows. 3 Using computer software MS Word 4 Using computer software MS Excel 5 Creating graphs in M.S. Excel 6 Using computer software MS Power 7 Using computer software DBASE 8 Using Internet. 9. Creating folders, Copy material from and to a floppy 10 Creating a digital Unit Plan Portfolio with the following components as per
Intel Teach to the Future Program: - Unit Plan
- Teacher multimedia presentation - Student sample for multi media presentation - Support material for teacher and students - Evaluation rubrics for the student samples
4. Photography
1. Loading and unloading the film
2. Operating the camera
3. Outdoor photography in natural light e.g. Science, Wildlife, Sports (Action
Photography), News coverage.
4. Indoor photography in studios in floodlights properties – using flashguns.
5. Chalk Making
1. Making of different kinds of chalks.
59
6. Yoga
1. Performance of 8 basic asanas. 2. Performance of six cleansing kriyas. 3. Pranayam: types and practice.
7. Library Organization
The students will perform an activities given by the concerned teacher.
8. Medical Aid
The students will perform an activities given by the concerned teacher.
9. Fruit Preservation
1. Preparation of pickles/jams/jellies and other yield with regard to locality available fruits and vegetables. 2. Making of sarbet, squash, squash and chutney etc.
10. Campus Beautification
1. Maintenance of garden
2. Preparation of Nursery bid.
3. Transplantation of plants.
4. Potting of plants, preparation of bores.
11. Population Education The students will perform an activities given by the concerned teacher. 12. Physical Education
The students will perform an activities given by the concerned teacher.
60
PAPER IX (A & B)
SKILL IN TEACHING
1. Micro-Teaching: 10 Lessons per subject 2. Simulation: 5 Lessons per subject 3. Real Teaching in Schools: 20 Lessons per subject 4. Observation Lessons during Teaching Practice: 10 Lessons per subject The activities of Micro-Teaching and Simulation will be carried out during the academic session and will be a continuous process. A record of all these activities will be kept by the student-teachers. During real practice teaching in schools, each student is supposed to take part in the morning assembly of the school, check the home task given to the students, maintain attendance register and have knowledge of preparing school leaving certificate and other registers. He/She will also observe 10 lessons delivered by other students-teachers. A record of all these activities and lessons delivered and observed will be kept by the student teachers. The Real Teaching in Schools shall not be less than 30 days including Sundays.
EVALUATION PROCEDURE The student-teacher will produce the reports of Micro-Teaching, Simulation Teaching, Attendance Register, Report of other activities, Report of Lesson Plans delivered, Report of Lesson Plans observed and three copies of Final Lesson Plans in each subject at the time of final teaching-practice examination to the examiners. The two final lessons delivered by the students along with the above mentioned reports
will be evaluated by a team/panel of three external examiners appointed for this purpose
from the list of examiners prepared by the Board of Studies. One of the examiners will
be designated as Coordinator of the Team. The three examiners including the
Coordinator will belong to different teaching methodologies -- one from Teaching of
Social Studies, one from Teaching of Languages and one from Teaching of Sciences.
Each student will be evaluated by all the three examiners appointed by the University.
The examiners will evaluate 30-40 lessons in a day. If the number of students is large,
then two or more teams of examiners be appointed. The marks in each lesson will be
allotted to the students by the team on the given proforma. The list of marks of
students so evaluated shall be dispatched to the Assistant Registrar, Evaluation Branch,
Himachal Pradesh University, Summer Hill, Shimla-171005 immediately after the
61
completion of the teaching practice examination by the Coordinator of the team. Each
of the examiners will be paid remuneration for all the students evaluated by three
examiners.
In order to get over various discrepant situations relating to exaggerated marks
given by committee of examiners in practice teaching, a moderation committee will be
constituted. The members of this Committee will consist of Chairman BOS, one
Professor from Department of Education, one Reader from Department of Education,
and one Senior Lecturer from a College of Education. The moderation Committee will
meet on the request of Chairman BOS and COE.
ANNEXURE VI
Date: Section: _______
Govt. College of Teacher Education, Dharamshala (INTERNAL QUALITY ASSURANCE CELL)
Student Feedback Performa
Session: 2013-14
(1=very poor; 2=Poor; 3=Satisfactory; 4=Good; 5=Very good;
6=Excellent)
1) Was B.Ed. your first choice? a) yes b) No
2) Were you comfortable in dress code?
a) Yes; b) No; (Give reasons in 30 words)
3) Were you satisfied with the infrastructure of the institute?
a) Yes b) No (Give reasons in thirty words only)
4) Did you find that teachers were well prepared for curriculum transaction?
a) Yes; b) No; c) can’t say
5) Do you think that the present syllabi of B.Ed.is compatible for practical needs of the education?
a) Yes b) No (Give reasons.)
6) How do you find the institute’s administration )
1) Always helpful 2) Generally Helpful 3) Indifferent 4) Cumbersome
7) Has your time in the institute been intellectually enriching?
1) Yes 2) Marginally 3) Not at all 4) Can’t say
8) Have you put any suggestion in the suggestion box?
a) yes b) No
9) Was your suggestion incorporated?
1 Yes b) No c) Not Applicable
10) Do you think this institution helped in your career and personality development?
a) yes b) No c) Can’t say
11) The co-curricular activities in the college are:
a) sufficient and Useful b) Insufficient but useful c) Not useful
12) Do you think that students were properly involved in managing and conducting the college functions ?
a) Yes b) No
13) How do you rate the impression of morning assembly ? Write a few lines.
14) Do you feel proud to be a student of GCTE Dharamshala ? a) Yes b) No
15) How do you rate this institution with respect to your learning process ? (1-6) ___________
16) How do you rate teaching skill development (Micro / Simulated class )? (1-6) ___________
17) According to you :-
a) What are the STRENGTHS of this institution?
i)
ii)
iii)
iv)
b) What are the WEAKNESSES of this institution?
i)
ii)
iii)
iv)
c) What are the OPPORTUNITIES in this institution?
i)
ii)
iii)
iv)
d) What are the THREATS / CHALLENGES before this institution?
i)
ii)
iii)
iv)
18) How do you rate LIBRARY SERVICES ? (Rating 1- 6 )
1) Availability of quality books / Journals --- ( )
2) Reading Room ________________________ --- ( )
3) Issuance of Books ____ --- ( )
4) Library Timings _________ --- ( )
(Signature of the Pupil Teachers ) (optional)
ANNEXURE VIII
Un
i. R
oll
No
.
Pa
per
- I
Pa
per
- I
I
Pa
per
- I
II
Pa
per
- I
V
Pa
per
- V
Pa
per
- V
I
Pa
per
- V
II A
Pa
per
- V
II C
Pa
per
- V
III
A Th
eory
Pa
per
- V
III
B Pa
per
- I
X A
/B
To
tal
Per
cen
tag
e
13201 77 67 69 77 70 74 91 78 67 670 A 171 841 76.455
13202 71 66 68 75 69 73 85 78 63 648 A 160 808 73.455
13203 64 55 63 69 64 68 72 70 60 585 A 150 735 66.818
13204 70 61 69 75 70 70 87 75 62 639 A 157 796 72.364
13205 66 58 66 70 66 69 89 75 62 621 A 158 779 70.818
13206 68 63 63 72 71 67 81 74 65 624 A 159 783 71.182
13207 70 62 65 71 69 66 86 69 66 624 A 167 791 71.909
13208 70 63 69 73 67 69 81 65 68 625 A 162 787 71.545
13209 60 56 64 63 68 64 83 66 63 587 A 150 737 67
13210 60 56 64 63 68 64 83 66 63 587 A 150 737 67
13211 54 53 58 65 62 66 84 74 64 580 A 157 737 67
13212 56 62 69 67 67 69 81 72 66 609 A 159 768 69.818
13213 68 57 66 62 67 59 72 66 61 578 A 159 737 67
13214 64 57 68 69 64 63 71 70 64 590 A 160 750 68.182
13215 67 61 68 75 62 65 76 68 62 604 A 154 758 68.909
13216 50 50 66 62 61 61 69 65 58 542 A 155 697 63.364
13217 73 54 67 69 68 60 83 58 63 595 A 151 746 67.818
13218 62 63 68 69 69 66 85 65 60 607 A 147 754 68.545
13219 69 62 67 72 74 57 80 68 63 612 A 170 782 71.091
13220 69 60 67 74 68 63 85 71 64 621 A 159 780 70.909
13221 59 54 64 69 66 63 82 67 52 576 A 158 734 66.727
13222 46 45 51 54 57 59 50 61 45 468 A 160 628 57.091
13223 63 65 68 72 63 65 73 71 66 606 A 161 767 69.727
13224 67 74 68 71 67 67 69 82 60 625 A 162 787 71.545
13225 46 59 60 57 61 55 65 58 62 523 A 155 678 61.636
13226 45 52 53 62 58 54 63 61 56 504 A 155 659 59.909
13227 62 70 68 68 65 67 73 71 60 604 A 154 758 68.909
13228 54 59 64 67 65 59 74 57 58 557 A 164 721 65.545
13229 55 63 63 67 65 58 67 71 58 567 A 160 727 66.091
13230 55 54 64 65 67 55 67 67 62 556 A 153 709 64.455
13231 64 64 67 69 68 68 87 73 50 610 A 155 765 69.545
13232 58 62 61 62 63 58 80 57 56 557 A 158 715 65
13233 61 66 66 68 71 71 79 59 64 605 A 157 762 69.273
13234 55 56 62 58 64 56 75 56 62 544 A 153 697 63.364
13235 48 57 55 63 62 66 80 64 60 555 A 165 720 65.455
13236 60 64 63 60 61 61 78 73 58 578 A 154 732 66.545
13237 45 56 61 57 65 57 70 60 57 528 A 161 689 62.636
University Result 2012-13
Annexure IX
Un
i. R
oll
No
.
Pa
per
- I
Pa
per
- I
I
Pa
per
- I
II
Pa
per
- I
V
Pa
per
- V
Pa
per
- V
I
Pa
per
- V
II A
Pa
per
- V
II C
Pa
per
- V
III
A Th
eory
Pa
per
- V
III
B Pa
per
- I
X A
/B
To
tal
Per
cen
tag
e
13238 60 65 69 74 71 65 71 70 67 612 A 158 770 70
13239 66 70 58 70 68 63 82 76 63 616 A 174 790 71.818
13240 63 67 64 72 65 67 81 67 58 604 A 160 764 69.455
13241 57 65 64 64 69 62 75 67 60 583 A 159 742 67.455
13242
Th:18,
A16 62 59 55 63 56 70 52 41 A 150 0
13243 54 56 66 63 65 60 85 73 62 584 A 154 738 67.091
13244 72 68 69 73 69 69 84 69 65 638 A 160 798 72.545
13245 71 80 66 73 67 72 89 73 67 658 A 164 822 74.727
13246 62 75 63 69 65 64 86 70 63 617 A 158 775 70.455
13247 58 68 62 72 63 64 73 70 58 588 A 169 757 68.818
13248 63 72 64 70 69 69 88 73 67 635 A 164 799 72.636
13249 62 73 70 72 69 71 70 68 65 620 A 165 785 71.364
13250 66 69 63 66 80 66 80 66 62 603 A 174 777 70.636
13251 58 59 64 74 68 63 85 73 60 604 A 161 765 69.545
13252 68 64 67 74 69 69 89 69 63 632 A 167 799 72.636
13253 56 47 55 67 61 56 85 66 62 555 A 161 716 65.091
13254 64 60 68 74 65 69 87 68 62 617 A 160 777 70.636
13255 64 56 64 69 63 64 78 72 60 590 A 174 764 69.455
13256 A 0
13257 60 54 65 73 67 63 83 70 62 597 A 170 767 69.727
13258 62 59 66 73 64 54 78 69 60 585 A 161 746 67.818
13259 58 61 65 71 67 65 86 70 65 608 A 160 768 69.818
13260 57 59 60 67 63 55 73 58 58 550 A 160 710 64.545
13261 59 52 56 72 63 56 78 67 60 563 A 165 728 66.182
13262 51 52 62 65 60 61 73 69 62 555 A 163 718 65.273
13263 59 56 60 68 65 60 85 64 60 577 A 156 733 66.636
13264 62 54 53 68 64 63 75 69 63 571 A 152 723 65.727
13265 70 57 69 73 67 65 77 70 65 613 A 174 787 71.545
13266 64 59 62 69 65 64 73 67 63 586 A 161 747 67.909
13267 53 47 57 64 58 57 72 60 60 528 A 151 679 61.727
13268 66 48 64 72 64 64 88 68 67 601 A 161 762 69.273
13269 52 45 60 57 63 49 81 65 58 530 A 162 692 62.909
13270 65 57 63 70 66 59 83 68 63 594 A 168 762 69.273
13271 61 52 59 65 62 63 83 65 57 567 A 158 725 65.909
13272 53 46 55 62 61 55 77 61 62 532 A 167 699 63.545
13273 56 51 67 74 64 66 83 62 60 583 A 157 740 67.273
13274 67 58 64 70 68 62 83 66 63 601 A 163 764 69.455
13275 63 52 63 68 61 58 78 59 57 559 A 160 719 65.364
13276 62 59 67 69 64 62 80 65 60 588 A 156 744 67.636
13277 48 46 52 57 58 55 76 54 58 504 A 161 665 60.455
Un
i. R
oll
No
.
Pa
per
- I
Pa
per
- I
I
Pa
per
- I
II
Pa
per
- I
V
Pa
per
- V
Pa
per
- V
I
Pa
per
- V
II A
Pa
per
- V
II C
Pa
per
- V
III
A Th
eory
Pa
per
- V
III
B Pa
per
- I
X A
/B
To
tal
Per
cen
tag
e
13278 65 57 65 67 63 49 83 67 60 576 A 167 743 67.545
13279 73 57 62 66 66 59 79 65 67 594 A 157 751 68.273
13280 55 58 63 63 71 62 87 68 58 585 A 171 756 68.727
13281 65 51 56 70 63 55 77 64 62 563 A 170 733 66.636
13282 73 62 66 78 65 70 83 67 67 631 A 162 793 72.091
13283 46 50 54 73 57 52 54 59 54 499 A 156 655 59.545
13284 64 56 59 71 63 63 88 70 63 597 A 157 754 68.545
13285 66 53 64 67 61 50 78 52 60 551 A 156 707 64.273
13286 60 49 63 69 62 53 83 63 58 560 A 169 729 66.273
13287 67 66 67 72 65 70 79 67 60 613 A 162 775 70.455
13288 70 63 68 77 70 68 81 74 65 636 A 150 786 71.455
13289 65 64 62 71 70 67 83 72 65 619 A 161 780 70.909
13290 71 62 66 79 70 71 79 74 57 629 A 169 798 72.545
13291 69 57 66 73 70 64 84 67 60 610 A 168 778 70.727
13292 71 67 68 74 67 67 72 69 67 622 A 169 791 71.909
13293 73 65 69 79 72 71 86 65 68 648 A 172 820 74.545
13294 68 64 68 75 71 72 85 69 64 636 A 150 786 71.455
13295 70 78 65 76 67 70 73 66 58 623 A 169 792 72
13296 69 74 68 77 69 66 75 68 62 628 A 160 788 71.636
13297 67 66 68 77 65 67 71 73 64 618 A 159 777 70.636
13298 64 62 67 77 72 71 84 75 65 637 A 170 807 73.364
13299 68 62 69 67 72 66 80 73 67 624 A 165 789 71.727
13300 67 61 64 72 65 59 74 62 58 582 A 161 743 67.545
13301 64 54 67 70 59 61 72 63 58 568 A 163 731 66.455
13302 67 58 66 70 64 64 75 72 58 594 A 158 752 68.364
13303 65 63 67 74 68 66 73 66 65 607 A 165 772 70.182
13304 57 55 55 68 64 56 75 57 60 547 A 164 711 64.636
13305 61 59 68 76 65 64 72 66 59 590 A 159 749 68.091
13306 59 61 53 63 67 63 84 66 65 581 A 152 733 66.636
13307 56 52 57 66 65 54 76 70 67 563 A 155 718 65.273
13308 61 50 64 73 63 58 70 66 58 563 A 150 713 64.818
13309 55 56 65 66 68 60 84 67 60 581 A 158 739 67.182
13310 59 58 62 68 64 65 79 61 60 576 A 152 728 66.182
13311 52 50 62 65 67 57 74 62 63 552 A 163 715 65
13312 61 56 62 69 65 61 79 70 58 581 A 156 737 67
13313 62 61 64 74 63 61 76 73 60 594 A 159 753 68.455
13314 61 58 63 73 68 70 80 74 63 610 A 164 774 70.364
13315 67 60 64 70 67 65 75 73 65 606 A 156 762 69.273
13316 59 58 61 68 65 63 79 65 61 579 A 158 737 67
13317 67 63 66 74 65 70 79 70 60 614 A 159 773 70.273
13318 54 50 59 65 65 53 71 62 55 534 A 161 695 63.182
Un
i. R
oll
No
.
Pa
per
- I
Pa
per
- I
I
Pa
per
- I
II
Pa
per
- I
V
Pa
per
- V
Pa
per
- V
I
Pa
per
- V
II A
Pa
per
- V
II C
Pa
per
- V
III
A Th
eory
Pa
per
- V
III
B Pa
per
- I
X A
/B
To
tal
Per
cen
tag
e
13319 55 58 63 74 62 61 69 67 60 569 A 161 730 66.364
13320 53 57 63 73 69 64 73 64 61 577 A 162 739 67.182
13321 45 53 55 63 63 53 70 65 56 523 A 159 682 62
13322 55 53 63 64 65 57 75 71 57 560 A 166 726 66
13323 45 49 58 48 62 50 69 57 50 488 A 154 642 58.364
13324 51 48 59 67 64 55 77 63 60 544 A 156 700 63.636
13325 44 47 59 64 64 48 84 58 61 529 A 157 686 62.364
13326 61 55 63 63 60 59 89 58 62 570 A 156 726 66
13327 52 58 65 75 65 66 83 62 58 584 A 149 733 66.636
13328 47 51 62 70 63 63 89 62 62 569 A 156 725 65.909
13329 64 54 65 72 62 61 78 69 61 586 A 156 742 67.455
13330 55 58 62 73 66 63 86 69 63 595 A 173 768 69.818
13331 48 47 56 60 60 46 82 54 52 505 A 164 669 60.818
13332 46 46 59 57 64 53 81 61 55 522 A 156 678 61.636
13333 51 49 61 65 66 56 91 67 58 564 A 158 722 65.636
13334 46 51 60 59 62 53 71 61 55 518 A 155 673 61.182
13335 46 54 53 71 60 54 77 61 62 538 A 158 696 63.273
13336 58 70 66 76 68 69 84 64 60 615 A 162 777 70.636
13337 49 54 57 65 64 60 69 61 46 525 A 148 673 61.182
13338 55 65 64 71 65 64 76 65 61 586 A 166 752 68.364
13339 49 53 58 61 64 50 61 61 50 507 A 158 665 60.455
13340 55 57 62 66 67 54 69 59 60 549 A 160 709 64.455
13341 57 51 56 68 65 54 83 58 58 550 A 160 710 64.545
13342 44 46 49 54 67 52 65 52 58 487 A 158 645 58.636
13343 59 61 63 75 68 53 86 63 65 593 A 167 760 69.091
13344
Th17,A
15 45 50 55 63 51 69 52 55 A 159 0
13345 A 0
13346 46 48 55 63 64 58 74 66 66 540 A 159 699 63.545
13347 46 54 61 59 63 57 79 60 61 540 A 162 702 63.818
13348 56 53 64 67 64 59 80 66 67 576 A 155 731 66.455
13349 54 49 64 69 63 57 69 57 58 540 A 147 687 62.455
13350 64 76 65 69 68 62 85 71 63 623 A 165 788 71.636
13351 67 67 66 77 64 45 85 65 59 595 A 173 768 69.818
13352 63 64 67 74 65 68 82 65 59 607 A 161 768 69.818
13353 55 52 62 68 64 58 81 67 65 572 A 157 729 66.273
13354 56 58 61 71 64 60 72 71 69 582 A 158 740 67.273
13355 18 51 17 18 17 14 19 A 0
13356 70 69 66 74 67 66 81 67 60 620 A 163 783 71.182
13357 69 63 63 71 65 61 70 64 59 585 A 159 744 67.636
13358 56 57 65 63 60 55 63 52 58 529 A 154 683 62.091
Un
i. R
oll
No
.
Pa
per
- I
Pa
per
- I
I
Pa
per
- I
II
Pa
per
- I
V
Pa
per
- V
Pa
per
- V
I
Pa
per
- V
II A
Pa
per
- V
II C
Pa
per
- V
III
A Th
eory
Pa
per
- V
III
B Pa
per
- I
X A
/B
To
tal
Per
cen
tag
e
13359 62 48 61 66 62 57 61 53 60 530 A 152 682 62
13360 72 72 67 73 66 68 69 63 66 616 A 161 777 70.636
13361 64 73 67 74 68 67 68 66 60 607 A 153 760 69.091
13362 68 75 63 77 73 68 70 65 61 620 A 150 770 70
13363 59 58 61 65 61 58 63 57 58 540 A 152 692 62.909
13364 50 49 58 65 64 48 62 52 52 500 A 150 650 59.091
13365 51 54 59 62 61 52 65 53 52 509 A 160 669 60.818
13366 53 52 56 63 61 54 63 50 55 507 A 149 656 59.636
13367 74 68 68 77 67 68 72 64 65 623 A 147 770 70
13368 51 56 60 68 64 57 58 50 50 514 A 150 664 60.364
13369 72 70 67 77 67 66 70 65 58 612 A 156 768 69.818
13370 59 57 59 62 62 52 60 55 48 514 A 159 673 61.182
13371 55 67 63 69 64 63 64 61 53 559 A 150 709 64.455
13372 64 64 64 70 65 61 66 56 57 567 A 159 726 66
13373 73 64 66 73 70 56 69 63 58 592 A 160 752 68.364
13374 64 56 65 71 66 63 68 56 60 569 A 151 720 65.455
13375 55 64 64 75 68 64 67 58 65 580 A 162 742 67.455
13376 57 63 65 74 66 61 63 61 60 570 A 162 732 66.545
13377 60 55 60 67 67 55 65 56 58 543 A 148 691 62.818
13378 60 67 61 66 70 60 66 56 61 567 A 156 723 65.727
13379 65 57 63 68 66 63 70 59 60 571 A 170 741 67.364
13380 71 75 67 77 73 68 69 65 61 626 A 170 796 72.364
13381 68 71 65 77 70 62 72 61 65 611 A 162 773 70.273
13382 62 57 59 71 65 62 67 57 58 558 A 163 721 65.545
13383 62 53 66 72 65 65 67 55 61 566 A 148 714 64.909
13384 60 62 65 74 69 66 67 60 62 585 A 153 738 67.091
13385 68 54 64 72 64 66 67 57 62 574 A 153 727 66.091
13386 59 57 62 68 73 63 68 54 61 565 A 159 724 65.818
13387 60 56 65 71 67 62 67 59 60 567 A 151 718 65.273
13388 69 60 67 74 70 69 67 63 62 601 A 152 753 68.455
13389 61 74 68 77 73 71 75 63 61 623 A 162 785 71.364
13390 64 56 66 73 65 66 64 63 64 581 A 153 734 66.727
13391 69 66 66 77 72 66 66 65 63 610 A 155 765 69.545
13392 65 55 65 74 64 63 66 61 62 575 A 152 727 66.091
13393 66 64 62 67 65 65 62 48 58 557 A 156 713 64.818
13394 49 58 57 58 65 57 50 60 59 513 A 150 663 60.273
13395 57 50 60 64 65 61 61 62 61 541 A 158 699 63.545
13396 68 60 65 70 67 65 58 54 58 565 A 160 725 65.909
13397 60 60 64 70 64 67 62 60 63 570 A 166 736 66.909
13398 68 68 66 77 66 64 63 62 66 600 A 161 761 69.182
13399 59 50 63 64 65 47 58 49 61 516 A 151 667 60.636
ANNEXURE X
GOVT. COLLEGE OF TEACHER EDUCATION
DHARAMSHALA
MICRO/BLOCK TEACHING COMMITTEE
Feedback Performa for Principals/Headmasters
Of attached Schools for Block Teaching Practice
1. Did you receive any information or letter of information regarding Block Teaching from
your deputy Director of Higher/Elementary Education Kangra, Dharamshala?
(Yes/No)
2. Did the In-charge/Members of Block Teaching Committee of this College/personally
consult you regarding the Block Teaching?
(Yes/No)
3. Did our Pupil Teacher consult you regarding time table before the Block Teaching
began?
(Yes/No)
4. Had the Pupil Teacher consulted the subject teachers regarding the syllabus to be taught
during Block Teaching?
(Yes/No)
5. Did you find that all the pupil Teachers and Teacher In-charges were present in the
morning assembly on the First Day of the Block Teaching?
(Yes/No)
6. Were the pupil teachers regular/Punctual during the Block Teaching?
(Yes/No)
7. Were the assigned duties to the pupil Teacher performed during the morning assembly?
(Yes/No)
8. Did the subject Teachers of your School observe and monitor the teaching of the pupil
teachers?
(Yes/No/Sometimes)
9. Did your teachers give suggestions to the pupil teacher for the improvement of their
teaching?
(Yes/No)
10. Did our Pupil Teachers perform Co- Curricular activities during the Block Teaching?
(Yes/No)
11. If yes, give the name of activities performed________________________
1
2
3
4
5
12. Were the Pupil Teachers sincere in their work?
(Yes/No)
13. Did the Teacher In-charges interact with you and teachers of various classes?
(Yes/No)
14. How do you evaluate the work and the conduct of our pupil teachers and our functioning?
(Average/Good/Very Good/Excellent)
15. Suggestion for improvement ____________________________________________.
Principal/Headmaster
Govt. High/Sr. Sec. School____________
Dated:-
F. PHOTO GALLERY
A GLIMPSE OF EXTENSION AND OUTREACH
ACTIVITIES
PUPIL TEACHERS AND
STUDENTS OF ADOPTED
SCHOOL
PUPIL TEACHERS
PERFORMING A SKIT ON
SOCIAL EVILS
AWARENESS CAMPAIGN
STUDENTS ON THE WAY TO INDRUNAG FOR
CLEANING DRIVE
BHARAT SCOUTS VOLUNTEERS OF THE COLLEGE DOING
REHEARSAL OF MARCH PAST
SKILL IN TEACHING PRACTICE
MICRO TEACHING
PRACTICE
SIMULATED
TEACHING
COMPETITION
PUPIL TEACHERS
CONDUCTING A
QUIZ COMPETITON
IN THE ATTACHED
SCHOOL
ENVIRNDAY DAY
RALLY IN THE
NEARBY VILLAGE
STUDENTS SHOWING
THEIR PAINTINGS ON
ENVIRONMENT DAY
CULTURAL ACTIVITIES
“JHAMAKARA”, A LOCAL
DANCE OF
KANGRA
DISTRICT
PERFORMED
IN MARRIAGES
“KULLVI NATI”,
A REGIONAL
FOLK DANCE
OF
HIMACHAL
PRADESH
“PUNJABI
GIDDHA” A
PERFORMA
NCE BY
THE PUPIL
TEACHERS
A SATIRICAL
SKIT ON
SOCIAL
EVILS BEING
PERFORMED
“VANDE
MATARAM”
PROUD TO BE
AN INDIAN
PUPIL
TEACHER
PRESENTING
“HIMACHALI
FOLK SONG”
PUPIL
TEACHERS
SHOWING
“MEHNDI” ON
THEIR HANDS
“RANGOLI” A
CREATIVE
AND
AESTHETICAL
ART BY PUPIL
TEACHERS
MOCK DRILL
IN COLLEGE
CAMPUS FOR
DISASTER
MANAGEMENT
INAUGURATION OF THE NEW SESSION
PRINCIPAL
AND FACULTY
BRIEFING OF
THE
STUDENTS
FOR THE NEW
SESSION
FIRST
MEETING OF
THE PARENT-
TEACHER
ASSOCIATION
ADDITIONS TO INFRASTRUCTURE
HON’BLE CHIEF
MINISTER
SH.VIRBHADAR
SINGH LAYING THE
FOUNDATION
STONE OF
FACULTY HOUSE
CUM CANTEEN
FOR TRAINEES
INAUGURATION OF
THE SCIENCE
BLOCK BY
SH.SUDHIR
SHARMA,
MINISTER FOR
HOUSING, URBAN
DEVELOPMENT
PRINCIPAL
SECRETARY
EDUCATION, GOVT.
OF HIMACHAL
PRADESH
SH.R.D.DHIMAM AND
DIRECTOR OF HIGHER
EDUCATION DR
DINKAR BURATHOKI
IN CONVERSATION
WITH PRINCIPAL AND
STAFF ON DINNER.
TRAININGS
INAUGURAL
ADDRESS BY THE
VICE-
CHANCELLOR, HP
UNIVERSITY
TRAINEES FROM
DIFFERENT
COLLEGES OF
HIMACHAL
PRADESH
PUPIL TEACHERS IN
ICT LAB
GCTE AWARD OF HONOUR FUNCTION (TEACHERS’ DAY)
GCTE AWARD
OF HONOUR
FUNCTION,
2011-12
GCTE AWARD OF
HONOUR
FUNCTION, 2014-15
GCTE AWARD OF
HONOUR
FUNCTION, 2012-13
SCHOOL SAFETY DM PLAN
INAUGURAL SESSION ON DM PLAN CHAIRED BY
RESIDENTCOMMISSIONER AT TRIBAL AREA PANGI (CHAMBA)
DEMONSTRATION OF RESCUE OPERATION USING
FOUR HAND SEAT METHOD DURING DISASTER
SPORTS ACTIVITIES
MARCH PAST
BY THE PUPIL
TEACHERS ON
ANNUAL
ATHELETIC
MEET
SOLUTE TO THE
CHIEF GUEST
OF ATHLETIC
MEET
RACE IN
PROGRESS IN
ANNUAL
ATHELETIC
MEET
TUG OF WAR- PUPIL TEACHERS SHOWING THEIR STRENGTH
WINNERS WITH CHIEF GUEST
ACTIVITIES OF COLLEGE BLOOD DONATION CLUB
AWARENESS,
MOTIVATION &
SENSITIZATION
LECTURE TO THE
PUPIL TEACHERS
BLOOD
DONATION IN
PROGRESS
HAEMOGLOBIN
CHECK UP &
BLOOD
GROUPING OF
PUPIL TEACHERS
SEMINARS / WORKSHOPS
PROF ARVIND
AGARWAL, DEAN,
SCHOOL OF
SOCIAL
SCIENCES, CUHP
PARTICIPANTS
ATTENDING THE
SEMINAR
PUPIL TEACHER
LEARNING THE
ACTIVITY BASED
TEACHING OF
SCIENCE
STAFF AND PUPIL TEACHERS ENJOYING THE ACTIVITY
BASED TEACHING
EMINENT EDUCATIONIST PROF. D.R.VIJ INTERACTING WITH
STUDENTS IN A WORKSHOP ON ACTION RESEARCH
RED RIBBON CLUB FOR AIDS AWARENESS
AIDS AWARENESS “GETTING TO ZERO”
SLOGAN WRITING COMPETITION ORGANISED BY THE
COLLEGE RED RIBBON CLUB
SOCIAL ACTIVITIES
WORLD FAMOUS SOCIAL ACTIVIST , PADAM SHRI , KSHMA MAITRAY,
NATIONAL DIRECTOR “CORD” VISITED THE COLLEGE TO DELIVER A LECTURE
ON SOCIAL STATUS OF WOMAN AND EMPOWERMENT
WELCOME OF PRINCIPAL BY THE PRESIDENT, ROTARY CLUB DHARAMSHALA IN
DECLAMATION CONTEST
D.C. KANGRA
ADDRESSING AND
MOTIVATING THE
FACULTY AND
PUPIL TEACHERS
TO CAST THEIR
VOTES
GIRLS
PRESENTING A
GROUP SONG
TO SHOW THE
STRENGTH OF
WOMEN
CAMPUS
BEATIFICATION
ACTIVITY
ANNUAL PRIZE DISTRIBUTION FUNCTION
SSP KANGRA,
SH.BALBIR
THAKUR,
DISTRIBUTING
THE PRIZES
IN THE
SESSION
2012-13
EMINENT
EDUCATIONIST
PROF ROMESH
DUTT, AS
CHIEF GUEST
SESSION 2013-14
A GROUP
DANCE
PERFORMANCE
BY PUPIL
TEACHERS
ACADEMIC ACTIVITIES
PROF.ARVIND JHA, DEAN
SCHOOL OF EDUCATION
DELIVERING HIS LECTURE ON
TEACHING SKILLS
HINDI DIWAS
SAMAROH
INTER HOUSE
QUIZ
COMPETITION
GIRLS HOSTEL ACTIVITIES
GIRLS
PRESENTING A
QAWALI IN
HOSTEL
FUNDTION
CELEBRATING
CHRISTMAS IN
THE HOSTEL
