G.E.S.’s College of Education & Research – SAR (2015-16) Page 1
Estd. 1970
Gokhale Education Society‟s
COLLEGE OF EDUCATION AND RESEARCH
Acharya Donde Nagar, Gokhale Society Lane, Parel, Mumbai-400 012.
Ph.no.: 022 24136408/4168493 Email: [email protected] Website: www.gescer.in
Affiliated to University of Mumbai, UGC 2f 12 B, ISO 9001:2008, NCTE Recognized
SELF APPRAISAL REPORT
2015-16 FOR
RE-ACCREDITATION
(3rd
Cycle)
Submitted to
National Assessment and Accreditation Council (NAAC)
G.E.S.’s College of Education & Research – SAR (2015-16) Page 2
TABLE OF CONTENTS
PART – I INSTITUTIONAL DATA
A
About the Institution
4
B
Criterion-wise Inputs
8
PART – II THE EVALUATIVE REPORT
1
Executive Summary
29
2
Criterion-Wise Analysis
Criterion I - Curricular Aspects
31
Criterion II - Teaching-Learning and Evaluation
46
Criterion III - Research, Consultancy and Extension
66
Criterion IV - Infrastructure and Learning Recourses
94
Criterion V - Student Support and Progression
107
Criterion VI - Governance, Leadership and Management
122
Criterion VII - Innovations and Best Practices
148
3
Mapping of Academic Activities of the Institution
157
4
Declaration by the Head of the Institution
161
G.E.S.’s College of Education & Research – SAR (2015-16) Page 3
LIST OF ANNEXURES
1 A Brief Note on Teacher Education Scenario in the
State
164
2 Institutional Academic Calendar and Timetable
166
3 A Copy of the Syllabus
171
4 a) Master Plan of the Institution
b) Society registration certificate
c) Floor- wise area of Institution in sq. ft.
172
5 Sample of Student Feedback on Principal, Faculty,
Librarian
176
6 a) Audited Income-Expenditure Statement for Year 2015-16 b) Receipt and payment for Year 2015-16 c) Balance sheet for Year 2015-16
183
7 a) A Copy of the Latest Recognition Order Issued
by NCTE 2014
b) University Permanent Affiliation
c) Government of Maharashtra Approval
d) UGC 2f 12B
e) ISO 9001: 2008 Certificate
f) Ph. D Research center approval
191
8 University Results for the Academic Year 2015-16
199
9 Sample of Feedback on Practice Teaching by
Teacher Educators by Peers and Staff of Practice
Teaching Schools.
202
10 „Best Practices‟ of the institution, flowcharts and research details
221
11 Certificate of Compliance
251
12 Copy of Letter of Intent
253
Abbreviations
255
G.E.S.’s College of Education & Research – SAR (2015-16) Page 4
PART I : INSTITUTIONAL DATA
About the Institution
Gokhale Education Society‟s College of Education and Research Moto: “Sa vidyayavimukitaya” (which means) knowledge for Salvation
Mission: “Commitment to Social cause of Upliftment and betterment of the society through
process of education”
Vision: To develop the values, skills and qualities of empathy, leadership, creativity and
righteousness in ST‟s to be the agents of social change by instilling in them scientific attitude,
gender and environmental sensitivity, passion for life-long learning and development of life-
skills for effective sustenance in globalised world.
Our college was established in June 1970, under umbrella of Gokhale Education Society,
Nasik. The Society was founded by Prin. T.A. Kulkarni in honor of his guru Namdar Gopal
Krishna Gokhale with the purpose of propagating his ideas and philosophy.
Gokhale Education Society is founded by the teachers and run by the teachers, basic aim
being to work for the down-trodden people of the society and to raise the status of teaching
profession. Keeping this in mind, our college was established in the heart of Mumbai city, in
the locality which was mainly known as mill area then.
Our college is housed in the premises along with primary and secondary schools, junior
college and night degree-college. Initially college was offering two mediums of instructions.
But considering demands of changing times with two year B.Ed. Programme we are offering
instructions through English medium.
Our college is permanently affiliated to University of Mumbai and has been certified by ISO
9001:2008. It is covered under UGC 2f 12B, NCTE recognised.
College has an active PhD. Research Centre in Education affiliated to University of Mumbai.
We have teaching faculty members, who are properly qualified and are always ready to learn
and upgrade their knowledge and teaching skills. The college so far has produced hundreds of
quality teachers who are working in various prestigious positions in the field of education and
in reputed schools.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 5
A. Profile of the Institution
1. Name and address of the institution - Gokhale Education Society‟s College of
Education and Research, Acharya
Donde Nagar, Gokhale Society Lane,
Parel, Mumbai- 400 012.
2. Website URL - www.gescer.com
3. For communication:
Office
Name
Telephone
Number with
STD Code
Fax No E-Mail Address
Principal 022-24136408 - [email protected]
Vice-Principal - - -
Self – appraisal
Co-coordinator
022-24136408 - [email protected]
Residence
Name
Telephone
Number with
STD Code
Mobile Number
Principal
Dr. (Mrs.) Indira Shukla 022-24168493 9821883082
Vice-Principal - -
Self - appraisal Coordinator 022-24136408 9819296037
4. Location of the Institution:
Urban Semi-urbanRural Tribal
Any other (specify and indicate)
5. Campus area in acres - 0.728 acres
√
G.E.S.’s College of Education & Research – SAR (2015-16) Page 6
6. Is it a recognized minority institution? - Yes No
7. Date of establishment of the institution -
Month & Year
8. University/Board to which the institution is affiliated -
9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.
Month & Year
2f
Month & Year
12B
10. Type of Institution.
a) By funding
Grant-in-aid
b) By Gender
Co-education
c) By Nature
Affiliated College
11. Do the University / State Education Act have provision for autonomy?
Yes No
If yes, has the institution applied for autonomy?
Yes No
√
University of Mumbai
MM YYYY
06 1970
MM YYYY
01 1970
MM YYYY
01
1970
√
√
√
√
√
G.E.S.’s College of Education & Research – SAR (2015-16) Page 7
12. Details of Teacher Education programmes offered by the institution:
Sl.
No.
Level Programme/
Course
Entry
Qualification
Nature of
Award
Duration Medium of
instruction
i) Pre-primary
- - Certificate - -
- - Diploma - -
- - Degree - -
ii) Primary/
Elementary
- - Certificate - -
- - Diploma - -
- - Degree - -
iii) Secondary/
Sr. secondary
- - Certificate - -
- - Diploma - -
- - Degree - -
iv. Post
Graduate
- - Diploma - -
B. Ed. Graduation Degree 2 yrs. English
v.
Other
(specify)
- - Certificate - -
DSM In-service
Teachers Diploma 1 yr.
English/
Marathi
Ph. D. PG Degree Minimum
03 years
English/
Marathi
Give details of NCTE recognition (for each programme mentioned in Q.12 above)
Level Programme Order No. &
Date
Valid upto Sanctioned
In-take
Pre-primary - - - -
Primary/Elementary - - - -
Secondary/
Sr.secondary - - - -
Post Graduate B.Ed.
WRC/5/6/2K
/10892,
Dated
11/12/2000
Continued 50
(one unit)
Other (specify) DSM - - 60
Ph. D. - - 16
G.E.S.’s College of Education & Research – SAR (2015-16) Page 8
B) Criterion-wise inputs
Criterion I: Curricular Aspects
1. Does the Institution have a stated
Vision - Yes
Mission - Yes
Values - Yes
Objectives - Yes
2.
a) Does the institution offer self-financed programme(s)? - No.
3. Are there programmes with semester system? - Yes.
4. Is the institution representing/participating in the curriculum development/ revision
processes of the regulatory bodies? - Yes.
If yes, how many faculty members are on the various curriculum development/vision
committees/boards of universities/regulating authority?
5. Number of methods/elective options (programme-wise)
a) B.Ed.
* Seven methods offered by the college are English, Marathi, Hindi, History, Geography,
Science and Mathematics.
In the two year B Ed program, four courses VII & II, in addition to above mentioned
seven methods, Action Research is also offered as an elective.
6. Are there Programmes offered in modular form? - No.
7. Are there Programmes where assessment of teachers by the students has been
introduced?
a) Yes/No - Yes.
b) Number - One
07 Methods & Action Research*
08
G.E.S.’s College of Education & Research – SAR (2015-16) Page 9
8. Are there Programmes with faculty exchange/visiting faculty?
a) Yes/No. - Yes.
b) Number - 02 (B Ed and DSM)
9. Is there any mechanism to obtain feedback on the curricular aspects from the:
Heads of practice teaching schools - Yes.
Academic peers - Yes.
Alumni - Yes.
Students - Yes.
Employers - Yes.
10. How long does it take for the institution to introduce a new programme within the
existing system?
11. Has the institution introduced any new courses in teacher education during the last three
years?
a) Yes/No - Yes
b) Number - One (Ph. D)
12. Are there courses in which major syllabus revision was done during the last five years?
a) Yes/No - Yes
b) Number - 01 (B. Ed)
13. Does the institution develop and deploy action plans for effective implementation of the
curriculum?
a) Yes/No - Yes
14. Does the institution encourage the faculty to prepare course outlines?
a) Yes/No - Yes
6 Months
G.E.S.’s College of Education & Research – SAR (2015-16) Page 10
Criterion II: Teaching-Learning and Evaluation
1. How are students selected for admission into various courses?
b) Common entrance test conducted by the
University/Government
2. Furnish the following information (for the previous academic year):
a) Date of start of the academic year
b) Date of last admission
c) Date of closing of the academic year
d) Total teaching days
e) Total working days
3. Total number of students admitted (2015-2017) (* Two year B. Ed. program)
Programme Number of students Reserved Open
M F Total M F Total M F Total
B.Ed. 08 42 50 03 07 10 5 35 40
4. Are there any overseas students? - No.
If yes, how many?
5. What is the „unit cost‟ of teacher education programme? (Unit cost = total annual
recurring expenditure divided by the number of students/ trainees enrolled).*
a) Unit cost excluding salary component
b) Unit cost including salary component
(*Because of two year B. Ed. Program there was only one unit of 50 students.)
6. Highest and Lowest percentage of marks at the qualifying examination considered for
admission during the previous academic session.
Programmes
Open Reserved
Highest
(%)
Lowest
(%)
Highest
(%)
Lowest
(%)
B.Ed. 75.88 48.50 71.84 53.32
13th July 2015
29th Sept 2015
2nd May 2016
198
210
2,84,128/-
30,019/-
√
G.E.S.’s College of Education & Research – SAR (2015-16) Page 11
7. Is there a provision for assessing students‟ knowledge and skills for the program (after
admission)?
a) Yes/No - Yes
8. Does the institution develop its academic calendar?
a) Yes/No - Yes
9. Time allotted (in percentage)
Programmes Theory Practice Teaching Practicum
B.Ed. 40% 20% 40%
10. Pre-practice teaching at the institution
a) Number of pre-practice teaching days
b) Minimum number of pre-practice teaching
lessons given by each student
11. Practice Teaching at School
a) Number of schools identified for practice
teaching
b) Total number of practice teaching days *
c) Minimum number of practice teaching *
lessons given by each student
* This is as per 2 year B.Ed. programme.
12. How many lessons are given by the student teachers in simulation and pre-practice
teaching in classroom situations?
*
* This is as per 2 year B.Ed. programme.
13. Is the scheme of evaluation made known to students at the beginning of the academic
session?
a. Yes/No - Yes
3 0
1 0
1 9
4 5
3 9
No. of Lessons In simulation
02 No. of Lessons Pre-practice teaching
10
G.E.S.’s College of Education & Research – SAR (2015-16) Page 12
14. Does the institution provide for continuous evaluation?
a. Yes/No - Yes
15. Weightage (in percentage) given to internal and external evaluation
Programmes Internal External
B.Ed. 30 % 70 %
16. Examinations
a) Number of session tests held for each paper
b) Number of assignments for each paper
17. Access to ICT (Information and Communication Technology) and technology.
Yes No
Computers √
Intranet √
Internet √
Software / courseware (CDs) √
Audio resources √
Video resources √
Teaching Aids and other related materials √
Any other (specify and indicate) √
18. Are there courses with ICT enabled teaching-learning process?
a) Yes/No - Yes
b) Number - 09
(All the course materials are uploaded on e-portal).
19. Does the institution offer computer science as a subject?
a) Yes/No - No
* Computer education was offered as an optional paper in one year B.Ed. programme. In two-
year B.Ed. programme it is included as ICT in EPC III.
If yes, is it offered as a compulsory or optional paper? - N. A.
0 2
0 2
G.E.S.’s College of Education & Research – SAR (2015-16) Page 13
Criterion III: Research, Consultancy and Extension
1. Number of teachers with Ph. D and their percentage to the total faculty strength
2. Does the Institution have ongoing research projects? - Yes.
If yes, provide the following details on the ongoing research
projects
Number of completed research projects during last three years. -
4. How does the institution motivate its teachers to take up research in education? (Mark
for positive response and X for negative response).
Teachers are given study leave - X
Teachers are provided with seed money - X
Adjustment in teaching schedule - √
Providing secretarial support and other facilities - X
Any other specify and indicate - X
5. Does the institution provide financial support to research scholars? - No.
6. Number of research degrees awarded during the last 5 years.
a. Ph.D.
b. M.Phil.
7. Does the institution support student research projects (UG & PG)? - No.
8. Details of the Publications by the faculty (Last five years)
Yes No Number
International journals Yes 04
National journals – referred papers
Non referred papers
Yes
Yes
03
05
Academic articles in reputed
magazines/news papers
Yes 03
Books Yes 04
Any other (specify and indicate) No Nil
Funding agency Amount (Rs) Duration (years) Collaboration, if any
ICSSR 1,00,000/- 2 years -
5 5645
Number %
05
Nil
Nil
G.E.S.’s College of Education & Research – SAR (2015-16) Page 14
9. Are there awards, recognition, patents etc received by the faculty? - No.
10. Number of papers presented by the faculty and students (during last five years):
Faculty Students
National seminars
International seminars
Any other academic forum
11. What types of instructional materials have been developed by the institution?
(Mark `‟ for yes and `X‟ for No.)
Self-instructional materials
Print materials - √
Non-print materials (e.g. Teaching
Aids/audio-visual, multimedia, etc.) - √
Digitalized (Computer aided instructional materials) - √
Question bank - √
Any other (specify and indicate) - X
12. Does the institution have a designated person for extension activities? - Yes.
If yes, indicate the nature of the post.
Full-time Part-time Additional charge
13. Are there NSS and NCC programmes in the institution? - No.
14. Are there any other outreach programmes provided by the institution? - Two*.
(*Trail Blazer for environmental Awareness & Teacher Training program at Nehru Science
Centre).
15. Number of other curricular/co-curricular meets organized by other academic
agencies/NGOs on Campus. - Nil.
16. Does the institution provide consultancy services? - Yes
In case of paid consultancy what is the net amount generated during last three years.- Nil.*
(*Consultancy is not for revenue generation)
17. Does the institution have networking/linkage with other institutions/ organizations?
Local level yes
State level yes
National level yes
International level No
05
-
-
74
03
-
√
G.E.S.’s College of Education & Research – SAR (2015-16) Page 15
Criterion IV: Infrastructure and Learning Resources
1. Built-up Area (in sq. mts.)
2. Are the following laboratories been established as per NCTE Norms?
a) Methods lab - Yes
b) Psychology lab - Yes
c) Science Lab(s) - Yes
d) Education Technology lab - No
e) Computer lab - Yes
f) Workshop for preparing
teaching aids - No
3. How many Computer terminals are available with the institution? - 30
* Each faculty is given a laptop
4. What is the Budget allotted for computers (purchase and maintenance) during the
previous academic year? - Rs.1,50,000.00
5. What is the Amount spent on maintenance of computer facilities during the previous
academic year? - Rs.53,000.00
6. What is the Amount spent on maintenance and upgrading of laboratory facilities during
the previous academic year? - Nil
7. What is the Budget allocated for campus expansion (building) and upkeep for the current
academic session/financial year? - Rs.1,00,000.00
8. Has the institution developed computer-aided learning packages? - Yes.
9. Total number of posts sanctioned Open Reserved
Teaching
Non-teaching
* Teaching staff includes Principal and Librarian.
2943.168 sq. meters
M F M F
01 03 04 01
02
-- 06 01
G.E.S.’s College of Education & Research – SAR (2015-16) Page 16
10. Total number of posts vacant Open Reserved
Teaching
Non-teaching
11. a. Number of regular and permanent teachers Open Reserved (Gender-wise)
Asst. Prof.
Asso. Prof.
Professors
*Lecturers include Principal and Librarian.
b. Number of temporary/ad-hoc/part-time teachers (Gender-wise) - Nil.
c. Number of teachers from the same State -
other States -
12. Teacher student ratio (program-wise)
13. a. Non-teaching staff Open Reserved
Permanent
Temporary - Nil
b. Technical Assistants - Nil
14. Ratio of Teaching – non-teaching staff -
15. Amount spent on the salaries of teaching faculty during the previous academic session
(% of total expenditure)
Program Teacher student ratio
B.Ed. 1:14
M F M F
-- 03 04 01
M F M F
01 -- 01 --
M F M F
--
--
--
--
09
0
9:5
M F M F
- - - -
- - 04 -
M F M F
02 -- 02 01
73%
G.E.S.’s College of Education & Research – SAR (2015-16) Page 17
16. Is there an advisory committee for the library? - Yes.
17. Working hours of the Library
On working days
On holidays
During examinations
18. Does the library have an Open access facility - Yes.
19. Total collection of the following in the library
a. Books
- Textbooks
- Reference books
b. Magazines
e. Journals subscribed
- Indian journals
- Foreign journals
f. Peer reviewed journals Nil
g. Back volumes of journals
h. E-information resources
- Online journals/e-journals
- CDs/ DVDs
- Databases
- Video Cassettes Nil
- Audio Cassettes Nil
20. Mention the
Total carpet area of the Library (in sq. mts.) 91.70 sq meters.
Seating capacity of the Reading room
21. Status of automation of Library - Fully automated
22. Which of the following services/facilities are provided in the library?
Circulation - Yes
Clipping - Yes
9.30am-5.00pm
9.00am-5.00pm
-
11437 (Total)
8247
2000
10
11
01
180
80409
139
1 (N-List)
40
G.E.S.’s College of Education & Research – SAR (2015-16) Page 18
Bibliographic compilation - No
Reference - Yes
Information display and notification - Yes
Book Bank - Yes
Photocopying - Yes
Computer and Printer - Yes
Internet - Yes
Online access facility - Yes
Inter-library borrowing - Yes
Power back up - No
User orientation /information literacy - Yes
Any other (please specify and indicate) - Nil
23. Are students allowed to retain books for examinations? - Yes.
24. Furnish information on the following
Average number of books issued/returned per day
Maximum numbers of day‟s books are permitted to be retained
by students
by faculty
Maximum number of books permitted for issue
for students
for faculty
Average number of users who visited/consulted per month
Ratio of library books (excluding textbooks and book bank
facility)to the number of students enrolled
25. What is the percentage of library budget in relation to total budget of the institution?
50
07
I SEM
120
110:1
0.35%
02
20
G.E.S.’s College of Education & Research – SAR (2015-16) Page 19
26. Provide the number of books/ journals/ periodicals that have been added to the library
during the last three years and their cost.
I II III
Number Total cost
(in Rs.)
Number Total cost
(in Rs.)
Number Total cost
(in Rs.)
Text books 102 15724/- 101 16982/- 95 12144
Other books - - - - - -
Journals/
Periodicals 16 4194/- 14 2675/- 14 2575/-
N- List 5000/- 5000/- 5000/-
G.E.S.’s College of Education & Research – SAR (2015-16) Page 20
Criterion V: Student Support and Progression
1. Program-wise “dropout rate” for the last three batches
Programmes Year 1
(2013-
2014)
Year 2
(2014-
2015)
Year 3
(2015-
2016)
B.Ed. 01 Nil Nil
2. Does the Institution have the tutor-ward/or any similar mentoring system? - Yes
If yes, how many students are under the care of a mentor/tutor? -
3. Does the institution offer Remedial instruction? - Yes
4. Does the institution offer Bridge courses? - No
5. Examination Results during past three years (provide year wise data)
UG
I (2013-2014) II (2014-2015) III (2015-2016)
Pass percentage
SEM I
SEM II
86%
86%
91%
94%
100%
90%
Number of first classes
SEM I
SEM II
3%
12%
20%
25%
52%
50%
Number of distinctions
SEM I
SEM II
-
-
-
-
-
4%
6. Number of students who have passed competitive examinations during the last three
years (provide year wise data)
NET - Nil
SLET/SET - Nil
Any other (specify and indicate) - Nil
PET (2015-2016) - 02
1:14
G.E.S.’s College of Education & Research – SAR (2015-16) Page 21
7. Mention the number of students who have received financial aid during the past three
years. - Nil
8. Is there a Health Centre available in the campus of the institution? - No.
9. Does the institution provide Residential accommodation for: - No
Faculty - No
Non-teaching staff - No
10. Does the institution provide Hostel facility for its students? - No
11. Does the institution provide indoor and outdoor sports facilities?
Sports fields - No
Indoor sports facilities - Yes
Gymnasium - Yes
12. Availability of rest rooms for Women - Yes
13. Availability of rest rooms for men - Yes
14. Is there transport facility available? - No
15. Does the Institution obtain feedback from students on their campus experience?- Yes.
16. Give information on the Cultural Events (Last year data) in which the institution
participated/organised.
Organised Participated
Yes No Number Yes No Number
Inter-collegiate √ 04 √ 08
Inter-university √ - - √ -
National - √ - - - -
Any other (specify
and indicate)
- - - - - -
(Excluding college day celebration).
G.E.S.’s College of Education & Research – SAR (2015-16) Page 22
17. Give details of the participation of students during the past year at the university, state,
regional, national and international sports meets.
Participation of students
(Numbers)
Outcome
(Medal achievers)
State - -
Regional - -
National - -
International - -
18. Does the institution have an active Alumni Association? - Yes.
If yes, give the year of establishment - 2005
19. Does the institution have a Student Association/Council? - Yes
20. Does the institution regularly publish a college magazine? - Yes
21. Does the institution publish its updated prospectus annually? - Yes
22. Give the details on the progression of the students to employment/further study (Give
percentage) for last three years
Year 1
(%)
(2012-2013)
Year 2
(%)
(2013-2014)
Year 3
(%)
(2014-2015)
Higher studies 10 21 24
Employment (Total) 90 79 76
Teaching
Non teaching
90 76 74
-- 03 02
Sr. No. Year Percentage of Student teachers
who opted for further studies
Percentage of Student
teachers opting for teaching
No. % No. %
1 2014-15 24 24 74 76
2 2013-14 21 21 76 03
3 2012-13 10 10 90 90
G.E.S.’s College of Education & Research – SAR (2015-16) Page 23
23. Is there a placement cell in the institution? - Yes
If yes, how many students were employed through placement cell during the past three years.
*During 2015-16 Two year B. Ed. Program was introduced so there were no placements.
24. Does the institution provide the following guidance and counseling services to students
Academic guidance and Counseling - Yes
Personal Counseling - Yes
Career Counseling - Yes
1
2013-2014
2
2014-2015
3
2015-16
17 32 *
G.E.S.’s College of Education & Research – SAR (2015-16) Page 24
Criterion VI: Governance and Leadership
1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any
other similar body/committee. - Yes
2. Frequency of meetings of Academic and Administrative Bodies: (last year)
Governing Body/management 02
Staff council 12
IQAC/or any other similar body/committee 03
Internal Administrative Bodies contributing to quality
improvement of the institutional processes. (mention only for
three most important bodies)
03
3. What are the Welfare Schemes available for the teaching and non-teaching staff of the
institution? - NIL.
Loan facility - No
Medical assistance - No
Insurance - No
Other (specify and indicate) - Nil
4. Number of career development programmes made available for non-teaching staff during
the last three years.
5. Furnish the following details for the past three years
a. Number of teachers who have availed the Faculty Improvement
Program of the UGC/NCTE or any other recognized
Organisation
b. Number of teachers who were sponsored for professional development programs by
the institution - Nil
c. Number of faculty development programmes organized by the Institution:
d. Number of Seminars/ workshops/symposia on curricular development,
Teaching- learning, Assessment, etc. organised by the institution
e. Research development programmes attended by the faculty
f. Invited/endowment lectures at the institution - Nil
Any other area (specify the program and indicate) - Nil
0 0 3
10
0 3
0 5
0 3
G.E.S.’s College of Education & Research – SAR (2015-16) Page 25
6. How does the institution monitor the performance of the teaching and non-teaching
staff?
a. a. Self-appraisal - Yes
b. b. Student assessment of faculty performance - Yes
c. c. Expert assessment of faculty performance - No
d. d. Combination of one or more of the above - No
e. e. Any other (specify and indicate) - No
7. Are the faculty assigned additional administrative work? - Yes
If yes, give the number of hours spent by the faculty per week
8. Provide the income received under various heads of the account by the institution for
previous academic session
Grant-in-aid
Fees
Donation
Self-funded courses
Ph. D. fees
9. Expenditure statement (for last two years)
Year 1 Year 2
(2014-15) (2015-16)
Total sanctioned Budget Rs.
1,25,22,800/-
Rs.
1,25,82,346/-
% spent on the salary of faculty 73% 82%
% spent on the salary of non-teaching employees 15.54% 18.45%
% spent on books and journals 0.27% 0.47%
% spent on developmental activities (expansion of
building)
3.7% 1.74%
% spent on telephone, electricity and water 0.76% 1.22%
% spent on maintenance of building, sports facilities,
hostels, residential complex and student
amenities, etc.
0.19% 0.10%
% spent on maintenance of equipment, teaching
aids, contingency etc.
1.31% 0.33%
2-3
Rs. 1,18,10,198/-
Rs. 6,26,934/-
-
-
Rs. 15,465/-
G.E.S.’s College of Education & Research – SAR (2015-16) Page 26
% spent on research and scholarship (seminars,
conferences, faculty development programs,
faculty exchange, etc.)
0.72% 0.92%
% spent on travel 0.18% 0.12%
Any other (specify and indicate) 0.88% 1.36%
Total expenditure incurred Rs.
1,42,57,076/-
Rs.
1,42,62,414/-
10. Specify the institutions surplus/deficit budget during the last three years? (specify the
amount in the applicable boxes given below)
Surplus in Rs. Deficit in Rs.
11. Is there an internal financial audit mechanism? - Yes
12. Is there an external financial audit mechanism? - Yes
13. ICT/Technology supported activities/units of the institution:
Administration - Yes
Finance - Yes
Student Records - Yes
Career Counseling - No
Aptitude Testing - No
Examinations/Evaluation/ - Yes
Assessment - Yes
Any other - No
14. Does the institution have an efficient internal coordinating and monitoring mechanism?
Yes.
15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-
teaching staff?
Yes.
16. Are all the decisions taken by the institution during the last three years approved by a
competent authority?
Yes.
-- (2012-13) 3,62,011/-
-- (2013-14) 31,186
-- (2014-15) 10,41,294
G.E.S.’s College of Education & Research – SAR (2015-16) Page 27
17. Does the institution have the freedom and the resources to appoint and pay temporary/ ad
hoc / guest teaching staff?
Yes.
18. Is a grievance redressal mechanism in vogue in the institution?
a) for teachers - Yes.
b) for students - Yes
c) for non - teaching staff - Yes
19. Are there any ongoing legal disputes pertaining to the institution? - No.
20. Has the institution adopted any mechanism/process for internal academic audit/quality
checks? - Yes
21. Is the institution sensitised to modern managerial concepts such as strategic planning,
teamwork, decision-making, computerisation and TQM? - Yes.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 28
Criterion VII: Innovative Practices
1. Does the institution have an established IQA Mechanism? - Yes
2. Do students participate in the Quality Enhancement of the Institution? - Yes
3. What is the percentage of the following student categories in the institution?
Category Men % Women %
a SC 02 04 02 04
b ST 01 02 00 00
c OBC 00 00 05 10
d Physically challenged 00 00 00 00
e General Category 05 10 25 50
f Rural
g Urban
h Minority 00 00 10 20
4. What is the percentage of the staff in the following category?
Category Teaching
staff
% Non-teaching
staff
%
a SC -- -- 01 20
b ST 01 11 01 20
c OBC 02 22 01 20
d Women 04 44 01 (This also
falls in OBC
category)
20
e Physically challenged -- --
f General Category 04 44 02 40
g Any other (NT)
( specify)
01 11 - -
5. What is the percentage incremental academic growth of the students for the last two
batches?
Category At Admission On completion of the course
Batch I Batch II Batch I Batch II
2013-2014 2014-2015 2013-2014 2014-2015
SC 16 15 16 15
ST 01 04 01 04
OBC 29 22 29 22
Physically
challenged
-
General
Category
54 59 54 59
G.E.S.’s College of Education & Research – SAR (2015-16) Page 29
PART II: THE EVALUATIVE REPORT
1. EXECUTIVE SUMMARY
Gokhale Education Society‟s College of Education and Research was established in 1970,
buy Gokhale Education Society, Nasik. The college in situated in the heart of the city in an
area which was then a predominantly mill area. The main objective was to provide quality
education to the masses at the reasonable cost. College is well connected by bus and train
routs and hence is easily accessible from western, central and harbour lines.
The college is housed in a premises which also includes pre-primary, primary and secondary
schools which impart education in two mediums, namely English and Marathi. We also have
junior college and night-college in the same premises. Secondary school acts as our practice-
teaching school. College has always strived for giving quality education to the students. Our
college is ISO certified, which is the initiative of our parent Society.
Initially, our college was offering two mediums of instruction, namely English and Marathi,
with total strength of 100 seats. After introduction of two-year B.Ed. programme, keeping
demand and general trend in mind, instructions are mainly given through English. But we
also allow students to answer in Marathi and Hindi mediums. These students are provided
with adequate inputs. Library also contains books in these languages along with English for
the benefit of students.
Students enrolling in our college are mainly from economically weaker background and
sometimes from rural areas. Hence college tries to give maximum exposure and input to
students to make them familiarise with latest trends, technology and modern methods of
teaching. Economically weaker students are provided with book bank facility. They are also
helped in getting scholarship given by the Social Welfare Department, Government of
Maharashtra.
Considering the student profile, college plans a variety of activities including competitions,
sports, visits, workshops, guest-lectures to provide holistic exposure to students. Our alumni
and practice-teaching schools help us for placement of our students. Our alumni provide us
G.E.S.’s College of Education & Research – SAR (2015-16) Page 30
support in the form of resource persons for variety of activities. College also encourages
students to participate in activities organised by other colleges for better networking. We
make sure that no additional fees are charged from students for any of the activities
conducted.
Faculty members are encouraged for their career progression and academic growth. At the
moment we have two Associate Professors. Five out of nine faculty members have completed
Ph.D.s. Two have submitted their theses and remaining two are at the stage of near
completion.
In addition to B.Ed. programme, college has a „Research Cell‟, affiliated to University of
Mumbai. At present we have six guides in the field of Education, attached to our Research
Cell. To promote research culture in local language, we allow Ph.D. scholars to do their
Ph.D.s in Marathi and all the necessary help is provided to them, including seeking special
permission from the University.
Diploma in School Management (DSM) is a programme offered by Yashwantrao Chavan
Maharashtra Open University, which helps in-service teachers in upgrading their
administrative skills. Our college is a centre for DSM. Though the study material is provided
in Marathi by the University, we provide help to participant teachers to do their submissions
in English.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 31
Criterion-wise Analysis
Criterion I: Curricular Aspects
1.1 Curricular Design and Development.
1. State the objectives of the institution and the major considerations
addressed by them? (Intellectual, Academic, Training, Access to the
Disadvantaged, Equity, Self development, Community and National
Development, Issue of ecology and environment, Value Orientation,
Employment, Global trends and demands, etc.)
Gokhale Education Society‟s College of Education and Research is under the umbrella of
Gokhale Education Society, Nasik. The Society was founded by Prin. T.A. Kulkarni in honor
of his guru Namdar Gopal Krishna Gokhale with the purpose of propagating his ideas and
philosophy. Namdar Gokhale, being a visionary, had the vision of foreseeing the needs of
future India. And hence, had founded his philosophy on the principles of compassion for
down-trodden, upliftment of masses, need for social change for keeping in tune with times
and development for progress.
Our college has derived its objectives based on this philosophy and though framed more than
forty years back, still hold good.They are,
1. To develop personal, professional and communication skills in student-teachers (STs).
2. To develop the competencies of class-room management, event management, use of
technology - ICT use, crisis management, life skills and stress management, etc. in the
STs through various cultural and community programmes.
3. To inculcate the spirit of compassion, empathy, harmony, tolerance, secularism,
democracy and national integration enabling them to become enlightened individuals.
4. To provide an environment that promotes sensatisation to environmental and global
issues and enhances the creativity of the STs enabling them to face the changing and
challenging situations at professional and personal levels.
5. To prepare the STs as agents of social change through the activities like community
work (CW), Women‟s Development Cell (WDC), extension work, non-formal
education etc.
6. To develop self-reliant learning habits amongst the STs to make them lifelong
learners.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 32
a) Intellectual, Academic: For intellectual and academic development of the
student-teachers, stress is given on innovative teaching methods, rather than
traditional methods. Various curricular and co-curricular activities like
discussions, debates, quizzes are organised. Student-teachers are encouraged
for asking questions. They are given liberty to approach faculty for any
academic help. They are provided with time in Time-Table for library reading,
which is for improving their reading and referencing skills.
b) Training: Various curricular and co-curricular programmes are organised in
the college, keeping in mind the skills required for them for becoming
effective teachers. Through the activities organised, they are trained for the
qualities like leadership, stress and crisis management, self-defense, guidance
and counseling and life-skills etc. They are also trained for event
management, communication and presentation skills. Training is organised for
CV writing and for taking interview. ICT training is conducted, which is
helpful in referencing, lesson preparation and presentation.
c) Access to the Disadvantaged, Equity: As mentioned earlier,college is
founded on the philosophy of Namdar Gopal Krishna Gokhale. Basic
objective is to work for poor and at grass-root levels. Keeping this in mind, no
discrimination is done right from the admission stage, on the basis of cast,
class, creed, religion or gender. All the admissions are done through the
centralised process. Hence, all the norms of various categories are strictly
followed. STs, once admitted, are provided with guidance and are counseled
from time to time for academic as well as personal problems. It is ensured that
all of them participate in various activities for their personal growth and
competency enhancement. Economically weaker STs are provided with the
book-bank facility in the college. They are also helped in getting scholarships
provided by Social Welfare Department, Government of Maharashtra.
d) Self development: Exposure given toSTs through organisation of variety of
programmes and activities provide them with ample opportunities for their
development. They are encouraged for self-study, discussions and interactions.
They are given exposure through visits, guest lectures and workshops on
relevant topics. Talent search is conducted at the beginning of the academic
year. They are given scope to exhibit their talents and use it during the year.
E.g. person having choreography skills is given responsibility to train others
for intercollegiate dance competitions, annual day and other cultural
programmes. Our STs enthusiastically take up Extension Work activities of
University of Mumbai, which helps in developing confidence, self-esteem and
in boosting up the moral.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 33
e) Community and National Development: Visits and activities like skit
presentations, street plays are organized to bring about general public
enlightenment by our student-teachers. Community Work and Extension Work
programmes are implemented for this. Various lectures by eminent persons are
organised. Screening of films followed by reflections is done. Visit to old-age
home and working at orphanage is organised for developing empathy and for
realization of social realities. Other visits like visit to naval warship, nature
trail helps in developing national feeling and pride in our rich natural and
cultural diversity.
f) Issue of ecology and environment: A visit to Karjat is organized, where our
Society has a „Van Nivas‟. STs visit nearby padas,(hamlets) interact with the
people around to know about the surroundings and living conditions of local
tribals. They also carry out tree-plantations. This helps developing
environmental awareness. Student-teachers actively participate in the „Trail
Blazer‟ activity. They then carry out the activities within the college and in PT
schools for „Multiplying the Message‟ and spreading awareness on ecological
and environmental issues. A „Nature-Trail‟ is organised in collaboration with
BNHS (Bombay Natural History Society) for STs for making them aware of
bio-diversity and for sensitizing them to issues of environmental degradation.
Film-shows are arranged in collaboration with NSC (Nehru Science Centre)
and Nehru Planetariumfor developing ecological and environmental
awareness, Terrace garden is maintained by our STs. This helps in developing
love for nature and aesthetic sense.
g) Value Orientation: Cleanliness drive is organised in the vicinity of the
college area for imparting dignity of labor. Co-curricular activities are chalked
out keeping value inculcation in mind.Celebration of national days, festivals of
all religions, birth anniversaries of great personalities etc. help in developing
values like tolerance, national integration, patriotism, secularism, team-spirit,
co-operation, leadership, etc.Values of co-operation, team spirit and leadership
qualities are developed through PT programme as well as during celebration
of Gokhale Week, which is held every year in the month of February.
h) Employment: Workshops are conducted to train student-teachers for CV
writing and for facing the interviews. (HR trainer Sunil Raikar conducted this
on 2nd
February 2015). Campus interviews are organised as per the
requirements of the organisations approaching us. Many of our STs get
placement through the schools approaching us through our alumni working for
them. Under Extension Work Activity STs prepare Career Projects and present
them. This activity gives them wider perspective about available employment
avenues after doing B.Ed.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 34
i) Global trends and demands: To familiarise STs about contemporary global
trends workshops and lectures on various issues are organised. Our past
students working as teachers in various school boards like SSC, CBSE, IB,
IGCSE give demonstration lessons to familiarise student-teachers with the
latest trends. Some of the activities conducted include a lecture by Mr.
Herambh Kulkarni on „Education System‟ in Finland, a lecture by Dr. Maya
Shah on CCE. Dr. Jayashree Ramnathan was the Chief Guest for our prize-
distribution function. She aquatinted our STs with Trends in ICSE schools.
Mental health is a burning issue all over the world. Two national level
conferences were organised to bring home the gravity of the issue to STs. Our
STs participate in programmes organised by other colleges on global issues
and to know about emerging trends in education. Trail blazer and WDC
activities sensitise STs to environmental issues and gender issues respectively.
2. Specify the various steps in the curricular development processes. (Need
assessment, development of information database pertaining to the
feedback from faculty, students, alumni, employers and academic experts,
and formalizing the decisions in statutory academic bodies).
College seeks continuous feedback on curricular processes from the student teachers through
informal meetings and from their parents during PTA. Feedback is also taken from past
students. Similarly, feedback is taken in written form as well as through face-to-face
communication from the PT schools and other practitioners from the field. This is deliberated
upon during the faculty meetings, IQAC and ISO meeting, as well as LMC meetings. Based
on these discussions developmental processes are drawn.
One of our faculty, Dr. N.P Patil, being the BOS member, (2010-2015) our college had a say
in formalizing certain decisions of Board of Studies, for curriculum revision. Our principal,
Dr. Indira Shukla was the core-committee member for the formulation of two year B.Ed.
programme. Some of our faculty members were members of the syllabus formation
committees as well as the conveners for formulation of some of the B.Ed. courses of the two-
year B.Ed. programme. (Details are given in Criterion II – Additional Information).
Further, Principal and other faculty members interact with STs on continuous basis, to know
difficulties faced by them, as well as some specific needs which they have. This helps in need
analysis and for chalking out guest lectures, workshops as well as tutorials.
3. How are the global trends in teacher education reflected in the
curriculum and existing courses modified to meet the emerging needs?
B.Ed. curriculum formed and approved by the University of Mumbai is implemented.
Curriculum is revised every five years to bring about necessary changes and upgradation of
teacher-education programme, keeping global trends in mind. This time the revision has been
done in a span of two years, where B.Ed. programme has become a two-year duration
programme instead of one year. All the courses have been revised, with inclusion of new
G.E.S.’s College of Education & Research – SAR (2015-16) Page 35
topics. The course names and there distribution over four semesters have been done
differently.
In addition to the curricular changes, four EPCs (Enhancing Professional Competencies) are
introduced in the B.Ed. programme, to facilitate the personality development of student-
teachers and making them more versatile.
In addition to these initiatives at the University level, college took initiative to cater to the
needs of our own student population, as follows:
Certificate Course in Basic Counseling: Our College organised Basic Counseling
Certificate Course to equip STs to handle varied challenges and issues of school
students.
Workshop for Use of ICT: Many of our STs come from rural areas and do not have
much exposure to ICT. Workshop was conducted for them to reduce digital divide
and equip them with ICT skills. (in July 2016)
Introduction of e-portal: College has developed an e-portal (2013-2014), where all the
curricular aspect is uploaded. Training was given to the STs for accessing and
effectively using e-portal.
Environmental Club: This activity was carried out through the Extension Work, to
sensitise STs towards environmental issues and to pass on the message to society.
Life-skills workshop: Life has become stressful in the present times due to continuous
changes taking place at fast pace and the resultant uncertainties and competitions. To
handle various personal and professional challenges, Life-skills workshop is
conducted. (This workshop was conducted by Dr. Gauri Hardikar on 16th
January
2017. Similar workshop was conducted earlier in 2014).
4. How does the institution ensure that the curriculum bears some thrust on
national issues like environment, value education and ICT?
College organises co-curricular activities keeping in mind the requirements of student-
population and the national issues such as social harmony, gender sensitivity, drug abuse,
cancer awareness, AIDS awareness, In PT lessons we insist on STs correlating content with
present social and national issues. We organise activities like celebration of various days like
Gandhi- Jayanti programme (in collaboration with Gandhi Vichar Prasarak Mandal and
Sarvodaya Mandal).
G.E.S.’s College of Education & Research – SAR (2015-16) Page 36
Women‟s Development Cell organises programmes based on women‟s issues like health,
training in investment and financial aspects and legal aspects.
Terrace garden is developed and maintained by our STs, which helps in developing love and
curiosity about nature. Nature trail is also organised for this purpose.
ICT training workshop is organised from time to time.
Under Extension Work programme we enroll our STs for three major projects like
„Population Education Club‟, „Career Project‟ and „Survey of Women‟s Status‟.
Our STs actively participate in various rallies and activities like skits and street plays
concerning local, national and global issues.
5. Does the institution make use of ICT for curricular planning? If yes give
details.
Institution makes use of ICT for curricular planning in following ways:
College Website: The institution displays a copy of the prospectus, academic
calendar, question bank and ongoing activities on its website. We have also uploaded
the e-magazine this year.
e- learning portal: e-learning portal is developed by the institute from year 2014-15.
Faculty members upload their notes, reference material, and practice test. STs use this
portal for study purpose. Automatic statistics about use of portal by STs is available
on the portal.
Use of email and Social Networking: Our faculty members communicate with STs
through e-mail, social networking sites. Facebook and What‟sApp are constructively
used for time-table planning, especially for PT. This facilitates better and faster co-
ordination and networking between faculty and STs.
This year under EPC III, we have formed four groups on themes, „Water Crises‟,
„Save tree Save Earth‟, „Beti Bachao – Beti Padhao‟, „Avoid Use of Plastic‟ through
Facebook. STs are taught and encouraged to use Youtube, PPTs, slides and to upload
videos related to above topics.
STs are also trained in using e-resources for study and reference purposes.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 37
1.2 Academic Flexibility
1. How does the institution attempt to provide experiences to the students so that
teaching becomes a reflective practice?
Principal and faculty members interact with STs to know and understand their reactions about
the activities conducted. They are encouraged to give their feedback frankly.
After conducting Demonstration lessons, Micro-teaching and simulated lessons workshop,
Unit test planning workshop they have to reflect on the activity. When they observe peer
lessons they have to mention about both the positive and the negative points about the lessons
observed. They also have to mention „what would have I done to improve the lesson‟? This
helps them in developing reflective practices.
2. How does the institution provide for adequate flexibility and scope in the
operational curriculum for providing varied learning experiences to the students
both in the campus and in the field?
College plans variety of activities to give holistic approach in operational curriculum, through
educational visits, lectures by experts, seminars and workshops, etc.
For familiarising students with social issues, visits to old-age home, orphanage are organised.
Students are encouraged to participate and to present street plays on women‟s issues,
cleanliness, etc. Visit to padas (hamlets) at Karjat help in knowing the problems of
marginalised groups.
Activities of Trail Blazer and BNHS nature trail help in sensatisation of environmental issues.
Visits to Mani Bhavan, Discovery of India, Elephanta Caves, museum are organised for
developing national feelings and for inculcating values like secularism, respect for freedom
struggle, pride in our culture and heritage, etc.
Visits to Nehru Science Centre, Nehru Planetarium help in developing interest in science and
scientific attitude.
We also try to practically implement whatever they learn in their theory. In 2013-2014 we
had organised intercollegiate teaching aids competition. For evaluation of those TAs our STs
prepared rubrics, which were introduced in the curriculum that year. 2015-2016 batch STs
prepared their portfolios, which is a topic in Course VI.
STs are encouraged to do poster presentation on some of the topics, to give scope to their
creativity and expression.
3. What value added courses have been introduced by the institution during the last
three years which would for example: Develop communication skills (verbal &
written), ICT skills, Life skills, Community orientation, Social responsibility etc.
We conduct following value-added courses introduced in the last three years include:
G.E.S.’s College of Education & Research – SAR (2015-16) Page 38
Sr.
No.
Name of the Course Duration Conducted by Month/year
1. Warli Painting One Day Mrs. Garware
2. Counseling Skill Khandekar
3. Life Skills One Day Gauri Hardikar Jan, 16, 2017
4. Flipped Classroom One Day Pravin Kale
5. Creative Lessons
(Finland model)
One Day Herambh Kulkarni
6. Personality Development One Day Umesh Nadre March,29,
2016
7. ICT literacy course
(online)
Flexible UNESCO July 2016
8. Self Defence 15 hours Butterfly Academy,
Naigaon
April 2016
4. How does the institution ensure the inclusion of the following aspects in the
curriculum?
a) Interdisciplinary/Multidisciplinary
b) Multi-skill development
c) Inclusive education
d) Practice teaching
e) School experience / internship
f) Work experience /SUPW
g) Any other (specify and give details)
Sr.
No.
Aspects Activities
1. Interdisciplinary/
Multidisciplinary
EPCs, correlation to current events and other subjects
through theory lectures
2. Multi-skill
development
Celebration of various cultural activities and Gokhale week
3. Inclusive education During PT, STs are exposed to inclusive education. STs visit
special schools to understand about teaching strategies
adopted in special schools.
4. Practice teaching PT is mandatory aspect of B.Ed. programme. STs try
different methods of teaching for PT lessons. STs organise
various competitions for school students of PT schools. This
helps them in understanding individual differences. They
also conduct unit test and prepare the result to understand
aspects of evaluation
5. School Experience /
internship
STs get detailed exposure to school activities and school
functioning.
6. Work experience
/SUPW
Preparing Teaching kit (including duster, rolling black
board)
7. Any other STs are given training in self-defense, counseling, interview
skills, CV writing skills, life skills etc.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 39
Two year B.Ed. programme has a course on „Creating Inclusive Classroom‟
in Semester IV to give better understanding and perspective of inclusion.
1.3 Feedback on Curriculum
1. How does the institution encourage feedback and communication from the
Students, Alumni, Employers, Community, Academic peers and other
stakeholders with reference to the curriculum?
Institution continuously thrives to improve and provide better service to STs and
society. Hence feedback is an integrated component of our functioning details of
which are given below:
Local Managing Committee (LMC): In the Local Managing Committee
Meetings, in the presence of Chairman of the Society, Zonal Secretary of the
Society, Principal, senior faculty members and non-teaching staff members discuss
about the curriculum along with the academics and administrative function of the
institute. Chairman of the Society gives suggestions on conducting various
Curricular and Co-curricular activities.
Internal Quality Assurance Committee (IQAC): Inthe IQAC committee, we
involve the eminent personalities from various fields, stake holders and
management representatives to encourage and to give valuable inputs to enrich the
curriculum and the functioning of the institute.
Parent Interaction: During Parent Teacher Association Meet, parents give their
opinion on various curricular aspects of the B.Ed. Course. Feedback taken from the
parents in written form gives suggestions on curricular and co-curricular activities.
Practice Teaching and Recruiting Schools Heads: The feedback and suggestions
are sought from the PT schools regarding the practice teaching and internship
activities. Feedback is received in written form as well as orally.
We have continuous interaction with our past students to improve curricular
practices.
2. Is there a mechanism for analysis and use of the outcome from the feedback
to review and identify areas for improvement and the changes to be brought
in the curriculum? If yes give details on the same.
Inputs from the STs, alumni are discussed during faculty meetings. Our senior
faculty members are part of curriculum revision committees for various courses.
Based on feedback from the STs and their own experiences during curriculum
transactions and the upcoming trends in the respective courses, they put forth the
suggestions for improvements and changes to be brought about in the curriculum.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 40
In addition to this, at institutional level we introduce need-based changes
depending on the requirements of STs.
Inputs from our past students help in giving broader perspective to curriculum
transaction for betterment.
3. What are the contributions of the institution to curriculum development?
(Member of BOS/ sending timely suggestions, feedback, etc.)
As mentioned earlier our senior faculty members have been actively involved in
various committees of curriculum revision. It is through them that institution puts
forth relevant and necessary suggestions and contributes to curriculum
development.
Our senior faculty member Dr. N. P. Patil was a member of Board of Studies
(BoS) in Education, from 2010 – 2015. He has communicated the suggestions to
BoS from time to time.
For two-year B.Ed. programme our faculty members were actively involved. Prin.
Dr. Indira Shukla was convener of Hindi method, Dr. N.P. Patil was convener of
Marathi Method and Mrs. Neela Kamat was convener of Educational
Management course. All the faculty members were the committee members of
various courses of 2 year B.Ed. curriculum.
1.4 Curriculum Update.
1. Which courses have undergone a major curriculum revision during the last
five years? How did these changes contribute to quality improvement and
student satisfaction? (Provide details of only the major changes in the content
that have been made).
According to NCTE new regulations 2014, two year B.Ed. curriculum has been introduced.
There is major change in duration of the programme as well as subjects. New subjects have
been included.
Semester I consists of Course I „Childhood and Growing Up‟, Course II „Contemporary India
and Education‟, Course III/I „Pedagogy of School Subjects‟, Course III/II „Understanding
Disciplines and School Subjects‟, EPC I (Reading & Reflecting on Text). School subject
(special method) is renamed as, Pedagogy of School Subject and only one method is to be
selected by STs in Semester I, based on the courses studied at the graduation or post-
graduation level.
Semester II includes Course IV „Knowledge and Curriculum‟, Course V „Learning and
Teaching‟, Course VI „Assessment for Learning‟, EPC II (Drama and Art in Education).
Semester III includes Course VII/I „Optional Course‟, Course VII/II „Creating an Inclusive
School‟, EPC III (Critical Understanding of ICT).
G.E.S.’s College of Education & Research – SAR (2015-16) Page 41
Semester IV consists of Course VIII/I „Educational Management‟, Course VIII/II „Creating
an Inclusive School‟, Course IX/I „Gender, School and Society‟, Course IX/II „Language
Across Curriculum‟, EPC IV (Understanding the Self) etc.
There are significant changes in the content of each course. Task and assignments are
included in each course as a part of internal assessment. This is intended to improve
referencing skills of STs through better utilisation of library and internet. This is useful in
developing critical and reflective thinking.
Revised B.Ed. programme is intended to achieve holistic development of STs with enhancing
skill of judgment and evaluation. Activities like review of an educational film, community
work, use of dance and drama, music in teaching-learning process, etc. have become an
integral part of the programme. Tasks and assignments given in each paper are intended to
give practical exposure and help in widening experiences of STs.
In the revised B.Ed. programme, stress is given on the practical aspect of educational
practices. This includes longer duration of internship at the PT school. These activities are
intended towards holistic development of STs resulting in competent teachers to handle
challenges of changing world.
2. What are the strategies adopted by the institution for curriculum revision
and update? (need assessment, student input, feedback from practicing
schools etc.)
Curriculum revision takes place at the University level. Some of our senior
faculty (as mentioned earlier), are actively involved either as committee
members or as subject convener during the revision process.
In addition to this at the institutional level initiatives are taken, by adopting
innovative teaching practices, arranging guest lectures and workshops,
conducting competitions, quizzes, etc. for supplementing classroom
teaching.
STs are encouraged for discussions and asking questions during classroom
interactions.
STs are given individual and group guidance whenever they feel the need
for additional inputs.
PT in-charge, through faculty members keeps in touch with PT schools
and incorporates required changes.
Student feedback on curriculum helps us to suggest changes in curriculum.
For this, semester-wise feedback from STs and suggestion box becomes
handy.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 42
1.5 Best Practices in curricular Aspects.
1. What are the quality sustenance and quality enhancement measures
undertaken by the institution during the last five years in curricular
aspects?
Principal and faculty members pay attention to the curricular aspect and the needs of the STs,
while planning various activities. For each activity, feedback is taken from the concerned
participants and if any suggestions are made, they are discussed in the faculty-meeting to
make appropriate changes.
During past five years, workshops on „Life-skills‟, „Stress Management‟, „Guidance and
Counselling‟, „Cartography‟, „Phases of Teaching‟ , „Flipped Classroom‟ and „Action
Research‟ were organised for enhancing the STs‟ capabilities.
Visits to Alibaug, Janjira Fort, Kankeshwar and Light House at Korlai beach are organised to
acquaint STs about historical aspect, physical geography and biodiversity as well as social
context of these areas.
In addition, visits to Nehru Science Centre, Nehru Planetarium, Homi Bhabha Centre for
Science Education, Bombay Natural History Society, Matoshree old-age home are organised
for familiarizing STs with scientific, societal and environmental issues. Participation in Trail
Blazer activity helps our STs in developing environmental sensitivity and skills for
transmitting same to school students.
Organisation of state-level, national-level seminars and conferences in our college on themes
like mental health, human resource development, women empowerment, have helped in
broadening the perspectives regarding the connected curricular topics.
College has been organising inter-collegiate and inter-universities competitions like spell-bee,
TAs competition. Preparing and conducting science-quiz for school students has helped in
developing content mastery, in addition to development of communication and presentation
skills. Our college had organised „Research Quiz‟ for research scholars. This activity was
highly appreciated by participants. Activity also helped our STs in developing research
perspectives.
Our college is ISO certified. Continuous monitoring of the quality procedures is done at the
society level as well as by the (external surveillance audit) outside agency, which helps in
getting balanced and unbiased feedback for continuous improvement.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 43
2. What innovations/best practices in „Curricular Aspects‟ have been
planned/ implemented by the institution?
Activities implemented (for the academic years 2013-14 and 2014-15) by the institution are
mentioned below:
Sr. No. Name of the Course Activities Conducted
1. Philosophical Foundations of
Education
Visit to Mani Bhavan, Essay competitions
and debates in association with Sarvodaya
Mandal, Mumbai, Poster presentations.
2. Psychology of the Learner
Case studies, project, survey, experiments
conducted in schools (sociometry), action
research, Guidance and Counseling workshop,
Life skills workshop and co-operative
learning.
3. Educational Evaluation
Workshop for test preparation based on Blue
Print, Lecture and workshop on CCE - by
guests.
4. Sociological Foundation of
Education
Visit to old-age home, poster presentations,
programmes on issues related to women,
participation in social research activities
conducted by Preventive Social Medicine Dept
of K.E.M. hospital, STs are encouraged to
present seminars on social issues.
5. Psychology of Learning
Co-operative learning, STs were encouraged
for dramatization and presentation, based on
various theories. Action Research and surveys
are conducted on diverse type of learners.
6. Educational management
Co-operative learning, Seminars, conferences
and competitions are organised, where students
are given responsibility to familarise them with
Event Management, STs are made to interact
with authorities of schools and other
institutions and are asked to prepare a report.
This helps in development of communication
skills and report writing skills.
7. ICT
ICT skill development programme was
introduced – CAI. STs are encouraged to carry
out comparison of websites of two schools
from different boards. e-portal was introduced
and students are encouraged to take advantage
G.E.S.’s College of Education & Research – SAR (2015-16) Page 44
of the facilities available. Language lab is
developed.
8. Special Fields (Action
Research & Computer
Education)
Students were encouraged to take up Action
Research based on the difficulties faced by
them in PT schools. STs were also encouraged
to make use of computer laboratory for lesson
planning.
9. Special Methods: (Our
College offers seven school
subjects as special methods
namely, English, Marathi,
Hindi, History, Geography,
Science and Mathematics):
Each method master plans the activity – e.g.
Spell-bee competition for English method,
Organization of Hindi Bhasha Divas and
Marathi Bhasha Divas, poetry recitation
competition is organised in both Hindi and
Marathi. Visits to Museum and Discovery of
India for History method, Visits to Nehru
planetarium, NSC, HBCSE, BNHS, celebration
of national science day and organisation of
interschool science quiz, for Science Method.
Visit to metrological department is organised
for Geography method.
From the academic year 2015-16, the B.Ed. programme has become a two-year programme.
All the courses have undergone changes. The courses and the activities conducted for the first
semester are as follows:
Sr
No
Name of the Course Activities Conducted
1 Course I: Childhood &
Growing Up
Case studies, group based learning, interviews of
school Principals and teachers was conducted.
2 Course II:
Contemporary India &
Education
Street plays, seminars and screening of documentary
and a film of social relevance.
3 Course III/I:
Pedagogy of School Subjects
As mentioned earlier, we
offer seven methods, namely,
English, Marathi, Hindi,
History, Geography, Science
and Mathematics.
Geography: cartography workshop was conducted.
Science: visit to NSC was organised. Lessons by past
students were organised to familiarise STs in lesson
observation. STs were given questions for developing
writing practice from the point of view of university
examination and answers were then discussed.
Mathematics: lessons by past students were organised
to familiarise STs in lesson observation.
Hindi : seminars , panel discussion on three language
formula, value integration and correlation in practice
G.E.S.’s College of Education & Research – SAR (2015-16) Page 45
lesson
4 Course III/II:
Understanding Disciplines &
School Subjects
Guest lecture was organised.
5 EPC – I Development and maintaining personal library,
concept maping, Vachan-katta was organised, where
STs as well as faculty presented a portion of
something read and reflected on why he/she felt like
presenting and sharing it with others.
6. EPC- II Three day workshop was organised to give exposure
to STs in Art and Craft.
7. EPC-III online survey, social media groups to create
awareness, certificate course by UNESCO
8. EPC-IV Workshop on self-defense, diet, yoga, pranayam and
counseling
Additional Information to be provided by Institutions opting for Re-accreditation / Re-
assessment.
Not Applicable.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 46
Criterion II: Teaching-Learning and Evaluation
2.1 Admission Process and Student Profile
1. Give details of the admission processes and admission policy (criteria for
admission, adherence to the decisions of the regulatory bodies, equity,
access, transparency, etc.) of the institution?
Our college is granted college and all admissions are done following the
government norms and directions given by the government authorities from time
to time. Centralised admission procedure is followed as per the rules and
regulations chalked out by Director, Higher Education, Government of
Maharashtra.100% admissions take place through State Government authority.
2. How are the programmes advertised? What information is provided to
prospective students about the programs through the advertisement and
prospectus or other similar material of the institution?
The B.Ed. programme is advertised by Government of Maharashtra through
Director, Higher Education. MKCL, agency carrying out the centralised
admission process publishes the brochure containing details about the college,
fee structure, courses (methods) offered in the college, detailed information about
the reservation norms to be followed, intake capacity, contact details, etc. on
government website as well as through local and national newspapers and other
media. College website displays the link of Government website.
Our past students, including DSM students act as our brand ambassadors. They
spread the information to and through their friends and relatives. Many interested
candidates then approach the college directly for inquiry. College staff members
then direct them to appropriate authorities for following centralised admission
procedure. Our PT schools also help us in spreading the information.
3. How does the institution monitor admission decisions to ensure that the
determined admission criteria are equitably applied to all applicants?
The admission process is centralised and it is done by government notification
through Director of Higher Education. The process is carried out through
Maharashtra Knowledge Corporation Limited (MKCL), based on the admission
criteria decided by government rules and regulations. Initial process of admission
is done by MKCL and then the candidates are allotted to the institutes. Admission
process in college starts at this stage.
a) For carrying out smooth and fair admission process, a 5 member committee -
consisting of three faculty members, one clerk and one support staff is
constituted.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 47
b) Depending on the guidelines and the duration of each cycle of admission
process, detailed programme is displayed on the college notice board.
c) Committee members scrutinise and verify all the relevant documents of the
candidates allotted to our college.
d) After thoroughly checking the documents, seat is allotted to the candidate.
e) This procedure is repeated for first three rounds.
f) Candidates who are not allotted to our college during first three rounds, but
are interested in taking admission here, are asked to fill up the form, given by
MKCL.
g) Fourth round is usually „spot-admission round‟. During this round, remaining
seats are allotted on the basis of merit, method and caste specification rules,
to the candidates, who have filled up the forms in earlier round. In case
Government modifies rules at fourth round, that is incorporated in the
procedure.
h) From the academic year 2016-2017 admission procedure is controlled and
monitored by Maharashtra State Common Entrance Test Cell. So the
directives given by them are followed meticulously.
4. Specify the strategies if any, adopted by the institution to retain the diverse
student population admitted to the institution. (e.g. individuals of diverse
economic, cultural, religious, gender, linguistic, backgrounds and physically
challenged)
Candidates at the time of admission are apprised of the B.Ed. programme.
STs are given freedom to approach faculty member for counseling in case
of any problems faced.
STs can approach the Principal directly, if they feel the need / face any
difficulties.
STs having economic difficulties are given concession of paying college
fees in installments.
For STs, writing in mediums other than English, textbooks, reference
books and reference materials are made available in vernacular languages.
We celebrate variety of programme to spread cultural and religious we-
feeling.
WDC of the college is active in taking care of the problems faced by lady
STs. So far we have not had any gender issues in college.
Student Council and Grievance Cell look into any type of problems faced
by STs.
For reserved category STs, college processes their forms and helps them
get the free-ship and scholarship benefits given by Government of
Maharashtra.
On demand of STs, they are helped by giving instructions in English,
Marathi and Hindi languages by our faculty members.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 48
While allotting PT school, place of residence of ST and PT school timings
are taken into account.
5. Is there a provision for assessing student‟s knowledge/ needs and skills
before the commencement of teaching programmes? If yes give details on the
same.
The mark-sheets of the Universities are considered as standard
certification for their knowledge and skills.
But during orientation programme on the very first day, they are asked to
express about themselves and their skills/ hobbies, etc.
This is followed by a „Talent Search‟ programme, where all the faculty
members are present, to note the special skills/ talents of the students. STs
are encouraged to participate in inter-college competitions based on their
abilities and skills.
Teaching Skills Workshop helps us in assessing their skills in various
teaching skills, such as black-board writing, explanation, narration, use of
teaching-aids, etc.
Content test helps in assessing their knowledge of special method they
have opted for.
Group counseling and personal counseling becomes important in
assessing their specific needs.
2.2 Catering to Diverse Needs
1. Describe how the institution works towards creating an overall environment
conducive to learning and development of the students?
Interactive innovative teaching learning strategies are adopted to encourage greater
inter-personal deliberations.
Flexibility is provided by the institution within the purview of good governance,
where democratic decisions are promoted. There is a free flow of ideas and feedback
is encouraged among faculty, STs and management.
Provision of required infrastructure to the STs promotes wholehearted participation in
the curricular and co-curricular activities.
Promotion of value inculcation and understanding the psychological needs of the STs
are given great importance in the institution. The daily theme based morning
assemblies provide a vent to STs to share their experiences and also discuss on life
values. Student teachers are provided an intellectual experience through the teacher
enrichment add on programs where sessions on life skills and activities on secular
G.E.S.’s College of Education & Research – SAR (2015-16) Page 49
value development are conducted. Mentoring sessions help STs to get direction and
focus on the programme.
Co-curricular activities organised in the Institute such as Talent Search, intra-
collegiate competitions, inter-collegiate competitions, Sport events and many more
provide a very vibrant environment in the college.
Special cells such as Anti-Ragging and Women‟s Development Cell help to promote a
safe and secure environment for STs to learn joyfully.
2. How does the institution cater to the diverse learning needs of the students?
Innovative teaching learning approaches such as constructivist approach,
cooperative learning, case study, film reviews are used in the class. Technology
based teaching such as blog teaching, discussion forums, Learning Management
System are also conducted. This ensures a challenging and novel approach to
tech-savvy students. Not so techno-savvy STs get an opportunity to learn to use
technology based teaching.
The lesson guidance is done to ensure proficiency in content as well as
methodology. The faculty members also guide STs on the selection, preparation
and the use of instructional materials for the lessons. Intensive guidance is
provided for Action Research projects and provision of time is made in the
timetable.
Experts from various fields are invited to provide different perspectives on
important issues. Visits to a variety of places of educational importance encourage
experiential learning – Visits are organised to Nehru Science Centre, Museum,
Virtual Learning Centre, Indian Naval Base, American Library, Homi Bhabha
Centre for Science Education, Nehru Planetarium, Mani Bhavan, etc., which take
care of STs from different streams of study and interests.
Morning assemblies allow STs to overcome their inhibitions and present their
views in creative ways. This helps to promote reflective practices and to instill
confidence and develop their communication skills and self-esteem.
Sports events are organised wherein STs participate in various events and develop
team spirit. Besides outdoor activities, the institute has indoor activities such as
chess, carom, and table tennis.
The annual day provides a platform to STs to understand organisation of such
events, as also participate in them. The Annual Day provides opportunities to STs
to showcase their talents and participate wholeheartedly without inhibitions.
Annual Day marks the recognition and celebration of STs‟ achievements, which
acts as motivator to STs.
Student Council arranges various celebrations and events in consultation with the
Council members, thus creating opportunities for all STs to come together. Some
of the activities of the student council that cater to the diversity of STs are Talent
G.E.S.’s College of Education & Research – SAR (2015-16) Page 50
Search, intercollegiate competitions, in-house competitions, cultural celebrations,
excursions etc.
Under Extension work STs have choice to participate in Population Education
Club, Career Project and Survey of Women‟s Status. This helps in making them
aware of social and cultural issues.
To cater to economically weak STs, they are provided with book-bank facility.
STs are provided with technical support for their PT lessons in the form of wifi
connection and internet facility in computer lab.
3. What are the activities envisioned in the curriculum for student teachers
to understand the role of diversity and equity in teaching learning process?
Understanding diversity and equity in the teaching-learning process is promoted
in the following ways:
Daily assemblies on important life values with reference to personal, national and
international levels to sensitise STs about diversity.
Sensitisation towards diversity is done in through extension programmes of the
institute which include the population education activities, career project and
status of women survey, as a part of the University Extension work.
PT programme spreads out in different schools. This gives a chance to experience
diverse learning set ups and diverse learners. STs also develop skills to cope with
this diversity.
The theory includes courses like psychology, sociology, philosophy. This
provides the theoretical inputs to the STs regarding individual differences among
learners and their educational implications. STs are made aware of learning
styles, multiple intelligences, IQ and such other diversities with ethical
considerations.
While chalking out the academic plan, every theoretical aspect is supported with
co-curricular activities such visits, excursions, guest lectures and workshops.
4. How does the institution ensure that the teacher educators are knowledgeable
and sensitive to cater to the diverse student needs?
Our Management is particular about selection of properly qualified
candidates at the time of appointment of the faculty members.
Faculty members are given chance to upgrade themselves from time to
time by attending orientation programme, refresher courses and short term
courses and orientation programmes at the time of syllabus revision.
College organises programmes for developing skills and abilities of faculty
members through Peer Enrichment Lecture Series.
National conferences are organised and Faculty members are encouraged
to participate and write and present papers.
Faculty are encouraged to participate in seminars and conferences
organised by other institutions.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 51
5. What are the various practices that help student teachers develop knowledge
and skills related to diversity and inclusion and apply them effectively in
classroom situations?
STs get exposure to diversity and inclusion through the PT programme.
Extension work, Community work programme, which are conducted in the
orphanage-school also, helps in giving exposure to STs.
Counseling certificate course is meant for equipping STs for handling
diversity and inclusions effectively.
Co-curricular activities, movie-reviews, poster competitions organised in
college help in developing insights about diversity and inclusion.
Workshop on preparation of blue-print and unit test helps in understanding
of heterogeneity and diversity in classrooms.
Our STs organise competitions in schools such as drawing, Essay-writing,
elocution etc. This too helps in developing insights.
2.3 Teaching-Learning Process
1. How does the institution engage students in “active learning”? (Use of
learning resources such as library, web site, focus group, individual projects,
simulation, peer teaching, role-playing, internships, practicum, etc.)
The institution plans following to facilitate “active learning” in STs
Sr.
No.
Learning resources Active learning
1 Library Library period is allocated in the time table for the STs to avail
various facilities provided in the library for their day to day
teaching learning process. Resources such as books, reference
books, Journals, Encyclopedias, Dictionaries, CDs, News-
papers, question papers of earlier years are available. STs can
also to access the Internet available in the Library.
2 Website STs are provided with the list of websites called „Webliography‟
as per the curriculum at the beginning of the academic year.
Further the STs visit various websites regularly. This benefits
them at the time of examinations.
3 Focus groups The college has several focus groups whose composition and
objectives differ. Therefore each ST becomes a part of several
groups that work towards up-scaling the efficiency of the
college. To mention a few- Peer observation, Co-curricular
activities, Micro-teaching, Extension work, Poster presentation,
the practice teaching groups, community work group, action
research group, groups for seminars, groups within the methods
opted for, etc .
4 Individual projects The STs have to complete many individual projects during the
academic year such as Action Research Project, Extension Work
Project, EPC Projects, Educational Evaluation Project, These
assignments cultivate independent thinking and challenge them
G.E.S.’s College of Education & Research – SAR (2015-16) Page 52
to expand their learning.
5 Simulation The STs do the activities under the simulation such as Role
play, Dramatization, Games, Models of Teaching, Each ST
gives 10-15 min. lesson in peer group. These activities are
further benefited to the STs while giving their lesson at the time
of PT.
6 Peer teaching Each ST observes 30 peer lessons in the PT schools.
7 Role playing This activity is the part of simulation lessons. Faculty members
give theoretical inputs as well as conduct demonstration lesson
making use of Role Play. STs adopt Role Play method in PT.
8 Internships Internship activity is the compulsory part of the curriculum. STs
are allotted to different schools. Till academic year 2014-15
Internship Programme was for one week. Now, in two-year
B.Ed. programme this activity is for total period of 20 weeks
over the period of 2nd
, 3rd
and 4th
semesters.
9 Practicum Every practical activity included in the curriculum like
community work, seminar presentations, practice lessons,
projects and book review, reviewing of a film serve to ensure
that STs are engaged in participatory learning.
10 EPC From academic year 2015-16, in two year B.Ed. programme,
„Enhancement of Professional Competencies‟ is included. Under
this, STs are given active exposure to Reading and Reflecting on
Texts‟, „Drama and Art in Education, „Critical Understanding of
ICT‟ and „Understanding Self‟. STs are given thorough
exposure on different aspects of EPCs, which helps in enriching
their insights and enhancing their Professional Competencies.
2. How „learning‟ is made student-centred? Give a list of the participatory
learning activities adopted by the Institution and those, which contributed to
self-management of knowledge, and skill development by the students?
Till academic year 2014-2015, we were preparing STs in various micro-skills. STs
practiced the skill in group to improve on the skill with teach and re-teach. This
helped in development of questioning skill, explanation skill, black-board writing
skill, skill of giving illustrations, skill of set induction, etc.
In addition, we conduct co-operative learning, individual and group seminars,
evaluation workshop, poster preparation and presentation, etc.
STs are encouraged to plan various co-curricular activities and presentations to
develop the communication skills, presentation skills, skill of working in groups,
leadership skills, etc. for presenting street plays, they are encouraged to gather
information from society about current events as well as from net.
We have introduced e-portal, where students have access to the study material
provided to them. This helps in improving their computer skills. STs are trained in
G.E.S.’s College of Education & Research – SAR (2015-16) Page 53
preparation of Computer Assisted Instructions. In this STs are trained in
preparation of PPTs and their presentations.
By organising various intercollegiate competitions involving STs, helps in
developing confidence while interacting with authorities in addition to the
organising skills. Similarly, participation in various events organised by other
institution helps in development of soft skills and communication skills.
3. What are the instructional approaches (various models of teachings used)
and experiences provided for ensuring effective learning? Detail any
innovative approach/method developed and/used.
Till academic year 2014-15 (in one-year B.Ed. programme), two models of teaching,
namely, Concept Attainment Model (CAM) and Inquiry Training Model (ITM) were
included. These were transacted and implemented in simulated settings. In the
academic year 2015-2016, we had organised one week workshop in Models of
Teaching for STs. STs worked on these models during group activities.
Students not only implemented the models in simulation but also during their practice
teaching. STs were encouraged to implement these models of teaching during their
practice teaching lessons with adequate adaptation to suit their specific requirement
Details of the „Models of Teaching‟ workshop are given below:
Sr.
No.
Name of
Professor
Name of Models of Teaching Subject Date
1 Gavit V. N. Concept and ITM History 22nd
June 2016
2 Kamat N. P. Constructivism Science 21st
June 2016
3 Patkar S. D. Creative technique Geography 21st
June 2016
4 Dr. Chavan C.C. Jurisprudential Inquiry Training Mathematics 20th
June 2016
5 Kale P.S. Concept Attainment Model Mathematics 22nd
June 2016
6 Bodke S.B. Concept Mapping English 20th
June 2016
7 Dr. Patil N.P. Advance Organizer Marathi 25th
June 2016
8 Kamat N.P. &
Dr. Chavan
Co-teaching - 13th
August
2016
9 Patkar S.D. &
Bodke S.B.
Theme-based Teaching-learning - 19th
August
2016
4. Does the institution have a provision for additional training in models of
teaching? If yes, provide details on the models of teaching and number of
lessons given by each student.
As mentioned earlier, in the year 2015-2016, we conducted a certificate course on
„Models of Teaching‟ and innovative practices of around 18 hours (1 credit).
Under this STs were exposed to models like, „Inquiry-training Model‟, „Concept
Attainment Model‟, „Jurisprudential Model‟ and „Advance Organiser Model‟.
STs were also given inputs in „Concept-mapping‟, „Constructivism‟ and „Creative
G.E.S.’s College of Education & Research – SAR (2015-16) Page 54
techniques – scenario-based learning, games (puzzle, riddle, crossword, bull‟s
eye)‟.
STs plan lessons based on Models of Teaching or other creative techniques as per
the requirement of the content and the school.
5. Do the student teachers use micro-teaching technique for developing teaching
skills? If yes, list the skills practiced and number of lessons given by each
student per skill?
Till academic year 2014-15, we used to conduct micro-teaching workshop. Under
this, skills of Set Induction, Explanation, Stimulus Variation, Black Board writing,
Questioning were covered through teach and re-teach cycle. This was followed by
integrated lessons and simulations. As per the University guidelines, STs used to
give two lessons in each skill (Teach-re-teach), two integrated lessons and four
simulated lessons (two in each term).
In two-year B.Ed. programme, there is stress on constructivism which includes
STs‟ own reflections on their lessons and subsequent conscious improvement.
Discussions carried out after PT lessons by faculty members and method masters
along with peers help STs in reflecting. STs get exposure to teaching strategies
through shadowing (observing lessons given by practicing teachers in PT schools)
and by observing peer lessons. This activity is conducted in second semester. In
the third and fourth semester they implement various teaching strategies and
techniques. They also do co-teaching and theme-based teaching in fourth
semester.
6. Detail the process of practice teaching in schools. (Lessons a student gives per
day, lessons observed by the teacher educators, peers/school teachers,
feedback mechanism, monitoring mechanisms of lesson plans, etc.)
Practice teaching is conducted in a systematic and phased manner as follows:
The first phase covers introduction to and practice of skills of micro-teaching. This is
followed by a Bridge lesson (integration of skills). Additionally, few simulated
lessons and Computer Assisted Presentation (CAP) lessons widen the understanding
of various strategies of teaching in schools/colleges.
The next phase is a series of workshops on instructional-aids preparation, objectives
and specifications, values inculcation and integration of the core elements suggested
by the NPE, 1986. Detailed workshop is conducted on lesson planning.
The STs are divided into groups of 11 or 12 and allotted a school / junior college.
About 6 to 10 schools are chosen from among our 20 co-operating schools / junior
colleges as per the specific requirement of the B.Ed. programme.
Each school group is provided with an in-charge teacher educator. PT In-charge
selects two student group leaders, who co-ordinate with school authorities, group in-
charge, PT- ii-charge and other STs of the group. The group in-charge teacher
G.E.S.’s College of Education & Research – SAR (2015-16) Page 55
educator supervises and facilitates the effective functioning of these school groups
and acts as the first line of management for them.
The STs are taken on an initial visit to the school by the respective group in- charge
teacher educator during which they interact with the school personnel and chalk out a
time-table in consultation with the school authorities. They are allotted one lesson per
day and they consult the school subject teacher about the unit they are required to
teach. Some schools / teachers may have specific instructions for the STs to follow.
The STs are allotted specific teacher educators as their method master for lesson
guidance. They prepare a lesson plan and get it approved by the respective Method
Master. Lesson guidance period is scheduled in the time-table during which the STs
get personal guidance from their Method Masters.
Often, in the beginning of the programme the STs are required to re-write lessons
according to the suggestions given by their Method Masters. On satisfactory
modifications, the lesson plan is finally approved by the Method Masters and the STs
make a fair copy of the lesson plan on a printed lesson note provided by the college.
The ST is now able to give the lesson in the practice teaching school.
The approved lesson is supervised by a teacher educator who is assigned a school to
supervise the day‟s lessons. The supervisor gives written qualitative feedback during
the lesson as well as personal face-to-face oral feedback after the lesson is completed.
Peers who have observed the lesson are also encouraged to give feedback to the
student teachers. The peers maintain an observation book, a printed book provided by
the college, to note down their remarks and share it with the student whose lesson
they have observed.
The students are also exposed to and guided in the various modern techniques of
teaching-learning such as cooperative learning strategies, Educational Games,
activities, demonstrations, etc., by the teacher educators for implementation in the
schools/colleges.
Lessons a student gives per day – one
Lessons observed by the teacher educators – 7 to 8 lessons per day
Lesson observations by student teachers – about 2/3 lessons per day
School teacher‟s role – The school subject teacher provides approval for the unit to
be undertaken by the STs for the lessons, along with specific requirement, if any, such
as, drill work, revision of content, etc. The school teachers often sit in the classroom
and observe the ST‟s lesson. They later give an informal feedback to the students.
They often share their expectations and suggestions with them. They also guide and
provide permission to the learning resources of the school that can be utilized by the
STs during their lessons, such as, laboratory equipment, teaching aids. On special
request by the college at certain times, the school teachers supervise and evaluate the
lessons of STs formally. The teacher educators maintain a cordial relationship and
positive interaction with the school teachers to meet the requirements of the school.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 56
Feedback mechanism – Written observations are made on the lesson plan by the
lesson supervisor during the conduct of the lesson. The STs are asked to reflect on the
lesson and seek feedback from peers. Personal feedback is given one to-one after the
lesson. The lesson supervisors share their feedback with the method masters so that
they understand how the students are progressing.
Monitoring mechanism of lesson plans – Lesson unit is taken from the school
teachers who may give instructions or suggestions about how the lesson should be
taught. The STs are then required to make a lesson plan and submit it to the method
master for initial correction. The method master corrects the lesson and may suggest
changes or improvements. The ST then makes the required changes or rewrites the
plan if it is called for, till method master approves the planning. The lesson is then
written in fair and delivered in the classroom. The lesson supervisor gives feedback to
the student on the delivery of the lesson. Peer feedback also considered during the
discussion after the lessons.
Monitoring - From the year 2016-2017, second year B.Ed. students are given the
responsibility of mentoring first year B.Ed. students in the PT school.
7. Describe the process of Block Teaching / Internship of students in vogue.
The STs are familiarized with the common terms related to practice teaching.
Practice teaching in-charge is the overall in-charge of the block teaching
/Internship.
Duration of internship programme is chalked out as per the specifications
given.
Each faculty member is assigned particular school to take care of the problems
and issues related to that particular school.
Each faculty member goes to one of the practicing schools (as assigned by PT
in-charge) to supervise the lessons as well as internship activities for the day.
Group leader and assistant group leader keep the school authorities updated on
the practicing group. They talk to the timetable coordinator and set the
timetable for the teaching days.
In-charge teacher monitors the overall planning and procedures of the block
teaching /Internship method and makes sure that the lessons are being planned
and delivered accordingly.
Group in-charge TE also looks into the effective delivery of the lessons by the
students in his mentor group.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 57
8. Are the practice teaching sessions/plans developed in partnership,
cooperatively involving the school staff and mentor teachers? If yes give
details on the same.
STs along with a faculty member visit the school and set the time-table of practice
lessons as per the convenience of the school. Based on this STs contact concerned
school teacher and collect the units to be taught in the pre-decided class, as per the
time-table. ST discusses the unit with the concerned school teacher and tries to
understand the requirements of the school students. Based on the discussion, ST
prepares the lesson plan. This plan is given to the Method-master for checking.
Method master discusses and councils the ST for improving the planning. Then
ST prepares final lesson and delivers in the class. Sometimes, on special request
by the college, school teacher evaluates the lesson and conveys if any special
requirements are to be fulfilled, keeping school students in mind. This helps in the
improvement of the subsequent lessons. This way the school teachers are involved
in lesson-planning.
9. How do you prepare the student teachers for managing the diverse learning
needs of students in schools?
STs come to know about diverse needs of students at school and
importance of paying attention to individual differences through their
theory aspect. They are familiarized with these aspects through theory
courses in psychology and sociology.
They visit our sister institution - secondary school for various activities.
There they get direct first-hand experience of interacting with students and
observing them.
Student-teachers are sent to various schools, for shadow lessons and
observation of lessons given by school teachers. During this, they get
chance to understand differences between variety of students and the way
school teachers handle them.
We also organise lectures of our alumni to share their experiences.
In academic year 2013-14 „Guidance and Counseling‟ certificate course
was conducted to sensitise STs about diverse learning needs of students
and importance of guidance and counseling skills for STs.
Experts from the field are invited to give lectures on aspects of diversity
and inclusion.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 58
10. What are the major initiatives for encouraging student teachers to use / adopt
technology in practice teaching?
We have well equipped computer lab with internet facility. We encourage STs for
referencing and information gathering making use of internet. Some of our
practice-teaching schools have facility of smart boards. STs are encouraged to
make use of the facility available in the schools.
2.4 Teacher Quality
1. Are the practice teaching plans developed in partnership, cooperatively
involving the school staff and mentor teachers? If yes give details.
Entire thrust of the successful implementation of the practice teaching program is
based on the support and cooperation of the practice teaching schools.
The teacher educators orient the Principal / Vice Principal / Supervisor of PT
Schools to requirements of PT programme. The school teachers help the STs in
the following ways - providing units for the lessons, suggesting the framework of
the unit, specifying the entry behavior of school students, instructional materials
that could be used, context of the school students, teaching and evaluation
strategies. The school teachers also provide their valuable feedback for further
improvement and enrichment.
The school support staff help in some of the arrangements and logistics. Computer
teachers, librarians, lab assistants provide constructive support in the planning and
implementation of the lessons. The schools also permit the use of their
infrastructure and learning resources whenever required.
Mentoring of STs is done at the institute level during the coaching period allotted.
All STs meet their coaches / mentors for practice teaching difficulties. Discussions
are held and solutions emerge which are tried out by STs.
2. What is the ratio of student teachers to identified practice teaching schools?
Give the details on what basis the decision has been taken?
We have seven permanent faculty members as per the NCTE norms. Accordingly
seven PT schools function at a time for PT purpose. STs are divided into groups
with 7-12 STs per group. While forming the groups, special method, medium of
instructions, place of residence of the ST and the location of the PT school is
taken into account. Each ST gives one lesson per day. In case ST has any specific
requirement, it is taken into consideration while allotting the PT school.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 59
3. Describe the mechanism of giving feedback to the students and how it is used
for performance improvement.
STs are given feedback of their performance after each activity. For each PT
lesson, written feedback is given, which is later followed by discussion in the
group. After each essay and class test individual feedback is given to STs. In
addition, ST can approach faculty anytime for help and guidance.
4. How does the institution ensure that the student teachers are updated on the
policy directions and educational needs of the schools?
STs when goes to school for internship get first-hand information about policy
directions and educational needs of the schools. Face to face interaction with
teachers, supervisor and principal help STs in getting authentic information.
In addition, for various programmes and celebrations of days we invite our alumni
in the capacity of „guest‟ or as a „resource person‟. They enlighten our STs about
reality and changing needs of the schools.
Our sister institution, R. M. Bhatt High School is a reliable and immediate source
of information for us.
5. How do the students and faculty keep pace with the recent developments in the
school subjects and teaching methodologies?
Faculty visits different websites of Boards like CBSE, SSC, and ICSE for recent
developments in the curriculum in school subjects. E-resources are main source to
keep them update their knowledge about teaching methodology.
Institution is giving opportunity to faculty by encouraging them to attend:
Orientation course
Refresher Course
Short Term course
Workshops/Seminars/Conferences for ensuring professional and career
development of faculty.
Institution helps faculty members to fulfill required mandatory task for their
promotion.
Many books are available in the library which are useful for our faculty to
enhance their knowledge in their subjects.
6. What are the major initiatives of the institution for ensuring personal and
professional/career development of the teaching staff of the institution
(training, organizing and sponsoring professional development activities,
promotional policies, etc.)
All the faculty members are given duty leave for attending Orientation,
Refresher and Short term courses.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 60
Faculty members are also encouraged for undertaking major and minor
research projects.
IQAC of our college organises „Peer Enrichment Lecture Series‟ where
variety of topics are covered. Under this, experts‟ talks and workshops are
organised. This activity is open for peers from other Teacher Education
Institutions too.
Research Cell of our college conducts pre-Ph.D. course for research scholars
registered with our cell as well as with other research cells. Our own faculty
can attend these programmes for enhancing the research skills.
7. Does the institution have any mechanism to reward and motivate staff
members for good performance? If yes, give details.
Good performance of teaching and non-teaching staff is recognized and valued at
two levels – at the institutional level and at the society level.
At the institutional level, Principal critically observes and analyses work of every
employee- teaching and non-teaching. Principal then appreciates efforts taken
during staff-meeting. It is also highlighted during Local Managing Committee
meeting, to keep the Management apprised.
From the year 2015-2016, our college has started new tradition, to motivate faculty
and staff for their contribution to the college. Our faculty (Mrs. Neela Kamat) and
our librarian (Dr. Shilpa Waghchoure) were felicitated in the hands of the Secretary,
Gokhale Education Society, Sir Dr. M.S. Gosavi. Their work was appreciated in
public and a citation was presented.
In addition to this, our Management at the Society level rewards best principal, best
faculty, best librarian, best admin staff, etc. for good efforts and the contributions of
employees.
2.5 Evaluation Process and Reforms
1. How are the barriers to student learning identified, communicated and
addressed? (Conducive environment, infrastructure, access to
technology, teacher quality, etc.)
a. At the time of admission, STs are counseled and are given thorough picture of
the B.Ed. programme. From very first day, faculty members interact with STs
and try to understand the difficulties faced by them. Participation and
interactions of STs during lectures and other activities are observed and noted
by Faculty. Observations are also communicated to the Principal. Faculty
member, in-charge of the group of the PT school is mentor for the respective
group. Feedback is taken from the group members too, in case, any ST in the
group is facing any problem. Information about STs is also gathered from the
informal talks from the PT school teachers and supervisor. In this way, 3600
G.E.S.’s College of Education & Research – SAR (2015-16) Page 61
assessment is done. Individual counseling is done by the Principal, Faculty
and Method Master, depending on the nature of the difficulty, so as to help ST
overcome the barriers. STs are also given freedom to approach the faculty
either face-to-face or through technology for overcoming the barriers. Use of
e-portal helps in overcoming learning barriers.
b. Conducive environment is provided to STs through continuous encouragement
and motivation by the faculty and the Principal. Provision of library study is
made in the time table, which facilitates self-study. Group activities are given
to STs which help in developing co-operative environment and team spirit and
healthy competition. Book bank facility is made available to the STs from the
weaker sections.
c. Our institution is housed in the premises of R. M. Bhatt School. The premises
are shared by a pre- primary, a primary, a secondary school, junior college and
night college along with B.Ed. College. So there is optimum utilization of all
the infrastructural facilities.
d. Our institution has computer lab with internet facility as well as language lab.
STs are given access to both and are encouraged for the technology use for the
purpose of referencing as well as for lesson planning. We have developed e-
portal for the benefit of the STs, where faculties upload the study material,
which could be accessed by STs even from their homes.
e. STS, especially those coming from rural areas are given training by the faculty
in use of computers, net-surfing etc. Use of e-portal also helps in improving
their techno-skills. STs with advanced techno-skills are encouraged to help
and teach their peers.
f. For identifying learning gaps, diagnostic and remedial teaching is carried out,
after class test and preliminary examination.
g. For STs‟ whose performance is not satisfactory and want to improve their
performance in internal assessment, re-examination is conducted.
h. If PT lesson of any ST is not up to the mark, he / she is given chance to repeat
the lesson for improvement.
i. Workshop is organised for helping STs in preparation of Teacher Eligibility
Test.
j. Being aided institution, all the norms of controlling authorities; namely, Joint
Director – Higher Education, University, UGC, NCTE, etc. are properly
observed. All the faculty members are qualified as per the required norms.
Faculty members are also encouraged for further studies and for participation
in seminars, conferences, short term courses, etc.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 62
2. Provide details of various assessment /evaluation processes (internal
assessment, midterm assessment, term end evaluations, external
evaluation) used for assessing student learning?
Assessment procedures followed are as per the requirements of the University
of Mumbai. For the academic years 2013-14 and 2014-15, B.Ed. programme
was one year programme, with semester pattern. From the academic year
2015-16, it has become a two-year programme with semester pattern. Details
of both the patterns are given below:
Assessment procedures during academic years 2013-14 and 2014-15:
Semester Assessment/
Evaluation
Process
Specific Details Marks
Allotted
Total
I
Internal
Assessment
Micro-lessons (4×4)
Integrated lessons (1×4)
PT lessons (10×10)
Simulated lessons (2×5)
Content tests (2×10)
Open book assignment
Community work
16
04
100
10
20
10
15
175
Term-End
Evaluation
Class Test (5×20)
Essay (5×5)
100
25
125
External
Evaluation
University examination (5×60) 300 300
Total marks for Semester I 600
II
Internal
Assessment
PT lessons (10×10)
Simulated lessons (2×5)
Computer Assisted Presentations
(2×5)
Internship (six working days)
Planning & administration of Unit
Test
Book Review
Action Research
Psychology Journal
100
10
10
10
10
10
20
05
175
Term-End
Evaluation
Class Test (5×20)
Essay (5×5)
100
25
125
External
Evaluation
University examination (5×60) 300 300
Total marks for Semester II 600
Total Credits of the Programme = 40; Total marks of the Programme = 1200
In addition to these mandatory aspects, preliminary examinations were conducted at
the end of each semester for the benefit of the STs. This was done to give the feel of
the University examination to the STs. This was used for diagnostic purposes and was
followed up by remedial teaching.
Assessment procedures during academic years 2015-16:
G.E.S.’s College of Education & Research – SAR (2015-16) Page 63
Semester Assessment/
Evaluation
Process
Specific Details Marks
Allotted
Total
I
Internal
Assessment
Book review
Community work
Participation in co-curricular
activities
Content tests (1×25)
EPC I
10
20
15
25
50
120
Term-End
Evaluation
Class Test (3×20)
Essay (5×4)
Tasks & Assignments (3×30)
60
20
90
170
External
Evaluation
University examination (3×70) 210 210
Total marks for Semester I 500
II
Internal
Assessment
Shadowing of subject teacher
Observation of school activities
Observation of peer lessons
Participation in co-curricular
activities
Critical analysis of an educational
film
EPC II
20
15
15
15
10
50
125
Term-End
Evaluation
Class Test (3×20)
Essay (3×5)
Tasks & Assignments (3×30)
60
15
90
165
External
Evaluation
University examination (3×70) 210 210
Total marks for Semester II 500
Total Credits of the first two semesters = 40; Total marks of the first two semesters =
1000
III
Lessons (26 × 10) 260
12 Theme based learning (2 × 10) 20
Co-teaching lessons with school teachers (3 × 10) 30
Report on records maintained in the school 10
3
Blue-print and administration of test 15
Reflective journal on internship activities 20
Literacy Awareness program in the Community 15
Class Test (2 × 1) and Essay (5× 2) 30 1
Total marks for Semester III 400 16
IV
Co-teaching with peers (8 × 10) 80 3
Developing Learning Resources 10
3 Anecdotal record / interviewing a school student 10
Organising co-curricular activities in school 10
Reflective Journal on internship activities 20
School based Action Research 25 1
Class Test (2 × 1) and Essay (5× 4) 60 2
Total 215 8
G.E.S.’s College of Education & Research – SAR (2015-16) Page 64
3. How are the assessment/evaluation outcomes communicated and used in
improving the performance of the students and curriculum transaction?
Student evaluation is a continuous and ongoing process. STs are evaluated
by all the teacher educators through PT lessons, Essays, Class-tests,
Preliminary Exams, Projects, etc.
PT Lessons: STs are guided at the pre-active stage of the lesson. STs
submit their lesson plans during this stage. These are checked and
discussed. STs are given suggestions for improvements. Lessons are
observed during the interactive stage and detailed feedback is given at the
post-active stage for the future improvement.
Essays: As mentioned above,writing one Essay in each course is the
mandatory activity. STs are given chance to prepare the answer
beforehand. This practice answer is checked and discussed and feedback is
given. ST is evaluated through the correction of essay answered.
Class Test: This is also a mandatory activity. Discussion is held for the
feedback. STs can also get their doubts clarified during this.
Preliminary Examination: This is additional activity carried out for
evaluating STS and feedback is given by discussing the answers written by
them. This is done as per the requirement of STs, to develop confidence
for facing the University exam.
Projects: STs are divided in groups. One faculty is made in-charge of each
group. Each ST works on project independently. During the progress of
the project and on the submission evaluates the work and gives feedback.
In addition to this, students are encouraged to ask questions during lectures
and discussions. This helps in the formative evaluation of STs. STs are
also observed during various curricular and co-curricular activities. 3600
feedback is given to them for their improvement.
4. How is ICT used in assessment and evaluation processes?
ICT is used in assessment and evaluation processes in the following ways:
Preparation of question papers.
Tabulation of internal assessment marks.
Dissemination of the information about the evaluation to the students.
Online submission of internal assessment to the university.
Subject wise result analysis.
Maintaining of test and examination records.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 65
2.5 Best Practices in Teaching -Learning and Evaluation Process
1. Detail on any significant innovations in teaching/learning/evaluation introduced
by the institution?
We adopt following strategies for teaching-learning process:
1) Team teaching
2) Co-operative learning
3) Cartography for geography method student-teachers
4) Use of smart boards for lectures. STs are trained for using smart boards in their PT
schools.
5) Seminars and poster presentations
6) Event management
7) Web portal
Special mention needs to be made about cartography workshop, which is our USP. Our
geography methods STs are trained in map-making. We also conduct this workshop for other
B.Ed. colleges and schools who approach us.
English method STs conducts „Spell Bee‟ competition for building English vocabulary.
Science method STs conduct science quiz to develop content mastery.
In evaluation process for theory, we give practice of writing to STs by conducting additional
preliminary examination, where STs are given feedback of their performance and remedial
teaching is followed after this.
2. How does the institution reflect on the best practice in the delivery of
instruction, including use of technology?
We have introduced e-portal for the benefit of STs. This contains notes and lecture
summaries, which STs can access even from their homes. Faculty members make use of PPT
presentations, YouTube videos for benefit of STs.
In addition STs can communicate with faculty members through email, SMS or direct phone
call. STs have their own „WhatsApp‟ group for communicating.
Feedback is taken from STs after each activity, regarding the utility / effectiveness of the
activity organised. STs‟ opinions are also gathered during Student Council meetings and PT
group leaders‟ meetings.
During faculty meetings and LMC meetings activities conducted are reviewed and are
discussed for further improvement.
Feedback after ISO audit too helps in reflecting.
Additional Information to be provided by Institutions opting for Re-accreditation / Re-
assessment.
Not Applicable.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 66
Criterion III: Research, Consultancy and Extension
3.1 Promotion of Research
1. How does the institution motivate its teachers to take up research in
education?
The institution promotes various kinds of research activities in order to motivate faculty
members to take up research in education, through Research Cell.
College has a Research Cell to create a professionally nurturing environment for
research. College has a research committee comprising of the Principal and the
faculty members as follows:
Dr. (Mrs.) Indira Shukla – Principal
Dr. Chetan Chavan – In-Charge
Dr. Narendra Patil – Member
Dr. Shilpa Waghchoure – Member
Research Cell of our college is recognised Ph.D. centre affiliated to University of
Mumbai. Currently three faculty members from college are Ph.D. guides attached to
the centre. Three more teacher educators from other B.Ed. colleges have joined the
college research centre as Ph.D. guides.
College has four faculty members with Ph.D. and remaining five are pursuing their
Ph.D.s in education
College library is equipped with sufficient number of psychological tests. Faculty and
students make use of those tests to undertake research activities and publish papers in
various journals.
College library has research books, reference books and encyclopedias. We also have
DSM Action Research projects, M.Phil Dissertations and Ph.D. theses.
Institute organises discussion on various research related issues through Peer
Enrichment Programme.
Encouraging faculty members to participate and present research based papers in
national and international seminars as well as in journals.
STs, research scholars and faculty members can access the facility of N-list
subscribed by the college.
Our special feature is that, to promote research in local language, we have research
guides who guide Ph.D. scholars in Marathi. We also help such scholars for getting
special permission from University of Mumbai, required for writing and submitting
thesis in Marathi.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 67
2. What are the thrust areas of research prioritized by the institution?
The thrust areas of research prioritized by the institution can be grouped into the following
three categories:
Staff PhDs: Three faculty members have completed their doctoral studies while five are
currently pursuing on themes relevant to education. The areas are described in Table.
Doctoral Studies done by Faculty
Sr.
No.
Name of the Faculty Area of Research for Ph.D. Status
1 Prin. Dr. Indira Shukla Emotional Intelligence Completed
2 Dr. N.P. Patil Textbook Analysis Completed
3 Mr. P.S. Kale ICT Skills Submitted
4 Dr. N.P. Kamat Educational Management Completed
5 Ms. S.D. Patkar Organisational Stress Pursuing
6 Mr. V.N. Gavit Leadership Styles Pursuing
7 Dr. C.U. Chavan Adolescence Education Completed
8 Mr. S.B. Bodke Emotional Intelligence Submitted
9 Dr. S.S. Waghchoure
(Librarian)
Digital Library Completed
Students‟ Individual Research Projects: The STs conduct one individual action research
project each year.
Each year STs undertake an individual action research project as a part of the curriculum.
They carry out projects relating to problems commonly encountered in schools, themes of
social relevance and issues of civic concern.
The thrust areas prioritized by the institution for the same are as follows:
Issues of environmental relevance
Value-based education
Women‟s Development Issues
Emotional Intelligence
Mental Health of Adolescents
Classroom Management
Constructivist instructional strategies like inquiry learning, problem based
learning,
Problems faced by adolescents
ICT integrated instructional strategies
Effectiveness of Teaching Aids
G.E.S.’s College of Education & Research – SAR (2015-16) Page 68
Major and Minor research projects completed by the institution:
S
N
Name of the
Faculty
Designatio
n
Title Agency Major/
Minor
Status Year Amount
1 Dr. Indira
Shukla
Principal Design and Development of
Web Portal for Teacher
Education.
UGC Major Completed 2012
-13
237000
A Study of Self Identity and
perception of Empowerment
among Female Students of
disadvantaged section in
Maharashtra in relation to
their Socio-economical and
Educational Background
ICSSR Major Ongoing 2014
-15
100000
2 Shri.
Prashant
Kale
Associate
Professor
ICT Awareness among
Pupil–Teachers of Aided
B.Ed. Colleges Affiliated to
University of Mumbai and
University of Pune
UGC Minor Completed 2010
-11
60000/-
3 Dr. Chetan
Chavan
Assistant
Professor
A Study of Mental Health
Problems of Adolescent
Students
University
of
Mumbai
Minor Completed 2013
-14
25000/-
4 Dr.Shilpa
Waghchoure Librarian A Survey of the Application
of Web 2.0 Technologies in
Higher Education Institution
Libraries in Mumbai
UGC Minor Completed 2010
-11
75000/-
Stress Management of
Librarians in The Changing
Environment at University
of Mumbai Affiliated
Colleges
at Greater Mumbai
University
of
Mumbai
Minor Completed 2012
-13
22000/-
Use of Electronic Resources
by Social Scientists in
University Libraries of
Thailand and India: A
Comparative Study
ICSSR Bi-lateral Completed 2014
-15
30000/-
Digital Information Literacy
Skills of Library and
Information Science
Professionals In Mumbai
University
of
Mumbai
Minor Completed 2015
-16
25000/-
G.E.S.’s College of Education & Research – SAR (2015-16) Page 69
3. Does the institution encourage Action Research? If yes give details on some of
the major outcomes and the impact.
Yes, every year action research projects on relevant issues are carried out through
STs, mainly in their PT schools or on topics and issues related to B.Ed. programme.
Some action research topics are undertaken in various schools through our DSM
students. This helps in realising current trends and issues relevant at the ground
reality.
Developing ICT based pedagogical skills among the pre-service
teachers-
A problem based learning approach helped to develop the technological
pedagogical content knowledge and self efficacy in using ICT for
instructional purposes among the pre-service teachers;
Enhancing communication skills among the pre-service teachers –
This action research used peer tutoring as a strategy for enhancing
communication among the pre-service vernacular medium teachers. This
research also showed positive results and proved the importance of peer
involvement in attaining educational gains;
Cooperative learning –
This strategy was used to learning various concepts. The result showed
significant improvement in the conceptual understanding of the pre-service
teachers about these concepts;
Mental health problems of students -.
This study served to be an eye opener for understanding the stress, anxiety
among the female students due to the hectic schedule of the B.Ed. program
and prompted the faculty members to do the needful in order to cater to the
specific needs of the female students.
4. Give details of the Conference / Seminar / Workshop attended and/organized
by the faculty members in last five years.
The IQAC encourages the faculty members to attend and organise various conferences,
seminars and workshops from time to time. The details are as follows:
G.E.S.’s College of Education & Research – SAR (2015-16) Page 70
A-List of Faculty Attended Conference/Seminars/Workshops:
Level Theme of the conference C/W/S Date
Name of the Faculty: Mr. Prashant S. Kale
National „Innovative practices and New trends in
education‟
Seminar 2012
National „Human Resource Development for Quality
Enhancement in Educational Institutions:
Perspectives and Prospects‟
Seminar 2012
State „Reforms in Teacher Education Program‟ Conference 2012
Local „Thoughts of Swami Vivekananda – Need of
Hour‟
Seminar 10-11
January
2013
National „Innovative Approches in Teaching Through E
learning‟
Conference 2013
National „Mental Health: Role of Education‟ Seminar 2013
State „New trends in Teacher Education‟ Seminar 2014
National „Excellence in Teacher Education‟ Conference 2014
National „Education for an Awakened and Ethical
society‟
Conference 2014
National „Education for Peace‟ Seminar 2014
State „Social Health – Role Of Teacher‟ Conference 2015
National „Curriculum Development – Emerging Trends‟ Seminar 2015
State „ICT Skill Development Program For Teachers‟ Conference 2015
National „Human rights And Education in 21 century‟ Seminar 2016
State „Digital India : Educational Innovations‟ Seminar 2016
National „Restrcuring Teacher Education : Rationale&
Rights‟
Seminar 2016
Name of the faculty: Mrs. Neela P. Kamat
Local One day workshop on “Guidance for Writing
Research Articles”
Workshop July, 14,
2011
National „Teaching, Learning and Evaluation – Shaping
Our Future‟
Seminar July, 18 –
19, 2011
National „Mental Health: Role of Education‟ Conference Oct‟1-
2,2011
National „Research Methodology in Social Sciences‟ Workshop Decembe
r, 5-9,
2011
Local „Writing Research Articles and Application of
Review of Related Research‟
Workshop April, 3,
2012
Local „Practical Approach to Tool preparation‟ Workshop May, 12,
2012
Internation
al
„Tribal Development‟ Conference June 1-2,
2012
G.E.S.’s College of Education & Research – SAR (2015-16) Page 71
Local „Quantitative Research in Education‟ Workshop June, 25
– 30,
2012
National „Human Resource Development for Quality
Enhancement in Educational Institutions:
Perspectives and Prospects‟
Conference Oct‟ 2-3,
2012
State „Trail Blazer‟ Workshop 30th
Nov.
& 1stDec.
2012
Internation
al
„Redefining Education: Expanding Horizons‟
Conference Jan, 10-
12,
2013
National „Education for Life Skill Development‟
Conference Feb‟22-
23, 2013
National „Curriculum for Excellence in Teacher
Education‟
Conference April, 8 -
9, 2013
National „Research Methodology in Social sciences‟ Workshop April, 22
-26, 2013
National „From TQM to TQE: The Quest for Excellence
in Education‟
Seminar Aug‟
30-31,
2013
National „Mental Health: Role of Education‟ Seminar Oct‟ 1-2,
2013
National „Benchmarking for Excellence in Higher
Education‟
Seminar March,
29, 2014
National „Human Rights Education‟ Seminar May, 26,
2014
Local „capacity Building in conducting Experimental
Research in Education‟
Workshop July 201
4
National „Towards Equality: Women Empowerment‟ Seminar March,
26-27,
2016
Name of the faculty: Ms. Sangeeta D. Patkar
Local „Guidance for Writing Research Articles‟ Workshop 14th
July
2011
University Training of Teachers, W D C‟ Workshop 23rd
July
2011
National „National Resources Management &
Environmental Issues‟
Conference 24th
&
25th
Septembe
r 2011
National „Mental Health : Role of Education‟ Conference 1-2
October,
2011
National „Elevating Learning‟ Conference 3-4 Dec,
2011
State „Environmental Education‟ Conference 28th
&
29th
G.E.S.’s College of Education & Research – SAR (2015-16) Page 72
January
2012
University „Creativity‟ Workshop 27th
January
2012
Local „lecture series under research cell‟ Seminar 3rd
April
2012
State „Research scholars‟ meet‟ Seminar 20th
-
21thApril
, 2012
National „Human Resource Development for Quality
Enhancement in Educational Institutions:
Perspectives and prospects‟
Conference 2nd
and
3rd
October
2012
National „Open and Distance Learning‟ Conference 23rd
&
24th
Nov.
2012
University „Trail Blazer‟ Workshop 30th
Nov.
& 1st
Dec.
2012
National „Challenges before TE‟ Conference 30th
March &
1st
April201
3
University „Self Learning Material Development‟ Workshop 15th
March
2013
National „Mental Health: Role of Education‟ Conference 1st& 2
nd
Oct 2013
National „Quality Education on Modern Era‟ Seminar 8th
& 9th
February
2014
National „Paradigms of Teacher Education in Present
Context‟
Conference 8th
& 9th
March
2014
National Empowerment of Teacher Education Conference 25th
Dec‟
2014
National Innovation in conducting workshop relevant to
practice teaching / internship
Conference 30th &
31st Jan
2015
National Towards Equality: Women Empowerment Seminar March,
26-27,
2016
National Make in India &Challenges Seminar 20th
April
2016
G.E.S.’s College of Education & Research – SAR (2015-16) Page 73
Name of the faculty: Mr. Vinod N. Gavit
National “Mental Health: Role of Education” Conference 1st& 2
nd
October
2011
Internation
al
Tribal Development Conference 1-2 June
2012
National “Human Resource Development for Quality
Enhancement in Educational Institutions:
Perspectives and Prospects”
Conference 2nd &
3rd
October
2012
National Information and Communication Technology in
Education
Seminar 29th
Nov‟
2012
National “Mental Health: Role of Education” Conference 1st& 2
nd
October
2013
State Spiritual Intelligence and Education Conference 2nd
Feb
2014
National The Challenges of teaching history in societies
emerging from violent conflict
Conference 20-21
Nov 2014
State Role of Students and Teachers in learner
Empowerment
Conference 25th Dec‟
2014
National Tribal Development Conference 27-28
March
2015
State Use of Cell Phones as learning tools Conference 7th
-8th
Feb 2015
State Human Rights: Todays Inalienable Conference 14th Feb
2016
Name of the faculty: Dr. Chetan U. Chavan
National “ Innovations in Teaching, Learning &
Evaluation”
Conference Sept‟ 24-
25, 2011
National Mental Health: Role of Education Conference 1st& 2
nd
Oct‟
2011
Internation
al
“Learning Community for Global Education
Reforms”
Conference 18th
to
20th
Nov‟
2011
National “Experiences and Challenges in Teacher
Education”
Conference 28 – 30
Dec‟
2011
State Importance of Grading Evaluation System Conference 11th
Feb‟
2012
State “Quality Enhancement in Higher Education” Seminar 25th
&
26th
Feb‟
2012
Internation
al
„Educational Upliftment of Scheduled Tribes in
India‟
Seminar 1st-2
nd
June,
G.E.S.’s College of Education & Research – SAR (2015-16) Page 74
2012
National Human Resource Development for Quality
Enhancement in Educational Institutions:
Perspectives and Prospects
Conference 2nd
& 3rd
Oct‟
2012
National „Education among Tribes – Policies and
Schemes‟
Seminar 22 and 23
Nov‟
2012
National „Challenges of Open & Distance Learning in
the Dual Mode Universities‟
Seminar 23rd
- 24th
Nov‟
2012
National Peace Education: Exploring some Philosophical
Foundations‟
Seminar
5th
– 7th
Dec‟
2012
National Mental Health: Role of Education Conference 1st& 2
nd
Oct‟,
2013
State New Trends in Teacher Education Conference 22nd
-
23rd
Feb‟
2014
National Education for an awakened and Ethical Society Seminar 20th
&
21st Nov‟
2014
National “Empowerment of Teacher Education” Conference 25th
Dec‟
2014
Internation
al
“Effect of Digital Technology in Globalization
of Education”
Conference 22nd
-
23rd
Jan‟
2015
Internation
al
“Innovations and Initiative in Teacher
Education”
Conference 24th
&
25th
Jan‟
2015
State “Dynamism and Dimensions of Higher
Education in 21st Century”
Seminar 7th
& 8th
Feb‟,
2015
National Revisiting Teacher Education Seminar 12th
- 14th
Mar‟
2015
National Teacher education & training: emerging
treads& issues
Conference 5th
- 7th
Dec‟
2015
National “Restructuring Teacher Education: Rational &
Risks”
Seminar 29th
February‟
2016
Name of the faculty: Mr. Sandeep B. Bodke
State Writing Research Articles Workshop 14/7/2011
National Revitalizing Gandhian Values in 21st Workshop 29/7/2011
National Mental Health: Role Of Education Conference 1st& 2
nd
Oct‟2011
G.E.S.’s College of Education & Research – SAR (2015-16) Page 75
National Disaster Management Workshop 19th
-21st
Mar‟2012
Internation
al
Tribal Development Seminar 1st& 2
nd
June2012
National Human Resource Development for Quality
Enhancement in Educational Institutions:
Perspectives &Prospects.
Conference 2nd
& 3rd
Oct‟2012
National Fifty Years of ODL in Dual Mode Universities
of India
Conference 23rd
&
24th
Nov‟2
012
National Mental Health: Role of Education Conference 1st& 2
nd
Oct‟ 2013
State New Trends in Teacher Education Seminar 22nd
- 23rd
Feb‟ 2014
National Innovative Methods of Teaching Values Seminar 13th
Aug‟
2014
National Empowerment of teacher education Conference 25th
Dec‟
2014
State Techniques of Writing Research Paper Seminar 10th
Jan‟2015
State Dynamism & Dimensions of Higher Education
in 21st Century
Seminar 7th
& 8th
Feb‟ 2015
Local Life skill education Seminar 10th
& 11th
April
2015
National Towards Equality: Women & Development Seminar 26th
& 27th
Mar‟2016.
Name of the faculty: Dr. Shilpa S. Waghchoure
National Perspectives of LIS Research in India towards
2020
Seminar August
09, 2011
National Health: Role of Education Conference October
1-2, 2011
Internation
al
Impact of ICT on Library and Information
Services
Seminar February
3-4, 2012
National Innovative Challenges in Information Services:
Changing Paradigm for Sustenance of Library
and Information Centers in Digital Era
Seminar March 1-
2, 2012
National E-content Seminar 16-10-
2012
National Changing Paradigm of Academic Libraries in
the E-Environment
Conference January
7-8, 2013
National Management System: Strategies on E-
Resources Management in Higher Education
Workshop February
26-28,
2013
Internation
al
Asia-Pacific Library and Information Education
and Practice: Challenges of the Information
Professions in the Digital Age
Conference July 10-
12, 2013
G.E.S.’s College of Education & Research – SAR (2015-16) Page 76
National New Avenues in LIS Research Seminar January
28, 2014.
National Benchmarking for Excellence in Higher
Education
Seminar March
29, 2014
Local Statistical Analysis and Interpretation Workshop July 26,
2014
National Liberating Structure of Library and Information
Systems
Workshop February
28, 2015
National Digital Contents, Copyrights and Libraries Seminar Jan‟28-
29, 2016
Faculty as Organising Secretary And Co coordinator
Sr.
No.
Name of the
Organizing
Secretary
Level of the
Conference
Theme of the Conference
Dates/ Year
1 Dr. Chetan Chavan National Mental Health: Role of
Education
Oct. 1-2,
2011
2 Mrs. Neela Kamat National “Human Resource
Development for Quality
Enhancement in Educational
Institutions: Perspectives and
Prospects”
Oct.
2-3, 2012
3 Mr. Vinod Gavit National Mental Health: Role of
Education
Oct. 1-2,
2013
4 Ms. Sangeeta Patkar National Towards Equality: Women
Empowerment
March, 26-
27, 2016
Workshops organised by IQAC under Peer Enrichment Lecture Series
Sr.
No
Theme Resource Person(s) Date
1 Practical Approaches to
Tool – Preparation
Dr. S. Savanoor 12th
May 2012
2 Workshop on Research
Methodology
Co-ordinator Prof. V.N.
Gavit
22-26 April 2013
3 Qualitative Data Analysis Dr. Sybil Thomas 26th
July 2014
4 Quantitative Data
Analysis
Dr. Madhukar Dalvi 26th
July 2014
5 Unit test Preparation Mrs. Neela Kamat 30th
Jan‟2016
G.E.S.’s College of Education & Research – SAR (2015-16) Page 77
3.2 Research and Publication Output
1. Give details of instructional and other materials developed including teaching
aids and/or used by the institution for enhancing the quality of teaching
during the last three years.
To enhance the quality of teaching our college has upgraded computer lab., purchased smart
boards and LCD projectors.
The faculty members and STs were motivated by the Principal to develop instructional
materials suitable to the changing scenario of the teaching-learning process. The instructional
materials developed by the faculty and students for enhancing the quality of teaching are as
follows:
We have developed instructional and other study material for benefit of our STs.STs are
provided with the study material through e-portal. A handbook is provided, which contains
material helpful for practice lessons and internship. STs prepare „computer assisted lessons‟
every year in their methods and submit them to the college. This becomes the resource pool
for subsequent years. Faculty members also provide study material in the form of hard copies,
especially for topics which are newly introduced in the curriculum. We have prepared a
handbook which is a ready reckoner for STs for PT and Internship.
Instructional Material developed by the staff:
Reading materials, handouts and notes based on the theoretical courses.
Handouts for using different teaching techniques like cooperative learning,
constructivist approach, team teaching, etc.
Handbook for practice teaching, lesson observation diary, lesson notes journal,
reflection journal, internship journal, student daily diary.
Reference materials for transacting the theoretical concepts of B.Ed.
curriculum,
Constructivist lesson plans by the faculty and STs
Teaching aids like charts, models, maps, pictures, power point presentations,
etc.
Unit plan and Unit test materials.
Compilation of learning resource on “Teaching of pedagogies”
Compilation of critical reflections on educational profile of students.
Posters related to various activities of B.Ed syllabus.
Research
Action research, DSM projects.
M.Ed., Ph.D. theses, Major and Minor research project reports.
Conference Proceedings of 2012-13, 2013-14, 2015-16
ICT based web learning portal
Faculty members prepared web learning portal for help of B.Ed. STs.
Open Educational Resources of N-list, INFLIBNET of UGC.
Webliography
G.E.S.’s College of Education & Research – SAR (2015-16) Page 78
2. Give details on facilities available with the institution for developing
instructional materials?
\Institute is having method-wise teaching aids such as charts, rolling boards, geometrical box,
science apparatus, geography maps, computer room with internet facility, etc. of methods.
Budgetary provision is made each year for purchase of teaching aids. Library budget has
provision for purchase of new books, for enhancing reference facilities. College has language
laboratory, which is meant especially for STs to improve their language skills. We have
computer lab with internet facility, which is helpful in preparing study material. In
collaboration with Nehru Science Centre, a Teacher-training programme is conducted for
preparing teaching –aids in science. Geography method STs are trained in map-making skills.
I. Workshop and training programs
A. For students: The institute organises workshop facilities in the institution to develop
instructional materials. Special training programmes are conducted for enhancing the skills of
using technology of instructional resources.
B. For faculty:
Opportunities are given to the faculty members in generating instructional materials and
enhancing their research skills.
Training program was arranged with the help of a web learning portal expert
for the faculty members to enhance their abilities of using online and offline
resources for developing effective instructional resources.
Peer enriching programme for enhancing the research skills, a workshop was
organised.
II. Infrastructure facilities
Computer lab and Language laboratory with internet and Wi-Fi facilities are
available during college working hours.
Library resources, e- resources are available to the STs and faculty members.
Photocopy facility is available to the STs and faculty members.
Science, Mathematics, Geography TAs, Experimental Psychology material,
sports facilities are available for providing teaching-learning resources.
3. Did the institution develop any ICT/technology related instructional
materials during the last five years? Give details.
As mentioned earlier, we have developed e-portal, which contains study material. Computer
assisted lessons, presented by STs are maintained in the form of CDs.
Some of the initiatives of the institution to develop ICT based instructional materials are:
G.E.S.’s College of Education & Research – SAR (2015-16) Page 79
a) developing web learning portal for providing learning recourses to student teachers.
b) developing power point presentations for various courses of B.Ed. by TEs
c) installing Learning Management System of pure study in the academic year 2015-16
d) Open Educational Resources (OER) of e-books and e-journals on N-list-INFLIBNET
is available in library for faculty and STs.
e) Students are instructed through different social medias like email, facebook,
WhatsApp groups. We have a WhatsApp group of Student Council members, practice
teaching school and faculty where we post academically relevant information
whenever required.
f) Each ST along with the method master prepares CAI lessons in the respective method
of teaching.
4. Give details on various training programs and/or workshops on material
development (both instructional and other materials)
a) Organized by the institution
b) Attended by the staff
c) Training provided to the staff
a. Organized by the Institution
ICSSR (WRC) sponsored „National Workshop on Research Methodology in Social
Sciences‟ organised by institution during April 22 - 26, 2013.
Peer Enrichment Programme Series on „Practical Approaches to Tool –
Preparation‟ organised by institution held on May 12, 2012.
Peer Enrichment Programme Series on „Data Analysis‟ 26th
July 2015.
Peer Enrichment Programme Series, workshop for Teacher Educators on Blue-
print and Unit-test preparation
Cartography W/S for school students on 29th
September 2015 (for New Sion
Municipal Secondary School, Sion)
Teacher Training Programme for Science and Geography Method STs at Nehru
Science Centre of one week duration in 2014.
EPC II W/S (15th
Feb‟ 2016 to 17th
Feb‟ 2016).
EPC III „Online course of ICT by UNESCO‟ completed by STs in third semester
EPC IV W/S Self-defense and Yoga workshop from 2nd
Jan‟2017 to 7th
Jan‟2017.
W/Ss organised by the college on Research Methodology were attended by all the
faculty members.
b. Attended by the staff and training provided to the faculty:
Mrs. N. P. Kamat
1. ICSSR/WRC, sponsored „Research Methodology in Social Sciences‟, dated
December, 5-9, 2011
2. ICSSR (WRC) sponsored „National Workshop on Research Methodology in
Social Sciences‟ organised by Gokhale Education Society‟s College of Education
and Research, Parel, Mumbai - 12 held during April 22 - 26, 2013.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 80
Dr. Chetan Chavan
1. „Training of Trainers in Parenting Adolescents‟organized by Rajiv Gandhi
National Institute of Youth Development (RGNIYD) at Brahmakumaris, Abu
Road, Rajasthan from 13th
-16th
June 2011.
2. ICSSR (WRC) sponsored „National Workshop on Research Methodology in
Social Sciences‟ organized by Gokhale Education Society‟s College of Education
and Research, Parel, Mumbai - 12 held during April 22 - 26, 2013.
Dr. Shilpa Waghchoure
1) E-Content Development and Setup and usage of Virtual Classroom conducted
by UGC Academic Staff College, University of Mumbai, from March 14-17,
2012.
2) Research Methodology in Social Sciences conducted by WRC – ICSSR
Mumbai during November 18-22, 2013.
3) Library Automation conducted by UGC ASC Goa University, Goa during 15-
9-2014 to 20-9-2016.
4) Cultural Exchange Programme:Visited Thailand under ICSSR – NRCT
Bilateral Program - 2014-15. The research topic entitled Use of Electronic
Resources by Social Scientists in Thailand and India: A Comparative Study
during March 9- 20, 2015.
5) SAARC Workshop: Nominated from India to participate in the Workshop on
„Creation of Digital Repository‟ in collaboration of SAARC Documentation
Centre, New Delhi and National Library of Maldives at Male, Maldives held
at Villa College, Male during August 9 – 13, 2015.
Short term courses attended by faculty:
Sr.
No.
Name of the
Faculty
Organising
Authority
Theme Duration
1. Dr. C.U. Chavan Human Resource Development
Centre, Kumaun University,
Nainital (Uttarakhand) (UGC –
Sponsored)
„Yoga and
Inclusive Health‟
October 4
to10, 2016
2. Prof. P. S. Kale Academic Staff College‟
Rani Dugavati University,
Jabalpur
„Writing
Research papers/
scholarly articles‟
July 21
to26, 2014
3. Prof. S. D. Patkar Academic Staff College‟
Rani Dugavati University,
Jabalpur
„Writing
Research papers/
scholarly articles‟
July 21
to26, 2014
4. Prof. V. N. Gavit Academic Staff College‟
Rani Dugavati University,
Jabalpur
„Writing
Research papers/
scholarly articles‟
July 21
to26, 2014
5. Dr. Shilpa
Waghchoure
Academic Staff College‟
Goa University, Goa.
Library
Automation
September
15-17,
2014
G.E.S.’s College of Education & Research – SAR (2015-16) Page 81
5. List the journals in which the faculty members have published papers in the
last five years.
“Crossroads” January to March 2012 .pp49-51 ISSN: 0976-4720
“Electronic International Interdisciplinary Research Journal” Vol. 1 Issue 2
March April 2012,. 123-126 ISSN -2277 – 8721 Source-www.aarhat.com
„THECOMPASS‟ Vol 5 No.1/March 2012 published by Bahai academy
panchagani.pp23-25 ISSN-0973-9483
“Navyayugacha Nava Mantra SwayamAnudeshanTantera” April2012 Ank 4
pp34-36 ISSN2231-6493
„SanshodhanKranti‟ International Multidisciplinary Research Journal Double
Peer Reviewed Monthly Published pp51-53 ISSN-2321-038
Printing Area International Multilingual Research Journal Issu -13 Vol -01,
Jan 2016 pp 83-87
“SHIKSHAK MITRA” JULY-AUGUST 2014 ISSN: 2230-8989
“Vidyavarta”, March 2016, ISSN: 2319 9318
“Sanshodhan Chetana” March 2016, ISSN: 2319-5525.
Contemporary Discourse,ISSN: 0976-3686.
Education TodayISSN: 2229-5755.
Indian Streams Research Journal. February, 2012. ISSN: 2230-7850.
Education Plus. ISSN: 2277-2405.
Beacon of Teacher Education,ISSN: 2319-9962.
Education And WelfareISSN: 2320-1762.
Journal on Divergent ThinkingISSN: 2319-9431.
Scholarly Research Journal for Interdisciplinary Studies ISSN: 2278-8808.
“Aarhat Multidisciplinary International Education Research Journal”ISSN:
2278-5655.
“Electronic International Interdisciplinary Research Journal” (EIIRJ) ISSN:
2277-8721.
“Sanshodhan Chetana”ISSN: 2319-5525.
Inter Disciplinary Research Journal, ISSN: 2277-7911.
Indian Journal of Interdisciplinary Research ISSN: 0976-4372.
EduCare: An International Journal of Education and Humanities ISSN: 2319-
5282.
Education and Welfare: An International Journal of Education and
Humanities. ISSN: 2320-1762.
Sanshoshan-Ganga ISSN – 2348-036X
An International Journal of Education and Humanities. ISSN: 2278-232X.
Journal of Library and Information Services ISSN 2347-8993
6. Give details of the awards, honors and patents received by the faculty members
in last five years.
Best Teacher Award was given to Prin. Dr.Indira Shukla by Gokhale Education
Society
Dr. Usha Rao, our ex-Principal was honoured by Cambridge University by Doctor
of Letters
G.E.S.’s College of Education & Research – SAR (2015-16) Page 82
One of our faculty members Mrs. Neela Kamat and librarian Dr. (Mrs.) Shilpa
Waghchoure were felicitated and presented with citations for their good work and
contribution to the college.
7. Give details of the Minor / Major research projects completed by staff
members of the institution in last five years.
3.3 Consultancy
1. Did the institution provide consultancy services in last five years? If yes, give
details.
Consultancy provided is at the level of individual faculty, where faculty is either contacted
directly or through the Principal of our college by a school, other B.Ed. college or some
organisation like Nehru Science Centre, for delivering a lecture, for conducting a workshop
or as a judge for some competition. Faculty then seeks the permission from the Principal for
the same and conducts the activity.
Details of which are given below:
Prof. Prashant Kale
1) Chaired one Paper Reading session of UGC SPONSORED National seminar on “Up
gradation of Teacher Education in India” held in Azad college of education Satara.
28 Feb 2015.
2) Worked as Resource person & Conducted ICT skill Workshop in Gurukrupa College
of Education Kalyan west .28/04/2015
3) Examiner School level science Exhibition in R.M. Bhatt High School Parel.
1/12/2015
Sr.
No.
Name of the
Faculty
Designation Agency Major/
Minor
Status Year Amount
1 Dr. Indira Shukla Principal UGC Major Completed 2012-13 237000/
-
ICSSR Major Ongoing 2014-15 100000/
-
2 Shri. Prashant Kale
Associate
Professor
UGC Minor Completed 2010-11 65000/-
3 Dr. Chetan Chavan Assistant
Professor
University
of Mumbai
Minor Completed 2013-14 22000/-
4 Dr. Shilpa
Waghchoure
Librarian UGC Minor Completed 2010-11 75000/-
University
of Mumbai
Minor Completed 2012-13 22000/-
ICSSR Bilateral Completed 2014-15 30000/-
University
of Mumbai
Minor Completed 2014-15 25000/-
G.E.S.’s College of Education & Research – SAR (2015-16) Page 83
Mrs. Neela Kamat
S.No Organiser Theme Duration
1. IDOL, University of
Mumbai
Translator, MA (Edn), Paper X,
Module III, Ch. 7, 7.A, 8
January,17th,
2012.
2. IDOL, University of
Mumbai
Syllabus Revision Committee Member
MA (Edn)
February, 7,
2012
3. NIOS Course writer, “Course 510: Learning
Science at Upper Primary Level for
D.El.Ed. in ODL Mode
October, 2012
4. Government of India, Staff
Selection Commission
(WR)
Developed a Question Bank on
“General Intelligence and Reasoning”
April, 2013
5. St. Teresa‟s Institute of
Education, Mumbai
Chaired a paper reading session in the
UGC sponsored National level seminar
on “TQM to TQE”
August, 31,
2013
6. IDOL, Univ. Of Mumbai PCP for M.A. (Edn) Part I for
Advanced Philosophy and Sociology of
Education
January, 11,
2014
7.
Parle Tilak Vidyalaya,
English Medium School,
Vile Parle (E)
Judge, K/P East Ward level Science
Exhibition
December,8,
2015.
8.
Maharshi Dayanand
College of Arts, Science &
Commerce
Judge, Intercollegiate Extempore
Speech Competition
December,14,
2015
9.
Staff Selection
Commission (WR)
Development of Question Bank on
„General Awareness‟
April 2016
Asst. Prof. S.D.Patkar
1) Worked as one of the members of Digital Examination Paper Delivery (DEPD)
University of Mumbai 2011-12
2) Writing Study materials for ( Shikshanache pragat tatvagyan ani samajshatra) M.A.
Paper I University of Mumbai
3) Translator, MA (Edn), Paper 1 E-2A Ch.1 May 2011. IDOL, University of Mumbai
4) On Advisory Board in National Level conference on “Challenges before TE”,
Bharatiya Teachers Training College, Alwar(Rajasthan) 30th
March & 1st April 2013
5) Conducted Cartographic workshop for 8th
and 9th
Std. High School Students of Sion -
Municipal School, Sion. On 29th
Sept 2015 at G.E.S‟s College of Education and
Research, Parel, Mumbai-12
Asst. Prof. Dr. Chavan
Invited for Lectures -
1) 28/11/2013 - MCT‟s College of Education & Research, Airoli. Subject: Psychology
of Learner
2) 5/04/2014 - MCT‟s College of Education & Research, Airoli. Subject: Action
Research
G.E.S.’s College of Education & Research – SAR (2015-16) Page 84
3) 30/03/2015 - MCT‟s College of Education & Research, Airoli. Subject: Psychology
of Learning
Chairmanships at national/international conference/ seminars -
1) Chaired the session of State Level Conference on theme “Importance of Grading
Evaluation System” organized by University of Pune, & Sou. Nirmalatai Thopate
College of Education, Bhor, Maharashtra held on 11th
February, 2012.
2) Chaired the session of International Conference on theme “Effect of Digital
Technology in Globalization of Education” organised by, Terasa College of
Education, Illupur, Pudukkottai Dt. Tamil Nadu held on 22nd
& 23rd
January, 2015.
Pg.10-12.
3) Chaired the session of International Conference on theme “Innovations and Initiative
in Teacher Education” organised by, Kongunadu College of Education, Thottiyam,
Trichy Dt. Tamil Nadu held on 24th
& 25th
January, 2015.
Dr. Shilpa Waghchoure
1) Chaired as Rapporteur in a Technical Session “Digital Reference Services” of UGC
sponsored National Seminar on Innovative Challenges in Information Services:
Changing Paradigm for Sustenance of Library and Information Centers in Digital Era
organized by Department of Library and Information Science, University of Jammu,
Jammu on March 1-2, 2012.
2) Chairperson in a Technical Session „Social Media and Cloud Computing‟ at
International Research Conference on „Library: A Temple of Learning and
Knowledge House‟ organized by Guru Nanak Institute of Management Studies,
Wadala, Mumbai on February 6, 2016.
3) Chaired as Rapporteur in a Technical Session “Digital Library” at International
Symposium of Knowledge and Communication organized by NMIMS, Shirpur, India
and KKU, Kaon Kaen, Thailand during June 10-11, 2016.
2. Are faculty/staff members of the institute competent to undertake
consultancy? If yes, list the areas of competency of staff members and the
steps initiated by the institution to publicise the available expertise.
Sr. No. Faculty Competencies
1. Prin. Dr Indira Shukla Educational Psychology, Counseling & Research
2. Dr. N. P. Patil Yoga
3. Prof. P. S. Kale ICT skills
4. Prof. N. P. Kamat Developing Question Bank for competitive Exams,
English to Marathi Translation, organising and
conducting quiz
5. Prof. S. D. Patkar Cartography, Yoga
6. Prof. V. N. Gavit Psychology Experiments
7. Dr. C. U. Chavan Research
8. Prof. S. B. Bodke Event Management
9. Dr. S. S. Waghchoure
(Librarian)
Website designing, CV writing
G.E.S.’s College of Education & Research – SAR (2015-16) Page 85
The competencies of the faculty members are evident on our website. It is usually
through personal networking that publicity of the faculty expertise takes place.
3. How much revenue has been generated through consultancy in the last five
years? How is the revenue generated, shared among the concerned staff
member and the institution?
The consultancy provided is at the level of individual faculty, which does not
involve any major revenue generation. This is mainly done to help the peers from
other educational institutions as a part of social responsibility and not for revenue
generation.
4. How does the institution use the revenue generated through consultancy?
As mentioned earlier, there is no revenue generation in the consultancy activity. In
case any activity is conducted in the college, for which fees are charged, then the
entire money is utilised for the conduction of the activity, in the form of providing
study material, to the resource person and for hospitality.
1.4 Extension Activities :
1. How has the local community benefited from the institution? (Contribution of
the institution through various extension activities, outreach programmes,
partnering with NGO‟s and GO‟s)
Outreach Programmes: College organises a to visit old age home at Khadavali. In
2015 the college organised a one day outreach camp at karjat.
Seminars/Orientation Programmes: The college holds seminars / workshops for
teachers from schools and colleges. Participating delegates are given the
opportunity to present papers and deliberate on issues of educational and social
concern. The college was also a nodal centre for syllabus review meetings and
syllabus orientation programmes during the recent revision of the B.Ed. syllabus in
2014-15.
Extension Activities: The Extension Activities undertaken by the college students
in association with the Department of Lifelong Learning and Extension, University
of Mumbai, help in networking of colleges, exchange of ideas and resources and
instilling within the youth a sense of service to the nation and an awareness of the
challenges that face the country.
Street Plays: Students enact street plays depicting themes of environmental
obligations and issues of social relevance each year to bring about community
awareness regarding the importance of responsible citizenship.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 86
On 8th
March 2016, college presented a street play on various gender issues for
„Women Development Cell, Government of Maharashtra‟ in their premises for
gender sensatisation to celebrate „Women‟s Day‟.
2. How has the institution benefited from the community? (Community
participation in institutional development, institution-community networking,
institution-school networking, etc.)
I .Community Participation in Institutional Development:
Resource personnel: The National Seminars hosted by the college are forums
wherein distinguished resource persons having varied areas of specialization and
associated with different organisations are invited by the college to conduct
sessions on themes relating to the professional growth of faculty and STs in a bid
to enrich the B.Ed. programme.
Enriching excursions: As part of the contextualised curriculum, the STs attend
various educational visits. The institutions and organisations they visit are part of
the community. The experiences that the STs come back with work to enrich the
educational experience provided to them.
Faculty development programmes: The staff regularly attends the UGC
sponsored „Orientation Programme, Refresher Courses and short term course‟.
The skills and knowledge they acquire through participation in these courses
enhance their efficacy and help in institutional development.
Our college is located in the area, where there are number of schools and colleges.
All these schools co-operate in practice-lessons. In addition, school teachers and
school headmasters are invited to our college as resource persons for conducting
workshops and for delivering lectures. They are also invited for judging various
competitions. Similarly, faculty from the college, are invited by these schools and
colleges as resource persons and judges.
Nehru Science Centre invites STs and faculty members for special events
organised by them. Faculty members are also invited to judge the teaching aids
competition.
We have KEM hospital in our neighborhood. In addition to attending to medical
emergencies in college, if any, faculty members of KEM also act as our resource
persons. We have carried out some projects with them in collaboration.
Cancer Research Centre, is in our vicinity. Informative lectures are conducted for
our STs by them.
Sarvodaya Manch arranges competitions based on Gandhian philosophy.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 87
II. Institution-Community Networking:
Annual National seminars: The seminars hosted by the college draw participants
from various colleges and schools within the country. The staff also participates in
seminars organised by other colleges. Seminars provide a healthy interface
between academicians hailing from different universities as well as teachers and
principals from schools, professionals from research organisations like Nehru
Science Center.
Extension Education programme: The college is closely associated with the
DLLE at Mumbai University. Students attend the UDAAN Festival each year.
University examinations: The College is an examination centre for the B.Ed.
exams held by the University of Mumbai. Staff members assess and papers and
also set University papers as part of the Centralised Assessment Programme.
Library networking: Library net-workingis donewith sister institutions as well
with other educational institutions. We also extend our library services to outside
research scholars, past students and school teachers with nominal fees on daily
basis.
Alumni placement: Alumni are actively devoted to the cause of education in
renowned institutions across the city as well as abroad. Many are currently
holding highly reputed posts of principals, managers, school-coordinators and
Board moderators.
Apprenticeships: The institution also provides internship facilities for post-
graduate students of University of Mumbai wherein the interns take part in various
activities such as assisting with theory lectures, supervision of practice-teaching
lessons and up-gradation of the library resources under the guidance of the
faculty.
III. Institution-School Networking:
The Institution has the support of various schools in the city for practice-teaching
and internship.
The Annual Campus Interviews are held by schools to the institution for
recruitment of our students.
Valuable feedback is provided by the principals of practice-teaching schools on
the performance of the students and suggestions are given on the areas of
improvement.
Alumni are placed at several schools and offer their services to the institution for
supervision of practice-teaching lessons, conducting sessions for the present
G.E.S.’s College of Education & Research – SAR (2015-16) Page 88
trainees, giving demonstration macro and simulated lessons as well as for judging
different competitions.
The staff is invited to judge the Inter-School Science Exhibitions organised at the
ward level by the local authorities.
R.M. Bhatt high school, our sister institution involves our students in their
activities. Sometimes they are given opportunity to judge school students‟
projects, competitions, etc., which gives exposure to them to school functioning.
Similarly, R.M. Bhatt school teachers are provided with guidance for their project,
development of Teaching Aids and competitions.
3. What are the future plans and major activities the institution would like to
take up for providing community orientation to students?
Presently,
College organises various activities for this purpose. These involve visits, street
plays, skits and poster presentations etc, as mentioned earlier.
Trail Blazer activity is meant for sensatisation towards environmental issues.
Extension activity of the University of Mumbai is meant for sensatisation towards
social issues of women and children.
Gandhian thoughts and celebrations of birth and death anniversaries of leaders, visits
to Mani Bhava, Sarvodaya Mandal are for developing national feelings and patriotic
values.
Visits to places like museum, Elephanta caves, Forts of Murud Janjira, Korlai etc are
organised to develop appreciation our culture and heritage.
Visit to „Matoshree Vrudhhashram ‟ helps STs in realizing the social reality. We
would like to continue with the same practices.
Visits to Nehru Planetarium, Nehru Science Centre, Maharashtra Nature Park, Homi
Bhabha Centre for Science Education, Bombay Natural History Society are meant
for developing scientific value and environmental consciousness.
Virtual learning centre visit helps in developing technological awareness and
different modes of teaching-learning.
STs are trained at Nehru Science Centre in TA preparation.
In future,
We would like to develop ties with the organisations working at the grass-root
levels. We would like to collaborate with ashram shalas and rural schools. We would
also try and develop ties with schools affiliated to different boards to give exposure
to our STs about global trends.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 89
We also want to give focused research orientation to our STs by encouraging them
for paper writing and presentation and active participation in inter-collegiate
seminars and conferences.
4. Is there any project completed by the institution relating to the community
development in the last five years? If yes, give details.
As mentioned earlier, we participate in various projects having community orientation,
conducted by KEM Hospital. We have participated in following projects, conducted by the
doctors of KEM Hospital:
1) „Attitude towards Self Medication for over the Counter Medicines‟ was done in
collaboration with KEM hospital.
2) „Lead Content in Water and Food Items‟ (Dr. Yashashree Shetty)
3) „Mental Health‟ (Dr. Shubhangi Parker)
5. How does the institution develop social and citizenship values and skills among
its students?
College organises various activities for this purpose. These involve visits, street plays, skits
and poster presentations etc, as mentioned earlier. Trail Blazer activity is meant for
sensatisation towards environmental issues. Extension activity of the University of Mumbai is
meant for sensatisation towards social issues of women and children. Gandhian thoughts and
celebrations of birth and death anniversaries of great personalities are for developing national
feelings and patriotic values. Visits to places like museum, Elephanta caves, Forts of Murud
Janjira, Korlai etc are organised to develop appreciation our culture and heritage.
We encourage our STs to participate in various inter-collegiate competitions to have better
interactions with the peers of other colleges. This is also done by organising seminars,
conferences, various competitions which gives exposure to our STs for organising skills and
communication skills.
Visit to the G.E. Society‟s Karjat Centre, (near Mumbai) gives them a chance to move around
in nearby padas (Hamlets) and interact with marginalized groups.
We have organised free health check up in collaboration with Health Spring to spread
awareness regarding health issues. The programme was open to our STs, their parents and
employees of sister institutions.
As mentioned earlier, we would like to develop ties with the organisations working at the
grass-root levels. We would like to collaborate with ashram-shalas and rural schools. We
would also try and develop ties with schools affiliated to different boards to give exposure to
our STs. We also want to give focused research orientation to our STs by encouraging them
for paper writing and presentation and active participation in inter-collegiate seminars and
conferences.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 90
3.5 Collaborations.
1. Name the national level organizations, if any, with which the institution has
established linkages in the last five years. Detail the benefits resulted out of
such linkages.
Yes, we do have linkages with organisations like Nehru Science Cenre, KEM hospital,
Homi Bhabha Centre for Science Education, Bombay Natural History Society, Sarvodaya
Mandal, Trail Blazer, etc. Though there are no formal MOUs signed, there is mutual
understanding and co-operation between us and these organisations. These are of immense
importance to us. e.g. KEM hospital is not only helpful in handling any medical emergencies
in the college, but medical experts from there are our resource persons. They also involve our
STs in the research projects, which gives wider perspective to our STs. Nehru Science Centre
always involves our faculty and STs in their activities, which helps our STs in upgrading
themselves. They also organise a week-long Teacher-training programme for our science
method STs. Through this STs get training in preparation of TAs. Sarvodaya Manch
organises talks and competition based on Gandhiji‟s ideology. This helps students in getting
good exposure of national freedom struggle and in understanding Gandhian Philosophy.
2. Name the international organizations, with which the institution has
established any linkage in the last five years. Detail the benefits resulted out
of such linkages.
We have not yet established any international linkages.
3. How did the linkages if any contribute to the following?
Curriculum Development
Teaching
Training
Practice Teaching
Research
Consultancy
Extension
Publication
Student Placement
College has linkages at with PT schools and other organisations mentioned in 3.5.1
Interaction with PT schools and organisations like Nehru Science Centre and
Homi Bhabha Centre for Science Education help in getting inputs for
Curriculum Development, Teaching, Training
We provide Extension activities and consultancy to PT schools as well as
other educational institutions.
PT schools also help us in placement of our STs as well as in research
activities, by co-operating in data collection activity.
Our faculty members publish research articles through seminar and conference
presentations.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 91
4. What are the linkages of the institution with the school sector? (Institute-
school-community networking)?
Linkages of the institution with the school sector are as follows:
Practice Teaching and Internship activities for B.Ed : Our STs participate and
contribute towards all pedagogical exercises as well as nonacademic activities in
schools through PT lessons and internship activity.
School -Faculty development programs: Our faculty and STs conduct
activities like, Cartography workshop, Orientation for School Headmasters and
supervisors, environmental sensatisation activities.
Other ways of involvement with schools.
The faculty members of the institute are invited as judges for school based
exhibitions and co curricular activities; Faculty development programs for school
teachers; Resource sharing in from of lesson plans, Teaching Aids, instructional
modules generated at the college.
We conduct „Diploma in School Management‟ programme of YCMOU. The
participants of this programme are head masters, supervisors and senior teachers
from different schools. They conduct action research projects based on the
difficulties face by them in their schools. Our faculty members guide them in
conducting it and hence finding the solutions to their problems.
5. Are the faculty actively engaged in schools and with teachers and other
school personnel to design, evaluate and deliver practice teaching. If yes give
details.
Our faculty and STs are fully involved in PT school activities.
The practice teaching time table is prepared in accordance with the school time table in a
collaborative manner with PT school.
Design
STs contact the school teachers of respective subjects and decide about the units to
be taught
STs check for specific requirements of teachers regarding the units to be taught
The faculty members keeping these inputs in mind guide the PT lessons
School teachers help students conduct remedial teaching wherever necessary
During internship certain activities of the college like exhibitions, cultural events,
co-curricular and literary activities are planned jointly.
Evaluate
Joint supervision of the practice teaching lessons by faculty members and school
teachers leading to joint feedback sessions;
G.E.S.’s College of Education & Research – SAR (2015-16) Page 92
Getting the feedback from the school personnel about the PT program and
incorporating the feedback in the re-planning of PT program for the next academic
year.
The faculty members discuss with school teachers regarding feasibility,
methodology of practice teaching and chalk out the practice teaching program as per
the differential requirements of all types of schools;
6. How does the faculty collaborate with school and other college or university
faculty?
For this the institute makes the following deliberate attempts
Collaboration with Schools
Involvement of school teachers in practice teaching as well as research projects;
Mentoring school teachers and motivating them to undertake researches;
Inviting school teachers to participate in institution‟s seminars, workshops,
competitions;
Faculty of the institute participates in school programs as resource persons.
Collaboration with other colleges
Sharing of academic expertise and educational resources with sister institutes;
Participating in their programs like seminars, workshops, trainings as well as
inviting their participation in institute programs;
Consultancy with colleges like KEM Hospital, PSM department of KEM
Collaboration with University faculty
Involvement in various activities like syllabus formation and revision, paper
assessment, paper setting, members of affiliation committees, members of university
examination squad;
Examiners/ moderators at the University level;
External Examiners for other university examinations etc;
Doing major and minor research projects funded by the university;
Attending seminars and workshops held in University;
Interacting with Mumbai university faculty for lectures, training programs and
presentations, seminars, workshops etc.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 93
3.6 Best Practices in Research, Consultancy and Extension.
1. What are the major measures adopted by the institution to enhance the
Quality of Research, Consultancy and Extension activities during the last five
years?
For developing the research culture, major steps were taken:
a. Revival of Research Centre
b. Encouraging faculty to take doctoral studies
c. Conducting pre-Ph.D. programmes for Ph.D. scholars who have registered from
our research centre as well as from other research centres.
d. Minor and major research projects were carried out by the college.
Consultancy is not formal activity of the college. But IQAC of our college, under Peer
Enrichment Programme Series conducts lectures and workshops, depending on the
requests from peers of other B.Ed. colleges.
College has undertaken Extension Work Activity of Mumbai University. Under this,
a. poster presentations, Skits, street plays and food stalls are organised.
b. In addition to this, projects are conducted in collaboration with the PSM and
Mental Health Departments of KEM hospital. Under this our college participated
in „A Study of Attitude towards Self-medication of (OTM) Over the Counter-
Table Medicines‟.
c. Our faculty members are invited as judges in various schools and colleges. They
are also invited as resource persons.
2. What are significant innovations / good practices in Research, Consultancy and
Extension activities of the institution?
The college has revived our „Research Centre‟.
Under this pre- Ph. D. course is conducted for the Ph. D. scholars enrolled
through our centre.
Ph. D. scholars enrolled through other research cells are also allowed to
complete pre- Ph. D. course through our research cell.
An inter-collegiate „Research Quiz‟ was conducted for encouraging research
culture in the year 2015-2016, where B.Ed., M.Ed., M. Phil. students and
Ph.D. scholars participated.
Pre- Ph.D. presentations of Ph.D. scholars is organised by research centre.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 94
Criterion IV: Infrastructure and Learning Resources
4.1 Physical Facilities.
1. Does the institution have the physical infrastructure as per NCTE norms? If
yes, specify the facilities and the amount invested for developing the
infrastructure. Enclose the master plan of the building.
Institution has adequate physical infrastructure to house Junior and Senior B.Ed. STs,
having total capacity of 100 STs.
We have,
1. Principal‟s cabin and adjoining administrative office
2. One auditorium (Capacity of 200)
3. Two class rooms (Capacity of 50 each)
4. Library and reading room (Capacity of 50 in reading room)
5. Computer room (Capacity of 12)
6. Language laboratory room (Capacity of 20)
7. Teaching Aid room
8. Boys‟ rest room
9. Girls‟ rest room
10. Boys and girls separate toilets (2+3)
11. Store room (1)
12. IQAC room
13. Faculty room
14. Canteen
15. Gymnasium
16. Play ground
Our sister institutions are also housed in the same premises and infrastructural facilities are
shared by all, hence making optimum utilisation of the available physical infrastructural
facilities.
2. How does the institution plan to meet the need for augmenting the
infrastructure to keep pace with the academic growth?
Our premises house our sister educational institutes right from pre-primary level to higher
secondary level. B.Ed. College and night degree-college are also run in the same premises.
Since the premises are shared, there is maximum utilisation of space in the entire day.
For meeting the needs of additional space other than the specific allotted space, there is
mutual understanding and co-operation between the sister institutions and hence,
infrastructural needs are easily met with.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 95
3. List the infrastructure facilities available for co-curricular activities and
extra curricular activities including games and sports.
Under co-curricular and extra-curricular activities, we plan variety of activities.
We organise indoor sports as well as outdoor sports. Indoor sports are conducted
within college premises. For outdoor sports we make use of adjacent „Kamgaar
Maidan‟ after taking permission from municipal authorities.
For conducting cultural activities we make use of our own auditorium or hall.
Activities like tree-plantation are conducted on open terrace.
Street play is conducted in the open space on ground floor.
In-house gymnasium is available for male- STs.
4. Give details on the physical infrastructure shared with other programmes of
the institution or other institutions of the parent society or university.
Our college mainly runs B.Ed. programme. In addition to this, we have „Research Centre‟,
affiliated to University of Mumbai, running Ph.D. programme and DSM (Diploma in School
Management) of Yeshwantrao Chavan Maharashtra Open University (YCMOU). College
premises, especially library, reading room and seminar room are shared for these two
programmes.
Other infrastructural facilities like auditorium, gymnasium, canteen are jointly shared by all
sister institutions, especially R.M. Bhatt High School and T.K.Tope Night College.
5. Give details on the facilities available with the institution to ensure the health
and hygiene of the staff and students (rest rooms for women, wash room
facilities for men and women, canteen, health center, etc.)
As mentioned earlier, there is enough space to take care of curricular, co-curricular activities
and personal needs of faculty, administrative staff and support staff. There are separate rest
rooms and toilet blocks for boys and girls. Toilet block is available for administrative staff
and support staff adjacent to the office. Separate toilet block is available attached to the
faculty room. We have canteen facility within the campus, which is utilised by all sister
institutions. We also have many eatery outlets in the vicinity where homemade food is
available with one phone call.
We maintain first-aid facility with college office. But for any major emergency, we take help
of KEM hospital which is very close to college premises.
6. Is there any hostel facility for students? If yes, give details on capacity, no of
rooms, occupancy details, recreational facilities including sports and games,
health and hygiene facilities, etc.
Being situated in the heart of metropolitan city, it is not possible to have hostel facility for the
college. But sharing rooms are available in the vicinity of the college. A group of four to five
girls or boys rent out these rooms as per their needs.
Our college location is such that it is approachable from western, central and harbor railway
lines. It is also accessible and well connected by various bus routes. Sharing taxies are
available for railway stations. Hence most of the STs do not need hostel facility. Outstation
G.E.S.’s College of Education & Research – SAR (2015-16) Page 96
students usually prefer to stay with their relatives, who are staying in or near Mumbai.
College timings are convenient for those staying at a distance from college.
In recent years, in centralised admission process, many of the candidates opting for our
college are from vicinity of the college, hence, do not face the problem of accommodation.
College gives recommendation letters to candidates who wish to get accommodation in
„Government Backward Class Hostel‟.
4.2 Maintenance of Infrastructure
1. What is the budget allocation and utilization in the last five years for the
maintenance of the following? Give justification for the allocation and
unspent balance if any.
Building
Laboratories
Furniture
Equipments
Computers
Transport/Vehicle
Budget Utilization
Item 2011-12 2012-13 2013-14 2014-15 2015-16
Building 85,170/-
85,170/-
1,21,862/- 94,343/- 94,343/-
Laboratories
26,873/-
--- --- 312/- ---
Furniture
39,105/-
35,255/- 1,54,033/- 1,02,742/- 5,332/-
Equipment
--- 13,890/- 27,900/- --- ---
Computers
11,8,230/-
30,282/- 1,24,776/- --- 2,37,261/-
Transport/Vehicles
15,308/-
7,534/- 17,153/- 22,816/- 15,209/-
This is done as per the admissible grants and the funds available.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 97
2. How does the institution plan and ensure that the available infrastructure is
optimally utilized?
We are making optimum use of infrastructure of our building which is almost 100 years old
and houses Pre-primary, Primary, Secondary, Higher secondary and T. K. Tope Arts and
Commerce Night College along with us. We share an Auditorium, Canteen, Gymnasium and
Computer lab.
Our academic time table and weekly time table ensures smooth functioning of activities of
various sister institutions, as there is communication in advance, regarding activities planned
and use of shared space. There is a separate time table by each institution which takes care of
exclusive requirement of the programme.
Normally the Day college and Night college have no overlap of time table except university
examinations, which gets priority.
Our college operates on three floors, namely, second floor, third floor and fourth floor.
Principal‟s office and administrative office: This is situated on the second floor. All the
administrative processes are carried out here. Faculty meetings and other official meetings
and interactions also take place in Principal‟s office. This space is exclusively used by B.Ed.
college.
Library and Reading Room: This is also situated on second floor. This is used by faculty as
well as STs. Ph.D. scholars; DSM students also use this room for reading purpose.
Conference Room : This room situated on second floor is used for discussions, guest lectures,
conferences and presentations by Ph.D. scholars. This room is also used for admission
process purposes.
Teaching Aids Room: Teaching Aids are mainly stored in this room. STs make use of this for
their PT lessons.
Main Lecture Hall : This is a multi-purpose hall, situated on the third floor. This is used for
morning assembly, seminars, conferences, guest lectures, curricular and co-curricular
activities, conducting examinations and also special method class.
Two Lecture Rooms (on fourth floor): These are used for conducting lectures of core papers
as well as special field and special method classes.
Computer Room: This is used by faculty members as well as STs for preparing lectures,
presentations, Lesson-planning and for internet use for referencing.
Language Laboratory : This is situated on the fourth floor, next to computer lab.
Faculty Room : This is spacious and airy room with attached toilet block and open terrace.
Faculty members do their academic as well as well administrative work here. This room is
also used for faculty meetings as well as for eating purposes. Open space is made use of for
the purpose of tree-plantation.
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Corridors (on all the floors) : These are used for displaying notice boards. They are also used
for conducting some small group activities.
Separate toilet blocks for male and female STs : These are situated on the fourth floor.
3. How does the institution consider the environmental issues associated with
the infrastructure?
The college is situated in the heart of the Mumbai city and because of this location, the
environmental issues such as having green cover around the area is ensured by
Taking green initiative by using the college terrace for tree plantation and terrace
garden maintained by the students every year.
Our STs every year attend Trail Blazer workshop. This is meant for sensitising them
to environmental issues.
Conservation of natural resources by using e-portal: The college has a healthy
tradition of last 5 years, the entire B.Ed. syllabus is presented on e-portal and students
are encouraged to use it instead of giving the hard copy of the lectures, also college
website, SMS and WhatsApp are used for communication to save the papers.
Waste disposal at every floor is ensured by dustbin and educating the students to use
them for throwing solid waste. The college has employedtwo sweepers for keeping
the campus clean, specially the toilets. Cleaning is carried out daily to ensure clean
premises.
The college ensures that the most important resource – water is best utilised. Every
year students are made to take up water audit, prepares a report on the same and also
ensure that there is no leaking water tap or water cooler.
4.3 Library as a Learning Resource
1. Does the institution have a qualified librarian and sufficient technical staff to
support the library (materials collection and media/computer services)?
The institute has a qualified librarian with M.Sc. M.L.I.Sc., NET. and Ph.D. in
Library and Information Science. She has presented and published many research
papers and articles in national and international conferences and journals. She is
also a recognized Research Supervisor for MPhil and PhD students from Tilak
Maharashtra University and JJTU.
Library services are computerized and made online.
The library attendant helps librarian in maintaining library resources and in its
smooth functioning.
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2. What are the library resources available to the staff and students? (Number
of books-volumes and titles, journals-national and international, magazines,
audio visual teaching-learning resources, software, internet access, etc.).
The details of library resources available to the staff and students are given below:
Details of Library Resources
Sr. No. Particulars Total Number
1 Total collection of books 11437
Regular 8008
UGC 2382
Book Bank 802
DSM 99
MAE 49
MRP 97
2 Title 7500
3 Reference Books 2000
4 Bound volumes of Journals 180
5 Research Tools 18
6 PhD Thesis / MPhil Dissertation 71
7 School Text books 250
8 National Journal 11
9 International Journal 1
10 E-Journals subscribed by N-List 3828
11 E-Books subscribed by N-List 80409
12 News papers 4
13 CDs/DVDs 139
Last five years Question papers
(Hardcopy and Softcopy uploaded on Library Website)
Paper Clippings
Webliography (Created as per the new syllabus and uploaded on
Library Website)
Bibliographical Compilation (The Content page of Journal subscribed
is scanned and uploaded on Library Website)
3. Does the institution have in place, a mechanism to systematically review the
various library resources for adequate access, relevance, etc. and to make
acquisition decisions. If yes, give details including the composition and
functioning of library committee.
The institute has in place the Library Advisory Committee. The structure of the
Committee is as follows:
G.E.S.’s College of Education & Research – SAR (2015-16) Page 100
The Library Advisory committee meets twice a year to systematically review
various library resources for adequate access and relevance to make acquisition
decisions.
4. Is your library computerized? If yes, give details.
Yes, the Library is computerized. The Institution is using the SOUL software for the
automation of library services. Various modules of Software such as Acquisition, Circulation,
Cataloguing and Administration are being used for the automation. The bar-coding of the
resources are also been executed with the help of software. Issue and return of books has
been started with the help of the SOUL Software.
5. Does the institution library have Computer, Internet and Reprographic
facilities? If yes, give details on the access to the staff and students and the
frequency of use.
Yes, the institute‟s library has computer with internet facility. It enables the staff and the
students to browse e-journals and e-books and various other learning resources. At the free
time after or before class room teaching the STs access the net. The faculty members also
access the internet in the library as per their requirement. The reprographic facility is
provided to the STs and staff on demand.
6. Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give
details.
Yes, the institute uses the N-List Database from INFLIBNET, Ahmadabad. The Workshop
on the Access of e-recourses by N-List was organised for STs and staff of the institute. The
librarian creates the user id and password for STs, research scholars and faculty members to
access the N-List resources.
7. Give details on the working days of the library? (Days the library is open in
an academic year, hours the library remains open per day etc.)
Chairman
(Principal of the College)
Library Advisory Committee
Secretary
(Librarian of the College)
Members (Senior Faculty Members of
the College)
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All the working days mentioned in the college calendar are working days for the library. The
college library is open from 10.00 am to 5.00 pm on all working days. It works for extended
hours when needed.
8. How do the staff and students come to know of the new arrivals?
The list of New Arrivals is displayed on the library notice board. The mail of New Arrivals is
also sent through mail to STs and faculty members.
9. Does the institution‟s library have a book bank? If yes, how is the book bank
facility utilized by the students?
As per the University of Mumbai guideline the facility of book bank is made available only
for the reserved category students. This facility is given on first come first served basis to the
STs. 30 STs belonging to the reserved category can easily be accommodated under this
facility. They are provided with this facility depending upon the availability of the books. 8
books are issued per ST. They return those books after the University Examinations.
10. What are the special facilities offered by the library to the visually and
physically challenged persons?
The library and reading room are situated on the 2nd floor. Lift is available for the
convenience of the physically challenged person. The institute has so far not faced admission
of visually challenged student teacher.
4.4 ICT as Learning Resource
1. Give details of ICT facilities available in the institution (Computer lab, hardware,
software, internet connectivity, access, audio visual, other media and materials)
and how the institutions ensures the optimum use of the facility.
ICT facilities in the computer lab:
Desktop: There are 12 desktops in computer lab which are used by STs to access e-portal,
Pure Study, for filling up various forms such as enrolment, scholarship, examination.
Printer: Printer facility is provided in computer lab which can be used by STs with the
permission of computer in-charge.
Internet connections: All PCs are internet connected.
Laptop: Each faculty is provided with Wi-Fi enabled laptops.
Speaker: These are made use of for co-curricular activities.
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Institution is also having language lab with following facilities:
Desktop: There are 20 desktops installed with Words Worth English Language Lab
software.
Internet connections: All PCs are internet connected.
Microphones: Each PC has microphone attached.
All PCs are having windows and Microsoft office software.
Both the laboratories are open during college hours and STs are making maximum
use of this facility.
Availability of Wi-Fi facility in college enables STs to connect their own laptops and
smart phones with college Wi-Fi facility.
2. Is there a provision in the curriculum for imparting computer skills to all
students? If yes give details on the major skills included.
In one year B.Ed. curriculum STs used to prepare two power point presentations. More focus
in the syllabus was given on presentation skills.
In two-year B.Ed. curriculum there is separate course (namely, EPC III – Critical
Understanding of ICT). In this course emphasis is given on internet skills, searching skills,
co-operative learning skills, social networking skills and practical aspect based on these
skills.
3. How and to what extent does the institution incorporate and make use of the new
technologies/ICT in curriculum transactional processes?
We are having three classrooms equipped with LCD projectors and two smart boards. There
are two LCD projectors which are movable. Faculty members make use of these as per the
need.
4. What are major areas and initiatives for which student teachers use /adopt
technology in practice teaching? (Developing lessons plans, classroom
transactions, evaluation, preparation of teaching aids)
Our STs use ICT for preparation of PPTs which they make use of in PT schools where the
facility is available, for practice teaching lessons. They make use of ICT in the form of net-
searching for gathering information. They also download relevant videos for PT purpose.
They are using ICT for preparing assignments, reports and other practical work and for
preparing teaching aids.
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4.5 Other Facilities
1. How is the instructional infrastructure optimally used? Does the institution
share its facilities with others for e.g.: serve as information technology
resource in education to the institution (beyond the program), to other
institutions and to the community.
The instructional infrastructure includes smart-boards, green-boards, L.C.D. projectors,
black-boards, computers, digital camera, reading room, teaching-aids, film-strip projectors.
All these are used in the teaching-learning processes such as delivering lectures, for micro,
Integrated, simulated and bridge lessons. These are also used by the staff and students for
various seminars and workshops. Library, maps and teaching aids are used by students during
their practice-teaching lessons and to gain more information in the subject. Scientific
apparatus are used in various lessons and psychological apparatus are used for psychological
experiments. Guest lectures are recorded using the digital camera. Students make use of flash
cards and the film strip projector to deliver culture related lessons and for cultural
programmes. The institution shares its facilities with R. M. Bhatt High School. The School
staff and students avail of various facilities of the institution such as the computer laboratory,
library and reprographic facilities. Also various rooms of the institution are used by R. M.
Bhatt School for Annual day practices and for lectures.
Teachers and students of other institutions also avail of the library facilities and T.A.s. Our
institute optimally uses instructional infrastructure for running regular B.Ed. programme and
distance programmes, such as DSM, Ph.D. and shares it with T.K. Tope Night College.
Instructional infrastructure
smart-boards
green-boards
L.C.D
black-boards
computer lab
CC TVdigital camera
Reading Room
teaching-aids
maps
psychological apparatus
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2. What are the various audio-visual facilities/materials (CDs, audio and video
cassettes and other materials related to the program) available with the
institution? How are the student teachers encouraged to optimally use them
for learning including practice teaching?
The audio-visual facilities are available in the institution. All audio-visual facilities are used
by the students for assemblies, practice-teaching lessons and for various co-curricular and
extracurricular activities.
Mike/ Speaker- used by the students for assemblies, Cultural and co-curricular
Activity.
Laptop-used for practice teaching showing videos and pictures.
CD –rare and historical pictures are available. CDs are stored in the library
and are issued by the librarian.
3. What are the various general and methods Laboratories available with the
institution? How does the institution enhance the facilities and ensure
maintenance of the equipment and other facilities?
The Institution has a Computer laboratory, Language laboratory.
Computer Laboratory: It has 12 desktop computers, all are connected through
LAN. It has internet and Wi-Fi connection, print-scan-copier. The institution has
an AMC with M/s GLS Computers for their maintenance.
Language Laboratory: The language lab is available in the college. Students are
trained to acquire language skills. The maintenance contract of the lab is given to
Words Worth Language Institute and GLS Computers.
Pedagogy Rooms: Required T.As ofschool pedagogies offered by the college are
available and are issued by in-charge ST of each method.
4. Give details on the facilities like multipurpose hall, workshop, music and
sports, transports etc. available with the institution.
Multipurpose Hall is situated on the ground floor – equipped with audio system
having required facilities for conducting programmes of the institution.
A conference room is situated on the second floor which is made use of for
conducting workshop.
We have equipment for sports like cricket kit, chess, carom, table tennis, skipping,
badminton, volley ball, football, shot-put, throw-disc, dodge ball, rings.
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For music equipments like harmonium, tabla, tambourine, mrudangamare
available. We have signed MOU with R.M. Bhatt High School and make use of
equipment as well as human resources available with them.
College makes arrangement for STs to avail the facilities of bus and train
concessions as well as native place visit concession during vacation period.
5. Are the classrooms equipped for the use of latest technologies for teaching? If
yes, give details. If no, indicate the institution‟s future plans to modernize the
classrooms.
The class rooms are equipped for the use of latest technologies like LCD
projectors, smart boards, audio video aids for teaching-learning processes.
4.6 Best Practices in Infrastructure and Learning Resources
1. How does the faculty seek to model and reflect on the best practice in the
diversity of instruction, including the use of technology?
The students admitted to the college are from Marathi and Hindi medium backgrounds along
with the English medium. Linguistic diversity needs to be catered to mainly, during
instructions.
Our STs are allowed to write examinations through Marathi as well as Hindi though our
college is English medium college. So in addition to English, study material is made available
in Marathi and Hindi languages. They are given inputs as well as important websites in the
language they are comfortable with.
ICT Skill Development Programme was conducted for enhancement of ICT skills which are
useful for STs. Online certificate course related to „ICT Awareness‟ was conducted for the
batch 2015-16 and all 50 STs got certificates.
2. List innovative practices related to the use of ICT, which contributed to
quality enhancement.
1) Web Portal is implemented from 2015- 17 Batch. Link is provided on college
web site. Students are using this portal for their studies .notes
2) Online Issue of books in library is implemented.
3) Question papers for internal examinations like Class-tests and Essays are
submitted to Examination in-charge through email.
4) We are conducting university exam of Mumbai University. And delivery of
question paper is through Mumbai university portal.
5) Online admission for B.Ed. second year was done through pure study portal.
This portal maintains data base of STs.
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3. What innovations/best practices in „Infrastructure and Learning
Resources‟ are in vogue or adopted/adapted by the institution?
Faculty members and STs integrate technology for teaching. Faculty members are
encouraged to use innovations like flipped classroom, and asynchronous methods
of teaching and learning.
Physical resources like Lecture Hall, Computer Laboratory and classrooms are
shared with T.K.Tope Night College.
We share class rooms with R. M. Bhatt High school especially for University
examinations.
Multipurpose auditorium is shared by all sister institutions.
We are optimizing the use of infrastructural resources through a spirit of sharing
and co-operation.
Laptops with wi-fi facility is available to all faculty members.
Training to use computers, internet is provided to all STs to create wider learning
opportunities.
We use CCTV for security and surveillance
Biometrics attendance is maintained for staff and STs
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Criterion V: Student Support and Progression
5.1 Student Progression
1. How does the institution assess the students‟ preparedness for the
programme and ensure that they receive appropriate academic and
professional advice through the commencement of their professional
education programme (students pre-requisite knowledge and skill to
advance) to completion?
STs are guided and counseled right from admission stage.
They are guided for selection of proper method for which they are eligible, based
on their academic background. At this stage attention is given to the rules and
regulations of the admission procedures as well as departmental regulations for
job approval after taking up a job on completion of the programme.
We organise orientation programmes for theory courses, practicum, examination
patterns and other details related to the B.Ed. programme. One the first day of the
academic year, STs are made to introduce themselves, giving details of their
backgrounds and interests. This helps us in understanding their strengths and
weaknesses.
Then a „Talent Search‟ programme is organised where STs are given chance to
exhibit their talent and skills.
During orientation programmes, they are given detailed idea about requirement of
mastery over method content from school textbooks.
This helps them in preparing for the „content‟, which is helpful for their practice-
lessons. Their content-mastery is assessed through „content test‟.
They are also guided for „CV writing‟ and for presenting themselves for
„interview‟ through workshops.
2. How does the institution ensure that the campus environment promotes
motivation, satisfaction, development and performance improvement of the
students?
STs are exposed to a variety of curricular and co-curricular activities. STs are
given free hand to approach any faculty member, as well as Principal, any time
with their, academic, personal or professional difficulties.
For practice-lessons, ST‟s convenience is taken into consideration (his / her place
of residence, physical difficulty- if any, family responsibilities and school
timings) while allotting the practice-teaching school.
STs are encouraged to give suggestions while organising curricular and co-
curricular activities.
They are encouraged to participate in various activities. In fact, they are made to
take lead in planning and organising of the activities. This not only fosters
leadership qualities but also develops a sense of responsibility, co-operative
feeling and builds confidence. They learn not only to own responsibility but also
become vigilant towards their drawbacks. This helps them in continuous
improvement.
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Lectures by eminent speakers, competitions and workshops help them in
widening their horizons, developing positive attitude towards the profession and
in developing healthy competitive spirit.
We have a „Grievance Cell‟, where students are encouraged to write about their
grievances and suggestions, so that prompt, necessary actions can be taken.
Tutorials are arranged for STs before their examinations, so that their difficulties
can be solved. Weaker STs are encouraged to ask difficulties and are given extra
inputs.
In case ST misses any internal examination for some genuine personal reason, we
organise re-examination for them.
3. Give gender-wise drop-out rate after admission in the last five years and list
possible reasons for the drop out. Describe (if any) the mechanism adopted
by the institution for controlling the drop out?
A summary of the overall dropout rate has been provided below in Table
Year-Wise Dropout Rate
Sr. No. Year No. of
Students
Male Female Dropout
Rate
1 2011-2012 01 - 01 1%
2 2012-2013 01 - 01 1%
3 2013-2014 01 - 01 1%
4 2014-2015 Nil - - -
5 2015-2016 Nil - - -
6 2016-2017 04 01 03 4%
The main reasons for drop out are medical, family responsibilities or securing more lucrative
jobs in private sector, bank or government organisation. Marriage has been another reason
identified for dropping out. The Institution motivates students not to leave the programme by
providing appropriate personal counselling. Concessions and adjustments are also offered
within permissible limits, if marriage is the proposed reason for dropping out. Parents are also
counselled whenever required to dissuade their wards from dropping out. Students
encountering difficulties in coping with the course due to late admissions are provided with
the required help by faculty members.
The mechanism adopted by the institution for controlling the drop out:
The students are counseled by mentors (teachers)if they have personal problems,
Certain amount of flexibility in timings and attendance is allowed in genuine cases
and are allowed to learn asynchronously.
So far we have not had a high rate of drop-outs.
In all the cases we have tried to convince the concerned ST not to drop out totally by
leaving the programme. Instead, ST is advised to take a drop for that particular term /
year and then complete the course in subsequent semesters.
To avoid any dropouts, we give complete picture of the entire programme to the
candidate, right at the time of admission. Once enrolled, STs can approach any of the
faculty or Principal with their grievances or problems any time. They are counseled
and mentored by the faculty for their personal as well as academic problems.
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STs having health issues are given a leave for adequate period, depending on the
submission of appropriate medical documents. In such cases re-examinations are
conducted, so as to help ST complete the internal evaluation aspect. Those who take a
drop for a term are encouraged to contact the faculty members for revising content.
4. What additional services are provided to students for enabling them to
compete for the jobs and progress to higher education? How many students
appeared/qualified in SLET, NET, Central/State services through
competitive examination in the last two years?
Our alumni working in various schools act as our source of information. They inform us
about the vacancies in their schools. This helps our STs in getting immediate placement. In
case somebody does not get proper placement, he/ she keeps college informed about it with
all the necessary details including contact details. On coming across suitable vacancy, we
inform the concerned alumnus.
Every year, we conduct workshops on „Resume-writing‟, „How to face the interview‟ for
STs. In addition guidance is provided for the demonstration lesson which ST has to do as a
part of interview procedure. Transcripts are provided to those who need them for higher
studies.
Library facilities are provided by charging nominal fees to alumni who go for higher studies.
5. What percentage of students on an average go for further studies/ choose
teaching as a career? Give details for the last three years?
Sr. No. Year Percentage of Student teachers
who opted for further studies
Percentage of Student
teachers opting for
teaching
No. % No. %
1 2014-15 24 24 76 76
2 2013-14 21 21 79 79
3 2012-13 10 10 90 90
6. Does the institution provide training and access to library and other
education related electronic information, audio/ video resources, computer
hardware and software related and other resources available to the student
teachers after graduating from the institution? If yes give details on the same.
After graduating from the institution the student teachers can avail the Library facility.
Student teachers, researchers, academicians from other institutes at a very nominal fee can
avail the library facilities. Information about various online educational resources like
journals, magazines, and newsletter are always available on the website of the institute. The
annual college magazine and other college generated resources are also freely available on
the website. List of recently availed books by the library is always displayed on the notice
board. Reference books in various subjects, encyclopaedia, master‟s and doctoral
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dissertations as well as action research projects can be referred to in the library of the
institute.
7. Does the institution provide placement services? If yes, give details on the
services provided for the last two years and the number of students who have
benefited.
The institution has active placement cell. Every year the institute communicates with the
Schools, Colleges and NGOs for the recruitment of the teachers. Before going to recruiting
schools, students are guided for the selection of schools. The placement cell organises the
workshops for the students on Effective CV writing and Personality Development.
The Alumina are also informed about the recruitment by telephonic communication, through
mail and also the details about recruitment are posted on the College facebook page,
WhattsApp.
This academic year, we have signed a Memorandum of Understanding with „CALYXPOD‟.
This is an organisation which brings student-teachers and institutes on common platform for
placement. This is an initiative for helping our student-teachers getting better employment
opportunities.
Year Number of Students
School College NGO Coaching Class
2013-14 18 7 0 2
2014-15 25 4 2 1
8. What are the difficulties (if any) faced by placement cell? How does the
institution overcome these difficulties?
Earlier we had two mediums of instruction (English and Marathi till academic year 2014-
2015) and only English as medium of instruction from academic year 2015-2016. Though
instructions are given in English, we have STs, who follow three mediums namely, English,
Hindi and Marathi, for giving practice lessons and writing examinations. Due to closing
down of vernacular medium schools it is difficult to arrange for formal campus interview for
these STs. These students are helped through alumni network for placement.
9. Does the institution have arrangements with practice teaching schools for
placement of the student teachers?
Our parent Society has many institutions in various parts of Maharashtra, which includes
secondary schools, junior colleges and degree colleges. Whenever there is vacancy in any of
the institutions, preference is given to our own students.
In addition, our practice-teaching schools get in touch with the college, whenever any
vacancy is created.
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10. What are the resources (financial, human and ICT) provided by the
institution to the placement cell?
Sr.
No.
Resources Facilities provided to Placement Cell
1 Financial Resources All the hospitality expenses incurred towards hosting the
campus interviews for student teachers are borne by the
institution.
2 Human Resources One faculty member is designated to the Placement Cell
who helps in organising the campus interviews and
maintaining records of the same. Clerical staff helps in
maintaining records and documentation. Support staff helps
in setting up the rooms.
3 ICT Resources The institution provides the LCD projector and Laptop to
the student teachers at the time of interview to give the
demonstration lessons, if required. The student teachers are
also provided with the internet facility for the preparation of
interviews.
The placement services have been rendered to the student teachers over the
years and student teachers have benefitted and from it.
The institute however tries its best to accommodate the request of schools in
the interest of the student teachers as far as possible.
Scheduling demonstration lessons and interviews of the student teachers with
the school has to be made, without causing loss to the studies of the student
teachers.
Accordingly, the institute takes efforts to adjust the activities at the institute.
5.2 Student Support
1. How are the curricular (teaching- learning processes), co-curricular and
extracurricular programmes planned, (developing academic calendar,
communication across the institution, feedback) evaluated and revised to
achieve the objectives and effective implementation of the curriculum?
Academic calendar is prepared at the time of commencement of the academic year keeping
objectives of the programmes of the institution in mind. While preparing academic calendar,
mandatory curricular and co-curricular activities are taken into consideration. In addition to
this other value-added programmes and activities are discussed with all the faculty members.
Each faculty member contributes to planning of academic calendar. Activities based on
teaching methods, visits, seminars, workshops are chalked out month-wise. This is then
presented to our parent society. Once, this is approved, it is uploaded on our website, for
proper communication to all concerned.
Time-table is prepared on weekly basis, with reference to academic calendar. Some of the
activities are rescheduled, depending on the situational needs. While preparing weekly time-
table faculty members are consulted to accommodate their need for number of lectures for
particular course or for time required to conduct co-curricular activity.
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This helps in getting the feedback of the activities planned and activities actually conducted.
Necessary arrangements are made in the subsequent weekly time-tables.
2. How is the curricular planning done differently for physically challenged
students?
Physically challenged STs are given preference while planning Practice-teaching programme.
They are allotted school as per their convenience of location and session (morning /
afternoon). They are given reasonable concession as far as timings are concerned. Their
needs are also considered at the time of internal examinations. Re-examinations are arranged
for them, if required. In case of certain value added activities like educational visit, they are
given concession of remaining absent depending on the location of the visit.
3. Does the institution have mentoring arrangements? If yes, how is it
organised?
College does have mentoring arrangement for STs. Mentoring is done in different ways:
The Principal follows the open door policy wherein students can approach her with
their problems and seek help and guidance for the same.
Faculty act as mentors to STts. Each faculty member makes a conscious attempt to be
alert to the needs of the STs assigned to his / her group of 07 students. Mentor and
STs meet once a week to redress any grievances faced by the STs, be it academic or
personal. The faculty counsels them to put in their best efforts and boosts their morale
constantly to set higher standards of achievement for themselves. After every activity,
be it curricular or co-curricular the faculty offers personalized feedback to the STs.
The students are closely connected with their peers in the group assigned to them for
practice- teaching. They co-operate and support each other in tiding over the odds.
Those facing personal and academic difficulties are assisted by the group members
fostering a spirit of oneness and brotherhood.
4. What are the various provisions in the institution, which support and
enhance the effectiveness of the faculty in teaching and mentoring of
students?
Faculty members are provided with laptops and internet facility for preparing for their
lectures and study material. Printing and photocopying facility is available, if needed. Library
services are provided for faculty. Inter-library loans are arranged if required. Library services
include newspapers, reference books, journals, e-journals, webliography, N-list audio and
video CDs etc.
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5. Does the institution have its website‟? If yes, what is the information posted
on the site and how often is it updated?
The institute has its own website www.gescer.in . The website is updated throughout the year
whenever required information needs to be uploaded on the website.
The following information is posted on the institute‟s website:
Home – New Updates, Photos of Events, Link to E-portal, Message by Secretary,
Message by Principal
About Us –
Management - History of Management, Office Bearers, Salient features and the
other Institutions under the umbrella of Gokhale Education Society.
Staff - Teaching and Non Teaching Details.
Appreciations
Linkages
Resources.
Events
Gallery - Glimpses of the Events (Last 5 years)
Notices
Essays
Major Events
Reports of Events.
Profile –
College Profile,
Certificates,
Successive Principals,
Practice Teaching Schools,
Mandatory Disclosures,
Reservation policy.
For GESCER
Facilities
Principle‟s Corner
Teacher‟s Corner
Students‟ Corner
IQAC
Structure
Objectives and Action Report
IQAR
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Support
Result
Syllabus
Old Question Papers
Academic Calendar
Important Links
Research Cell
Executive Summary of MRP
Report of Pre PhD Course Work
List of registered PhD Students
List of registered PhD Guides from University of Mumbai
List of our faculty who are registered PhD Guides from JJTU
Library
Institution Library
e-resources
Separate website of Library www.sites.google.com/site/gescerlibrary is
developed and maintained by the librarian
6. Does the institution have a remedial programme for academically low
achievers? If yes, give details.
Faculty members while teaching try to spot low achievers through discussions and
questioning. They are given freedom to approach the concerned faculty with mutual
convenience.
Faculty members while teaching discuss the way answers are to be written in the
examination. To give practice of writing, STs are made to write the answers and submit to the
faculty members. These answers are checked and discussed for improvement.
Essay questions are displayed well in advance. They are discussed in the class. STs are
encouraged to write the answers for practice and get corrected from concerned faculty to
learn the ways of answering questions effectively.
Prior to examination, tutorials are scheduled. Here entire portion is summarised by the faculty
members. If STs need any additional inputs, then accordingly particular topic is covered once
again. For STs studying through Marathi and Hindi mediums can approach the faculty at the
mutually convenient time, where inputs are given in respective language to the entire group.
7. What specific teaching strategies are adopted for teaching
a) Advanced learners and (b) Slow Learners
Advanced learners are encouraged for self study and for mentoring the weak students. They
are given chance to present seminars on certain content topics. They are provided with
guidance by faculty members to prepare for the seminar and discussions which follows. They
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are encouraged to try different methods of teaching for PT lessons and are guided by the
faculty. Slow learners are made to answer previous years‟ question papers. These are
corrected and counseling is done to them so as to boost up their confidence.
8. What are the various guidance and counseling services available to the
students? Give details.
The college has a Guidance and Counselling Cell which provides the following services:
Talks by Various Experts: Bankers, Psychiatrist, Police officers, lawyers, college
and school principals.
Career Guidance: The placement cell offers guidance to students in making
appropriate choices of schools to work in accordance to their educational
qualifications and experiences.
Personal Counseling: As mentioned earlier, STs can approach any faculty member
as well as Principal for any personal difficulties.
Grievance Redressal Cell: The grievances encountered by students are conveyed to
this committee for redressal. They are discussed at the cell meetings and ways to
resolve them amicably are arrived at. Students are provided with an opportunity for
voicing their objections through a suggestion box which is conveniently placed
outside the lecture hall.The problems encounter are looked into by the Principal and
addressed cordially.
Anti-Ragging Cell: The Institution alerts students to the malpractice of ragging and
advices them to refrain from the same. However, being a college of education, no
incidents of ragging have been encountered so far.
9. What is the grievance redressal mechanism adopted by the institution for
students? What are the major grievances redressed in last two years?
We have a Grievance Cell in the college. A Grievance Complaint Box is kept. STs are
instructed to drop their complaints / Grievances in written form in this box. It is opened twice
a month by In-charge of the cell in the presence of Student Council General Secretary and
Ladies‟ Representative. Then all the grievances are placed in front of the grievance
committee in presence of the Principal. Issues are discussed and then mutually acceptable
solution is adopted. STs can also approach The Principal, Grievance Cell In-charge or any
other faculty member and express the grievance orally.
In last five years we have not had any major grievances.
10 How is the progress of the candidates at different stages of programs
monitored and advised?
ST‟s progress in PT lessons is continuously monitored and feedback is given after each
lesson for improvement.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 116
STs participate in various co-curricular activities. Their participation, attitude, leadership
qualities, cooperativeness and overall progress are monitored through observation by the
faculty members.
For curricular aspect formative assessment is done continuously. Through essays and class
test they are assessed formally and informally through practice answers. Individual feedback
of each subject is given to each student personally. Counselling is done for diverse learners.
11. How does the institution ensure the students‟ competency to begin practice
teaching (Pre-practice preparation details) and what is the follow-up support
in the field (practice teaching) provided to the students during practice
teaching in schools?
Till academic year 2014-2015, B.Ed. programme was of one year duration. In this, micro-
teaching skills and subsequent micro-lessons was the mandatory part. In addition integrated
lessons and simulated lessons were also conducted, before staring practice-teaching
programme. Before starting PT lessons by STs, workshops were conducted for a) writing of
objectives and specifications and b) writing of lesson plan. During micro teaching workshop,
faculty used to demonstrate the skill to familiarise the STS. Each faculty used to give a full
30-minute demonstration-lesson in the respective method for the entire group of 100 STs,
each following different method of teaching. This used to give holistic idea to STs about
planning and delivery of PT lessons.
For PT lessons, STs used to visit the PT school, collect the „unit‟ from the concerned teacher
and prepare „rough‟ lesson plan. This used to be then thoroughly checked and discussed for
improvement. Based on the inputs given, ST used to prepare improved lesson plan before
giving actual lesson. After the lesson the observer used to give inputs about the actual
performance in written as well as oral form. Written inputs were then shown to the guiding
faculty. This used to help the guiding faculty to know about strengths and weaknesses of the
ST. Guidance for the next lessons used to be modified accordingly.
From academic year 2015-2016, there is stress on constructivism in B.Ed. curriculum. Hence,
micro-skills and demonstration lessons have been replaced by shadowing and observation of
peer lessons. These activities are completed in second semester and PT lessons are started in
third semester during internship. Workshop for writing objectives and specifications is
conducted at the end of second semester. Before STs start PT lessons, workshop on „Models
of Teaching‟ was conducted. 2015-2016 batch is the first batch of two year B.Ed.
programme. During this year, we invited our past students to give lessons to our STs in
college. STs could clarify their queries by asking questions to their seniors and discussing
about their experiences in schools. Our faculty members are present when this activity is
conducted.
5.3 Student Activities.
1 Does the institution have an Alumni Association? If yes,
i. List the current office bearers
ii. Give the year of the last election
iii. List Alumni Association activities of last two years.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 117
iv. Give details of the top ten alumni occupying prominent position.
v. Give details on the contribution of alumni to the growth and development
of the institution.
Our alumni are placed in various capacities in academic and non-academic fields. Our STs
automatically become the member of Alumni Association, though there are no formal office
bearers and no financial transactions are involved. They are invited during special events in
the college, when they share their experiences with the present batch.
They lend us the helping hand by being our resources during conferences and seminars,
judges for the competitions, guest lecturers and a link with the institution they are working
for. They also help us in placement of our STs.
Eight of our alumni are presently employed as faculty in Education in various B.Ed. colleges
Four of our alumni are presently employed as secondary school teachers in R.M. High
School.
Other prominently placed alumni are:
Sr.
No.
Name Year Position held
1 Ms. Suvarna Kharat Co-ordinator, Rashtriya Madhyamic
Shiksha Abhiyan
2 Ms. Hemlata Rai 2003-2004 Indian Revenue Service, Deputy
Commissioner, Ranchi
3 Ms. Sushama Nair 2000-2001 Manager – India, at New Zealand
Tertiary College
4 Ms. Munmun Talapatra 2008-2009 President, Business Solutions,Shezar
Web Technologies Pvt. Ltd.
5 Dr. Ankush Aundhakar 2002-2003 Principal, Sindhudurga Education
Society‟s V.Y.S. B.Ed. College.
6 Mr. Kailash Arya 1997-1998 BMC Beat Officer, Co-ordinator,
Edubeam – Virtual Educational
Programme.
7 Dr. Dnyaneshwar
Bhamare
1987-1988 Associate Professor, Seva Sadan
B.Ed. College
8 Dr. Kavathekar 1999 Retired Principal, ST College.
9 Dr. Azam Ansari 1999-2000 Asst. Professor, Bombay Teacher
Training College
10 Dr. Shadab Khan Paloji 2001-2002 Asst. Professor, St. Xavier‟s Institute
of Education.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 118
2. How does the institution encourage students to participate in extra curricular
activities including sports and games? Give details on the achievements of
students during the last two years.
Our student-teachers participate in inter-collegiate and inter-university
competitions in extracurricular activities including sports and games. College
promotes and encourages the participation of student teachers in co /extra-
curricular activities. Activity of „Talent Search‟ helps us in identifying hidden
talents and skills of our STs. We encourage them to showcase their talents
through various activities conducted. This motivates them and helps to build
confidence. They are encouraged to participate at inter-collegiate and inter-
university events / competitions.
Following student-teachers have made us proud during last two years:
Student Achievement at inter-Collegiate and inter-university Festivals during Last
Two Years. (2015-2016, 2016-2017).
Sr.
No.
Academic
Year
Name of the winner
ST
Event Organizing
Authority
1
2015-2016
Ms. RizwanaKhatoon
(Consolation Prize)
Mehendi NSS College of
Education
2 Mr. Dhananjay Singh
(Third Prize)
Carom Seva Sadan College
of Education
3 Ms. JuileAmbekar
(First Prize)
Poster
Competition
UDAAN festival,
University of
Mumbai
4
2016-2017
Ms. Rupali Nerkar
(Second Prize)
Colour scheme
Painting
VAYU festival,
NMIMS University
5 Ms. Juile Ambekar
(First Prize)
Poster
Competition
UDAAN festival,
University of
Mumbai
6 A group of 10 STs
(First Prize)
Street Play UDAAN festival,
University of
Mumbai
3. How does the institution involve and encourage students to publish materials
like catalogues, wall magazines, college magazine, and other material. List
the major publications/materials brought out by the students during the
previous academic session.
We publish our College Magazine every year. This contains three sections, based on
languages, namely, English, Marathi and Hindi. We motivate students to express their views
on different social subjects and experiences thorough articles, poems etc.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 119
4. Does the institution have a student council or any similar body? Give details
on – constitution, major activities and funding.
The institution has a Students‟ council to which members are elected by the STs. It comprises
of a General Secretary and other members like Ladies‟ Representative, Class Representative,
Cultural Activities Representative, Sports Representative, Magazine Representative, etc. It is
headed by the Principal and a faculty member, in-charge of Student Council. For various
activities carried out in the college, both curricular and co-curricular, Students‟ council
members are actively involved. To name a few activities, they are, sports, Talent Search,
Gokhale Week, Annual day, Diwali / Eid / Christmas Celebration, celebration of various
days, seminars, workshops, visits, guest lectures and the Intercollegiate competitions etc. The
members also attend regular meetings of the council and present the students‟ needs and
grievances to the Principal. Expenses incurred for the different activities are funded by the
college.
This academic year (2016-2017), for the first time, there are two groups, F.Y. B.Ed. STs and
S.Y. B.Ed. STs. There are two sets of representatives for each group and one ST from F.Y.
B.Ed. has been given the responsibility of co-ordinating between two groups.
5. Give details of the various bodies and their activities (academic and
administrative), which have student representation on it.
As mentioned earlier, STs are actively involved in all – curricular as well as co-curricular
activities organised in the college. ST representatives are there on bodies like, Student
Council, Student Grievance, Women Development Cell, Magazine Committee etc.
ST representatives shoulder responsibilities as given below:
Students‟ council helps in organizing college activities. Co-curricular activities
committee plans and organizes various extracurricular events throughout the year.
Magazine Committee edits and compiles the articles for the college magazine and e-
newsletter. Two student representatives are appointed on each of the above
mentioned committees. They work in close co-operation with the faculty in-charge.
Women‟s Development Cell conducts activities to propagate gender awareness and
organises various programmes for women empowerment. In the year 2016-2017
WDC organised national seminar in collaboration with National Women
Commission of Government of India.
Library Committee takes stock of the books available in the library and indents the
books which need to be procured for faculty and STs. Book bank facility is available
to reserve category STs. Extra time for reading room facility is available for STs.
Practice Teaching Committee: Every PT group has a group-leader who co-ordinates
between the faculty in-charge of practice teaching, PT school authorities and group
member STs. The group leaders serve as co-coordinators within the group and also
become contact points to communicate with the faculty regarding the time-tables and
internship schedules.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 120
On special occasions like conferences and seminars or Gokhale Week celebrations,
Student Council chalks out responsibilities to be handled and all the STs are given
responsibilities as per their strengths for successful completion of the activity.
6. Does the institution have a mechanism to seek and use data and feedback
from its graduates and from employers to improve the preparation of the
programme and the growth and development of the institution?
Our alumni interact with us when they visit the college and reflect on the activities and
procedures. They also give us the feedback of ground-level realities of actual practitioners.
These feedbacks are taken into consideration during planning of subsequent activities.
Employers, mainly heads of PT schools interact with faculty members and give inputs on the
practices as well as our STs. Necessary modifications are done as per their requirements.
Written feedback is obtained from them by PT in-charge.
5.4 Best Practices in Student Support and Progression
1. Give details of institutional best practices in Student Support and
Progression?
We plan activities keeping in mind development of STs and practical utility of the activity
planned.
a) Student Council is formed as per the norms and rules given by the University. This
highlights the democratic values. Activities like guest lectures, workshops, co-
curricular activities, visits, celebration of days are planned with the help of Student
Council. This helps in developing leadership qualities and communication skills. All
the STs are involved in various activities for giving them exposure to planning,
organising and inculcation of cultural values.
b) Free health check up camp was organised in the year 2015-16 and STs were guided
for good food and nutrition habits.
c) WDC organises lectures and workshops on aspects of practical utility like stress
management, Human Rights and special articles and legal provisions for women,
cancer awareness programme, etc. Lectures are also organised on banking
procedures. Prajapita Bramhakumari conducted lectures on spiritual values and for
management of stress in the year 2012-2013.
d) We have Placement Cell in our college where different educational institutes
approach us and conduct job interviews.
e) We have suggestion box which is opened twice a month in the presence of student
representative, staff representative and Principal. Necessary action is decided and
taken by the Principal.
f) We follow open door policy and free access is given to STs to approach faculty
members and the Principal.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 121
g) Alumni are supported for their further studies through library services. They are also
allowed to give practice lectures (for M.A. Education and M.Ed.) and demonstration
lessons in school subjects.
h) Through library services, STs are helped by providing old question papers, syllabus
details, webliography - on-line bibliographical compilation. STs are informed about
new arrivals through emails.
i) We conduct tutorials prior to the university examinations where STs discuss their
difficulties with the faculty members. They are also given practice of writing
answers during tutorials.
j) STs are given inputs through workshops for CV writing and facing interview.
k) Personality Development and Life Skills development workshops were conducted in
the year 2013-14.
l) Self- Defence workshop, Life Skills workshop and Yoga Workshop were conducted
in the year 2016-17.
m) While allotting the practice teaching school, ST‟s convenience is taken into
consideration, depending on the place of residence and school timings.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 122
Criterion VI: Governance and Leadership
6.1 Institutional Vision and Leadership
1. What are the institution‟s stated purpose, vision, mission and values? How
are they made known to the various stakeholders?
As stated earlier, our Society‟s philosophy is based on that of Namdar Gopal Krishna
Gokhale. Purpose, vision, mission and values of our institution are in tune with that of our
Society. Same are given below:
GES Moto: „DnynahPratistuBhaktitah‟ – only through complete devotion one can acquire
knowledge.
Moto of our college is„Sa vidyayavimuktaye‟ – knowledge for salvation.
Mission: Commitment to social cause of upliftment and betterment of the society through
process of education.
Vision: To develop the values, skills and qualities of empathy, leadership, creativity and
righteousness in STs to be the agents of social change by instilling in them scientific attitude,
gender and environmental sensitivity, passion for life-long learning and development of life-
skills for effective sustenance in globalised world.
Our purpose, vision, mission and objectives are displayed on our website.
2. Does the mission include the institution‟s goals and objectives in terms of
addressing the needs of the society, the students it seeks to serve, the school
sector, education institution‟s traditions and value orientations?
Our parent society is committed to the social cause and upliftment of the downtrodden. We at
college level follow the same philosophy. Our college was established in 1970, when the area
was mainly mill area. The B.Ed. College with school attached to it was started for the
children of mill workers. Admission in our college is given strictly on the basis of merit and
is open to deserving students of all class, creed, caste, religion etc.
STs, especially belonging to the marginalized groups are given concession of paying the
college share of fees in installments. Book-bank facility is made available to them.
Through various activities STs are also given chance for social interactions, whereby they
realize the mission, goal and values of the institution.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 123
Faculty members are in touch with the PT schools as well as our own sister institution school.
During interactions with schools teachers, supervisors and head-master, needs of schools are
gathered. These are then reflected in the activities planned and conducted in the college.
Our Society was started by teachers. Office bearers of the Society are teachers and eminent
educationists. Their continuous guidance is sought for, to serve the society better.
3. Enumerate the top management‟s commitment, leadership role and
involvement for effective and efficient transaction of teaching and learning
processes (functioning and composition of various committees and board of
management, BOG, etc.)
Top management is committed to the social and educational cause. Society monitors the
activities through LMC. They monitor the activities of the college as well as the university
examination results and provide help and guidance, on continuous basis. Our parent society is
conscious of the quality. Hence ISO audit is conducted for all the institutions under the
umbrella of GES.
They also organise workshops and training sessions on various topics for improving the
standards.
Governing Body
Prin. S. B. Pandit
President & Chairman
Dr. R. J. Gujrathi
Vice Chairman
Sir Dr. M. S. Gosavi
Secretary
Dr. Deepti Deshpande
Zonal Secretary – Nashik
Prin. Dr. S. V. Sant
Zonal Secretary – Mumbai
Prin. P. A. Raut
Zonal Secretary – Thane
G.E.S.’s College of Education & Research – SAR (2015-16) Page 124
4. How does the management and head of the institution ensure that
responsibilities are defined and communicated to the staff of the institution?
At the beginning of the year work distribution is done keeping in mind strengths of each
employee. These are then communicated during the staff meeting by the Principal. In case of
any additional or special duties, they are communicated through a letter by the Secretary,
GES.
5. How does the management/head of the institution ensure that valid
information (from feedback and personal contacts etc.) is available for the
management to review the activities of the institution?
Regularly LMC meetings are held, through which Management is apprised of the required
information. Once a year, Heads of all sister institutions, meet. Information is communicated
during this meeting by presenting all the reports like annual report and ISO surveillance audit
report. In addition periodically information is asked for by the parent society. Though our
parent Society is situated in Nasik, locally we have Zonal Secretary, who is in constant touch
with the Principal. Locally, within the premises, Registrar is present, who contacts the
Principal for the required information.
6. How does the institution identify and address the barriers (if any) in
achieving the vision/mission and goals?
ISO internal audit is conducted two times every year and external surveillance audit is held
once in a year. During these meetings, discussions are held for reviewing of the activities
conducted and their outcomes with focus on vision, mission and goals for improvement. The
outcomes of these discussions help in identifying the barriers. Then necessary steps are taken
to analyze the short comings, and acting upon it for improvement. When any modifications
are done, they are communicated to the parent Society and results are once again verified for
the improvement.
7. How does the management encourage and support involvement of the staff
processes?
Management is involved in various staff processes as follows:
1) Recruitment of new staff (teaching as well as non-teaching) is done directly by
the Management.
2) LMC is conducted two times in a year, through which Management addresses
staff grievances or any other issues related to employees.
3) Management organises training programmes, ISO audit, Seminars,
Conferences for benefit of the employees.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 125
4) Members of Management are actively involved in seminars and conferences
organised by the college.
5) Staff members are encouraged through „Appreciation Letter‟ on their
achievements.
6) Management also gives awards for „Best Teacher‟, „Best Employee‟ to
motivate teaching and non-teaching employees.
7) Constitution of the management has provision for elected representation of
teaching and non-teaching employees in the Senate of the Society.
8. Describe the leadership role of the head of the institution in governance and
management of the curriculum, administration, allocation and utilization of
resources for the preparation of students.
Every activity academic and administrative, conducted in the college is planned, executed
and monitored by the Principal.
Head of the institution, in consultation with other faculty members, chalks out the academic
calendar and the curricular and co-curricular activities therein.
Budget allocation for various activities is planned accordingly.
Periodically feedback is taken of the activities conducted and STs‟ reactions are judged.
Focus is on providing STs with required inputs and infrastructural support for technology,
library and other support material like teaching aids.
Head of the institution encourages STs in participation of various intercollegiate competitions
and makes sure that each and every ST gets chance to showcase his / her talent.
6.2 Organizational Arrangements
1. List the different committees constituted by the institution for management
of different institutional activities? Give details of the meetings held and the
decisions made, regarding academic management, finance, infrastructure,
faculty, research, extension and linkages and examinations during the last
year.
The different committees constituted by the institution for management of different activities
are summarized below:
G.E.S.’s College of Education & Research – SAR (2015-16) Page 126
Name of the
Committee
Number of
meetings
held
annually
Date of
Meeting
Major decisions taken
Local Managing
Committee
2 7/10/2016
Admission Report of the Academic year
was submitted
Progress of NAAC Report Writing was
informed
Result summary of IInd semester
University examination was presented.
Audited statements of receipt and
payment were submitted.
Issue regarding transfer of two support
staff and vacancy of three posts of
support staff was discussed.
Committee was apprised of first term
college activities.
Admission
Committee
2 15/6/2016 Allotment of duties for admission process
were decided
Display various dates and notices
concerning admission for the candidates
was approved by the Principal.
21/6/2016 To discuss rules and regulations given by
authorities regarding admissions.
To discuss progress of admission process.
Purchase
Committee
2 23/8/2016 Purchase of printing material and
antivirus was approved.
Vendor for printing of internal exam
answer booklets was finalised.
7/2/2017 As per the university requirement,
purchase of computer, printer, mobile and
installation of CC camera was approved
and vendor was finalised.
Practice
Teaching
Committee
Weekly To distribute students to PT schools,
according to their methods and place of
residence.
To distribute the stationary to the
students.
To discuss on the School time table
To give the instructions for Internship
programme and also how to write
reflection of Internship programme in
Practice Teaching.
To discuss and instruct about shadowing
To discuss and instruct about peer
observation
G.E.S.’s College of Education & Research – SAR (2015-16) Page 127
To keep track of progress of PT
programme
To discuss difficulties faced, if any,
during PT programme
Research Cell 2 30/7/2016 To discuss progress of Ph.D. students.
To finalize dates for presentations prior to
thesis submission.
To discuss UGC Regulations 2016
regarding awarding of M.Phil and Ph. D.
degree.
4/8/2016 To discuss progress of Ph.D. students.
To check and approve synopses of Ph. D.
scholars, before submission.
To discuss and incorporate UGC
Regulations 2016 regarding awarding of
M.Phil and Ph. D. degree.
Library
Committee
2 22/9/2016 To purchase books according new
syllabus.
To continue subscribing for renewal of
journals and to subscribe new journals
13/2/2017 It was decided to purchase educational
CDs.
It was decided to subscribe to new
international educational journals.
Examination
Committee
3 30/9/2016 To decide the dates of class test and
Essays as well as portion for F.Y. and
S.Y. B.Ed STs was decided.
22/10/2016 Notices and dates for STs were discussed
and decided for Essays and Class Tests as
well as for submissions of Tasks and
Assignments.
30/1/2017 It was decided to conduct re-examination
for Essay, Class Test and Content Test for
those F.Y. B.Ed. STs who had missed
them in regular schedule. Accordingly
concerned faculty members were
informed for setting question papers.
Student Council
Committee
4 26/10/2015 To discuss the roles and responsibilities
of Student Council members.
21/11/2015 To discus conducting various curricular
and co-curricular activities.
23/12/2015 To discuss the difficulties faced by STs
15/01/2016
&
22/02/2016
To discuss about the arrangements of
Sports Day and Annual Day
7/12/2016 Student Council formation for F.Y.B.Ed.
22/02/2016 Planning of annual sports & Gokhale
Week.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 128
Grievance
Committee
3 16/7/2016 STs‟ requirements about additional fans,
curtains, repairing of water filter was
discussed.
STs‟ suggestion about change in LR was
discussed.
Feasibility about display of internal
marks was discussed.
20/8/2016 STs‟ requirements about additional fans,
curtains, repairing of water filter was
discussed as it was not attended to.
Problem of all computers not working
properly in computer lab was discussed.
13/01/2017 STs‟ requirements about additional fans,
curtains, repairing of water filter was
discussed as it was not attended to.
Problem of all computers not working
properly in computer lab was discussed.
Measures to strictly implement rules and
regulations was discussed as per the
demand of STs – regarding dress-code,
attendance
Extension
Committee
4 7/10/2015 To orient the STs about the Extension
Work activity and procedure.
6/11/2015 To acquaints about the field of extension
work.
24/12/2015 To guide STs to select field activity.
4/2/2016 To guide STs about the writing of Annual
report of Extension work.
Placement
Committee
2 24/12/2016 Plan for contacting various schools for
campus interview / placement was
discussed.
Availability of funds for subscribing to
newspapers / magazines related to
employment was decided.
It was decided to display job-
advertisements for benefit of STs.
13/2/17 Budget allocation for purchase of books
on CTET was discussed.
Dates for placement interviews with
various schools were finalised.
It was decided to plan conducting
workshop on „CV writing‟.
IQAC
Committee
3 8/6/2016 To discuss the Academic Calendar.
To chalk out the curricular and co-
curricular activities.
To plan workload of faculty members for
two year B. Ed.Programme.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 129
26/11/2016 To discuss the essential documents
required for re-accreditation.
4/2/2017 Progress of SSR writing was discussed.
Attendance and
Discipline
Committee
2 20/8/2016 To discuss the criteria of STs‟ attendance
and rules for the attendance.
14/1/2017 To review STs‟ attendance and since they
were to go to schools for shadowing and
internship, it was decided that PT in-
charge will maintain the attendance.
ISO Committee 2
(Internal
Audit)
26/8/2015 To undertake the internal audit and to
circulate the time table.
7/1/2016 To note the observations on the
suggestions for improvement.
1
(External
Audit)
8/1/2016 To display lay-out and concept maps of
Library books.
To keep the discarded records separately.
WDC
Committee
2
19/10/2016 Formation of WDC for F.Y.B.Ed. batch.
23/12/2016 Programme for Savtribai Phule Birth
Anniversary was chalked out, which
included lecture by bank manager, Ideal
Woman Competition, Skit and extempore
on women related issues. Date was
finalised as 3rd
and 4th
Jan‟2017.
ICT Committee 1 18/6/2016 Annual Maintenance Contract was
decided to be renewed for website and
computers.
Purchase of anti-virus for all laptops and
desktops was sanctioned.
Purchase of accessories for computers
was sanctioned by the committee.
Purchase of „Licensed version‟ of
Microsoft products was discussed and
sanctioned.
2. Give the organizational structure and the details of the academic and
administrative bodies of the institution.
The organizational structure is given below:
All the work is managed by six main committees. They are, a) Academic Committee, b)
Student Support Committee, c) Educational Resources Committee, d) Grievance Committee,
e) Quality Maintenance Committee, f)Administrative Committee. All these committees work
under the guidance of the Principal.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 130
Sub committees under each are given below:
a) Academic Committee:
INTRA & INTERNA COMPETITIONS @ B ADDED UNDER ST COUN in
chart above.
PRINCIPAL
Academic Committee
Student Support
Committee
Educational Resources Committee
Grievance Committee
Quality Maintenance Committee
Administrative Committee
Academic Committee
Curricular Aspect
Time Table
Annual Weekly
Workshops, Seminars,
Conferences
Examination
InternalExternal
(Univ. Exams)
PTResearch
Cell
Co-curricular Aspecr
Student Council
Extension Work
Community Work WDC Visits
College Miscellany/
e-newsletter
G.E.S.’s College of Education & Research – SAR (2015-16) Page 131
b) Student Support Committee:
c) Educational Resources:
d) Grievance Committee
Student Support
PTATC, Rail con. eligi,transfer, migration cert
PTC/EBC, etc PSA / ALUMNI Placement Cell
Educational Resources
Maintenance
(of Library, TAs, Computer Lab, Language
lab)
Purchase Discarding the obselet
Grievance Committee
Student Grievance
Anti-ragging Cell
Staff Grivance
Faculty Grivance
RTI
G.E.S.’s College of Education & Research – SAR (2015-16) Page 132
e) Quality Maintenance Committee
1) External monitoring and measuring devices:
a) UGC
b) NCTE
c) NAAC
d) University
e) Government of Maharashtra: Joint Director and Social Welfare Department
2) Internal monitoring and measuring devices:
a) Management
b) IQAC
c) ISO
MANAGEMENT
PRINCIPAL
IQAC
&
ISO
ACADEMIC
CURRICULAR
CO-CURRICULAR
ADMINISTRATIVE
HR PRACTICES, RECORDS,
CORRESPONDANCE, MAITENANCE
FINANCIALSALARIES, FUNDING &
EXPENDITURE
G.E.S.’s College of Education & Research – SAR (2015-16) Page 133
QUALITY MONITORING
INTERNAL AUTHORITIES
MANAGEMENT IQAC ISO
EXTERNAL AUTHORITIES
UGC NCTE NAAC UNIVERSITYJT. DIRECTOR
HE
G.E.S.’s College of Education & Research – SAR (2015-16) Page 134
f) Administrative Committee
3. To what extent is the administration decentralized? Give the structure and
details of its functioning.
Administration is decentralized. Various committees are formed for the smooth functioning
of the college. Each faculty member is assigned the work under various committees. Faculty
in-charge of the committee chalks out the functioning details. These are discussed with the
Principal / other faculty members and then implemented.
Administration
Records
Student Related
GES
Research Cell
Permanent Records
College Lay-out Map
Affiliation Univ
Recognition UGC
Recognition NCTE
ISO Certification
NAAC Certification
Library & Equipment
Staff Faculty
Admissions Maintenance
Stationary
Equipment
Accounts
Income
Expenditure
Correspondance
Internal
Intra-College
GE Society
External
UGC
NCTE
NAAC
ISO
Jt.D
Director
HE
University
Other Institutions
Resource Persons
PT Schools
Vendors
Dept of Social
Welfare
DSM
Funding & Controlling
Authorities
UGC
NCTE
JD & DE Higher
Education
University
Dept. of Social
Welfare
LMC
G.E.S.’s College of Education & Research – SAR (2015-16) Page 135
4. How does the institution collaborate with other sections/departments and
school personnel to improve and plan the quality of educational provisions?
We have signed MOUs with the sister institutions – R.M. Bhatt HS and T. K. Tope Night
College. We share infrastructural and human resources. National days like Independence Day
and Republic Day are celebrated together by all sister institutions on campus. Our STs also
participate actively in various school activities as judges and also as helping hands during
school examinations. They also get guidance from school teachers for planning their practice
lessons and for organising co-curricular activities. In addition to this, our other sister
institutions at Nasik and in other parts of the State too, extend help in the form of sharing
ideas and human resources. Our faculty members act as resources persons in school activities
such as guides for projects, science exhibitions and chief guests.
5. Does the institution use the various data and information obtained from the
feedback in decision-making and performance improvement? If yes, give
details.
We take feedback from students about teaching – learning processes and the faculty
members. Analysis of feedback is done and Principal talks on the respective issues with the
concerned faculty member.
We also ask STs about their requirements in the college. Suggestion box is kept in the college
for STs to give suggestions without any pressure. Principal takes the required decision from
time to time.
6. What are the institution‟s initiatives in promoting co-operation, sharing of
knowledge, innovations and empowerment of the faculty? (Skill sharing
across departments‟ creating/providing conducive environment).
The college shares resources in two ways i.e. within the institution and outside the institution.
Promoting Co-operation
1) The B.Ed. faculty members do counselling sessions for D.S.M. programme by
sharing their expertise.
2) Faculty members after proper deliberations decide about the themes for
national seminars, conferences and workshops organised by the college. All
the faculty members are involved in aspects of planning and conducting
various aspects of the activity.
3) Team teaching is a common feature. A topic which is common in all papers is
identified and common lectures are organised using team teaching. „Phases of
Teaching‟ was taught through team teaching technique.
4) A module was prepared and a workshop was conducted on Models of
Teaching by faculty members.
5) Issues of student grievance, discipline, if any, are solved co-operatively.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 136
6) Faculty members are given duty leaves to attend seminars, workshops,
conferences, etc. of their choice, interest and topresent papers in various
conferences and seminars. The faculty members then share their gained
knowledge and experience with other faculty members as well as students.
7) We have introduced „Vachan Kattaa‟ in our college where we encourage our
STs and faculty members to read a content from the book of their interest and
share their thoughts, reflections with the class. This is to encourage reading
and reflecting.
8) Experiences and knowledge gained through participation and presentations by
faculty members in seminars, conferences and workshops are shared and
implemented. New ideas are generated in this process.
Promoting Innovations:
1) „Models of teaching‟ was a new add-on value and skilled based module
introduced .This helped STs in their practice teaching lessons. It gave them
an insight into how teaching can be made learner-centred.
2) To enhance technology skills „Interactive White Board‟ training was given
to STs and faculty.
3) Creative and innovative techniques are implemented by the faculty members
to acquaint the student teachers with new techniques and methods of
teaching. For example techniques like, blended learning, flipped classroom,
Co-operative learning, integrating technology in teaching – learning process,
etc.
4) The institution believes in equality of all its members and hence no gender
bias is experienced among faculty members and STs.
Co-operation, Sharing of Knowledge, Innovation and Empowerment
The Institution shares its knowledge, innovations and skills with other
educational institutions i.e. other B.Ed. colleges, degree colleges and
schools.
The college shares its resources in two ways i.e. within the institution and outside
the institution, hence promoting Co-operation.
The B.Ed faculty members conduct counseling sessions for DSM of
YCMOU, M.A. (Education) of IDOL, University of Mumbai. Our faculty
is invited as resource person by other B.Ed. colleges for giving lectures
and for conducting workshops.
Brainstorming is used to work out ideas and to find solutions for a
situation. It is a powerful way to generate, share and maximize new ideas.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 137
The faculty members generate new and innovative ideas for drafting
proposals for seminar, conferences and workshops. In order to find
solutions to problems in college related to policy making, students-
discipline and any other activity is done in this manner.
6.3 Strategy Development and Deployment.
1. Has the institution an MIS in place, to select, collect align and integrate data and
information on academic and administrative aspects of the institution?
ICT plays a key role in the management and allocation of educational resources and in
providing data on students and teachers often referred to as the Education Management
Information System (EMIS). Towards this objective all data and information relating to the
academic and administrative aspects of the institution is regularly computerised and
documented.
2. How does the institution allocate resources (human and financial) for
accomplishment and sustaining the changes resulting from the action plans?
At the beginning of the year, planning of the activities to be organised throughout the year is
done. As mentioned earlier, we plan activities which can be accommodated in the available
financial resources.
For human resources, Principal in consultation with faculty members allocates duties and
various departments, considering the strengths of individuals.
Allocation of resources is planned and presented to the Management, during LMC, where
detailed discussion is done and sanctions are obtained for allocating various resources.
When the action plan is prepared at the beginning of the year needs modification, Principal
discusses it with faculty members and necessary changes are done. Management is informed
about the same.
3. How are the resources needed (human and financial) to support the
implementation of the mission and goals, planned and obtained?
We have number of faculty as per the UGC and NCTE norms. So the curricular and co-
curricular activities are handled by the faculty members. Administrative work is handled by
the admin staff and the support staff. In case of requirement of the additional human
resources, permission is obtained from the Management and person (especially for admin
work) is appointed, who may be from one of our sister institutions.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 138
4. Describe the procedure of developing academic plan. How are the practice
teaching school teachers, faculty and administrators involved in the planning
process?
As per the changing needs and improvements planned, Principal along with the faculty
members chalks out the academic plan, considering financial and human resources as well as
the availability of time. While developing academic plan, year plan of the school is
considered. Activities which are to be carried out at the PT schools are decided and are
informed to PT schools in advance. In case of any difficulty in time-schedule, the plan is
modified at the college level.
Academic calendar containing curricular and co-curricular activities is presented to the
Management for their consultation, perusal and approval.
5. How are the objectives communicated and deployed at all levels to assure
individual employee‟s contribution for institutional development?
All the educational institutes run by our Society are ISO certified. So as SOP, objectives,
vision, mission are communicated to all the employees. This is done through staff meetings
and through various activities. All our employees are working for college for reasonably long
period of time and hence are well-versed with the objectives. The activities planned are in
accordance with the objectives and employees work towards successful completion of the
activities.
6. How and with what frequency are the vision, mission and implementation
plans monitored, evaluated and revised?
ISO internal audit is conducted two times every year and external surveillance audit is held
once in a year. During the external surveillance audit, discussions are held with focus on
vision, mission and goals. The outcomes of these discussions help in ascertaining the
relevance of vision and mission in relation to the implementation of plans.
This is also discussed and checked during LMC meetings which are held twice in a year.
7. How does the institution plan and deploy the new technology?
Considering the grants received from UGC provision is made for procuring new technology.
Then the proposal is presented to the Management. After getting their sanction, quotations
from three venders are obtained and then necessary steps are taken for the installation of the
technology. Concerned employees (teaching / non-teaching) are given necessary training to
handle the technology.
6.4 Human Resource Management
1. How do you identify the faculty development needs and career progression of
the staff?
Seven of the faculty members including principal are recognised Post Graduate teachers.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 139
We have seven faculty members and one librarian along with the Principal. All are properly
qualified as per the UGC and NCTE norms. The appointments are done as per the affiliating
university and Government of Maharashtra rules and regulations regarding qualifications.
Care has been taken that all the faculty members have completed mandatory Orientation
Programme and Refresher Courses as well as short term courses. College also organises
training programmes for the faculty for furthering skills like ICT. Faculty are encouraged to
participate in seminars, conferences and workshops organised by other B.Ed. colleges and
other organisations. Placement of the faculty members under CAS is done from time to time
for their career advancement.
2. What are the mechanisms in place for performance assessment (teaching,
research, service) of faculty and staff? (Self–appraisal method, comprehensive
evaluations by students and peers). Does the institution use the evaluations to
improve teaching, research and service of the faculty and other staff?
We are using API format given by university of Mumbai, which includes evaluation of
teaching learning processes, extension work, research contribution on the basis of API scores
teachers are promoted in the respective category which they are eligible for.
Feedback is taken at the end of each semester qualitatively and quantitatively and same is
communicated to each faculty and staff members.
Two faculty members have been promoted to Associate professor, two from stage two to
three and one from stage one to two under the Career Advancement Scheme (CAS) of the
UGC.
3. What are the welfare measures for the staff and faculty? (mention only those
which affect and improve staff well-being, satisfaction and motivation)
Non-teaching staff can apply for loan and salary advance, in case of need. Upto rupees five
thousand is sanctioned by the Principal. If it is more than rupees five thousand, sanction is
obtained from the Management. This amount is then deducted from their salary.
Teaching faculty is sanctioned duty leave for attending orientation, refresher and short term
courses. This helps in the professional growth.
Health-camp is organized for staff and faculty.
This year two employees were given appreciation letter for their contributions to the college.
4. Has the institution conducted any staff development programme for skill up-
gradation and training of the teaching and non-teaching staff? If yes, give
details.
Teaching Staff:
The institution organizes seminars, conferences and workshops for the
development of the teaching staff.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 140
The Institution had organized Research Methodology certificate course for five
days was conducted in collaboration with ICSSR (WRC) during April 22-26, 2013
to familiarise faculty with the new trends in the field of educational research.
The entire teaching faculty has been given the training on uploading the text on
GESCER e-learning portal. This helps the teaching faculty to upgrade their ICT
skills.
Non-Teaching Staff:
The Gokhale Education Society at Nashik organizes seminars and
workshops for the development of the non-teaching staff every year.
An orientation to the use of technological equipment like printers,
photocopy machines by computer experts.
Mock drill is conducted for downloading e-papers for the University
Examinations.
5. What are the strategies and implementation plans of the institution to recruit
and retain diverse faculty and other staff who have the desired qualifications,
knowledge and skills (Recruitment policy, salary structure, service
conditions) and how does the institution align these with the requirements of
the statutory and regulatory bodies (NCTE, UGC, University etc.)?
Faculty and other staff members are recruited as per the UGC, NCTE and Mumbai University
norms. This is done directly by the Management.
All the faculty members working presently are fully qualified as per the norms, rules and
regulations.
6. What are the criteria for employing part-time/Adhoc faculty? How are the
part-time/Adhoc faculty different from the regular faculty? (E.g. salary
structure, workload, specializations).
Since all faculty members are fully qualified at present we do not have any part-time or Ad-
hoc faculty.
7. What are the policies, resources and practices of the institution that support
and ensure the professional development of the faculty? (e.g. budget
allocation for staff development, sponsoring for advanced study, research,
participation in seminars, conferences, workshops, etc. and supporting
membership and active involvement in local, state, national and international
professional associations).
The Institution and Management understand the importance of professional
development of faculty. For this, Management at the Head Office level plans various
types of enrichment programme and faculty is deputed for the same.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 141
College also ensures that the requirement for professional development such as
orientation programme, refresher course and short term course are attended by the
faculty.
The entire college faculty including Principal and Librarian are deputed for the above
programmes time to time as per the requirements of UGC.
The college utilizes UGC grants meant for professional development of the faculty
and librarian.
We have SOUL, N-list and web page designing. Librarian has used her Knowledge
and skills in designing e-newsletter and web pages for the faculty. Updated college
website is maintained by the librarian.
The institution permits faculty members to participate in workshop, seminar and
conference and their active involvement in local, state, national and international
professional associations. Our faculty members have not only actively participated but
also been resource persons for such programs.
The institution has organised professional development for faculty such as the
research methodology workshop sponsored by ICSSR. Faculty members have been
benefitted by attending Pre-PhD course conducted by the institution.
The institution encourages the faculty to enroll for Ph D programme and at present we
have four faculty members with Ph.D. degree, two faculty members have submitted
their theses and awaiting viva. Three faculty members are in their final stage for
perusing the Ph.D. degree.
All the faculty members have PG teacher recognition. Principal is recognized Ph.D.
guide in Education from University of Mumbai and JJT University, two faculty
members are Ph.D. guides in Education from University of Mumbai and JJT
University and librarian is also the Ph.D. guide in Library and Information Science
from JJT University and Tilak Maharashtra University.
The faculty members are encouraged to undertake Major/Minor research projects and
cultural exchange programme from ICSSR, UGC and University of Mumbai.
Librarian has availed the UGC travel grants in 2013, nominated through SAARC to
attend the workshop at Maldives.
The job rotation is very good source for updating the skills and knowledge. For this
faculty members are given different departments, committees and courses to teach on
rotation bases every year.
Another source of professional development is to encourage faculty members and
students to host various types of events. An event management gives them training in
planning, delegating the work and interpersonal skills as well as in managing
finances. Almost all faculty members including librarian have hosted local, state and
national level programs.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 142
Faculty members are also invited by various institutions as resource persons at
national and international levels, which give them exposure to working culture of
different institutions.
College has healthy practice of giving duty leave to the faculty to judge the various
competitions organised by various schools and colleges.
Institutional collaboration has helped us in using the library of other institutions and
use of electronic resources of those institutions.
8. What are the physical facilities provided to faculty? (Well-maintained and
functional office, instructional and other space to carry out their work
effectively).
It is very important for productive work and conducive environment that the faculty has their
own space.
Each faculty member is given separate space, stocking cupboards, specious table and
chair.
There is a common faculty room fitted with amenities like fans, water coolers and
adjoining washroom.
Open terrace garden gives them chance to be with nature.
There are air conditioners fitted in computer and language labs.
The college has two record rooms where faculty members can keep the records of
previous years which are required for references.
The faculty is also provided with laptops, pen drives and commonly shared printers,
Wi-Fi enabled faculty room and basic stationary.
The faculty members make active use of smart board and LCD projectors for
teaching-learning as well as paper presentations.
Readymade TAs are provided for different pedagogies teaching-learning processes.
A separate department library for science method and geography method is provided
which helps the faculty members to use students‟ creativity and active participation in
the knowledge sharing environment.
Faculty has a facility of using photocopying and printer.
LMC is approached for getting sanctions for all requirements of staff and faculty.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 143
9. What are the major mechanisms in place for faculty and other stakeholders
to seek information and/or make complaints?
Faculty members can communicate their suggestions and grievances to the Local Managing
Committee through three faculty representatives.
Staff meetings also become a forum to express and redress staff grievances and share
important information relating to the Institution.
Informal face-to-face interactions of stakeholders with the Principal and faculty serve to seek
information on their satisfaction with the Institution and students emerging from it, the
quality of training provided and constructive suggestions for improvement.
Information relating to the ongoing activities and events is displayed on the college website
for the benefit of all stakeholders.
Important notices concerning University provisions/regulations are regularly circulated
among the faculty and displayed on the faculty room notice board.
Grievances, if any, are communicated to the Principal and resolved amicably.
10. Detail on the workload policies and practices that encourage faculty to be
engaged in a wide range of professional and administrative activities
including teaching, research, assessment, mentoring, working with schools
and community engagement.
Workload policies of the controlling authorities are the guidelines for deciding workload of
individual faculty. In each committee two to three members are included, where one faculty
member is in-charge of the committee. This is changed after every two or three years
whereby each faculty gets exposure to entire functioning of the particular committee as well
as college activities. Teaching, assessment, mentoring, working with schools are the activities
in which all the faculty members are actively involved all throughout the year. This gives
exposure to all faculty members.
Faculty members are also involved in DSM programme. Guidance for Action Research is
provided by all the faculty members to DSM participants.
11. Does the institution have any mechanism to reward and motivate staff
members? If yes, give details.
This is done at two levels – college level and the Society level.
In year (academic year 2015-2016), at college level two employees, namely Dr. Neela Kamat
and Dr. Shilpa Waghchoure, (Librarian) were felicitated by the Secretary of the Society by
giving „Appreciation Letter‟.
In addition to this at the Society level various awards like, „Best Principal‟, „Best Teacher‟,
„Best Librarian‟ and best „non-teaching staff‟ are given every year to motivate the staff
members.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 144
Mr. H.D. Sawant, our Library Attendant was felicitated at the Society level as best „non-
teaching staff‟.
Financial Management and Resource Mobilization
1. Does the institution get financial support from the government? If yes,
mention the grants received in the last three years under different heads. If
no, give details of the source of revenue and income generated.
The College gets financial support from the government in the form of the Salary Grants,
UGC XIth and XIIth Plan Grants and the grants received to organise various conferences and
seminars. The details are given below:
Salary Grants
Sr. No. Year Grants Received
1 2013-14 10,153,142/-
2 2014-15 82,63,543/-
3 2015-16 1,32,80,564/-
UGC XIth and XIIth Plan Grants
Sr. No. Year Grants Received
1 2012-13
UGC XIth Plan
Additional Grants
10,00000/-
2 2013-14
UGC XIIth Plan
IQAC
3,00000/-
3 2013-14
UGC XIIth Plan
General Development
Assistance
4,00000/-
Grants received to organize various conference and seminar
Sr. No. Year Agency Grants Received
1 2011-12 UGC 1,15000/-
2 2012-13 NAAC
NHRC
75000/-
50,000/-
3 2013-14 UGC
Maharashtra Hindi Sahitya
Academy
ICSSR (WRC)
1,00000/-
1,00000/-
50,000/-
4 2015-16 NWDC 1,27000/-
G.E.S.’s College of Education & Research – SAR (2015-16) Page 145
Grants received for Minor / Major research projects
Sr.
No.
Year Agency Grants Received
1 2012-13 UGC Major Research Project
UGC Minor Research Project
UGC Minor Research Project
University of Mumbai -
Minor Research Project
296000/-
60,000/-
75000/-
22000/-
2 2013-14 University of Mumbai -
Minor Research Project
20000/-
3 2014-15 ICSSR - Major Research
Project
10,00000/-
4 2015-16 University of Mumbai -
Minor Research Project
25000/-
Grants receivedfor Travel
Sr.
No.
Year Agency Grants Received
1 2013-14 UGC – Travel Grants
60000/-
Grants receivedfor Cultural Exchange Programme
Sr.
No.
Year Agency Grants Received
1 2014-15 ICSSR
100000/-
2. What is the quantum of resources mobilized through donations? Give
information for the last three years.
Our admission process if fully centralised. Our institution does not take donation in any form.
Hence, no resource mobilisation takes place.
3. Is the operational budget of the institution adequate to cover the day-to-day
expenses? If no, how is the deficit met?
The operational budget is inadequate to cover all the day to day expenses. The college plans
the activities keeping in mind the financial constraints.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 146
4. What are the budgetary resources to fulfill the missions and offer quality
programs? (Budget allocations over the past five years, depicted through
income expenditure statements, future planning, resources allocated during
the current year, and excess/deficit)
As it is shown in above tables, National and State level programmes are organised after
getting sanctions from UGC, ICSSR, NAAC. For students various co-curricular activities are
planned within the means of the fees collected for such activities.
Budget Allocation for the last five years
Year Income Expenditure Surplus Deficit
2011-12 Rs. 81,33,719/- Rs. 96,05,948/- - Rs. 14,72,229/-
2012-13 Rs. 1,04,79,194/- Rs. 1,08,41,205/- - Rs. 3,62,011/-
2013-14 Rs. 1,29,59,580/- Rs. 1,29,90,766/- - Rs. 31,186/-
2014-15 Rs. 1,17,25,366/- Rs. 1,27,66,661/- - Rs. 10,41,295/-
2015-16 Rs. 1,39,04,798/- Rs. 1,40,94,716/- - Rs. 1,87,218/-
5. Are the accounts audited regularly? If yes, give the details of internal and
external audit procedures and information on the outcome of last two audits.
(Major pending audit paras, objections raised and dropped).
Accounts are audited annually.
The College makes use of the services of chartered accountant Mr.G.V. Ginde,
(appointed by our parent Society) who conducts an internal financial audit every year
and prepares report. Information on the outcome of the last two audits as mentioned in
the report has been summarized as follows:
Receipts and payments are tallied with the cash book and vouchers of the institute.
All statements of accounts are reported to be authentic and correct.
In last five years twice External audit was done by the Accountant General of
Mumbai, Government of Maharashtra, in 2012-13 and 2015-16. In both the audits
there were no irregularities found by the auditors.
6. Has the institution computerized its finance management systems? If yes,
give details.
There is one computer in Principal‟s office and four computers in administrative office. All
five computers have internet facility and printer attached. These are used for all admin work,
including admissions, examination work, all the official correspondence as well as the
financial work.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 147
6. 6 Best practices in Governance and Leadership
1. What are the significant best practices in Governance and Leadership carried
out by the institution?
Our institution is ISO certified. Hence administrative procedures are all in place.
Our inspirations at parent Society – President Prin. S.B. Pandit and Secretary, Sir Dr. M.S.
Gosavi are the guiding forces. Encouragement is given for the initiative taken by any
employee and good work is recognised at the Society level.
Within college, faculty members are encouraged for their academic and career progression.
All the activities conducted in college are with proper cooperation and coordination of
teaching and non-teaching staff. Faculty members are encouraged by conducting their
placements at appropriate time. They are sanctioned duty leave for attending orientation and
refresher courses. They are also encouraged for completing mandatory short term courses.
Our Research Cell is active and two of our own faculty members are carrying out their
doctoral research through this cell.
To develop the leadership quality, various departments are distributed to the faculty members
and they are encouraged to take decisions and sort out any problems, which are incurred.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 148
Criterion VII: Innovative Practices
7. 1 Internal Quality Assurance System
1. Has the institution established Internal Quality Assurance Cell (IQAC)? If yes,
give its year of establishment, composition and major activities undertaken.
Institution has established Internal Quality Assurance Cell (IQAC).It was established on 5th
January 2005.
Composition of IQAC for the year 2016-2017 is as follows:
Sr.
No.
Composition Name of the Member
1 Number of Teachers (7 + 2) Prin. Dr. I. Shukla, Dr.
N.P. Patil, Prof. P.S. Kale,
Prof. N.P. Kamat, Prof.
S.D. Patkar, Prof. V.N.
Gavit, Dr. C.U. Chavan,
Prof. S.B. Bodke, Dr. S.S.
Waghchoure (Librarian)
2 Administrative Staff (1) Mrs. Neeta Madaye
3 Students (4) Mr. Sagar Raool, Ms.
Rupali Nerkar
Mr. Ananya Kulkarni, Ms
Shaista
4 Management Representative (2) Prin. V.B. Rokade, Prin.
Dr. S.V. Sant
5 Alumni (3) Mr. Sandeep Jadhav,
Ms. Beena Purohit
Ms. Sushama Nair
6 Other stake holders / Community
representative (1)
Dr. Seema Bansode-
Gokhe, Mrs. Kamble
(RM Bhatt)
7 Employer (1) Prin. Kamble R.M. Bhatt
8 External Expert (1) Dr. Anita Swmi
Total 20
Major activities undertaken by IQAC
Peer Enrichment Lecture Series
Online ICT Awareness Course by UNESCO
Health Camp for STs, parents, faculty and employees of sister institutions
Orientation of PT schools for two year B.Ed. programme
AIDS awareness programme
Personality development programme
Self-defense by Butterfly Academy
Blood donation camp in collaboration with KEM
Life-skills workshop
G.E.S.’s College of Education & Research – SAR (2015-16) Page 149
2. Describe the mechanism used by the institution to evaluate the achievement of
goals and objectives.
Academic calendar is prepared at the beginning of the year keeping goals and
objectives in focus.
After each activity, STs are encouraged to express their feelings about the
usefulness of the activities conducted.
Whenever outsiders participate in the activities like seminars, conferences,
workshops organised by the college, feedback is taken.
After each activity faculty members reflect on the activities to see how far
they have been effective.
Reports of all the activities are also presented in LMC meetings.
At the end of each term Principal conducts a meeting with all faculty members
to check veracity and usefulness of the activities conducted.
3. How does the institution ensure the quality of its academic programmes?
Academic activities are chalked out at the beginning of the year in such a way
that they supplement the theory aspect. Resources are identified and allocated
accordingly.
In addition, activities are conducted which have socio-cultural bearings. After
each activity, feedback from the STs is taken to know their reactions and
usefulness of the activity verbally as well as in written form.
Feedback is also taken from PT schools to know their requirements and
reactions.
Library activities are encouraged by giving „Best User Award‟. STs are
informed about „new arrivals‟ by e-mail. Webliography is prepared and
provided to STs. Old question-papers are scanned and uploaded on our
website.
Feedback about teaching-learning process is taken from STs at the end of each
term. This is then analysed and Principal personally communicates this to each
faculty.
Our Management is quality conscious. So to ensure the quality of academic
programmes, care is taken right from the appointment of the faculty members
by Management. Appointment is done only after ascertaining the
qualifications of the selected candidate as per the UGC and NCTE norms.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 150
Principal and faculty members are continuously in touch with school teachers,
supervisors, alumni working in various schools and faculty from other
colleges. There feedback and inputs are utilized for quality sustenance.
5. How does the institution ensure the quality of its administration and financial
management processes?
Principal looks into all the administrative and financial management
processes.
For taking decisions various committee members assist the Principal, along
with the administrative staff. This ensures double check on the processes.
In addition to this, there are regular financial audits carried out by in-house
society auditor as well as from Accountant General‟s office, Maharashtra
Government and Joint Director, Higher Education.
ISO audits are carried out regularly to check all administrative procedures.
Usually prior sanctions are taken from the Management for administrative and
financial processes.
Principal presents interim budget at Society‟s Branch meeting at the beginning
of the financial year and seeks approval for proposed budget.
All the activity reports are presented at LMC meetings.
5. How does the institution identify and share good practices with various
constituents of the institution.
SWOT analysis is done jointly by all faculty members. This helps in knowing
strengths and opportunities available.
Initiatives taken by faculty members are shared with each other during
informal meetings. These are also highlighted by the Principal during formal
meetings.
Parents and alumni are apprised of activities and good practices during PSA
and PTA. Social media (facebook and WhattsApp) are used effectively for this
purpose.
From last academic year, new practice has been introduced, where faculty
members‟ contributions are acknowledged by felicitating them by the
Secretary, GES and presenting a written citation.
Principal presents all good practices implemented during the year at Society‟s
Branch meeting annually.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 151
Website, e-newsletter and Annual Report help in identifying and sharing good
practices with various constituents of the institution.
1.2 Inclusive Practices.
1. How does the institution sensitise teachers to issues of inclusion and the focus
given to these in the national policies and the school curriculum.
Through the theory content STs develop the understanding of inclusion. When
they go to PT schools, they get first hand exposure to inclusion and they
understand the strategies adopted by the school.
In addition to this through expert talks on issues of Human Rights,
marginalisation, women‟s issues, importance of mental health, etc, they are
exposed to issues of inclusion.
Visits to special schools are organized.
Co-curricular activities also help STs in sensitization.
While doing community work, in the year 2015-16, they were sent to an
orphanage. There STs got direct exposure to issues of inclusion.
2. What is the provision in the academic plan for students to learn about
inclusion and exceptionalities as well as gender differences and their impact on
learning.
Core Syllabus: Within the core syllabus, the subject of Educational Psychology,
Contemporary India and Education has a module on learner diversity. Other courses
too address gender specific issues and diversities related to social settings. Faculty
members make use of three languages, namely, English, Marathi and Hindi for the
benefit of STs having vernacular medium background.
Practice-Teaching: In order to complete practice lessons, STs teach in co-educational
schools. This gives them the opportunity to learn about gender differences and their
impact on learning. Some of the PT schools also follow inclusive strategies for
integration of exceptional students which again provides valuable learning
experiences for the STs when they visit those schools and interact with the staff and
students there.
Extension Education: STs have the option of taking up SWS as a project. This
requires them to interview 25-30 women to gauge their level of empowerment.
Action Research: Topics selected for action research projects focus on gender role
stereotyping and differences.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 152
Special Methods: These cover topics related to exceptionalities and inclusion in some
way or the other. Movie clippings, case studies, guest lectures are organised to
sensitise students towards these issues.
Special Fields: Some modules in the special fields like Rural Development, Action
Research, Computer Education, Environmental Education provide scope for
discussion, debate, group activities and case studies related to inclusion and gender
differences.
Seminars: Seminars on „Women‟s Rights‟, conducted in collaboration with the
NHRC as well as with NWC, reflect commitment of our college towards gender
equality.
Guest Lectures: Help to make students realise gravity of gender issues and
inclusions.
Street Plays: Street plays put up by the STs on various occasions in college as well as
at intercollegiate festivals convey powerful messages relating to gender equality and
women empowerment and aspects of inclusion. To celebrate Women‟s day, our
college was invited to present a street play at Women Development Commission of
Government of Maharashtra, in their premises on 8th
March 2016.
3. Detail on the various activities envisioned in the curriculum to create learning
environments that foster positive social interaction, active engagement in
learning and self-motivation.
In our institute students from different communities are admitted. We believe in
transacting the curriculum keeping in mind the multicultural nature of our STs. In our
teacher education college we focus on student-centered and activity based teaching
learning process. Social interactions and self-motivation are achieved through following
ways:
1) Morning assembly – Morning Prayers, Good Thoughts are written on board. This
is done to inculcate values of empathy and secularism.
2) Extension Work activities of University of Mumbai - Poster, Elocution, Slogan,
Essay Writing Competition on social issues like Dowry System, Child Labour,
Women Harassment etc. give wider perspective about the current social issues.
3) Gokhale Week - Different competitions like Spell-Bee, Teaching Aid, Science
Quiz, Research Quiz, Folk songs and Folk dance etc. help in developing love and
pride for our rich cultural heritage and in enriching curricular experiences.
4) Talent Search- Student Teachers present their talents in various areas of fine arts
like dance, mehandi, drawing, singing, eloqution etc,
5) Cultural events organised by the student council and various clubs to celebrate
important days like National days and National festivals.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 153
6) Sports- We organise annual indoor and outdoor sports to develop healthy
competitive spirit and sportsman spirit.
7) Book review presentations by STs help to enhance the critical thinking analysing
skills. It also helps in developing interests in varied subjects.
8) Seminar by STs in core and optional courses in the curriculum to develop
qualities like positive interaction and active engagement are ensured through the
organisation of following programmes:
Cooperative learning techniques, co-teaching, theme-based learning to build rapport
and insist on interdependence,
Students‟ Seminars in the core and optional papers,
Peer feedback (as in Observation Book) during micro and practice teaching, etc.
Supervised library study to encourage group and individualized learning
Innovative methods adopted like role play, dramatization etc.
Mentoring program for student teachers
SUPW (Socially Useful Productive Work) where we make roller boards, dusters etc.
in the college
Cartography workshop to train them about making the geographical maps on their
own.
4. How does the institution ensure that student teachers develop proficiency for
working with children from diverse backgrounds and exceptionalities?
STs are made aware of diverse backgrounds and exceptionalities through theory e.g., courses
of Psychology and Creating an Inclusive School etc. Lectures on the related topics like
pluralism, multiculturalism, learning disabilities, diverse learners, multilinguism, are
organized.
STs are given exposure to various methods of teaching which they practice in PT schools to
cater to children from diverse backgrounds and exceptionalities.
In October 2015 (Diwali vacation) our STs were given opportunity to work with less
fortunate students, in collaboration with Kotak-Mahindra schools. It has helped them to get
the direct firsthand experience.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 154
STs when go to PT schools, come across some students with exceptionalities. They gather
information about them from school teachers. They also discuss such cases with their faculty
to understand more about it.
5. How does the institution address to the special needs of the physically
challenged and differently-abled students enrolled in the institution?
The institute has provisions to cater to the special needs of the physically challenged and
differently-abled students. They are- as follows;
Movable furniture in the classroom allows for modifications in the seating
arrangement as and when required.
During practice teaching and internship, in the event of having any student with
special needs, provisions are made with reference to the proximity of the PT school
and timings.
6. How does the institution handle and respond to gender sensitive issues
(activities of women cell and other similar bodies dealing with gender sensitive
issues)?
As per the guidelines of university of Mumbai and the Government authorities, our college
has Women Development Cell (WDC), to look into the issues of gender discrimination. The
Cell organizes programmes for woman sensatisation and woman empowerment.
Cell organises programmes like Poster Competitions and Essay Competitions. In addition we
organise lectures on variety of topics like banking procedures, women‟s right and special
laws for women. We also organise lectures for female STs on health issues.
In case any female student becomes sick in college, we make sure that she is provided
medical help, if she needs it. If not, we inform her parents / guardians and make arrangements
for reaching her safely to her home.
On 8th
March 2016, on International women‟s Day, our STs actively participated in the
programme organised by Government of Maharashtra Women‟s Commission and also
presented a street play.
On 26th
and 27th
March 2016, we had organised national level seminar sponsored by Women
Commission, Government of India, where our STs participated actively. Some of them
presented papers during the seminar.
We also have Grievance Cell in college. Female STs are encouraged to approach the cell in
case of any problem.
In last five years, we have not had any case of gender-issues in our college.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 155
7.3 Stakeholder Relationships
1. How does the institution ensure the access to the information on organisational
performance (Academic and Administrative) to the stakeholders?
One of the most accepted procedure to evaluate the performance of the
Institution is done by ISO Audit annually. The Annual Surveillance Audit is
conducted and the corrective measures are suggested. Besides this biannually
Internal ISO Audit is also done, where corrective measures given by external
auditor in a Surveillance Audit are implemented and reported.
The LMC ensures the 6 monthly performance of the institution through the
reports presented before the Management.
Institutional Annual Report is sent to University of Mumbai where it is
published in their annual report. Annual Report is also presented before the
stakeholders such as parents, past students, current batch students and the
Chief Guest on occasion of Annual Prize Distribution Ceremony.
Annual report is published in a college magazine which is distributed to sister
institutions and other teacher education institutions as well as students.
The AQAR is sent to NAAC annually in the month of July every year for their
perusal.
Another medium which more widely referred to is college website and e-
newsletter. Website has annual reports, reports of special events like
conference, workshop, competitions etc.
List of prize winning students and teachers are displayed on the website.
2. How does the institution share and use the information/data on success and
failures of various processes, satisfaction and dissatisfaction of students and
stakeholders for bringing qualitative improvement?
LMC meeting is held once in each term. Here all the activities / processes are presented to the
members and are discussed in details.
Our Principal interacts with STs periodically and gathers the feedback, which is considered
for further planning.
Principal takes feedback about the usefulness of various activities conducted from STs at the
end of each semester. Principal also gathers data from alumni at the end of the programme,
when they visit college to collect their degree certificates. The feedback they give is analysed
and incorporated in the future planning.STs give their feedback about teaching-learning
processes in each term. They also give feedback of each activity, at the end of the activity.
Parents are encouraged to ask questions and give their feedback during PTA.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 156
Periodic Reviews: The process of review and planning is an ongoing feature. The Principal
meets the STs regularly and gets an overview from them about theirsatisfaction/
dissatisfaction of the various curricular and co-curricular activities heldwithin the institution.
These responses are then shared with faculty during meetings and personal interviews.
Suggestions for improvement are sought from both faculty and STs. These suggestions are
then evaluated and implemented on a trial basis and again reviewed.
Annual Review: At the end of the year a comprehensive review is undertaken by the
principal and the faculty to evaluate the academic year.
IQAC, LMC, staff meetings and Alumni Meetings: Through these meetings information
relating to STs‟ satisfaction and grievances is shared and redressed. These discussions help in
getting an insight into bringing qualitative improvement.
3. What are the feedback mechanisms in vogue to collect, collate and data from
students, professional community, Alumni and other stakeholders on program
quality? How does the institution use the information for quality improvement?
Feedback is collected from STs in each term regarding the teaching-learning processes and is
analysed. Concerned faculty is informed about his / her feedback.
Feedback from parents and past students is taken at the time of PTA and PSA.
Feedback of STs is taken after each activity conducted in the college.
Feedback of PT activities is gathered from the PT schools by the PT In-charge.
This information is studied and analysed. It is checked for any specific patterns. Corrective
measures are planned after deliberations for improvement.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 162
Annexure – I
Brief Note on Teacher Education Scenario in
the State
G.E.S.’s College of Education & Research – SAR (2015-16) Page 166
Annexure – II a) Institution Academic Calendar
b) Time Table
G.E.S.’s College of Education & Research – SAR (2015-16) Page 171
Copy of Syllabus has uploaded on
College website
http://www.gescer.in/syllabus
Annexure – III Copy of Syllabus
G.E.S.’s College of Education & Research – SAR (2015-16) Page 172
Annexure – 1V a) Master Plan of the Institution,
b) Society Registration Certificate,
c) Floor-wise area of Institution in sq.ft.
G.E.S.’s College of Education & Research – SAR (2015-16) Page 176
Annexure – V Sample of Student feedback on
a) Principal
b) Teachers
c) Librarian
G.E.S.’s College of Education & Research – SAR (2015-16) Page 183
Annexure – VI a) Audited Income and Expenditure 2015-16
b) Receipt and Payment 2015-16
c) Balance Sheet 2015-16
G.E.S.’s College of Education & Research – SAR (2015-16) Page 191
Annexure – VII a) A Copy of the Latest Recognition Order
Issued by NCTE – 2014
b) University Permanent Affiliation
c) Government of Maharashtra Approval
d) UGC 2f 12B
e) ISO 9001:2008 Certificate
f) PhD Research Centre Approval
G.E.S.’s College of Education & Research – SAR (2015-16) Page 199
Annexure – VIII University Results for the Academic Year 2015-16
G.E.S.’s College of Education & Research – SAR (2015-16) Page 202
Annexure – IX Sample of Feedback on Practice Teaching
by Teacher Educators
by Peers
by Staff of Practice Teaching Schools
G.E.S.’s College of Education & Research – SAR (2015-16) Page 221
Annexure – X a) Best Practices of the Institution,
b) Flow Charts
c) Research Details
G.E.S.’s College of Education & Research – SAR (2015-16) Page 251
Annexure – XI Certificate of Compliance
G.E.S.’s College of Education & Research – SAR (2015-16) Page 253
Annexure – XII Copy of Letter of Intent
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