Year
2010-2011
Submitted by
Executive Summary
Institute’s Specific Information
Government college of Education Panvel is established on 29/06/1970 in its own
building. It is located in Taluka Panvel in Raigad district of Maharashtra state. It is
affiliated to Mumbai University. It is very near to Panvel S.T. stand & 1km from
Panvel Railway station. The total campus Area is 15054.50 m2
with
7ft. high
boundary wall. In the campus there are two separate hostel for boys & girls, one
administrative building and Educational building. Ours is the only Govt. Collage in
Raigad District. The college is run by the state Govt.
The college’s motto is; Sheelam Param Bhushanam’ which describes the ultimate
aim of education as character building formation. A well educated & well trained
trainee with high quality diversified characteristics is ready to Enlighten the sphere
as this workplace is being depicted through a lighted lamp portrayed on the top of
the emblem. We try to chase excellence through teaching. The planning &
executio9n of the program run by the college are testimony of the efforts being
taken to enable bearing high quality of character. The admissions are done by the
centralized admission process. The intake capacity is 100. We are having nearly
22 practicing schools in & around Panvel. The college caters to the needs of city as
well as rural students. The college has been upgraded as College of Teacher
Education (C.T.E.). Ample space, airy classrooms, beautiful green Surrounding,
well-equipped laboratories, indoor & outdoor sports facilities, Healthy & cheerful
atmosphere are few of our special characteristics.
A) Profile of the institution
1.
Name and address of the institution: Government Collage of Education, Near S.T.
stand
PNVEL, Dist-Raigad (Maharashtra), Pin-410 206
2. Website URL- gcectep.org
3. For communication:
Office
Telephone
Number with
STD Code
Name
Head / Principal
(022) 27453000
Vice-Principal
Self-appraisal
Co-coordinator
Fax No.
022-27453000
(022)27453000
E-Mail Address
govt_bedocollege@rediffmail.com
-
-
-
Sanjivani.paithankar@rediffmail.com
Residence
Telephone
Number with
STD Code
Name
Mobile Number
Head / Principal
-
09890850336
Vice-Principal
-
-
Self-appraisal
Co-coordinator
(022)27458884
Location of the institution:
Uran
Semi-urban
Rural
Tribal
Any other (specify and indicate)
09022530644
5. Campus area in acres:
3.7 acres
6. Is it recognized minority institution?
Yes
No
7. Date of establishment of the institution:
Month and Year
MM
06
YYYY
1970
8. University / Board to which the institution is affiliated:
Mumbai
9. Details of UGC recognition under section 2(f) and 12B of the UGC Act.
Month and Year 2(f)
MM
06
YYYY
1996
Month and Year 12B
MM
06
YYYY
1996
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. RIE
iii. IASE
iv. Autonomous College
v. Affiliate college
vi. Constituent college
vii. Dept. education of a composite college
viii. CTE
ix. Any other (specifies and indicates)
11. Does the University / State Education Act have provision for autonomy?
Yes
No
If yes, has the institution applies for autonomy?
Yes
No
12. Details of Teachers education programmers offered by the institution:
S1
NO
i)
ii)
iii)
Level
Per-primary
Primary/
Elementary
Secondary/
Programme
/
Course
-
Entry
Qualification
Nature of
Award
Duration
Medium of
instruction
-
-
-
-
Certificate
Diploma
Degree
-
-
-
-
-
-
-
-
-
Certificate
Certificate
Sr. secondary
iv
Post Graduate
Other
(Specify)
B.Ed.
M.Ed.
Any degree
-
YCMOU
Vocational
B.Ed.
v.
1Year
-
-
e
Diploma
Degree
Certificate
Diploma
Degree
Certificate
Diploma
1Year
-
Marathi
Marathi
Marathi
-
Any degree
Degree
2Year
Marathi
(Additional rows may be inserted as per requirement)
13. Give details of NCTE recognition (for each programmer mentioned in Q.12above)
Level
Per-primary
Primary/Elementary
Secondary / Sr.secondary
UG
Post Graduate
Other
Programme
-
B.Ed.
M.Ed.
Order No.
&Date
WRC/56/2K/10904
Dt.11-12-2000
WRC/5-6/
119/2009
56341
(Additional rows may be inserted as per requirement)
B) Criterion-wise inputs
Valid
Up to
-
Sanctioned
Intake
-
Permanent
Previously-60
At present-100
Permanent
35
-
-
Criterion I: Curricular Aspects
1. Does the Institution have a stated?
Vision
Yes
No
Mission
Yes
No
Values
Yes
No
Objectives
Yes
No
2. Does the institution offer self-financed programme(s)?
Yes
If yes,
a) How Many programmes?
1 - M Ed
b) Fee chargfed programme
Rs 44.000
3.Are there programmes with semester system?
-
4.Is institution representing / participating in the curriculum development /
recision processes of the regulagtory bodies
Yes
No
If yes, how many faculty are on the various curriculum development / vision committees
/boards of universities /regulating authority.
1(principal)
5. Number of methods / elecvtive 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
No √
Number
7. Are there Programmers where assessment of teachers by the students has been?
Introduced
Yes
No
√
Number
8. Are there Programmers with faculty exchange / visiting faculty?
Yes
√
No
√
Number
9. Is there any mechanism to obtain feedback on the curricular aspects from the

Heads of practice teaching schools
Yes
NO

Academic peers
Yes
NO

Alumni
Yes
NO

Students
Yes
NO

Employers
Yes
NO
10. How long does it take for the institution to introduce a new programme with
The existing system?
11. Has the institution introduce a new programme with the
Existing system?
Yes
Number
√
No
12. Are there courses in which major syllabus revision was done during the last
three years?
Yes
√
Number
No
1
13. Does the institution develop and deploy action plans for effective implementation
of the curriculum?
Yes
√
No
14. Does the institution encourage the faculty to prepare course outlines?
Yes
√
No
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 entrance test conducted by the University / Government
c) Through an interview
d) Entrance test and interview
e) Merit and the qualifying examination
f) Any other (specify and indicate)
-
Marks at Degree level
(If more than one method is followed, kindly specify the weight ages)
2. Furnish the following information (for the previous academic year):
a) Date of start of the academic year
06/07/2009
b) Date of last admission
30/08/2009
c) Date of closing of the academic year
31/05/2010
d) Total teaching days
206
e) Total working days
210
3. Total number of students admitted
Number of
Students
D.Ed.
M F
Total
B.Ed.
- 100
M.Ed. (Full Time)
- 16
M.Ed. (Part Time)
- 4. Are there any overseas students?
Programme
Yes
√
M
-
F
-
Reserved
Total
-
M F
6 10
-
Open
Total
46
-
No
If yes, how many?
5. What is the 'unit cost' of teacher education program?
-
(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
Rs 52000
(Please provide the unit cost for each of programme offered by the institution by the
detailed at Question 12 of profile of the institution)
6. Highest and lowest percentage of marks at the qualifying examination considered for
admission during the previous academic session
Programme
Highest
(%)
D.Ed.
B.Ed.
M.Ed. (Full Time)
M.Ed. (Part Time)
Lowest
(%)
-
75.15
45%
-
7. Is there a provision for assessing students' knowledge and skill for the
Programme (after admission)?
Yes
√
No
8. Does the institution develop its academic calendar?
Yes
√
No
9. Time allotted in percentage
Programme
Practice
Theory
Teaching
Practicum
D.Ed.
-
-
-
B.Ed.
50
35
15
M.Ed. (Full Time)
-
-
-
M.Ed. (Part Time)
-
-
-
10. Per-practice at the institution
a) Number of pre-practice teaching days
-
15
b) Minimum number of pre-practice teaching lessons given by each student
5
11. Practice Teaching at schools
a) Number of schools identified for practice teaching
-
b) Total number of practice teaching days
-
c) Minimum number of practice teaching lessons
-
22
42
20
-
given by each student
12. How many lessons are given by the student teachers in simulation and pre-practice
teaching in classroom situations?
Number of lessons in simulation
-
Number of lessons Pre-practice Teaching
-
04
09
13. Is the scheme of evaluation made known to students at the beginning of the academic
session?
Yes √
No
14. Does the institution provide for continuous evaluation?
Yes
√
No
15. Weight age (in percentage) given to internal and external evaluation
Programme
D.Ed.
B.Ed.
M.Ed. (Full Time)
M.Ed. (Part Time)
16. Examinations
Internal
500 Marks
-
External
500 Marks
-
a) Number of sessional tests held for each paper
b) Number of assignments for each paper
-
02
-
02
17. Access to ICT (Information and Communication Technology) and technology.
Yes
Computers
Intranet
Software / courseware (CDs)
Audio resources
Video resource
Teaching Aids and other related materials
NO
Any other ( specify and indicate) Laptop
18. Are there courses with ICT enabled teaching process?
No √
Yes
Number
-
19. Does the institution offer computer science as a subject?
No √
Yes
If yes, is it offered as a compulsory or optional paper?
Compulsory
Optional
Criterions III: Research, Development and Extension
1. Number of teaching with Ph. D and their percentage to the total faculty strength
Number
03
%
50
2. Does the Institution have ongoing research projects?
Yes
No √
If yes, provide the following details on the ongoing research projects
Funding
Amount (Rs.)
Duration (years)
Agency
(Additional row/ columns maybe inserted as per the requirement)
3. Number of completed research projects during last three years.
Collaboration, if any
-
4. How does the institution motivate its teaching to take up researching in education?
(Mark '√' for positive response and 'X' for negative response)

Teachers are given study leave
x

Teachers are provided with seed money
x

Adjustment in teaching schedule
√

Providing secretarial support and other facilities
√
 Any other (specify and indicate)
-
5. Does the institution provide financial support to research scholars?
Yes
No √
6. Number of research degrees awarded during the last 5 years.
a) Ph. D.
b) M. Phil.
7. Does the institution support student research projects (UG & PG)?
Yes
No √
8. Detail of the publications by the faculty (Last five years)
Yes
√
√
NO
International Journals
National Journals-referred papers
Non referred papers
Academic articles in reputed
√
Magazines / news papers
Books
√
Any other (specify and indicate) √
Participation in seminars & conferences
9. Are there awards, recognition, patents etc received by the faculty?
Yes
√
No
Number
02
05
28
14
10
Number
02
10. Number or papers presented by the faculty and students (during Last five years):
Faculty
Students
05
-
02
-
National seminars
International seminars
Any other academic forum
11. What types of instructional materials have been developed by the institution?
(Mark '√' for yes and 'X' for no.)
√
Self-instructional materials
√
Print materials
√
Non-print materials (e.g. teaching)
Aids / audio-visual, multimedia, etc.)
Digitalized (Computer aided instructional materials
√
√
Question bank
Any other (specifies and indicates)
-
12. Does the institution have a designated person for extension activities?
Yes
√
No
If yes, indicate the nature of the post.
Full-time
Part-time
√
Additional charge
13. Are there any NSS and NCC programmes in the institution?
Yes
No
√
14. Are there any other outreach programmes provided by the institution?
Yes √
No
15. Number of other curricular/ co-curricular meets organized by other academic
Agencies/NGOs on campus
Yes √
No
16. Does the institution provide consultancy services?
Yes
√
No
In case of paid consultancy what is the net mount generated during last three
Years.
-
17. Does the institution have networking/linkage with other institution/
Organizations?
Local level
√
State level
√
National level
√
International level
√
Criterion IV: Infrastructure and Learning Resources
1. Built-up Area (in sq. mts.)
2. Are the following laboratories been established as per NCTE Norms/
a) Methods lab
Yes
√
No
b) Psychology lab
Yes
√
No
√
c) Science lab (s)
Yes
No
d) Education Technology lab
Yes
√
No
e) Computer lab
Yes
√
No
f) Workshop for preparing teaching aids
Yes
√
No
3. How many Computer terminals are available with the institution?
Yes
√-10
No
4. What is the Budget allotted for computers (purchase and maintenance) during
The previous academic year?
Rs 1,11,57000 + 300 Computer
5. What is the Amount spent on maintenance of computer facilities during the
Previous academic year?
Rs 300
6. What is the amount spent on maintenance and upgrading of laboratory facilities
during the previous academic year?
Rs 1692000
7. Budget allocation 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
Teaching
-
10
Non-Teaching
-
10
10. total number of posts vacant
Teaching
-
Non-teaching
-
10
10
11. Number of regular and permanent teacher
(Gender - wise)
Open
Lecturers
M
1
-
Readers
Professors
Reserved
F
3
-
M
2
-
F
1
-
b. Number of temporary/ad-hoc/ part-time teachers (Gender - wise)
Open
Lecturers
Reserved
M
F
M
F
Readers
-
1
-
-
Professors
-
-
-
-
-
-
-
-
c. Number of teachers from
Same state
Other state
11. Teachers student ratio (program - wise)
Programme
D.Ed.
B.Ed.
M.Ed. (Full Time)
M.Ed. (Part Time)
Teachers student ratio
20:1
-
Open
M
Reserved
F
M
F
13.
a. Non - teaching staff
-
2
-
-
Permanent
Temporary
b. Technical Assistant
Open
Permanent
Temporary
M
-
Reserved
F
-
M
-
F
-
14. Ratio of Teaching - non- teaching staff
2.1
15. Amount spent on the salaries of teaching faculty during the previous academic
Session (% of total expenditure)
Rs 56,55,000
16. Is there an advisory committee for the library?
Yes
No
17. Working hours of the Library
On working days
On holidays
During examinations
8 Hours
8 Hours
18. Does the library have open access facility
Yes
No
9550
12
19.Total collection of the following in the library
02
a. Books
-Textbooks
-
-Reference books
b. Magazines
c. Journals subscribed
-Indian journals
-Foreign journals
-
d. Peer reviewed journals
-
e. Back volumes of journals
-
f. E- information resources
-Online journals / e-journals
-
-CDs/ DVDs
-
-Databases
-Video Cassettes
-Audio Cassettes
-
20. Mention the
Total carpet area of the Library {in sq. mts.}
-
Seating capacity of the Reading room
-
21. Status of automation of Library
Yet to initiate
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
-
Power back
User orientation/ information literacy
-
Any other (please specify and indicate)
23. Are students allowed to retain book for examinations?
Yes
No
√
24. Furnish information on the following
Average number of books issued/ returned per day
60
Maximum numbers of day books are permitted to be
retained
By the students
07
By the faculty
15
Maximum numbers of day books are permitted for issue
For students
For faculty
02
Unlimited
10
Average number of users who visited/
Consulted per month
Ratio of library books (excluding textbooks
100.1
And bank facility) to the number
of students enrolled
25. What is the percentage of library budget in relation to total budget of the
Institution
-
26. Provide the number of books/ journals/ periodicals that have been added to the
Library during the last three years and their cost.
I (07-08)
Number
Total cost
(In Rs.)
II(08-09)
Number
Total cost
(In Rs.)
i. text
books
ii. Other
57
343
Rs.53,272
Rs.13,390
books
iii. Journals/
Periodicals
iv. 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
III(09-10)
Number
Total cost
(In Rs.)
-
-
528
Rs.1,14,606
-
-
-
-
Year 1 (07-08)
Year 2 (08-09)
Year 1 (09-10)
D.Ed.
-
-
-
B.Ed.
3
2
2
M.Ed. (Full Time)
-
-
-
M.Ed. (Part Time)
-
-
-
2. Does the Institution have the tutor - ward / or any similar mentoring system?
Yes √
No
If yes, how many students are under the care of a mentor/tutor?
12
3. Does the institution offer Remedial instruction?
Yes √
No
4. Does the institution offer Bridge courses?
Yes
No
√
5. Examination results during past three years provide year wise data)
UG
PG
I
II
III
7-8
8-9
9-10
Pass percentage
97
97
98
Number of first classes
11
18
8
I
II
M. Phil
III
I
II
Number of distinctions
Exemplary
Performances (Gold
Medal and university
ranks)
6. Number of students who have [passed competitive examination during the last there
year (Provide year wise data)
III
I
II
III
NET
1
1
1
SET/SET
-
-
-
Any other (specify and indicate)
-
-
-
7. Mention the number of students who have received
Financial aid during the past there years
Financial Aid
(I) Merit Scholarship
(ii) Merit-cummeans scholarship
(iii) Fee Concession
(iv) Loan facilities
Any other (specify
and indicate) Bharat
Sarkar Scholarship
I 2008-09
-
II 2009-2010
-
III
-
-
-
-
-
-
-
50
50
(Additional rows may be inserted as per requirement)
8. Is there a Health Center in the campus of the institution?
Yes
No
√
9. Does the institution provide Residential Accommodation for:
Faculty
Yes
No
Non-teaching staff
Yes √
No
10. Does the institution provide Hostel facility for its students?
Yes √
No
25
√
If yes, number of students residing in hostels
17
Men
Women
11. Does the institution provide indoor and outdoor sports facilities ?
Sports fields
Yes
√
No
Indoor sports facilities
Yes
√
No
Gymnasium
Yes
√
No
12. Availability of rest rooms for Women
Yes
√
No
13. Availability of rest rooms for men
Yes √
No
14. Is there transport facility available?
Yes
√
No
15. Does the institution obtain feedback from students on their campus experience?
Yes
√
No
16. Give information on the Cultural Events (Last year data) in which the institutions
participated /organized.
Organized
Participated
Inter-collegiate
Yes
No
Number
Yes
No
Number
Inter-university
-
-
-
√
-
02
National
-
-
-
-
-
-
-
-
-
-
-
-
Amu 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
Outcome
(Numbers)
(Medal achievers)
State
-
-
Regional
-
05
National
-
-
International
-
-
18. Does the institution have an active Alumni Association?
Yes
√
No
If yes, give the year of establishment
2010
19. Does the institution have a Student Association/ Council?
Yes
√
No
20. Does the institution regularly publish a college magazine?
Yes
√
No
21. Does the institution publish its updated prospectus annually?
Yes
No
√
22. Give the details on the progression of the students to employment/ further study (Give
percentage) for last three years
Year 1
Year 2
Year 3
(%)
(%)
(%)
Higher studies
-
-
-
Employment (Total)
-
-
-
-
-
-
Teaching
Non teaching
23. Is there a placement cell in the institution?
Yes
√
No
If yes, how many students were employed through placement cell during the
past three years
1
2
3
-
-
-
24. Does the institution provide the following guidance and counseling services to
students?

Academic guidance and Counseling
Yes
√

Personal Counseling
Yes
√
No

Career Counseling
Yes
√
No
No
Criterion VI: Governance and Leadership
1. Does the institution have a functional Internal Quality assurance Cell (IQAC) or any
other similar body/ committee
Yes
No √
2. Frequency of meeting of Academic and Administrative Bodies: (last year)
Governing Body/management
02
Staff council
08
IQAC/or any other similar
08
Body/committee
Internal Administrative Bodies
10
Contributing to quality improvement
Of the institutional processes.
(mention only for three most
important bodies)
3. What are the Welfare Schemes available for the teaching and non-teaching staff
of the institution?
Loan facility
Yes
√
No
Medical assistance
Yes
√
No
Insurance
Yes
Other (specify and indicate) GPF, GIS
Yes
No
√
√
No
4. Number of career development programmes made available for non-teaching
staff during the last three year
-
-
-
5. Furnish the following details for the past three years
a. Number of teachers who have availed the Faculty Improvement
Program of the UGC / NCTE or any other recognized organization
- 1. - Refresher Course
b. Number of teacher who were sponsored for professional
development programmes by the institution
National
- Nil
International
- Nil
c. Number of faculty development programmes organize by the
Institution:
-
-
-
d. Number of Seminars / working / symposia on Curricular
development, teaching0-learning, etc. organized by the
institution
-
-
-
e. Research development programmes attended by the faculty
-
-
-
f. Invited / endowment lectures at the institution
03
-
-
Any other area (specifies the programme and indicates)
-
-
-
6. How does the institution monitor the performance of the teaching and nonteaching staff?
a. Self-appraisal
Yes
√
No
b. Student assessment of faculty performance
Yes
√
No
c. Expert assessment of faculty performance
Yes
√
No
d. Combination of one or more of the above
√
Yes
No
e. Any other (specify and indicate)
Yes
No
7. Are the faculty assigned additional administrative work?
Yes
√
No
If yes, give the number of hours spent by the faculty per week?
5 to 7
8. Provide the income received under various heads of account by the institution for
previous academic session
Grant-in-aid
√
Fees
-
Donation
-
Self-funded courses
-
Any other (specify and indicate)
-
9. Expenditure statement (for last two year)
Year 1
Year 2
2008-09
2009-10
52,02,000
56,55,000
% spent on the salary of non-teaching employees
-
-
%spent on books and journals
-
1,14,606
% spent on development activities (expansion of
building)
-
-
1.31.000
57.000
-
-
Total sanctioned Budget
% spent on the salary of faculty
% spent on telephone, electricity and water
-% spent on maintenance of building, sports facility,
Hostels, residential complex and student amenities
etc.
% spent on maintenance of equipment, teaching
aids, contingency, computer, etc.
3000
1000
-
-
11,000
73,000
Any other (specify and indicate)
-
-
Total expenditure incurred
-
-
% spent on research and scholarship (seminars,
conferences, faculty development programs, faculty
exchange, etc)
% spent on spent on travel
10. Specify the institutions surplus / deficit deficit budget during the last three years?
(specify the amount in the applicable boxes given below
Surplus in Rs.
Deficit in Rs.
-
-
-
-
-
-
11. Is there an internal financial audit mechanism?
Yes
√
No
12. Is there an external financial audit mechanism?
Yes
√
No
13. ICT/Technology supported activities / units of the institution:
Administration
Yes
√
√
No
Finance
Yes
No
Student Records
Yes
Career Counseling
Yes
No
Aptitude Testing
Yes
No
Examinations / Evaluation/ Assessment
Yes
An other (specify and indicate)
Yes
√
√
No
√
√
No
No
14. Does the institution have an efficient internal co-ordinating and monitoring
mechanism?
Yes
√
No
15. Does the institution have an inbuilt mechanism to check the work efficiency of the
non-?
Teaching staff?
Yes
√
No
16. Are all the decisions taken by the institution during last three years approved by
competent authority?
Yes √
No
17. Does the institution have the freedom and the resources to appoint and pay
temporary / ad hoc / guest teaching staff?
Yes √
No
18. Is a grievance redressal mechanism in vogue in tehinstitutiion /
a) For teachers
b) For students
c) For non-teaching staff
√
19. Are there any ongoing legal disputes pertaining to the institution?
Yes
No
√
20. Has the institution adopted any mechanism / process for internal academic audit /
quality checks?
Yes √
No
21. Is the institution sensitized to modern managerial concepts such as strategic planning,
team work, decision-making, computerization and TQM?
Yes
No
√
Criterion VII: Innovative Practices
1. Does the institution has an established Internal Quality Assurance Mechanisms?
Yes
√
No
2. Do students participate in the Quality Enhancement of the Institution?
Yes
√
No
3. What is the percentage of the following student categories in the institution?
Category
Men
a. SC
7
12
b. ST
3
1
c. OBC
17
17
d. Physically challenged
-
-
e. General Category
09
22
f.
-
-
Rural
%
Women
%
g. Urban
-
-
h. Any other (specify)
-
-
I.
DT
2
-
J.
NT
4
4
-
2
K. SBC
4. What is the percentage of the staff in the following category?
Category
Teaching
Staff
%
Non Teaching staff
a. SC
1
1
b. ST
-
-
c.
OBC
2
-
d. Women
4
1
-
-
General Category 2
3
e. Physically
challenged
f.
g. Rural
-
-
h. Urban
-
-
i.
-
-
Any other
(specify)
%
5. What is the percentage incremental academic growth of the students for the last two
batches?
Category
At Admission
SC
Batch I
On completion of the course
Batch II
Batch I
Batch II
ST
-
-
-
-
OBC
-
-
-
-
Physically
-
-
-
-
-
-
-
-
Rural
-
-
-
-
Urban
-
-
-
-
Any other
-
-
-
-
-
-
-
-
challenged
General
Category
(specify)
Category
Criterion I: curricular Aspects
1.1 curricular Design and development
1) State the objectives of the institution and the major considerations addressed by
them (intellectual, academic, training, access to the disadvantaged, equity, selfdevelopment, community & national development, issue of ecology & environment,
employment, global trends and demands etc.).
Goals of our institution are,
 To create well trained teachers having capacity & capability of working
in the changed constructive social environment
 To develop positive attitude towards curricular/co-curricular &
extracurricular aspects of secondary & higher secondary education
 To cater to the needs of in-service training of secondary/ senior
secondary teachers of Raigad district
 Our motto is excellence through training.
 Emblem of our college is 'Sheelam Param Bhushanam'
The general objectives of the B.Ed. course are,
 To develop personal, professional and social skill and competencies to
teach Subjects on the basis of principles of learning & teaching
 To enable the students to foster creative thinking among pupils for
reconstruction of knowledge
 To develop competencies to utilize community resources as
educational inputs
 To create awareness of current thrust areas in education
 To develop awareness about role of education in building up a
democratic & secular society
 To develop competencies in school management
 To develop skills in preparation & use of instructional material
2) Specify the various steps in the curricular development processes (need
assessment, development of information, database pertaining to the feedback from
the faculty, students, alumni, employers & academic experts and formalizing the
decisions in statutory academic bodies)
Curriculum development is done by the university. However, the
suggestions are given considering the needs and feedback.
3) How are global trends in teacher education reflected in the curriculum & existing
courses modified to meet the emerging needs?
The global trends like education for peace, globalization, and computer
assisted learning, use of different methods of teaching are reflected in the
curriculum. In the existing course few units in theory are added to it.
4) How does the institution ensure that the curriculum bears some thrust on
national issues like Environment, value education& ICT?
In the revised syllabus of Mumbai University a separate optional paper of
environmental education & computer education are introduced. Co curricular
activities like daily prayers, celebration of days of National & International
importance, topics based on core elements display the importance of value
education. Students are needed to take 2 computer lessons which help the use of
ICT.
5) Does the institution make use of ICT for curricular planning? If yes, give details.
For institutional planning there is a use of ICT.
1.2 Academic Flexibility
1.
How does the institution attempt to provide experience to the student so that
Teaching becomes the reflective practice?
The Institution certainly attempts to provide experiences to the
Students. Mumbai University B.Ed. Course id having theory papers of 500
marks and practical of 300 marks. Each student ops for two teaching
methods, one from his special subject and the other choose from his related
subjects at graduation. Five paper of theory are learnt in the regular classes
and are implemented in the practice teaching. Foundation papers like
Psychology, Evaluation, School Administration, Environmental Education,
ICT in Education are worth of practical purpose. Micro - Teaching, simulated
Teaching, Practice Lessons, Internship provide tremendous scope for the
implementation of theory. Schools in Urban as well as Rural areas give
experience of different types of classes. Co - curricular activities and social
service, different clubs, and education a excursion provide informal
experiences. Psychological experiments also provide experiences so that
teaching becomes a reflective practice.
Some experiences are verbal some are non-verbal. Some are formal
and others are informal. Some are community based which makes teaching
reflective.
2.
How does the institution provide for adequate flexibility and scope in the
operational curriculum for providing varied learning experience to the
students
both in the campus and in the field?
The institution provides for adequate flexibility and scope in the
operational curriculum. Paper IV - Sec. II his having following options:1. Action Research
2. Computers in Education
3. Education for Rural Development
4. Environmental Education
5. Guidance and Counseling
6. Inclusive Education
7. International Education
The students choose the subject according to their liking and
Specialization of the subject.
For practice teaching as per the time table of the school they choose the
subject of teaching, sometimes time-table is also adjusted. Types of
simulated teaching like Role-Play method, Dramatization, Play Way method,
Models of teaching Journey method, Project method, Discussion method,
Story Telling method, are used in practice teaching. Instructional material is
also used in teaching. Here the workshop for preparation of teaching Aids is
having highest practical use. Similarly I.T. lessons enhance their creativity.
3.
What value added courses have been introduced by the institution during the
last three years which would for example: Develop communication skill (
verbal & written), ICT skills, Life skills, Community orientation, Social
responsibility etc.
From the last three years the college has adopted extension service
programs of Dept. of Adult and Continuing Education and Extension (old
name - DACEE) new name - Dept. of Lifelong Learning. Among the different
activities two activities namely population education club for boys and survey
of women's status for girls are implemented by the students. In these
activities students develop communication skills (verbal and written) for
example: Boys take additional seven lessons in different schools on the
topics like Pollution, Aids, Protection of environment, Population, etc. The
students have to prepare a lesson note according to the topic. Apart from the
teaching they president college level activities like Street Play, One act Play,
Poster Making, Book Exhibition, Poetry Singing, Role Play, Poster Making,
Book Exhibition, Poetry Singing , role Play, Organization of lectures, Visits,
etc. From these activities communication skill is developed.
Girl students make survey of Women's status (S.W.S.) in different
regions. Each girl student makes survey of 30 to 50 women in low economic
status. For this a questionnaire is prepared. Student go to the community and
interact with the people in this way communication skill is developed. After
survey a conclusion is derived. A separate report is submitted to the
department. This activity is of 120 hrs/ DLL gives certificate and 210
additional grace marks to the students.
At the UDAAN festival students present Street Play and Posters in the
Inter college Competitions.
ICT skills - Each student has to take two computer lessons. For this they
make use of computers. For theory papers the information for many ne topics
is received by using internet. For preparation of instructional material
computer is used. In Internship they have to take Unit Test and prepare
result
for this also they make use of computers.
Life Skills - In our college all the students have opted for Environmental
Education. By learning the syllabus informally life skills are developed. In
social service activity Cleanliness of campus, tree plantation, help to learn a
lot. In the teaching of Economics, Geography, Environmental science,
Languages, science, Some life skills are developed Visit to Shantivan help to
develop the sense of social responsibility. Programs of Andharshraddha
Nirmulan Samiti' organized at college also develop sense of social
responsibility.
4.
How does the institution ensure the inclusion of the following aspects in the
curriculum?
i.
Interdisciplinary / Multidisciplinary
Methodology of teaching two methods is the same. The topics
like co-operative learning,. Constructive learning, maxims of teaching,
Review of text book, Implementation of unit test, Qualities of teachers,
Globalization are included in most of the papers. Five micro-Teaching
skills like Introduction, Skill of explanation, Skill of Blackboard Writing,
Stimulus Variation, Bridge Lesson, Simulated teaching and Models of
teaching and models of teaching have Multi-disciplinary aspect.
Nature of practicum course is inter-disciplinary.
ii.
Multi Skill Development
The skill of speaking, Reading, Listening and Writing is developed
While teaching languages. Other skills like Singing, Drawing, Acting,
Enacting, Imitation, creativity, and Craft Skills are developed while
teaching. Communication and I.T. skills are developed during I.T.
lessons.
iii.
Inclusive education
We offer co-education also handicap
students
and
unprivileged students get admission for the B.Ed. course. As the
admissions are through centralized admission process and through merit
only, students from all parts of Maharashtra as well as for mother states
also get admission. We also offer two percent Quota for out of
Maharashtra seats. Students from agriculture, Engineering, Commerce,
social Science, Economics stream also get admission. As there is no age
l
limit primary teachers employees from other department, housewives get
admission. This inclusiveness is not only limited for types of students but
also found in various subjects. B.Ed. course nature is based on
inclusiveness. It is inter-disciplinary.
iv.
Practice Teaching
Students take ten lessons of teach method (in all 20
practice
teaching lessons). These are taken from vth to ixth std. and xith and xiith
for those who re post-graduate students. The [practicing schools are from
rural as well as urban areas there are near about 22 practicing schools (a
list is attached). Thrice in a week the students take lessons. The whole
day is spared for preparation and observation of lessons. A separate
lesson note book is maintained. Each lesson is observed by the method
master and given feedback on the lesson. Each student prepares a
lesson
plan a week in advance under the guidance of his method master. He
prepares a lesson plan on a content which is provided by the practicing
school. Teacher from practicing schools decided the unit according to t
heir planning.
v.
School experience / internship
As a part of pre-teaching activity students visit concerned schools
in their area and collect information regarding the school time-table.
There
are near about22 practicing school the students get experience to teach
to
different classes indifferent schools. They interact with the subject
teachers, supervisors and receive information regarding the working or
the school. They also get informal guidance and feedback on their
teaching.
Internship - In Mumbai University syllabus Internship activity of a
week is compulsory for each student. In Internship the student is
expected
get information regarding the working of the school. In our college we
divide students in 3 to 4 groups. Students run the school for a week
completing all the activities in the school. A separate Internship note book
is maintained. The following activities are taken in the Internship:-
1.
Preparation of time-table of all classes
2.
Daily prayer and paripath
3.
Class teacher ship
4.
Daily attendance
5.
Daily teaching
6.
Information regarding the school office registers
7.
Implementation of unit test
8.
Mass P.T.
9.
Sports
10.
Cultural program
11.
Competitions
12.
Exhibition
13.
Three plantation
14.
Health Check up of students
15.
Organization of annual program
16.
Field visits, etc.
vi.
Work experience / SUPW
There is no weight age for SUPW in syllabus of Mumbai
University. Still we give experience in the activity like Book
Binding, arrangement, Rangoli making and Mehndi drawing, etc.
vii
1.3
1.
the
Any other (specifies & gives details)
Feedback on Curriculum
How does the institution encourage feedback and communication from
Students, Alumni, Employers, Community, Academic peers and other
stack holders with ref. to the curriculum?
In daily teaching students active participation is taken such as
giving answers, expressing their opinions, asking the difficulties, etc. At the
end of the lecture review is taken and student's feedback is also taken. At
the end of the year a formal feedback form is given to the students and
they are asked to fill it openly. After analyzing these feedback forms
lecturers improve their teaching sometimes.
In informal discussion with the students either in college or in
practicing schools the teachers receives feedback. Sometimes discussions
with the alumni also focus on the comparison of syllabi. For demonstration
lessons of micro-teaching, simulated teaching, and regular teaching
feedback is received from the peers. Feedback is also received from the
subject teachers of practicing schools. Sometimes the lectures are
supervised by the Principal and collects valuable suggestions. In our
college we have Alumni Association as well as parent teacher association
they are our stake holders they always provide feedback.
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
There is certainly a mechanism for analysis and use of the out
come from the feedback to review and identify areas for improvement.
Principal discusses the feedback opinions with the staff and gives the oral
suggestions. As the syllabus is prepared by Mumbai University, we just
convey our remarks to Academic council and B.O.S. of Mumbai University.
At the end of five years suggestions are invited from the teachers and
changes are made in the next syllabus. Before forming a syllabus for next
five years suggestion and opinions are invited from the lecturers.
Considering the new trends and concepts syllabus is revised. Before
Implementing the new syllabus orientation about syllabus at different
colleges are arranged.
3.
What are the contributions of the institution to curriculum development?
(Member Of B.O.S./sending timely suggestions, feedback, etc.)
At present no lecturer is member of B.O.S. but informally
discussion with the members of B.O.S., lecturers from the education
Dept. of Mumbai University and other experts is done. If needed
suggestions are informed to the body of curriculum development. These
suggestions are taken in to consideration while forming the next syllabus.
Our Principal worked as a member of B.Ed. syllabus reformation
committee at Shivaji University Kolhapur in 2008-2009
1.4 Curriculum Update
1.
Which courses have undergone a major curriculum revision during the last
five years? How did these changes contribute to quality improvement and
students satisfaction? (Provider details of only the major changes in the
content that have been made)
B.Ed. syllabus is revised after every five years. The present
syllabus is introduced from the year 2008-2009. The following changes
have been made in the syllabus:1.
Paper IV sec. II - The following options have been dropped
i. Education for women
ii. Population education
The following new options have been included
i. Environmental educations
ii. Guidance and consoling
iii.
Inclusive education
iv.
International education
These changes contribute to quality improvement and students
satisfaction. As the state Govt. has included the subject Environmental
education in the secondary and higher secondary syllabi, students get
employment as they have learnt environmental education. The option like
International education provides information of education system abroad.
The option like inclusive education helps the student to learn about special
educational needs of learners in inclusive schools. Also they get
information about different educational policies of Govt. The option of
guidance and cancelling help the student to stack guidance and consoling
center of their own. Thus Mumbai University always try to reframe up to
date syllabus as per needs and demands of today's age.
2.
Weightage for practical work is also changed a little.


Ten marks for Viva Voce by other staff members of the same
college on individual project work. This helps the students to
prepare for Viva Voce in which his interview skills are
developed.
Seminar presentation in any one paper is having ten marks.
Students get the opportunity to [present paper in the seminar
and thus his preparation is developed. The skill of preparing the
we matter on the given topic, presenting it, satisfying the queries
on it and present it confidently is his achievement.

Open book examination is also included for ten marks.
Here the students are allowed to use reference books and write
the answer of the question asked. Open book examination is a
new concept. Basically questions asked in open book exam are
on application level here the skill of thinking, organizing the
points using different references selecting the most appropriate
references, presenting the answer in a particular time and the
skill of writing descriptively is developed. This skill can be later
used by the students in writing articles in the news paper,
magazines, preparing the papers for the seminars, etc.

Two computer assisted presentation mode (one in each special
method) is added for 20 marks.
The students use computer in their teaching the skill of using
the computer can be developed.

In theory papers new topics have been added.
The following new topics have been added;-
a. Universalization of education
b. Sarva Shikshan Abhhiyan
c. Education for peace
d. Education for human rights
e. Golemans theory of emotional intelligence
f. Kohlberg's theory of moral development
g. Erickson's theory of psyuchocial social
development
h. Learning diversity
i. Ausubel's theory of meaningful learning
j. Bnruner's discovery learning
k. Vygotsky's social development theory
l. Co-operative learning and constructivist
learning
m.Information communication technology in
education and special field
n. computer assisted language learning
o. Models of teaching
p.simulated teaching
q. Vedic mathematics, etc.
All these units help student teachers to become an advanced
teacher.
2.
What are the strategies adopted by the institution for curriculum revision
and update? (need assessment, student input, feedback from practicing
schools)
Mumbai University prepares and revises the curriculum and
makes it update so the institution has no right to change it. However
suggestions from teachers, feedback from practicing schools regarding the
methods is taken in to consideration.
1.5 Best Practices in curricular aspects
1.
What is the quality sustenance and quality enhancement measure
undertaken by the institution during the last five years in curricular aspects?
For quality sustenance and quality enhancement the
following measures are undertaken by the institution.
1.
Use of instructional material by trainee teachers as well as
lecturers
2.
Use of modern equipments like O.H.P.,
Computer, LCD projector.
3.
Use of internet
4.
New books have been purchased in the library
5.
Teachers attend orientation lectures for new
Syllabus
6.
Discussion in the staff meetings
7.
Participation in extension activities
8.
Guest lectures
9.
Visits
10. Refresher and orientation courses
2.
What innovation / best practices in 'curricular Aspects' have been planned /
implemented by the institution?
Innovation / best practices in 'Curricular Aspects' is not assigned to
individual institution. University takes the decision regarding that
Additional information to be provided by institutions opening for reaccreditation / re-assessment:
1.
What are the main evaluative observations/ suggestions made in the first
assessment report with reference to curricular aspects & how they have been
acted upon?
2.
What are the major quality sustenance and enhancement measures
undertaken by the institution since the previous assessment & Accreditation?
Some important concepts of pedagogy in curricular design such as learner
center Pedagogy in campus, inclusive education, promoting self learning,
internship approach to practice teaching, school experiences, community work,
extension work, participation in annual festivals of Mumbai University, etc. are
highlighted and integrated more effectively in the teaching process.
Criterion II: Teaching - Learning and Evaluation
2.1
1.
Admission Process and Student Profile
Give details of the admission processes and admission policies (Criteria
for
admission, adherence to the decisions of the regulatory bodies, equity,
access, transparency, etc.) of the
Admission are done through centralized admission committee of
Maharashtra state and through merit only. A detailed All the decisions
regarding the admission are taken by Hon. Director, Higher education,
Maharashtra state, Pune. In Maharashtra there is separate B.Ed.
admission
Cell. MKCL provides computerized program for B.Ed. admission
2.
How are the advertised/ What information is provided to prospective
students about the program through the advertisement and prospectus or
other similar material of the institution?
The programs are advertrise3d in all the major news papers. Also
the information is available on the web site. Information broacher is
prepared by centralized admission committee. It gives Hostel facility,
Intake capacity of the students, Medium of (For details please refer
Appendix)
3.
How does the institution monitor admission decisions to ensure that the
determined admission criteria are equitably applied to all applicants?
As per the Director's guideline each college has its admission
committee. Committee members check original documents and
check validity.
4.
Specify the strategies if any, adopted by the institution to retain the diverse
student population admitted to the institution ( for e.g.:- Individuals of
reverse economic, cultural, religious, gender, linguistic, backgrounds, and
physically challenged)
All the information is available in the admission brochure only.
(Please refer Appendix
5.
Is there a provision for assessing student's knowledge / needs and skills
before the commencement of teaching program? If yes give details on the
same.
Before taking the admission to the B.Ed. course the students have
to pass a common entrance test (CET). After filling the admission form
online the student feet admitted in the respective college through merit
only. After admitting in the college the student has to pass content test
which tests his previous knowledge regarding the subject of this
specialization at graduate level. In meet the staff program student's
background, his hobbies, his previous knowledge is assessed informally.
Then his teaching second method is fixed. While dividing the students in
group for club activities their skills are taken into consideration. Also
informing different clubs like literary club, Science club and environmental
club their skills and previous knowledge is taken into consideration.
2.2
1.
Catering to Diverse Needs
Describe how the institution works towards creating and overall
environment conducive to learning and development of students?
Our college is very near to S.T. stand and Panvel railway station.
It's hardly five minutes' Walk from Panvel railway station. It is on NH- 4
Mumbai - Pune highway. It's the only Govt. College in Raigad district. We
are having a total area of '5023' sq. meters. Ours is an old building having
airy class rooms and a beautiful campus. Only ground floor is existed.
Campus consists of administrative building,. Ladies hostel, boys hostel,
library, reading room, lecture rooms, multi-purpose hall, ladies room,
seminar room, Principal's bungalow, mess, play ground, etc. So it helps to
create an overall environment to learning. Regular maintenance is done
by PWD department. All these facilities create external environments, we
organize various activities.
2.
How dies the institution cater to the diverse learning needs of the
students?
In our college students from all parts of Maharashtra and also out
of Maharashtra get admissions. In order to cater to the diverse learning
needs we adopt the following activities:-
1.
Book bank facility is available for B.C. students. In the year
2010-2011 we have provided book bank facility to all students.
Apart from that every student gets two books from the library
for a week. In the library there are educational magazines,
news papers and reference books.
2.
In daily teaching with the lecture method students difficulties
are solved by informal discussion.
3.
There is a scheme of essay writing (tutorial) students are given
the questions in advance so they can prepare themselves and
if any problem discuss with teachers.
4.
In practice teaching feedback is given orally as well as in
written and suggestions are discussed.
5.
Students answer papers are shown to them and they are
guided regarding the model answers.
6.
3.
Assignments are given and duly checked by the teachers.
What are the activities envisioned in the curriculum for student teachers to
understand the role o diversity and equity in teaching learning process?
In the curriculum there are theory papers like Sociology,
Psychology, School administration, Evaluation, and Environmental
education. By learning the topics from the theory papers the student
teachers understand threefold of diversity and equity. In teaching different
schools also they come to know about the diversity in the classes. The
practicing schools are from Rural as well as Urban areas. In Psychology,
the students have to do the experiments which are group experiments as
well as individual activities. The celebration of national festivals and other
club activities display diversity and equity. There are also activities like
Excursions and Fields visits, seminars which help to understand the role of
diversity and equality. For inculcation of diversity and equity in teaching we
organize group and individual activities.
4.
How does the institution ensure that the teacher educators are
knowledgeable and sensitive to cater to the diverse student needs?
Some of our students are D.Ed. Students some have teaching
experience. All the students are graduates and some are post - graduate
also. They are from different streams like Arts, Commerce, Science,
Agriculture, Social science, Computers, etc. so they are knowledgeable
and sensitive to cater to the diverse student needs.
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?
Students are divided in five houses and three clubs. For
performing activities for houses cretin core elements are given to each
house for e.g. the core elements like India's common cultural heritage,
equality of sexes, protection of environment, display the diversity.
Presenting the programs on these like one act play, singing, poster
making, the students develop knowledge and skills related to diversity.
Also studying the topics like globalization, social change, communication,
the students develop knowledge. They apply this knowledge while
teaching
by giving examples on this. Also in Internship for preparing the program for
cultural activities of the school students they guide about these topics.
While preparing the teaching aids they prepare charts, flash cards,
hanging
charts, they display these topics through them. While conducting sports
activities in college as well as in schools they apply this knowledge
effectively.
2.3
1.
Teaching - Learning Process
How does the institution engage students in "active learning"?
(Use of learning resources such as library, web site, focus
group, individual projects, simulation, peer teaching, role
playing, internships, practicum, etc.)
The institution always engages the students in active
learning in following way:i.
In regular classes after teaching of each unit some
assignments are given to the students and they are
expected to prepare answers using the reference book
or other material. Some topics are given to them for self
study. For these topics they are active learners.
Teachers ask students to use dictionaries, encyclopedias
and other educational magazines. Our library is having
many books of the same title but of different writers so
students can use and study comparatively. For open
book examination and for preparation of tutorials they
use library.
ii.
Most of the students are computer literate and have passed
MSCIT course. So they are able to operate computer. In college
we have computer lab with internet connection. In regular
teaching
lecturers give reference of various useful, informative web sites. In
our syllabus comply also a list of reference books and web sites is
given for each section. Discussion on the new topics is done in
the
classes.
iii.
Focus group (diary group) - Each professor is given twenty
students in this diary group. In tech group one group leader is
elected. For planning lessons in the school the teacher guides the
students in this group so in this way six to seven months in a year
there is student - teacher interaction. The students themselves
prepare the time table for his allotted school. In this way they are
active. In Internship they run the school for a week and they carry
out all the activities of the school. Here they are more active
learners.
iv.
Individual projects - In Mumbai University syllabus project work is
of 30 marks (20 marks of internal guide & 10 marks of viva voce
by other staff member of the same college ). Projects are based
on educational topics. Each lecturer is having 20 students in his
group for individual guidance. There are two periods a week for
project guidance. The students are active while doing the activities
for projects like stating problem, objectives, preparing a tool filling
up questionnaires, collecting data, interpreting it, deriving
conclusions, etc. For completing the projects of extension
activities they are more active learners.
v.
The students have to take four simulate lessons (Role play,
Games, Models of teaching, Creative techniques, etc.). For
preparing these lessons they sometimes write script, prepare
equipments for games, prepare charts, cards, etc. For creative
techniques they think of they new techniques, observe, etc. so in
this way they are active learners.
vi.
peer teaching - For micro - teaching, for simulated teaching the
students are divided in groups. While teaching in groups they
have
to prepare teaching aids, lesson note, etc. They record the
observations of other students in his note book.
vii.
Role playing, for every activity in the college the students are
divided in groups and assigned the responsibility for e.g. the
activities like social service, cleanliness, preparing the programs,
the students play different roles. College is having separate
hostels for boys and girls. A mess is run by club system. Here
also
the student play different roles like group leader, hostel
representative, casher, planner, etc.
viii.
Internship - In Mumbai University syllabus, internship period is of
a week. 4 to 5 schools mostly in rural areas are selected for
internship. For this activity the students ar4e most active learners
as they have the responsibility to run a school for a week
completing the activities of a school in that particular week. They
maintain a report note book of internship. During this period they
play various roles such as teacher, administrator, supervisor,
counselor, examiner, etc.
ix
Practicum - For other practical work like seminar, preparation &
administration of unit test, unit plan, open book exam, tutorials,
content test, two terminal exams, psychological experiments,
gives experience of active learning. Nature of B.Ed. course makes
students active learners.
2.
How is learning made student - centered? Give a list of the participatory
learning activities adoptee by the institution and those which contributed to
self management of knowledge and skill development by the students.
We prepare student centered year planning. Student is always at
topmost position in our organization. We give freedom for enhancing his
creativity. In the revised syllabus paper IV section I IS information
communication technology in education and special field. By studying this
paper they learn the theory of communication. There are new topics like
co- operative learning and constructivist learning. In regular teaching the
teachers take constant feedback room the students regarding their
teaching. Some time students are asked to express their opinions freely.
Open discussions also carried out. Considering the students needs, the
teachers adopt the methods which makes teaching student centered. The
activity like seminar helps students to develop their skills of self
management.
The students are free to decide bout which programs to be
presented in club programs. While performing house activities they have
the freedom to organize various activities. While taking additional seven
lessons for extension activity they choose their own topic and class
For selecting the problems for projects they have the freedom.
They choose various subjects as per their liking. They discuss freely with
there guide.
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.
Teachers give demonstration and guidance to the students. Under
their supervision students take effective learning experiences. We follow
open instructional approach. We are always ready for a change. For
effective instructions teachers use ICT skills,
The following Models of teaching are being used:i.
Concept Attainment Model
ii.
Enquiry Training Model
iii.
Role Play Model
iv.
Memory Model
v.
Simulation
Students apply these Models in their practice teaching.
We distribute various topics for seminar. With prior preparation
students present his content in groups.
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.
Our Principal Dr. R.A. Bhoslay participated in a workshop on
models
of teaching conducted by Y.C.M.O.U., Nasik. One of the staff members,
Dr. N. More has attended the training program on models of teaching
conducted by Y.C.M.O.U. Nasik.
For students there is no provision for additional training skill while
demonstrating the model lessons on Models of teaching theory is
discussed. There are books on Models of teaching in our library. Students
can themselves read and add knowledge.
Our Y.C.M.O.U. students take four lessons on Models of teaching.
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.
In fact the training at the B.Ed. course starts with the micro Teaching workshop. Four micro skill lessons and one integrated lesson
(Bridge) is compulsory for each student. The following skills are
practices:-
i.
skill of introduction
ii
Skill of blackboard writing
iii.
skill of explanation
iv
skill of stimulus variation
These skills have a 'teach' and re-teach program. For detailed
please refer Appendix - micro teaching time table.
6.
Details the process of practice teaching in schools (Lessons a student
gives per day, lessons observe by the teacher educators, peers / school
teacher, feedback mechanism, monitoring mechanisms of lesson plans,
etc.
In every academic year our practicing schools are informed the
dates of our terms. A meeting of all the head masters of practicing schools
is called up on. In this meeting feedback is received on last years teaching
programs. The program 'school visits' helps the students to familiar with
different practicing schools. We are having near about 22 practicing
schools in and around Panvel. In school visits the students get the time tables of each school. Under the guidance of lectures they prepare the
time - table of the lessons for their group students. A copy of time - table is
sent to school in advance. Also the students are informed the same. Then
the respective students go to schools and get the unit of their teaching in
advance. Then they prepare a rough lesson note, get it approved by the
method master, fair it in the lesson note book and prepare according to it.
We conduct lessons thrice in a week - Monday, Wednesday and Friday.
Each student takes lesson twice in a week and one day is free for
observation. The students take lessons by their turn either of any method.
In this way each student takes 20practice lessons (Of two separate
methods).
He records total observation of 40 lessons and maintains a record
in observation book.
Sometimes in the absence of lecturer school teachers observe the
lessons. Post graduate students are given chance to teach for junior
college classes. These lessons are also observed by local school
teachers.
A separate observation sheet is given to them and collected by the group
leader recording the grades and comments. In their lesson note book
supervisor records the positive points as well as negative points with
suggestions. Oral discussion and feedback is also given. Two separate
lesson note books are maintained. Lesson planning workshop is also
conducted in the college.
(A copy of lesson plan is attached in Appendix)
7.
Describe the process of block teaching / internship of students in vogue
Internship - In Mumbai University syllabus internship is of a week. 4
to 5 schools mostly in rural areas are selected for internship. For this
activity the students are most active learners as they have the
responsibility to run a school for a week completing the activities of a
school in that particular week. They maintain a note book and prepare a
record of internship.
For the year 2005-2010 internship program was completed in the
following schools:-
Year
Period
School
s
2005-06
30-01-06
To
04-02-06
1. CHH.
Shivaji
Vidyalay,
Palaspe.
2006-07
12-02-07
To
20-02-07
1. CHH.
Shivaji
Vidyalay,
Palaspe.
2007-08
04-02-08
To
09-02-08
1. CHH.
Shivaji
Vidyalay,
Palaspe.
2.P.J.Mhatre
High
School,
Navade
.
3.Dnyanvardhi
ni
High
School,
Savale.
2.M.E.S.O.
Dyanmandir,
Kalamboli
2.Agri High 2.Ner High
school,
School,
Khanda
nere.(Mornin
Colony.
g Shift)
3.Kopara
High School 3. New
Kopara
Enghish
School,
4. New
Ritaghar
4.Janta
High Enghish
School Ajiwali. School,
4.Kopara
Ritaghar.
High School
5.M.E.S.O.
Kopara
Dyanmandir,
5.Agri High
Kalamboli.
school,
5.KamluPatil
Khanda
Vidyalaya,
Colony.
Taloje.
8.
2008-09
09-02-09
To
14-02-09
1. CHH.
Shivaji
Vidyalay,
Palaspe.
2009-10
08-02-10
To
13-02-10
1.Ner High
School,
nere.(Mornin
g Shift)
2. New
Enghish
School,
Ritaghar
3.Ner High
School,
nere.(Afterno
on Shift)
3.Agri High
school,
Khanda
Colony
4.Sanjay
Gandhi
Smarak
Vdyalaya,
Pale,
Panvel.
4. CHH.
Shivaji
Vidyalay,
Palaspe.
Are the practice teaching sessions / plans developed in partnership,
co-operatively involving the school staff and mentor teachers? If yes give
details on the same
The practice teaching plans are developed co-operatively in the
following way:In every academic year our practicing schools are informed the dates
of our terms. A meeting of all the head masters of practicing schools is
called up on. In this meeting feedback is received on last year's teaching
programs. The program 'school visits' helps the students to familiar with
different practicing schools. We are having near about 22 practicing
schools in and around Panvel. In school visits the students get the time tables of each school. Under the guidance of lectures and school teachers
they prepare the time - table of the lessons for their group students. A
copy
of time - table is sent to school in advance. Ac copy of format of daily
lesson time table is attached. School teachers also suggest some changes
in time - table as per their flexible program. In this way co-operatively we
developed a plan of practice teaching.
9.
How do you prepare the student teachers for managing the diverse
learning needs of students in schools?
The students are given the classes from Vth to IXth, all divisions in
rural as well as urban schools. There are Zilla Prarishad Schools also.
Post
graduate students teach class 11th also. The schools are girl's school, coeducation schools, Semi English medium schools, Private schools, Aided
schools, etc. So the students get experience of the aching to all types of
students. Trainee teachers get the time table of lessons 12 to 15 days in
advance. They get the unit by discussing with the respective subject
teacher of school. In lesson guidance period he takes the guidance from
the subject expert and discusses with him orally. By receiving the written
feedback and discussion with the peers he manages the diverse learning
needs of students in schools. The student teachers use different methods
learnt in his subject theory papers. B.Ed. Practicum course helps students
to prepare for managing the diverse learning needs of school students.
10.
What are the major initiatives for encouraging student teachers to use /
adopt technology in practice teaching?
For using technology demonstration is given. Students are
encouraged to use tape recorder, computer, OHHP, LCD, etc. Some
schools make available the equipments like computer and projectors,.
Now a day's students are making use of mobiles in a positive way. Student
teachers used technology of education and technology in education. They
used all supportive technology for effective teaching. (Projected and nonprojected)
2.4
1.
Teacher Quality
What is the ration of student teachers to identified practice teaching
schools? Give the details on what basis the decision has been taken?
The ratio of student teachers to identified teaching schools is 7:1
- There are 20 students in a group and 3 regular and 2 extra schools are
allotted to each group and 3 regular and 2 extra schools are allotted to
each group. (A list of practicing schools attached separately)
The students living in particular locality are given the schools
existing in that area. The schools are having morning as well as afternoon
shifts. First eight periods in a day are engaged by the students.
2.
Describe the mechanism of giving feedback to the students and how it is
used for performance improvement?
Before practice teaching guidance is given in the lesson guidance
period. In practice teaching positive points and suggestions are entered on
the lesson note book. There is an informal discussion in groups in the
school recess as wee as after the school timing. Individual guidance is
also given. Peer students also give feedback. Best lessons are
appreciated and displayed in the method periods. As every lessons having
a weight age of 10 marks and these marks are added in the internal
evaluation so the student try to improve their performance. Continuous
feedback helps to enhance student teacher's performance of teaching.
3.
How Does the institution ensure that the student teachers are updated on
the policy directions and educational needs of the schools?
We decide our annual program as per our aims and objective of
institution. All planned activities in our program push students on the policy
direction. The institution ensures that the student teachers are updated on
the policy directions and educational needs of the schools in the following
way:1.
New methods of teaching such as play way method, Models of
teaching, dramatization, discussion are used.
2.
Student teachers are encouraged to use hand books for
teachers.
3.
Student teachers use syllabus books prepared by Maharashtra
state textbook burrow, Pune.
4.
While taking teaching units from the school the student
teachers personally meets subject teachers in the school and
discuss with them about the educational needs of the school /
class.
4.
How do the students and faculty keep pace with the recent developments
in the school subjects and teaching methodologies?
The students and faculty come to know about the recent
developments in the school subjects by reading the articles in different
news papers or by reading articles in manor educational magazines. They
come to know about the changes by reading circulars published by Gove.
From time to time .They also receive information by senior teachers, by
subject experts, through different seminars, hearing to the news, etc. The
information regarding recent teaching methodology is received through
teachers hand hooks and different orientation workshops. They
compulsory used various teaching methods of related subjects in steps
involved in a particular method.
5.
What are the major initiatives of the institution for ensuring personal and
professional / career development of the teaching staff of the institution
(training, organizing and sponsoring professional development activities,
promotional polices, etc.)
The institution recommends the faculty members to orientation and
refresher courses organized by Academic Staff Colleges. Some
concession in the timing is also given. For personal and career
development of the teaching staff guidance from Principal and Senior
Lecturers is given time to time. In the library there are magazines like
University new, Educational world, Edusearch, CET journal, Perspective in
education, shikshan Sankraman, Jeevan Shikshan, General knowledge,
Spardha Pariksha, Daily news papers, etc. Which helps teaching staff for
their professional development.
6.
Does the institution have any mechanism to reward and motivate staff
members for good performance? If yes give details.
The institute facilitates the staff members for good performance., In
college's annual magazine, 'Vidyanidhi' appreciatory report is published.
Some times news is given in local news papers such teachers get
appreciation by Principal and Director of H.E. through confidential reports.
Feedback is given on the CR's.
2.5
1.
Evaluation Process and Reforms
How the barriers to student learning are identifies, communicated and
addressed? (conducive environment, infrastructure, access technology,
teacher quality, etc.)
There are no such barriers still due to load shading or failure of
electronic gadgets there is some kind of obstacles in learning. But we try
to have an alternate arrangement, so that learning can be a continuous
and enjoyable process.
2.
Provide details of various assessment / evaluation processes (Internal
assessment, Mid-term assessments, Term end evaluations, external
evaluation) use form assessing student learning?
The skim of assessment is as follows:-
Part A:
1. The amended regulation 4253 relating to theory-external
assessment - 500 marks. 5 Papers of 100 marks each.
Part B:
Internal assessment:1. practice lessons
-
(500)
-
250 Marks
a. 4 micro-skill lessons and 1 integrated lesson compulsory
-
No marks
b. 4 simulated lessons
-
4 * 5=20
c. 2computer assisted lessons
-
10* 2=20
d. 20 practice lessons of 10 marks each -
10*20=200
e. Preparation and administration of unit test Total
2. Practical work
10
-
250 Marks
-
50 Marks
a. Research based individual project work
-
20 Marks
-
10 Marks
b. Seminar presentation
-
10 Marks
c. One co- curricular activity
-
10 Marks
Total of 2
-
50 Marks
a. 2 Terminal examinations
-
140 Marks
b. Open book examination
-
10 Marks
c. 1 essay per section in each theory paper
-
10 Marks
d. Content test (Both methods)
-
No Marks
Viva voce
3. Year's work ( 500*2=1000 Marks converted to)
total of 3
Total of 1, 2, & 3
-
200 Marks
(250+50+200=500 Marks)
A detail regarding passing scheme, grade points and class awarded
is attached in the syllabus copy. (Page no. 2 to 5)
3.
how are the assessment / evaluation outcomes communicated and used in
improving the performance of the students and curriculum transaction?
For internal assessment for example: lessons remarks are
communicated to the students and oral feedback is given for improving the
performance. For essay writing and terminal examination answer paper
are shown to the student s and grades are displayed on the notice board.
For seminar co-curricular activity and project work grades are displayed on
notice board.
4.
How is I.C.T. used in assessment and evaluation processes?
Internal result is prepared with the help of computer.
2.6
Best practices in Teaching - Learning and Evaluation
process
1.
Detail on any significant innovations in teaching / learning/ evaluation
introduced by the institution?
Different methods of teaching like cooperative learning and
constructivist learning are being adopted.
2.
How does the institution reflect on the best practice in the delivery of
instruction including use of technology?
The institution has a comprehensive and integrated set of
evaluation measures that provide information for the use in monitoring
students' performance and managing and improving the institutional
processes.
Additional information to be provided by institutions
opening for re-accreditation / re-assessment:
1.
What are the main evaluative observations /; suggestions made in the 1st
assessment report with reference to teaching learning and evaluation and
how have they been acted up on?
2.
What are the other quality sustenance and enhancement measure under
taken by the institution since the previous assessment and accreditation?
The institution has sustainable practices in teaching learning & evaluating which
have the greatest impact on performance, leading to quality enhancement in
teaching, learning & evaluation and good institutional performance.
Criterion III: Research, Consultancy and Extension
3.1
1.
Promotion of Research
How does the institution motivate its teachers to a research in
education?
The institution motivates its teachers in following ways:a. Informally the problems in education, govt. educational polices,
new text books, new methods, recent research works are
discussed in staff meeting, in peer groups, while interacting with
other education colleges, etc. It helps the teachers to think over
the research.
b. Hon. Director (H.E.) gives two additional increments to ph. D.
holders and seniority is allotted.
c. In the library we have research volumes and magazines like
University news, Edusearch, Samvads, Shikshan sankraman,
Bhartiya shikshan, shikshan sameeksha, Jeevan Shikshan, etc.
which help to motivate the research activity & research
publications.
d. Our outgoing Principal Dr. Sonawane S.M. is a guide for Ph.D.
for Nanded University and YCMOU Nashik. Our existing
Principal Dr. Raamaa a. Bhoslay is a guide for M.Phil. and
Ph.d. course in Shivaji University & lecturer and always
motivates for research activity.
2.
What are thrust areas of research prioritized by the institution?
The thrust areas of research prioritized by the institution are
educational problems related to secondary and higher secondary
education. Also different new teaching methods and their effectiveness,
impact of mass media on the educational process, students' problems
regarding learning, evaluation process, social problems, environmental
problems, effectiveness of innovative practices, etc.
3.
Does the institution encourage action research? If yes give details on
some of the major outcomes and the impact.
Our college is having Extension center of Raigad dist. Under
SCERT. We guide primary and secondary teachers for action research.
These teachers take action research.
For B.Ed. student's individual project work of 30 marks is
compulsory in their syllabus. The students are also encouraged to take
action research.
Following are some major outcomes:Year
2005-06
2006-07
Name
1) Mrs. Vechya
Sandhya
Gavit
2) Mr. Jayant
Kashinath
Kadu
3) Mr. Shyamrao
D. Mane
1st
Position
Section
Primary
2nd
Primary
3rd
Primary
1) Mr. Galgale
Anil A.
2) Mr. Ashok M.
Mahajan
3) Mrs.
Mrunalini G;
Thakur
1) Mr. shyamrao
D. Mane
1st
Secondary
2nd
Secondary
3rd
Secondary
1st
Primary
2) Mrs. Savita S.
Astekar
2nd
Primary
3) Mr. Shubhas
3rd
Primary
1st
Primary
2nd at state level
Primary
D. Jamdad
2007-08
2008-09
1) Mr. Shivram
M. gharat
1) Mr. Shivram
M. Gharat
1st at district level
2) Mrs. Nilima D.
JOshi
2nd at state level
Secondary
1st at district level
2009-10
1) Mr. Vechya R.
Gavit
2nd at state level
Primary
1st at district level
2) Mrs. Umma
Desai
Consolidated prize Primary
at state level
2nd at state level
3) Mr. Ravindara
Consolidated Prize Secondary
Kumar Jadhav
at state level
1st at district level
4.
Give details of the conference / seminar / workshop attended and /
organized by the faculty members in last five years.
1.
Principal Dr. S.N. sonawane attended the work shop on 'Education
for Peace' organized by NCERT New Delhi (19/02/2007 to
24/02/2007)
2.
Prof. B.G. Khade participated in the seminar organized by N.C.T.E.
at Pune on the subject 'Draft Curriculum document some specific
issues and concerns of Teacher Education' (25/11/2004 to
26/11/2004
3.
Prof Dr. N.A. More participated in state level seminar on Qualitative
development of teacher education ate Secondary training college,
Mumbai. (22/02/20007 to 23/02/2007)
4.
Prof. S.A.Sonawane participated in state level PowerPoint
presentation workshop organized by Govt. College of education
Aurangabad.
5.
Prof. Mrs. S.S. Paithankar
attended
Teleconferencing
workshop for NAAC accreditated colleges at VLC CENTER, Pillai's
college NEW Panvel.
6.
Prof. Mrs. S.S.
Paithankar
participated inaction research
workshop organized by Sterling College of education, Nerul.
3.2
1.
Research and Publication Output
Give details of instructional other materials developed including teaching
aids and / or used by the institution for enhancing the quality of teaching
during the last three years.
Every year we organize the workshop of preparation of teaching aids /
instructional material for B.Ed. students. Experts from the schools,
institutions guide the students regarding preparation of Charts, Flash
cards, Folders, Models, CD's, etc. The students prepare the teaching aid
in their two methods. In Mumbai University new syllabus two lessons with
the help of computer are must, so every student presents the lessons
using CD's. Transparences are prepared by the lecturers for use of daily
teaching.
2.
Give details on facilities available with the institution for developing
instructional materials.
Guidance is given by the subject experts, computers are provided
and reference material is supplied. Instructional material prepared by the
students is exhibited every year. Tape-recorders, projector and CD players
are provided. Ample space, working tables, airy class rooms, electricity is
provide
3.
Did the institution develop any ICT / Technology related instructional;
material during the last five years? Give details.
Transparences are prepared by the lecturers for use of daily
teaching. By using internet notes of new topic have been prepared by the
lecturers. For demonstration lessons instructional materials is prepared by
lecturers.
4.
Give details on various training programs and / or workshops on material
development (Both instructional and other materials).
a.
Organized by the institution - Every year workshop for
preparation of teaching aids is organized by the institution.
5.
b.
Attended by the staff - Nil.
c.
Training provided to the staff - Nil.
List the journals in which the faculty members have publish papers in last
five years.
a.
Principal Dr. Raamaa A. Bhoslay has published an article on
self-instructional material in geography in Bhartiya Shikshan on
of August 2010
6.
b.
Shikshan Smiksha
c.
Shikshan Snkraman
d.
Annual Magazine of different colleges.
Give details of the awards, honors and patents received by the faculty
members in last five years.
1.
Principal
2.
Prof. Dr. N.A. More received Shahu Ratna Puraskar by Manav
Seva Sangh and environment protection committee. (17-02-08)
3.
Prof. S.S. Paithankar received Maniratna shikshak Gaurav
Purskar by Dr. Mnibhi Manv Seva Trust, Pune. (02-10-2009)
4.
Prof. Dr. N.A. More received The Best Caretaker by N.C.C wing
in the year 2006
7.
Give details of Minor / Major research projects completed by staff
members of the institution in last five years.
1.
Prof. Mrs. S.S. Paithankar has completed a minor research for
the degree of M.A. (Subject Communication) By Y.C.M.O.U.,
Nasik. This research is a part of degree course.
Title - Development of comprehensive reading material in lower
level English for VII the and IX the std. Students and study its
effectiveness.
3.3
1.
Consultancy
Did the institution provide consultancy services in last five years? If yes
give details.
Our outgoing Principal Dr. S.M. Sonawane is a guide for Ph.D. in
Nanded University and Y.C.M.O.U., Nasik. As well as our present Princi
Dr. R.A. Bhoslay is a guide for M. Phil. And Ph.D at Shivaji University and
Y.C.M.O.U. Nasik. They informally guided the B.Ed. students regarding
the dissertations and other research activities at B.Ed., M.Ed., M.Phil.,
Ph.D. level.
2.
Are faculty / staff members of the institute competent to undertake
constancy? If yes list the areas of consultancy of staff members and the
steps initiated by the institution to publicist the available expertise.
Two of our existing staff members are Ph.D. holders and our
Principal Dr. Raamaa Bhoslay is guide for M.Phil and Ph. D. students at
Shivaji University and Y.C.M.O.U., Nasik. The other staff members are
also qualified and can undertake constancy. Through the hundred
students of B.Ed. regular course and fifty students of Y.C.M.O.U., in
service B.Ed. course the informal publicity of the consultancy is conveyed.
Through the informal discussion among the lecturer and teachers of
Practicing School the message is conveyed.
3.
How much revenue has been generated through consultancy in the last
five years? How is the revenue generated shared among the concerned
staff members and the institution?
Ours is a govt. organization hence we do not charge any revenue
for the constancy. We feel that it's our part of work and we do it happily.
Our informal constancy strengthens our social bonds. This is our non
returned investments which help to enhance our college's image in
society.
4.
How does the institution use the revenue generated through constancy?
Not applicable
,
3.4 Extension Activities
1.
How has the local community benefited from the
Contribution
of
the
institution
through
various
activities, outreach programs, partnering with NGO’s and GO’s)
institution?
extension
We are following the activities of extension services of
Department of Adult and continuing education services of (DACEE) Of
Mumbai University. Through this the local community has been benefited
from the institution.
1. SWS activity (Survey of Women’s Status) – The women in the low
economic status in the age group of 15 to 30 are surveyed by our girl
students. The conclusion is derived and conveyed to the extension
department. While taking information the problems of women are discussed
and solutions for that are thought over.
2. Boys take additional seven lessons on different environment, department.
While taking information the problems of the school are awarded regarding
these problems.
3. We arrange social service camp at Shantivan, Nere which is a famous
social institution and rehabilitation center for leprosy patients. Our students
interact with the patients, take information of different projects and contribute
a little by doing social work like cleanliness, road building, tree plantation,
work in library, collect fund, advertise and any other assigned work.
4. We make available our multipurpose hall for the lecturers, exhibitions,
blood donation camps, etc.
5. We guide the teachers to complete their innovative projects. Some
projects are kept in library. We also offer books, magazines to the teachers,
past student on their request.
2.
How has the institution benefited from the community? (community?
participation in institutional development, institution community
networking institution school networking, etc.)
Every year we publish college’s annual magazine,
“Vidyanidhi”. The funds are collected for the publication of
magazine through advertisement only. We get good response
from the local community.
Every year Andhashraddha Nirmulan Samiti organizes
orientation program for the students as well as for the
secondary teachers of Z.P. and other schools. The students
find the activities supporting to their subjects.
A very informative lecture by Dr. p.p. patkar on the
subject ‘Status of Mind’ was very supportive for the topics
in Psychology.
Programs by Prajapita
Vidyalaya ware also useful
development.
Brahmakumari
for students’
Vishwa
spiritual
Expert teachers from Banthiya School guide students
for preparation of different teaching aids. They provide
guidance to our students throughout the year.
Lectures of different experts contribute in development of students.
To name a few1. Shree Chandrashekhar Kaskare – Awareness of Aids
-13-09-08
2. Shree Chandrakant Padgaonkar – Educational
contributioin of DR. Babasaheb Ambadkar.
3. Dr. S.A. Subbrao - National integration contribution of Mahatma Gandhi – 03-02-09.
3. What are the future plans and major activities the institution would
like to take up for providing community orientation to students.
By continuing the same programs and by adding some new
Programs in the future we would like to take up best for orientation
of
community
4.
Is there any project completed by the institution related to the
community development in the last five years? If yes, give details.
The programs by extension service Dept. of Mumbai
University
is completed from the last two years. The programs such as
survey of
women’s status are completed bay girl students and
population education club activities programs are completed by the boys.
Programs
Survey of
Women’s status
PEC-lessons
PEC-College
level activity
5.
Year
Boys
Girls
2007-08
-
57
2008-09
-
58
2009-10
-
60
2007-08
43-7
-
2008-09
42-7
-
2009-10
40-7
-
2007-08
43-7
-
2008-09
42-7
-
2009-10
40-7
-
How does the institution develop social and citizenship values and
skills among its students?
like
Values are developed by studying the theory papers
philosophy,
sociology,
school
administration,
etc.
For preparing programs for club activities certain core
element are allotted to each house (Kul). Students prepare
small dramas, poems, scripts, etc. elaborating the core element
and in this way develop values.
Other programs like field visits, educational exertions,
social service, projects, daily prayer and weekly paripath
develop social and citizenship values among the students.
3.5
Collaborations
1.
Name the national level organizations if any with which the Institution has
established linkages in the last five years. Detail the Benefits resulted out
of such linkages.
1. NCERT
2. UGC
3. NCTE
4. SCERT
5. BALBHARATI
Grants
institution.
are
received
by
UGC
for
development
of
the
NCTE has given us the permission for starting of M.Ed. course.
SCERT invites our experts. We have completed some projects funded by
Balbharati.
2.
Name the international organizations with which the institution has
established any linkage in the five years Detail the benefit resulted out of
such linkages.
AIAER – Some teachers are members of AIAER’s. We have
participated in AIAER’s conferences and present our research
papers. They publish our research articles in their magazines
3.
How did the linkages if any contribute to the following?
●
Curriculum development
●
Teaching
●
Training
●
Practice teaching
● Research
● Consultancy
● Extension
● Publication
● Student placement
4.
What are the linkages of the institution with the school sector? (Instituteschool – community networking)
For practice teaching the institute gets full co-operation of the
practicing schools.
For demonstration lessons also practicing
school co-operates. There are near about 22 practicing school in and
around Panvel area. Sometimes schools also provide maps, globes,
apparatus, charts, etc. for practice teaching.
For internship of a week practicing schools are made available
with full co-operation and help.
5.
Are the faculty actively engaged in schools and with teacher and
Other school personnel to design, evaluate and deliver practice
teaching? If yes give details.
At the beginning of practice teaching session faculty member actually
visit the practicing schools in their group and guide the students regarding the
preparation of practice teaching time-table. They themselves observe and
evaluate each lesson of every student. They are with the students for a period
of week in internship They guide the students for preparation of time-table and
other activities.
6. How does the faculty collaborate with school and other college or
University faculty?
1. For demonstration lessons the faculty collaborates with school. For
extension activities subject expert from the school are available for guiding the
in-service teachers and secondary teachers for orientation.
2. The faculty is having informal discussions, meetings, get-together, and
guidance by the other college. There is always exchange of ideas, concepts,
etc. among the colleges.
3. For guidance regarding the new topics, activities involved in the syllabus
there is collaboration with the University faculty. For assessment of papers of
annual exam discussion with the University faculty is carried out.
4. For viva-voce of Y.C.M.O.U. student faculty from the other colleges are
available.
3.6 Best Practices in Research, Consultancy and Expression
1. What are the major measures adopted by the intuition to enhance the
Quality of Research, Consultancy and
Criterion IV: Infrastructure and Learning Resources
4.1 Physical facilities
1.
Does the institution have the physical infrastructure as per NCETE
norms? If yes specify the facilities and the amount invested for
developing the infrastructure. Enclose the master plan of the
building.
Our college established in the year 1970. The institution is run
by state government, dept. of higher education. The construction
of the building is thought not NCTE norms but we are having ample
space and number of class rooms. We are having separate hostel
facilities for boys and girls, a common mess, administrative building,
principal’s bungalow, staff quarters, a library with reading room,
conference hall, science lab, psychology lab, computer lab and
multi-purpose hall. The maintenance is done by PWD dept. of
state government. We are receiving grants by state government,
UGC and DPDC.
(The master plan of the building is attached)
2.
How does the institution plan to meet the need for augmenting the
infrastructure to keep pace with the academic growth?
Our college is having the total area of 5028 sq. meters. It is
very near to Panvel S.T. stand and railway station. It is on N.H. 4
highway. We are having total eight class rooms, a separate library,
boys and girls separate common rooms, etc. Our building is on
ground floor only. It’s an old one having ample space and height. So
we can keep pace with the academic growth. In future we propose to
build four storied building in the open space from State Govt. grants.
We have submitted a proposal of campus development, extension of
administrative building and ladies hostel.
3.
List the infrastructure facilities available for co-curricular activities and
extracurricular activities including games and sports.
We are having a lecture cum multipurpose hall for extra
curricular activities. As there is ample space in front of the
building all the outdoor game ground can be made. For indoor
games we are having a gymkhana room and also a recreation hall
in both the hostels. We are having enough facility, sport
equipments ,tables, electricity, computers, internet facility, sports
equipments, musical instruments, tape recorders, CDplayer, amplifier,
cameras, etc.
4.
Give details on the physical infrastructure shared with other
programs of the institution or other institutions of the parent
society or University.
Physical infrastructure is shared with other programs like
internal examinations, social service, seminar, project, etc.
The physical infrastructure is shared with other institutions of
parent society as DIET Panvel, Secondary Training College
Mumbai, Y.C.M.O.U. Nasik, Joint Director Office (Higher
Education) Konkan region, etc.
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 institute is having following facilities:1. Wash room facilities for boys
2. Wash room facilities for girls
3. 24 hrs drinking water supply
4. 24 hrs electricity
5. First aid facility
6. All sports equipments
7. Airy class rooms
8. Gymkhana room
9. Recreation halls in both the hostels
10. Outdoor sports grounds
11. Beautiful and green environment
12. Hospitals at five minutes distance
13. Separate cabins for the lecturers
6.
Is there any hostel facility for students? If yes give details on
capacity, number of rooms occupancy details, recreational
facilities including sports and games, health and hygiene facilities,
etc.
We are having a separate two stored hostel building for boys.
The students from DIET Panvel also live in the hostel. Rooms are
shared by two or three students as per necessity. A bed, a table,
chair, shelf, common ceiling fan is provided to each student. In
ladies hostel we have solar water heating system. The intake
capacity is normally 50 students per year. Total numbers of rooms
in use in hostel are 28. There is recreational hall in both the
hostels. The daily news papers and T.V. facility is provided on
demand. All the indoor games equipments are also available in
college and can be supplied on demand. Cleanliness is maintained
by the sweeper. Panvel municipality helps in removing the
garbage.
There is a separate ladies hostel which is a newly constructed
building. There are 8 rooms and a recreational hall. A Solar water
heater system is installed for hot water facility. In ladies hostel also
each room is furnished with a bed, a table, chair, shelf and a
common ceiling fan. For ladies hostel clean & pure drinking water
facility is also provided. A large & cool terrace is the best feature
of the hostel.
4.2
1.
Maintenance of Infrastructure
What is the budget allocation and utilization in the last Five years
for the maintenance of the following? Gove justification for the
allocation and unspent balance if any?
Years:→
2005-06
2006-07
2007-08
2008-09
2009-10
Building
Laboratories
Furniture
`99,423
`66,000
`21,600+
Equipments
`1,23,086
UGC 11th
plan`22,7373
Computers
`76,832
`1,11570
Transport /
Vehicle
2.
How does the institution plan and ensure that the available
Infrastructure is o9ptimally utilized?
In the available rooms we see that they are used in a multi
purpose way. For example:- English method room is also used for
Geography method. Gymkhana room is sometimes used as
exhibition hall. A multipurpose hall is used for regular teaching
and club activities. There are separate science lab, psychology lab,
conference hall, etc.
3.
How does the institution consider the environmental issues
Associated with the infrastructure?
We have tried our best to keep the campus green and pollution
free. We have planted till today 60 coconut trees, other trees, etc.
We get co-operation from the municipality to remove the garbage
in the campus. Through the social service activity we maintain the
cleanliness of the environment. Our campus is eco-friendly; we get
compost and green manure from our campus itself.
4.3 Library as a Learning Resource
1. Does the institution have a qualified librarian and sufficient
Technical staff to support the library (material collection and media
/ computer services)?
The institution was having a qualified librarian named Shri
G.R. Patil. But he is retired on 31-05-10. A post of librarian is to
be recruited earliest. At present one of the lecturers, Prof. P.P.
Subhedar is in-charge librarian. There is no technical staff to
staff. We have one peon cum assistant to the library who maintains
cleanliness in the library as well as he assists our in-charge
librarian.
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.
Library is open for six days a week except govt. holidays. It is
open to staff and students from 09:00 AM to 05:00 PM. A separate
reading room having accommodation for 24 students is adjacent to
the library. In the library there is separate reference section. Books
on education in Marathi, Hindi, English language along with other
literature, Journals, Magazines, Daily news papers are there in the
library. Grants received from U.G.C. And D.P.D.C. is spent on the
books especially for B.C. Students.
Year
2005-06
2006-07
2007-08
2008-09
2009-10
Amount
`58,618
`72,295
`53,272
`13,390
`1,14,606
List of magazines in the library:
01. Bhartiya Shikshan (monthly)
02. Shikshan Samiksha (monthly)
03. Shikshan aani Samaj (quarterly)
No. of Banks
Purchased
303
451
343
57
528
04. Jeevan Shakshan (monthly)
05. Shikshan Sankram (monthly)
06. Loka Rajya (monthly)
07. Spardha Pariksha (monthly)
08. General Knowledge (maonthly)
09. University News (Weekly)
10. Perspective in Education (quarterly)
11. Education World (montahly)
12. The C.T.E Journal
13. Jadan Ghadn (monthly)
14. Lok Prabbha (Weekly)
3.
Does the institution have in place a mechanism to systematically
review the various library recourse for adequate access, relevance,
etc. and to made acquisition decision? If yes give details including
the composition and functioning of library committee.
We are having a library committee as per the Maharashtra
University act 1994 Rule no. 75, the body members of the committee
are as follows:-
a. President – Principal, Dr. Raamaa A. Bhoslay
b. Secretary
--
Prof. P.P. Subhedar (In-charge
librarian)
c. Members – Prof. S.S. Paitahankar,
Prof. Dr. N.A. More.
4. Is your library computerized? If yes give details.
We are trying to made our library computerized. The process
of computerization is going on.
5. Does the institutional library have computer, internet and reprographic
facilities? If yes, give details on the access to the staff and student
and the frequency of use.
The library is having a computer with internet facility. THE staff
members use it as per the need. For student there is separate
computer lab adjacent to the library. They use it as per their need.
6. Does the institution make the use of Inflibnet / Delnet / IUC facilities? If
yes, give details.
Nil
7. Give detail on the working days of the library? (Days the library is open
in an academic year, hours the library remains open per day, etc.)
Library is open for six days a week’s except got. holidays. It is
open to staff and students from 09:00 AM to 05:00 PM. A separate
reading room having accommodation for 24 students is adjacent to the
library. Our vocational batch of Y.C.M.O.U., B.Ed. also takes benefit
of our library. So our library is opened even in vacations also.
8. How do the staff and students come to know of the new arrivals?
There is a display stand for new magazines and books. By the
display of new arrivals the staff and the students come to know about
that.
9. Dose the institutions library have a book bank? If yes, how is the book
bank facility utilized by the students.
A book bank facility is available for B.C. students only. A set of
six books is given to each B.C. student for yearly use.
SSS
Year
2005-06
2006-07
2007-08
2008-09
2009-10
No. of Students Benefited
61
62
62
38
33
From this year we provide book bank facility to all students.
10. What are the special facilities offered by the library to the visually and
physically challenged persons?
Our library is on the ground floor only. There are comfortable
Chairs to sit in the library. So some physically challenged students can
make use of the library easily. Our peon gives help to such students
as per their demand.
4.4
ICT as learning Resources
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 institution ensures the optimum
use of the facility.
We are having a separate computer lab. There are computers in
a lab. We are having internet connectivity in the office as well as in
the computer lab. Office correspondence is done on computer.
We are having advance instructional equipments like a Laptop.
OHP, LCD, etc. The teachers make use of them in their
lecturers. Students have to take two computer lessons, for that
they use computer.
2. Is there a provision in the curriculum for imparting computer skills to all
students? If yes give details on the major skills included.
There is an optional paper—Paper IV section ll – Computers in
education. The students who opt this section learn all the computer
skills. For others Paper IV section I is information communication
technology in education and special field. Here they learn the topics
like Concept of ICT, Support media in ICT, Process of
communication and technology mediated communication.
For extra information, regarding new topics in the syllabus,
students use internet.
3. How and to what extent does the institution incorporate and make use
of the new technologies / ICT in curriculum transaction processes?
Faculty use ICT in their teaching as per need. The teachers use
compulsory, projectors in their demonstration lessons also. Each
student must know about I.C.T. Two computer lessons are
compulsory for students.
4. What are major areas and initiatives for which student teachers use /
adopt technologies in practice teaching? (Developing lesson plans,
class room transactions, evaluation, preparation of teaching aids)
We offer seven methods of teaching as follows:● English
● Marathi
● Hindi
● Geography
● Science
● Mathematics
Teaching all the above methods there is much scope for
use of technology. Every student uses it according to his own
method, scope of unit. References, photos, maps, figures can be
taken with the help of computer. Use of technology has now
become a part of practice teaching. But for evaluation purpose they
cannot use technology.
4.5
Other Facilities
1. How is the instructional infrastructure optimally used? Does the
institution share its facilities with others for e.g.: serve as information
technology resource in education to the institution (Beyond the
program) to other institution and to the community. We share our
hostel facility with D.Ed. students. We share our conference hall with
joint Director Office. In case of emergency J.D. office uses our
computer and fox facilities.
Not applicable
2. What are the various audio visual facilities / materials (CD’s, 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 following audio visual facility / material available in the
institution
● Readymade charts
● Globe
● Maps
● Compass box
● Flannel boards
● Tape recorders
● Cassettes
● CD’s
● Projectors
● LCD
● Laptop
● CD played
● Models
● Photos of scientist, etc.
This material is made available to the students as per their
demand. Some of the instructional material maternal is prepared by
the students in the workshop for preparation of teaching aids. The
students prepare the material as per the demand of the unit.
Teachers use the material for micro lessons, simulated lessons and for
demonstration lessons.
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.
We are having following labs:● Psychology lab
● Computer lab
● Science lab
Our institute is Govt. organization and we compulsorily do
annual stock verification as per Govt. rule.
The equipments, objects, instruments in the lab are verified
annually. Out dated acids, powders, other material is discarded, new
one is replaced. Some instruments, contract. New material is
purchased as soon as the grants are available. Precaution is taken
to keep the material intact. Sweeper does the work of cleanliness.
Separate method rooms are there in the institution. Each room
is having a capacity of 50 students.
4. Give details on the facilities like multipurpose hall, workshop, music
and sports, transports, etc. available with the institution.
We are having a large well furnished multipurpose hall, having
the capacity of accommodation of 150 students. A stage, public
address system, fans, projector, T.V. is available in the hallo. Hall
can be used for workshops also. There is gymkhana room. All the
musical instruments and sports equipments are there. Transport is
not needed as some students are living in the hostel in the campus
area only. Tape recorder and CD players are there.
5. Are the class rooms equipped for the use of latest technologies for
teaching? If yes give details. If no, indicate the institutions future plans
to modernize the class rooms.
Some of the class rooms are equipped for the use of latest
technologies for teaching. In the seminar hall we are having LCD
projector, public address system, dark room, etc. In the lecture hall
(Multipurpose hall) we have OHP, glass board, public address system,
computer, T.V., tape recorder, etc. As soon as the grants from UGC or
state Govt. are available we will furnish all the class rooms with latest
technology. We propose to purchase a generator and air conditioner
to most of the rooms. Our YCMOU students have donated ceiling fans
and pedestal fans to the institution which are kept in the hall.
4.6
Best Practices in Infrastructure and Learning Resources
1. How does the faculty seek to model and reflect on the best practice in
the diversity of instruction, including the use of technology?
The faculties are well prepared and ready enough to take
challenges of the new trends in education, so they try their best to
make use of the technology available in the college. They use OHP,
LCD. Slide projector, tape recorder, etc. Different methods of teaching
are used. In teaching. Notes for lecture are prepared taking
references from different web sites and latest books.
2. List innovative practices related to the use of ICT, which contributed to
quality enhancement.
● Use of internet for references
● Use of multi-media in practice lessons
● Presentation with multi-media
3. What innovation / best practices in ‘Infrastructure and Learning
Resources’ are in vogue or adopted / by the institution.
We have made our campus pollution free and ambient
atmosphere for studies. We have planted more trees to add to the
previous ones.
Additional Information to be provided by Institutions opting for
Re-accreditation / Re-assessment
1. What were the evaluative observation made under infrastructure
and learning resources in the previous assessment report and
how they have been acted upon?
a. The institution needs to purchase some more journals
prescribed by the N.C.T.E -- We have purchased some
journals and wish to add some new one.
b. Provide for adequate book bank under book scheme – We
are giving facility of book band to all the students now. We
have purchased few books under UGC grants.
c. Adequate numbers of computers should be provided for the
use of students – we have purchased few computers and
made it available for students use.
d. Labs should be updated and provide required accessories –
We have purchased some apparatus for psychology lab
and science lab. We have purchased some educational
CD’s for language labs.
e. Courts for outdoor games should be built – A plan for
building up courts for outdoor games is prepared with the
help of local community, it will be completed.
2. What are the other quality sustenance and enhancement measures
undertaken by the institution since the previous Assessment and
Accreditation with regard to Infrastructure and Learning Resources?
Since the previous assessment (2005) we have purchased the
following material:-
● Books for the library of total amount of _____
● Furniture in seminar hall
● LCD projector
● Laptop
● Tape recorders
● Psychology lab equipments
● Science lab equipments
● Furniture in the hostel
● Solar water heating system
● Coolers
● Computers
● TV
● Fridge, etc.
Criterion V: Students Support and Progression
5.1
Student progression
1.
How does the institution assess the students preparedness for the
program and ensure that they receive appropriate academic and
professional advice through the commencement of their professional
educational program. (Students pre-requisite knowledge and skill to
advance) to completion.
The advertisement for the B.Ed. course is published by Hon.
Director (H.E.) in all leading news papers as well as on the web site of
B.Ed. admission committee. All the rules and regulation are given in
detail in the prospectus. CET is must for the student who wants to
seek admission to B.Ed. course. Student’s attitude towards teaching
profession, his aptitude is tested in the CET exam. Students fulfilling
the passing criteria and his merit enable him to get admission. While
taking admission in the respective college, his original documents are
verified by the admission committee of the college. His doubts are
cleared regarding the second method, medium of instructions, etc.
After getting admission his content knowledge is assessed in the
content test organized in the college.
2. How does the institution ensure that the campus environment
promotes motivation, satisfaction, and development and performance
improvement of the students?
Our college is one of the best B.Ed. colleges in Mumbai
University. It is Govt. College is the only Govt. College in Raigad Dist.
Free structure is decided by the state Govt. We are having a separate
building very near to Panvel S.T. stand and Railway station. It is on
N.H.4 highway. Still a calm and quite atmosphere adds in the
educational environment. A green and beautiful campus large airy
class room attracts the students towards education. We are having
Y.C.M.O.U. Nasik, two years vocational B.Ed. course also. Extension
Dept. of SCERT and Mumbai University run various courses /
activities in the campus. DIET is also very near to us. So interaction
with the teachers, students of DIET adds to the academic development
of the students.
3. Give gender-wise dropout rate after admission in the last five years
And list possible reasons for the dropout. Describe (If any) the
mechanism adopted by the institution for controlling the dropout.
Years
2005-06
2006-07
Male
-
1
2007-08
1
2
Personal
problems
2008-09
1
1
Personal
problems & job
2009-10
1
Female
1
Reason
Personal
problems
Continues absent students are contacted on phone. A warning
letter is sent. They are consulted for their individual problems.
Sometimes concession in timing is given. Sick students are
allowed to re appear for the internal exams. Sometimes
parents are called in the institution and consulted
4.
What additional services are provided to students for enabling them to
computer 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?
Advertisements of different course are displayed on the notice
board. In projects guidance, learning the theory, taking lessons
at Jr. College they informally receive information regarding
different P.G. courses. Teachers also give guidance regarding
the competitive exams casually. In the library there are all
leading news papers and magazines like Spardha Pariksha,
General knowledge, University news, etc.
a. Shree Vikas Kamble – NET in Marathi in the year 2009.
b. Shree Sachin Gapat – qualified NET in Hindi in the year
2008.
c. Smt. Poonam Survey – qualified NET in the year 2008.
5.
What percentage of students on an average go for further studies /
choose teaching as career? Give details for the last three years.
We definitely say that our many students choose teaching as a
career. Most of them are in permanent service. Few of them run
their own coaching classes. Also some students go for further studies
like M.A., M. Com., PhD. Etc. Some appear for competitive exams
and also some try for SET / NET, etc.
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.
We provide access to library to our past students of regular as
well as Y.G.M.O.U. students. WE provide the facilities like audio /
video resources as per their demand. Some action research projects
are made available for them for observation.
7.
Dose 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.
Ours is a government college hence there is no facility as such
but we recommend our students in different schools and organizations.
In the year 2010 the following students got employment:
1. Shree Ganesh Ahirrao – St. Joseph’s Jr. College
Kalamboloi
2. Smt. Harshada Bhande – Jr. College Kuran Malven
3. Smt. Archana Gadilkar – D.A.V. school New Panvel
4. Shree Anil Kale – Jr. College Wada Thane
5. Shree Nitin Khandke – C.K.T. J.r College New
Panvel
6. Shree Ramesh Lodhande – Jr. College Navade
Panvel
7. Shree Ramdas Muchgule – Jr. College Nasik
8. Shree Ramesh Nagle – Secondary High School
Rajapu
9. Shree Swapnil Naik – Jr. College, Vatore Ratnagiri
10. Smt. Prachi Torankar – Jr. College Ratnagiri
11. Smt. Poonam Surve – New Horizon School New
Panvel
8.
What are the difficulties (if any) faced by placement cell? How does the
institution overcome these difficulties?
Sometimes due to the delay in annual result of B.Ed. exam by
the university students are not able to join the various institutions as a
lack of mark sheets. Sometimes the vacancies are at distant places.
There is always pursuit of request for early exams and early
results. The college makes available the subject teachers for central
assessment programs.
9.
Does the institution have arrangements with practice teaching schools
for placement of the student teachers?
The institute recommends some student for placement in
practicing schools. Sometimes practicing schools asks the institution
to send outstanding students as per their requirements.
10.
What are the resources (financial, human and ICT) provided by the
institution to the placement cell?
Human resources and ICT is provided by the institution to the
placement cell.
5.2
1.
Student Support
How are the curricular (teaching-learning processes), co-curricular and
extracurricular programs planned? (Developing academic calendar,
communication across the institution, feedback) evaluated and revised
to achieve the objectives and effective implementation of the
curriculum?
Academic calendar is prepared at the beginning of each
academic year. The terms dates are fixed by the University. Taking
into consideration the days of National Importance, birth anniversaries,
death anniversaries, special days, club activities, house activities,
exams, practice lessons, the academic calendar is prepared. Some
changes are made into it according to the necessity.
(A yearly plan is attached in the appendix)
2.
How is the curricular planning done differently for physically challenged
students?
In order to meet the challenges time to time to changes are
implemented.
3.
Does the institution have mentoring arrangements? If yes, how is it
organized?
The institution has the mentoring arrangements. In-charge
lecturer of practice teaching allots the work of lesson observation.
Lesson observation is done using the observation scale of Dr.
Bhalvankar.
4.
What are the various provision in the institution which support and
enhance the effectiveness of faculty in teaching and mentoring of
students?
To enhance the effectiveness of the faculty in teaching and
mentoring of students an educational surrounding is provided.
Availability of reference material, teaching aids, large campus, large
and airy class rooms, spacious and well maintained library and riding
room adds to the proficiency of the teachers.
5.
Does the institution have its website? If yes, what is the information
regarding the location, courses, faculty, admission procedure is posted
on the site.
Our web site: ‘www.gcectep.org’ is upgraded every year. The
information regarding the location, courses, faculty, admission
procedure is posted on the site.
6.
Does the institution have a remedial program for academically low
achievers? If yes, give details.
After essay writing, content test, first and second term exams,
student’s achievements is displayed on the notice board through
grades. Low achievers are asked to rewrite the papers after
consultation. If needed extra books from the library are provided.
Sometimes model answer papers are also shown to them. They are
consulted during college hours to them. They are consulted during
college hours and after college hours also.
7.
What specific teaching strategies for teaching?
a. Advance learners
b. Slow learners
During regular classes different strategies are adopted like
simulated teaching, discussion method, use of instructional material,
etc. Darning the lectures some high level question are asked or
sometimes the students are asked to interpret some important points,
so that the advance learners think and act accordingly. For slow
learners there are strategies like repetition, focusing main points,
solving of question papers and discussion on that, guidance
regarding the reference material, checking of everyday assignments,
etc.
8.
What are the various guidelines and counseling services available to
the students? Give details.
Guidance is given regarding the University external examination
as well as various competitive exams. Guidance regarding the SET /
NET exams is also given. Guidance regarding the admission
processes of different PG courses, in-service training courses,
refresher courses is given. Counseling for choice of second method,
optional paper and practical is done
9.
What are the various guidelines and counseling service available to
the students? Give details.
Grievance redressed mechanism is opted by the institution for
the students whose attendance is very less. If is used for the students
whose percentage is also very les in internal practical work. Such
students are given notice and asked to reappear for the practical work.
10.
How is the progress of the candidates at different stages of programs
monitored and advised?
Starting with the CET student’s progress is assessed. The
students who pass the CET exam and have the percentage prescribed
by the admission committee only get admission to B.Ed. course. After
admitting in the college 10 tutorials, 1st term exam, 2th term, exam,
practice lessons, seminar, open boos exam, are the areas of
assessment at different stages of program. After each of the above
exam, grades are displayed on the notice board and student progress
is monitored. A record of all the above exams is maintained
consolidate. For adding the marks in external University exam, the
above internal marks are concerted into the given ration. Those who
are below the passing criteria are advised and given chance to score
more marks in other internal heads.
11.
How does the institution ensure the students’ competency to being
practice teaching (pre-practice preparation details) and what is the
follow up support in the field (practice teaching) provided to the
students during practice teachings in schools?
After getting admission to the college students are divided in
groups to have practice of micro teaching. The concept of micro
teaching is cleared by giving lecture. The demonstration of the micro
skills like introduction, explanation, BB work, stimulus variation, etc.
are shown. The guidance regarding the lesson plans of micro lessons
is also given. In peer groups students practice the micro skills by
teach and re-teach program. After teaching feedback from teachers
and peer students is given. If necessary the teaching program is again
repeated. A Micro teaching note book is maintained. Observation
sheets are attached to it.
The combination of different micro skills is used in the bridge
lesson. This is useful for practice teaching in schools. Guidance
regarding the lesson note and practice teaching is given in the lesson
guidance period.
5.3
Student Activities
1.
Does the institution have an Alumni Association? If yes,
i) List the current office bearers.
Recently we have formed Alumni Association. Still the work of Alumni
is going on from the last few years. The current office bearers are:-
President – Principal Dr. Raamaa A. Bhoslay
Vice President – Mr. Ramesh Aadabe
Co Vice President – Mr. Vdyadhar Patil
Secretary – Mr. Nagesh Hirve
Treasure – Mr. Suchita Mhatre
Members – Mr. Kiran Kot
Mr. Anil Patil
Mr. Aditya Phadke
Mr. Pankaj Bhagat
ii) Give the year of last election
5th September 2010
iii) List Alumni Association Activities of last two years
● Tree plantation
● Partition on stage
● Advertisements in college annual magazine ‘Vidhyanidhi’
● Follow up for beautification of campus
● Co-operation to regular students in practice teaching in their schools
● Contribution in the implementation of different activities of the
College
iv) Give details of the top 10 Alumni occupying prominent position. Not
Applicable
v) Give details on the contribution of Alumni to the growth and
development of the institution.
Our past students as well as YCMOU batch students
have contributed a lot in the development of the institution
The contributed a lot in the development of the institution.
Coconut and other trees by the Alumni. Local students also
Help in the beautification of campus. Different programs of
institution and admission dates are conveyed orally to
other students by the Alumni. Some have donated useful things
to college as well as to hostel. Few of them are available as
subject’s experts for our vocational B.Ed. batch.
2.
How does the institution encourage the student to participate in extra
curricular activities including sports and games? Give details on the
achievements of students during the last two years.
College is having all the sports equipments. Outstanding sports
persons take advantage of this. The entry fee for other competitions is
paid by the college . These students are appreciated at annual social
gathering by receiving certificates.
1. Shree Ramdas Muchgule bagged first prize in
Hopping at Malhar Sports competitions – 2010,
organized by Malhar Sports Academy Panvel.
2. Shree Ramdas Muchgule bagged second prize in
Hoping at sports and cultural festival organized by
Karnala Sports Academy Panvel.
3.
How does the institution involve and encourage students to publish
materials like catalogues, wall magazines, college magazine and other
material? List the major publications / materials brought out by the
students during the previous academic session.
We have three clubs namely-
● Literary Club
● Environment Club
● Science Club
Each club displays informative articles, catalogues, important
news on the display board. Literary club publishes special issues like
‘Adarsh Shikshak Visheshank’, ‘Tridal’, etc. Students are encouraged
to write the articles, poems in these issues. Science club also
publishes informative booklet on current issues. College publishes its
annual magazine, ‘Vidyanidhi’ every year. Students collect the
advertisements and committee is formed. A specimen is attached in
the appendix.
4.
Does the institution have a student council or any similar body? Give
details on constitution, major activities and funding.
The institution forms a student council according to the
guidelines given by the University. The members of students council
are selected strictly on merit basis. Student council helps in
celebratai8ng different college activities. It helps to Gymkhana and
celebrates the annual gathering. It helps to maintain discipline and
everyday activity of the college. No funding is available.
5.
Give details of various bodies and their activities (academic and
administrative) which have student representation on it.
Hostel Body – Chief of Body hostel – Rahul Raut
Chef of Ladies hostel – Sayali Parab
Dept. of Lifelong learning and Extension – Mumbai University
Student Managers – Santosh Shinde
Digambar Keni
Shraddha Vanarase
Vaishali Malshikare
● Literary Club – Patil Mahesh
● Environment Club – Dinesh Lad
● Science Club – Prashant Chipkar
● Vidhyanidhi Committee – Deepak Gosavi & Shraddha Thakur
● Diary Group Leaders – Vaishali Bade
● Project Group Leader – Hrshal Raut
● Social Service Group Leader – Atul Patil
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 program and the growth and development of the
institution?
Feedback from is filled by the student at the end of academic
year. Feedback regarding the course, planning and faculty is taken
After analyzing it and seeking suggestions from them some changes
are made in the annual planning. There is no formal mechanism to get
feedback from employers. Still in meetings, informal are maintained.
All the decisions are taken co-operatively.
Best practices in student support and progression
1.
Give details of institutional best practices in students support and
progression?
The institution has effective mechanisms in place for assisting
successful movements of students to the next higher level of education
or towards gainful employment. The institution provides career
guidance & counseling services informally, specialized training
programs & coaching for students for competitive examination for jobs
& entrance tests for admission to higher educational programs &
monitors their progression.
The institution identifies the needs of the students and provides
individualized support depending on nature & extent of problems,
confronting the students. For e.g.: w take some fees in installments.
The various support services taken into account. Their educational,
social, personal & vocational needs are comprehensively satisfied.
Additional Information to be provided by Institutions opting for Reaccreditation / Re-assessment
1. What are the other quality sustenance and enhancement
Measures undertaken by the institution since the previous
assessment and Accreditation with regard to student support and
progression?
The institution ensures participation of most of the students
in various curricular extra-curricular & co-curricular activities
which can provide ample learning opportunities leading to
students’ intellectual, social and personal development.
From the last 3 years the extension activities on & off the
campus has helped in developing positive social interaction
& self motivation fostering the holistic development of the
students.
2. What were the evaluative observations made under student
support and progression in the previous assessment report? And
how have they been acted upon?
The labs need to be more well-equipped & maintained.With the economic support from state Government the
institution has purchased more equipment in the labs. They are
properly maintained now.
Criterion VI: Governance and Leadership
6.1 Institution Vision and Leadership
1. What are the institution’s stated purpose, vision, mission and
values? How are they made known to the various to the various
stakeholders?
The institution’s stated purpose is to bring ‘excellence
through teaching’. We care to develop an outstanding
personality, all-round development of students through curricular
and extracurricular activities. The mission of the college is to
produce competent, committed, professional teachers and to
develop responsible citizens who will work as agents of social
change in society.
● Emblem of our college is
‘‘khye ije Hkq”k.k’ and our
motto is excellence through training.
● To create well trained having capacity and capability of working
in the changed constructive social environment.
● To develop positive attitude towards curricular / co-curricular and
extracurricular aspects of secondary and higher secondary
education.
● To cater to the needs of in-service training of secondary /
Sr. secondary teachers of Raigad District.
These missions are reflected in every activity of the institution.
2.
Does the mission include the institution goals and objectives in terms
of addressing the needs of the society, the students it seeks to serve,
the school sector, education institutions traditions and value
orientation.
● To develop personal, professional and social skills and competencies
required by a teacher.
● To develop competences to teach subjects on the basis of Principles
of learning and teaching.
● To enable them to foster creative thinking among pupils for
reconstruction of knowledge.
● To develop communication skills and use information technology for
effective communication.
● To develop competences to utilizes community resources as
educational inputs.
● To create awareness of current thrust areas in education.
● To develop awareness about Role of Education in building up a
democratic and secular society.
● To develop competencies in school management.
● To develop skills in preparation and use of instructional materials.
The above objectives are achieved through the various
activities of the institution. Ours in only one Govt. B.Ed. College in
Raigad Dist. As the medium of institution is Marathi it fulfills the needs
of society. We permit 70% students from the graduates of Mumbai
University. In which most of the local students are admitted.
3.
Enumerate the 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, BOS, etc.).
Our institution has state Govt. management. All the
appointments are done by Maharashtra State Public Service
Commission. There is local advisory committee also. There are
different committees like purchase committee, admission committee,
library committee, scholarship committee, extension, gymkhana,
students’ council, etc. The decisions are taken unanimously. The
meetings of the above committees are held as per the demand and the
minutes of the meeting are recorded in a register.
4.
How does the management and head of the institution ensure that
responsibilities are defined and communicated to the staff of the institution?
Our institution has Govt. organization. All appointments are done by
M.P.S.C. The Principal assigns the duties and responsibilities to the staff
members and other non teaching staff of the college. The duties are defined
and communicated to the staff by meetings, notices, informal talks, annual
plan, etc. All our activities are preplanned. Each activity is related with one
coordinator. Everybody knows/familiar with their responsibilities.
5.
How do 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?
Self appraisal forms duly filled by the faculty are recommended by the
Principal and they are sent to Hon. Director (H.E.) for their observation. By
these forms the information regarding the activities in the college is conveyed
to the management. Feedback is also taken form students, parents &
teachers. All stake holders are free to give their suggestions. There is a
suggestion box kept in the hall which helps to ensure about collection of valid
information.
6.
How does the institution identify and address the barriers (if any) in achieving
the vision / mission and goals?
There are few barriers such as discipline barrier, campus, development
barrier, lack of faculty lack of funds, changes in time table, late admission,
etc. But we try to overcome these barriers by trying our best. The help from
community is taken for fund raising. Lecturers for CHB are appointed. Extra
lectures are arranged in the timetable for late admitted students. For campus
development help from YCMOU and regular students is taken.
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 encourages for the support by organizing meetings.
All are members think for the institutional progress. The subjects of the
meeting are conveyed in advance. Sometimes new topics / subjects are
discussed. The responsibility is assigned to everybody and it is seen that the
work is done according to the schedule. Year plan is also prepared and all
the activities are carried out according to it. We follow democratic way of
decision making Plan of action is decided after discussion. All members are
free to suggest for effective action & decision making. There is co-ordination
in all department.
8.
Describe the leadership role of the head of the institution in governance and
management to the curriculum, administ5ration, allocation and utilization of
resources for the preparation of students.
Our principal worked as member of B.Ed. curriculum reformations
committee at Shivaji University, Kolhapur. For the sake of good teachers
training we utilize resource from commui8ty also. We get funding from state
plan. At the beginning of every academic year we prepare a plan for economic
distribution. Also, the Principal gives motivation to different workshops are
prepared by the in-charge teachers. Principal gives motivation to all the staff
members for smooth implementation of the planning. Review is taken after
each program. Extra curricular activities lie beautification of campus, tree
plantation, social service activities are carried out from time to time
6.2
1.
Organizational Arrangements
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.
Name of the committee
Administration
In-charge
Principal
Duties
Total administration of
the institution
Planning
Dr.BG. khade
Yearly plan, changes in
daily
plan,
overall
discipline.
Library
G.R. Patil
Purchase of new books,
entry, daily issue of
books, maintenance of
library.
Scholarships
Mrs, Darne
Notification and filling up
forms of
Salary, cash
Mrs. Javre
Monthly salary fee, bills,
etc.
Purchase
Mrs. Javre
Purchasing of goods of
requirement.
Extension
Prof. S.A. Sonawane
Extension activities.
Vidyanidhi
Prof. P.P.Subjedar
Publication of annual
magazine.
DACEE
of
Mumbai Prof. S.S. Paithankar
Extension
work
for
University
10grace marks.
Student Council
Dr. B>G. Khade
Formation of student
council
and
implementation
of
activities.
Maintenance
P.W.D. Dept. of State Maintenance of college
Govt.
and campus.
YCMOU Batch 2009-11 Dr. N.A. More
Conducting a course
FOURFOLD ADMINISTRATION PLAN (2010-11)
1. Joint Committees
Sr.No
1
2
3
4
5
6
7
Committee
Collage Magazine Committee
Wallpapers Committee
Annual Social Gathering And Prize
Distribution Committee
Sexual harassment Prevention
Committee
Teachers Study Forum
P.P. Subhedar
Felicitation Committee
Incharge Prof.
S.S. Paithankar
S.S. Paithankar
Dr.B.G. Khade
P.P. Subhedar
Dr.N.A. More
P.P. Subhedar
S.S. Paithankar
2. Academic Departments
Sr.No
1
2
3
4
5
6
7
Department
English And Eng. Literary association
Marathi And Marathi Vangamay
Manadal
Geography And Env. Education
Science
Mathematics
Extension Education
IQAC
Incharge Prof.
S.S. Paithankar
Dr.B.G. Khade
S.A. Sonawane
Dr.N.A. More
P.P. Subhedar
S.S. Paithankar
Principal Dr.R.A.
Bhoslay
3.
Sr.No
1
2
3
4
5
6
7
8
9
10
11
Committee for CO-Curricular Activities
Department
Competitive Exams Employment
Guidance And Placement Cell
Student Council
Science club
Ladies Association
Academic competition
Social Service
Alumni Association
Prayer And Weekly Paripath
Art And Cultural Programs
Extension Activity
Tea Club
Incharge Prof.
All teachers
Dr.B.G. Khade
Dr.N.A. More
P.P. Subhedar
Dr.N.A. More
S.A. Sonawane
Dr.B.G. Khade
All teachers
S.S. Paithankar
S.S. Paithankar
S.S. Paithankar
2. Give the organizational structure and the details of the academic and
administrative bodies of the institution?
Organizational structure -
Secretary (H.E.)
Joint Secretary (H.E.)
Secretary (H.E.)
Honourable Director
(H.E.)
Regional Administration
(Joint Director H.E.)
Principal of the institution
(Institutional &Academic)
(Joint Director H.E.)
Teaching and Non teaching
staff of the institution
Students
3. To what extent is the administration decentralized? Give the structure and
details
of its functioning.
The administration is decentralized by distributing the work to different
sections or committees as per the above diagram.
SS
YCMOU
B.Ed.
course
Guidance
&
Placement
cell
Students'
Council
Admission
Committee
Alumni
associati
on
B. C. Cell
Vidyanidhi
Principal
Hostel
Library
Social
Service
Annual
Planning &
Daily
Planning
Extension
Examinati
on
4. How does the institution collaborate with other sections/departments and
school
personal to improve and plan the quality of education provisions?
We are having the institutions like D.I.E.T., I.T.I. very near to us. The
students from
E.I.E.T. live in the same Boys hostel in our campus. Our play
ground is used by the above institutions. Our experts are made available for
different workshops conducted by D.I.E.T. Our library is also shared by the
staff
members of D.I.E.T. in this way we have the interactions. We are having the
collaboration with other sister concerns like secondary Training College
Mumbai,
Gove. Colleage of Education Ratnagiri. We are having collaboration with the
few
ocal senior colleges like A.S.C College , C.K.T. College, Mahatma B.Ed.
Collage
Vispute E.Ed. College, etc. Our principal remains present there as Gove.
Nominee for interviews. Local colleges are CET centers for B.Ed. admissions.
We are having collaborations with few social institutions like Karnala Sports
Academy, Malhar Network, Roatary club, Laxmi eye institute, Ekata Mahila
Manch, etc.
5. Does the institution use various data and information obtained from the
feedback
in decision-making and performance improvement? If yes, give details.
Some changes are made in the annual plan, daily timetable, internal
exams, etc. taking in to consideration the information & suggestions
obtained from the feedback by students, parents, etc.
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 conductive environment)
Institution promotes cooperation in the faculty by assigning group
responsibility, for example, project work, annual gathering, social services
&
practice teaching. Sharing of knowledge is done by group discussions.
Empowerment of the faculty is done by recommending them to different
refresher, orientations courses, seminars, etc.
6.3
Strategy Development and Deployment
1. Has the institution an MIS in place, to select, collect align and integrate
data and information on academic and administrative aspects of the
institution?
The institution has management information system in place. All
the data of government and institutions under the joint secretary
region is collected and made available. The information like the
status of the college, number of students recruited staff, vacant
seats, official staff, fee structure, etc. is available at joint director's
office.
2.. How does the institution allocate resources (human and financial) for
accomplishment and sustaining the changes resulting from the action
plans?
The institution allocate resources (Human) according to the
different sections. Financial resources are planned according to the
needs of the institution.
3. How are the resources needed (human and financial) to support the
implementation of the mission and goals, planned and obtained?
If needed the human & financial resources are taken from
outside. C.H.B. lecturers are appointed for practice teaching & vacant
posts. For beautification of the campus, financial support from NGO's &
well-wishers is obtained. The sources of income for the program in
particular and the institution in general are legitimate & known. Financial
planning ensures that no planned activity is withheld or dropped due to lack
of funds. The financial management. All items of expenditure are budgeted
& known. The overheads in expenditure are managed within acceptable
limits & there is a transparency in transactions.
4. Describe the procedure of developing academic plan/ How are the practice
Teaching schoolteachers, faculty and administrators involved in the planning
process?
Academic plan is developed taking into consideration the term
dates given by the university. The planning of practice teaching is done
according to the dates given by respective practicing schools. Academic
plans are developed taking into considerations all the practical, work
internal
&external exams. Faculty discusses it among themselves. Guide lines are
taken from the administrators. Academic plan is displayed on the notice
board.
5. How are the objectives communicated and deployed at all levels to assure
individual employee's contribution for institutional development?
Objectives are communicated & discussed from time to time.
Individual employee is motivated to work for his institution. There is a
feeling
of brotherhood and all are supposed to be a part of a family
6. How and with what frequency are the visions, mission and implementation
plans
monitored evaluated and revised?
Vision, mission & implementation plans are monitored from time
to
time. At the end of the year objectives are evaluated. If needed they are
revised.
7. How does the institution plan and deployed the new technology?
The institution plans & deploys new technologies wherever there is a need.
Sometimes guidelines from the higher authorities are received and action is
taken according to that.
6.4
Human Resource Management
1. How do you identify the faculty development needs and career progression of
the
staff?
The faculty development needs are identified after assessing
their
self appraisal forms. Sometimes with the implementation of revised syllabus
there is a need of faculty development. Newly recruited teachers have to
complete orientation & refresher courses. These entries are made in the
service book.
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 faulty and other staff?
The director (H.E.) provides self appraisal forms. The dually filled
forms are checked and counter signed by the head of the institution. Again
they are sent to the Director (H.E.) promotions, increments, placements are
issued by studying the remarks by the higher authorities.
3. What are the welfare measures for staff and faculty? (Mention only those which
affect and improve staff well-being, satisfaction and motivation)
As our institute is Government institute the welfare measures like G.I.S. and
G.P.F. are implemented. The faculty is having other measures like L.I.C.,
P.P.F., recurring, etc.
4. Has the institution conducted any staff development program for skill upgradation
and training of the teaching and non-teaching staff? If yes, give details.
The institution conducts staff developments programs like
lectures, expert's advice, informal training, guidance regarding various
circulars etc. For non-teaching staff short training programs are arranged in
the institution or they are sent to such courses in sister institutions.
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.)?
The staff is recruited by state Government only. The information
regarding vacant posts, approved posts, posts after retirement are informed
to
the Government & the government recruits these posts. Salary is given
according to the Govt. scale. Service books are maintained from time to
time.
All leaves are granted as per the Government rules & regulations.
6. What are the criteria for employing part-time/ Adcock faculty? How is the parttime/
Adcock faculty different from the regular faculty? (E.g. salary structure,
workload,
specializations)
Part time teachers are recruited by the principal only. The work
load is assigned as per the guidelines. Consolidated salary is given.
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 advance study, research, participation in
seminars, conferences, wor4kshoops, etc. and supporting membership and
active
involvement in local, state, national and international professional associations)
For professional development of the faculty they are
recommended for orientating & refresher courses. They are encouraged to
participate in different seminars, workshops & conferences. Circulars &^
brochures are circulated among the staff & they are informed. Magazines
like
'shikshan Samiksha'
newspapers
University
News,
'Sikshan
Sankraman',
daily
provide information regarding that.
8. What are the physical facilities provided to faculty? (Well-maintained and
functional office, instructional and other space to carry out their work effectively)
our college is situated on a large area of total 15042 sq. meters.
Hence we have big class rooms, seminar room, staff room, functional office
and non-functional office, instructional & other space to carry out the work
effectively. Every faculty is having a separate cabin with a computer and
sore
well. All the rooms are on the ground floor only. Our campuses green with
trees which help to maintain cheerful ambience.
9. What are the major mechanisms in place for faculty and other stokeholds to
seek
information and / or make complaints?
The information regarding the admissions, university exams,
dates
of YCMOU contact sessions, results are displayed on the notice boards. All
the members of the college also provide information regarding it. There are
no
such complaints, still, The information regarding the scholarships, T.C.'s,
etc.
are given via telephone. Sometimes they are informed by post also.
10. Details 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.
Work load policy is decided as per the guidelines of state
Government and Mumbai University. A copy of daily timetable is attached.
11. Does the institution have any mechanism to reward and motivate staff
members/ If
yes, give details.
The institution has definitely a mechanism to reward & motivate
staff members for their outstanding achievements. They are felicitated &
congratulated in the presence of students. Also their achievements are
published in the college annual magazine 'Vidyanidhi'. Their achievements
are
noted in the self appraisal report.
6.5
Financial Management and Resource Mobilization
1. Does the institution get financial support from the government? If yes, mention
the grants received in the last three years under different heads. If no, give
details
of the source of revenue and income generated.
As ours is a Gove. Institute we get financial support from the Govt. The
grants received in the last 3 years is as follows,
Year
Grants
2009-10
2 lakhs
2008-09
2 lakhs
2007-08
99,423
2. What is the quantum of resources mobilized through donations? Give
information
for the last three years.
We first make the list of improvements to be made urgently. Then it is
approved by the state Govt.& aid is received. Some improvements are made
with
the help of the community.
3. Is the operational budget of the institution adequate to cover the day-to-day
expenses? If no, how is the deficit met?
Operational budget of the institution is sometimes adequate to cover the
day to day expenses. But the grants are sometimes delayed. Sometimes the
demand is to be made in advance. Some adjustment from the development
fund
of UCMOU is made.
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)
Some quality programs are arranged. The planning for the budget is to
be
dome in advance. Sometimes after allocation of budget the expender is
increased
& for that, again, some special grants are to be asked for. Sometimes faculty is
also changed.
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 paragraphs, objections raised and dropped).
The accounts are audited regularly. For internal audit, principal monitors
it.
External audit is done by Govt. auditors.
6. Has the institution computerized its finance management systems? If yes, give
details.
The institution has the computerized finance managements system.
Budget distribution slips are received from the computers.
6.6
Best practices in Governance and Leadership
1. What are the significant best practices in Governance and Leadership carried
out
by the institution?
The institution has well established functional organizational structure &
governance system for planning, implementing, monitoring & evaluating the
administrative and academic provisions of the institutions.
Additional Information to be provided by Institutions opting for reaccreditation
/Re-assessment
1 What were the evaluative observations made under governance and
Leadership in the Previous assessment report and how have they been
acted upon?
Nil.
2. What are the other quality sustenance and enhancement measures undertaken
by the institution since the previous assessment and Accreditation with regards
to
Governance and Leadership.
Since the previous assessment and accreditation with regards to
Governance & Leadership, we would like to inform that the institute has a
regular
Principal, Joined recently, and recruited by M.P.S.C. The institution maintains
adequate number of academic & administrative personnel & sufficient
resources
to ensure that the institution meets the standards of regulatory & professional
bodies.
Criterion VII: Innovative Practices
7.1
Internal Quality Assurance System
1.
Has the institution established Internal Quality assurance cell (IQAC)?
If yes, give its year of establishment, composition and major activities
undertake.
The institution has established IQAC in the year 2010
Its composition:



Chair person - Head of the institution - Dr. Raamaa A. Bhoslay
A few senior Administrative officers - Joint director (H.E.) - Mr.
Gupta
Teachers - Dr. B.G. Khade
Mrs. P.P. Subhedar
Dr. N.A. More
Shree S.A. Sonawane
Mrs. S.S. Paithenkar
 Member from management - Our Institution is a Govt.
Organization
 Nominees from local society - Dr, Neeta M. BIrari
Mrs. Manasi Vaishampayan
Co-coordinator of the IQAC - Mrs. S.S. Paithenkar
Major activities:-





2.
To review the yearly performance of the institution.
To guide the faculty regarding the various activities.
To provide facilities for all round development of the students.
To provide expert guidance.
To develop feedback program for practice lessons.
Describe the mechanism used by the institution to evaluate the
achievement of goals and objectives?
There is no formal mechanism but in formally and time to time
review is taken of the activities and overall development of the institution.
Our daily routine arranged in such manner that ultimately covers up our
goals and objectives.
3.
How does the institution ensure the quality of its academic programs?
It is seen that the activities run smoothly according to the yearly
plan. Each faculty tries to complete the syllabus prescribed by the
University. Each faculty uses innovative techniques, tries to update his
knowledge and consults with the other sister concerns. It is seen that all
the programs are completed within the given period and maintaining the
quality in it. We prepare a plan of action after discussions in meetings. In
next meeting all members reviewed that plan. But we can't use standard
tool for evaluation of each program. If there are some lacuna's in plan of
action we well rectify it and make some changes in a plan, this process
helps us to ensure the quality of academic programs.
4.
How does the institution ensure the quality of its administration and
financial management processes?
The quality of administration is ensured by completing the tasks
within given time. Admissions, Scholarships, enrollment, notices, filling up
examination forms, maintaining the office record, budgets,etc. are
completed within the time. If needed the work is completed in extra timing.
Financial management is done according to the guidelines of Hon. Director
of Higher Education. Govt. audit is a part of our financial management.
5.
how does the institution identify and share good practices with various
constituents of the institution?
There is a co-operation among all the constituents of the
institution. Ours is a small unit and we suppose as a part of united family.
So there is always a feeling of oneness and brotherhood and all are bind
to the progress of the institution.
7.2
Inclusive Practices
1.
How does the institution sensitize teachers to issues of issues of
inclusion and the focus given to these in the national policies and the
school curriculum?
We have one unit of content - cum - methodology in our
methodology in our methodology syllabus. Where, analysis o content is
one part of the practice. Here focus given on inclusion. Even textbook
bureau (Balbharati) also very sensitive towards inclusion while preparing
books they given emphasis on national policies. Certain changes carried
out in curriculum reframing process in 2004. They give more importance
for life skills as per our national policies.
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?
All the students are given a copy of syllabus at the beginning of
every academic year. Students are informed about all the syllabus books
prescribe by Maharashtra State Govt. All our practicing school are having
co-education and most of them are aided schools. In college the activity
like daily prayer, weekly Paripath, impart of values, club activities and
house activities, give training of inclusion. The Students are divided in
different groups consisting of boys and girls serially. Co-operatively they
work together. Through their syllabus also they learn the topics like gender
discrimination, education of exceptional child, globalization, etc.
3.
Details on various activities envisioned in the curriculum to create
learning environments the foster positive social interaction, active
engagement in learning and self-motivation?
We motivate our students to learn. We maintain a friendly
interaction with the students. Some students are living in hostel, so they
have the feeling of a member of one family. During regular teaching we
encourage the students to ask difficulties. They are well come in open
discussion. The activities like seminar, open book exam, tutorials,
simulated teaching: develop social interaction and which actively engage
the students in learning and self motivation. We invite clite dignitaries on a
various co-curricular activities and tries to motivate students. These types
of learning culture in our institute motivate students themselves.
4.
How does the institution ensure that student teachers develop
proficiency for working with children from diverse backgrounds and
exceptionalities?
We are having total 22 practicing schools which in which there are
Rural as well as urban schools. Some schools are aided, private,
municipality schools; as there is diversity in the schools the students get
chance to develop proficiency for working with children from diverse
backgrounds and exceptionalities. Theory part behind it, we explained
during daily lectures.
5.
How does the institution address to the special needs of the
Physically challenged and differently disabled enrolled in the institution?
The institution addresses to the special needs of the physically
challenged and differently disabled students as per their demand.
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)?
At the beginning of the year students are introduced to the
activities of women's cell and anti-ragging committee. There is a
suggestion box kept in a lecture hall. In our staff the female teachers are
more in number as well as in office all the clerical staff is of female only.
There are two ladies representative in the student council. All the teachers
maintain friendly relationship with the students. So there are no such
issues. We also impart value education and guidance regarding the core
elements like gender equality. Students are encouraged to present
programs on core elements in house activities. In our institution there is
separate women's cell formed as per rules and regulations of Mumbai
University. One societal worker and one advocate are members of our
women cell they provide legal advice to our female students
7.2
Stakeholder Relationships
1.
How does the institution ensure the access to the information on
organizational performance (Academic and Administrative) to the
stakeholders?
Parents, members from local population, students, passed
students; teachers and experts from community are all our stakeholders.
Whenever they visit the college, through informal discussions our
academic work is informed to them. Sometimes reports of our major
activities are published in the newspapers. Through our annul magazine
'Vidyanidhi' a yearly report of academic as wells co-curricular activities,
results are publicized. Our magazine is distributed in all major academic
colleges and Government institutions. Through this also the information is
conveyed
2.
How does the institution share and use the information / data on success
and failures of various processes, satisfaction and
dissatisfaction of student
and stakeholders for bringing qualitative improvement?.
At the end of every academic year faculty reviewed their yearly
work by filling self appraisal forms. They compare the progress with the
earlier year. They think over of their some what failures, if any. The entire
faculty discus among themselves the overall performance of the students.
Review is also taken of the yearly programs and their planning. Annual
working days, available days for teaching, days for extra activities,
contribute in the success of failure of various processes. But after all, all
the activities try to bring the qualitative improvement of the institution.
3.
What are the feedback mechanism in vogue to collect, collate and
data from students, professional community, Alumni and the
stakeholders on program quality? How does the institution use the
information for quality improvement?
At the end of every academic year feedback is received from the
students regarding the teaching of faculty. Informally students' opinion is
taken regarding the course. N the gathering of Alumni feedback is
received. The suggestions of alumni, regular students and stakeholders
are conveyed to all factors of institution. Sometimes if possible the
suggestions are implemented. Sometimes some changes in the annual
plan are done
Additional Information to be provided by Institution opting for Re-accreditation
1.
How are the core values of NAAC reflected in the various functions of
the institution?
Core values of NAAC are as follows:-
1. Contributing to national development
2. Fostering global competencies among students
3. Inculcating a value system among students
4. Promoting use of technology
5. Quest for excellence
We try to pursue these values through our different activities in
the following way:1. We prepare teachers so that they can contribute to National
Development. We try to give them enormous experiences so that they
Can serve for the cause of social justice, ensuring equity and creating
interest for teaching. When these teachers take up teaching professing they
definitely contribute to National Development. They try to implement theory
knowledge into practical.
2. We try to develop every skill of the student. To have the global
competencies among students we give chance to their creativity,
innovativeness and entrepreneurial skill. For that we establish
collaborations with our sister institutions, local agencies, NGOs, etc.
3. As our courses teachers training we try to impart most of the values
among students. Through the teaching of paper like Philosophy,
School
management, etc. the imparting of values is informal. Through
the
activities
pursued.
like
daily
prayer,
weekly
panipath,
cultural
Students are encouraged to collect good thoughts, prepare wall
papers,
etc. Through the activities like social service the co-operation
and
leadership is pursued. Different group works, project works also
helps a
lot.
4. We made available all the latest electronic equipments. Students are
encouraged to make use of it. They take lessons with the help of
computers. Results are prepared with the help of computers. Our library is
under computerization process and we are giving facility of internet.
5. We see that every student reaches up to excellence. We try to
improve
our results continuously. We try to identify the strengths and
weaknesses of our students in the teaching and learning process. And
give guidance of feedback according to that.
Declaration by the Head of the Institution
I certify that the data included in this Self – Appraisal Report (S.A.R.) are true to
the best of my knowledge.
This S.A.R. is prepared by the institution after internal discussions, and no part
thereof has been outsourced.
I am aware that the Peer team will validate the information provided in this S.A.R.
during the Peer team visit.
Signature of the Head of the Institution
with seal
Place:
Date: