Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 1
TRACK ID: MPCOTE22831
SELF STUDY REPORT For
Assessment and Accreditation
B.T.I. ROAD. VIKRAMPURA, BHIND, M.P.
Recognized by NCTE (WRC)
& Affiliated to
JIWAJI UNIVERSITY, GWALIOR Submitted to
P.O. BOX NO. 1075, NAGARBHAVI BANGALORE – 560072
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 2
Sr. No. Particulars Page No.
1 Preface 3
2 From the Pen of the Principal 4
PART- I INSTITUTIONAL DATA
3 Profile of the Institution 5-9
4 Criterion Wise Inputs 9-42
Criterion I: Curricular Aspects 9-12
Criterion II: Teaching-Learning and Evaluation 12-17
Criterion III: Research, Consultation and
Extension
17-21
Criterion IV: Infrastructure and Learning
Resources
21-28
Criterion V: Students Support and Progression 28-34
Criterion VI: Governance and Leadership 34-40
Criterion VII: Innovative Practices 40-42
PART – II EVALUATIVE REPORT
5 Executive Summary 43-45
6 Criterion Wise Analysis 46-147
Criterion I: Curricular Aspects 46-57
Criterion II: Teaching-Learning and Evaluation 58-82
Criterion III:Reserch, Consultation and Extension 83-95
Criterion IV: Infrastructure and Learning
Resources
96-109
Criterion V: Students Support and Progression 110-125
Criterion VI: Governance and Leadership 126-141
Criterion VII: Innovative Practices 142-147
7 Mapping of Academic Activities of the Institution 148
8 Declaration by the Head of the Institution 149
9 Certificate of Compliance 150
CONTENTS
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 3
PREFACE
Vidyavati College Bhind was established by the society Smt. Vidyavati Mishra
Memorial LokNayasBhind, M.P. The founder of the college is ShriAmitDubey.
He is a true visionary who dreamed to transform this backward region through
education. This college, the first one of its kind in the districts of bhind, M.P. and
was a great educational experiment, which immensely helped the region towards
its march towards quality teacher education. Larger social goal and the urgent
need to expand opportunities for the underprivileged have always been our strong
driving force. The college is reputed for excellence in teaching-learning, research
and character-building. Our former students are productively engaged in the task
of nation- building in various walks of life. Even as we feel proud of our past and
present accomplishments, we are profoundly aware of the fact that there is no
room for complacency. There is an urgent need for us to re-examine our activities,
relevance and priorities in the light of the rapid changes, developments and the
new demands of emerging scenario. This is an exercise in that direction. Needless
to mention NAAC has given us a splendid opportunity for self-assessment and
self improvement. NAAC has developed certain parameters for continuous
improvement of teacher education. In this self appraisal report we tried our level
best to meet the parameters laid down by NAAC.
Dr.VandanaUpadhyay (Principal)
Vidyavati College,
Bhind (M.P.)
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 4
From the Pen of the Principal
VidyavatiCollege ,Bhind is one of the well known affiliated colleges of Jivaji
University, Gwalior M.P. applying for NAAC accreditation.
VidyavatiCollege ,Bhind is a self financed unit of the Smt. Vidyavati Mishra
LokNayasBhind,M.P. It was founded in the year 2004 by a renowned visionary
ShriAmitDubey. This society created a platform for job oriented programmes in
Higher Education with an intent to cherish and actualize the dreams of young
aspirants who are keen to attain professional degrees in teacher education and be
formally eligible for rendering their services to the national development.
The college has been conducting B.Ed. classes from the academic session 2004
The programme has the recognition of the NCTE (WRC) and the affiliation of
Jivaji University, Gwalior and State of M.P.
As the Principal of this college I have great pleasure in placing on record the
outstandingservices it has rendered to the preparation of competent and
committed professionals who havejoined/or contemplate joining the educational
institutions in the state in particular.
I am further privileged to direct the submission of its SAR for the NAAC
Accreditation. Iappreciate the staff and faculty members of the college who have
worked diligently to preparethis valuable document. We are looking forward to
the visit of NAAC peer team members fortheir observations and valuable
suggestions which in turn will lead to our advancement in thefield of teacher
education.
Dr.VandanaUpadhyay (Principal)
Vidyavati College
Bhind (M.P.)
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 5
A. Profile of the Institution
1. Name and address of the institution: VIDYAVATI COLLEGE BTI
ROAD VIKRAMPURA, BHIND
2. Website URL: www.vidyavaticollege.org
3. For communication:
Office
Name Telephone
Number with
STD Code
Fax No E-Mail Address
Dr.VANDANA
UPPADHYAY
Head/Principal
07534241090
9058888202
240672 [email protected]
m
Vice-Principal ----- ----- ------
Dr.DevendraDwived
i
Self - appraisal
Co-ordinator
09235181065
-----
om
Residence
Name Telephone
Number
with STD
Code
Mobile Number
Dr. VANDANA UPPADHYAY
Head/Principal
------ 9058888202
Vice-Principal ----- -------
Dr.DevendraDwivedi
Self - appraisal Co-ordinator
09235181065 Homedev10@g
mail.com
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 6
4. Location of the Institution:
Urban Semi-urban Rural Tribal
Any other (specify and indicate)
5. Campus area in acres:
6. Is it a recognized minority institution? Yes No
7. Date of establishment of the institution:
Month & Year
8. University/Board to which the institution is affiliated:
9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.
Month & Year
2f
Month & Year
12B
3.1135
JIWAJI UNIVERSITY GWALIOR
MM YYYY
MAY 2003
MM YYYY
MM YYYY
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 7
10. Type of Institution
a. By funding i. Government
ii. Grant-in-aid
iii. Constituent
iv. Self-financed
v. Any other (specify and indicate)
b. By Gender i. Only for Men
ii. Only for Women
iii. Co-education
c. By Nature i. University Dept.
ii. IASE
iii. Autonomous College
iv. Affiliated College
v. Constituent College
vi. Dept. of Education of Composite
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 8
College
vii. CTE
Viii. Any other (specify and indicate)
11. Does the University / State Education Act have provision for autonomy?
Yes No
If yes, has the institution applied for autonomy?
Yes No
12. Details of Teacher Education programmes offered by the institution:
Sl.
No.
Level Programme
/ Course
Entry
Qualification
Nature of
Award
Duration Medium of
instruction
i) Pre-primary
Certificate
Diploma
Degree
ii) Primary/
Elementary
Certificate
D.Ed. 12th
Pass Diploma 2 YEARS HINDI/
ENGLISH
Degree
iii) Secondary/
Sr. secondary
Certificate
Diploma
B.Ed. Graduation Degree 2 YEARS HINDI/
ENGLISH
iv. Post Graduate
Diploma
Degree
v. Other
(specify)
Certificate
Diploma
Degree
(Additional rows may be inserted as per requirement)
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 9
13. Give details of NCTE recognition (for each programme mentioned in Q.12
above)
Level Programme Order No. & Date Valid
upto
Sanctione
d Intake
Pre-primary
Primary/
Elementary
D.Ed. WRL/2-32-
68/222052/2005/5
87
100
Secondary/
Sr.secondary
B.Ed. WRL/5-
6/47/2003/517/11
.02.2004
100
Post Graduate
Other (specify)
(Additional rows may be inserted as per requirement)
B) Criterion-wise inputs
Criterion I: Curricular Aspects
1. Does the Institution have a stated
Vision
Mission
Values
Objectives
Yes No
Yes No
Yes No
Yes No
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 10
2. a) Does the institution offer self-financed programme(s)?
If yes,
a) How many programmes?
b) Fee charged per programme
c)
3. Are there programmes with semester system
4. Is the institution representing/participating in the curriculum development/
revision processes of the regulatory bodies?
If yes, how many faculty are on the various curriculum development/vision
committees/boards of universities/regulating authority.
5. Number of methods/elective options (programme wise)
D.Ed.
B.Ed.
M.Ed. (Full Time)
M.Ed. (Part Time)
Any other (specify and indicate)
6. Are there Programmes offered in modular form
YES
Yes No
09
17
Yes No
Number
TWO
B.Ed. - 25,000/- P/A
D.Ed. - 30,000/- P/A
Yes No
N/A
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 11
7. Are there Programmes where assessment of teachers by the students has been
introduced
8. Are there Programmes with faculty exchange/visiting faculty
Is there any mechanism to obtain feedback on the curricular aspects from the
Heads of practice teaching schools
Academic peers
Alumni
Students
Employers
9. How long does it take for the institution to introduce a new programme
within the existing system?
10. Has the institution introduced any new courses in teacher education during
the last three years?
ONE YEAR
Yes No
Number
Yes No
Number 05
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Number N/A
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 12
11. Are there courses in which major syllabus revision was done during the last
five years?
12. Does the institution develop and deploy action plans for effective
implementation of the curriculum?
13. Does the institution encourage the faculty to prepare course outlines?
Criterion II: Teaching-Learning and Evaluation
1. How are students selected for admission into various courses?
a) Through an entrance test developed by the institution
b) Common entrance test conducted by the
University/Government
c) Through an interview
d) Entrance test and interview
e) Merit at the qualifying examination
f) Any other (specify and indicate)
(If more than one method is followed, kindly specify the weightages)
Yes No
Yes No
Yes No
Number 01
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 13
2. Furnish the following information (for the previous academic year):
a) Date of start of the academic year
b) Date of last admission
c) Date of closing of the academic year
d) Total teaching days
e) Total working days
3. Total number of students admitted
Programme Number of students Reserved Open
M F Total M F Total M F Total
D.Ed. 52 40 92 33 12 45 19 28 47
B.Ed. 22 29 51 20 17 37 02 12 14
M.Ed. (Full
Time)
M.Ed. (Part
Time)
4. Are there any overseas students?
If yes, how many?
5. What is the „unit cost‟ of teacher education programme? (Unit cost = total
annual recurring expenditure divided by the number of students/ trainees
enrolled).
a) Unit cost excluding salary component
b) Unit cost including salary component
(Please provide the unit cost for each of the programme offered by the
institution as detailed at Question 12 of profile of the institution)
Yes No
4-06-2014
19-07-2014
30-06-2015
187
237
28216/-
14367/-
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 14
6. Highest and Lowest percentage of marks at the qualifying examination
considered for admission during the previous academic session
Programmes
Open Reserved
Highest
(%)
Lowest
(%)
Highest
(%)
Lowest
(%)
D.Ed. 89.40 51.60 88.20 49.80
B.Ed. 74.67 51.11 74.40 47.25
M.Ed.
(Full Time)
M.Ed.
(Part Time)
7. Is there a provision for assessing students‟ knowledge and skills for the
programme (after admission)?
8. Does the institution develop its academic calendar?
9. Time allotted (in percentage)
Programmes Theory Practice Teaching Practicum
D.Ed. 80 20
B.Ed. 75 25
M.Ed. (Full Time)
M.Ed. (Part Time)
Yes No
Yes No
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 15
10. Pre-practice teaching at the institution
a) Number of pre-practice teaching days
b) Minimum number of pre-practice teaching
lessons given by each student
11. Practice Teaching at School
a) Number of schools identified for practice
teaching
b) Total number of practice teaching days
c) Minimum number of practice teaching
lessons given by each student
12. How many lessons are given by the student teachers in simulation and pre-
practice teaching in classroom situations?
13. Is the scheme of evaluation made known to students at the beginning of the
academic session?
4 0
4 0
Yes No
0 5
2 0
0 8
No. of Lessons In simulation
No. 02 No. of Lessons Pre-
practice teaching
No. 20
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 16
14. Does the institution provide for continuous evaluation?
15. Weightage (in percentage) given to internal and external evaluation
Programmes Internal External
D.Ed. 80 20
B.Ed. 30.60 69.40
M.Ed. (Full Time) -- --
M.Ed. (Part Time) -- --
16. Examinations
a) Number of sessional tests held for each paper
b) Number of assignments for each paper
17. Access to ICT (Information and Communication Technology) and technology.
Yes No
Computers
Intranet
Internet
Software / courseware (CDs)
Audio resources
Video resources
Teaching Aids and other related materials
Any other (specify and indicate)
Yes No
0 1
0 2
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 17
18. Are there courses with ICT enabled teaching-learning process?
19. Does the institution offer computer science as a subject?
If yes, is it offered as a compulsory or optional paper?
Compulsory Optional
Criterion III: Research, Consultancy and Extension
1. Number of teachers with Ph. D and their percentage to the total faculty
strength
2. Does the Institution have ongoing research projects?
If yes, provide the following details on the ongoing research
projects
Funding agency Amount (Rs) Duration (years) Collaboration, if any
N/A N/A N/A N/A
(Additional rows/columns may be inserted as per the requirement)
Yes No
Yes No
2 12.3 Number %
Yes No
Number As Per Requirement
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 18
3. Number of completed research projects during last three years.
4. How does the institution motivate its teachers to take up research in
education? (Mark for positive response and X for negative response)
Teachers are given study leave
Teachers are provided with seed money
Adjustment in teaching schedule
Providing secretarial support and other facilities
Any other specify and indicate
5. Does the institution provide financial support to research scholars?
6. Number of research degrees awarded during the last 5 years.
a. Ph.D.
b. M. Phil.
7. Does the institution support student research projects (UG & PG)?
-
Yes No
Yes No
NIL
--
--
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 19
8. Details of the Publications by the faculty (Last five years)
Yes No Number
International journals N/A -- --
National journals – referred papers
Non referred papers
04
Academic articles in reputed
magazines/news papers
- -
Books - -
Any other (specify and indicate) -- -- --
9. Are there awards, recognition, patents etc received by the faculty?
10. Number of papers presented by the faculty and students (during last five
years):
Faculty Students
National seminars
International seminars
Any other academic forum
11. What types of instructional materials have been developed by the institution?
(Mark `‟ for yes and `X‟ for No.)
Self-instructional materials
Print materials
Non-print materials (e.g. Teaching
Aids/audio-visual, multimedia, etc.)
04
02
02
Yes No
Number -
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 20
Digitalized (Computer aided instructional materials)
Question bank
Any other (specify and indicate)
12. Does the institution have a designated person for extension activities?
If yes, indicate the nature of the post.
Full-time Part-time Additional charge
13. Are there NSS and NCC programmes in the institution?
14. Are there any other outreach programmes provided by the institution?
15. Number of other curricular/co-curricular meets organized by other academic
agencies/NGOs on Campus
16. Does the institution provide consultancy services?
In case of paid consultancy what is the net amount generated during last three
years.
--
Yes No
Yes No
Yes No
03
N/A
Yes No
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 21
17. Does the institution have networking/linkage with other institutions/
organizations?
Local level
State level
National level
International level --
Criterion IV: Infrastructure and Learning Resources
1. Built-up Area (in sq. mts.)
2. Are the following laboratories been established as per NCTE Norms?
a) Methods lab Yes No
b) Psychology lab Yes No
c) Science Lab(s) Yes No
d) Education Technology lab Yes No
e) Computer lab Yes No
f) Workshop for preparing
teaching aids Yes No
4113.46 sq. mts.
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 22
3. How many Computer terminals are available with the institution?
4. What is the Budget allotted for computers (purchase and maintenance) during
the previous academic year?
5. What is the Amount spent on maintenance of computer facilities during the
previous academic year?
6. What is the Amount spent on maintenance and upgrading of laboratory
facilities during the previous academic year?
7. What is the Budget allocated for campus expansion (building) and upkeep for
the current academic session/financial year?
8. Has the institution developed computer-aided learning packages?
9. Total number of posts sanctioned Open Reserved
Teaching
Non-teaching
35
2.00
1.658
Yes No
1.6
M F M F
08 0
2
04 02
04
0
0
03 00
1.84
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 23
10. Total number of posts vacant Open Reserved
Teaching
Non-teaching
11. a. Number of regular and permanent teachers Open Reserved
(Gender-wise)
Lecturers
Readers
Professors
b. Number of temporary/ad-hoc/part-time teachers (Gender-wise)
Open Reserved
Lecturers
Readers
Professors
c. Number of teachers from Same state
Other states
07
09
M F M F
8 2 4 2
M F M F
-- -- -- --
M F M F
-- -- -- --
M F M F
1
1 --
--
M F M F
--
-- -- --
M F M F
-- -- -- --
M F M F
--- -- --- ---
--- -- --- ---
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 24
12. Teacher student ratio (program-wise)
Programme Teacher student ratio
D.Ed. 1:15
B.Ed. 1:15
M.Ed. (Full Time) --
M.Ed. (Part Time) --
13. a. Non-teaching staff Open Reserved
Permanent
Temporary
b. Technical Assistants Permanent
Temporary
14. Ratio of Teaching – non-teaching staff
15. Amount spent on the salaries of teaching faculty during the previous
academic session (% of total expenditure)
16. Is there an advisory committee for the library?
1:1
Yes No
M F M F
6 4 -- --
M F M F
-- --
e
-- --
M F M F
1 1
M F M F
62.46
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 25
17. Working hours of the Library
On working days
On holidays
During examinations
18. Does the library have an Open access facility
19. Total collection of the following in the library
a. Books
- Textbooks
- Reference books
b. Magazines
e. Journals subscribed
- Indian journals
- Foreign journals
f. Peer reviewed journals
g. Back volumes of journals
h. E-information resources
- Online journals/e-journals
7 hours (10Am to 5Pm)
--
Yes No
9302
8216
1086
26
26
26
4
192
261
7 hours (10Am to 5Pm)
02
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 26
- CDs/ DVDs
- Databases
- Video Cassettes
- Audio Cassettes
20. Mention the
Total carpet area of the Library (in sq. mts.)
Seating capacity of the Reading room
21. Status of automation of Library
Yet to intimate
Partially automated
Fully automated
22. Which of the following services/facilities are provided in the library?
Circulation
Clipping
Bibliographic compilation
Reference
Information display and notification
Book Bank
Photocopying
Computer and Printer
Internet
Online access facility
Inter-library borrowing
142
90
12
137.95 sq mts
50 Students
25
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 27
Power back up
User orientation /information literacy
Any other (please specify and indicate)
23. Are students allowed to retain books for examinations?
24. Furnish information on the following
Average number of books issued/returned per day
Maximum number of days books are permitted to be retained
by students
by faculty
Maximum number of books permitted for issue
for students
for faculty
Average number of users who visited/consulted per month
Ratio of library books (excluding textbooks and book bank
facility)to the number of students enrolled
25. What is the percentage of library budget in relation to total budget of the
institution
11
Full Session
Yes No
2.918
10:1
500
Full Session
04
As per
requirement
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 28
26. Provide the number of books/ journals/ periodicals that have been added to
the library during the last three years and their cost.
I (2012-13) II (2014-15) III (2015-16)
Number Total cost
(inRs.)
Number Total cost
(inRs.)
Number Total cost
(inRs.)
Text books 304 84865 588 90345 301 1,12,917
Other books 8 1951 80 9800 189 25110
Journals/
Periodicals
10 8200
Any others
specify and
indicate
(Additional rows/columns may be inserted as per requirement)
Criterion V: Student Support and Progression
1. Programme wise “dropout rate” for the last three batches
Programmes Year 1
2011-12
Year 2 2012-13 Year 3
2014-15
D.Ed. 00 00 00
B.Ed. 01 00 00
M.Ed. (Full Time)
M.Ed. (Part Time)
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 29
2. Does the Institution have the tutor-ward/or any similar mentoring system?
If yes, how many students are under the care of a mentor/tutor?
3. Does the institution offer Remedial instruction?
4. Does the institution offer Bridge courses?
5. Examination Results during past three years (provide year wise data)
UG (B.Ed) PG M. Phil
I
2011-12
II
2012-13
III
2014-15
I II III I II III
Pass percentage 96.96 95.7 92.3
Number of first
classes
192 182 96
Number of
distinctions
-- -- --
Exemplary
performances
(Gold Medal
and university
ranks)
-- -- --
Yes No
20
Yes No
Yes No
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 30
6. Number of students who have passed competitive examinations during the
last three years (provide year wise data)
NET
SLET/SET
Any other (specify and indicate)
7. Mention the number of students who have received financial aid during the
past three years.
Financial Aid I
(2011-12)
II
(2012-13)
III
(2014-15)
Merit Scholarship -- -- --
Merit-cum-means
scholarship
-- -- --
Fee concession -- -- 777600/-
Loan facilities -- -- --
Any other specify and
indicate
-- -- --
(Additional rows may be inserted as per requirement)
8. Is there a Health Centre available in the campus of the institution?
Yes No
I II III
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 31
9. Does the institution provide Residential accommodation for:
Faculty
Non-teaching staff
10. Does the institution provide Hostel facility for its students?
If yes, number of students residing in hostels
Men
Women
11. Does the institution provide indoor and outdoor sports facilities?
Sports fields
Indoor sports facilities
Gymnasium
12. Availability of rest rooms for Women
13. Availability of rest rooms for men
14. Is there transport facility available?
15. Does the Institution obtain feedback from students on their campus
experience?
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 32
16. Give information on the Cultural Events (Last year data) in which the
institution participated/organized.
Organised Participated
Yes No Number Yes No Number
Inter-collegiate 01 04
Inter-university -- -- 02
National -- -- -- -- -- ---
Any other
(specify and
indicate)
(Excluding college day celebration)
17. Give details of the participation of students during the past year at the
university, state, regional, national and international sports meets.
Participation of students
(Numbers)
Outcome
(Medal achievers)
State 03 --
Regional -- --
National -- --
International -- --
18. Does the institution have an active Alumni Association?
If yes, give the year of establishment
19. Does the institution have a Student Association/Council?
Yes No
Yes No
2015
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 33
20. Does the institution regularly publish a college magazine?
21. Does the institution publish its updated prospectus annually?
22. Give the details on the progression of the students to employment/further
study (Give percentage) for last three years
Year 1
2011-12
(%)
Year 2
2012-13
(%)
Year 3
2014-15
(%)
Higher studies 52 55 59
Employment (Total) 48 45 41
Teaching
Non teaching
72 74 70
28 26 30
23. Is there a placement cell in the institution?
If yes, how many students were employed through placement cell during the past
three years.
2011-12 2012-13 2013-14
40 15 20
Yes No
Yes No
Yes No
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 34
24. Does the institution provide the following guidance and counselling services
to students? Yes No
Academic guidance and Counseling
Personal Counseling
Career Counseling
Criterion VI: Governance andLeadership
1. Does the institution have a functional Internal Quality Assurance Cell
(IQAC) or any other similar body/committee
2. Frequency of meetings of Academic and Administrative Bodies: (last year)
Governing Body/management 02
Staff council 04
IQAC/or any other similar body/committee 04
Internal Administrative Bodies contributing to quality improvement of the
institutional processes. (mention only for three most important bodies)
Aca-03
Admi-03
Res-03
Yes No
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 35
3. What are the Welfare Schemes available for the teaching and non-teaching
staff of the institution?
Loan facility
Medical assistance
Insurance
Other (specify and indicate)
4. Number of career development programmes made available for non-teaching
staff during the last three years
5. Furnish the following details for the past three years
a. Number of teachers who have availed the Faculty Improvement
Program of the UGC/NCTE or any other recognized
organisation
b. Number of teachers who were sponsored for professional development
programmes by the institution
National
International
c. Number of faculty development programmes organized by the Institution:
d. Number of Seminars/ workshops/symposia on Curricular development,
Teaching- learning, Assessment, etc. organised by the institution
e. Research development programmes attended by the faculty
0
0
2
N/A
Y
E
S
--
- - -
0 0 2
Yes No
Yes No
Yes No
Yes No --
0
0 2
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 36
f. Invited/endowment lectures at the institution
Any other area (specify the programme and indicate)
6. How does the institution monitor the performance of the teaching and non-
teaching staff?
a. Self-appraisal
b. Student assessment of faculty performance
c. Expert assessment of faculty performance
d. Combination of one or more of the above
e. Any other (specify and indicate)
7. Are the faculty assigned additional administrative work?
If yes, give the number of hours spent by the faculty per week
8. Provide the income received under various heads of the account by the
institution for previous academic session
Grant-in-aid
Fees
Donation
Yes No
Yes No
Yes No
Yes No
6 Hours
- 0 6
- - -
Yes No
Yes -- No --
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 37
Self-funded courses
Any other (specify and indicate)
9. Expenditure statement (for last two years)
2012-13 2014-15
Total sanctioned Budget 3390238 3645739
% spent on the salary of faculty 78.77 55.55
% spent on the salary of non-teaching employees 16.24 32.29
% spent on books and journals 2.56 2.918
% spent on developmental activities (expansion of
building)
-- NIL
% spent on telephone, electricity and water 1.08 1.890
% spent on maintenance of building, sports facilities,
hostels, residential complex and student amenities,
etc.
0.83 1.846
% spent on maintenance of equipment, teaching aids,
contingency etc.
0.345 1.658
% spent on research and scholarship (seminars,
conferences, faculty development programs, faculty
exchange, etc.)
-- 0.503
% spent on travel 0.065 0.0205
Any other (specify and indicate) 0.095 3.133
Total expenditure incurred 99.97 99.99
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 38
10. Specify the institutions surplus/deficit budget during the last three years?
(specify the amount in the applicable boxes given below)
Surplus in Rs. Deficit in Rs.
11. Is there an internal financial audit mechanism?
12. Is there an external financial audit mechanism?
13. ICT/Technology supported activities/units of the institution:
Administration
Finance
Student Records
Career Counselling
Aptitude Testing
Examinations/Evaluation/
Assessment
Any other (specify and indicate)
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
1117601
838897
132707
Yes No
Yes No
Yes No
Yes No
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 39
14. Does the institution have an efficient internal co-ordinating and monitoring
mechanism?
15. Does the institution have an inbuilt mechanism to check the work efficiency
of the non-teaching staff?
16. Are all the decisions taken by the institution during the last three years
approved by a competent authority?
17. Does the institution have the freedom and the resources to appoint and pay
temporary/ ad hoc / guest teaching staff?
18. Is a grievance redressal mechanism in vogue in the institution?
a) for teachers
b) for students
c) for non - teaching staff
19. Are there any ongoing legal disputes pertaining to the institution?
20. Has the institution adopted any mechanism/process for internal academic
audit/quality checks?
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 40
21. Is the institution sensitised to modern managerial concepts such as strategic
planning, teamwork, decision-making, computerisation and TQM?
Criterion VII: Innovative Practices
1. Does the institution have an established Internal Quality Assurance
Mechanisms?
2. Do students participate in the Quality Enhancement of the Institution?
3. What is the percentage of the following student categories in the institution?
Category Men % Women %
a SC 17 12
b ST 01
c OBC 03 04
d Physically challenged
e General Category 02 12
f Rural
g Urban
h Any other
( specify)
Yes No
Yes No
Yes No
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 41
4. What is the percentage of the staff in the following category ?
Category Teaching
staff
% Non-teaching
staff
%
a SC 2 2
b ST
c OBC 6 2
d Women 3 0
e Physically challenged
f General Category 8 3
g Any other
( specify)
5. What is the percentage incremental academic growth of the students for the last
two batches?
(2012-13) (2014-15)
Category At Admission On completion of the course
Batch I Batch II Batch I Batch II
SC 64 25 60 22
ST 00 02 00 02
OBC 44 26 42 02
Physically
challenged
00
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General
Category
82 51 80 48
Rural
Urban
Any other
( specify)
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Executive Summary
Vidyavati College, Bhind run by Smt. Vidyavati Mishra Memorial
LokNayasBhind, M.P was started in semi urban area at Bhind, M.P. in the year
2004 This college was recognized by NCTE (WRC) vide order no WRC/5-
6/47/2003/517, dated 11/02/2004and is affiliated to Jiwaji University, Gwalior
M.P. It tries to achieve excellence through hard work and dedication and to
prepare the teachers to face emerging challenges.
1. Curricular aspects- The college campus is located in an area of --- Acres and
has a total built up area of ----- sq. Mtrs. with multipurpose hall, library, various
laboratories, classrooms and basic requisite infrastructure. It offers B.Ed.
(Bachelor of Education) Twoyear regular programme and D.El.Ed. (Diploma of
Education) Two year regular programme offering 100 (Two unit) and 100 (Two
unit) intake respectively.
The college follows the curriculum and syllabi designed by the Jiwaji University
& SCERT Bhopal. The college interacts with the Jiwaji University in updating the
curriculum as and when required.
The feedback from pupil teachers, peers alumni, teacher educators, Heads and
teachers of practice teaching schools and stakeholders, obtained are analyzed and
used for improving
2. Teaching – Learning & Evaluation – The focus of our college is on Quality
curriculum transaction with the use of ICT and recent trends. Teacher training
includes a variety of learning experiences coupled with innovative instructional
techniques and strategies which is the need of the hour. The tutorial system is
successfully implemented to elicit the problem of the pupil teachers and weaker
students are given remedial classes.
3. Research Consultancy and extension- ---- teacher educators are holding
Ph.D. degree and some of them are registered for Ph.D. The teachers who are
registered for pursuing Ph.D. degree are encouraged for research through study
leave and adjustment in college time table. Therefore we can say that
management has encouraged our faculty members by providing many facilities
and incentives including finance to do his/her projects. Seminars and workshops
are conducted in the college to improve their research knowledge and aptitude.
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The Extension work includes community development campus and rallies on
various themes.
4. Infrastructure and learning resources- The college has adequate
infrastructure for effective implementation of curricular, co-curricular and extra
curricular activities. The college has campus area of approximate 3.11 Acres and
built up area is 4113.46 sq. mtrs. The college has a multipurpose hall, well
stocked semi computerized library, furnished class rooms, well equipped
laboratories, common rooms for girls and boys, faculty room, office for Principal
and Staff members .
The college has a active website www.vidyavaticollege.orgwhich is updated time
to time. The college is trying to makegood use of the website to spread awareness
about its facilities, to make admission processwidely known and to get valuable
feedback from stakeholders.
5. Student Support and Progression- The teacher educators do their best to
nourish andnurture the hidden talent of pupil teachers. They provide mentoring
and counselling to pupilteachers on almost all aspects of teacher education.
A good number of students are from poor background and the college tries to
provide themwith financial support in the form of Govt. scholarship.
An increasing no. of students are going to appear in CTET/TET and various
stateand central level examinations. Here, students are provided with proper
guidance whichhelps them to apply and competion such competitive
examinations. Pupil teachersvoluntarily take membership and participate in
various committees and cells.
6. Governance and leadership- The college has well defined vision and mission.
The IQACcommittee have deep understanding of it. The entire activities of the
college are directedtowards achieving the ideals stated in its Vision & Mission
Various committees and cellshave been formed for smooth functioning of the
college. Filling of staff is done according to NCTE (WRC) and Jiwaji University
and state govt. of M.P. rules and regulations.The goals and objectives are
discussed and deployed at each level to ensure contribution ofeach individual of
the college.
7. Innovative Practices- the basic aim of college is all round development of an
individuali.e. cognitive , Affective and Psychomotor domains. The college has
developed manyinnovative practices and several mechanism for quality assurance
and sustenance. Some ofthese are:
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IQAC
Alumni association
Feedback from pupil teachers
Self appraisal of teachers educators
Grievance and redressal cell
Women cell
Placement cell
Owing to these committees and cells, the college has an efficient system in place
to regulateand maintain standards of its administrative, curricular, co-curricular
and extra-curricularactivities.
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Criterion I: Curricular Aspects
1.1 Curricular Design and Development
1.1.1 State the objectives of the institution and the major considerations
addressed by them? (Intellectual, Academic, Training, Access to the
Disadvantaged, Equity, Self development, Community and National
Development, Issue of ecology and environment, Value Orientation,
Employment, Global trends and demands, etc.)
The mission of the college is to provide quality teacher education to the pupil
teachers and through our holistic, value-based and progressive education, to
produce young mind of whom any nation can be proud of
Objectives
a) To adopt teaching profession as a means of social service along with education.
b) Motivating pupil teacher to scale and achieve high academic standards.
c) To make the pupil teachers capable of following recent trends in the teacher
education.
d) Providing varied professional training and placement of pupil teachers.
e) To increase employability of our pupil teachers through value-added education.
f) Providing updated information and knowledge through orientations.
g) Shaping the innovative, creative and integrating abilities of pupil teachers by
providing research facilities.
h) To motivate pupil teachers towards excellence in teacher education.
i) To contribute to human resources at national and international levels.
Intellectual
To equip pupil teachers in bringing desired social changes and to develop skills to
work in future for the welfare of society and social cohesion by achieving
intellectual stability and adopting latest knowledge.
Training
The major objective of training is to empower the prospective teachers for
effective teaching, research, extension and consultancy.
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Access to the Disadvantaged
The college aims at the general uplift of the disadvantaged groups such as,
backward students, students from SC/ST communities, physically handicapped
women and economically weak.
Self Development
The pupil teachers are expected to become acquainted with different models,
methods and strategies of teaching, different techniques for assessment and to
acquire skills in teaching.
Global trends and Demands
The pupil teachers are expected to become capable of applying modern
techniques and practices in teaching by obtaining a total perspective of the role of
ICT in modern educational practice.
1.1.2 Specify the various steps in the curricular development processes. (Need
assessment, development of information database pertaining to the feedback
from faculty, students, alumni, employers and academic experts, and
formalizing the decisions in statutory academic bodies).
Feedback is collected through various sources such as Meetings, Interactions with
experts & educationists, Alumni Meetings and meetings with prospective
employers like Principals of schools during teaching Practice and forwarded to
Principal of the college as suggestions. Suggestions are forwarded from time to
time to BOS (Board of Studies) of Jiwaji University, Gwalior.
1.1.3 How are the global trends in teacher education reflected in the
curriculum and existing courses modified to meet the emerging needs?
Pupil teachers to become independent, creative and confident enough to face the
world. The teacher educators are prompt in guiding the pupil teachers to integrate
the technology like LCD Projector, Slide Projector, Internet, Computers & Other
audio visual aids with face to face sessions to present the content effectively.
Teacher educators demonstrates and justifies the judicious use of appropriate
methodology, pedagogy in handling and mastery learning by ICT. Faculty make
good use of power point presentations and project based instructional resources
for instructions, orientation & for conducting different curricular and co-curricular
activities. The pupil teacher imitates and learns various micro skills during their
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micro teaching session. Prayer, thought of the day conduct of teachers are
exemplary for pupil teachers. They discuss and share their views on various
religious, spiritual & moral ideals. The Principal and all faculty and staff members
are leading examples. They review the code of ethics regularly to maintain values
in the behavior of the pupil teachers. Various curricular, Co-curricular activities
spontaneously encourage the pupil teachers to learn in team work and integration.
1.1.4 How does the institution ensure that the curriculum bears some thrust
on national issues like environment, value education and ICT?
The curriculum of the B.Ed. course bears thrust on National issues like
valueeducation, Equality, Environmental issues, National integration, Women
education,Education of physically Challenged and role of ICT.
The college conducts morning assembly where moral & social values are
propagatedand developed through prayers and short stories on social & moral
issues. ICT is anintegral part of the curriculum and the college participates in
extension activities to make aware people on national issues (like Pollution,
Population Control, Girl ChildEducation etc.) Workshops, seminars and other
events on such issues are beingconducted time to time.Micro teaching, mega
teaching and case study methods are adopted and use ofinternet for teaching and
learning is encouraged.
1.1.5 Does the institution make use of ICT for curricular planning? If yes
give details.
Yes, the College makes use of ICT for curricular planning as follows:-
a) ICT is used for planning of day to day curricular and co-curricular activities.
b) The year plan is prepared for planning of teaching learning and related
activities of the course.
c) Planning of practice lessons, time table of the lessons, observation for students
and supervision faculty.
d) Seating arrangement of students, psychology experiments, methods lectures
and time table for various lab activities.
e) Time table, letters to the experts, programme agenda, attendance and reports.
f) Examination planning, paper typing, entry of marks and results. Various
Academic Committees plan and their activities. Thus, the college uses ICT to the
fullest for implementation of curriculum and for academic planning.
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1.2 Academic Flexibility
1.2.1 How does the institution attempt to provide experiences to the students
so that teaching becomes a reflective practice?
1. Preparation of PPT:-
Faculty members prepare power point presentation on various topics. Every year
at the beginning of micro-teaching/core training programme, these power point
presentation are shown to pupil teachers for better understanding of microteaching
skills.
2. Conducting Demonstration Lessons:-
Faculty also conducts demonstration lessons in every subject to pupil teachers to
observe and reflect upon them.
3. Orientation:
Orientation are organized to orient pupil teachers regarding various aspects of
skills in microteaching. With the help of these lectures, they get a clear idea about
microteaching and practice lessons.
4. Selection of appropriate methods and models of teaching :
The pupil teachers are instructed to select methods, models and techniques that
are suitable for teaching of the content. They are also required to provide the
rationale for selection of methods models and techniques. This promotes
reflective thinking about the use of appropriate teaching strategy.
5. Critical Reflection:
The pupil teachers are made to review critically and reflect upon the actual
classroom experiences after taking practice lessons.
1.2.2 How does the institution provide for adequate flexibility and scope in
the operational curriculum for providing varied learning experiences to the
students both in the campus and in the field?
The pupil teachers receive both formal and informal learning experiences in the
campus:
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a) They undergo actual formal learning of theory subjects.
b) Simulation of classroom teaching through micro teaching and mega lessons
provides them the experience of teaching and learning with the help and in
collaboration with their peers.
c) The college has a well stocked library. It provides a wide range of books for
assignment preparation and for additional reading. The facility of the book bank
scheme is available for pupil teachers. During the examination period, optimum
utilization of library is facilitated for pupil teachers.
1.2.3 What value added courses have been introduced by the institution
during the last three years which would for example: Develop
communication skills (verbal & written), ICT skills, Life skills, Community
orientation, Social responsibility etc.
The following activities were conducted in addition to the prescribed courses:
Communication skills:
Spoken English classes for development of communication skills for B.Ed. pupil
teachers are undertaken.
ICT Skills:
College provides ICT training to its faculty, staff and pupil teachers.
Social Responsibility :
Under the social service scheme, the college organized many extension activities.
Life Skills:
For developing life skills and soft skills among the pupil teachers, college
organizes a one day personality development course every year.
1.2.4 How does the institution ensure the inclusion of the following aspects in
the curriculum?
i. Interdisciplinary/Multidisciplinary
ii. Multi-skill development
iii. Inclusive education
iv. Practice teaching
v. School experience / internship
vi. Work experience /SUPW
vii. Any other (specify and give details)
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(Also list out the programmes/courses where the above aspects have been
incorporated).
1. Interdisciplinary/Multidisciplinary- Education seems multi disciplinary
subject hence it drives concept from discipline of political science, Economics,
Philosophy, Psychology, History Sociology, ICT and management and so on.
B.Ed. Curriculum is multidisciplinary as it emphasises on language, Social
Science, Science Mathematics, Management, Economics& ICT. The methods
cover the various specialization of the mother discipline of Pupil teachers. There
are some similarities in different methodology papers. Above all the lesson plans,
preparation of teaching aids & method of teaching and evaluation are interrelated.
2. Multi Skill Development- the college has arranged so many programmes for
multi skill development such as-
1) ET apparatus training
2) Computer training
3) Soft skills development
4) Important days are celebrated.
5) Organize cultural programmes.
6) Organization of macro and micro teaching.
3. Inclusive Education – In this college differentially abled student are included
in the general class-room teaching and special assistance are provided, if required
by them. It is now accepted that so called disabled individuals are actually
“differentially abled” so they are capable of learning provided appropriate
learning experiences are provided to them.
4. Practice Teaching- It is most important component of teacher education before
commencement of practice teaching. Teacher educators give proper orientation to
the pupil teacher. It includes the following activities-
Demonstration of micro lessons by concerned teacher educator.
Practicing microteaching skills by pupil teachers .
Demonstration of macro lessons by concerned teacher educator.
Guidance for preparation of teaching aids & presentation of lessons.
In the last, pupil teachers are sent for practice teaching to near by Primary and
Secondary schools for forty days in two terms.
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5. School Experience- During practice teaching the pupil teachers attend the
school from prayer to last bell and participate in various activities of school as
well as learn to maintain various activities.
6. Work Experience/SUPW- It is an essential component of B.Ed. course. It
helps in development of creative skills as well as sense of appreciation towards
nature and dignity of labour.
1.3 Feedback on Curriculum
1.3.1 How does the institution encourage feedback and communication from
the Students, Alumni, Employers, Community, Academic peers and other
stakeholders with reference to the curriculum?
The college encourages feedback from pupil through regular meetings that are
conducted on regular intervals. Detailed feedback in writing is given by the pupil
teachers on the curriculum transaction.
1.3.2 Is there a mechanism for analysis and use of the outcome from the
feedback to review and identify areas for improvement and the changes to be
brought in the curriculum? If yes give details on the same.
The Jiwaji University, Gwalior frames the curriculum for the B.Ed. courses.
Feedback is given by the pupil teachers and faculty regarding the difficulties and
the obstacles faced in implementing the curriculum through discussions. The units
that need modification, improvement and additions is received in faculty meetings
of the college and conveyed to the University authorities like the Board of
Studies. The college has no authority and powers to modify, improve and make
additions to the existing curriculum.
1.3.3 What are the contributions of the institution to curriculum
development? (Member of BoS/ sending timely suggestions, feedback, etc.)
As already stated, whenever the curriculum is to be modified or there are
suggestions regarding curriculum transaction, the college send suggestions and
feedback to the Jiwaji University, Gwalior.
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1.4.1 Curriculum Update
1.4.1 Which courses have undergone a major curriculum revision during the
last five years? How did these changes contribute to quality improvement
and student satisfaction? (Provide details of only the major changes in the
content that have been made).
As per NCTE regulation 2014 new syllabus of B.Ed. (Two years) programme has
been given below:-
RANI DURGAVTI VISHWAVIDYALAYA;
JABALPUR
Syllabus & Course Structure
For
BACHELOR OF EDUCATION (B.Ed.)
COURCES STRUCTURE:
B.Ed. Course Scheme of Examination- Semester Scheme
Semester-I
Course/Paper Hours per
week
Total Marks Internal
(Formative)
External
(Summative)
Group A:
Core Course
CC1:
Childhood &
Growing Up
6 100 25 75
CC 2:
Education in
India-Status,
Problems and
Issues
6 100 25 75
CC3:
Language
across the
curriculum-
Part 1
4 50 15 35
CC4:
Curriculum
Development
& School
6 100 25 75
EPC 1
Reading and
2 50 20 30
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Reflecting on
Texts
Total 400 110 290
Note: Assignment & Tasks for Courses 1,2,3,4
Second Semester
Course/Paper Hours
per week
Total
marks
Internal
(Formati
ve)
External
(Summat
ive)
Group B: Core Course
CC1:Learning & teaching 6 100 25 75
2: PC (I) Pedagogy of a School
Subject-Part1(Subject:1 Science-
Biology/Math‟s/Social
Sciences(SS)/Language-
Hindi/English/Urdu/Sanskrit/Other
Region-Specific lang.)
6 100 25 75
3:PC(II) Pedagogy of a School (Part
II): Subject Knowledge and the
Related Pedagogic Dimensions
(Subject:1 Science-
Chemistry/Physics/History/Civic/G
eography/Economics/commerce)
6 100 25 75
4: Language across the curriculum
–Part-2
4 50 15 35
EPC2 Drama & Art in Education 2 50 20 30
Total 400 110 290
Third Semester
Course/Paper Hours per
week
Total marks Internal
(Formative)
External
(Summative)
Group A: Core
Coerces
CC1:
Pedagogy of a
School Subject
(Part II)
50 15 35
2: School 350 150 200
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Internship
3: EPC1-
Educational
Psychology
Practical
50 10 40
Total 450 175 275
Note 1- Twenty Weeks (Four Weeks) Practice Teaching & (Sixteen Weeks )
Internship School
INTERNSHIP IN TEACHING
The activities and the allotment of marks for internship in teaching in each
method of teaching schools subjects are as following
Sr.
No.
Per culars Sem. III Marks
1 Micro Teaching under Simulation conditions
(Eight Skills)
(16*3)=48
2 Lesson Planning (Practice Teaching) 100
3
4
5
6
Execution of the lesson in the actual class
room situation & School Work
Unit Plan
Unit Test Administration Evaluation and
interpretation
Resources unit/instructional
kit/workbook/working models.
40
40
12
7 Observation records 10
Total 350
Fourth Semester
Course/Paper Hours
per week
Total
mar
ks
Internal
(Format
ive)
External
(Summat
ive)
Group B: Core Course
CC1: Gender,School & Society 6 100 25 75
2: Educational Technology & ICT 6 100 25 75
3: Creating an inclusive Schools 6 100 25 75
4: Optional Cources: (Any one od
the Subject mentioned below)
6 100 25 75
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a. Value
Education
b. Futurology
in Education
c. Health and
Physical
Education
d. Guidance
and
Counseling
School
e. Environmen
tal
Education
f. Action
Research
EPC 3: Understanding the Self 2 50 20 30
EPC 4: understanding of TCT 2 50 20 30
500 140 360
Note: Assignment & Tasks for Cources1, 2, 3, 4
1.4.2 What are the strategies adopted by the institution for curriculum
revision and update? (need assessment, student input, feedback from
practicing schools etc.)
Our Institute is affiliated to Jiwaji University, Gwalior and has to follow the
curriculumprescribed by the university. The college has no direct role in its
revision and updation.Feed back obtained from teacher educators, Pupil teachers,
Non teaching staff, Alumni,faculty of Practice teaching schools and guardians are
sent to the University forModification.
1.5 Best Practices in curricular Aspects
1.5.1 What is the quality sustenance and quality enhancement measures
undertaken by the institution during the last five years in curricular aspects?
The college has developed the following measures during the last five years for
the quality sustenance and quality enhancement in curricular aspects:
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a) The suggestions given and contribution made by the IQAC
b) Orientation to the faculty about the revised curriculum.
c) Organization of workshops and seminars on recent emerging trends such as
globalization, pedagogical analysis, inclusive education, instructional system and
design.
d) Content analysis of course syllabus.
e) Formation of various committees for smooth implementation of Year‟s Plan,
Cocurricular and extracurricular activities.
f) Power point presentation prepared by the faculty for orienting pupil teachers
about micro-teaching.
g) Effective use of ICT.
1.5.2 What innovations/best practices in „Curricular Aspects‟ have been
planned/ implemented by the institution?
Pupil teachers have to master the use of computer, internet for their planning
about teaching-learning transaction. The college encourages innovative
programmes throughout the training.
Following innovative practices are given below:
Power point presentations.
Seminars and workshops
Imparting teaching skills.
Psychology experiments
ICT equipped class rooms.
Usage of OHP & LCD
Use of latest techniques, strategies, methods and models of teaching.
Educational lectures (Guest lecturer)
Workshops for preparation of teaching Aids
Teaching Aid Exhibition
Collage making workshop
Mentorship
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Criterion II: Teaching-Learning and Evaluation
2.1 Admission Process and Student Profile
2.1.1 Give details of the admission processes and admission policy (criteria
for admission, adherence to the decisions of the regulatory bodies, equity,
access, transparency, etc.) of the institution?
The NCTE (WRC) and Jiwaji University, Gwalior are the regulatory bodies for
the B.Ed. course run by the colleges. From the session 2014-15, the entire
admission process is controlled by Madhya Pradesh professional Examination
Board (Madhya Pradesh VyavsayikPareekshaMandal) Bhopal; website is
www.vyapam.nic.in. The candidates are selected through a Combined Entrance
Test conducted by MPPEB it is under the mandatory obligation to admit the
candidates selected on the basis of merit declared by the Madhya Pradesh
Professional Examination Board. The board declares the cut off merit for
admission for all categories and also approves the list of admitted students. After
having merit list of qualified candidates, original documents are checked at the
time of admission by personal appearance of the candidates. All the relevant in-
formations about admission are also displayed on the MPPEB website . If in any
case seat remains vacant in any category the next merit automatically follows for
that category and second merit list is displayed. This process is continued, till
seats are filled.
The category wise list of the admitted candidates are displayed on the MPPEB
website.
Transparency:-Thus, college adheres to the directives of the MPPEB and
affiliating University which follow the rules and regulations regarding minimum
qualification and reservation as per the M.P. Government and NCTE norms. The
complete details of the process of admission starting from advertisement to the
displayed of merit list and final admission is available on the
www.vyapam.nic.inThe whole process is thus, made transparent and flawless.
Access:-Admissions are made on the basis of merit only. Everyone who fulfils the
mandatory criteria can seek and is granted admission in the college.
Eligibility as per the rules and regulations of NCTE:- The eligibility to appear
in Combined Entrance test (CET) for admission in the B.Ed. Programme (Two
year regular programme) is at least 50% marks in aggregate for all general and
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 59
OBC candidates in their graduation/post graduation examination whereas it is
45% aggregate marks for SC and ST candidates.
Equity: The reservation policy of state govt. of M.P. is implemented. Information
about Entrance/Recruitment test conducted by MPPEB year 2016 is given below.
INFORMATION ABOUT ENTRANCE / RECRUITMENT TEST
CONDUCTED BYTHE M.P.P.E.B.YEAR - 2014
S.N
o.
Test Date of
Sale of
Applicat
ion
Forms/O
nline
Submiss
ion
Start of
Sale of
Applicatio
n
Forms/Onl
ine
Submissio
n
End of
Receipt of
Application
Forms/Onli
ne
Submission
Online
Rectificat
ion Date
Test Fee in
Rupees
UR/OBC,SC,
ST &
Handicapped
only for
Madhya
Pradesh
Domicile
Date of
Online
Exam
Date
of
Result
1 B.Ed., M.
Ed., B.P.
Ed.,
M.P.Ed.,
(Two
Years) and
B.Ed.-
M.Ed.
(Combined
Three
Years)
Online
Entrance
Test : 2016
10/02/16 15/02/16 15/03/16 From
16/02/16
To
18/03/16
500 / 250
for One
Paper
700/350
for Two
Papers
24 &
25/04/16 **
2.1.2 How are the programmes advertised? What information is provided to
prospective students about the programs through the advertisement and
prospectus or other similar material of the institution?
Madhya Pradesh Professional Examination Board (Madhya Pradesh
VyavsayikPareekshaMandal) gives common advertisement in the leading
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newspapers for pre teacher education test for admission in various B.Ed. Colleges
of M.P. Online prospectus gives details about the name of universities, list of
affiliated colleges (Govt. & self Financing), no. of seats, category wise
reservation, eligibility procedure and fee structure. Students are allotted B.Ed.
college as per their merit and choice options. Thus transparency is ensured from
the stage of notification till the completion of admission process.
At the time of admission, Principal, Senior lectures and Non teaching staff gives
information about the college setup, objectives, activities carried at the institution
during the entire academic year as well as do the counseling regarding the hostel,
books and other academic inputs.
2.1.3 How does the institution monitor admission decisions to ensure that the
determined admission criteria are equitably applied to all applicants?
As the admission process is centralized by the State Government, the equitability
in admission is completely ensured. All the applicants get equal opportunity of
admission through the centralized counseling process.
2.1.4 Specify the strategies if any, adopted by the institution to retain the
diverse student population admitted to the institution. (e.g. individuals of
diverse economic, cultural, religious, gender, linguistic, backgrounds and
physically challenged)
The programs and strategies adopted by the college satisfy the needs of the Pupil
teachers from diverse backgrounds including backward community as well as
from different localities. Gender equity and admission opportunity for differently
abled pupil teachers are also considered.
To ensure equity in the admission process, the reserved seats are filled by the
disadvantaged community such as SC, ST and OBC candidates as per central and
state government norms. College ensures that any pupil teachers once admitted in
the programme do not leave the course midway without completing the
programme. To ensure retention of diverse student population the following
measures are adopted: At the initial stage a detailed Orientation Programme is
organized. In this programme each faculty member orients fresher about
programme, its syllabus, and the optional/elective subjects and academic, co-
curricular, extra-curricular activities and out-reach programme to be held during
the session. Besides this, the faculty interacts with pupil teachers on different
issues such as peace education, environment education, value education, culture
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& education and professional ethics for a teacher, education for all, community
awareness etc.
2.1.5 Is there a provision for assessing student‟s knowledge/ needs and skills
before the commencement of teaching programmes? If yes give details on the
same.
College has a provision for assessing pupil teacher‟s knowledge and skills before
the commencement of the teaching programme as follows-
All aspirant candidates are required to qualify the Combined Entrance Test
(CET) for admission in the B.Ed. course conducted by the MPPEB which
they are tested for their Teaching Aptitude, General Knowledge and
Mental ability and language.
The orientation programme also provides an opportunity to identify their
skills through a pre-test. It is given before the commencement of B.Ed.
programme.
During orientation programme, each faculty member orients fresher about
programme, its syllabus, and the optional/elective subjects, educational and
social, cultural and sports activities to be held during the session.
Through the orientation programme faculty comes to know about hidden
talents, interest, hobbies and potentials of the pupil teachers.
Pupil teachers then are divided into groups and assigned responsibilities as
per their ability, taste and requirements.
After orientation programme, a group of 20 pupil teachers is allotted to the
mentors (faculty).
Simulation and micro teaching provides yet another opportunity for testing
skills in particular subject before the commencement of practice teaching.
2.2 Catering to Diverse Needs
2.2.1 Describe how the institution works towards creating an over all
environment conducive to learning and development of the students?
College works towards creating an overall environment conducive to learning and
development of the pupil teachers. The instructional approaches and learning
experiences provided by the college are comprehensive enough to cater to diverse
needs besides being in tune with the stated objectives of the programme.
1. College aims at the overall development of the pupil teachers admitted to B.Ed.
programme irrespective of their socio-economic backgrounds. This helps in
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creating a homogeneous environment conducive enough for academic growth and
over all development of pupil teachers.
2. College takes utmost care of academic needs of the pupil teachers throughout
the academic year. If any personal or academic problem comes up during the
course, top priority is given to resolve the same.
3. Teacher educators remain available to the pupil teachers whenever they need
their support. All the teacher educators are well accustomed to work with the
pupil teachers and they always welcome them to interact and discuss their
academic and non-academic issues.
4. ICT laboratory, psychology laboratory, work experience lab and library
services are at the hands of pupil teachers and they are free to use facilities.
5. College is equipped with well equipped library having book bank facility. It
provides book to the needy students whenever they require. During working days
of the college, the library remains open from 10.00 am to 5.00 pm.
6. Pupil teachers are encouraged to participate in various curricular, co-curricular
and Sports Activities organized by other teacher education institutions of the same
University. College also organizes various competition in a duly planned manner.
These include cultural, literary and sports events.
7. The various cultural and literary events organized by the college are:
Collage making
Painting
Dance-Indian-classical and folk style
Pot painting
Poem recitation
Debates –Hindi and English
Drama
Quiz
Songs –solo and Group
Flower making
Rangoli
Sketching
Best out of waste
Salad decoration
Mehandi
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The various sports event organized by college and other affiliated colleges
together are:
Volley ball
Badminton
Kho-Kho
Shot-put
Carom
Chess
All the pupil teacher in college are encouraged to actively participate in these
activities so that they feel relaxed and this helps them in their overall
development, which is the ultimate aim of College.
2.2.2 How does the institution cater to the diverse learning needs of the
students?
The pupil teachers are prepared for managing diverse learning needs (of their own
along with the students in schools) at the college. The college works towards
creating an overall environment conducive enough to empower them in the art
and techniques of managing teaching, learning and development of students
having diverse needs and potentiality. The instructional approaches and learning
experiences provided by college are sufficient enough to cater to diverse needs
and at the same time being in tune with the stated objectives of the program.
2.2.3 What are the activities envisioned in the curriculum for student
teachers to understand the role of diversity and equity in teaching learning
process?
College follows the curriculum prescribed by Jiwaji University, Gwalior for
B.Ed. Course. It is a balanced curriculum for the training and grooming of
the pupil teachers even in the role of diversity and equity in teaching learning
process.
1. College activities commences daily with a prayer session including news
headlines, thought of the day, physical exercise and National Anthem. The prayer
session is planned in a way that embodies sentiments of all castes and religions.
2. Reciting national song and anthem that speak of national integrity are routine
practice of the college. These are instruments for creating emotionally toned
atmosphere.
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3. Different activities have been envisioned in the curriculum of pupil teachers to
understand the role of diversity and equity in teaching learning process. During
the teaching learning process, all the teacher educators observe the values of
democracy, abstain from criticizing each other and instead become pro active and
well attentive to understand different viewpoints in a democratic way.
4. A required understanding of the concept of multiculturalism and value of
respecting different cultures promotes the idea of respecting diversity.
5. The awareness and sensitivity of the teaching and non-teaching staff creates an
atmosphere of exchange of ideas in a democratic and equally understandable way.
6. Field trips are undertaken to provide exposure to our pupil teachers to different
cultural and national identities, issues and problems.
7. Besides, the pupil teachers participate and accomplish extra curricular activities
most of which revolve around the concepts of equity and diversity.
2.2.4 How does the institution ensure that the teacher educators are
knowledgeable and sensitive to cater to the diverse student needs?
College ensures that the teacher educators are knowledgeable and sensitive to
cater to the diverse student needs through following ways:-
1. The faculty selection for college made is by a panel constituted by the
Jiwaji University.Then, the list of selected faculty approved by the affiliating
university.
2. Teacher educators regularly plan and organize workshops, orientation
programme, and expert lectures on specific themes on emerging curricular
concerns for pupil teachers.
3. It is also ensured that the faculties are sensitive enough to understand the
diverse needs of the pupil teachers. Regular briefing of teacher educators is
resorted to ensure that they are fully sensitive to the relevant learning needs of
pupil teachers.
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2.2.5 What are the various practices that help student teachers develop
knowledge and skills related to diversity and inclusion and apply them
effectively in classroom situations?
The knowledge and skill related to diversity and inclusion are developed in pupil
teachers through various tasks under the guidance of well qualified and devoted
faculty who make them perform and practice in day to day working.
The faculty develops among pupil teacher a clear understanding of the
psychology of school children with individual differences in focus.
It acquaints them with the educational needs of special groups of students.
It tries to inculcate and promote integrated value system among its pupil
teachers through a disciplined living as specified in the professional code
of conduct of the college.
The faculty works for empowering pupil teachers on various additional
components such as democratic values, effective classroom interactions, use of
methods and techniques in classroom situation, inclusive Education, effective
Class-room Communication in Teaching Learning Process, Role playing in
Education etc.
The faculty provides encouragement to pupil teachers for participation in
various cultural, literary and sports activities without any discrimination.
The faculty exposes pupil teachers to experiences for acquiring the value
of dignity of labour. They perfom activities like preparing fields in the
playground cleaning black board, gardening activities as part of socially
useful productive work (SUPW) etc.
2.3 Teaching-Learning Process
2.3.1 How does the institution engage students in “active learning”? (Use of
learning resources such as library, web site, focus group, individual projects,
simulation, peer teaching, role-playing, internships, practicum, etc.)
Vidhyavati College engages its pupil teachers in active learning byencouraging
and motivating them to participate in the teaching learning process. For achieving
this purpose following learning resources were optimally used:
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ICT:
The pupil teachers generally do their work in the ICT laboratory. They develop
skills relating to internet access and retrieving information, internet mailing, using
multimedia, preparing power point presentation and transparencies.
2.3.2 How is „learning‟ made student-centered? Give a list of the
participatory learning activities adopted by the Institution and those, which
contributed to self-management of knowledge, and skill development by the
students?
The college practice student- centred learning, an approach to education focusing
on the needs of the pupil teachers by adopting various activities:
The „morning assembly‟ are conducted for the benefit of the pupil teachers
, for which they prepare standard material.
To ensure student centred learning, adequate numbers of assignments are
given. Pupil teachers are expected to prepare learning materials by their
own with the guidance provided in the classroom teaching by teacher
educators.
Pupil teachers are encouraged to undertake action research and case
studies.
The tutorial groups help them to redress their problems (academic as well
as personal problem)
To meet the global needs for e-competency is developed in pupil teachers
by giving them computer aided instructions and encouraged to use latest
ICTtechnology.
Field work is conducted for pupil teachers by which directly firsthand
experience is given for knowledge and information. They visit various
schools for practice teaching. This envisages them to know more about
children, learning environment, teaching methods and type of
administration and management. This also builds confidence in them.
Sports and Physical training are also integral part of overall development of
character and personality of the pupil teachers. Sports meet is also organized in
the College annually.
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2.3.3 What are the instructional approaches (various models of teachings
used) and experiences provided for ensuring effective learning? Detail any
innovative approach/method developed and/used.
Wide range of techniques, approaches, instructional methods and models have
been adopted by the faculty members to ensure effective teaching and learning.
These are:
Interdisciplinary/multidisciplinary approach is followed in transacting the
curriculum.
Assignments are prepared by the pupil teachers independently by taking
computer assistance and referring library. Pupil teachers prepare self learning
material .
Self learning approach is followed to develop study skill and logical
thinking. Pupil teachers are motivated to access the library in their free
period. Book reviews are also one of the modes of self-learning.
ICT approach is well adopted while planning /preparing and delivering
lessons.
They incorporate recent information in their lesson with the usage of latest
technology.
Problem solving and inductive deductive approach is used to complete
projects in various subjects.
Project method, story telling method, discussion methods, seminars, panel
discussion, role play, brain storming, debates etc. are also used for transacting the
curriculum in an effective manner.
For effective learning of pupil teacher we use both traditional as well as modern
approaches.
Effective Learning
Traditional Methodology Modern Methodology
Lecture Method Discussion Method Models New Methods
and techniques
Direct Instruction
Advance Organizer
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Concept Attainment
Inductive Thinking
Inquiry Training
2.3.4 Does the institution have a provision for additional training in models
of teaching? If yes, provide details on the models of teaching and number of
lessons given by each student.
College follows syllabus prescribed by the Jivaji University, Gwalior which has
no special provision of training in teaching models. However, the theoretical
explanations of teaching models are included in theory papers. So instead of
practicing different models of teaching, pupil teachers are given practice in
different skills of teaching.
2.3.5 Does the student teachers use micro-teaching technique for developing
teaching skills? If yes, list the skills practiced and number of lessons given by
each student per skill.
Yes, the pupil teachers use micro teaching techniques for developing teaching
skills. Orientations to the different skills are given by the teacher educators. Pupil
teachers prepare micro lessons for seven skills in each teaching subject. Pupil
teachers deliver seven micro teaching skills in each subject. The different skills
practiced are:
Introduction Skill
Reinforcement Skill
Probing question skill
Black board Skill
Explanation Skill
Stimulus Variation skill
Illustrating Skill
These skills are delivered in simulated conditions. The major purpose of this is to
make them aware of their own behavior patterns displayed in the class in
relevance to teaching learning situation. Besides practicing these skills; the pupil
teachers have to observe micro lessons delivered by their peer group.
Thus, through practice and observation of these skills, the pupil teachers develop
enough confidence and competency to become an effective teacher.
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2.3.6 Detail the process of practice teaching in schools. (Lessons a student
gives per day, lessons observed by the teacher educators, peers/school
teachers, feedback mechanism, monitoring mechanisms of lesson plans, etc.)
While selecting the schools for practice teaching the following process is adopted:
1. Identification of Schools for practice teaching: First of all, schools
are indentified for the practice teaching of the pupil Teachers. Following
criteria are kept in mind while indentifying the schools:
1) Availability of the school.
2) Recognition / affiliation of school.
3) Medium of instructions at the school.
4) It should be in easy access of the pupil teachers
5) School should be near to the college
6) Number of students in the school.
7) Basic amenities at the school.
On the basis of above mentioned criteria, the detailed survey is conducted
by the teaching practice committee of the college and then this committee
selects the schools for practice teaching.
Getting consent from the authorities:-After selecting the schools for
teaching practice, the consent of the concerned authorities is taken for
availability of the schools for teaching practice. For taking consent to
conduct practice teaching in government schools, proper channel is
followed and consent from higher authorities such as District
Education Officers of the concerned district is taken. Then with the
permission letter for D.E.O., teaching practice committee meets the
Principal of the concerned school and gets permission to conduct
practice teaching.
Division of group & mentor teacher :-After selecting the school for
teaching practice and getting their consent, the various pupil teachers are
assigned to different groups and school. Whileassigning the schools to
pupil teachers, various needs & requirements of the pupil teachers are kept
in mind.
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INTERNSHIP IN TEACHING
The activity and the allotment of marks for internship in teaching in each method
of teaching school subject are as following:
Sr. No. Par culars Sem. III Marks
1 Micro Teaching under Simulated
conditions (Eight Skill)
(16*3)=48
2 Lesson Planning (Practice Teaching) 100
3
4
5
6
Execution of the lesson in the actual class
room Situation & School Work
Unit Plan
Unit Test Administration Evaluation and
interpretation
Resource unit/instructional kit/work
book/working models.
100
40
40
12
7 Observation records 10
Total 350
2.3.7 Describe the process of Block Teaching / Internship of students in
vogue.
There is no provision of block teaching in the syllabus as prescribed by the Jiwaji
University. However pupil teachers also organize any of the various activities in
practice teaching schools like quiz competition, poster making competition,
Rangoli, diya decoration competition, essay writing competition etc. pupil
teachers also organize morning assembly in practice schools.
2.3.8 Are the practice teaching sessions/plans developed in partnership,
cooperatively involving the school staff and mentor teachers? If yes give
details on the same.
Yes, the teachers of the practice teaching schools are rather involved effectively
in the practice teaching session and the practice teaching plans are developed in
partnership; co-operatively involving the school staff and mentor teachers.
Keeping in view the need of the school, the pupil teachers and students are
brushed properly.
Syllabus to be taught in each subject and section is acquired from the
concerned subject teacher of the school.
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Time tables of teaching practice are prepared with the concurrence of the
school teachers and principal
The pupil teachers prepare the lesson plan in consultation with teacher
educator (supervisor) and school staff.
School subject teachers also supervise the practice lessons and give their
feedback. Suggestions given by the teachers are welcomed and the suggested
changes are incorporated.
Another many more activities and responsibilities are also finalized with
the help of school teachers.
2.3.9 How do you prepare the student teachers for managing the diverse
learning needs of students in schools?
Pupil teachers are oriented to different methods of teaching, skills,
maxims, devices, techniques, strategies, behaviours and teaching styles.
They are trained to adopt the most appropriate method, strategy that may
suit the content through lesson planning (both micro and macro lessons).
The pupil teachers are given much practice to utilize ICT in teaching in
order to use OHP , computers, LCD Projectors, Interactive-board and
other audio visual learning aids for catering the diverse learning needs.
Faculty members and pupil teachers have interaction with the teachers of
the practice teaching schools prior to the commencement of teaching
programme, to understand the learning learner necessities and devise ways
to meet to diverse learning needs.
2.3.10 What are the major initiatives for encouraging student teachers to use
/ adopt technology in practice teaching?
Since the college aims to groom each pupil teachers as the one who is technology
savvy , info savvy and communication savvy, therefore, the College exposes
teachers to use integration of technology and ICT in teaching practice. In the
beginning of the session, the pupil teachers are given one day orientation
regarding B.Ed. curriculum and they are motivated to use technology in teaching
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during their course. The major initiatives adopted by the College for encouraging
pupil teachers to use technology in practice teaching are:
Pupil teachers use computer for preparing power point presentations and
integration of technology and ICT in Education, use of MS Office, Multimedia,
Net-surfing and E-mailing etc.
Latest tools of teaching learning are made available to use by the pupil
teachers and staff members. The faculty members themselves exemplify
the usage of ICT by integration of technology in classroom transactions.
Use of LCD projector and Laptop, Interactive board, etc. for different
activities of teaching is encouraged.
Workshops on ICT skill development is organized to encourage the use of
technology for lesson planning.
The pupil teachers use improvised learning aids, experiments, models,
charts and real objects. Audio-video learning aids to capture the attention
of students and to yield better learning outcomes.
2.4 Teacher Quality
2.4.1 Are the practice teaching plans developed in partnership, cooperatively
involving the school staff and mentor teachers? If yes give details.
Yes, the practice teaching plans are developed in partnership, cooperatively
involving the school staff and mentor teachers. In the beginning of the practice
teaching at the school, a discussion session is arranged in which all the pupil
teachers, faculty and staff members of the schools and principal of the Schools
share their views. School teachers are consulted regarding distribution of sections
and classes, syllabus to be covered, maintaining discipline during practice
teaching etc; pupil teachers are also asked to plan their lessons as per the syllabus
given by the concerned school teacher. If any problem arises during practice
teaching, teacher educator provides help to school faculty and pupil teachers as
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well. Pupil teachers are motivated to work within conducive, co-operative and self
disciplined environment.
2.4.2 What is the ratio of student teachers to identified practice teaching
schools? Give the details on what basis the decision has been taken?
The ratio of pupil teacher to the identified practice teaching school is 1:15 in
general. First of all schools are identified for the practice teaching of the pupil
teachers.
Following criteria are kept in mind while identifying the schools:-
Availability of the school.
School should be near to the college i.e. location.
Easy access to the pupil teachers.
Medium of instructions at the school.
Number of students‟ strength in the schools
Basic amenities at the school.
Recognition/affiliation of school with the government.
Attitude of the head of the school and staff.
Syllabus to be taught
On the basis of above mentioned criteria a detail survey is conducted by the
practice teaching incharge of the college and then selects the schools for practice
teaching.
2.4.3 Describe the mechanism of giving feedback to the students and how it is
used for performance improvement.
The mechanism of giving feedback to the pupil teacher is manual. During micro
teaching sessions conducted in simulations, the teacher-educator and the peers
provide feedback about the micro lesson delivered by the pupil teacher. And also
during the practice teaching session, teacher educators teachers of practice
teaching schools, peer group of pupil teachers with him for observation and to
give feedback. The mechanism adopted by the teacher educators depends on the
subject and nature of the lesson plan .all practice lessons are supplemented with
immediate feedback to make the pupil teachers aware of the faults. The teacher
educator himself observes each lesson and provide feedback after practice
teaching every day. The pupil teachers also make observation of their peer group.
The teacher educators guides the pupil teachers about what to observe, how to
observe and how to give feedback to their peer. The desired classroom interaction
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and teacher behavior and teaching –learning activities to be organized are enlisted
and distributed to all the pupil teachers to help them in observation and give
feedback.
2.4.4 How does the institution ensure that the student teachers are updated
on the policy directions and educational needs of the schools?
The college Principal involves teacher educators, school heads and teachers of
practice teaching schools, school students and pupil teachers to ensure that the
pupil teachers are updated on the policy directions and educational needs of
schools. The Principal facilitates the teacher educators by arranging a prior
meeting of heads and staff of the practice teaching school with pupil teachers.
The policy updates and educational needs of the schools are the main focus of
wall magazine, morning assemblies, debate and discussion in our college. The
college ensures that all its teacher educators are updated themselves regarding
educational policies like latest policies, mid-day meal, recording of curriculum
updates funds and documents on school education. The teacher educators provide
the updates to all pupil teachers.
2.4.5 How do the students and faculty keep pace with the recent
developments in the school subjects and teaching methodologies?
The faculty members study the educational journals and reference books in school
subjects for the knowledge of updates in content and methodologies. The recent
development in school education like grading system, formative and summative
assessment, smart class, & skill development programmes have been discussed
with student through notice board, morning assembly and discussion.
The pupil teachers are guided to change their lesson plans and methodology as per
requirement of the subject. The refrence books in different school subject were
made available to the pupil teachers and faculty. The members of the faculty are
in direct contact with the teachers of different practice teaching schools to get
acquainted with the change in school curriculum and syllabi through meetings.
The pupil teachers and teacher educators use ICT tools like OHP, LCD Project,
power point presentations, tape-recorder, television, working models, charts,
flashcards and other audio visual aids for their teaching learning process to keep
pace with the recent developments in school subjects.
2.4.6 What are the major initiatives of the institution for ensuring personal
and professional/career development of the teaching staff of the institution
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(training, organizing and sponsoring professional development activities,
promotional policies, etc.)
The following major initiatives have been taken by the institution to ensure the
personal and professional development of teaching staff:
1) Teachers are provided with computer, internet access facility, library facility
and guidance from educationists.
2) The faculty can avail academic leaves for their research work.
3) Institution encourages and facilitates the teachers to undertake and successfully
complete their research programs like M.Phil. & Ph.D. in Education and
preparation of NET/JRF.
4) Teachers are sponsored to attend the various seminars, workshops, conferences
and registration fees, T.A. & D.A. are reimbursed by the college.
2.4.7 Does the institution have any mechanism to reward and motivate staff
members for good performance? If yes, give details.
Principal and managing committee recognize and reward the staff members by
following manner:-
1) The faculty members are involved in decision making and they have liberty to
share, suggest and introduce novel, innovative, constructive, creative ideas in
teaching learning process and other co-curricular activities.
2) Institution provides recognition by conferring upon the certificates of merit to
the teachers for their academic and co-curricular excellence.
3) Increments and incentives for better results in annual university examinations
in concerned subjects are given to the staff members.
4) The institution has provision for its good performing teachers that they can
obtain academic leave for research and higher studies.
5) The institution has transport facility for convenient and comfort travel of its
staff members.
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6) The Principal and managing committee have personal equations with its faculty
members. This cordial bond ensures the intrinsic motivation among staff members
for better results.
2.5 Evaluation Process and Reforms
2.5.1 How are the barriers to student learning identified, communicated and
addressed? (Conducive environment, infrastructure, access to technology,
teacher quality, etc.)
All pupil teachers come from diverse disciplines, economic, cultural and religious
background and environment, which leads to varied work culture and
environment. They have undergone diverse experience of teaching learning
during their previous education. At the under-graduation level, most of the pupil
teachers memorized classnotes which were dictated to them or studied from notes
for passing their examination. Thus on joining this college, they encounter
completely different environment and drastic change in their learning style. Their
problems are indentified through classroom discussions or informal chat with the
faculty members within and outside the class. The environment in the institution
is amicable, and conducive. They feel free to meet the faculty members for
academic interaction. They also feel comfortable to approach their mentor about
their personal difficulties.
The barriers to learning are also identified through their internal tests, submission
of assignments, micro, macro and practice teaching. The concerned teachers
educators point out their difficulties and errors and give them concrete
suggestions for further improvement.
The ICT programme is designed to help the pupil teacher in their teaching,
submission of assignments and research work. The college on the other hand,
identifies the difficulties related to adopting new technologies and addresses them
adequately by using technology for learning purpose. They gain immense
confidence. The teacher educators too use computer and use technology for
effective teaching learning.
2.5.2 Provide details of various assessment /evaluation processes (internal
assessment, mid term assessment, term end evaluations, external evaluation)
used for assessing student learning?
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 77
RANI DURGAVTI VISHWAVIDYALAYA;
JABALPUR
Syllabus & Course Structure
For
BACHELOR OF EDUCATION (B.Ed.)
COURCES STRUCTURE:
B.Ed. Course Scheme of Examination- Semester Scheme
Semester-I
Course/Paper Hours per
week
Total Marks Internal
(Formative)
External
(Summative)
Group A:
Core Course
CC1:
Childhood &
Growing Up
6 100 25 75
CC 2:
Education in
India-Status,
Problems and
Issues
6 100 25 75
CC3:
Language
across the
curriculum-
Part 1
4 50 15 35
CC4:
Curriculum
Development
& School
6 100 25 75
EPC 1
Reading and
Reflecting on
Texts
2 50 20 30
Total 400 110 290
Note: Assignment & Tasks for Courses 1,2,3,4
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 78
Second Semester
Course/Paper Hours
per week
Total
marks
Internal
(Formati
ve)
External
(Summat
ive)
Group B: Core Course
CC1:Learning & teaching 6 100 25 75
2: PC (I) Pedagogy of a School
Subject-Part1(Subject:1 Science-
Biology/Math‟s/Social
Sciences(SS)/Language-
Hindi/English/Urdu/Sanskrit/Other
Region-Specific lang.)
6 100 25 75
3:PC(II) Pedagogy of a School (Part
II): Subject Knowledge and the
Related Pedagogic Dimensions
(Subject:1 Science-
Chemistry/Physics/History/Civic/G
eography/Economics/commerce)
6 100 25 75
4: Language across the curriculum
–Part-2
4 50 15 35
EPC2 Drama & Art in Education 2 50 20 30
Total 400 110 290
Third Semester
Course/Paper Hours per
week
Total marks Internal
(Formative)
External
(Summative)
Group A: Core
Coerces
CC1:
Pedagogy of a
School Subject
(Part II)
50 15 35
2: School
Internship
350 150 200
3: EPC1-
Educational
Psychology
Practical
50 10 40
Total 450 175 275
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 79
Note 1- Twenty Weeks (Four Weeks) Practice Teaching & (Sixteen Weeks )
Internship School
INTERNSHIP IN TEACHING
The activities and the allotment of marks for internship in teaching in each
method of teaching schools subjects are as following
Sr.
No.
Per culars Sem. III Marks
1 Micro Teaching under Simulation conditions
(Eight Skills)
(16*3)=48
2 Lesson Planning (Practice Teaching) 100
3
4
5
6
Execution of the lesson in the actual class
room situation & School Work
Unit Plan
Unit Test Administration Evaluation and
interpretation
Resources unit/instructional
kit/workbook/working models.
40
40
12
7 Observation records 10
Total 350
Fourth Semester
Course/Paper Hours
per week
Total
mar
ks
Internal
(Format
ive)
External
(Summat
ive)
Group B: Core Course
CC1: Gender,School & Society 6 100 25 75
2: Educational Technology & ICT 6 100 25 75
3: Creating an inclusive Schools 6 100 25 75
4: Optional Cources: (Any one od
the Subject mentioned below)
6 100 25 75
g. Value
Education
h. Futurology
in Education
i. Health and
Physical
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 80
Education
j. Guidance
and
Counseling
School
k. Environmen
tal
Education
l. Action
Research
EPC 3: Understanding the Self 2 50 20 30
EPC 4: understanding of TCT 2 50 20 30
500 140 360
Note: Assignment & Tasks for Cources1, 2, 3, 4
2.5.3 How are the assessment/evaluation outcomes communicated and used
in improving the performance of the students and curriculum transaction?
The pupil teachers are assessed for assignment submission micro teaching,
practice teaching and internal examinations. The marks of various submissions
and internal tests are displayed on the notice board. Answer sheets of tests are
shown to pupil teachers and personal guidance is given to them. The faculty
members discuss and provide valuable suggestions for improvement in their
performance.
2.5.4 How is ICT used in assessment and evaluation processes?
The question papers of both the tests and submission are prepared on computers.
The marks of practice teaching and internal assessment are entered in the
computer at each stage. This not only helps us in organizing the data
systematically but also taking corrective measures in proper time. Once the whole
internal assessment is processed and displayed on the computer, the teacher
educator and the principal can immediately give their feedback on the
performance of the candidate. The weakness of pupil teachers can be easily
identified and referred to them.
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 81
2.6 Best Practices in Teaching -Learning and Evaluation Process
2.6.1 Detail on any significant innovations in teaching/learning/evaluation
introduced by the institution?
The significant innovations in teaching/learning/evaluation introduced by the
institution are:
At the beginning of the academic session principal‟s address is arranged to
provide instruction and academic calendar of the college to the pupil teachers.
Evaluation system are communicated to the pupil teachers.
Use of OHP and LCD Projector by teacher educators and pupil teachers
are encouraged.
Use of websites and internet are encouraged so that pupil teachers get
latest and deep knowledge about topics which are not mentioned in their
text books.
Adaptation of new technology and methodology combination.
Pupil teachers are also encouraged to take part in different activities
organized by their associations and to appear for various competitive
examinations.
2.6.2 How does the institution reflect on the best practice in the delivery of
instruction, including use of technology?
1. The college provides ICT training programme to all faculty members and pupil
teachers.
2. The faculty members have developed various teaching aids, models, slides
transparencies, modules, charts, flash cards to teach the pupil teachers more
effectively.
3. The faculty members are skilled in delivering their instructions, orientation and
demonstration in micro teaching and real teaching lesson with the help of Power
point and LCD projector or OHP.
4. The pupil teachers surf the internet and collect immense information about their
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 82
project work/Dissertation.
5. They use activity centered, project based and students‟ participation ensuring
methods and strategies in their classrooms i.e., demonstration, discussions,
problems solving, project method, role playing, brain storming, inductive
deductive heuristic, team teaching, supervised study etc.
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 83
Criterion III: Research, Consultancy and Extension
3.1 Promotion of Research
3.1.1 How does the institution motivate its teachers to take up research in
education?
The college tries its best to motivate the teacher educators to take up research in
education to keep abreast of the current knowledge and development in the field
of Teacher Education. The library is well stocked. Variety of books, magazines
and surveys are available. Various National and International Journals are also
subscribed. Internet access is available to the Teacher Educators and pupil
teachers. The college recently established Research Committee under the
Guidance of Principal and senior faculty members.
Functions of the Research Committee are:
1. To maintain a record of the research activities undertaken by faculty members
and pupil teachers.
2. To initiate and organize college- supporting faculty student projects.
The college encourages teaching staff for research work by adjusting their work
load in the timetable. The teachers are provided study leave when ever they need
it.
3.1.2 What are the thrust areas of research prioritized by the institution?
Reserch is not an integral part of B.Ed.programm. College infacizes on action
research amongst the faculty and pupil teachers.
3.1.3 Does the institution encourage Action Research? If yes give details on
some of the major outcomes and the impact.
Yes, the college encourages Action Research from the last two sessions, In each
session i.e. 2013-14 & 2014-15 pupil teachers are divided into various groups
with allotted topic. Each group performed Action Research on topic during their
practice Teaching.
Topics on which Action Research is performed are as follow:-
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 84
Complete home work in class room.
To enhance the Mathematics result
Writing of some words of Hindi language.
To enhance the science result
Dropout
Pronunciation of English words.
Impacts of technology on School Children
Education of Mentally Retarded Child
Major outcomes of these researches are as follow:-
1. Develop the habit of practice of Mathematics.
2. Develop interest, attitude and values of the student towards their studies.
3. The role of Mid-Day meal in Govt. Schools.
4. Improving and modifying the class room strategies, tactics and teaching aids.
3.1.4 Give details of the Conference / Seminar / Workshop attended
and/organized by the faculty members in last five years.
PAPER PUBLISHED
Sr.N
o.
Name of
Faculty
Title Publisher Yea
r
ISS
N
No.
1 Dr.Deven
dra
Kumar
VibhinnDharmokomanne vale
chatra-chatraon kid harm
kepratiabhivrattikatulnatmaka
ddhayan
Dr. Ram
AwadhYadav
5
Dec
.
201
1
097
5-
745
7
2 Dr.Deven
dra
Kumar
Dr.Ambedkar‟s views on
Social Justice
Dr.SonikaShukl
a
7
Jan
201
4
222
9-
799
5
3 Dr.Deven
dra
Kumar
Paryavarankeliyegambheerkh
atra: TeevraAoudyogikVikas
Dr.Vipin
Kumar Shukla
Jan.
201
4
097
6-
933
1
4 Dr.Deven
dra
Kumar
VartmanPariprekchyame
adyapikaonkisamasyakaaddha
yan
Prof.
RamashankarSh
ukla
201
4
097
4-
553
X
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 85
SEMINARS ORGANIZED
`
Sr
.
N
o.
Name and
Department
Of Faculty
Theme of
Workshop/Se
minar
Organized by Year
1 Dr.Devendra
Kumar Women
Empowerment
and Value
Education
Dayanand Women‟s Training
(P.G.) College
12 &
13
Mar
ch
2011
2 Dr.Devendra
Kumar Crisis of
human values
in Higher
Education- on
Overview
D.A.V. College, Kanpur 3
Dec.
2011
3 Dr.Devendra
Kumar Environmental
Education :
need & current
trend
MahilaMahavidyalaya (P.G.)
College
24 &
25
Oct.
2009
4 Dr.Devendra
Kumar Value Crisis &
role of
Education
D.B.S. (P.G.) College 17
Dec.
2006
5 Dr.Devendra
Kumar Innovative
Teacher
Education
Dayanand Women‟s Training
College
1-2
Feb.
2007
6 Dr.Devendra
Kumar Role of
Teacher in the
Development
of Creativity
AbhinavaSewaSansthanMahavi
dyalaya
15
Nov.
2009
7 Dr.Devendra
Kumar Research, Blue
Print,
Achievement
Test, Remedial
Teaching,
Diagnostic
Teaching,
I.L.M
MahilaMahaVidyalaya (P.G.)
College, Kanpur
1-2
feb.
2012
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 86
8 Dr.Devendra
Kumar Quality
Concerns In
education
Deptt. Of Education University
Of Lucknow
19
Dec.
2009
9 Dr.Devendra
Kumar Orientation
and National
Workshop on
“Action
Research”
RoopraniSukhnandansinghMa
havidyalaya
28
Jan
2016
10 Dr.Devendra
Kumar Environment:
Issues and
Strategies
JilaShikshaevamPrashikshanSa
nsthan, Dadroul, Sahjahanpur
26 &
27
Nov.
2009
11 Dr.Devendra
Kumar PrathmicShiks
ha me
Gudvatta:
Stithi or Upaye
BhartiyaShikshaShodhSanstha
n
18
Dec.
2005
12 Dr.Devendra
Kumar ShaikshikPariv
artan or Shodh
13 Dr.Devendra
Kumar Changing
Vistas in
Higher
education
S.N. Sen B.V.P.G. College 15
Nov.
2008
Sr. No. `Name of
Faculty
Theme Organized By Year
1 Sarvesh
Kumar
Professional
Development of
Teachers
The Learning
Community
India
2012
2 Sarvesh
Kumar
QualtativeImpoverment
in Teacher Education
S.J.
Mahavidyalaya
Ramaipur
Kanpur
2013
3.2 Research and Publication Output
3.2.1 Give details of instructional and other materials developed including
teaching aids and/or used by the institution for enhancing the quality of
teaching during the last three years.
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 87
The college develops self-instructional material in all compulsory and
methodology papers. Quality teacher education ensures overall development of
the pupil –teachers and college well. The college gives full support in enhancing
the teacher education.
The library is the heart of any college. It is well stocked of Text books, reference
books, journals, periodicals, research papers for conducting quality education.
Computers, internet, OHP, LCD, Power Point presentations or various topics
working models are the key factor in promoting quality teachers education.
3.2.2 Give details on facilitates available with the institution for developing
instructional materials?
The college provides ICT laboratory, workshops, library, various laboratory
facility for preparing teaching aids. Art and Craft Room is also available in the
college to prepare the models/working models. College is ready to bear the cost
for working models. College is responsible for printed instructional material.
Question Banks and Transparencies also prepared by the Teacher Educators and
pupil teachers.
3.2.3 Did the institution develop any ICT/technology related instructional
materials during the last five years? Give details.
Yes faculty members have developed any ICT/ technology material in their
respective compulsory and teaching subjects.
Transparencies for over head projector
Photographic slide for slide Projector.
Power point presentation for LCD Projector.
More than hundred ICT related instructional material (Power Point CDs) are
available in the library .Online browsing and downloading facilities are provided
to teacher educators & pupil teachers .All ICT related equipment‟s are provided in
the ICT laboratories i.e.
OHP
LCD Projector
Digital Camera
Latest configured computers
Web camera.
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 88
1.EDUCATION FOR SOCIAL CHANGE
2. EDUCATIONAL INSTITUTIONS NEGOTIATING DEMOCRACY &
JUSTICE
3. FORCE OF SOCIAL CHANGE
4. SOCIAL JUSTICE IN EDUCATION
5. GLOBALIZATION
6. PEACE EDUCATION
7.ROUSSEAU. SITE .ENG.
EDUCATION SOCIOLOGY 1&2
EDUCATIONAL PHILOSPHY
MAJOR PHILOSOPHY SYSTEM –THEIR SALIENT FEATURES AND
THEIR IMPACT ON EDUCATION REALISM, NATURALISM, IDEALISM,
PARAGMATISM HUMANISM
EDUCATIONAL THINKERS & THEIR CONTRIBUTION IM DEVELOPING
PRINCIPLES OF EDUCTION-GANDHI, SWAMI VIVEKANAND, SRI
AUROBIONDO, FROEBEL , MONTESSORI
INTELLIGENCE
1.THEORIES OF INTELLIGENCE THEORY
2. MULTILE OF INTELLIGENCE THEORY
3.INTELLIGENCE –NEW
4.TESTING
5.TESTING llO
1.THEORIES OF MOTIVATION
2. MASLOW
3.MASLOW HIERARCHY OF HUMAN NEED II
4.MOTIVATION AT WORK THEORY
5. PERSONALITY MASLOW
6.THEORY MOTIVATION
7. GROPU DYNAMICS
8.GROUP DYNAMICS II
EDUCATION PSYCHOLOGY (1.14)
PERSONALITY (1-4)
LEARNING INTELLIGENCE PERSONALITY
1. TEACHING HOW TO TEACH
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 89
2. MODERN EDUCATION
3.MOTIVATION
4.BLOOM‟S TAXONOMY.
5.TEACHER EDUCATION POLICY.
1.LOW COST TEACHING AIDS
2.TEACHING AIDS1
3.VOLUME OF LIQUID YEAR-2
4.VOLUME OF LIQUID YEAR -3
EVALUATION
ENVIRONMENT
ESSENTIAL OF METHODOLOGY
COUNSELLING TOOLS
3.2.4 Give details on various training programs and/or workshops on
material development (both instructional and other materials)
a. Organised by the institution
b. Attended by the staff
c. Training provided to the staff
a. College organizes
Workshops for imparting ICT
Workshops for learning other languages than the mother tongue.
Workshops of preparing teaching aids i.e. the best out of waste.
Workshops for preparing teaching aids viz. – Maps, charts and model,
timeline, graphs etc.
3.2.5 List the journals in which the faculty members have published papers
in the last five years.
1. SamajVaigyaniki
2. SamajikVikasShodhSansthan
3. Prayas
4. ShikshaMitra
5. Souvenir
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 90
6.ShodhYatra
7.Sodhayan
8. Articles of Different News Papers
3.2.6 Give details of the awards, honors and patents received by the faculty
members in last five years.
No, such awards were received.
3.2.7 Give details of the Minor / Major research projects completed by staff
members of the institution in last five years.
The college regularly provides consultancy services to surrounding secondary
schools to impart better teaching in the classroom and to solve academic problems
free of cost.
3.3 Consultancy
3.3.1 Did the institution provide consultancy services in last five years? If yes,
give details.
Yes, the college regularly provides consultancy services to surrounding secondary
schools to impart better teaching in the classroom and to solve academic problems
free of cost.
3.3.2 Are faculty/staff members of the institute competent to undertake
consultancy? If yes, list the areas of competency of staff members and the
steps initiated by the institution to publicise the available expertise.
Yes, the institution has many areas of competency such as –
School Administration and discipline.
Teacher training and interaction.
Personality development
Career Guidance
Learning disabilities
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 91
3.3.3 How much revenue has been generated through consultancy in the last
five years? How is the revenue generated, shared among the concerned staff
member and the institution?
Free consultancy is provided for the welfare of the society.
3.3.4 How does the institution use the revenue generated through
consultancy?
There is no revenue generated in the college for this purpose.
3.4 Extension Activities
3.4.1 How has the local community benefited from the institution?
(Contribution of the institution through various extension activities, outreach
programmes, partnering with NGO‟s and GO‟s)
Extension activities are an integral part of teacher training. Extension service is
provided to neighboring schools mainly in the field of Science, Computers, ICT
Mathematics, Language and Personality development. The college runs awareness
programmes on Aids, Environmental Education, Health, Hygiene Awareness,
campus beautification etc. This is a Valuable initiative on the part of this college.
The college organized out-reach activities like holding exhibitions of teaching
Aids prepared by the pupil teachers and distributing the same of the nearby
schools, cleanliness drive, AIDS awareness programmes, anti-tobacco campaign,
observing human rights days.
3.4.2 How has the institution benefited from the community? (Community
participation in institutional development, institution-community
networking, institution-school networking, etc.)
As the college is situated in a semi urban area, the community is participative in
most of activities of the college. Community participation is seen in talent search
competitions, festivals celebrations etc. During such occasions, interaction with
community members yields valuable suggestive measures to make the college
more progressive in term of efficiency and quality. The college has an informal
college school – community network. Almost 08 schools have tie-up for practice
teaching. All the faculty members and principal of these schools are friendly &
cooperative with our student as well as teachers. This is helpful to us in giving
quality education. Local community very helpful to us in organized various
activities like celebrating national festival and extension.
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 92
3.4.3 What are the future plans and major activities the institution would like
to take up for providing community orientation to students?
The future plan of the college for providing community orientation to students is
to adopt a nearby village. The main activities in this village taken up will include
(a) Conducting literacy campaigns
(b) Women empowerment programmes,
(c) Subscribing and supplying newspapers and magazines
(d) Cultivation of medicinal Plants
(e) Cleanliness drive
(f) Health & hygienic
(g) Skill development activities.
3.4.4 Is there any project completed by the institution relating to the
community development in the last five years? If yes, give details.
Yes, the institute takes a challenge for the awareness in the community
development by organizing rallies, workshops, seminars and extension lectures
e.g. save environment, foeticide, Pulse Polio etc.
3.4.5 How does the institution develop social and citizenship values and skills
among its students?
The college develops social and citizenship value and skills among its pupil
teachers through awareness programmes on Aids, Environment Education,
Health, Hygiene Awareness, campus beautification awareness etc. The college
runs out-reach activities like holding exhibitions of teaching Aids prepared by the
pupil teachers and distributing the same to nearby and needy schools, cleanliness
drive, AIDS awareness programmes, anti-tobacco campaign, observing human
rights days. The college develops these skills among pupil teachers by organizing
various programmes or extra curricular activities as rallies play, NukkadNatak,
extempore debate, speech, postar making & exhibitions.
3.5 Collaborations
3.5.1 Name the national level organizations, if any, with which the institution
has established linkages in the last five years. Detail the benefits resulted out
of such linkages.
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 93
The college has linkage with NCTE (WRC), NCERT, SCERT, Jiwaji University,
Gwalior (M.P.). This linkage helps college in enhancing the quality of teaching
and learning.
3.5.2 Name the international organizations, with which the institution has
established any linkage in the last five years. Detail the benefits resulted out
of such linkages.
None
3.5.3 How did the linkages if any contribute to the following?
• Curriculum Development
• Teaching
• Training
• Practice Teaching
• Research
• Consultancy
• Extension
• Publication
• Student Placement
Teaching:-Various journals & Study material of NCERT, SCERT NCTE (WRC)
is helpful in enhancing the teaching quality.
Training:- The guidelines of Jiwaji University Gwalior NCERT, SCERT AND
NCTE (WRC) play major role in providing training material to pupil teachers
well as teacher educators.
Practice Teaching:- Various research, journals and study material are helpful to
faculty members and pupil teachers to give in effective practice training.
Research:- The faculty members of other reputed organizations helpful in
research activities done by staff members.
Extension:- The staff members of Jiwaji University Bhopal and other
Educationist from reputed Institutions as well as teacher educators in conducting
various extension activities.
3.5.4 What are the linkages of the institution with the school sector?
(Institute school community networking)
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VIDYAVATI COLLEGE, BHIND (M.P.) Page 94
At present the college has linkages with 08 schools for practice teaching, criticism
lesson and for final lesson. Action research is also carried out by the college to
resolve school problems.
3.5.5 Are the faculty actively engaged in schools and with teachers and other
school personnel to design, evaluate and deliver practice teaching? If yes give
details.
Yes, faculty members are actively engaged with school staff and faculty during
practice teaching. The school faculty and faculty member of college both
supervise the lesson of the pupil teachers and give oral as well as written feedback
to the pupil teachers to enhance teaching learning performance.
3.5.6 How does the faculty collaborate with school and other college or
university faculty?
The faculty members of the college collaborate with schools, other college and
university faculty through attending seminars, workshops, research activities,
panel discussion, debates orientations, guest lectures and organizing various
exhibitions.
3.6 Best Practices in Research, Consultancy and Extension
3.6.1 What are the major measures adopted by the institution to enhance the
Quality of Research, Consultancy and Extension activities during the last five
years?
The college encourages faculty members for research work by adjusting their
work load in the timetable. Faculty members are also given study leave. The
college provides ICT laboratory, library facility psychology laboratory facility to
pursue the research related activity. The college runs out-reach programmes like
holding exhibitions of teaching Aids prepared by the Pupil teachers and
distributing the same to nearby schools, cleanliness drive, AIDS awareness
programmes, observing human rights days and organizing awareness programmes
for environmental pollutions. Teachers and students are encouraged to participate
in various extension activities. Their achievements are appreciated in assemblies.
The college has designated person for extension activities who runs various
extension activities in collaboration with Govt. and Non Govt. organizations.
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 95
3.6.2 What are significant innovations / good practices in Research,
Consultancy and Extension activities of the institution?
The college follows good practices in Research, consultancy and extension
activities. A few of the best practices are given as below:
The college has set an applied procedure to adopt innovations in teaching and
research perspectives. For knowing the problems related to the level of students
of teaching practice schools through taking feedback from them on teaching
practices. In this regard we have come to know the real problem of school
students in order to handle those problems conveniently by the faculty members.
Pupil teachers also get well versed in technical knowhow for adopting modern
status of knowledge related to ICT applications so that the pupil teachers may
apply the newer techniques conveniently.
College organized various extension activities.
• Not to use polythene” campaign and encourage paper bags .
• Women empowerment and gender issues .
• Tree plantation.
• Eye check up camp.
• Blood check up& donation camp
Rallies on Various contemporary issues i.e. pollution control, save girl child, girl
Education, water conservation etc
Self Study Report
VIDYAVATI COLLEGE, BHIND (M.P.) Page 96
Criterion IV: Infrastructure and Learning Resources
4.1 Physical Facilities
4.1.1 Does the institution have the physical infrastructure as per NCTE
norms? If yes, specify the facilities and the amount invested for developing
the infrastructure.Enclose the master plan of the building.
The college has the physical infrastructure as per NCTE (WRC) norms. The
facilities provided are as follows:-
1. Class rooms for curriculum transaction.
2. Tutorial room
3. Guidance room, Method lab, Science lab, well equipped Psychology Lab, and
ICT Lab.
4. Library Hall with rich collection of books.
5. Spacious multipurpose hall for cultural and indoor activities.
6. Staff room
7. Medical room, Girls & boys separate common room.
8. Sport room
9. Play ground for outdoor games as kho-kho, kabaddi, basketball.
This infrastructure is very conducive for effective curriculum transaction.
Amount Invested: Maintenance almost Rs. 100000/- per year
Specification of Room and other infrastructural Facilities
S.No. Description Room
No.
Length in
feet
Breath in
feet
Carpet area
in sq. feet
1 Class Room
Class Room
Class Room
Class Room
Class Room
Class Room
Class Room
Class Room
03
01
05
01
04
01
07
04
33.23
33.36
34.61
25
28.87
28.05
21.88
34.02
20.37
20.37
17.55
29.98
21.98
25.42
19.68
20.37
676.89
679.54
607.4
749.5
634.56
713.031
430.59
692.98
2 Multipurpose Hall 01 61.08 49.77 3039.9
3 Multipurpose
Room
01 40.61 25 1015.25
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4 Seminar
Room/tutorial
room
01 101.70 19.98 2031.96
5 Library 01 58.39 25.42 1484.7
6 Principal Room 01 21.88 19.68 430.59
7 Administrative
Room
01 25 19.68 492
8 Store Room 01 61.08 24.27 1482.4
9 Sports Room 01 49.86 29.98 1494.8
10 Girls Common
Room
04 25.16 19.98 502
11 Boys Common
Room
Boys Common
Room
01
01
01
21.98
18.70
27.55
14.76
15.91
22.63
324.4
297.5
623.4
12 Art & Craft Room 01 29.36 29.19 857
13 Music Room 01 29.98 25 749.5
14 (SUPW) Room
15 Science Lab 1 01 29.52 24.93 735.93
16 Science Lab 2
17 Psychology Lab
18 E.T./ICT Lab 34.61 24.27 839.98
19 Workshop
20 Any Other Room
& Hall
01 36.41 28.87 1051.15
21 Toiles (i) Male
Toiles (ii) Male
02 14.76
18.70
19.68
13.12
290.47
245.34
22 Toiles Female
Toiles Female
02 20.34
18.37
10.26
9.51
208.68
174.69
23 Any other facility
mat be specified
24 Staff Room 02 20.37 20.11 409.64
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4.1.2 How does the institution plan to meet the need for augmenting the
infrastructure to keep pace with the academic growth?
The need for augmenting the infrastructure to keep pace with the academic
growth is met through the funds made available through fees collection.
Plan for Infrastructural Augmentation:
The institution will have to provide better facilities of ICT to compete in
the global context of e-education. For this purpose, e-teacher educators
need to train e-teachers which demands proper mindset and readiness to
meet infrastructural challenges of technology.
It has become essential for the institution to create special rooms such as
computer room, garden space for environmental rooms (Plant Nursery).
As teaching learning of core elements and values gets more prominence
and momentum, a special room will become essential. It will demand the
budget and provision and allocation.
Taking into consideration the dynamic competition and linkages with
notable educational institutions, the institution plans to strengthen the
Internal Quality Assurance Cell and make it the driving force. The plan
thus consists of developing proper psychological mindset and
implementation of new changes with requisite budgetary allocation.
4.1.3 List the infrastructure facilities available for co-curricular activities
and extra curricular activities including games and sports.
Sports and Games: Our parent College has a play ground which is shared
with the college for annual sports competitions and outdoor games like
kabaddi, Khokho and Volleyball. Badminton and other indoor games like
chess and carom are played in the college. The college has requisite sports
material for sports and games mentioned above.
Multipurpose Hall: Various seminars, workshops, orientations cultural
activities, indoor games, day celebration and other recreational activities
of college are held in the multipurpose hall.
Classrooms: Classrooms are very spacious with proper ventilation and
light. They can accommodate at least fifty (50) students and are also
utilized for various class seminars, and lecture series. LCD projectors are
installed in the classroom to facilitate active learning. All these activities
ensure maximum utilization of infrastructure of the college.
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4.1.4 Give details on the physical infrastructure shared with other
programmes of the institution or other institutions of the parent society or
university.
The physical infrastructure shared with other programme of the college are:
Library
Multipurpose hall
Science lab
ICT Lab.
4.1.5 Give details on the facilities available with the institution to ensure the
health and hygiene of the staff and students (rest rooms for women, wash
room facilities for men and women, canteen, health center, etc.)
The college has provided the following facilities:
1. Spacious Staff room with adequate furniture available for faculty and staff.
2. Separate rest rooms for pupil teachers (Boys and girls)
3. Separate wash rooms for pupil teachers (Boys and girls)
4. Common play ground is available for all students and faculty members.
5. Cleanliness is ensured in the premises of the college.
6. Canteen is available in the premises of the college. In the canteen, there is
provision of beverages, breakfast, and a variety of snacks.
7. Pure drinking water facility is made available through two water coolers.
8. A first aid box is readily available in the medical room/Health centre.
4.1.6 Is there any hostel facility for students? If yes, give details on capacity,
no of rooms, occupancy details, recreational facilities including sports and
games, health and hygiene facilities, etc.
The institution does not have any hostel facility.
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4.2 Maintenance of Infrastructure
4.2.1 What is the budget allocation and utilization in the last five years for
the maintenance of the following? Give justification for the allocation and
unspent balance if any.
• Building
• Laboratories
• Furniture
• Equipments
• Computers
• Transport/Vehicle
Since thecollege is self financing this point does not apply.
4.2.2 How does the institution plan and ensure that the available
infrastructure is optimally utilized?
The optimal utilization of infrastructure is ensured by the management;
this facilitates smooth and regular functioning of the college.
IQAC committee ensures that the budget is spent on the upkeep and
maintenance of the infrastructure.
Infrastructure is used for curricular, Co-curricular and extracurricular
activities.
Stock register of various laboratories and rooms are checked regularly to
ensure the equipments are not mis-utilized.
4.2.3 How does the institution consider the environmental issues associated
with the infrastructure?
1. The college makes sure that the surrounding area and the atmosphere are
maintained, suitable for curricular and co-curricular activities and are conducive
for teaching and learning. The college building is kept clean and pollution free.
2. The college building has wide windows that allow sufficient sunlight into
classrooms. All the lecture halls and rooms are provided with proper ventilation
and lighting arrangements and have fans.
3. The infrastructure related environmental issues are not only to do with the
physical resources but with the human resources as well. The conducive human
environment is equally significant for proper interaction among the teachers and
for maintenance of quality in the college.
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4. Co-ordination between various stakeholders like student, faculty and office
staff is ensured through notices which are issued from time to time. These are
regarding changes in time-table, changes in seating arrangement and conduct of
cocurricular activities. Thus, a healthy environment and a spirit of team work are
ensured.
5. Tree plantation is undertaken every year with the help of pupil teachers
enrolled. This also ensures the inculcation of dignity of labour among the pupil
teachers.
6. Issues related to global warming, acid rain, ozone layer depletion disaster
management and sustainable development are discussed through lectures
organized by the college for B.Ed. student.
4.3 Library as a Learning Resource
The library is well stocked and spacious with sufficient text reading and reference
material, cupboard, issuing counter, chairs and tables. The circulation/exchange
section of the library accommodates B.Ed. books and other related reference
materials. All the action research reports are kept in the research section. The
circulation/exchange counter, reading hall, librarian‟s counter is available. Xerox
facility is also available in the library.
4.3.1 Does the institution have a qualified librarian and sufficient technical
staff to support the library (materials collection and media/computer
services)?
Yes, the library staff is qualified as per the regulations in the staffing pattern. The
librarian is qualified and has a total experience of 4 Years in library work. One
qualified technical assistant has also been appointed as support staff for the
library. There is one library attendant for the maintenance of the library.
4.3.2 What are the library resources available to the staff and students?
(Number of books-volumes and titles, journals-national and international,
magazines, audio visual teaching-learning resources, software, internet
access, etc.).
The Library of Vidyavati College is located at the First floor of the building.
There are text and reference books, national, International Journals/periodicals,
encyclopedias, Surveys, Magazines newspapers and CDs (e-books). There is
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reference section, text book section and journal section in the library. Library has
03 computers with internet facility, Printer/scanner and photocopiers for staff and
pupil teachers. The books are kept with security and the library staff takes care of
them. Details are given below:
1 TOTAL NO. OF BOOKS 9302
2 TOTAL NO. OF TITLES
3 TOTAL TEXT BOOKS
4 TOTAL REFERENCE BOOK
5 NO. OF DICTIONARY
6 NO. OF ENCYCLOPEDIA
7 NO. OF MAGAZINES 26
8 NO. OF NEWSPAPER
9 JOURNALS TOTAL 218
10 ONLINE JOURNALS (SUBSCRIBED) 02
11 NCERT JOURNALS (SUBSCRIBED)
12 NCERT JOURNALS (SUBSCRIBED)
13 JOURNALS OTHER 04
14 NO. OF CD/DVDs 142
15 INTERNET FACILITY Yes
16 NO. OF COMPUTERS 02
17 SOFTWARE
18 REPROGRAPHIC FACILITY
AVILABLE
19 TOTAL CARPET AREA OF LIBRARY 137.95 sqmts.
20 SITTING CAPACITY 50 Students
4.3.3 Does the institution have in place, a mechanism to systematically review
the various library resources for adequate access, relevance, etc. and to make
acquisition decisions. If yes, give details including the composition and
functioning of library committee.
Taking into consideration the needs of the faculty and pupil teachers availability
of resources and budget provision, the decisions are taken qualitatively about the
acquisition of books and other learning resources. For this purpose,
Faculty members and pupil teachers give in their suggestions about
required reading material which are taken into consideration.
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The Library committee takes the advice and feedback of concerned faculty
from time to time before purchasing the books.
The books suppliers are given permission to visit the library to display
various educational resources.
After the purchase of books, the librarian informs teacher educators to take
note of new arrivals and recommend them to the pupil teachers.
Subject-wise card catalogue provide information about books to the
faculty and pupil teachers.
The library staff always guides and helps the readers to get the required
reading materials.
The library committee members supervise and guide library activities and
practices. Smooth and effective functioning of the library is always given
the first priority.
Feedback forms and suggestions from pupil teachers and faculty members
are kept as records and couriered from time to time as per discussion in
IQAC meeting
The Library Advisory Committee:-
Member Name Roles & Responsibilities
Principal
Librarian
Lecturer
Lecturer
Student Rep
Working day
The library committee meets at least once in three months.
4.3.4 Is your library computerized? If yes, give details.
Yes, the library is partially automated, well stocked. Partially automation includes
assessing cataloging and circulation of documents. Registration of user is a part of
automation.
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4.3.5 Does the institution library have Computer, Internet and Reprographic
facilities? If yes, give details on the access to the staff and students and the
frequency of use.
The college library has three computers one is for librarian and two are used by
faculty & pupil teachers for internet access. During the college hours internet
facility is made available to pupil teachers and faculty members. The college
plans to make available one more connections for the
readers also. The library staff helps the students in retrieving the information.
However, it is also available in the ICT laboratory of the college. The library also
makes available reprographic facility to its faculty and pupil teachers.
4.3.6 Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes,
givedetails.
At present, the facilities such as Inflibnet, Delnet and IUC are not available.
However, in the near future the college will try to make it available.
4.3.7 Give details on the working days of the library? (Days the library is
open in an academic year, hours the library remains open per day etc.)
The library is open from 10.00 am to 5.00 pm for pupil teachers & faculty
members on all working days. During the examination period the timings are
10.00 am to 5.00 pm.
4.3.8 How do the staff and students come to know of the new arrivals?
The new arrivals are regularly displayed on the book display shelves and through
new arrival notice board. The faculty recommends the books for reference to
pupil teachers during tutorials.
The library staff also introduces the new arrival of books to the pupil teachers
according to their subject of interest and requirement.
4.3.9 Does the institution‟s library have a book bank? If yes, how is the book
bank facility utilized by the students?
Yes, the text books are provided to the needy and poor B.Ed. students as per their
subjects and teaching methods at the beginning of the academic sessions. Books
are utilized by the Pupil teachers throughout the year through the book bank
scheme.
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4.3.10 What are the special facilities offered by the library to the visually and
physically challenged persons?
Special facilities in terms of text, reference resources have not been developed so
far. However, facilities in exchange of books, relaxation in retention of books are
also given to them.
4.4 ICT as learning Resource
4.4.1 Give details of ICT facilities available in the institution ( Computer lab,
hardware, software, internet connectivity, access, audio visual, other media
and materials) and how the institutions ensures the optimum use of the
facility.
The college has a ICT lab with 30 PCs where the pupil teachers conduct practical
& surfing. It is also utilized for research work. Faculty and pupil teachers get
worldwide knowledge from it. The ICT laboratory has internet connectivity. It
helps the pupil teachers to enrich knowledge and keep pace with academic
growth. The multimedia gives audio visual access whenever required. The college
has 3 LCDs fixed in the class rooms and multi purpose hall for displaying power
point presentations and for showing educational documentaries to the pupil
teachers during curriculum transaction and cocurricular activities. The classrooms
are also equipped with OHPs.
The ICT laboratory is equipped with 30 computers in the college. This is used
routinely by B.Ed. and D.Ed. pupil teachers.
List of ICT related Item are given below:
Sr. No. NO. OF ITEM QTY.
1 No. of Computers 30
2 Internet Access 02
3 CD Room‟s 70
4 LCD Project with Screen 01
5 OHP Projector with Screen 01
6 Transparencies 10
7 TV 01
8 VCR 01
9 Still Camera 01
10 Video Camera 01
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11 Tape Recorder 01
12 C.D. (Writable/RE Writable) 25
13 Public Address System 02
The hardware, software and teaching aids are utilized by the faculty and pupil
teachers for micro lessons, mega lessons and technology aided lessons. These aids
are used for model lessons, for content cum methodology lessons and workshops.
4.4.2 Is there a provision in the curriculum for imparting computer skills to
all students? If yes give details on the major skills included.
The theory of ICT and basic computer skills to be imparted to pupil teachers by
the college are given below:
Theory component: Meaning, Scope and importance of ICT, Word
Processor, Ms office, Excel, Power point, internet etc.
Computer skills to be imparted: Using the computer and accessing the
internet.
4.4.3 How and to what extent does the institution incorporate and make use
of the new technologies/ICT in curriculum transactional processes?
The knowledge of ICT is significant but more significant is its use in daily
teaching and pre practice session in the teaching learning process. Moreover, it is
felt that the pupil teachers need to idealize the application of ICT in teaching and
learning. The faculty and pupil teachers make use of the internet for advanced
knowledge & power point presentations.
The college gives utmost priority in the use of new technology and ICT for day to
day teaching.
4.4.4 What are major areas and initiatives for which student teachers use
/adopt technology in practice teaching? (Developing lessons plans, classroom
transactions, evaluation, preparation of teaching aids)
The B.Ed. students use the ICT for power point presentations. The B.Ed. pupil
teachers are required to demonstrate technology based lessons during Micro
teaching session. This provision makes the application and the use of technology
a must for every B.Ed. pupil teachers . Thus, using ICT in the curricular
transaction is a prominent aspect.
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The internet connectivity has been a real „boon‟ for the B.Ed. students as it
opens up a vast knowledge treasure.
4.5 Other Facilities
4.5.1 How is the instructional infrastructure optimally used? Does the
institution share its facilities with others for e.g.: serve as information
technology resource in education to the institution (beyond the program), to
other institutions and to the community.
The college has sufficient instructional infrastructures which are always used for
our own growth, academic growth as well as for other institutions of the parent
society students and for the community. College is allowing other departments,
schools, colleges & NGO‟S to share ICT
facilities, which comes under parent society.
4.5.2 What are the various audio-visual facilities/materials (CDs, audio and
video cassettes and other materials related to the program) available with the
institution? How are the student teachers encouraged to optimally use them
for learning including practice teaching?
The college has a good collection of audio visual materials:
Teaching Aids
S. No. ITEMS No.
1 Audio Cassettes 10
2 CDs 120
3 Photographs 25
4 Posters 40
5 Transparency 125
6 LCD 3
7 OHP 2
The college has an ICT lab where the students generally prepare & watch
presentation related to their study or of general interest. The students often issue
audio visual materials for preparing their power point presentation. The teachers
also use these materials for their teaching.
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4.5.3 What are the various general and methods Laboratories available with
the institution? How does the institution enhance the facilities and ensure
maintenance of the equipment and other facilities?
The college has its own laboratories like ICT lab, psychology lab, Art & craft
room, Music room language lab, science lab & social study lab (teaching aid
workshop). The concerned faculty of the college take care of equipments and
make sure that they are in working conditions. The pupil teachers generally
guided by the faculty about when and how to utilize these laboratories for
acquisition and up gradation of teaching learning skills.
4.5.4 Give details on the facilities like multipurpose hall, workshop, music
and sports, transports etc. available with the institution.
The college has facilities like:
Multipurpose hall for conducting orientations conferences and seminars
with well equipped audio-visual facilities.
Workshop to make innovative project from raw waste material.
Audio-visual room.
Music room with musical instruments.
Sports room providing facilities to the pupil teachers
Transport facilities available for all the pupil teachers, faculty & staff.
4.5.5 Are the classrooms equipped for the use of latest technologies for
teaching? If yes, give details. If no, indicate the institution‟s future plans to
modernize the classrooms.
The LCD and laptops are used in the classrooms for curricular transaction
regularly. The two main lecture halls are well equipped with advanced OHP and
LCD. These have been permanently installed in the classrooms. It is supported/
well aligned with audio visual peripheral equipments needed like the speakers,
cordless mike with proper and same electrical connections. In the future, the plan
is to modernize the classrooms with permanently installed computers and Wi-Fi
internet connectivity.
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4.6 Best Practices in Infrastructure and Learning Resources
4.6.1 How does the faculty seek to model and reflect on the best practice in
the diversity of instruction, including the use of technology?
We would like to highlight that the ICT portfolio for B.Ed. students is an
innovative program. This helps the Pupil teacher‟s not only in acquiring teaching
skills but also in developing ICT related material i.e. power point presentations.
4.6.2 List innovative practices related to the use of ICT, which contributed to
quality enhancement.
The whole faculty has an access to internet facility. The faculty will try to have a
better understanding of technology operations and upcoming technologies. They
will seek to plan and design effective teaching learning environment and
experiences with the help of technology to carry out the diverse need of learners,
will try to implement curriculum plans to maximize students learning to use
technology for effective teaching, assessment and evaluation strategies and to use
technology to become effective teachers.
4.6.3 What innovations/best practices in „Infrastructure and Learning
Resources‟ are in vogue or adopted/adapted by the institution?
Pupil teachers use and adopt teaching skills for preparing and planning unit plan
and daily lesson plans. They also make use of it for producing various teaching
aids. They use the internet for searching concerned materials and pictures related
to their lessons or submissions.
The faculty too search the internet to download various topics for the transaction
of the curriculum. Our methods of teaching, designing courses and systems of
evaluation are reviewed and transformed continuously to meet the challenges of
globalization and revolution in information technology.
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Criterion V: Student Support and Progression
5.1 Student Progression
5.1.1 How does the institution assess the students‟ preparedness for the
programme and ensure that they receive appropriate academic and
professional advise through the commencement of their professional
education programme (students pre-requisite knowledge and skill to
advance) to completion?
The Pupil teachers are assessed by administering teaching aptitude test at the
beginning of the session. This is done to have an overview of their pre-requisite
knowledge and teaching aptitude so that adequate learning experiences can be
provided to them. The college follows the JiwajiUniversituy curriculum. The
supporting co-curricular and extra curricular activities are planned at the start of
academic session in accordance with and within the framework of university
academic calendar. The pupil teachers are given orientation session. In this
session, teachers educators impart knowledge of syllabus to be taught, scheme of
evaluation of assignments, practice teaching, psychological experiments,
specialization methods for extra curricular activities. The institution also makes
the pupil teachers aware of the differences of teacher courses from that of general
degree programme that have undertaken prior to teacher training course.
5.1.2 How does the institution ensure that the campus environment promotes
motivation, satisfaction, development and performance improvement of the
students?
The college has several healthy traditions which contribute to the creation of
campus environment that promotes motivation, satisfaction and improvement in
the performance at the end of the year.
1. Innovative ideas promoted by principal and the faculty.
2. Easy accessibility of teachers for guidance.
3. The teaching faculty gives them stress free environment.
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4. Facilities of library, ICT lab, psychology lab, social study lab and art and craft
room.
5. Academic expertise and all round performance of faculty.
6. Student council in collaboration with faculty organizes various activities.
7. They get multipurpose experience of social, cultural and moral values, through
different activities.
8. Personality, development programme
9. Student are inspired to think creatively for planning and organizing curricular ,
co-curricular and extra curricular activities at the institution.
10. The student are made aware by the faculty about the new innovations and
researches in the field of the teaching learning to face the global challenges in the
new millennium.
11. Grievance Redressal through grievance Redressal Committee.
12. Formation of active Guidance and Placement cell.
5.1.3 Give gender-wise drop-out rate after admission in the last five years
and list possible reasons for the drop out. Describe (if any) the mechanism
adopted by the institution for controlling the drop out?
Drop out rate after admission in last five years is given below:
Following table shows the drop-out rate of B.Ed. Pupil teachers.
SESSION TOTAL
STUDENTS
DROP-OUT RATE
Male Female Total Percentage
2012-13 199 01 0 01
2013-14 NIL NIL NIL NIL
2014-15 104 0 0 0
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5.1.4 What additional services are provided to students for enabling them to
compete for the jobs and progress to higher education? How many students
appeared/qualified in SLET, NET, Central/State services through
competitive examination in the last two years?
College has library facility to give students reference books and self made
question bank to make use of it. College also offers individual guidance to its
pupil teachers about SLET/NET/TET/CTET and other competitive examination
taken by central or state government. Moreover eligibility for lectureship has
shifted the focus in MP from M.Phil/Ph.D to JRF/NET and TET/CTET.
5.1.5 What percentage of students on an average go for further studies/
choose teaching as a career? Give details for the last three years?
The available data showed that majority of B.Ed.. pupil teachers goes for further
studies and opt teaching as career.
Course B.Ed.
SESSION FURTHER
STUDIES
TEACHING
AS A CAREER
OTHER (Govt.
Job, Preparing
for Entrance
Exam)
2011-12 52 48
2012-13 55 45
2013-14 59 41
A majority of students go for teaching jobs; some of them applied for the post
graduations in Education but a few get admissions as per the university norms for
admission in post graduate study (i.e. merit at graduation and distribution of
different categories).
5.1.6 Does the institution provide training and access to library and other
education related electronic information, audio/ video resources, computer
hardware and software related and other resources available to the student
teachers after graduating from the institution? If yes give details on the
same.
The college gives library books, audio-video resources to its Alumni who are
working in schools or have joined higher studies, whenever they require. College
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also personally give individual guidance and material to them, for NET, SLET
and TET/CTET competitive exams. Personal guidance for interviews,
demonstration lessons are also provided.
5.1.7 Does the institution provide placement services? If yes, give details on
the services provided for the last two years and the number of students who
have benefited.
In the last two year many pupil teacher got job through the college. Various
schools approached the principal and faculty and also during the practice teaching
programme faculty as offered informally job for the students. The placement cell
first recruits the students first in the school of the institution itself. Faculty provide
them training on ICT, personality development, group discussion language
development.
As a result of this many student got job offers. More than thirty students have
benefited through placement cell during the last two years. Faculty collect their
C.V and whenever demand for job arises, college immediately contacts them and
send them for interview. College has built good rapport with pupil teachers in
touch for our student progression and also keep to know their progression.
Placement cell also maintains the data bank.
5.1.8 What are the difficulties (if any) faced by placement cell? How does the
institution over come these difficulties?
The placement services face many difficulties in recruitment in grant in aid
institutions, as they are not free to select candidates. There is another system in
government institutions and moreover they have to work for fixed salary on
temporary basis. Private institutions are always in demand of good teachers due to
competition and they approach us regularly. English medium candidates get their
job easily in self financing institutions.
5.1.9 Does the institution have arrangements with practice teaching schools
for placement of the student teachers?
Recruitment to government/ aided schools is carried out by the M.P. government
through a long recruitment process. College has arrangement with the (private)
practice teaching schools which are run by private management, for placement of
the pupil teachers. Some of pupil teachers are picked up by the school where they
do practice teaching. In this regards we are very lucky that our pupil teachers are
absorbed by these schools on their personal merit.
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5.1.10 What are the resources (financial, human and ICT) provided by the
institution to the placement cell?
College provides all the necessary human & material resources required for the
smooth functioning of the placement cell. The Placement cell is equipped with
internet enabled computer system for its proper and efficient functioning. All the
expenditure incurred/ to be incurred by the Placement cell as well as other funds
required by it is forwarded to the IQAC committee for sanctioning of the grants.
5.2 Student Support
5.2.1 How are the curricular (teaching- learning processes), co-curricular
and extra curricular programmes planned, (developing academic calendar,
communication across the institution, feedback) evaluated and revised to
achieve the objectives and effective implementation of the curriculum?
The academic activities, co-curricular and extra-curricular activities are planned at
the start of the session in accordance with the framework of the NCTE (WRC)
and Jiwaji University, Gwalior.
Once the schedule of the curricular, extra-curricular and co-curricular activities
and the school based activities is finalized, it is immediately notified for the
information of the pupil teachers. Details are displayed on the notice board and in
college website. College depends on the feedback and its analysis relating to
preceding years besides the personal observations and experiences of the faculty
while planning and evaluating the events/performance.
5.2.2 How is the curricular planning done differently for physically
challenged students?
The curricular and co-curricular activities may, however, be planned differently
for physically challenged pupil teachers. College is of the firm conviction that
these pupil teachers are not the ones who may be treated as a burden but are the
ones who have different abilities in different fields. College has suggested a
number of activities such as chess, carom, Debate, ICT Presentations,
Seminar/workshop, Quiz, Group discussions, Extempore, Drawing/Paining, and
Music etc. which such candidates may perform with ease and excellence.
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5.2.3 Does the institution have mentoring arrangements? If yes, how is it
organised?
College has an arrangement of mentors for the Pupil teachers. all pupil teachers
divided into small groups of 20 pupil teachers and these groups are allotted to
mentors (faculty). The mentors create an informal environment in which the pupil
teachers feel encouraged to discuss their needs and requirement openly and in
confidence. Trust and rapport are established for the development of mentor and
pupil teachers relationship. Effective communication is established to strengthen
this relationship. Mentoring on one hand fosters the development of high
performers on
the other hand solves difficulties of average and low performer pupil teachers.
Some of the pupil teachers feel home sick and have problems in adjusting with the
course/environment. Also they need to know the ins and outs of job and what they
are expected to do.
5.2.4 What are the various provisions in the institution, which support and
enhance the effectiveness of the faculty in teaching and mentoring of
students?
The working environment of college is conducive for the overall development of
the faculty as well as the pupil teachers. The college works as a unit with all the
constitutions‟ viz. faculty, non-teaching staff and pupil teachers having good
understanding and respect for each other.
Faculty have been provided with the latest audio-visual aids, LCD projector, OHP
and internet facility etc. through which they can make their teaching effective and
efficient. Then there is provision for attending faculty development programme.
College strives to enhance the facilities and equipments so that the faculty does
not face any difficulty in their performance of its assigned tasks.
5.2.5 Does the institution have its website‟? If yes, what is the information
posted on the site and how often is it updated?
The college has www.vidyavaticollege.org which provide adequate information
about the college. The following information is posted on the sites:
1) Home
2) About us
a. Institutional outlook
b. Institutional Beliefs
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c. Chairman message
d. Director message
e. Goals & objectives
f. Recognition & Affiliation
3) Courses Offered
a. B.Ed.
b. D.Ed.
4) Placement Cell
a. Training & placement cell
b. Career guidance cell
5) Facilities
6) Hostel
a. Hostel facilities
b. Hostel Admission form
c. Hostel Rules & Regulation
7) Admission
a. Admission Procedure
b. Admission form
c. Rules & Regulation
8) Event Gallery
9) Mandatory Disclosure
10) Best Practice
11)NAAC
12) E- services
13) Contact us
14)News& Events
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5.2.6 Does the institution have a remedial programme for academically low
achievers? If yes, give details.
Yes, college has remedial programme for academically low achievers. With the
express purpose of sorting out the low and high achievers, the faculty gives test of
every unit in subjects opted in Content cum Methodology. Identified low
achievers are extended the following facilities:
Special counseling
Remedial classes for clarifying the doubts in the subject matter already
taught.
Pupil teachers who lack confidence in going to schools for teaching, are
asked to do certain experiment/practice in class room for mock delivery of
lesson plans.
5.2.7 What specific teaching strategies are adopted for teaching a) Advanced
learners and (b) Slow Learners
College programmes different strategies to teach advanced learners and slow
learners. For advance learners more challenging tasks and activities are given.
The advance learner is asked to monitor the group work before the group submits
its task to concerned teachers. The advance learner is asked to help and monitor
the slow learners. The faculty gives ample guidance to the low achiever. Easy
accessibility of mentor for guidance. This strategy helps both the advance and
slow learners to gain confidence. There is lot of interaction amongst both of them
which also leads to attachment and affection for each other.
5.2.8 What are the various guidance and counselling services available to the
students? Give details.
During Orientation:
Every year in the beginning of the session academic counselling and orientation to
the newly admitted pupil teachers provided orientation programme to acquaint
them with the various subjects and methodology option in the course. The need
and importance of these option are explained in detail by the concerned teacher
educator.
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During the Session:
Tutorial groups and house meetings are organized to solve the individual
problems of the students.
Guidance &counseling Cell:
There is guidance & Counselling Cell to provide guidance and support to the
pupil teachers in their personal, academic and social matters.
Women Cell :
Women Cell help female pupil teachers to solve their problems and provide
guidance in different areas.
5.2.9 What is the grievance redressal mechanism adopted by the institution
for students? What are the major grievances redressed in last two years?
College has a grievance redressal Cell, which is constituted of
Dr.VandanaUpadhyay Principal
Dr.DevendraDwivedi Co-ordinator
Mr.SeemaChouhan Member
Mr.Saket Kumar Member
Mechanism:-
They can register their grievance officially by writing a letter.
They can directly talk to the principal or teacher educator if the matter is
urgent.
They can also drop their complaints in the suggestion box.
Some of the major grievances in the last two years were:
Separate boys and girls room with adequate facilities
Improvement in existing infrastructure
More time for ICT lab. Therefore morning and evening session before
college hours is open to them.
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They wanted more time for library. So more hours schedule before /after
college hours.
5.2.10 How is the progress of the candidates at different stages of programs
monitored and advised?
The progress of the pupil teachers is monitored at different stages.
1. After the first assignment the teacher educators reviews the situation in the
monthly meetings.
2. After micro-teaching all supervisors provide feedback.
3. During practice teaching session proper guidance provided to pupil teachers.
4. After the first unit test the pupil teacher with low marks are counseled.
5. After every test, the progress is monitored and the students are advised
accordingly.
5.2.11 How does the institution ensure the students‟ competency to begin
practice teaching (Pre-practice preparation details) and what is the follow-up
support in the field (practice teaching) provided to the students during
practice teaching in schools?
The pupil teachers undertake practice teaching exercise in two steps:
Pre-practice teaching preparation
Actual practice teaching
1. Pre-practice teaching preparation
The first step is spread over to two stages which consists of Micro-Planning and
Simulation. Pupil teaching are familiarized with the concept of micro teaching,
(7) seven teaching skills to be practiced. This part is conducted to ensure the
students‟ competency to begin practice teaching. In Microteaching, the pupil
teachers are taught/learn how to make micro plans and transact it to the peer
group. In simulation, the pupil teachers have to give demonstration of micro
lesson plan (based on different teaching skills ) before the peers, the peers
evaluate it on the basis of components of particular skill and suggest for
improvements. Then pupil teachers replan, reteach, and finally get command over
the skill.
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Pupil teachers are familiarized with the ways of developing lesson plans. They are
taught how to prepare a effective lesson plan for efficient teaching in particular
subject. Problems faced by the pupil teachers while preparing lesson are solved by
the faculty by discussing and explaining the weaknesses found in the lesson plans.
A format of lesson plan and evaluation is also provided for pupil teachers
convenience in advance.
The teachers educators deliver Demo lessons through (PPTs) power point
presentations to the pupil teachers for realizing how various skills are used in a
single lesson plan. Pupil teachers are also encouraged and asked to deliver their
lessons in their peer groups in the presence of their subject teacher.
Actual practice teaching :
After simulation, the pupil teachers are ready to deliver their lessons in real
classroom simulation. They are assigned different schools for teaching practice.
The convenience of the pupil teachers is kept in mind while allotting the schools
for the practice teaching, for example, distance of the school from the residence of
the pupil teachers, availability of the subjects of the pupil teachers and medium of
instruction etc. 20 lessons in each teaching subjects are delivered by pupil
teachers in actual practice teaching. During practice teachings, the evaluation is
done by the faculty, observation is by peers and concerned school teachers .
5.3 Student Activities
5.3.1 Does the institution have an Alumni Association? If yes,
(i) List the current office bearers
(ii) Give the year of the last election
(iii) List Alumni Association activities of last two years.
(iv) Give details of the top ten alumni occupying prominent position.
(v) Give details on the contribution of alumni to the growth and development
of the institution.
Yes, college has an Alumni Association.
Following is the list of the current office bearer
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ALUMNI ASSOCIATION 2014-15
S. No. NAME POST
1 HemlataGoyal President
2 Shivraj Singh Secretary
3 Rohit Singh Member
Elections are held every year. But, the members choose the office bearers
with unanimity. It is recurring each year.
Activities of the association for the last two years are given below:
1) Regular meeting takes place and the record is maintained.
2) Felicitation of the educationist/faculty/Pupil teachers for their
achievements on Annual Day.
3) Career Guidance Camp is organized at the college
4) Co-operation for placement purpose is assured.
5) Active participation in annual day, seminar & environment campaign.
The top ten alumni occupying prominent positions:
Yes, the institution has alumni association
Year of last election –2015
Alumni association activities-
1. The alumni association was started in 2015.
2. A few former students contacted the management & faculties for the inception
of association.
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So as per the suggestion received by the former student the association was built
& office bearers were selected. Then in 2015, the first get together was organized
in which pass-out students shared their experiences with current students.
TOP 10 ALUMNI of Session 2014-15
S. NO. NAME OF
STUDENT
FATHER
NAME
CAREER
1 Dheeraj Singh Civil Judge
2 Manish
Kushwaha
ICICI Bank
3 Shailendra Singh
Tomar
Renger
4 TraptiTiwari Co-ordinator
5 JaynandYadav Education
Hawaldar
6 JitendraDubey Lecturer
7 Ashish Gupta Lecturar
8 Vinita Tomar Lecturar
9 Divya Mishra Teacher
10 Luv Kumar
Dubey
Teacher
Contribution:
1) Many members share their experiences with fresher during Orientation
programme.
2) Career Guidance Seminar was organized for the pupil teachers and alumni also
brief them on how to prepare for competitions.
3) The association has given many healthy suggestions and feedback from time to
time for the augmentation of the college.
4) The members of the Alumni associations actively participated in various
program, seminar and other activities .
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5.3.2 How does the institution encourage students to participate in extra
curricular activities including sports and games? Give details on the
achievements of students during the last two years.
College encourage pupil teachers to participate in co-curricular Activities
like debate, quiz, poem recitation, rangoli, painting, collage making,
mehandi, slogan writing, pot painting, flower & badge making and many
other activities organized by the college. Activities are so planned that
every pupil teachers finds activities of his/her choice.
College has indoor and outdoor games facility at the campus. The college
organizes individual games i.e. race, chess, carom while Team events
includes relay race, needle & thread race, volley ball, kho-kho. College
also encourages students to participate in , intercollegiate and university
level competitions.
Everyday each Pupil teacher individually or in a group has to take part in
different activities of the college like convening morning assembly,
reading news, thought of the day, updating bulletin board, prayer etc.
5.3.3 How does the institution involve and encourage students to publish
materials like catalogues, wall magazines, college magazine, and other
material. List the major publications/materials brought out by the students
during the previous academic session.
Pupil teachers are always encouraged to do creative writing. The pupil teachers do
the following writing activities:
Tour report submission is compulsory .
Book review and preparing its report is part of college curriculum.
Report of different workshops/seminar/case study/blue print are written
and presented by the Pupil teachers.
Besides, major publication materials brought out by the pupil teachers for
college
Magazine are:
Articles on current issues, historical, geographical, scientific & cultural
issues
Quotation by eminent persons.
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Self composed Poems.
Puzzles, paintings, sketches etc.
5.3.4 Does the institution have a student council or any similar body? Give
details on –constitution, major activities and funding
www.vidyavaticollege .org
5.3.5 Give details of the various bodies and their activities (academic and
administrative), which have student representation on it.
The following are some of the committees in which student representation has
been provided:
Library Committee
Women Cell
Sports Committee
Alumni Association
5.3.6 Does the institution have a mechanism to seek and use data and
feedback from its graduates and from employers to improve the preparation
of the programme and the growth and development of the institution?
At the end of the academic year, the written feedback from each Pupil teachers is
taken. Every pupil teacher has to fill in the feedback form just before the
university examination. Also the college takes feedback from the faculty/ staff
members of the college. The feedback is also collected by the teacher in-charge of
practice teaching schools. Many of the Pupil teachers of college are absorbed in
such schools. Heads and management of such schools interact with the teacher-in-
charge and furnish relevant information.
The information so collected is duly analyzed by college and all relevant
suggestion are taken into consideration while making preparation of the
programme and planning for the development of the college. The fact however
remains that college has to function within the parameter set by the NCTE (WRC)
and the Jiwaji University, Gwalior.
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5.4 Best Practices in Student Support and Progression
5.4.1 Give details of institutional best practices in Student Support and
Progression?
In order to facilitate student support and progression to higher level of education
and towards the employment, various attempts have been made by the college and
this includes:-
1. The faculty plays a vital role in academic and personal counseling
2. Preparation of competitive examination such as CTET
3. Workshops of professionals guide the student to discover their hidden talent
and aptitude.
4. The expert of various fields train the student in writing of questions and in
interview techniques.
5. The college placement cell communicates with other school managements and
concerned entities
6. Mentoring arrangement for B.Ed. students to promote peer group learning
7. Establishment of grievance and redressal cell.
8. Student representation in various committees and cells,
9. Establishment of women cell.
10. Formation of Guidance and cell.
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Criterion VI: Governance and Leadership
6.1 Institutional Vision and Leadership
6.1.1 What are the institution‟s stated purpose, vision, mission and values?
How are they made known to the various stakeholders?
Vidyavati college of Professional studies has its clear humane purpose, definite
distinct Vision, and a pious mission, values.
Vision of the College:
To become the center of academic excellence in the area of teacher education by
providing quality teacher education at par with the national and international
standards to the youth, inculcating in them our culture, heritage and values along
with teacher education.
Mission of College:
To rejuvenate the teaching – learning process with ICT and value
imbedded education
To prepare the teachers capable of responding to the global demands and
meeting the challenges in teacher education.
To address to the ever emerging issues and problems of teacher education
and discover the remedial measures.
To ensure the contribution of all stakeholders in all pervasive sustainable
development of the society.
Values of the College:
Our vision and mission statements do reflects the objectives of the teachers
education policies of the country. We strive hard to develop human resources by
imparting quality teacher education with the adequate emphasis on values and the
cultural heritage of our nation. All efforts are directed to empower our pupil
teachers and make them productive, Accountable, responsive and introspective
human being. We help them to march forward with an aims and objectives and
make the nation proud with their contributions.
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Our institutional values are not rules but shared ideas and understating that bind
us together. Along with our mission and our commitment to excellence in
everything we do, they articulate who we are and what we believe, influence our
goals, guide our actions and help us to explain our aspirations to others. The
institution‟s stated purpose, vision, mission and values are made known to various
stakeholders and to the prospective pupil teachers through, information brochure,
website and teacher parents meeting during admission and functions organized in
the College. Vision and mission statements are prominently displayed at the
entrance of the College.
6.1.2 Does the mission include the institution‟s goals and objectives in terms
of addressing the needs of the society, the students it seeks to serve, the school
sector, education institution‟s traditions and value orientations?
Yes, the vision and mission statements are in terms of addressing to the needs and
demands of the students, parents, community, schools, education institution‟s
traditions and value orientations. College is catering to their needs. Mission
includes quality issues, specifically participation of all the stakeholders in
improving quality.
6.1.3 Enumerate the top management‟s commitment, leadership role and
involvement for effective and efficient transaction of teaching and learning
processes (functioning and composition of various committees and board of
management, BOG, etc.)
To develop college as a centre of excellence in the field of teacher
education.
To develop intelligent, well informed, disciplined and socially responsible
teachers
To impart quality teacher education.
To inculcate the spirit of service to the society among pupil teachers and
teacher educators.
To instill and human attitude and scientific thinking among pupil teachers
and teacher educators.
Ensure and develop mechanism for monitoring and sustaining and work
culture, commitment and passion for attaining the institutional goals.
To create and provide the environment conducive to the attainment of
institutional goals focusing on a clear vision and mission.
The college always tries to a large extent in translating its vision and Mission into
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academic practices. The management‟s contribution towards its vision and
mission is exemplary. It provides encouragement and recognition to the pupil
teachers and teacher educators.
IQAC committee
Administrative committee
Admission committee
Academic committee
Discipline committee
Examination committee
Library committee
Sports committee
Cultural committee
Alumni association
Women cell
Grievance redressal cell
6.1.4 How does the management and head of the institution ensure that
responsibilities are defined and communicated to the staff of the institution?
Principal of the college discuss, decide and allocate the roles and responsibilities
of the staff/faculty members on the basis of their academic performance,
experience, aptitude and interest and as well as the institutional regime,
experience in teaching and other academic and curricular events, creative and
constructive aspects of the personality, expertise, communication style and
motivation level. The allocated responsibilities are communicated to the
staff/faculty through staff meetings and circulars/notices.
6.1.5 How does the management/head of the institution ensure that valid
information (from feedback and personal contacts etc.) is available for the
management to review the activities of the institution?
The meeting of the faculty members provide the common platform to the
management and the faculty members. The valuable suggestions furthered by the
management, are taken into consideration during the planning of agenda of the
upcoming meetings and then the decision are taken and review of various
activities is made. The proceedings of the faculty meetings and meetings of
various committees & cells are forwarded to the management. By this the valid
information is available for the management to review the activities of the
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college. The management also gets the valid information through personal
contacts with the staff and faculty member, pupil teachers and their parents and
stakeholders during functions and various activities.
6.1.6 How does the institution identify and address the barriers (if any) in
achieving the vision/mission and goals?
The college identifies and addresses the barriers in achieving the vision/mission in
the following manners:
Various committees and cells have been constituted for smooth functioning of the
college. The barriers in achieving the vision, mission are identified by the
concerned committees and cells. The reasons for the barriers are mutually
discussed by the head of various committees, principal and the management in the
staff /faculty, academic meeting and remedial measures are identified by taking
into consideration the suggestions provided by the faculty members. The
concerned committees & cells deliberately works for various quality related issues
pertaining to teacher education being imparted by the college.
6.1.7 How does the management encourage and support involvement of the
staff for improvement of the effectiveness and efficiency of the institutional
processes?
The management considers the suggestions of the faculty and staff members.
Principal encourages, appreciates and support involvement of the faculty and staff
for improvement of the effectiveness and efficiency of the college process.
Management actively involves in professional growth of the faculty staff
members by organizing extension lectures, seminar, and workshops in the college
and also encourages them to participate in various seminars, conferences,
workshops and orientations organized by other educational institutions and
university. T.A. /D.A. is also provided by the management to faculty members for
attending/ participating in various activitiesorganized by other educational
institutions and Universities of M.P.
6.1.8 Describe the leadership role of the head of the institution in governance
and management of the curriculum, administration, allocation and
utilization of resources for the preparation of students.
The Principal of the college provides requisite leadership to the entire activities.
She continuously supervises the working of teaching and non-teaching staff and
gives suggestions for their improvement. The head of the institution constituted
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various committees & cells after discussing the IQAC and has allocated and
assigned the college work to these committees and cells. The work of each
committee & cell is coordinated by a convener. The recommendations of these
committees and cells are considered and approved in the meeting. The Principal
provides administrative and academic leadership in association with the various
committees and cells. The
Principal of the college is always available to the pupil teachers and faculty for
redressal of their grievances and also works as a liaison between the pupil
teachers, faculty and the management.
6.2 Organizational Arrangements
6.2.1 List the different committees constituted by the institution for
management of different institutional activities? Give details of the meetings
held and the decisions made, regarding academic management, finance,
infrastructure, faculty, research, extension and linkages and examinations
during the last year.
The college encourages participatory management practices and team work
between the different activities of the college. To assist the principal in academic
work various committees and cells are constituted. These committees and cells
plans, execute and co-ordinate the activities in their respective areas of the
college.
Major committees & cells are:-
IQAC committee
Administrative committee
Admission committee
Academic committee
Discipline committee
Examination committee
Library committee
Sports committee
Cultural committee
Alumni association
Women cell
Grievance redressal cell
Guidance & placement cell
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The Principal convenes the meeting with the faculty members to discuss about the
academic calendar, Mapping syllabus, examination and implementation of various
decision regarding pupil teachers related issues, administration and finance issues.
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6.2.2
ORGANIZATION HIERARCHY OF
VIDYAVATI COLLEGE B.T.I. ROAD, VIKRAMPURA, BHIND (M.P.)
COLLEGE MANAGEMENT COMMITTEE
CHAIRMAN
AMIT DUBEY
PRINCIPAL
Dr. VANDANA UPPADHYAY
CORE COMMITTEES OTHER COMMITTEES
1. IQAC 1. Admission Committee
2. Academic Committee 2. Discipline Commiittee
3. Examination Committee 3. Cultural Activities
4. Administrative Committee
5. Women Cell
6. Guidance & Placement Cell
7. Library Advisory Committee
8. Games & Sports Committee
9. Grievance Redressal Cell
10. Alumni Association
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6.2.3 To what extent is the administration decentralized? Give the structure
and details of its functioning.
The administration is decentralized in order to provide better services to students
and to maintain a democratic temper throughout the campus. The Principal has
sufficient autonomy and decision making powers. The heads of the different
committees are expected to meet the Principal on regular intervals for a brief
exchange of ideas and opinions.
Head of committees and cells keep a record of the activities undertaken and
finally submit it to the Principal. Due to this democratic process, academic work
is distributed equally and effectively.
6.2.4 How does the institution collaborate with other sections/departments
and school personnel to improve and plan the quality of educational
provisions?
Meeting of school faculty and staff with college authorities are held regularly for
doing necessary improvements in the field of teaching and learning. Feedback
about teaching practice is taken from school teachers . School teachers are also
consulted while developing the academic calendar and their suggestions are
considered during decision making. The audio visual aids like charts and models
are distributed to the nearby schools. During practice teaching the pupil teachers
of the college are provided a platform to participate in different activities of the
school. They organize morning assemblies in the school. They maintain the
different records of the school. They maintain the student discipline and also help
in serving mid-day meal during
practice teaching. All these activities are planned, guided, monitored and
reinforced by the teacher educator and school teachers in collaboration to improve
the quality of educational provisions.
6.2.5 Does the institution use the various data and information obtained from
the feedback in decision-making and performance improvement? If yes, give
details.
The data for feedback is obtained from the teacher educators, pupil teachers,
heads and faculty/staff of the practice teaching schools, visiting eminent
educationists and stakeholders. The decisions regarding innovative teaching
learning practices, teaching aids, academic environment, and institution
community relationship are taken for performance improvement.
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6.2.6 What are the institution‟s initiatives in promoting co-operation, sharing
of knowledge, innovations and empowerment of the faculty? (Skill sharing
across departments‟ creating/providing conducive environment).
In order that teacher educators use their free time at the college productively; they
are encouraged to make use of the library after the teaching hours. College has
formed social circle also wherein it invite experts, veterans, activists , social
workers, guest lectures, thinkers, poets, men of letters and professionals from
different fields. All the members of the staff/faculty and the students together are
invited and encouraged to participate in such events.
6.3 Strategy Development and Deployment
6.3.1 Has the institution an MIS in place, to select, collect align and integrate
data and information on academic and administrative aspects of the
institution?
Yes, the college has developed MIS system for effective information system.
Variousinformation and data are compiled and made available to the
Administrative officeand departments.
6.3.2 How does the institution allocate resources (human and financial) for
accomplishment and sustaining the changes resulting from the action plans?
The changes resulting from the action plans are accomplished and sustained by
proper allocation of the Human and financial resources. Various committees and
cell of the college are entitled to assess and recommend the resources needed for
carrying out the academic, co-curricular activities and extracurricular activities.
The concerned committees/cells forward the recommendations to the Principal
and then the management consider the recommendations for allocation of the
human and financial resources.
6.3.3 How are the resources needed (human and financial) to support the
implementation of the mission and goals, planned and obtained?
To support the implementation of mission and goals an institutional academic
calendar for the whole session is prepared by the IQAC of the college in which
the activities related to teaching-learning, curricular, co-curricular and extra
curricular activities are planned. To carry out these activities smoothly the human
and financial resources are planned, and obtained according to the NCTE and
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Govt. of M.P. norms. According to need and urgency of the work the financial
resources are provided by the management.
6.3.4 Describe the procedure of developing academic plan. How are the
practice teaching school teachers, faculty and administrators involved in the
planning process?
IQAC prepare academic calendar at college level. The recommended academic
plan is discussed during faculty meeting among faculty members and principal of
the college, management, school personnel and then it gets finalized. Before
finalizing the academic plan the practice teaching school teachers are also
consulted regarding tentative practice teaching schedule for the availability of
schools.
6.3.5 How are the objectives communicated and deployed at all levels to
assure individual employee‟s contribution for institutional development?
All major decisions are taken during IQAC meeting. The information is passed to
the faculty and staff members through circular and it is displayed on notice board
for students and stake holders. The communication and deployment approach of
the institutional objectives is individualized. It adopts a hierarchy from pupil
teachers to teacher educators. Teacher educators in specific and through
committee are accountable to the Principal. The Principal and the management
committee mutually get in touch with the parents of the pupil teachers, practice
teaching schools, and officials of Education Department of Bhind District of M.P.
state and Jiwaji university. The objectives of the college are communicated to the
pupil teachers through Notice board, prospectus, website, orientation, events
meetings and tutorials, college magazine, and specially through the display of the
vision, mission in the college. The management and the Principal deploy the
faculty and pupil teachers to achieve the objectives by organizing meaningful
event, along with its academic co-curricular and extracurricular venture.
6.3.6 How and with what frequency are the vision, mission and
implementation plans monitored, evaluated and revised?
The frequency of monitoring, evaluating and revising the implementation plans of
vision and mission depends on the emergent needs and it is not limited to a
specific number. The college use to meet for these objectives in the beginning of
the session with a determination to reach the optimum level. Every academic year
begins with a review of what has been attained and what is to be achieved. Every
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aspect of the college is evaluated. A comprehensive and continuous monitoring of
all the scheduled curricular co-curricular, extra curricular activities is done by
faculty and staff.
6.3.7 How does the institution plan and deploy the new technology?
Yes, college plans and deploys the new technology as per need of existing
Programmes. The college has kept pace with technology and has provided
computer and internet access. The college has ICT lab for students and staff.
The college is able to provide CDs, DVDs reprographic assistance, computers,
internet with broad band, e-journals as well as some software. Our class rooms
have facilities with LCD, with sound system, collar, mike, smart board etc.
6.4 Human Resource Management
6.4.1 How do you identify the faculty development needs and career
progression of the staff?
There are various ways and methods to assess the needs of the faculty
development, students overall performance, demand for admissions, parents‟
feedback, community perceptions and other such factors help us to assess the
needs of the faculty development. The college has invited academicians,
educationist, veterans, speakers, orators, professionals, motivators, social activists
and personalities for talks. They share their valuable experiences with pupil
teacher and teacher educators and provide ample guidance.
6.4.2 What are the mechanisms in place for performance assessment
(teaching, research, service) of faculty and staff? (Self–appraisal method,
comprehensive evaluations by students and peers). Does the institution use
the evaluations to improve teaching, research and service of the faculty and
other staff?
Performance appraisal system is undertaken by the faculty and staff and it is
evaluated by the Principal, and senior faculty members. Special care is taken to
ensure that information is provided by the faculty /staff includes multiple
activities. It is also assessed how these activities contribute the overall academic
growth and the fulfillment of the institutional goals. There is a review of the
performance appraisal report by Principal to capture the spirit of academic
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excellence and growth of the institution. It also gives an opportunity to reflect,
introspect, and plan strategies, and take remedial measures.
6.4.3 What are the welfare measures for the staff and faculty? (mention only
those which affect and improve staff well-being, satisfaction and motivation)
The staff members are provided financial assistance in the form of loans, to be
paid back in installments. This facility is for the staff members to tide over the
financial problems faced by them from time to time. The infrastructure of the
college (staff rooms etc.) have considerably been renovated by the college to
provide better working conditions and satisfaction. Duty leave is provided to the
faculty that is desirous of availing training or attending refresher/orientation
courses, seminars and workshops. Sports and games facilities available for the
staff members are quite satisfactory. It is refreshing to note here that our teaching
and non-teaching staff members play games in the college courts after working
hours.
6.4.4 Has the institution conducted any staff development programme for
skill up gradation and training of the teaching and non-teaching staff? If yes,
give details.
The college sends the faculty and staff to attend various training programmes
conducted by the university and other competent professional organizations. The
college also facilitates the training in computer to the teaching and non-teaching
staff and other training programmes are also organized for them. The staff is
encouraged to improve their educational qualification, and professional skills.
They are also sanctioned leave. The various facilities and resources in the college
can be judiciously used by the faculty and staff to enhance their professional
development.
6.4.5 What are the strategies and implementation plans of the institution to
recruit and retain diverse faculty and other staff who have the desired
qualifications, knowledge and skills (Recruitment policy, salary structure,
service conditions) and how does the institution align these with the
requirements of the statutory and regulatory bodies (NCTE, UGC,
University etc. )?
Faculty members are recruited by the University Panel as per the desired
qualifications, knowledge and skills recommended by NCTE, UGC as well as
Jiwaji University, by bringing out vacancies in leading newspapers. The
recruitment of faculty members is followed by the letter of approval to be issued
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by the JiwajiUniversity. All the norms and guidelines prescribed by the affiliating
university are followed. Salary structure is as per state Govt. of M.P. and UGC
norms. Keeping in long term development of the college, increments are provided
by the management.
6.4.6 What are the criteria for employing part-time/Adhoc faculty? How are
the parttime/ Adhoc faculty different from the regular faculty? (E.g. salary
structure, workload, specialisations).
Part time/Adhoc faculty is appointed as per requirement of current situation and
vacancies to be filled apart from regular faculty.
6.4.7 What are the policies, resources and practices of the institution that
support and ensure the professional development of the faculty? (E.g. budget
allocation for staff development, sponsoring for advanced study, research,
participation in seminars, conferences, workshops, etc. and supporting
membership and active involvement in local, state, national and international
professional associations).
Faculty members are supported for participation in seminar, conferences and
workshops by providing them academic leaves as per requirement. Faculty
members are free to have memberships in local, state, national professional
associations. The college always supports faculty members to grow
professionally,. Although there is no fixed allocation of budget for this purpose
but college bears a sufficient amount of expenses for faculty and staff
development. Faculty members are sanctioned Academic leave easily for this
purpose. Well-equipped library, ICT lab and Internet facilities are provided to
help in research work.
6.4.8 What are the physical facilities provided to faculty? (Well-maintained
and functional office, instructional and other space to carry out their work
effectively).
The physical facilities are provided to the faculty members. College has well
furnished staff room with proper seating arrangement, well furnished Principal
office, college office with all necessary amenities, completely equipped
laboratories, classrooms and well stocked library are provided to facilitate the
faculty members for imparting their duties. Seminar room with all the facilities
for organizing seminars, workshops is provided.
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6.4.9 What are the major mechanisms in place for faculty and other
stakeholders to seek information and/or make complaints?
The college website is being updated regularly to provide latest
information/upcoming events details.
Prospectus are provided to the pupil teachers
Every activity of the college is displayed in the college notice board
Programmes conducted in the college are published in the newspaper and
college magazine.
A suggestion box is provided to collect suggestions and complaints.
The college office provides all the information needed.
People can seek information through mobile or phone
Written complaints/grievances are accepted by the head of the institution.
6.4.10 Detail on the workload policies and practices that encourage faculty to
be engaged in a wide range of professional and administrative activities
including teaching, research, assessment, mentoring, working with schools
and community engagement.
The teaching work load in the institution is as per the NCTE (WRC) Jiwaji
University and government of M.P. norms. Other community related works like
community service etc. are distributed among the staff by rotations so that every
one gets the exposure. Due care is taken to avoid overloading to any one.
6.4.11 Does the institution have any mechanism to reward and motivate staff
members? If yes, give details.
Provision of increments is there to motivate the staff members. Staff members are
encouraged to pursue the higher studies and attend seminars and workshops. This
helps in the up-gradation of their skills, teaching methodology involving ICT
enabled methods.
6.5 Financial Management and Resource Mobilization
6.5.1 Does the institution get financial support from the government? If yes,
mention the grants received in the last three years under different heads. If
no, give details of the source of revenue and income generated
No, the college does not get financial support for the government. As the college
is self financing its main source of revenue is course fees.
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6.5.2 What is the quantum of resources mobilized through donations? Give
information for the last three years.
The college has not received any substantial amount in the form of donation in the
last five years.
6.5.3 Is the operational budget of the institution adequate to cover the day-to-
day expenses? If no, how is the deficit met?
Yes, the college is provided with minimum cash to cover day to day financial
needs.
6.5.4 What are the budgetary resources to fulfill the missions and offer
quality programs? (Budget allocations over the past five years, depicted
through income expenditure statements, future planning, resources allocated
during the current year, and excess/deficit)
The main budgetary resources is course fees to fulfill the mission and to offer
quality teacher education. Income Expenditure Statement is attached herewith.
6.5.5 Are the accounts audited regularly? If yes, give the details of internal
and external audit procedures and information on the outcome of last two
audits. (Major pending audit paras, objections raised and dropped).
The accounts are audited regularly by the Chartered Accountant. (Audit reports of
last two years attached)
6.5.6 Has the institution computerized its finance management systems? If
yes, give details.
Yes, most of the financial management process are computerized and all the
accounts are maintained by Chartered Accountant.
6. 6 Best practices in Governance and Leadership
6.6.1 What are the significant best practices in Governance and Leadership
carried out by the institution?
Decentralization of work through various committees and cells.
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Decision making is democratic.
Governance is participatory and inclusive.
Governance has a human face and as vision to serve the society.
Governance provides encouragement, support and facilities for the faculty
members.
Governance believes in changes and tolerance to accommodate as many
view points and ideas as possible.
Leadership believes in lifelong education and empowerment of students.
Feedback from stakeholders plays a large role not only in the teaching-
learning process but in governance and policy making.
Mutual accountability
A work culture that emphases the creativity and co-operation.
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Criterion VII: Innovative Practices
7. 1 Internal Quality Assurance System
7.1.1 Has the institution established Internal Quality Assurance Cell
(IQAC)? If yes, give its year of establishment, composition and major
activities undertaken.
The Internal Quality Assurance Cell (IQAC) has been established in the College
in Composition of IQAC is:
1. Chairperson (Principal) 1
2. Management Members 1
3. Faculty 2
4. Representative from community/society 1
5. Experts 1
The objectives of the IQAC are:
To ensure quality improvement in the entire activities and programmes of
the college.
To ensure stakeholders participation in planning, execution and
implementation of various programmes.
Major activities of the IQAC are:
1. To design and implement the academic calendar of the college.
2. Development and application of quality parameters for various curricular,
cocurricular and extracurricular activities of the college.
3. Organizing orientations , seminars, workshops and training programmes on
quality related subjects and promotion and dissemination of such activities of
information.
4. Creation of student-centered classroom learning environment, conducive to
quality education.
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5. Development and application of innovative practices in various activities
leading to quality enhancement with a futuristic perspective.
6. Collection of information on various quality parameters of education and best
practices followed by other institutions.
7. To develop the mechanism of feedback from all stakeholders.
7.1.2 Describe the mechanism used by the institution to evaluate the
achievement of goals and objectives.
IQAC academic body and the Administrative body critically analyze the efforts
and results made by the college to evaluate the achievement of goal and
objectives. It involves the evaluation of feedback and suggestions provided by the
pupil teachers, staff and faculty of practice teaching schools, alumni, faculty
members, parents of the pupil teachers, and community members.
All the suggestions, feedback, self appraisal of the teacher educators and over all
achievements of the college per year provides a complete picture of
accomplishment status of goals and objectives.
7.1.3 How does the institution ensure the quality of its academic
programmes?
The college ensures the quality of its academic programmes through adoption of
quality benchmarks for the various academic and administrative activities. In
order to ensure the quality of its academic programmes, the college makes
following arrangements:
1. Academic calendar is made before the commencement of the session.
2. Qualified and experienced faculty and staff is appointed by the college
according to the norms of Jiwaji University, and NCTE (WRC)
3. Well equipped laboratories, well stocked library ICT enabled classrooms and
multipurpose hall is made available by the college.
4. Suggestions & feedback received by students help teacher educators to bring
qualitative improvement.
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7.1.4 How does the institution ensure the quality of its administration and
financial management processes?
The college ensures the quality of its administration and financial management by
making the process more transparent and accountable to the stakeholders. The
college has qualified and experienced administrative staff. The quality initiatives
on financial management are like;
1. By constituting the Finance Committee
2. Preparation of annual statement of accounts by Chartered Accountant.
3. Auditing by a registered Chartered Accountant.
4. The college has categorized human resources into two categories (faculty)
teaching and (staff) non-teaching (administrative staff members, account section
and fourth-grade employees).
The administration is a decentralized one, where faculty/ staff, pupil teachers,
management, as well as members of the society may participate.
7.1.5 How does the institution identify and share good practices with various
constituents of the institution.
Meetings are organized periodically to identify and share good practices with all
the constituent of the college. The college has constituted committees and cells of
teacher educators , management members and student representatives to critically
evaluate the growth and efficiency of the college and its stakeholders. Pupil
teachers participations are also encouraged especially in academic and
administrative activities.
7.2 Inclusive Practices
7.2.1 How does the institution sensitise teachers to issues of inclusion and the
focus given to these in the national policies and the school curriculum.
The college encourages focusing on implementation of pedagogic activities which
promotes to sensitize the teachers to issues of inclusion. The teachers are given
orientation on different disabilities. Orientations are organized for the teachers
and students on various aspects. The issue of inclusion reflects in the values of the
college as well as in its working. All the students are given equal opportunities
and attentiontofulfill their needs and redressal of their grievances.
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7.2.2 What is the provision in the academic plan for students to learn about
inclusion and exceptionalities as well as gender differences and their impact
on learning.
General awareness programes, debates, discussion guest lectures by experts
areorganized from time to time to cater to needs of awareness towards
inclusion,exceptionalities and gender differences and their impact on teaching and
learning.
7.2.3 Detail on the various activities envisioned in the curriculum to create
learning environments that foster positive social interaction, active
engagement in learning and self-motivation.
The college undertakes and gets involved in various kinds of extension and
outreach activities of its own in order to promote social interaction, active
engagement learning and self motivation. Some of them are:
Rallies and surveys are conducted related to interaction with the
community like Role of Education in women empowerment, Education
and socio-economic status etc.
Action research is taken into account for improving the stature of slow
learning students of the practice teaching schools.
In order to keep the importance of the natural environment, the pupil
teachers do participate in plantation campaign in which they plant saplings
and look after them properly during the whole session.
Academic excursions for pupil teachers are organized by the college in
which they learn the realities of the areas through direct observation and
interaction.
7.2.4 How does the institution ensure that student teachers develop
proficiency for working with children from diverse backgrounds and
exceptionalities?
The faculty members make endeavour to guide their pupil teachers through giving
them case studies to learn how they can develop proficiency for working with
children from diverse background and exceptionalities. Pupil teachers are made
aware in handling and counselling of children with diverse background. They are
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also trained to understand with the need and problems of children with diverse
background and exceptionalities.
7.2.5 How does the institution address to the special needs of the physically
challenged and differently-abled students enrolled in the institution?
There is specific provision for these students in the college such as some
important laboratories are located on the ground floor and some classrooms are
also kept on the ground floor. The preference is given to differently-abled
students for sitting in the front line. The differently-abled students are given
sympathetic and preferential behaviour in the routine of the college functioning so
that they may not feel inferiority complex.
7.2.6 How does the institution handle and respond to gender sensitive issues
(activities of women cell and other similar bodies dealing with gender
sensitive issues)?
College has a „Women Cell‟ to deal with various pursuits to ensure welfare to the
girls pupil teachers including to get them acquainted with the gender sensitive
issues in general.
7. 3 Stakeholder Relationships
7.3.1 How does the institution ensure the access to the information on
organizational performance ( Academic and Administrative) to the
stakeholders?
The college ensures the access to information about academic and organizational
performance by updating college website, information brochure and through
notice board. The college involves all stakeholders at every stage of planning and
implementation. The representatives of the pupil teachers , faculty and staff,
parents, alumni, university representative and eminent scholars from time to time.
7.3.2 How does the institution share and use the information/data on success
and failures of various processes, satisfaction and dissatisfaction of students
and stakeholders for bringing qualitative improvement?
The college gives major consideration to public concerns and use all kinds of
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information available for improving its activities. The pupil teachers through
Students Representation in various committees and cells voice their appreciation
and dissatisfaction regarding facilities or programmes.
Feedback from students & stakeholders also helps to upgrade teaching-learning
process. The college determines students satisfaction on the basis of applications
received. The courses offered by the college are updated from time to time. The
college management and faculty staff keep abreast of the emerging educational
trends through continuous knowledge enhancement.
True empowerment of the learners through applied and activity bases learning
programmes is our major concern. We strongly believe that students learn best
when they are involved and the learning makes sense to them. Building scientific
temperament, developing and keen sense of competition, motivating students to
give their best, recognizing talent of students are some of the Institutional
practices that enhance students performances.
The faculty and staff guides and counsels the students at every step. The teachers
encourage the student to learn skills of teaching and to develop social awareness
and to shoulder social responsibility. These efforts of the faculty help to develop
confidence in students to face the upcoming challenges.
7.3.3 What are the feedback mechanisms in vogue to collect, collate and data
from students, professional community, Alumni and other stakeholders on
program quality? How does the institution use the information for quality
improvement?
Pupil teachers are encouraged to express their opinion about the overall
functioning of the institution in writing at the end of course. During alumni
association meetings, college encourage them to provide frank assessment of our
institutional practices.
There are also various interactions with community during which we seek their
perceptions about us. We critically examine their feedback, and earnestly try to
use them in improving the quality of our teacher education programmes.
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