Self Study Report - Vidyavati College

Self Study Report

VIDYAVATI COLLEGE, BHIND (M.P.)

TRACK ID: MPCOTE22831

SELF STUDY REPORT For

Assessment and Accreditation

B.T.I. ROAD. VIKRAMPURA, BHIND, M.P.

Recognized by NCTE (WRC)

& Affiliated to

JIWAJI UNIVERSITY, GWALIOR Submitted to

P.O. BOX NO. 1075, NAGARBHAVI BANGALORE – 560072

Self Study Report


Sr. No. Particulars Page No.

1 Preface 3

2 From the Pen of the Principal 4

PART- I INSTITUTIONAL DATA

3 Profile of the Institution 5-9

4 Criterion Wise Inputs 9-42

Criterion I: Curricular Aspects 9-12

Criterion II: Teaching-Learning and Evaluation 12-17

Criterion III: Research, Consultation and

Extension

17-21

Criterion IV: Infrastructure and Learning

Resources

21-28

Criterion V: Students Support and Progression 28-34

Criterion VI: Governance and Leadership 34-40

Criterion VII: Innovative Practices 40-42

PART – II EVALUATIVE REPORT

5 Executive Summary 43-45

6 Criterion Wise Analysis 46-147

Criterion I: Curricular Aspects 46-57

Criterion II: Teaching-Learning and Evaluation 58-82

Criterion III:Reserch, Consultation and Extension 83-95

Criterion IV: Infrastructure and Learning

Resources

96-109

Criterion V: Students Support and Progression 110-125

Criterion VI: Governance and Leadership 126-141

Criterion VII: Innovative Practices 142-147

7 Mapping of Academic Activities of the Institution 148

8 Declaration by the Head of the Institution 149

9 Certificate of Compliance 150

CONTENTS

Self Study Report


PREFACE

Vidyavati College Bhind was established by the society Smt. Vidyavati Mishra

Memorial LokNayasBhind, M.P. The founder of the college is ShriAmitDubey.

He is a true visionary who dreamed to transform this backward region through

education. This college, the first one of its kind in the districts of bhind, M.P. and

was a great educational experiment, which immensely helped the region towards

its march towards quality teacher education. Larger social goal and the urgent

need to expand opportunities for the underprivileged have always been our strong

driving force. The college is reputed for excellence in teaching-learning, research

and character-building. Our former students are productively engaged in the task

of nation- building in various walks of life. Even as we feel proud of our past and

present accomplishments, we are profoundly aware of the fact that there is no

room for complacency. There is an urgent need for us to re-examine our activities,

relevance and priorities in the light of the rapid changes, developments and the

new demands of emerging scenario. This is an exercise in that direction. Needless

to mention NAAC has given us a splendid opportunity for self-assessment and

self improvement. NAAC has developed certain parameters for continuous

improvement of teacher education. In this self appraisal report we tried our level

best to meet the parameters laid down by NAAC.

Dr.VandanaUpadhyay (Principal)

Vidyavati College,

Bhind (M.P.)

Self Study Report


From the Pen of the Principal

VidyavatiCollege ,Bhind is one of the well known affiliated colleges of Jivaji

University, Gwalior M.P. applying for NAAC accreditation.

VidyavatiCollege ,Bhind is a self financed unit of the Smt. Vidyavati Mishra

LokNayasBhind,M.P. It was founded in the year 2004 by a renowned visionary

ShriAmitDubey. This society created a platform for job oriented programmes in

Higher Education with an intent to cherish and actualize the dreams of young

aspirants who are keen to attain professional degrees in teacher education and be

formally eligible for rendering their services to the national development.

The college has been conducting B.Ed. classes from the academic session 2004

The programme has the recognition of the NCTE (WRC) and the affiliation of

Jivaji University, Gwalior and State of M.P.

As the Principal of this college I have great pleasure in placing on record the

outstandingservices it has rendered to the preparation of competent and

committed professionals who havejoined/or contemplate joining the educational

institutions in the state in particular.

I am further privileged to direct the submission of its SAR for the NAAC

Accreditation. Iappreciate the staff and faculty members of the college who have

worked diligently to preparethis valuable document. We are looking forward to

the visit of NAAC peer team members fortheir observations and valuable

suggestions which in turn will lead to our advancement in thefield of teacher

education.

Dr.VandanaUpadhyay (Principal)

Vidyavati College

Bhind (M.P.)

Self Study Report


A. Profile of the Institution

1. Name and address of the institution: VIDYAVATI COLLEGE BTI

ROAD VIKRAMPURA, BHIND

2. Website URL: www.vidyavaticollege.org

3. For communication:

Office

Name Telephone

Number with

STD Code

Fax No E-Mail Address

Dr.VANDANA

UPPADHYAY

Head/Principal

07534241090

9058888202

240672 [email protected]

m

Vice-Principal ----- ----- ------

Dr.DevendraDwived

i

Self - appraisal

Co-ordinator

09235181065

-----

[email protected]

om

Residence

Name Telephone

Number

with STD

Code

Mobile Number

Dr. VANDANA UPPADHYAY

Head/Principal

------ 9058888202

Vice-Principal ----- -------

Dr.DevendraDwivedi

Self - appraisal Co-ordinator

09235181065 Homedev10@g

mail.com

mailto:[email protected]




Self Study Report


4. Location of the Institution:

Urban Semi-urban Rural Tribal

Any other (specify and indicate)

5. Campus area in acres:

6. Is it a recognized minority institution? Yes No

7. Date of establishment of the institution:

Month & Year

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

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

Month & Year

2f

Month & Year

12B

3.1135

JIWAJI UNIVERSITY GWALIOR

MM YYYY

MAY 2003

MM YYYY

MM YYYY

Self Study Report


10. Type of Institution

a. By funding i. Government

ii. Grant-in-aid

iii. Constituent

iv. Self-financed

v. Any other (specify and indicate)

b. By Gender i. Only for Men

ii. Only for Women

iii. Co-education

c. By Nature i. University Dept.

ii. IASE

iii. Autonomous College

iv. Affiliated College

v. Constituent College

vi. Dept. of Education of Composite

Self Study Report


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

Qualification

Nature of

Award

Duration Medium of

instruction

i) Pre-primary

Certificate

Diploma

Degree

ii) Primary/

Elementary

Certificate

D.Ed. 12th

Pass Diploma 2 YEARS HINDI/

ENGLISH

Degree

iii) Secondary/

Sr. secondary

Certificate

Diploma

B.Ed. Graduation Degree 2 YEARS HINDI/

ENGLISH

iv. Post Graduate

Diploma

Degree

v. Other

(specify)

Certificate

Diploma

Degree

(Additional rows may be inserted as per requirement)

Self Study Report


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

above)

Level Programme Order No. & Date Valid

upto

Sanctione

d Intake

Pre-primary

Primary/

Elementary

D.Ed. WRL/2-32-

68/222052/2005/5

87

100

Secondary/

Sr.secondary

B.Ed. WRL/5-

6/47/2003/517/11

.02.2004

100

Post Graduate

Other (specify)


B) Criterion-wise inputs

Criterion I: Curricular Aspects

1. Does the Institution have a stated

Vision

Mission

Values

Objectives

Yes No

Yes No

Yes No

Yes No

Self Study Report


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

If yes,

a) How many programmes?

b) Fee charged per programme

c)

3. Are there programmes with semester system

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

revision processes of the regulatory bodies?

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

committees/boards of universities/regulating authority.

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

D.Ed.

B.Ed.

M.Ed. (Full Time)

M.Ed. (Part Time)


6. Are there Programmes offered in modular form

YES

Yes No

09

17

Yes No

Number

TWO

B.Ed. - 25,000/- P/A

D.Ed. - 30,000/- P/A

Yes No

N/A

Self Study Report


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

introduced

8. Are there Programmes with faculty exchange/visiting faculty

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

Heads of practice teaching schools

Academic peers

Alumni

Students

Employers

9. How long does it take for the institution to introduce a new programme

within the existing system?

10. Has the institution introduced any new courses in teacher education during

the last three years?

ONE YEAR

Yes No

Number

Yes No

Number 05

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Number N/A

Self Study Report


11. Are there courses in which major syllabus revision was done during the last

five years?

12. Does the institution develop and deploy action plans for effective

implementation of the curriculum?

13. 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)

Yes No

Yes No

Yes No

Number 01

Self Study Report


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

a) Date of start of the academic year

b) Date of last admission

c) Date of closing of the academic year

d) Total teaching days

e) Total working days

3. Total number of students admitted

Programme Number of students Reserved Open

M F Total M F Total M F Total

D.Ed. 52 40 92 33 12 45 19 28 47

B.Ed. 22 29 51 20 17 37 02 12 14

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)

Yes No

4-06-2014

19-07-2014

30-06-2015

187

237

28216/-

14367/-

Self Study Report


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. 89.40 51.60 88.20 49.80

B.Ed. 74.67 51.11 74.40 47.25

M.Ed.

(Full Time)

M.Ed.

(Part Time)

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

programme (after admission)?

8. Does the institution develop its academic calendar?

9. Time allotted (in percentage)

Programmes Theory Practice Teaching Practicum

D.Ed. 80 20

B.Ed. 75 25

M.Ed. (Full Time)

M.Ed. (Part Time)

Yes No

Yes No

Self Study Report


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?

4 0

4 0

Yes No

0 5

2 0

0 8

No. of Lessons In simulation

No. 02 No. of Lessons Pre-

practice teaching

No. 20

Self Study Report


14. Does the institution provide for continuous evaluation?

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

Programmes Internal External

D.Ed. 80 20

B.Ed. 30.60 69.40

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


Yes No

0 1

0 2

Self Study Report


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

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

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

Compulsory Optional

Criterion III: Research, Consultancy 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

N/A N/A N/A N/A

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

Yes No

Yes No

2 12.3 Number %

Yes No

Number As Per Requirement

Self Study Report


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

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

education? (Mark for positive response and X for negative response)

Teachers are given study leave

Teachers are provided with seed money

Adjustment in teaching schedule

Providing secretarial support and other facilities

Any other specify and indicate

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

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

a. Ph.D.

b. M. Phil.

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

-

Yes No

Yes No

NIL

--

--

Self Study Report


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

Yes No Number

International journals N/A -- --

National journals – referred papers

Non referred papers

04

Academic articles in reputed

magazines/news papers

- -

Books - -

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):

Faculty Students

National seminars

International seminars

Any other academic forum

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

(Mark `‟ for yes and `X‟ for No.)

Self-instructional materials

Print materials

Non-print materials (e.g. Teaching

Aids/audio-visual, multimedia, etc.)

04

02

02

Yes No

Number -

Self Study Report


Digitalized (Computer aided instructional materials)

Question bank


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.

--

Yes No

Yes No

Yes No

03

N/A

Yes No

Self Study Report


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

4113.46 sq. mts.

Self Study Report


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

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

the previous academic year?

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

previous academic year?

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

facilities during the previous academic year?

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

the current academic session/financial year?

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

9. Total number of posts sanctioned Open Reserved

Teaching

Non-teaching

35

2.00

1.658

Yes No

1.6

M F M F

08 0

2

04 02

04

0

0

03 00

1.84

Self Study Report


10. Total number of posts vacant Open Reserved

Teaching

Non-teaching

11. a. Number of regular and permanent teachers Open Reserved

(Gender-wise)

Lecturers

Readers

Professors

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

Open Reserved

Lecturers

Readers

Professors

c. Number of teachers from Same state

Other states

07

09

M F M F

8 2 4 2

M F M F

-- -- -- --

M F M F

-- -- -- --

M F M F

1

1 --

--

M F M F

--

-- -- --

M F M F

-- -- -- --

M F M F

--- -- --- ---

--- -- --- ---

Self Study Report


12. Teacher student ratio (program-wise)

Programme Teacher student ratio

D.Ed. 1:15

B.Ed. 1:15

M.Ed. (Full Time) --

M.Ed. (Part Time) --

13. a. Non-teaching staff Open Reserved

Permanent

Temporary

b. Technical Assistants Permanent

Temporary

14. Ratio of Teaching – non-teaching staff

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

academic session (% of total expenditure)

16. Is there an advisory committee for the library?

1:1

Yes No

M F M F

6 4 -- --

M F M F

-- --

e

-- --

M F M F

1 1

M F M F

62.46

Self Study Report


17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility

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

7 hours (10Am to 5Pm)

--

Yes No

9302

8216

1086

26

26

26

4

192

261

7 hours (10Am to 5Pm)

02

Self Study Report


- 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

Computer and Printer

Internet

Online access facility

Inter-library borrowing

142

90

12

137.95 sq mts

50 Students

25

Self Study Report


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

11

Full Session

Yes No

2.918

10:1

500

Full Session

04

As per

requirement

Self Study Report


26. Provide the number of books/ journals/ periodicals that have been added to

the library during the last three years and their cost.

I (2012-13) II (2014-15) III (2015-16)

Number Total cost

(inRs.)

Number Total cost

(inRs.)

Number Total cost

(inRs.)

Text books 304 84865 588 90345 301 1,12,917

Other books 8 1951 80 9800 189 25110

Journals/

Periodicals

10 8200

Any others

specify and

indicate

(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

2011-12

Year 2 2012-13 Year 3

2014-15

D.Ed. 00 00 00

B.Ed. 01 00 00

M.Ed. (Full Time)

M.Ed. (Part Time)

Self Study Report


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

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

3. Does the institution offer Remedial instruction?

4. Does the institution offer Bridge courses?

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

UG (B.Ed) PG M. Phil

I

2011-12

II

2012-13

III

2014-15

I II III I II III

Pass percentage 96.96 95.7 92.3

Number of first

classes

192 182 96

Number of

distinctions

-- -- --

Exemplary

performances

(Gold Medal

and university

ranks)

-- -- --

Yes No

20

Yes No

Yes No

Self Study Report


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

last three years (provide year wise data)

NET

SLET/SET


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

(2014-15)

Merit Scholarship -- -- --

Merit-cum-means

scholarship

-- -- --

Fee concession -- -- 777600/-

Loan facilities -- -- --

Any other specify and

indicate

-- -- --


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

Yes No

I II III

Self Study Report


9. Does the institution provide Residential accommodation for:

Faculty

Non-teaching staff

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

If yes, number of students residing in hostels

Men

Women

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

Self Study Report


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

institution participated/organized.

Organised Participated

Yes No Number Yes No Number

Inter-collegiate 01 04

Inter-university -- -- 02

National -- -- -- -- -- ---

Any other

(specify and

indicate)

(Excluding college day celebration)

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

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

Participation of students

(Numbers)

Outcome

(Medal achievers)

State 03 --

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?

Yes No

Yes No

2015

Self Study Report


20. Does the institution regularly publish a college magazine?

21. Does the institution publish its updated prospectus annually?

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

study (Give percentage) for last three years

Year 1

2011-12

(%)

Year 2

2012-13

(%)

Year 3

2014-15

(%)

Higher studies 52 55 59

Employment (Total) 48 45 41

Teaching

Non teaching

72 74 70

28 26 30

23. Is there a placement cell in the institution?

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

three years.

2011-12 2012-13 2013-14

40 15 20

Yes No

Yes No

Yes No

Self Study Report


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

to students? Yes No

Academic guidance and Counseling

Personal Counseling

Career Counseling

Criterion VI: Governance andLeadership

1. Does the institution have a functional Internal Quality Assurance Cell

(IQAC) or any other similar body/committee

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

Governing Body/management 02

Staff council 04

IQAC/or any other similar body/committee 04

Internal Administrative Bodies contributing to quality improvement of the

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

Aca-03

Admi-03

Res-03

Yes No

Self Study Report


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

staff of the institution?

Loan facility

Medical assistance

Insurance

Other (specify and indicate)

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

staff during the last three years

5. Furnish the following details for the past three years

a. Number of teachers who have availed the Faculty Improvement

Program of the UGC/NCTE or any other recognized

organisation

b. Number of teachers who were sponsored for professional development

programmes by the institution

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

0

0

2

N/A

Y

E

S

--

- - -

0 0 2

Yes No

Yes No

Yes No

Yes No --

0

0 2

Self Study Report


f. Invited/endowment lectures at the institution

Any other area (specify the programme and indicate)

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

teaching staff?

a. Self-appraisal

b. Student assessment of faculty performance

c. Expert assessment of faculty performance

d. Combination of one or more of the above

e. Any other (specify and indicate)

7. Are the faculty assigned additional administrative work?

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

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

institution for previous academic session

Grant-in-aid

Fees

Donation

Yes No

Yes No

Yes No

Yes No

6 Hours

- 0 6

- - -

Yes No

Yes -- No --

Self Study Report


Self-funded courses


9. Expenditure statement (for last two years)

2012-13 2014-15

Total sanctioned Budget 3390238 3645739

% spent on the salary of faculty 78.77 55.55

% spent on the salary of non-teaching employees 16.24 32.29

% spent on books and journals 2.56 2.918

% spent on developmental activities (expansion of

building)

-- NIL

% spent on telephone, electricity and water 1.08 1.890

% spent on maintenance of building, sports facilities,

hostels, residential complex and student amenities,

etc.

0.83 1.846

% spent on maintenance of equipment, teaching aids,

contingency etc.

0.345 1.658

% spent on research and scholarship (seminars,

conferences, faculty development programs, faculty

exchange, etc.)

-- 0.503

% spent on travel 0.065 0.0205

Any other (specify and indicate) 0.095 3.133

Total expenditure incurred 99.97 99.99

Self Study Report


10. Specify the institutions surplus/deficit budget during the last three years?

(specify the amount in the applicable boxes given below)

Surplus in Rs. Deficit in Rs.

11. Is there an internal financial audit mechanism?

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


Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

1117601

838897

132707

Yes No

Yes No

Yes No

Yes No

Self Study Report


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

mechanism?

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

of the non-teaching staff?

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

approved by a competent authority?

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?

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Self Study Report


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

planning, teamwork, decision-making, computerisation and TQM?

Criterion VII: Innovative Practices

1. Does the institution have 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 17 12

b ST 01

c OBC 03 04

d Physically challenged

e General Category 02 12

f Rural

g Urban

h Any other

( specify)

Yes No

Yes No

Yes No

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

Category Teaching

staff

% Non-teaching

staff

%

a SC 2 2

b ST

c OBC 6 2

d Women 3 0

e Physically challenged

f General Category 8 3

g Any other

( specify)

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

two batches?

(2012-13) (2014-15)

Category At Admission On completion of the course

Batch I Batch II Batch I Batch II

SC 64 25 60 22

ST 00 02 00 02

OBC 44 26 42 02

Physically

challenged

00

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General

Category

82 51 80 48

Rural

Urban

Any other

( specify)

Self Study Report


Executive Summary

Vidyavati College, Bhind run by Smt. Vidyavati Mishra Memorial

LokNayasBhind, M.P was started in semi urban area at Bhind, M.P. in the year

2004 This college was recognized by NCTE (WRC) vide order no WRC/5-

6/47/2003/517, dated 11/02/2004and is affiliated to Jiwaji University, Gwalior

M.P. It tries to achieve excellence through hard work and dedication and to

prepare the teachers to face emerging challenges.

1. Curricular aspects- The college campus is located in an area of --- Acres and

has a total built up area of ----- sq. Mtrs. with multipurpose hall, library, various

laboratories, classrooms and basic requisite infrastructure. It offers B.Ed.

(Bachelor of Education) Twoyear regular programme and D.El.Ed. (Diploma of

Education) Two year regular programme offering 100 (Two unit) and 100 (Two

unit) intake respectively.

The college follows the curriculum and syllabi designed by the Jiwaji University

& SCERT Bhopal. The college interacts with the Jiwaji University in updating the

curriculum as and when required.

The feedback from pupil teachers, peers alumni, teacher educators, Heads and

teachers of practice teaching schools and stakeholders, obtained are analyzed and

used for improving

2. Teaching – Learning & Evaluation – The focus of our college is on Quality

curriculum transaction with the use of ICT and recent trends. Teacher training

includes a variety of learning experiences coupled with innovative instructional

techniques and strategies which is the need of the hour. The tutorial system is

successfully implemented to elicit the problem of the pupil teachers and weaker

students are given remedial classes.

3. Research Consultancy and extension- ---- teacher educators are holding

Ph.D. degree and some of them are registered for Ph.D. The teachers who are

registered for pursuing Ph.D. degree are encouraged for research through study

leave and adjustment in college time table. Therefore we can say that

management has encouraged our faculty members by providing many facilities

and incentives including finance to do his/her projects. Seminars and workshops

are conducted in the college to improve their research knowledge and aptitude.

Self Study Report


The Extension work includes community development campus and rallies on

various themes.

4. Infrastructure and learning resources- The college has adequate

infrastructure for effective implementation of curricular, co-curricular and extra

curricular activities. The college has campus area of approximate 3.11 Acres and

built up area is 4113.46 sq. mtrs. The college has a multipurpose hall, well

stocked semi computerized library, furnished class rooms, well equipped

laboratories, common rooms for girls and boys, faculty room, office for Principal

and Staff members .

The college has a active website www.vidyavaticollege.orgwhich is updated time

to time. The college is trying to makegood use of the website to spread awareness

about its facilities, to make admission processwidely known and to get valuable

feedback from stakeholders.

5. Student Support and Progression- The teacher educators do their best to

nourish andnurture the hidden talent of pupil teachers. They provide mentoring

and counselling to pupilteachers on almost all aspects of teacher education.

A good number of students are from poor background and the college tries to

provide themwith financial support in the form of Govt. scholarship.

An increasing no. of students are going to appear in CTET/TET and various

stateand central level examinations. Here, students are provided with proper

guidance whichhelps them to apply and competion such competitive

examinations. Pupil teachersvoluntarily take membership and participate in

various committees and cells.

6. Governance and leadership- The college has well defined vision and mission.

The IQACcommittee have deep understanding of it. The entire activities of the

college are directedtowards achieving the ideals stated in its Vision & Mission

Various committees and cellshave been formed for smooth functioning of the

college. Filling of staff is done according to NCTE (WRC) and Jiwaji University

and state govt. of M.P. rules and regulations.The goals and objectives are

discussed and deployed at each level to ensure contribution ofeach individual of

the college.

7. Innovative Practices- the basic aim of college is all round development of an

individuali.e. cognitive , Affective and Psychomotor domains. The college has

developed manyinnovative practices and several mechanism for quality assurance

and sustenance. Some ofthese are:

http://www.vidyavaticollege.org/

Self Study Report


IQAC

Alumni association

Feedback from pupil teachers

Self appraisal of teachers educators

Grievance and redressal cell

Women cell

Placement cell

Owing to these committees and cells, the college has an efficient system in place

to regulateand maintain standards of its administrative, curricular, co-curricular

and extra-curricularactivities.

Self Study Report


Criterion I: Curricular Aspects

1.1 Curricular Design and Development

1.1.1 State the objectives of the institution and the major considerations

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

Disadvantaged, Equity, Self development, Community and National

Development, Issue of ecology and environment, Value Orientation,

Employment, Global trends and demands, etc.)

The mission of the college is to provide quality teacher education to the pupil

teachers and through our holistic, value-based and progressive education, to

produce young mind of whom any nation can be proud of

Objectives

a) To adopt teaching profession as a means of social service along with education.

b) Motivating pupil teacher to scale and achieve high academic standards.

c) To make the pupil teachers capable of following recent trends in the teacher

education.

d) Providing varied professional training and placement of pupil teachers.

e) To increase employability of our pupil teachers through value-added education.

f) Providing updated information and knowledge through orientations.

g) Shaping the innovative, creative and integrating abilities of pupil teachers by

providing research facilities.

h) To motivate pupil teachers towards excellence in teacher education.

i) To contribute to human resources at national and international levels.

Intellectual

To equip pupil teachers in bringing desired social changes and to develop skills to

work in future for the welfare of society and social cohesion by achieving

intellectual stability and adopting latest knowledge.

Training

The major objective of training is to empower the prospective teachers for

effective teaching, research, extension and consultancy.

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Access to the Disadvantaged

The college aims at the general uplift of the disadvantaged groups such as,

backward students, students from SC/ST communities, physically handicapped

women and economically weak.

Self Development

The pupil teachers are expected to become acquainted with different models,

methods and strategies of teaching, different techniques for assessment and to

acquire skills in teaching.

Global trends and Demands

The pupil teachers are expected to become capable of applying modern

techniques and practices in teaching by obtaining a total perspective of the role of

ICT in modern educational practice.

1.1.2 Specify the various steps in the curricular development processes. (Need

assessment, development of information database pertaining to the feedback

from faculty, students, alumni, employers and academic experts, and

formalizing the decisions in statutory academic bodies).

Feedback is collected through various sources such as Meetings, Interactions with

experts & educationists, Alumni Meetings and meetings with prospective

employers like Principals of schools during teaching Practice and forwarded to

Principal of the college as suggestions. Suggestions are forwarded from time to

time to BOS (Board of Studies) of Jiwaji University, Gwalior.

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

curriculum and existing courses modified to meet the emerging needs?

Pupil teachers to become independent, creative and confident enough to face the

world. The teacher educators are prompt in guiding the pupil teachers to integrate

the technology like LCD Projector, Slide Projector, Internet, Computers & Other

audio visual aids with face to face sessions to present the content effectively.

Teacher educators demonstrates and justifies the judicious use of appropriate

methodology, pedagogy in handling and mastery learning by ICT. Faculty make

good use of power point presentations and project based instructional resources

for instructions, orientation & for conducting different curricular and co-curricular

activities. The pupil teacher imitates and learns various micro skills during their

Self Study Report


micro teaching session. Prayer, thought of the day conduct of teachers are

exemplary for pupil teachers. They discuss and share their views on various

religious, spiritual & moral ideals. The Principal and all faculty and staff members

are leading examples. They review the code of ethics regularly to maintain values

in the behavior of the pupil teachers. Various curricular, Co-curricular activities

spontaneously encourage the pupil teachers to learn in team work and integration.

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

on national issues like environment, value education and ICT?

The curriculum of the B.Ed. course bears thrust on National issues like

valueeducation, Equality, Environmental issues, National integration, Women

education,Education of physically Challenged and role of ICT.

The college conducts morning assembly where moral & social values are

propagatedand developed through prayers and short stories on social & moral

issues. ICT is anintegral part of the curriculum and the college participates in

extension activities to make aware people on national issues (like Pollution,

Population Control, Girl ChildEducation etc.) Workshops, seminars and other

events on such issues are beingconducted time to time.Micro teaching, mega

teaching and case study methods are adopted and use ofinternet for teaching and

learning is encouraged.

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 as follows:-

a) ICT is used for planning of day to day curricular and co-curricular activities.

b) The year plan is prepared for planning of teaching learning and related

activities of the course.

c) Planning of practice lessons, time table of the lessons, observation for students

and supervision faculty.

d) Seating arrangement of students, psychology experiments, methods lectures

and time table for various lab activities.

e) Time table, letters to the experts, programme agenda, attendance and reports.

f) Examination planning, paper typing, entry of marks and results. Various

Academic Committees plan and their activities. Thus, the college uses ICT to the

fullest for implementation of curriculum and for academic planning.

Self Study Report


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?

1. Preparation of PPT:-

Faculty members prepare power point presentation on various topics. Every year

at the beginning of micro-teaching/core training programme, these power point

presentation are shown to pupil teachers for better understanding of microteaching

skills.

2. Conducting Demonstration Lessons:-

Faculty also conducts demonstration lessons in every subject to pupil teachers to

observe and reflect upon them.

3. Orientation:

Orientation are organized to orient pupil teachers regarding various aspects of

skills in microteaching. With the help of these lectures, they get a clear idea about

microteaching and practice lessons.

4. Selection of appropriate methods and models of teaching :

The pupil teachers are instructed to select methods, models and techniques that

are suitable for teaching of the content. They are also required to provide the

rationale for selection of methods models and techniques. This promotes

reflective thinking about the use of appropriate teaching strategy.

5. Critical Reflection:

The pupil teachers are made to review critically and reflect upon the actual

classroom experiences after taking practice lessons.

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

the operational curriculum for providing varied learning experiences to the

students both in the campus and in the field?

The pupil teachers receive both formal and informal learning experiences in the

campus:

Self Study Report


a) They undergo actual formal learning of theory subjects.

b) Simulation of classroom teaching through micro teaching and mega lessons

provides them the experience of teaching and learning with the help and in

collaboration with their peers.

c) The college has a well stocked library. It provides a wide range of books for

assignment preparation and for additional reading. The facility of the book bank

scheme is available for pupil teachers. During the examination period, optimum

utilization of library is facilitated for pupil teachers.

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.

The following activities were conducted in addition to the prescribed courses:

Communication skills:

Spoken English classes for development of communication skills for B.Ed. pupil

teachers are undertaken.

ICT Skills:

College provides ICT training to its faculty, staff and pupil teachers.

Social Responsibility :

Under the social service scheme, the college organized many extension activities.

Life Skills:

For developing life skills and soft skills among the pupil teachers, college

organizes a one day personality development course every year.

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

v. School experience / internship

vi. Work experience /SUPW

vii. Any other (specify and give details)

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(Also list out the programmes/courses where the above aspects have been

incorporated).

1. Interdisciplinary/Multidisciplinary- Education seems multi disciplinary

subject hence it drives concept from discipline of political science, Economics,

Philosophy, Psychology, History Sociology, ICT and management and so on.

B.Ed. Curriculum is multidisciplinary as it emphasises on language, Social

Science, Science Mathematics, Management, Economics& ICT. The methods

cover the various specialization of the mother discipline of Pupil teachers. There

are some similarities in different methodology papers. Above all the lesson plans,

preparation of teaching aids & method of teaching and evaluation are interrelated.

2. Multi Skill Development- the college has arranged so many programmes for

multi skill development such as-

1) ET apparatus training

2) Computer training

3) Soft skills development

4) Important days are celebrated.

5) Organize cultural programmes.

6) Organization of macro and micro teaching.

3. Inclusive Education – In this college differentially abled student are included

in the general class-room teaching and special assistance are provided, if required

by them. It is now accepted that so called disabled individuals are actually

“differentially abled” so they are capable of learning provided appropriate

learning experiences are provided to them.

4. Practice Teaching- It is most important component of teacher education before

commencement of practice teaching. Teacher educators give proper orientation to

the pupil teacher. It includes the following activities-

Demonstration of micro lessons by concerned teacher educator.

Practicing microteaching skills by pupil teachers .

Demonstration of macro lessons by concerned teacher educator.

Guidance for preparation of teaching aids & presentation of lessons.

In the last, pupil teachers are sent for practice teaching to near by Primary and

Secondary schools for forty days in two terms.

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5. School Experience- During practice teaching the pupil teachers attend the

school from prayer to last bell and participate in various activities of school as

well as learn to maintain various activities.

6. Work Experience/SUPW- It is an essential component of B.Ed. course. It

helps in development of creative skills as well as sense of appreciation towards

nature and dignity of labour.

1.3 Feedback on Curriculum

1.3.1 How does the institution encourage feedback and communication from

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

stakeholders with reference to the curriculum?

The college encourages feedback from pupil through regular meetings that are

conducted on regular intervals. Detailed feedback in writing is given by the pupil

teachers on the curriculum transaction.

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.

The Jiwaji University, Gwalior frames the curriculum for the B.Ed. courses.

Feedback is given by the pupil teachers and faculty regarding the difficulties and

the obstacles faced in implementing the curriculum through discussions. The units

that need modification, improvement and additions is received in faculty meetings

of the college and conveyed to the University authorities like the Board of

Studies. The college has no authority and powers to modify, improve and make

additions to the existing curriculum.

1.3.3 What are the contributions of the institution to curriculum

development? (Member of BoS/ sending timely suggestions, feedback, etc.)

As already stated, whenever the curriculum is to be modified or there are

suggestions regarding curriculum transaction, the college send suggestions and

feedback to the Jiwaji University, Gwalior.

Self Study Report


1.4.1 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).

As per NCTE regulation 2014 new syllabus of B.Ed. (Two years) programme has

been given below:-

RANI DURGAVTI VISHWAVIDYALAYA;

JABALPUR

Syllabus & Course Structure

For

BACHELOR OF EDUCATION (B.Ed.)

COURCES STRUCTURE:

B.Ed. Course Scheme of Examination- Semester Scheme

Semester-I

Course/Paper Hours per

week

Total Marks Internal

(Formative)

External

(Summative)

Group A:

Core Course

CC1:

Childhood &

Growing Up

6 100 25 75

CC 2:

Education in

India-Status,

Problems and

Issues

6 100 25 75

CC3:

Language

across the

curriculum-

Part 1

4 50 15 35

CC4:

Curriculum

Development

& School

6 100 25 75

EPC 1

Reading and

2 50 20 30

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Reflecting on

Texts

Total 400 110 290

Note: Assignment & Tasks for Courses 1,2,3,4

Second Semester

Course/Paper Hours

per week

Total

marks

Internal

(Formati

ve)

External

(Summat

ive)

Group B: Core Course

CC1:Learning & teaching 6 100 25 75

2: PC (I) Pedagogy of a School

Subject-Part1(Subject:1 Science-

Biology/Math‟s/Social

Sciences(SS)/Language-

Hindi/English/Urdu/Sanskrit/Other

Region-Specific lang.)

6 100 25 75

3:PC(II) Pedagogy of a School (Part

II): Subject Knowledge and the

Related Pedagogic Dimensions

(Subject:1 Science-

Chemistry/Physics/History/Civic/G

eography/Economics/commerce)

6 100 25 75

4: Language across the curriculum

–Part-2

4 50 15 35

EPC2 Drama & Art in Education 2 50 20 30

Total 400 110 290

Third Semester


week

Total marks Internal

(Formative)

External

(Summative)

Group A: Core

Coerces

CC1:

Pedagogy of a

School Subject

(Part II)

50 15 35

2: School 350 150 200

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Internship

3: EPC1-

Educational

Psychology

Practical

50 10 40

Total 450 175 275

Note 1- Twenty Weeks (Four Weeks) Practice Teaching & (Sixteen Weeks )

Internship School

INTERNSHIP IN TEACHING

The activities and the allotment of marks for internship in teaching in each

method of teaching schools subjects are as following

Sr.

No.

Per culars Sem. III Marks

1 Micro Teaching under Simulation conditions

(Eight Skills)

(16*3)=48

2 Lesson Planning (Practice Teaching) 100

3

4

5

6

Execution of the lesson in the actual class

room situation & School Work

Unit Plan

Unit Test Administration Evaluation and

interpretation

Resources unit/instructional

kit/workbook/working models.

40

40

12

7 Observation records 10

Total 350

Fourth Semester

Course/Paper Hours

per week

Total

mar

ks

Internal

(Format

ive)

External

(Summat

ive)


CC1: Gender,School & Society 6 100 25 75

2: Educational Technology & ICT 6 100 25 75

3: Creating an inclusive Schools 6 100 25 75

4: Optional Cources: (Any one od

the Subject mentioned below)

6 100 25 75

Self Study Report


a. Value

Education

b. Futurology

in Education

c. Health and

Physical

Education

d. Guidance

and

Counseling

School

e. Environmen

tal

Education

f. Action

Research

EPC 3: Understanding the Self 2 50 20 30

EPC 4: understanding of TCT 2 50 20 30

500 140 360

Note: Assignment & Tasks for Cources1, 2, 3, 4

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.)

Our Institute is affiliated to Jiwaji University, Gwalior and has to follow the

curriculumprescribed by the university. The college has no direct role in its

revision and updation.Feed back obtained from teacher educators, Pupil teachers,

Non teaching staff, Alumni,faculty of Practice teaching schools and guardians are

sent to the University forModification.

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?

The college has developed the following measures during the last five years for

the quality sustenance and quality enhancement in curricular aspects:

Self Study Report


a) The suggestions given and contribution made by the IQAC

b) Orientation to the faculty about the revised curriculum.

c) Organization of workshops and seminars on recent emerging trends such as

globalization, pedagogical analysis, inclusive education, instructional system and

design.

d) Content analysis of course syllabus.

e) Formation of various committees for smooth implementation of Year‟s Plan,

Cocurricular and extracurricular activities.

f) Power point presentation prepared by the faculty for orienting pupil teachers

about micro-teaching.

g) Effective use of ICT.

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

planned/ implemented by the institution?

Pupil teachers have to master the use of computer, internet for their planning

about teaching-learning transaction. The college encourages innovative

programmes throughout the training.

Following innovative practices are given below:

Power point presentations.

Seminars and workshops

Imparting teaching skills.

Psychology experiments

ICT equipped class rooms.

Usage of OHP & LCD

Use of latest techniques, strategies, methods and models of teaching.

Educational lectures (Guest lecturer)

Workshops for preparation of teaching Aids

Teaching Aid Exhibition

Collage making workshop

Mentorship

Self Study Report


Criterion II: 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?

The NCTE (WRC) and Jiwaji University, Gwalior are the regulatory bodies for

the B.Ed. course run by the colleges. From the session 2014-15, the entire

admission process is controlled by Madhya Pradesh professional Examination

Board (Madhya Pradesh VyavsayikPareekshaMandal) Bhopal; website is

www.vyapam.nic.in. The candidates are selected through a Combined Entrance

Test conducted by MPPEB it is under the mandatory obligation to admit the

candidates selected on the basis of merit declared by the Madhya Pradesh

Professional Examination Board. The board declares the cut off merit for

admission for all categories and also approves the list of admitted students. After

having merit list of qualified candidates, original documents are checked at the

time of admission by personal appearance of the candidates. All the relevant in-

formations about admission are also displayed on the MPPEB website . If in any

case seat remains vacant in any category the next merit automatically follows for

that category and second merit list is displayed. This process is continued, till

seats are filled.

The category wise list of the admitted candidates are displayed on the MPPEB

website.

Transparency:-Thus, college adheres to the directives of the MPPEB and

affiliating University which follow the rules and regulations regarding minimum

qualification and reservation as per the M.P. Government and NCTE norms. The

complete details of the process of admission starting from advertisement to the

displayed of merit list and final admission is available on the

www.vyapam.nic.inThe whole process is thus, made transparent and flawless.

Access:-Admissions are made on the basis of merit only. Everyone who fulfils the

mandatory criteria can seek and is granted admission in the college.

Eligibility as per the rules and regulations of NCTE:- The eligibility to appear

in Combined Entrance test (CET) for admission in the B.Ed. Programme (Two

year regular programme) is at least 50% marks in aggregate for all general and

http://www.vyapam.nic.in/

Self Study Report


OBC candidates in their graduation/post graduation examination whereas it is

45% aggregate marks for SC and ST candidates.

Equity: The reservation policy of state govt. of M.P. is implemented. Information

about Entrance/Recruitment test conducted by MPPEB year 2016 is given below.

INFORMATION ABOUT ENTRANCE / RECRUITMENT TEST

CONDUCTED BYTHE M.P.P.E.B.YEAR - 2014

S.N

o.

Test Date of

Sale of

Applicat

ion

Forms/O

nline

Submiss

ion

Start of

Sale of

Applicatio

n

Forms/Onl

ine

Submissio

n

End of

Receipt of

Application

Forms/Onli

ne

Submission

Online

Rectificat

ion Date

Test Fee in

Rupees

UR/OBC,SC,

ST &

Handicapped

only for

Madhya

Pradesh

Domicile

Date of

Online

Exam

Date

of

Result

1 B.Ed., M.

Ed., B.P.

Ed.,

M.P.Ed.,

(Two

Years) and

B.Ed.-

M.Ed.

(Combined

Three

Years)

Online

Entrance

Test : 2016

10/02/16 15/02/16 15/03/16 From

16/02/16

To

18/03/16

500 / 250

for One

Paper

700/350

for Two

Papers

24 &

25/04/16 **

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?

Madhya Pradesh Professional Examination Board (Madhya Pradesh

VyavsayikPareekshaMandal) gives common advertisement in the leading

Self Study Report


newspapers for pre teacher education test for admission in various B.Ed. Colleges

of M.P. Online prospectus gives details about the name of universities, list of

affiliated colleges (Govt. & self Financing), no. of seats, category wise

reservation, eligibility procedure and fee structure. Students are allotted B.Ed.

college as per their merit and choice options. Thus transparency is ensured from

the stage of notification till the completion of admission process.

At the time of admission, Principal, Senior lectures and Non teaching staff gives

information about the college setup, objectives, activities carried at the institution

during the entire academic year as well as do the counseling regarding the hostel,

books and other academic inputs.

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

determined admission criteria are equitably applied to all applicants?

As the admission process is centralized by the State Government, the equitability

in admission is completely ensured. All the applicants get equal opportunity of

admission through the centralized counseling process.

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

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

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

physically challenged)

The programs and strategies adopted by the college satisfy the needs of the Pupil

teachers from diverse backgrounds including backward community as well as

from different localities. Gender equity and admission opportunity for differently

abled pupil teachers are also considered.

To ensure equity in the admission process, the reserved seats are filled by the

disadvantaged community such as SC, ST and OBC candidates as per central and

state government norms. College ensures that any pupil teachers once admitted in

the programme do not leave the course midway without completing the

programme. To ensure retention of diverse student population the following

measures are adopted: At the initial stage a detailed Orientation Programme is

organized. In this programme each faculty member orients fresher about

programme, its syllabus, and the optional/elective subjects and academic, co-

curricular, extra-curricular activities and out-reach programme to be held during

the session. Besides this, the faculty interacts with pupil teachers on different

issues such as peace education, environment education, value education, culture

Self Study Report


& education and professional ethics for a teacher, education for all, community

awareness etc.

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.

College has a provision for assessing pupil teacher‟s knowledge and skills before

the commencement of the teaching programme as follows-

All aspirant candidates are required to qualify the Combined Entrance Test

(CET) for admission in the B.Ed. course conducted by the MPPEB which

they are tested for their Teaching Aptitude, General Knowledge and

Mental ability and language.

The orientation programme also provides an opportunity to identify their

skills through a pre-test. It is given before the commencement of B.Ed.

programme.

During orientation programme, each faculty member orients fresher about

programme, its syllabus, and the optional/elective subjects, educational and

social, cultural and sports activities to be held during the session.

Through the orientation programme faculty comes to know about hidden

talents, interest, hobbies and potentials of the pupil teachers.

Pupil teachers then are divided into groups and assigned responsibilities as

per their ability, taste and requirements.

After orientation programme, a group of 20 pupil teachers is allotted to the

mentors (faculty).

Simulation and micro teaching provides yet another opportunity for testing

skills in particular subject before the commencement of practice teaching.

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?

College works towards creating an overall environment conducive to learning and

development of the pupil teachers. The instructional approaches and learning

experiences provided by the college are comprehensive enough to cater to diverse

needs besides being in tune with the stated objectives of the programme.

1. College aims at the overall development of the pupil teachers admitted to B.Ed.

programme irrespective of their socio-economic backgrounds. This helps in

Self Study Report


creating a homogeneous environment conducive enough for academic growth and

over all development of pupil teachers.

2. College takes utmost care of academic needs of the pupil teachers throughout

the academic year. If any personal or academic problem comes up during the

course, top priority is given to resolve the same.

3. Teacher educators remain available to the pupil teachers whenever they need

their support. All the teacher educators are well accustomed to work with the

pupil teachers and they always welcome them to interact and discuss their

academic and non-academic issues.

4. ICT laboratory, psychology laboratory, work experience lab and library

services are at the hands of pupil teachers and they are free to use facilities.

5. College is equipped with well equipped library having book bank facility. It

provides book to the needy students whenever they require. During working days

of the college, the library remains open from 10.00 am to 5.00 pm.

6. Pupil teachers are encouraged to participate in various curricular, co-curricular

and Sports Activities organized by other teacher education institutions of the same

University. College also organizes various competition in a duly planned manner.

These include cultural, literary and sports events.

7. The various cultural and literary events organized by the college are:

Collage making

Painting

Dance-Indian-classical and folk style

Pot painting

Poem recitation

Debates –Hindi and English

Drama

Quiz

Songs –solo and Group

Flower making

Rangoli

Sketching

Best out of waste

Salad decoration

Mehandi

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The various sports event organized by college and other affiliated colleges

together are:

Volley ball

Badminton

Kho-Kho

Shot-put

Carom

Chess

All the pupil teacher in college are encouraged to actively participate in these

activities so that they feel relaxed and this helps them in their overall

development, which is the ultimate aim of College.

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

students?

The pupil teachers are prepared for managing diverse learning needs (of their own

along with the students in schools) at the college. The college works towards

creating an overall environment conducive enough to empower them in the art

and techniques of managing teaching, learning and development of students

having diverse needs and potentiality. The instructional approaches and learning

experiences provided by college are sufficient enough to cater to diverse needs

and at the same time being in tune with the stated objectives of the program.

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?

College follows the curriculum prescribed by Jiwaji University, Gwalior for

B.Ed. Course. It is a balanced curriculum for the training and grooming of

the pupil teachers even in the role of diversity and equity in teaching learning

process.

1. College activities commences daily with a prayer session including news

headlines, thought of the day, physical exercise and National Anthem. The prayer

session is planned in a way that embodies sentiments of all castes and religions.

2. Reciting national song and anthem that speak of national integrity are routine

practice of the college. These are instruments for creating emotionally toned

atmosphere.

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3. Different activities have been envisioned in the curriculum of pupil teachers to

understand the role of diversity and equity in teaching learning process. During

the teaching learning process, all the teacher educators observe the values of

democracy, abstain from criticizing each other and instead become pro active and

well attentive to understand different viewpoints in a democratic way.

4. A required understanding of the concept of multiculturalism and value of

respecting different cultures promotes the idea of respecting diversity.

5. The awareness and sensitivity of the teaching and non-teaching staff creates an

atmosphere of exchange of ideas in a democratic and equally understandable way.

6. Field trips are undertaken to provide exposure to our pupil teachers to different

cultural and national identities, issues and problems.

7. Besides, the pupil teachers participate and accomplish extra curricular activities

most of which revolve around the concepts of equity and diversity.

2.2.4 How does the institution ensure that the teacher educators are

knowledgeable and sensitive to cater to the diverse student needs?

College ensures that the teacher educators are knowledgeable and sensitive to

cater to the diverse student needs through following ways:-

1. The faculty selection for college made is by a panel constituted by the

Jiwaji University.Then, the list of selected faculty approved by the affiliating

university.

2. Teacher educators regularly plan and organize workshops, orientation

programme, and expert lectures on specific themes on emerging curricular

concerns for pupil teachers.

3. It is also ensured that the faculties are sensitive enough to understand the

diverse needs of the pupil teachers. Regular briefing of teacher educators is

resorted to ensure that they are fully sensitive to the relevant learning needs of

pupil teachers.

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2.2.5 What are the various practices that help student teachers develop

knowledge and skills related to diversity and inclusion and apply them

effectively in classroom situations?

The knowledge and skill related to diversity and inclusion are developed in pupil

teachers through various tasks under the guidance of well qualified and devoted

faculty who make them perform and practice in day to day working.

The faculty develops among pupil teacher a clear understanding of the

psychology of school children with individual differences in focus.

It acquaints them with the educational needs of special groups of students.

It tries to inculcate and promote integrated value system among its pupil

teachers through a disciplined living as specified in the professional code

of conduct of the college.

The faculty works for empowering pupil teachers on various additional

components such as democratic values, effective classroom interactions, use of

methods and techniques in classroom situation, inclusive Education, effective

Class-room Communication in Teaching Learning Process, Role playing in

Education etc.

The faculty provides encouragement to pupil teachers for participation in

various cultural, literary and sports activities without any discrimination.

The faculty exposes pupil teachers to experiences for acquiring the value

of dignity of labour. They perfom activities like preparing fields in the

playground cleaning black board, gardening activities as part of socially

useful productive work (SUPW) etc.

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.)

Vidhyavati College engages its pupil teachers in active learning byencouraging

and motivating them to participate in the teaching learning process. For achieving

this purpose following learning resources were optimally used:

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ICT:

The pupil teachers generally do their work in the ICT laboratory. They develop

skills relating to internet access and retrieving information, internet mailing, using

multimedia, preparing power point presentation and transparencies.

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?

The college practice student- centred learning, an approach to education focusing

on the needs of the pupil teachers by adopting various activities:

The „morning assembly‟ are conducted for the benefit of the pupil teachers

, for which they prepare standard material.

To ensure student centred learning, adequate numbers of assignments are

given. Pupil teachers are expected to prepare learning materials by their

own with the guidance provided in the classroom teaching by teacher

educators.

Pupil teachers are encouraged to undertake action research and case

studies.

The tutorial groups help them to redress their problems (academic as well

as personal problem)

To meet the global needs for e-competency is developed in pupil teachers

by giving them computer aided instructions and encouraged to use latest

ICTtechnology.

Field work is conducted for pupil teachers by which directly firsthand

experience is given for knowledge and information. They visit various

schools for practice teaching. This envisages them to know more about

children, learning environment, teaching methods and type of

administration and management. This also builds confidence in them.

Sports and Physical training are also integral part of overall development of

character and personality of the pupil teachers. Sports meet is also organized in

the College annually.

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2.3.3 What are the instructional approaches (various models of teachings

used) and experiences provided for ensuring effective learning? Detail any

innovative approach/method developed and/used.

Wide range of techniques, approaches, instructional methods and models have

been adopted by the faculty members to ensure effective teaching and learning.

These are:

Interdisciplinary/multidisciplinary approach is followed in transacting the

curriculum.

Assignments are prepared by the pupil teachers independently by taking

computer assistance and referring library. Pupil teachers prepare self learning

material .

Self learning approach is followed to develop study skill and logical

thinking. Pupil teachers are motivated to access the library in their free

period. Book reviews are also one of the modes of self-learning.

ICT approach is well adopted while planning /preparing and delivering

lessons.

They incorporate recent information in their lesson with the usage of latest

technology.

Problem solving and inductive deductive approach is used to complete

projects in various subjects.

Project method, story telling method, discussion methods, seminars, panel

discussion, role play, brain storming, debates etc. are also used for transacting the

curriculum in an effective manner.

For effective learning of pupil teacher we use both traditional as well as modern

approaches.

Effective Learning

Traditional Methodology Modern Methodology

Lecture Method Discussion Method Models New Methods

and techniques

Direct Instruction

Advance Organizer

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Concept Attainment

Inductive Thinking

Inquiry Training

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.

College follows syllabus prescribed by the Jivaji University, Gwalior which has

no special provision of training in teaching models. However, the theoretical

explanations of teaching models are included in theory papers. So instead of

practicing different models of teaching, pupil teachers are given practice in

different skills of teaching.

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.

Yes, the pupil teachers use micro teaching techniques for developing teaching

skills. Orientations to the different skills are given by the teacher educators. Pupil

teachers prepare micro lessons for seven skills in each teaching subject. Pupil

teachers deliver seven micro teaching skills in each subject. The different skills

practiced are:

Introduction Skill

Reinforcement Skill

Probing question skill

Black board Skill

Explanation Skill

Stimulus Variation skill

Illustrating Skill

These skills are delivered in simulated conditions. The major purpose of this is to

make them aware of their own behavior patterns displayed in the class in

relevance to teaching learning situation. Besides practicing these skills; the pupil

teachers have to observe micro lessons delivered by their peer group.

Thus, through practice and observation of these skills, the pupil teachers develop

enough confidence and competency to become an effective teacher.

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

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

teachers, feedback mechanism, monitoring mechanisms of lesson plans, etc.)

While selecting the schools for practice teaching the following process is adopted:

1. Identification of Schools for practice teaching: First of all, schools

are indentified for the practice teaching of the pupil Teachers. Following

criteria are kept in mind while indentifying the schools:

1) Availability of the school.

2) Recognition / affiliation of school.

3) Medium of instructions at the school.

4) It should be in easy access of the pupil teachers

5) School should be near to the college

6) Number of students in the school.

7) Basic amenities at the school.

On the basis of above mentioned criteria, the detailed survey is conducted

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

selects the schools for practice teaching.

Getting consent from the authorities:-After selecting the schools for

teaching practice, the consent of the concerned authorities is taken for

availability of the schools for teaching practice. For taking consent to

conduct practice teaching in government schools, proper channel is

followed and consent from higher authorities such as District

Education Officers of the concerned district is taken. Then with the

permission letter for D.E.O., teaching practice committee meets the

Principal of the concerned school and gets permission to conduct

practice teaching.

Division of group & mentor teacher :-After selecting the school for

teaching practice and getting their consent, the various pupil teachers are

assigned to different groups and school. Whileassigning the schools to

pupil teachers, various needs & requirements of the pupil teachers are kept

in mind.

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The activity and the allotment of marks for internship in teaching in each method

of teaching school subject are as following:

Sr. No. Par culars Sem. III Marks

1 Micro Teaching under Simulated

conditions (Eight Skill)

(16*3)=48


3

4

5

6


room Situation & School Work

Unit Plan


interpretation

Resource unit/instructional kit/work

book/working models.

100

40

40

12


Total 350

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

vogue.

There is no provision of block teaching in the syllabus as prescribed by the Jiwaji

University. However pupil teachers also organize any of the various activities in

practice teaching schools like quiz competition, poster making competition,

Rangoli, diya decoration competition, essay writing competition etc. pupil

teachers also organize morning assembly in practice schools.

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

cooperatively involving the school staff and mentor teachers? If yes give

details on the same.

Yes, the teachers of the practice teaching schools are rather involved effectively

in the practice teaching session and the practice teaching plans are developed in

partnership; co-operatively involving the school staff and mentor teachers.

Keeping in view the need of the school, the pupil teachers and students are

brushed properly.

Syllabus to be taught in each subject and section is acquired from the

concerned subject teacher of the school.

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Time tables of teaching practice are prepared with the concurrence of the

school teachers and principal

The pupil teachers prepare the lesson plan in consultation with teacher

educator (supervisor) and school staff.

School subject teachers also supervise the practice lessons and give their

feedback. Suggestions given by the teachers are welcomed and the suggested

changes are incorporated.

Another many more activities and responsibilities are also finalized with

the help of school teachers.

2.3.9 How do you prepare the student teachers for managing the diverse

learning needs of students in schools?

Pupil teachers are oriented to different methods of teaching, skills,

maxims, devices, techniques, strategies, behaviours and teaching styles.

They are trained to adopt the most appropriate method, strategy that may

suit the content through lesson planning (both micro and macro lessons).

The pupil teachers are given much practice to utilize ICT in teaching in

order to use OHP , computers, LCD Projectors, Interactive-board and

other audio visual learning aids for catering the diverse learning needs.

Faculty members and pupil teachers have interaction with the teachers of

the practice teaching schools prior to the commencement of teaching

programme, to understand the learning learner necessities and devise ways

to meet to diverse learning needs.

2.3.10 What are the major initiatives for encouraging student teachers to use

/ adopt technology in practice teaching?

Since the college aims to groom each pupil teachers as the one who is technology

savvy , info savvy and communication savvy, therefore, the College exposes

teachers to use integration of technology and ICT in teaching practice. In the

beginning of the session, the pupil teachers are given one day orientation

regarding B.Ed. curriculum and they are motivated to use technology in teaching

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during their course. The major initiatives adopted by the College for encouraging

pupil teachers to use technology in practice teaching are:

Pupil teachers use computer for preparing power point presentations and

integration of technology and ICT in Education, use of MS Office, Multimedia,

Net-surfing and E-mailing etc.

Latest tools of teaching learning are made available to use by the pupil

teachers and staff members. The faculty members themselves exemplify

the usage of ICT by integration of technology in classroom transactions.

Use of LCD projector and Laptop, Interactive board, etc. for different

activities of teaching is encouraged.

Workshops on ICT skill development is organized to encourage the use of

technology for lesson planning.

The pupil teachers use improvised learning aids, experiments, models,

charts and real objects. Audio-video learning aids to capture the attention

of students and to yield better learning outcomes.

2.4 Teacher Quality

2.4.1 Are the practice teaching plans developed in partnership, cooperatively

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

Yes, the practice teaching plans are developed in partnership, cooperatively

involving the school staff and mentor teachers. In the beginning of the practice

teaching at the school, a discussion session is arranged in which all the pupil

teachers, faculty and staff members of the schools and principal of the Schools

share their views. School teachers are consulted regarding distribution of sections

and classes, syllabus to be covered, maintaining discipline during practice

teaching etc; pupil teachers are also asked to plan their lessons as per the syllabus

given by the concerned school teacher. If any problem arises during practice

teaching, teacher educator provides help to school faculty and pupil teachers as

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well. Pupil teachers are motivated to work within conducive, co-operative and self

disciplined environment.

2.4.2 What is the ratio of student teachers to identified practice teaching

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

The ratio of pupil teacher to the identified practice teaching school is 1:15 in

general. First of all schools are identified for the practice teaching of the pupil

teachers.

Following criteria are kept in mind while identifying the schools:-

Availability of the school.

School should be near to the college i.e. location.

Easy access to the pupil teachers.

Medium of instructions at the school.

Number of students‟ strength in the schools

Basic amenities at the school.

Recognition/affiliation of school with the government.

Attitude of the head of the school and staff.

Syllabus to be taught

On the basis of above mentioned criteria a detail survey is conducted by the

practice teaching incharge of the college and then selects the schools for practice

teaching.

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

used for performance improvement.

The mechanism of giving feedback to the pupil teacher is manual. During micro

teaching sessions conducted in simulations, the teacher-educator and the peers

provide feedback about the micro lesson delivered by the pupil teacher. And also

during the practice teaching session, teacher educators teachers of practice

teaching schools, peer group of pupil teachers with him for observation and to

give feedback. The mechanism adopted by the teacher educators depends on the

subject and nature of the lesson plan .all practice lessons are supplemented with

immediate feedback to make the pupil teachers aware of the faults. The teacher

educator himself observes each lesson and provide feedback after practice

teaching every day. The pupil teachers also make observation of their peer group.

The teacher educators guides the pupil teachers about what to observe, how to

observe and how to give feedback to their peer. The desired classroom interaction

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and teacher behavior and teaching –learning activities to be organized are enlisted

and distributed to all the pupil teachers to help them in observation and give

feedback.

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 college Principal involves teacher educators, school heads and teachers of

practice teaching schools, school students and pupil teachers to ensure that the

pupil teachers are updated on the policy directions and educational needs of

schools. The Principal facilitates the teacher educators by arranging a prior

meeting of heads and staff of the practice teaching school with pupil teachers.

The policy updates and educational needs of the schools are the main focus of

wall magazine, morning assemblies, debate and discussion in our college. The

college ensures that all its teacher educators are updated themselves regarding

educational policies like latest policies, mid-day meal, recording of curriculum

updates funds and documents on school education. The teacher educators provide

the updates to all pupil teachers.

2.4.5 How do the students and faculty keep pace with the recent

developments in the school subjects and teaching methodologies?

The faculty members study the educational journals and reference books in school

subjects for the knowledge of updates in content and methodologies. The recent

development in school education like grading system, formative and summative

assessment, smart class, & skill development programmes have been discussed

with student through notice board, morning assembly and discussion.

The pupil teachers are guided to change their lesson plans and methodology as per

requirement of the subject. The refrence books in different school subject were

made available to the pupil teachers and faculty. The members of the faculty are

in direct contact with the teachers of different practice teaching schools to get

acquainted with the change in school curriculum and syllabi through meetings.

The pupil teachers and teacher educators use ICT tools like OHP, LCD Project,

power point presentations, tape-recorder, television, working models, charts,

flashcards and other audio visual aids for their teaching learning process to keep

pace with the recent developments in 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

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(training, organizing and sponsoring professional development activities,

promotional policies, etc.)

The following major initiatives have been taken by the institution to ensure the

personal and professional development of teaching staff:

1) Teachers are provided with computer, internet access facility, library facility

and guidance from educationists.

2) The faculty can avail academic leaves for their research work.

3) Institution encourages and facilitates the teachers to undertake and successfully

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

preparation of NET/JRF.

4) Teachers are sponsored to attend the various seminars, workshops, conferences

and registration fees, T.A. & D.A. are reimbursed by the college.

2.4.7 Does the institution have any mechanism to reward and motivate staff

members for good performance? If yes, give details.

Principal and managing committee recognize and reward the staff members by

following manner:-

1) The faculty members are involved in decision making and they have liberty to

share, suggest and introduce novel, innovative, constructive, creative ideas in

teaching learning process and other co-curricular activities.

2) Institution provides recognition by conferring upon the certificates of merit to

the teachers for their academic and co-curricular excellence.

3) Increments and incentives for better results in annual university examinations

in concerned subjects are given to the staff members.

4) The institution has provision for its good performing teachers that they can

obtain academic leave for research and higher studies.

5) The institution has transport facility for convenient and comfort travel of its

staff members.

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6) The Principal and managing committee have personal equations with its faculty

members. This cordial bond ensures the intrinsic motivation among staff members

for better results.

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.)

All pupil teachers come from diverse disciplines, economic, cultural and religious

background and environment, which leads to varied work culture and

environment. They have undergone diverse experience of teaching learning

during their previous education. At the under-graduation level, most of the pupil

teachers memorized classnotes which were dictated to them or studied from notes

for passing their examination. Thus on joining this college, they encounter

completely different environment and drastic change in their learning style. Their

problems are indentified through classroom discussions or informal chat with the

faculty members within and outside the class. The environment in the institution

is amicable, and conducive. They feel free to meet the faculty members for

academic interaction. They also feel comfortable to approach their mentor about

their personal difficulties.

The barriers to learning are also identified through their internal tests, submission

of assignments, micro, macro and practice teaching. The concerned teachers

educators point out their difficulties and errors and give them concrete

suggestions for further improvement.

The ICT programme is designed to help the pupil teacher in their teaching,

submission of assignments and research work. The college on the other hand,

identifies the difficulties related to adopting new technologies and addresses them

adequately by using technology for learning purpose. They gain immense

confidence. The teacher educators too use computer and use technology for

effective teaching learning.

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?

Self Study Report


RANI DURGAVTI VISHWAVIDYALAYA;

JABALPUR

Syllabus & Course Structure

For

BACHELOR OF EDUCATION (B.Ed.)

COURCES STRUCTURE:

B.Ed. Course Scheme of Examination- Semester Scheme

Semester-I


week

Total Marks Internal

(Formative)

External

(Summative)

Group A:

Core Course

CC1:

Childhood &

Growing Up

6 100 25 75

CC 2:

Education in

India-Status,

Problems and

Issues

6 100 25 75

CC3:

Language

across the

curriculum-

Part 1

4 50 15 35

CC4:

Curriculum

Development

& School

6 100 25 75

EPC 1

Reading and

Reflecting on

Texts

2 50 20 30

Total 400 110 290

Note: Assignment & Tasks for Courses 1,2,3,4

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Second Semester

Course/Paper Hours

per week

Total

marks

Internal

(Formati

ve)

External

(Summat

ive)


CC1:Learning & teaching 6 100 25 75

2: PC (I) Pedagogy of a School

Subject-Part1(Subject:1 Science-

Biology/Math‟s/Social

Sciences(SS)/Language-

Hindi/English/Urdu/Sanskrit/Other

Region-Specific lang.)

6 100 25 75

3:PC(II) Pedagogy of a School (Part

II): Subject Knowledge and the

Related Pedagogic Dimensions

(Subject:1 Science-

Chemistry/Physics/History/Civic/G

eography/Economics/commerce)

6 100 25 75

4: Language across the curriculum

–Part-2

4 50 15 35

EPC2 Drama & Art in Education 2 50 20 30

Total 400 110 290

Third Semester


week

Total marks Internal

(Formative)

External

(Summative)

Group A: Core

Coerces

CC1:

Pedagogy of a

School Subject

(Part II)

50 15 35

2: School

Internship

350 150 200

3: EPC1-

Educational

Psychology

Practical

50 10 40

Total 450 175 275

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Note 1- Twenty Weeks (Four Weeks) Practice Teaching & (Sixteen Weeks )

Internship School


The activities and the allotment of marks for internship in teaching in each

method of teaching schools subjects are as following

Sr.

No.

Per culars Sem. III Marks

1 Micro Teaching under Simulation conditions

(Eight Skills)

(16*3)=48


3

4

5

6


room situation & School Work

Unit Plan


interpretation

Resources unit/instructional

kit/workbook/working models.

40

40

12


Total 350

Fourth Semester

Course/Paper Hours

per week

Total

mar

ks

Internal

(Format

ive)

External

(Summat

ive)


CC1: Gender,School & Society 6 100 25 75

2: Educational Technology & ICT 6 100 25 75

3: Creating an inclusive Schools 6 100 25 75

4: Optional Cources: (Any one od

the Subject mentioned below)

6 100 25 75

g. Value

Education

h. Futurology

in Education

i. Health and

Physical

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Education

j. Guidance

and

Counseling

School

k. Environmen

tal

Education

l. Action

Research

EPC 3: Understanding the Self 2 50 20 30

EPC 4: understanding of TCT 2 50 20 30

500 140 360

Note: Assignment & Tasks for Cources1, 2, 3, 4

2.5.3 How are the assessment/evaluation outcomes communicated and used

in improving the performance of the students and curriculum transaction?

The pupil teachers are assessed for assignment submission micro teaching,

practice teaching and internal examinations. The marks of various submissions

and internal tests are displayed on the notice board. Answer sheets of tests are

shown to pupil teachers and personal guidance is given to them. The faculty

members discuss and provide valuable suggestions for improvement in their

performance.

2.5.4 How is ICT used in assessment and evaluation processes?

The question papers of both the tests and submission are prepared on computers.

The marks of practice teaching and internal assessment are entered in the

computer at each stage. This not only helps us in organizing the data

systematically but also taking corrective measures in proper time. Once the whole

internal assessment is processed and displayed on the computer, the teacher

educator and the principal can immediately give their feedback on the

performance of the candidate. The weakness of pupil teachers can be easily

identified and referred to them.

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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?

The significant innovations in teaching/learning/evaluation introduced by the

institution are:

At the beginning of the academic session principal‟s address is arranged to

provide instruction and academic calendar of the college to the pupil teachers.

Evaluation system are communicated to the pupil teachers.

Use of OHP and LCD Projector by teacher educators and pupil teachers

are encouraged.

Use of websites and internet are encouraged so that pupil teachers get

latest and deep knowledge about topics which are not mentioned in their

text books.

Adaptation of new technology and methodology combination.

Pupil teachers are also encouraged to take part in different activities

organized by their associations and to appear for various competitive

examinations.

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

instruction, including use of technology?

1. The college provides ICT training programme to all faculty members and pupil

teachers.

2. The faculty members have developed various teaching aids, models, slides

transparencies, modules, charts, flash cards to teach the pupil teachers more

effectively.

3. The faculty members are skilled in delivering their instructions, orientation and

demonstration in micro teaching and real teaching lesson with the help of Power

point and LCD projector or OHP.

4. The pupil teachers surf the internet and collect immense information about their

Self Study Report


project work/Dissertation.

5. They use activity centered, project based and students‟ participation ensuring

methods and strategies in their classrooms i.e., demonstration, discussions,

problems solving, project method, role playing, brain storming, inductive

deductive heuristic, team teaching, supervised study etc.

Self Study Report


Criterion III: 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?

The college tries its best to motivate the teacher educators to take up research in

education to keep abreast of the current knowledge and development in the field

of Teacher Education. The library is well stocked. Variety of books, magazines

and surveys are available. Various National and International Journals are also

subscribed. Internet access is available to the Teacher Educators and pupil

teachers. The college recently established Research Committee under the

Guidance of Principal and senior faculty members.

Functions of the Research Committee are:

1. To maintain a record of the research activities undertaken by faculty members

and pupil teachers.

2. To initiate and organize college- supporting faculty student projects.

The college encourages teaching staff for research work by adjusting their work

load in the timetable. The teachers are provided study leave when ever they need

it.

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

Reserch is not an integral part of B.Ed.programm. College infacizes on action

research amongst the faculty and pupil teachers.

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

some of the major outcomes and the impact.

Yes, the college encourages Action Research from the last two sessions, In each

session i.e. 2013-14 & 2014-15 pupil teachers are divided into various groups

with allotted topic. Each group performed Action Research on topic during their

practice Teaching.

Topics on which Action Research is performed are as follow:-

Self Study Report


Complete home work in class room.

To enhance the Mathematics result

Writing of some words of Hindi language.

To enhance the science result

Dropout

Pronunciation of English words.

Impacts of technology on School Children

Education of Mentally Retarded Child

Major outcomes of these researches are as follow:-

1. Develop the habit of practice of Mathematics.

2. Develop interest, attitude and values of the student towards their studies.

3. The role of Mid-Day meal in Govt. Schools.

4. Improving and modifying the class room strategies, tactics and teaching aids.

3.1.4 Give details of the Conference / Seminar / Workshop attended

and/organized by the faculty members in last five years.

PAPER PUBLISHED

Sr.N

o.

Name of

Faculty

Title Publisher Yea

r

ISS

N

No.

1 Dr.Deven

dra

Kumar

VibhinnDharmokomanne vale

chatra-chatraon kid harm

kepratiabhivrattikatulnatmaka

ddhayan

Dr. Ram

AwadhYadav

5

Dec

.

201

1

097

5-

745

7

2 Dr.Deven

dra

Kumar

Dr.Ambedkar‟s views on

Social Justice

Dr.SonikaShukl

a

7

Jan

201

4

222

9-

799

5

3 Dr.Deven

dra

Kumar

Paryavarankeliyegambheerkh

atra: TeevraAoudyogikVikas

Dr.Vipin

Kumar Shukla

Jan.

201

4

097

6-

933

1

4 Dr.Deven

dra

Kumar

VartmanPariprekchyame

adyapikaonkisamasyakaaddha

yan

Prof.

RamashankarSh

ukla

201

4

097

4-

553

X

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SEMINARS ORGANIZED

`

Sr

.

N

o.

Name and

Department

Of Faculty

Theme of

Workshop/Se

minar

Organized by Year

1 Dr.Devendra

Kumar Women

Empowerment

and Value

Education

Dayanand Women‟s Training

(P.G.) College

12 &

13

Mar

ch

2011

2 Dr.Devendra

Kumar Crisis of

human values

in Higher

Education- on

Overview

D.A.V. College, Kanpur 3

Dec.

2011

3 Dr.Devendra

Kumar Environmental

Education :

need & current

trend

MahilaMahavidyalaya (P.G.)

College

24 &

25

Oct.

2009

4 Dr.Devendra

Kumar Value Crisis &

role of

Education

D.B.S. (P.G.) College 17

Dec.

2006

5 Dr.Devendra

Kumar Innovative

Teacher

Education

Dayanand Women‟s Training

College

1-2

Feb.

2007

6 Dr.Devendra

Kumar Role of

Teacher in the

Development

of Creativity

AbhinavaSewaSansthanMahavi

dyalaya

15

Nov.

2009

7 Dr.Devendra

Kumar Research, Blue

Print,

Achievement

Test, Remedial

Teaching,

Diagnostic

Teaching,

I.L.M

MahilaMahaVidyalaya (P.G.)

College, Kanpur

1-2

feb.

2012

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8 Dr.Devendra

Kumar Quality

Concerns In

education

Deptt. Of Education University

Of Lucknow

19

Dec.

2009

9 Dr.Devendra

Kumar Orientation

and National

Workshop on

“Action

Research”

RoopraniSukhnandansinghMa

havidyalaya

28

Jan

2016

10 Dr.Devendra

Kumar Environment:

Issues and

Strategies

JilaShikshaevamPrashikshanSa

nsthan, Dadroul, Sahjahanpur

26 &

27

Nov.

2009

11 Dr.Devendra

Kumar PrathmicShiks

ha me

Gudvatta:

Stithi or Upaye

BhartiyaShikshaShodhSanstha

n

18

Dec.

2005

12 Dr.Devendra

Kumar ShaikshikPariv

artan or Shodh

13 Dr.Devendra

Kumar Changing

Vistas in

Higher

education

S.N. Sen B.V.P.G. College 15

Nov.

2008

Sr. No. `Name of

Faculty

Theme Organized By Year

1 Sarvesh

Kumar

Professional

Development of

Teachers

The Learning

Community

India

2012

2 Sarvesh

Kumar

QualtativeImpoverment

in Teacher Education

S.J.

Mahavidyalaya

Ramaipur

Kanpur

2013

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.

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The college develops self-instructional material in all compulsory and

methodology papers. Quality teacher education ensures overall development of

the pupil –teachers and college well. The college gives full support in enhancing

the teacher education.

The library is the heart of any college. It is well stocked of Text books, reference

books, journals, periodicals, research papers for conducting quality education.

Computers, internet, OHP, LCD, Power Point presentations or various topics

working models are the key factor in promoting quality teachers education.

3.2.2 Give details on facilitates available with the institution for developing

instructional materials?

The college provides ICT laboratory, workshops, library, various laboratory

facility for preparing teaching aids. Art and Craft Room is also available in the

college to prepare the models/working models. College is ready to bear the cost

for working models. College is responsible for printed instructional material.

Question Banks and Transparencies also prepared by the Teacher Educators and

pupil teachers.

3.2.3 Did the institution develop any ICT/technology related instructional

materials during the last five years? Give details.

Yes faculty members have developed any ICT/ technology material in their

respective compulsory and teaching subjects.

Transparencies for over head projector

Photographic slide for slide Projector.

Power point presentation for LCD Projector.

More than hundred ICT related instructional material (Power Point CDs) are

available in the library .Online browsing and downloading facilities are provided

to teacher educators & pupil teachers .All ICT related equipment‟s are provided in

the ICT laboratories i.e.

OHP

LCD Projector

Digital Camera

Latest configured computers

Web camera.

Self Study Report


1.EDUCATION FOR SOCIAL CHANGE

2. EDUCATIONAL INSTITUTIONS NEGOTIATING DEMOCRACY &

JUSTICE

3. FORCE OF SOCIAL CHANGE

4. SOCIAL JUSTICE IN EDUCATION

5. GLOBALIZATION

6. PEACE EDUCATION

7.ROUSSEAU. SITE .ENG.

EDUCATION SOCIOLOGY 1&2

EDUCATIONAL PHILOSPHY

MAJOR PHILOSOPHY SYSTEM –THEIR SALIENT FEATURES AND

THEIR IMPACT ON EDUCATION REALISM, NATURALISM, IDEALISM,

PARAGMATISM HUMANISM

EDUCATIONAL THINKERS & THEIR CONTRIBUTION IM DEVELOPING

PRINCIPLES OF EDUCTION-GANDHI, SWAMI VIVEKANAND, SRI

AUROBIONDO, FROEBEL , MONTESSORI

INTELLIGENCE

1.THEORIES OF INTELLIGENCE THEORY

2. MULTILE OF INTELLIGENCE THEORY

3.INTELLIGENCE –NEW

4.TESTING

5.TESTING llO

1.THEORIES OF MOTIVATION

2. MASLOW

3.MASLOW HIERARCHY OF HUMAN NEED II

4.MOTIVATION AT WORK THEORY

5. PERSONALITY MASLOW

6.THEORY MOTIVATION

7. GROPU DYNAMICS

8.GROUP DYNAMICS II

EDUCATION PSYCHOLOGY (1.14)

PERSONALITY (1-4)

LEARNING INTELLIGENCE PERSONALITY

1. TEACHING HOW TO TEACH

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2. MODERN EDUCATION

3.MOTIVATION

4.BLOOM‟S TAXONOMY.

5.TEACHER EDUCATION POLICY.

1.LOW COST TEACHING AIDS

2.TEACHING AIDS1

3.VOLUME OF LIQUID YEAR-2

4.VOLUME OF LIQUID YEAR -3

EVALUATION

ENVIRONMENT

ESSENTIAL OF METHODOLOGY

COUNSELLING TOOLS

3.2.4 Give details on various training programs and/or workshops on

material development (both instructional and other materials)

a. Organised by the institution

b. Attended by the staff

c. Training provided to the staff

a. College organizes

Workshops for imparting ICT

Workshops for learning other languages than the mother tongue.

Workshops of preparing teaching aids i.e. the best out of waste.

Workshops for preparing teaching aids viz. – Maps, charts and model,

timeline, graphs etc.

3.2.5 List the journals in which the faculty members have published papers

in the last five years.

1. SamajVaigyaniki

2. SamajikVikasShodhSansthan

3. Prayas

4. ShikshaMitra

5. Souvenir

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6.ShodhYatra

7.Sodhayan

8. Articles of Different News Papers

3.2.6 Give details of the awards, honors and patents received by the faculty

members in last five years.

No, such awards were received.

3.2.7 Give details of the Minor / Major research projects completed by staff

members of the institution in last five years.

The college regularly provides consultancy services to surrounding secondary

schools to impart better teaching in the classroom and to solve academic problems

free of cost.

3.3 Consultancy

3.3.1 Did the institution provide consultancy services in last five years? If yes,

give details.

Yes, the college regularly provides consultancy services to surrounding secondary

schools to impart better teaching in the classroom and to solve academic problems

free of cost.

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 publicise the available expertise.

Yes, the institution has many areas of competency such as –

School Administration and discipline.

Teacher training and interaction.

Personality development

Career Guidance

Learning disabilities

Self Study Report


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

member and the institution?

Free consultancy is provided for the welfare of the society.

3.3.4 How does the institution use the revenue generated through

consultancy?

There is no revenue generated in the college for this purpose.

3.4 Extension Activities

3.4.1 How has the local community benefited from the institution?

(Contribution of the institution through various extension activities, outreach

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

Extension activities are an integral part of teacher training. Extension service is

provided to neighboring schools mainly in the field of Science, Computers, ICT

Mathematics, Language and Personality development. The college runs awareness

programmes on Aids, Environmental Education, Health, Hygiene Awareness,

campus beautification etc. This is a Valuable initiative on the part of this college.

The college organized out-reach activities like holding exhibitions of teaching

Aids prepared by the pupil teachers and distributing the same of the nearby

schools, cleanliness drive, AIDS awareness programmes, anti-tobacco campaign,

observing human rights days.

3.4.2 How has the institution benefited from the community? (Community

participation in institutional development, institution-community

networking, institution-school networking, etc.)

As the college is situated in a semi urban area, the community is participative in

most of activities of the college. Community participation is seen in talent search

competitions, festivals celebrations etc. During such occasions, interaction with

community members yields valuable suggestive measures to make the college

more progressive in term of efficiency and quality. The college has an informal

college school – community network. Almost 08 schools have tie-up for practice

teaching. All the faculty members and principal of these schools are friendly &

cooperative with our student as well as teachers. This is helpful to us in giving

quality education. Local community very helpful to us in organized various

activities like celebrating national festival and extension.

Self Study Report


3.4.3 What are the future plans and major activities the institution would like

to take up for providing community orientation to students?

The future plan of the college for providing community orientation to students is

to adopt a nearby village. The main activities in this village taken up will include

(a) Conducting literacy campaigns

(b) Women empowerment programmes,

(c) Subscribing and supplying newspapers and magazines

(d) Cultivation of medicinal Plants

(e) Cleanliness drive

(f) Health & hygienic

(g) Skill development activities.

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.

Yes, the institute takes a challenge for the awareness in the community

development by organizing rallies, workshops, seminars and extension lectures

e.g. save environment, foeticide, Pulse Polio etc.

3.4.5 How does the institution develop social and citizenship values and skills

among its students?

The college develops social and citizenship value and skills among its pupil

teachers through awareness programmes on Aids, Environment Education,

Health, Hygiene Awareness, campus beautification awareness etc. The college

runs out-reach activities like holding exhibitions of teaching Aids prepared by the

pupil teachers and distributing the same to nearby and needy schools, cleanliness

drive, AIDS awareness programmes, anti-tobacco campaign, observing human

rights days. The college develops these skills among pupil teachers by organizing

various programmes or extra curricular activities as rallies play, NukkadNatak,

extempore debate, speech, postar making & exhibitions.

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.

Self Study Report


The college has linkage with NCTE (WRC), NCERT, SCERT, Jiwaji University,

Gwalior (M.P.). This linkage helps college in enhancing the quality of teaching

and learning.

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.

None

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

Teaching:-Various journals & Study material of NCERT, SCERT NCTE (WRC)

is helpful in enhancing the teaching quality.

Training:- The guidelines of Jiwaji University Gwalior NCERT, SCERT AND

NCTE (WRC) play major role in providing training material to pupil teachers

well as teacher educators.

Practice Teaching:- Various research, journals and study material are helpful to

faculty members and pupil teachers to give in effective practice training.

Research:- The faculty members of other reputed organizations helpful in

research activities done by staff members.

Extension:- The staff members of Jiwaji University Bhopal and other

Educationist from reputed Institutions as well as teacher educators in conducting

various extension activities.

3.5.4 What are the linkages of the institution with the school sector?

(Institute school community networking)

Self Study Report


At present the college has linkages with 08 schools for practice teaching, criticism

lesson and for final lesson. Action research is also carried out by the college to

resolve school problems.

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.

Yes, faculty members are actively engaged with school staff and faculty during

practice teaching. The school faculty and faculty member of college both

supervise the lesson of the pupil teachers and give oral as well as written feedback

to the pupil teachers to enhance teaching learning performance.

3.5.6 How does the faculty collaborate with school and other college or

university faculty?

The faculty members of the college collaborate with schools, other college and

university faculty through attending seminars, workshops, research activities,

panel discussion, debates orientations, guest lectures and organizing various

exhibitions.

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?

The college encourages faculty members for research work by adjusting their

work load in the timetable. Faculty members are also given study leave. The

college provides ICT laboratory, library facility psychology laboratory facility to

pursue the research related activity. The college runs out-reach programmes like

holding exhibitions of teaching Aids prepared by the Pupil teachers and

distributing the same to nearby schools, cleanliness drive, AIDS awareness

programmes, observing human rights days and organizing awareness programmes

for environmental pollutions. Teachers and students are encouraged to participate

in various extension activities. Their achievements are appreciated in assemblies.

The college has designated person for extension activities who runs various

extension activities in collaboration with Govt. and Non Govt. organizations.

Self Study Report


3.6.2 What are significant innovations / good practices in Research,

Consultancy and Extension activities of the institution?

The college follows good practices in Research, consultancy and extension

activities. A few of the best practices are given as below:

The college has set an applied procedure to adopt innovations in teaching and

research perspectives. For knowing the problems related to the level of students

of teaching practice schools through taking feedback from them on teaching

practices. In this regard we have come to know the real problem of school

students in order to handle those problems conveniently by the faculty members.

Pupil teachers also get well versed in technical knowhow for adopting modern

status of knowledge related to ICT applications so that the pupil teachers may

apply the newer techniques conveniently.

College organized various extension activities.

• Not to use polythene” campaign and encourage paper bags .

• Women empowerment and gender issues .

• Tree plantation.

• Eye check up camp.

• Blood check up& donation camp

Rallies on Various contemporary issues i.e. pollution control, save girl child, girl

Education, water conservation etc

Self Study Report


Criterion IV: 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 has the physical infrastructure as per NCTE (WRC) norms. The

facilities provided are as follows:-

1. Class rooms for curriculum transaction.

2. Tutorial room

3. Guidance room, Method lab, Science lab, well equipped Psychology Lab, and

ICT Lab.

4. Library Hall with rich collection of books.

5. Spacious multipurpose hall for cultural and indoor activities.

6. Staff room

7. Medical room, Girls & boys separate common room.

8. Sport room

9. Play ground for outdoor games as kho-kho, kabaddi, basketball.

This infrastructure is very conducive for effective curriculum transaction.

Amount Invested: Maintenance almost Rs. 100000/- per year

Specification of Room and other infrastructural Facilities

S.No. Description Room

No.

Length in

feet

Breath in

feet

Carpet area

in sq. feet

1 Class Room

Class Room

Class Room

Class Room

Class Room

Class Room

Class Room

Class Room

03

01

05

01

04

01

07

04

33.23

33.36

34.61

25

28.87

28.05

21.88

34.02

20.37

20.37

17.55

29.98

21.98

25.42

19.68

20.37

676.89

679.54

607.4

749.5

634.56

713.031

430.59

692.98

2 Multipurpose Hall 01 61.08 49.77 3039.9

3 Multipurpose

Room

01 40.61 25 1015.25

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4 Seminar

Room/tutorial

room

01 101.70 19.98 2031.96

5 Library 01 58.39 25.42 1484.7

6 Principal Room 01 21.88 19.68 430.59

7 Administrative

Room

01 25 19.68 492

8 Store Room 01 61.08 24.27 1482.4

9 Sports Room 01 49.86 29.98 1494.8

10 Girls Common

Room

04 25.16 19.98 502

11 Boys Common

Room

Boys Common

Room

01

01

01

21.98

18.70

27.55

14.76

15.91

22.63

324.4

297.5

623.4

12 Art & Craft Room 01 29.36 29.19 857

13 Music Room 01 29.98 25 749.5

14 (SUPW) Room

15 Science Lab 1 01 29.52 24.93 735.93

16 Science Lab 2

17 Psychology Lab

18 E.T./ICT Lab 34.61 24.27 839.98

19 Workshop

20 Any Other Room

& Hall

01 36.41 28.87 1051.15

21 Toiles (i) Male

Toiles (ii) Male

02 14.76

18.70

19.68

13.12

290.47

245.34

22 Toiles Female

Toiles Female

02 20.34

18.37

10.26

9.51

208.68

174.69

23 Any other facility

mat be specified

24 Staff Room 02 20.37 20.11 409.64

Self Study Report


4.1.2 How does the institution plan to meet the need for augmenting the

infrastructure to keep pace with the academic growth?

The need for augmenting the infrastructure to keep pace with the academic

growth is met through the funds made available through fees collection.

Plan for Infrastructural Augmentation:

The institution will have to provide better facilities of ICT to compete in

the global context of e-education. For this purpose, e-teacher educators

need to train e-teachers which demands proper mindset and readiness to

meet infrastructural challenges of technology.

It has become essential for the institution to create special rooms such as

computer room, garden space for environmental rooms (Plant Nursery).

As teaching learning of core elements and values gets more prominence

and momentum, a special room will become essential. It will demand the

budget and provision and allocation.

Taking into consideration the dynamic competition and linkages with

notable educational institutions, the institution plans to strengthen the

Internal Quality Assurance Cell and make it the driving force. The plan

thus consists of developing proper psychological mindset and

implementation of new changes with requisite budgetary allocation.

4.1.3 List the infrastructure facilities available for co-curricular activities

and extra curricular activities including games and sports.

Sports and Games: Our parent College has a play ground which is shared

with the college for annual sports competitions and outdoor games like

kabaddi, Khokho and Volleyball. Badminton and other indoor games like

chess and carom are played in the college. The college has requisite sports

material for sports and games mentioned above.

Multipurpose Hall: Various seminars, workshops, orientations cultural

activities, indoor games, day celebration and other recreational activities

of college are held in the multipurpose hall.

Classrooms: Classrooms are very spacious with proper ventilation and

light. They can accommodate at least fifty (50) students and are also

utilized for various class seminars, and lecture series. LCD projectors are

installed in the classroom to facilitate active learning. All these activities

ensure maximum utilization of infrastructure of the college.

Self Study Report


4.1.4 Give details on the physical infrastructure shared with other

programmes of the institution or other institutions of the parent society or

university.

The physical infrastructure shared with other programme of the college are:

Library

Multipurpose hall

Science lab

ICT Lab.

4.1.5 Give details on the facilities available with the institution to ensure the

health and hygiene of the staff and students (rest rooms for women, wash

room facilities for men and women, canteen, health center, etc.)

The college has provided the following facilities:

1. Spacious Staff room with adequate furniture available for faculty and staff.

2. Separate rest rooms for pupil teachers (Boys and girls)

3. Separate wash rooms for pupil teachers (Boys and girls)

4. Common play ground is available for all students and faculty members.

5. Cleanliness is ensured in the premises of the college.

6. Canteen is available in the premises of the college. In the canteen, there is

provision of beverages, breakfast, and a variety of snacks.

7. Pure drinking water facility is made available through two water coolers.

8. A first aid box is readily available in the medical room/Health centre.

4.1.6 Is there any hostel facility for students? If yes, give details on capacity,

no of rooms, occupancy details, recreational facilities including sports and

games, health and hygiene facilities, etc.

The institution does not have any hostel facility.

Self Study Report


4.2 Maintenance of Infrastructure

4.2.1 What is the budget allocation and utilization in the last five years for

the maintenance of the following? Give justification for the allocation and

unspent balance if any.

• Building

• Laboratories

• Furniture

• Equipments

• Computers

• Transport/Vehicle

Since thecollege is self financing this point does not apply.

4.2.2 How does the institution plan and ensure that the available

infrastructure is optimally utilized?

The optimal utilization of infrastructure is ensured by the management;

this facilitates smooth and regular functioning of the college.

IQAC committee ensures that the budget is spent on the upkeep and

maintenance of the infrastructure.

Infrastructure is used for curricular, Co-curricular and extracurricular

activities.

Stock register of various laboratories and rooms are checked regularly to

ensure the equipments are not mis-utilized.

4.2.3 How does the institution consider the environmental issues associated

with the infrastructure?

1. The college makes sure that the surrounding area and the atmosphere are

maintained, suitable for curricular and co-curricular activities and are conducive

for teaching and learning. The college building is kept clean and pollution free.

2. The college building has wide windows that allow sufficient sunlight into

classrooms. All the lecture halls and rooms are provided with proper ventilation

and lighting arrangements and have fans.

3. The infrastructure related environmental issues are not only to do with the

physical resources but with the human resources as well. The conducive human

environment is equally significant for proper interaction among the teachers and

for maintenance of quality in the college.

Self Study Report


4. Co-ordination between various stakeholders like student, faculty and office

staff is ensured through notices which are issued from time to time. These are

regarding changes in time-table, changes in seating arrangement and conduct of

cocurricular activities. Thus, a healthy environment and a spirit of team work are

ensured.

5. Tree plantation is undertaken every year with the help of pupil teachers

enrolled. This also ensures the inculcation of dignity of labour among the pupil

teachers.

6. Issues related to global warming, acid rain, ozone layer depletion disaster

management and sustainable development are discussed through lectures

organized by the college for B.Ed. student.

4.3 Library as a Learning Resource

The library is well stocked and spacious with sufficient text reading and reference

material, cupboard, issuing counter, chairs and tables. The circulation/exchange

section of the library accommodates B.Ed. books and other related reference

materials. All the action research reports are kept in the research section. The

circulation/exchange counter, reading hall, librarian‟s counter is available. Xerox

facility is also available in the library.

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 library staff is qualified as per the regulations in the staffing pattern. The

librarian is qualified and has a total experience of 4 Years in library work. One

qualified technical assistant has also been appointed as support staff for the

library. There is one library attendant for the maintenance of the library.

4.3.2 What are the library resources available to the staff and students?

(Number of books-volumes and titles, journals-national and international,

magazines, audio visual teaching-learning resources, software, internet

access, etc.).

The Library of Vidyavati College is located at the First floor of the building.

There are text and reference books, national, International Journals/periodicals,

encyclopedias, Surveys, Magazines newspapers and CDs (e-books). There is

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reference section, text book section and journal section in the library. Library has

03 computers with internet facility, Printer/scanner and photocopiers for staff and

pupil teachers. The books are kept with security and the library staff takes care of

them. Details are given below:

1 TOTAL NO. OF BOOKS 9302

2 TOTAL NO. OF TITLES

3 TOTAL TEXT BOOKS

4 TOTAL REFERENCE BOOK

5 NO. OF DICTIONARY

6 NO. OF ENCYCLOPEDIA

7 NO. OF MAGAZINES 26

8 NO. OF NEWSPAPER

9 JOURNALS TOTAL 218

10 ONLINE JOURNALS (SUBSCRIBED) 02

11 NCERT JOURNALS (SUBSCRIBED)

12 NCERT JOURNALS (SUBSCRIBED)

13 JOURNALS OTHER 04

14 NO. OF CD/DVDs 142

15 INTERNET FACILITY Yes

16 NO. OF COMPUTERS 02

17 SOFTWARE

18 REPROGRAPHIC FACILITY

AVILABLE

19 TOTAL CARPET AREA OF LIBRARY 137.95 sqmts.

20 SITTING CAPACITY 50 Students

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.

Taking into consideration the needs of the faculty and pupil teachers availability

of resources and budget provision, the decisions are taken qualitatively about the

acquisition of books and other learning resources. For this purpose,

Faculty members and pupil teachers give in their suggestions about

required reading material which are taken into consideration.

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The Library committee takes the advice and feedback of concerned faculty

from time to time before purchasing the books.

The books suppliers are given permission to visit the library to display

various educational resources.

After the purchase of books, the librarian informs teacher educators to take

note of new arrivals and recommend them to the pupil teachers.

Subject-wise card catalogue provide information about books to the

faculty and pupil teachers.

The library staff always guides and helps the readers to get the required

reading materials.

The library committee members supervise and guide library activities and

practices. Smooth and effective functioning of the library is always given

the first priority.

Feedback forms and suggestions from pupil teachers and faculty members

are kept as records and couriered from time to time as per discussion in

IQAC meeting

The Library Advisory Committee:-

Member Name Roles & Responsibilities

Principal

Librarian

Lecturer

Lecturer

Student Rep

Working day

The library committee meets at least once in three months.

4.3.4 Is your library computerized? If yes, give details.

Yes, the library is partially automated, well stocked. Partially automation includes

assessing cataloging and circulation of documents. Registration of user is a part of

automation.

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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 college library has three computers one is for librarian and two are used by

faculty & pupil teachers for internet access. During the college hours internet

facility is made available to pupil teachers and faculty members. The college

plans to make available one more connections for the

readers also. The library staff helps the students in retrieving the information.

However, it is also available in the ICT laboratory of the college. The library also

makes available reprographic facility to its faculty and pupil teachers.

4.3.6 Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes,

givedetails.

At present, the facilities such as Inflibnet, Delnet and IUC are not available.

However, in the near future the college will try to make it available.

4.3.7 Give details on the working days of the library? (Days the library is

open in an academic year, hours the library remains open per day etc.)

The library is open from 10.00 am to 5.00 pm for pupil teachers & faculty

members on all working days. During the examination period the timings are

10.00 am to 5.00 pm.

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

The new arrivals are regularly displayed on the book display shelves and through

new arrival notice board. The faculty recommends the books for reference to

pupil teachers during tutorials.

The library staff also introduces the new arrival of books to the pupil teachers

according to their subject of interest and requirement.

4.3.9 Does the institution‟s library have a book bank? If yes, how is the book

bank facility utilized by the students?

Yes, the text books are provided to the needy and poor B.Ed. students as per their

subjects and teaching methods at the beginning of the academic sessions. Books

are utilized by the Pupil teachers throughout the year through the book bank

scheme.

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4.3.10 What are the special facilities offered by the library to the visually and

physically challenged persons?

Special facilities in terms of text, reference resources have not been developed so

far. However, facilities in exchange of books, relaxation in retention of books are

also given to them.

4.4 ICT as learning Resource

4.4.1 Give details of ICT facilities available in the institution ( Computer lab,

hardware, software, internet connectivity, access, audio visual, other media

and materials) and how the institutions ensures the optimum use of the

facility.

The college has a ICT lab with 30 PCs where the pupil teachers conduct practical

& surfing. It is also utilized for research work. Faculty and pupil teachers get

worldwide knowledge from it. The ICT laboratory has internet connectivity. It

helps the pupil teachers to enrich knowledge and keep pace with academic

growth. The multimedia gives audio visual access whenever required. The college

has 3 LCDs fixed in the class rooms and multi purpose hall for displaying power

point presentations and for showing educational documentaries to the pupil

teachers during curriculum transaction and cocurricular activities. The classrooms

are also equipped with OHPs.

The ICT laboratory is equipped with 30 computers in the college. This is used

routinely by B.Ed. and D.Ed. pupil teachers.

List of ICT related Item are given below:

Sr. No. NO. OF ITEM QTY.

1 No. of Computers 30

2 Internet Access 02

3 CD Room‟s 70

4 LCD Project with Screen 01

5 OHP Projector with Screen 01

6 Transparencies 10

7 TV 01

8 VCR 01

9 Still Camera 01

10 Video Camera 01

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11 Tape Recorder 01

12 C.D. (Writable/RE Writable) 25

13 Public Address System 02

The hardware, software and teaching aids are utilized by the faculty and pupil

teachers for micro lessons, mega lessons and technology aided lessons. These aids

are used for model lessons, for content cum methodology lessons and workshops.

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.

The theory of ICT and basic computer skills to be imparted to pupil teachers by

the college are given below:

Theory component: Meaning, Scope and importance of ICT, Word

Processor, Ms office, Excel, Power point, internet etc.

Computer skills to be imparted: Using the computer and accessing the

internet.

4.4.3 How and to what extent does the institution incorporate and make use

of the new technologies/ICT in curriculum transactional processes?

The knowledge of ICT is significant but more significant is its use in daily

teaching and pre practice session in the teaching learning process. Moreover, it is

felt that the pupil teachers need to idealize the application of ICT in teaching and

learning. The faculty and pupil teachers make use of the internet for advanced

knowledge & power point presentations.

The college gives utmost priority in the use of new technology and ICT for day to

day teaching.

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 B.Ed. students use the ICT for power point presentations. The B.Ed. pupil

teachers are required to demonstrate technology based lessons during Micro

teaching session. This provision makes the application and the use of technology

a must for every B.Ed. pupil teachers . Thus, using ICT in the curricular

transaction is a prominent aspect.

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The internet connectivity has been a real „boon‟ for the B.Ed. students as it

opens up a vast knowledge treasure.

4.5 Other Facilities

4.5.1 How is the instructional infrastructure optimally used? Does the

institution share its facilities with others for e.g.: serve as information

technology resource in education to the institution (beyond the program), to

other institutions and to the community.

The college has sufficient instructional infrastructures which are always used for

our own growth, academic growth as well as for other institutions of the parent

society students and for the community. College is allowing other departments,

schools, colleges & NGO‟S to share ICT

facilities, which comes under parent society.

4.5.2 What are the various audio-visual facilities/materials (CDs, audio and

video cassettes and other materials related to the program) available with the

institution? How are the student teachers encouraged to optimally use them

for learning including practice teaching?

The college has a good collection of audio visual materials:

Teaching Aids

S. No. ITEMS No.

1 Audio Cassettes 10

2 CDs 120

3 Photographs 25

4 Posters 40

5 Transparency 125

6 LCD 3

7 OHP 2

The college has an ICT lab where the students generally prepare & watch

presentation related to their study or of general interest. The students often issue

audio visual materials for preparing their power point presentation. The teachers

also use these materials for their teaching.

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4.5.3 What are the various general and methods Laboratories available with

the institution? How does the institution enhance the facilities and ensure

maintenance of the equipment and other facilities?

The college has its own laboratories like ICT lab, psychology lab, Art & craft

room, Music room language lab, science lab & social study lab (teaching aid

workshop). The concerned faculty of the college take care of equipments and

make sure that they are in working conditions. The pupil teachers generally

guided by the faculty about when and how to utilize these laboratories for

acquisition and up gradation of teaching learning skills.

4.5.4 Give details on the facilities like multipurpose hall, workshop, music

and sports, transports etc. available with the institution.

The college has facilities like:

Multipurpose hall for conducting orientations conferences and seminars

with well equipped audio-visual facilities.

Workshop to make innovative project from raw waste material.

Audio-visual room.

Music room with musical instruments.

Sports room providing facilities to the pupil teachers

Transport facilities available for all the pupil teachers, faculty & staff.

4.5.5 Are the classrooms equipped for the use of latest technologies for

teaching? If yes, give details. If no, indicate the institution‟s future plans to

modernize the classrooms.

The LCD and laptops are used in the classrooms for curricular transaction

regularly. The two main lecture halls are well equipped with advanced OHP and

LCD. These have been permanently installed in the classrooms. It is supported/

well aligned with audio visual peripheral equipments needed like the speakers,

cordless mike with proper and same electrical connections. In the future, the plan

is to modernize the classrooms with permanently installed computers and Wi-Fi

internet connectivity.

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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?

We would like to highlight that the ICT portfolio for B.Ed. students is an

innovative program. This helps the Pupil teacher‟s not only in acquiring teaching

skills but also in developing ICT related material i.e. power point presentations.

4.6.2 List innovative practices related to the use of ICT, which contributed to

quality enhancement.

The whole faculty has an access to internet facility. The faculty will try to have a

better understanding of technology operations and upcoming technologies. They

will seek to plan and design effective teaching learning environment and

experiences with the help of technology to carry out the diverse need of learners,

will try to implement curriculum plans to maximize students learning to use

technology for effective teaching, assessment and evaluation strategies and to use

technology to become effective teachers.

4.6.3 What innovations/best practices in „Infrastructure and Learning

Resources‟ are in vogue or adopted/adapted by the institution?

Pupil teachers use and adopt teaching skills for preparing and planning unit plan

and daily lesson plans. They also make use of it for producing various teaching

aids. They use the internet for searching concerned materials and pictures related

to their lessons or submissions.

The faculty too search the internet to download various topics for the transaction

of the curriculum. Our methods of teaching, designing courses and systems of

evaluation are reviewed and transformed continuously to meet the challenges of

globalization and revolution in information technology.

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Criterion V: Student Support and Progression

5.1 Student Progression

5.1.1 How does the institution assess the students‟ preparedness for the

programme and ensure that they receive appropriate academic and

professional advise through the commencement of their professional

education programme (students pre-requisite knowledge and skill to

advance) to completion?

The Pupil teachers are assessed by administering teaching aptitude test at the

beginning of the session. This is done to have an overview of their pre-requisite

knowledge and teaching aptitude so that adequate learning experiences can be

provided to them. The college follows the JiwajiUniversituy curriculum. The

supporting co-curricular and extra curricular activities are planned at the start of

academic session in accordance with and within the framework of university

academic calendar. The pupil teachers are given orientation session. In this

session, teachers educators impart knowledge of syllabus to be taught, scheme of

evaluation of assignments, practice teaching, psychological experiments,

specialization methods for extra curricular activities. The institution also makes

the pupil teachers aware of the differences of teacher courses from that of general

degree programme that have undertaken prior to teacher training course.

5.1.2 How does the institution ensure that the campus environment promotes

motivation, satisfaction, development and performance improvement of the

students?

The college has several healthy traditions which contribute to the creation of

campus environment that promotes motivation, satisfaction and improvement in

the performance at the end of the year.

1. Innovative ideas promoted by principal and the faculty.

2. Easy accessibility of teachers for guidance.

3. The teaching faculty gives them stress free environment.

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4. Facilities of library, ICT lab, psychology lab, social study lab and art and craft

room.

5. Academic expertise and all round performance of faculty.

6. Student council in collaboration with faculty organizes various activities.

7. They get multipurpose experience of social, cultural and moral values, through

different activities.

8. Personality, development programme

9. Student are inspired to think creatively for planning and organizing curricular ,

co-curricular and extra curricular activities at the institution.

10. The student are made aware by the faculty about the new innovations and

researches in the field of the teaching learning to face the global challenges in the

new millennium.

11. Grievance Redressal through grievance Redressal Committee.

12. Formation of active Guidance and Placement cell.

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?

Drop out rate after admission in last five years is given below:

Following table shows the drop-out rate of B.Ed. Pupil teachers.

SESSION TOTAL

STUDENTS

DROP-OUT RATE

Male Female Total Percentage

2012-13 199 01 0 01

2013-14 NIL NIL NIL NIL

2014-15 104 0 0 0

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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?

College has library facility to give students reference books and self made

question bank to make use of it. College also offers individual guidance to its

pupil teachers about SLET/NET/TET/CTET and other competitive examination

taken by central or state government. Moreover eligibility for lectureship has

shifted the focus in MP from M.Phil/Ph.D to JRF/NET and TET/CTET.

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?

The available data showed that majority of B.Ed.. pupil teachers goes for further

studies and opt teaching as career.

Course B.Ed.

SESSION FURTHER

STUDIES

TEACHING

AS A CAREER

OTHER (Govt.

Job, Preparing

for Entrance

Exam)

2011-12 52 48

2012-13 55 45

2013-14 59 41

A majority of students go for teaching jobs; some of them applied for the post

graduations in Education but a few get admissions as per the university norms for

admission in post graduate study (i.e. merit at graduation and distribution of

different categories).

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 college gives library books, audio-video resources to its Alumni who are

working in schools or have joined higher studies, whenever they require. College

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also personally give individual guidance and material to them, for NET, SLET

and TET/CTET competitive exams. Personal guidance for interviews,

demonstration lessons are also provided.

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.

In the last two year many pupil teacher got job through the college. Various

schools approached the principal and faculty and also during the practice teaching

programme faculty as offered informally job for the students. The placement cell

first recruits the students first in the school of the institution itself. Faculty provide

them training on ICT, personality development, group discussion language

development.

As a result of this many student got job offers. More than thirty students have

benefited through placement cell during the last two years. Faculty collect their

C.V and whenever demand for job arises, college immediately contacts them and

send them for interview. College has built good rapport with pupil teachers in

touch for our student progression and also keep to know their progression.

Placement cell also maintains the data bank.

5.1.8 What are the difficulties (if any) faced by placement cell? How does the

institution over come these difficulties?

The placement services face many difficulties in recruitment in grant in aid

institutions, as they are not free to select candidates. There is another system in

government institutions and moreover they have to work for fixed salary on

temporary basis. Private institutions are always in demand of good teachers due to

competition and they approach us regularly. English medium candidates get their

job easily in self financing institutions.

5.1.9 Does the institution have arrangements with practice teaching schools

for placement of the student teachers?

Recruitment to government/ aided schools is carried out by the M.P. government

through a long recruitment process. College has arrangement with the (private)

practice teaching schools which are run by private management, for placement of

the pupil teachers. Some of pupil teachers are picked up by the school where they

do practice teaching. In this regards we are very lucky that our pupil teachers are

absorbed by these schools on their personal merit.

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5.1.10 What are the resources (financial, human and ICT) provided by the

institution to the placement cell?

College provides all the necessary human & material resources required for the

smooth functioning of the placement cell. The Placement cell is equipped with

internet enabled computer system for its proper and efficient functioning. All the

expenditure incurred/ to be incurred by the Placement cell as well as other funds

required by it is forwarded to the IQAC committee for sanctioning of the grants.

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 at

the start of the session in accordance with the framework of the NCTE (WRC)

and Jiwaji University, Gwalior.

Once the schedule of the curricular, extra-curricular and co-curricular activities

and the school based activities is finalized, it is immediately notified for the

information of the pupil teachers. Details are displayed on the notice board and in

college website. College depends on the feedback and its analysis relating to

preceding years besides the personal observations and experiences of the faculty

while planning and evaluating the events/performance.

5.2.2 How is the curricular planning done differently for physically

challenged students?

The curricular and co-curricular activities may, however, be planned differently

for physically challenged pupil teachers. College is of the firm conviction that

these pupil teachers are not the ones who may be treated as a burden but are the

ones who have different abilities in different fields. College has suggested a

number of activities such as chess, carom, Debate, ICT Presentations,

Seminar/workshop, Quiz, Group discussions, Extempore, Drawing/Paining, and

Music etc. which such candidates may perform with ease and excellence.

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5.2.3 Does the institution have mentoring arrangements? If yes, how is it

organised?

College has an arrangement of mentors for the Pupil teachers. all pupil teachers

divided into small groups of 20 pupil teachers and these groups are allotted to

mentors (faculty). The mentors create an informal environment in which the pupil

teachers feel encouraged to discuss their needs and requirement openly and in

confidence. Trust and rapport are established for the development of mentor and

pupil teachers relationship. Effective communication is established to strengthen

this relationship. Mentoring on one hand fosters the development of high

performers on

the other hand solves difficulties of average and low performer pupil teachers.

Some of the pupil teachers feel home sick and have problems in adjusting with the

course/environment. Also they need to know the ins and outs of job and what they

are expected to do.

5.2.4 What are the various provisions in the institution, which support and

enhance the effectiveness of the faculty in teaching and mentoring of

students?

The working environment of college is conducive for the overall development of

the faculty as well as the pupil teachers. The college works as a unit with all the

constitutions‟ viz. faculty, non-teaching staff and pupil teachers having good

understanding and respect for each other.

Faculty have been provided with the latest audio-visual aids, LCD projector, OHP

and internet facility etc. through which they can make their teaching effective and

efficient. Then there is provision for attending faculty development programme.

College strives to enhance the facilities and equipments so that the faculty does

not face any difficulty in their performance of its assigned tasks.

5.2.5 Does the institution have its website‟? If yes, what is the information

posted on the site and how often is it updated?

The college has www.vidyavaticollege.org which provide adequate information

about the college. The following information is posted on the sites:

1) Home

2) About us

a. Institutional outlook

b. Institutional Beliefs

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c. Chairman message

d. Director message

e. Goals & objectives

f. Recognition & Affiliation

3) Courses Offered

a. B.Ed.

b. D.Ed.

4) Placement Cell

a. Training & placement cell

b. Career guidance cell

5) Facilities

6) Hostel

a. Hostel facilities

b. Hostel Admission form

c. Hostel Rules & Regulation

7) Admission

a. Admission Procedure

b. Admission form

c. Rules & Regulation

8) Event Gallery

9) Mandatory Disclosure

10) Best Practice

11)NAAC

12) E- services

13) Contact us

14)News& Events

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5.2.6 Does the institution have a remedial programme for academically low

achievers? If yes, give details.

Yes, college has remedial programme for academically low achievers. With the

express purpose of sorting out the low and high achievers, the faculty gives test of

every unit in subjects opted in Content cum Methodology. Identified low

achievers are extended the following facilities:

Special counseling

Remedial classes for clarifying the doubts in the subject matter already

taught.

Pupil teachers who lack confidence in going to schools for teaching, are

asked to do certain experiment/practice in class room for mock delivery of

lesson plans.

5.2.7 What specific teaching strategies are adopted for teaching a) Advanced

learners and (b) Slow Learners

College programmes different strategies to teach advanced learners and slow

learners. For advance learners more challenging tasks and activities are given.

The advance learner is asked to monitor the group work before the group submits

its task to concerned teachers. The advance learner is asked to help and monitor

the slow learners. The faculty gives ample guidance to the low achiever. Easy

accessibility of mentor for guidance. This strategy helps both the advance and

slow learners to gain confidence. There is lot of interaction amongst both of them

which also leads to attachment and affection for each other.

5.2.8 What are the various guidance and counselling services available to the

students? Give details.

During Orientation:

Every year in the beginning of the session academic counselling and orientation to

the newly admitted pupil teachers provided orientation programme to acquaint

them with the various subjects and methodology option in the course. The need

and importance of these option are explained in detail by the concerned teacher

educator.

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During the Session:

Tutorial groups and house meetings are organized to solve the individual

problems of the students.

Guidance &counseling Cell:

There is guidance & Counselling Cell to provide guidance and support to the

pupil teachers in their personal, academic and social matters.

Women Cell :

Women Cell help female pupil teachers to solve their problems and provide

guidance in different areas.

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?

College has a grievance redressal Cell, which is constituted of

Dr.VandanaUpadhyay Principal

Dr.DevendraDwivedi Co-ordinator

Mr.SeemaChouhan Member

Mr.Saket Kumar Member

Mechanism:-

They can register their grievance officially by writing a letter.

They can directly talk to the principal or teacher educator if the matter is

urgent.

They can also drop their complaints in the suggestion box.

Some of the major grievances in the last two years were:

Separate boys and girls room with adequate facilities

Improvement in existing infrastructure

More time for ICT lab. Therefore morning and evening session before

college hours is open to them.

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They wanted more time for library. So more hours schedule before /after

college hours.

5.2.10 How is the progress of the candidates at different stages of programs

monitored and advised?

The progress of the pupil teachers is monitored at different stages.

1. After the first assignment the teacher educators reviews the situation in the

monthly meetings.

2. After micro-teaching all supervisors provide feedback.

3. During practice teaching session proper guidance provided to pupil teachers.

4. After the first unit test the pupil teacher with low marks are counseled.

5. After every test, the progress is monitored and the students are advised

accordingly.

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 preparation

Actual practice teaching

1. Pre-practice teaching preparation

The first step is spread over to two stages which consists of Micro-Planning and

Simulation. Pupil teaching are familiarized with the concept of micro teaching,

(7) seven teaching skills to be practiced. This part is conducted to ensure the

students‟ competency to begin practice teaching. In Microteaching, the pupil

teachers are taught/learn how to make micro plans and transact it to the peer

group. In simulation, the pupil teachers have to give demonstration of micro

lesson plan (based on different teaching skills ) before the peers, the peers

evaluate it on the basis of components of particular skill and suggest for

improvements. Then pupil teachers replan, reteach, and finally get command over

the skill.

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Pupil teachers are familiarized with the ways of developing lesson plans. They are

taught how to prepare a effective lesson plan for efficient teaching in particular

subject. Problems faced by the pupil teachers while preparing lesson are solved by

the faculty by discussing and explaining the weaknesses found in the lesson plans.

A format of lesson plan and evaluation is also provided for pupil teachers

convenience in advance.

The teachers educators deliver Demo lessons through (PPTs) power point

presentations to the pupil teachers for realizing how various skills are used in a

single lesson plan. Pupil teachers are also encouraged and asked to deliver their

lessons in their peer groups in the presence of their subject teacher.

Actual practice teaching :

After simulation, the pupil teachers are ready to deliver their lessons in real

classroom simulation. They are assigned different schools for teaching practice.

The convenience of the pupil teachers is kept in mind while allotting the schools

for the practice teaching, for example, distance of the school from the residence of

the pupil teachers, availability of the subjects of the pupil teachers and medium of

instruction etc. 20 lessons in each teaching subjects are delivered by pupil

teachers in actual practice teaching. During practice teachings, the evaluation is

done by the faculty, observation is by peers and concerned school teachers .

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.

Yes, college has an Alumni Association.

Following is the list of the current office bearer

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ALUMNI ASSOCIATION 2014-15

S. No. NAME POST

1 HemlataGoyal President

2 Shivraj Singh Secretary

3 Rohit Singh Member

Elections are held every year. But, the members choose the office bearers

with unanimity. It is recurring each year.

Activities of the association for the last two years are given below:

1) Regular meeting takes place and the record is maintained.

2) Felicitation of the educationist/faculty/Pupil teachers for their

achievements on Annual Day.

3) Career Guidance Camp is organized at the college

4) Co-operation for placement purpose is assured.

5) Active participation in annual day, seminar & environment campaign.

The top ten alumni occupying prominent positions:

Yes, the institution has alumni association

Year of last election –2015

Alumni association activities-

1. The alumni association was started in 2015.

2. A few former students contacted the management & faculties for the inception

of association.

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So as per the suggestion received by the former student the association was built

& office bearers were selected. Then in 2015, the first get together was organized

in which pass-out students shared their experiences with current students.

TOP 10 ALUMNI of Session 2014-15

S. NO. NAME OF

STUDENT

FATHER

NAME

CAREER

1 Dheeraj Singh Civil Judge

2 Manish

Kushwaha

ICICI Bank

3 Shailendra Singh

Tomar

Renger

4 TraptiTiwari Co-ordinator

5 JaynandYadav Education

Hawaldar

6 JitendraDubey Lecturer

7 Ashish Gupta Lecturar

8 Vinita Tomar Lecturar

9 Divya Mishra Teacher

10 Luv Kumar

Dubey

Teacher

Contribution:

1) Many members share their experiences with fresher during Orientation

programme.

2) Career Guidance Seminar was organized for the pupil teachers and alumni also

brief them on how to prepare for competitions.

3) The association has given many healthy suggestions and feedback from time to

time for the augmentation of the college.

4) The members of the Alumni associations actively participated in various

program, seminar and other activities .

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5.3.2 How does the institution encourage students to participate in extra

curricular activities including sports and games? Give details on the

achievements of students during the last two years.

College encourage pupil teachers to participate in co-curricular Activities

like debate, quiz, poem recitation, rangoli, painting, collage making,

mehandi, slogan writing, pot painting, flower & badge making and many

other activities organized by the college. Activities are so planned that

every pupil teachers finds activities of his/her choice.

College has indoor and outdoor games facility at the campus. The college

organizes individual games i.e. race, chess, carom while Team events

includes relay race, needle & thread race, volley ball, kho-kho. College

also encourages students to participate in , intercollegiate and university

level competitions.

Everyday each Pupil teacher individually or in a group has to take part in

different activities of the college like convening morning assembly,

reading news, thought of the day, updating bulletin board, prayer etc.

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.

Pupil teachers are always encouraged to do creative writing. The pupil teachers do

the following writing activities:

Tour report submission is compulsory .

Book review and preparing its report is part of college curriculum.

Report of different workshops/seminar/case study/blue print are written

and presented by the Pupil teachers.

Besides, major publication materials brought out by the pupil teachers for

college

Magazine are:

Articles on current issues, historical, geographical, scientific & cultural

issues

Quotation by eminent persons.

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Self composed Poems.

Puzzles, paintings, sketches etc.

5.3.4 Does the institution have a student council or any similar body? Give

details on –constitution, major activities and funding

www.vidyavaticollege .org

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 in which student representation has

been provided:

Library Committee

Women Cell

Sports Committee

Alumni Association

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 from each Pupil teachers is

taken. Every pupil teacher has to fill in the feedback form just before the

university examination. Also the college takes feedback from the faculty/ staff

members of the college. The feedback is also collected by the teacher in-charge of

practice teaching schools. Many of the Pupil teachers of college are absorbed in

such schools. Heads and management of such schools interact with the teacher-in-

charge and furnish relevant information.

The information so collected is duly analyzed by college and all relevant

suggestion are taken into consideration while making preparation of the

programme and planning for the development of the college. The fact however

remains that college has to function within the parameter set by the NCTE (WRC)

and the Jiwaji University, Gwalior.

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5.4 Best Practices in Student Support and Progression

5.4.1 Give details of institutional best practices in Student Support and

Progression?

In order to facilitate student support and progression to higher level of education

and towards the employment, various attempts have been made by the college and

this includes:-

1. The faculty plays a vital role in academic and personal counseling

2. Preparation of competitive examination such as CTET

3. Workshops of professionals guide the student to discover their hidden talent

and aptitude.

4. The expert of various fields train the student in writing of questions and in

interview techniques.

5. The college placement cell communicates with other school managements and

concerned entities

6. Mentoring arrangement for B.Ed. students to promote peer group learning

7. Establishment of grievance and redressal cell.

8. Student representation in various committees and cells,

9. Establishment of women cell.

10. Formation of Guidance and cell.

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Criterion VI: 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?

Vidyavati college of Professional studies has its clear humane purpose, definite

distinct Vision, and a pious mission, values.

Vision of the College:

To become the center of academic excellence in the area of teacher education by

providing quality teacher education at par with the national and international

standards to the youth, inculcating in them our culture, heritage and values along

with teacher education.

Mission of College:

To rejuvenate the teaching – learning process with ICT and value

imbedded education

To prepare the teachers capable of responding to the global demands and

meeting the challenges in teacher education.

To address to the ever emerging issues and problems of teacher education

and discover the remedial measures.

To ensure the contribution of all stakeholders in all pervasive sustainable

development of the society.

Values of the College:

Our vision and mission statements do reflects the objectives of the teachers

education policies of the country. We strive hard to develop human resources by

imparting quality teacher education with the adequate emphasis on values and the

cultural heritage of our nation. All efforts are directed to empower our pupil

teachers and make them productive, Accountable, responsive and introspective

human being. We help them to march forward with an aims and objectives and

make the nation proud with their contributions.

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Our institutional values are not rules but shared ideas and understating that bind

us together. Along with our mission and our commitment to excellence in

everything we do, they articulate who we are and what we believe, influence our

goals, guide our actions and help us to explain our aspirations to others. The

institution‟s stated purpose, vision, mission and values are made known to various

stakeholders and to the prospective pupil teachers through, information brochure,

website and teacher parents meeting during admission and functions organized in

the College. Vision and mission statements are prominently displayed at the

entrance of the College.

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 vision and mission statements are in terms of addressing to the needs and

demands of the students, parents, community, schools, education institution‟s

traditions and value orientations. College is catering to their needs. Mission

includes quality issues, specifically participation of all the stakeholders in

improving quality.

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.)

To develop college as a centre of excellence in the field of teacher

education.

To develop intelligent, well informed, disciplined and socially responsible

teachers

To impart quality teacher education.

To inculcate the spirit of service to the society among pupil teachers and

teacher educators.

To instill and human attitude and scientific thinking among pupil teachers

and teacher educators.

Ensure and develop mechanism for monitoring and sustaining and work

culture, commitment and passion for attaining the institutional goals.

To create and provide the environment conducive to the attainment of

institutional goals focusing on a clear vision and mission.

The college always tries to a large extent in translating its vision and Mission into

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academic practices. The management‟s contribution towards its vision and

mission is exemplary. It provides encouragement and recognition to the pupil

teachers and teacher educators.

IQAC committee

Administrative committee

Admission committee

Academic committee

Discipline committee

Examination committee

Library committee

Sports committee

Cultural committee

Alumni association

Women cell

Grievance redressal cell

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?

Principal of the college discuss, decide and allocate the roles and responsibilities

of the staff/faculty members on the basis of their academic performance,

experience, aptitude and interest and as well as the institutional regime,

experience in teaching and other academic and curricular events, creative and

constructive aspects of the personality, expertise, communication style and

motivation level. The allocated responsibilities are communicated to the

staff/faculty through staff meetings and circulars/notices.

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 meeting of the faculty members provide the common platform to the

management and the faculty members. The valuable suggestions furthered by the

management, are taken into consideration during the planning of agenda of the

upcoming meetings and then the decision are taken and review of various

activities is made. The proceedings of the faculty meetings and meetings of

various committees & cells are forwarded to the management. By this the valid

information is available for the management to review the activities of the

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college. The management also gets the valid information through personal

contacts with the staff and faculty member, pupil teachers and their parents and

stakeholders during functions and various activities.

6.1.6 How does the institution identify and address the barriers (if any) in

achieving the vision/mission and goals?

The college identifies and addresses the barriers in achieving the vision/mission in

the following manners:

Various committees and cells have been constituted for smooth functioning of the

college. The barriers in achieving the vision, mission are identified by the

concerned committees and cells. The reasons for the barriers are mutually

discussed by the head of various committees, principal and the management in the

staff /faculty, academic meeting and remedial measures are identified by taking

into consideration the suggestions provided by the faculty members. The

concerned committees & cells deliberately works for various quality related issues

pertaining to teacher education being imparted by the college.

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 management considers the suggestions of the faculty and staff members.

Principal encourages, appreciates and support involvement of the faculty and staff

for improvement of the effectiveness and efficiency of the college process.

Management actively involves in professional growth of the faculty staff

members by organizing extension lectures, seminar, and workshops in the college

and also encourages them to participate in various seminars, conferences,

workshops and orientations organized by other educational institutions and

university. T.A. /D.A. is also provided by the management to faculty members for

attending/ participating in various activitiesorganized by other educational

institutions and Universities of M.P.

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 Principal of the college provides requisite leadership to the entire activities.

She continuously supervises the working of teaching and non-teaching staff and

gives suggestions for their improvement. The head of the institution constituted

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various committees & cells after discussing the IQAC and has allocated and

assigned the college work to these committees and cells. The work of each

committee & cell is coordinated by a convener. The recommendations of these

committees and cells are considered and approved in the meeting. The Principal

provides administrative and academic leadership in association with the various

committees and cells. The

Principal of the college is always available to the pupil teachers and faculty for

redressal of their grievances and also works as a liaison between the pupil

teachers, faculty and the management.

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.

The college encourages participatory management practices and team work

between the different activities of the college. To assist the principal in academic

work various committees and cells are constituted. These committees and cells

plans, execute and co-ordinate the activities in their respective areas of the

college.

Major committees & cells are:-

IQAC committee

Administrative committee

Admission committee

Academic committee

Discipline committee

Examination committee

Library committee

Sports committee

Cultural committee

Alumni association

Women cell

Grievance redressal cell

Guidance & placement cell

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The Principal convenes the meeting with the faculty members to discuss about the

academic calendar, Mapping syllabus, examination and implementation of various

decision regarding pupil teachers related issues, administration and finance issues.

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6.2.2

ORGANIZATION HIERARCHY OF

VIDYAVATI COLLEGE B.T.I. ROAD, VIKRAMPURA, BHIND (M.P.)

COLLEGE MANAGEMENT COMMITTEE

CHAIRMAN

AMIT DUBEY

PRINCIPAL

Dr. VANDANA UPPADHYAY

CORE COMMITTEES OTHER COMMITTEES

1. IQAC 1. Admission Committee

2. Academic Committee 2. Discipline Commiittee

3. Examination Committee 3. Cultural Activities

4. Administrative Committee

5. Women Cell

6. Guidance & Placement Cell

7. Library Advisory Committee

8. Games & Sports Committee

9. Grievance Redressal Cell

10. Alumni Association

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6.2.3 To what extent is the administration decentralized? Give the structure

and details of its functioning.

The administration is decentralized in order to provide better services to students

and to maintain a democratic temper throughout the campus. The Principal has

sufficient autonomy and decision making powers. The heads of the different

committees are expected to meet the Principal on regular intervals for a brief

exchange of ideas and opinions.

Head of committees and cells keep a record of the activities undertaken and

finally submit it to the Principal. Due to this democratic process, academic work

is distributed equally and effectively.

6.2.4 How does the institution collaborate with other sections/departments

and school personnel to improve and plan the quality of educational

provisions?

Meeting of school faculty and staff with college authorities are held regularly for

doing necessary improvements in the field of teaching and learning. Feedback

about teaching practice is taken from school teachers . School teachers are also

consulted while developing the academic calendar and their suggestions are

considered during decision making. The audio visual aids like charts and models

are distributed to the nearby schools. During practice teaching the pupil teachers

of the college are provided a platform to participate in different activities of the

school. They organize morning assemblies in the school. They maintain the

different records of the school. They maintain the student discipline and also help

in serving mid-day meal during

practice teaching. All these activities are planned, guided, monitored and

reinforced by the teacher educator and school teachers in collaboration to improve

the quality of educational provisions.

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 data for feedback is obtained from the teacher educators, pupil teachers,

heads and faculty/staff of the practice teaching schools, visiting eminent

educationists and stakeholders. The decisions regarding innovative teaching

learning practices, teaching aids, academic environment, and institution

community relationship are taken for performance improvement.

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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‟ creating/providing conducive environment).

In order that teacher educators use their free time at the college productively; they

are encouraged to make use of the library after the teaching hours. College has

formed social circle also wherein it invite experts, veterans, activists , social

workers, guest lectures, thinkers, poets, men of letters and professionals from

different fields. All the members of the staff/faculty and the students together are

invited and encouraged to participate in such events.

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 college has developed MIS system for effective information system.

Variousinformation and data are compiled and made available to the

Administrative officeand departments.

6.3.2 How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action plans?

The changes resulting from the action plans are accomplished and sustained by

proper allocation of the Human and financial resources. Various committees and

cell of the college are entitled to assess and recommend the resources needed for

carrying out the academic, co-curricular activities and extracurricular activities.

The concerned committees/cells forward the recommendations to the Principal

and then the management consider the recommendations for allocation of the

human and financial resources.

6.3.3 How are the resources needed (human and financial) to support the

implementation of the mission and goals, planned and obtained?

To support the implementation of mission and goals an institutional academic

calendar for the whole session is prepared by the IQAC of the college in which

the activities related to teaching-learning, curricular, co-curricular and extra

curricular activities are planned. To carry out these activities smoothly the human

and financial resources are planned, and obtained according to the NCTE and

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Govt. of M.P. norms. According to need and urgency of the work the financial

resources are provided by the management.

6.3.4 Describe the procedure of developing academic plan. How are the

practice teaching school teachers, faculty and administrators involved in the

planning process?

IQAC prepare academic calendar at college level. The recommended academic

plan is discussed during faculty meeting among faculty members and principal of

the college, management, school personnel and then it gets finalized. Before

finalizing the academic plan the practice teaching school teachers are also

consulted regarding tentative practice teaching schedule for the availability of

schools.

6.3.5 How are the objectives communicated and deployed at all levels to

assure individual employee‟s contribution for institutional development?

All major decisions are taken during IQAC meeting. The information is passed to

the faculty and staff members through circular and it is displayed on notice board

for students and stake holders. The communication and deployment approach of

the institutional objectives is individualized. It adopts a hierarchy from pupil

teachers to teacher educators. Teacher educators in specific and through

committee are accountable to the Principal. The Principal and the management

committee mutually get in touch with the parents of the pupil teachers, practice

teaching schools, and officials of Education Department of Bhind District of M.P.

state and Jiwaji university. The objectives of the college are communicated to the

pupil teachers through Notice board, prospectus, website, orientation, events

meetings and tutorials, college magazine, and specially through the display of the

vision, mission in the college. The management and the Principal deploy the

faculty and pupil teachers to achieve the objectives by organizing meaningful

event, along with its academic co-curricular and extracurricular venture.

6.3.6 How and with what frequency are the vision, mission and

implementation plans monitored, evaluated and revised?

The frequency of monitoring, evaluating and revising the implementation plans of

vision and mission depends on the emergent needs and it is not limited to a

specific number. The college use to meet for these objectives in the beginning of

the session with a determination to reach the optimum level. Every academic year

begins with a review of what has been attained and what is to be achieved. Every

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aspect of the college is evaluated. A comprehensive and continuous monitoring of

all the scheduled curricular co-curricular, extra curricular activities is done by

faculty and staff.

6.3.7 How does the institution plan and deploy the new technology?

Yes, college plans and deploys the new technology as per need of existing

Programmes. The college has kept pace with technology and has provided

computer and internet access. The college has ICT lab for students and staff.

The college is able to provide CDs, DVDs reprographic assistance, computers,

internet with broad band, e-journals as well as some software. Our class rooms

have facilities with LCD, with sound system, collar, mike, smart board etc.

6.4 Human Resource Management

6.4.1 How do you identify the faculty development needs and career

progression of the staff?

There are various ways and methods to assess the needs of the faculty

development, students overall performance, demand for admissions, parents‟

feedback, community perceptions and other such factors help us to assess the

needs of the faculty development. The college has invited academicians,

educationist, veterans, speakers, orators, professionals, motivators, social activists

and personalities for talks. They share their valuable experiences with pupil

teacher and teacher educators and provide ample guidance.

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?

Performance appraisal system is undertaken by the faculty and staff and it is

evaluated by the Principal, and senior faculty members. Special care is taken to

ensure that information is provided by the faculty /staff includes multiple

activities. It is also assessed how these activities contribute the overall academic

growth and the fulfillment of the institutional goals. There is a review of the

performance appraisal report by Principal to capture the spirit of academic

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excellence and growth of the institution. It also gives an opportunity to reflect,

introspect, and plan strategies, and take remedial measures.

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)

The staff members are provided financial assistance in the form of loans, to be

paid back in installments. This facility is for the staff members to tide over the

financial problems faced by them from time to time. The infrastructure of the

college (staff rooms etc.) have considerably been renovated by the college to

provide better working conditions and satisfaction. Duty leave is provided to the

faculty that is desirous of availing training or attending refresher/orientation

courses, seminars and workshops. Sports and games facilities available for the

staff members are quite satisfactory. It is refreshing to note here that our teaching

and non-teaching staff members play games in the college courts after working

hours.

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.

The college sends the faculty and staff to attend various training programmes

conducted by the university and other competent professional organizations. The

college also facilitates the training in computer to the teaching and non-teaching

staff and other training programmes are also organized for them. The staff is

encouraged to improve their educational qualification, and professional skills.

They are also sanctioned leave. The various facilities and resources in the college

can be judiciously used by the faculty and staff to enhance their professional

development.

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. )?

Faculty members are recruited by the University Panel as per the desired

qualifications, knowledge and skills recommended by NCTE, UGC as well as

Jiwaji University, by bringing out vacancies in leading newspapers. The

recruitment of faculty members is followed by the letter of approval to be issued

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by the JiwajiUniversity. All the norms and guidelines prescribed by the affiliating

university are followed. Salary structure is as per state Govt. of M.P. and UGC

norms. Keeping in long term development of the college, increments are provided

by the management.

6.4.6 What are the criteria for employing part-time/Adhoc faculty? How are

the parttime/ Adhoc faculty different from the regular faculty? (E.g. salary

structure, workload, specialisations).

Part time/Adhoc faculty is appointed as per requirement of current situation and

vacancies to be filled apart from regular faculty.

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).

Faculty members are supported for participation in seminar, conferences and

workshops by providing them academic leaves as per requirement. Faculty

members are free to have memberships in local, state, national professional

associations. The college always supports faculty members to grow

professionally,. Although there is no fixed allocation of budget for this purpose

but college bears a sufficient amount of expenses for faculty and staff

development. Faculty members are sanctioned Academic leave easily for this

purpose. Well-equipped library, ICT lab and Internet facilities are provided to

help in research work.

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 physical facilities are provided to the faculty members. College has well

furnished staff room with proper seating arrangement, well furnished Principal

office, college office with all necessary amenities, completely equipped

laboratories, classrooms and well stocked library are provided to facilitate the

faculty members for imparting their duties. Seminar room with all the facilities

for organizing seminars, workshops is provided.

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6.4.9 What are the major mechanisms in place for faculty and other

stakeholders to seek information and/or make complaints?

The college website is being updated regularly to provide latest

information/upcoming events details.

Prospectus are provided to the pupil teachers

Every activity of the college is displayed in the college notice board

Programmes conducted in the college are published in the newspaper and

college magazine.

A suggestion box is provided to collect suggestions and complaints.

The college office provides all the information needed.

People can seek information through mobile or phone

Written complaints/grievances are accepted by the head of the institution.

6.4.10 Detail on the workload policies and practices that encourage faculty to

be engaged in a wide range of professional and administrative activities

including teaching, research, assessment, mentoring, working with schools

and community engagement.

The teaching work load in the institution is as per the NCTE (WRC) Jiwaji

University and government of M.P. norms. Other community related works like

community service etc. are distributed among the staff by rotations so that every

one gets the exposure. Due care is taken to avoid overloading to any one.

6.4.11 Does the institution have any mechanism to reward and motivate staff

members? If yes, give details.

Provision of increments is there to motivate the staff members. Staff members are

encouraged to pursue the higher studies and attend seminars and workshops. This

helps in the up-gradation of their skills, teaching methodology involving ICT

enabled methods.

6.5 Financial Management and Resource Mobilization

6.5.1 Does the institution get financial support from the government? If yes,

mention the grants received in the last three years under different heads. If

no, give details of the source of revenue and income generated

No, the college does not get financial support for the government. As the college

is self financing its main source of revenue is course fees.

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6.5.2 What is the quantum of resources mobilized through donations? Give

information for the last three years.

The college has not received any substantial amount in the form of donation in the

last five years.

6.5.3 Is the operational budget of the institution adequate to cover the day-to-

day expenses? If no, how is the deficit met?

Yes, the college is provided with minimum cash to cover day to day financial

needs.

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)

The main budgetary resources is course fees to fulfill the mission and to offer

quality teacher education. Income Expenditure Statement is attached herewith.

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).

The accounts are audited regularly by the Chartered Accountant. (Audit reports of

last two years attached)

6.5.6 Has the institution computerized its finance management systems? If

yes, give details.

Yes, most of the financial management process are computerized and all the

accounts are maintained by Chartered Accountant.

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?

Decentralization of work through various committees and cells.

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Decision making is democratic.

Governance is participatory and inclusive.

Governance has a human face and as vision to serve the society.

Governance provides encouragement, support and facilities for the faculty

members.

Governance believes in changes and tolerance to accommodate as many

view points and ideas as possible.

Leadership believes in lifelong education and empowerment of students.

Feedback from stakeholders plays a large role not only in the teaching-

learning process but in governance and policy making.

Mutual accountability

A work culture that emphases the creativity and co-operation.

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Criterion VII: Innovative Practices

7. 1 Internal Quality Assurance System

7.1.1 Has the institution established Internal Quality Assurance Cell

(IQAC)? If yes, give its year of establishment, composition and major

activities undertaken.

The Internal Quality Assurance Cell (IQAC) has been established in the College

in Composition of IQAC is:

1. Chairperson (Principal) 1

2. Management Members 1

3. Faculty 2

4. Representative from community/society 1

5. Experts 1

The objectives of the IQAC are:

To ensure quality improvement in the entire activities and programmes of

the college.

To ensure stakeholders participation in planning, execution and

implementation of various programmes.

Major activities of the IQAC are:

1. To design and implement the academic calendar of the college.

2. Development and application of quality parameters for various curricular,

cocurricular and extracurricular activities of the college.

3. Organizing orientations , seminars, workshops and training programmes on

quality related subjects and promotion and dissemination of such activities of

information.

4. Creation of student-centered classroom learning environment, conducive to

quality education.

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5. Development and application of innovative practices in various activities

leading to quality enhancement with a futuristic perspective.

6. Collection of information on various quality parameters of education and best

practices followed by other institutions.

7. To develop the mechanism of feedback from all stakeholders.

7.1.2 Describe the mechanism used by the institution to evaluate the

achievement of goals and objectives.

IQAC academic body and the Administrative body critically analyze the efforts

and results made by the college to evaluate the achievement of goal and

objectives. It involves the evaluation of feedback and suggestions provided by the

pupil teachers, staff and faculty of practice teaching schools, alumni, faculty

members, parents of the pupil teachers, and community members.

All the suggestions, feedback, self appraisal of the teacher educators and over all

achievements of the college per year provides a complete picture of

accomplishment status of goals and objectives.

7.1.3 How does the institution ensure the quality of its academic

programmes?

The college ensures the quality of its academic programmes through adoption of

quality benchmarks for the various academic and administrative activities. In

order to ensure the quality of its academic programmes, the college makes

following arrangements:

1. Academic calendar is made before the commencement of the session.

2. Qualified and experienced faculty and staff is appointed by the college

according to the norms of Jiwaji University, and NCTE (WRC)

3. Well equipped laboratories, well stocked library ICT enabled classrooms and

multipurpose hall is made available by the college.

4. Suggestions & feedback received by students help teacher educators to bring

qualitative improvement.

Self Study Report


7.1.4 How does the institution ensure the quality of its administration and

financial management processes?

The college ensures the quality of its administration and financial management by

making the process more transparent and accountable to the stakeholders. The

college has qualified and experienced administrative staff. The quality initiatives

on financial management are like;

1. By constituting the Finance Committee

2. Preparation of annual statement of accounts by Chartered Accountant.

3. Auditing by a registered Chartered Accountant.

4. The college has categorized human resources into two categories (faculty)

teaching and (staff) non-teaching (administrative staff members, account section

and fourth-grade employees).

The administration is a decentralized one, where faculty/ staff, pupil teachers,

management, as well as members of the society may participate.

7.1.5 How does the institution identify and share good practices with various

constituents of the institution.

Meetings are organized periodically to identify and share good practices with all

the constituent of the college. The college has constituted committees and cells of

teacher educators , management members and student representatives to critically

evaluate the growth and efficiency of the college and its stakeholders. Pupil

teachers participations are also encouraged especially in academic and

administrative activities.

7.2 Inclusive Practices

7.2.1 How does the institution sensitise teachers to issues of inclusion and the

focus given to these in the national policies and the school curriculum.

The college encourages focusing on implementation of pedagogic activities which

promotes to sensitize the teachers to issues of inclusion. The teachers are given

orientation on different disabilities. Orientations are organized for the teachers

and students on various aspects. The issue of inclusion reflects in the values of the

college as well as in its working. All the students are given equal opportunities

and attentiontofulfill their needs and redressal of their grievances.

Self Study Report


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.

General awareness programes, debates, discussion guest lectures by experts

areorganized from time to time to cater to needs of awareness towards

inclusion,exceptionalities and gender differences and their impact on teaching and

learning.

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 undertakes and gets involved in various kinds of extension and

outreach activities of its own in order to promote social interaction, active

engagement learning and self motivation. Some of them are:

Rallies and surveys are conducted related to interaction with the

community like Role of Education in women empowerment, Education

and socio-economic status etc.

Action research is taken into account for improving the stature of slow

learning students of the practice teaching schools.

In order to keep the importance of the natural environment, the pupil

teachers do participate in plantation campaign in which they plant saplings

and look after them properly during the whole session.

Academic excursions for pupil teachers are organized by the college in

which they learn the realities of the areas through direct observation and

interaction.

7.2.4 How does the institution ensure that student teachers develop

proficiency for working with children from diverse backgrounds and

exceptionalities?

The faculty members make endeavour to guide their pupil teachers through giving

them case studies to learn how they can develop proficiency for working with

children from diverse background and exceptionalities. Pupil teachers are made

aware in handling and counselling of children with diverse background. They are

Self Study Report


also trained to understand with the need and problems of children with diverse

background and exceptionalities.

7.2.5 How does the institution address to the special needs of the physically

challenged and differently-abled students enrolled in the institution?

There is specific provision for these students in the college such as some

important laboratories are located on the ground floor and some classrooms are

also kept on the ground floor. The preference is given to differently-abled

students for sitting in the front line. The differently-abled students are given

sympathetic and preferential behaviour in the routine of the college functioning so

that they may not feel inferiority complex.

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)?

College has a „Women Cell‟ to deal with various pursuits to ensure welfare to the

girls pupil teachers including to get them acquainted with the gender sensitive

issues in general.

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 college ensures the access to information about academic and organizational

performance by updating college website, information brochure and through

notice board. The college involves all stakeholders at every stage of planning and

implementation. The representatives of the pupil teachers , faculty and staff,

parents, alumni, university representative and eminent scholars from time to time.

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 gives major consideration to public concerns and use all kinds of

Self Study Report


information available for improving its activities. The pupil teachers through

Students Representation in various committees and cells voice their appreciation

and dissatisfaction regarding facilities or programmes.

Feedback from students & stakeholders also helps to upgrade teaching-learning

process. The college determines students satisfaction on the basis of applications

received. The courses offered by the college are updated from time to time. The

college management and faculty staff keep abreast of the emerging educational

trends through continuous knowledge enhancement.

True empowerment of the learners through applied and activity bases learning

programmes is our major concern. We strongly believe that students learn best

when they are involved and the learning makes sense to them. Building scientific

temperament, developing and keen sense of competition, motivating students to

give their best, recognizing talent of students are some of the Institutional

practices that enhance students performances.

The faculty and staff guides and counsels the students at every step. The teachers

encourage the student to learn skills of teaching and to develop social awareness

and to shoulder social responsibility. These efforts of the faculty help to develop

confidence in students to face the upcoming challenges.

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?

Pupil teachers are encouraged to express their opinion about the overall

functioning of the institution in writing at the end of course. During alumni

association meetings, college encourage them to provide frank assessment of our

institutional practices.

There are also various interactions with community during which we seek their

perceptions about us. We critically examine their feedback, and earnestly try to

use them in improving the quality of our teacher education programmes.

Self Study Report


Self Study Report - Vidyavati College

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