PART – II
THE EVALUATIVE REPORT
INSTITUTE OF ADVANCED STUDY IN EDUCATION
AIZAWL: MIZORAM
II. 1. Executive Summary
The College of Teacher Education was accredited by NAAC in the year 2009. The
Peer Team Report for the NAAC on Institutional Assessment and Accreditation had made
several comments and recommendations for the improvement of the Institution. Since the last
accreditation in 2009, the College of Teacher Education had been upgraded to the status of
Institute of Advanced Study in Education in 2012. The up-gradation of the CTE to an IASE
has opened avenues for the continuous professional development for Secondary School
Teachers, Teacher Educators of CTE, DIETs, SCERT and MBSE and other personnel in
Education services with the introduction of the M.Ed. Programme in 2012.
The IASE prepared an institutional Perspective Plan for the XII Plan in order to play its
enhanced role as an IASE while continuing its functions as a CTE which is in compliance to
the order issued by the MHRD GoI at the time of issuing upgradation order (there are no
other CTEs in Mizoram). Based on the recommendations of the NAAC Peer Team Report on
Institutional Assessment and Accreditation during their visit on the 27th & 28th March 2009,
and along with a comprehensive SWOT analysis of the institution preceded the process of
planning.
With a Programme Advisory Committee (PAC) constituted by the State Govt., for
advising and monitoring the Institution, the implementation of action plans prepared for
taking on the task of meeting challenges of problems presently being faced in the State is
carried out in earnest. The institution plan of action has given directions for implementing the
objectives of developing the professional capacities of faculty for which a series of
workshops, seminars, trainings, etc. have been conducted in a sustained manner. Constitution
of IQAC and various Cells & Committees complies with the orders of regulatory bodies and
facilitates the day to day functions of the Institution.
The integration of ICT into the overall functions of the Institution has been one of the
most significant developments of the Institution. This is evident in the automation of the
library and administrative section, internet facilities, e-journals; the establishment of the UGC
resource room, the language laboratory, use of smart classrooms, and all faculty becoming
computer literate. Documentation of all institutional work and activities is being practiced.
Strengthening Institutional infrastructure, both human and physical, to enable increase
in the intake capacity for pre-service students to meet the demand for trained teachers at the
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secondary and higher secondary schools and also to clear the backlog of untrained in-service
teachers is becoming a reality with extension of the building, making provisions for hostels
for both male and female students and increasing the number of programs being offered.
Construction of Indoor Sports infrastructure, the single largest multiple complex by an
educational institution in Mizoram is nearing completion. As per recommendations of the
Education Reform Commission Mizoram 2010, a B.Ed. Multi Mode Programme Design was
developed by the Institution and is in the process of being implemented in 2014. The
Institution provides transport for students
Improving the quality of INSET programs for better classroom practices through
development of training modules and materials and the conduct of trainings and workshops
based on needs analysis is gaining momentum with the development of a Training
Management System with the collaboration of Rajiv Gandhi Foundation.
Significant improvements have been institutionalized in the transaction of the
curriculum both in theory and practicum. The establishment of computer and language
laboratory and linkage with schools has been fostered with annual school visits to establish
and identify lab schools for practice teaching and research projects have improved the overall
performance in the programmes. University Examinations have a consistently high pass
percentage in B.Ed. and M.Ed. The school visits double as surveys for the collection of
various data of educational significance and to spread awareness in schools of the academic
resource support available to them at the IASE. Linkages with the Deptt of School Education,
RMSA, TEIs and other concerned organizations are also being forged through improved
systemic lines of communication.
Curriculum and Syllabus Revision for B.Ed. and M.Ed. were done in 2013 by the
Affiliating University, i.e. Mizoram University. Both the B.Ed. and M.Ed. Programme follow
the semester system. Development of professionalism, promotion of professional efficiency
and attainment of higher achievements in scholastic fields remain the cherished goal and ideal
of IASE.
A research culture has been established at the IASE and has published the first
institutional research work titled “A Study of the Impact of Education on Maternal Care and
Upbringing of Children in Mizo Family from the Christian Perspective”. Research
collaboration with NUEPA on “A National Study of working conditions of Teachers in
Government Schools” is underway. The IASE Aizawl had made a proposal for setting up a
“Regional Resource Centre for Educational Research and Development” which the concerned
Department has approved and put up for final approval from the State Govt.
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Day Care Centre is in the process of being made functional which will benefit
students, staff and the community at large. IASE is the only recognized study centre in
Mizoram offering B.Ed., M.Ed and M.A (Education) for IGNOU.
Present Status of IASE Aizawl.
The IASE/CTE is under the Department of Higher and Technical Education, Government of
Mizoram. It is affiliated to Mizoram University and recognized by NCTE vide No. 714/2000-ERC/1490; Dated July 6. 2000.
CTE was permanently affiliated to NEHU till 2000 when Mizoram University, a Central
University became instituted the same year to which the College became affiliated. The B.Ed.
Course follows the course of study prescribed by the University in accordance with the NCTE
Curriculum Guidelines. The University conducts both Theory and Practical Examinations.
The UGC in its letter No.F.8-133/2005(CPP-1) dated 8th July 2005 has accorded recognition
and included it in its list of Govt. Colleges teaching B.Ed. under Section 2(f) and 12(b) of the
UGC Act, 1956.
The UGC in its letter F. No. 8-133/2005(CPP-1/C) Dated 10th October 2013 has given
recognition in the change of name in the list of colleges maintained under Section 2(f) & 12(B)
of the UGC Act 1956, from College of Teacher Education, Aizawl, Mizoram to that of
Institute of Advanced Study in Education, Aizawl, Mizoram.
The Mizoram University, Aizawl, Mizoram in its letter No.MZU/CDC-1/9/12/882 Dated 10th
December 2012 has given recognition to the change in nomenclature of College of Teacher
Education, Aizawl, Mizoram to that of Institute of Advanced Study in Education, Aizawl,
Mizoram.
The Government of Mizoram in its Notification No.B.19020/8/2012-HTE(CTE) Dated 14th
June 2013 has notified the upgradation and change in nomenclature of College of Teacher
Education, Aizawl, Mizoram to that of Institute of Advanced Study in Education, Aizawl.
Approval and recognition was granted to run the M.Ed Course at the 131st Meeting of the
ERC/NCTE at Bhubaneshwar held from the 15th-18th February 2012 under Sl.No.217.ER131.6(i).10 vide letter No.ERC/07/Gen/2011/10534 dated 3rd March 2012
Approval of the M.Ed. Syllabus had been approved by the School Board and the Board of
Studies, Mizoram University in 2011.
Affiliation and approval of the IASE by the Academic Council, Mizoram University was
granted in June 2012 vide No.MZU/CDC//1/9/12/853 dated 11th June 2012.
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II. 2. CRITERION I: CURRICULAR ASPECTS
1.1 Curricular Design and Development
1.1 Curricular Aspects
1.1.1 State the objectives of the institution and the major considerations addressed by them?
(Intellectual, Academic, Training, Access to the Disadvantaged, Equity, Self
Development, Community, and national Development, Issue of ecology and environment,
Value Orientation, Employment, Global trends and demands, etc.)
Institutional Objectives:
The main objectives of the Institution for the professional preparation of prospective and
in-service school teachers and improvement of classroom practices are listed below:
1.
Preparation of prospective teachers and meeting the demand for trained teacher at the
secondary and senior secondary school through the B.Ed. Programme of study.
2.
Preparation of prospective teacher educators and professional development of in-service
teacher educators and educational administrators through the M.Ed. Programme of
study.
3.
Conducting of M.Phil. and Ph.D. Programmes in Education.
4.
Meeting the demand for the need for Science and Mathematics teachers in schools
through various incentives.
5.
Clearing the backlog of untrained in-service teachers of secondary and higher secondary
schools through a specially designed B.Ed. course which would be implemented on a
multimode basis which enable these teachers to acquire the degree without taking them
out of their teaching stations for extended periods.
6.
Providing quality and need-based programmes for continuing education and professional
development of secondary and senior secondary school teachers and teacher educators of
TEIs and educational administrators
7.
Creating a strong research centre for educational research and development for the
region and conduct advanced level fundamental and applied research and
experimentation in education
8.
Establish the Institution as a Regional Resource and Documentation Centre for
providing academic resource support and guidance in the development of curriculum
and learning material, educational planning and administration, development of modules
for training of educational administrators
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9.
Introduction of Physical Education programme offering D.P.Ed. of B.P.Ed. in the
IASE
10.
Introduction of Integrated B.Sc. B.Ed. Programme in the Institute
11.
Institutional expansion and capacity building
12.
To develop in teachers a thorough grasp and comprehension of the subjects to be
taught by them, along with the pedagogical skills
13.
To equip the institutions and the hostels appropriately for providing adequate
opportunities for disadvantaged groups.
14.
To have better linkage with International Organizations and Institutions of learning for
outsourcing resources and vice-versa and providing opportunities of exposure to
students as well as participating in Student Exchange programmes.
15.
To have the resources to help needy students desirous of continuing education.
16.
To conduct routine inspections and quality checks on Secondary Institutions on the
entire State for quality control and managements. But for which financial assistance
cannot be mobilized.
The Programmes of Study offered in the Institution
BACHELOR OF EDUCATION (B.Ed.)
The B.Ed. Curriculum comprises of five (5) broad curricular areas:
Area A:
Area B:
Area C:
Area D:
Area E:
Foundations of Education
Pedagogical Knowledge
Pedagogical Content Knowledge
Practicum and School Based Experiences
Add on Courses
Area A:
Foundations of Education
i)
ii)
iii)
This area comprises of three (3) papers namely:
Education and Development
Education: An Evolutionary Perspective
Secondary Education: Contemporary Concerns & Issues
– A1
– A2
– A3
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Area B:
i)
ii)
iii)
iv)
Pedagogical Knowledge
This area comprises of four (4) papers namely:
Understanding the Learner and Learning Process
Understanding the School Context
Curriculum and School
Assessment for Learning
– B1
– B2
– B3
– B4
Area A of the curriculum is concerned with issues related to the social and citizenship
context of learning such as aims of education, vision of education in India, diversity and
equity, ideas of educational thinkers, constitutional values of equality, justice, liberty,
fraternity and secularism.
Global issues on peace education, child rights, school and curriculum, environment and its
protection, globalization, internationalization, privatization, living in harmony within oneself
and with natural and social environment, inclusive education, caring values and developing the
self are all included within the area of Foundations of Education.
Area B aims to prepare teachers to present subject-content in developmentally
appropriate ways and with critical perspectives. It is therefore essential that several theoretical
concepts learnt during general education in school and college be revisited and reconstructed.
This is reflected in the papers within this area of study.
Philosophical and ideological basis of curriculum design, selection of knowledge, opportunity
for critical examination of curriculum by the faculty and students, design and analysis of
textbooks, negotiating curriculum, linking school knowledge with community, learning to
draw resources other than textbooks are all integrated within this area of study.
There is now ample scope for deep engagement with the curriculum thereby allowing students
and faculty to gain better insight into the dynamics of curriculum construction and transaction.
This would consequently enable them to become reflective practitioners in the field.
Curricular provisions for transaction of the above areas of study include theory classes
with in-built field-based units of study. Sessional work carrying a weightage of 30 marks in
each paper for conducting 1 (one) test and 2 (two) activities is a compulsory component of the
syllabus. The two activities are conducted in various modes such as workshop, seminar, group
work or individual assignment.
Area C:
i)
Pedagogical Content Knowledge (C-1 & C-2)
The subjects included under Pedagogical Content Knowledge area are:
Teaching of Social Science
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ii)
iii)
iv)
v)
vi)
vii)
viii)
Teaching of Geography
Teaching of History
Teaching of English
Teaching of Mizo
Teaching of Mathematics
Teaching of Life Science
Teaching of Physical Science
Area C aims to help learners understand school subjects and their pedagogic approaches
in the concrete context of the school and the learner by forging linkages among learner,
context, subject discipline and the pedagogical approach. The shift of focus from pure
disciplinary knowledge and methodology to the learner and his/her context is one of the key
departures of the pedagogical course in the revised curriculum.
Students have to choose two subject papers for study which are referred as C-1 and C-2.
Curricular provisions for transaction of the above areas of study include theory classes with inbuilt field-based units of study and practical teaching sessions. The preparation of learning
designs and learning sequences are a necessary component of practice lesson before delivery.
Sessional work carrying a weightage of 30 marks in each paper for conducting 1 (one) test and
2 (two) activities which is a necessary component of the syllabus. The two activities are
conducted in various modes such as workshop, seminar, group work or individual assignment.
Area D:
Practicum and School Based Experiences
Practicum to be conducted during the I Semester
D-1: Psychology Practical
Administration of Psychological tests, scoring and interpretation of the tests using
Standardised Tests of which a student has to complete a minimum of 3
psychological test from a given list.
D-2: Project Work
A student has to conduct I (one) item for her/his Project Work in any of the form
listed below:
Case Study, Action Research, Book Review, Psychological Study, Co-relational
Study, Analytical Study
D-5: Initial Experience and Internship
The Initial Experience and Internship are conducted in 2 phases. The 1st Phase consists
of the Initial School Experience conducted in the I Semester and is of I (one) week duration.
The Internship programme is conducted in the II Semester for duration of I (one) week.
(i)
The Initial School Experience is a field-based activity in the I Semester in which the
student gets to experience the school environment. To achieve the aim of the
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programme the student needs to observe the classroom processes, the school
infrastructure and/or any other component of the school environment and submits a
written report based on the criteria provided by the Institution.
Practicum to be conducted during the II Semester
Functioning as a Teacher
D -3 Preparation of Learning Sequence for C-1 & C-2 subjects
A student has to design 20(twenty) learning sequences, 10 (ten) for each subject, for
the method papers. They deliver the learning sequences at the time of
practice teaching
in
the Institution as peer teaching and in schools in actual school
situation.
D-4: Preparation of Learning Resources for C-1 & C-2 subjects
A student has to mobilize a minimum number of 5(five) appropriate learning
resources relevant to the learning sequence each has prepared in D-3. These
learning resources have to be used at the time of delivering the lessons in the
school.
D-5: School Experience and Internship in School
(i)
The Internship is also a field-based activity conducted in the II Semester. The student
functions as a regular teacher but with the support of his/her parent teacher education
institution. The performance of the student is assessed by the head of school in which
interned. Marks are allotted to each student-internee based on the written report of the
head of school in which he/she was interned.
D-6: Practice Teaching
Functioning as a Teacher will be conducted in four (4) phases amounting to a total period of
40 – 45 days in the II Semester.
1. Micro Teaching:
2. Simulated Teaching:
minimum of 4 lessons.
3. Practice Teaching in Schools:
4. Final Practical Teaching Examination:
17 – 18 days for the practice of teaching
skills
16– 17 days where a student will deliver
a
4 – 5 days where a student will deliver a
minimum of 4 lessons.
2– 3 days in selected Secondary
Schools conducted by the University
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Processes: A model lesson is demonstrated by teacher educators before starting micro
teaching classes. After micro teaching for 18 days, student teachers start macro teaching for 17
days.
Each student will teach 10 lessons in each teaching specialization (method subject). After this
student teachers go to different schools for practice teaching, practice teaching session at
school takes about 5 days.
Students are placed in a school for a period of 5 days to work as internee teachers so that in
addition to practice teaching, they take part in other activities of the school. Student teachers
are also given Project works to don in various theory papers.
Area E:
E-1
Add On Courses
Language Proficiency: Acknowledging the importance of language in the
transaction of the curriculum a course on language proficiency to enhance language
abilities for students of B.Ed. is included in the curriculum. This is conducted in a
workshop mode.
E-2 ICT Integration in Pedagogy: The promotion of ICT and its integration in pedagogy
will be studied in this course.
Modes of Learning Engagement
With a view to move away from theoretical discourses and lectures, the student teachers will be
required to be engaged in various kinds of learning experiences. Every course in the teacher
education programme provides specific engagements that are spelt out under each course. However,
the nature of engagement of the student teachers will be of the following kinds.
1)
Lecture-Discussion Session:
2)
Focused Reading and Reflection:
3)
Observation-Documentation-Analysis:
4)
Seminar:
5)
Case Study
6)
School Based Practical:
7)
Workshop:
Co-Curricular Areas
The Co-Curricular Committee is responsible for organizing all the co-curricular activities of
the Institution:
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1.
2.
3.
4.
5.
6.
7.
Games & Sports
Campus development work
Creative writing sessions and competitions
Educational Field trips
Visits to museums, community centres etc.
Morning assembly
College festival & Annual College Day
8.
9.
Observation of important Days (international, national & home state)
House competitions
AIMS AND OBJECTIVES OF MASTER OF EDUCATION (M.Ed.) PROGRAMME OF
MIZORAM UNIVERSITY
The M. Ed. Programme will be a professional programme aimed at comprehensive and
integrated professional development of teachers as well as personnel engaged in educational
management and administration. The programme is intended to address professional areas of concern,
knowledge, skills, and attitudes relating to how to teach and how to facilitate learning. It will also
focus on the role of teachers in changing global perspectives, meeting the requirements of “Education
of all” and preparing teachers to meet the challenges of the 21st Century and develop a global as well
as a national vision for Education in the modern concept of the 21st century.
The Programme seeks to prepare teacher educators and educational experts capable of
generating knowledge by the application of scientific method of inquiry or investigation, and to
develop a critical mind which can sense gaps in knowledge and find solutions to problems relating to
the theory and practice of education.
The M.Ed. curriculum seeks to:
1. Enable learners to acquire specialized knowledge and understanding about education as a field of
study, learner and the learning process, process of Education, Psychology for individual and social
development.
2. Develop ability to understand human behaviour and personality, and capability to apply this
knowledge and understanding to guide the learners to learn efficiently and effectively.
3. Develop a working knowledge of ICTs and their application for teacher empowerment.
4. Obtain knowledge about the research methodology of education and develop understanding of the
process of educational research and aptitude for and skill in conducting research in specialized
areas of education and statistical methods for data analysis.
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5. Develop knowledge and understanding of management, planning and financing of education; as
also develop managerial and administrative capabilities and skills to effectively manage
educational institutions.
6. Generate awareness and understanding of some specialized areas of education and human
development like:
a. Elementary Education
b. Secondary and Higher Secondary Education
c. Teacher Education
d. Distance Education and Open Learning
e. Curriculum Studies
f. Guidance and Counseling
g. Policy, Planning, Management and Financing of Education
h. Inclusive Education
i. Education Technology and ICT
The Course will also develop understanding and skills in formulation of research proposals,
field work, practicum and writing of dissertation.
CURRICULAR ASPECTS:
1:1
Curriculum Design and Development
1.
M. Ed Curriculum comprises six Core Courses (For 1st & 2nd Semester)
1.
M.Ed/1/CC/01
: Education as a Field of Study
2.
M.Ed/1/CC/02
: Learner and the Learning Process
3.
M.Ed/1/CC/03
: Methodology of Educational Research
4.
M.Ed/2/CC/04
: Process of Education
5.
M.Ed/2/CC/05
: Psychology for Individual and Social Development
6.
M.Ed/2/CC/06
: Statistical Methods for Data Analysis
The core curriculum is concerned with framework for how children learn, multiple dimensions
and stages of learners development. It also envisage the nature, purpose scope, areas and types of
research in Education, multiple perspectives of Pedagogy and the dynamics of individual
development. The curriculum try to clarify the characteristics of a set of data, types of variables of a
research study and statistical packages for analysis of data.
SPECIALISATION COMPRISES OF NINE (9) PAPERS (for 1st & 2nd semester)
A. Elementary Education
M.Ed/1/SP–A/1
: Elementary Teacher Education
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M.Ed/1/SP–A/2
: Early Childhood Care and Education
B. Secondary and Higher Secondary Education
M.Ed/1/SP–B/1
: Preparation of Secondary and Higher Secondary Teachers: Pre-Service
and In-Service
M.Ed/1/SP–B/2
: Curriculum and Evaluation at Secondary and Higher Secondary Level
C. Teacher Education
M.Ed/1/SP–C/1
: Pre-Service and In-Service Teacher Education
M.Ed/1/SP–C/2
: Pedagogy of Science Education
M.Ed/1/SP–C/3
: Pedagogy of Mathematics Education
M.Ed/1/SP–C/4
: Pedagogy of Language Education
M.Ed/1/SP–C/5
: Pedagogy of Social Science Education
D. Distance Education and Open Learning
M.Ed/1/SP–D/1
: Foundations of Distance Education and Open Learning
M.Ed/1/SP–D/2
: ICT in Education: e-learning
E. Curriculum Studies
M.Ed/2/SP–E/1
: Issues in Curriculum Development
M.Ed/2/SP–E/2
: Curriculum Transaction and Evaluation
F. Guidance and Counselling
M.Ed/2/SP–F/1
: Educational Guidance and Counselling
M.Ed/2/SP–F/2
: Assessment and Appraisal in Guidance and Counselling
G. Policy, Planning, Management and Financing of Education
M.Ed/2/SP–G/1
: Educational Policy and Policy Research
M.Ed/2/SP–G/2
: Educational Planning, Management and Financing of Education
H. Inclusive Education
M.Ed/2/SP–H/1
: Inclusive Education for Children with Diverse Needs
M.Ed/2/SP–H/2
: Education of the Disadvantaged Groups
I. Educational Technology and ICT
M.Ed/2/SP–I/1
: Educational Technology
M.Ed/2/SP–I/2
: ICT in Education
The specialization papers concern with issues related to early childhood care and Education and
the policy perspectives on ECCE Secondary and Senior Secondary Education. It also aims to
understand the roles and responsibilities of teacher and teacher education.
To familiarize the students to various methods of teaching different subjects, the course include
Pedagogy of Science, Social Science Language and Mathematics.
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The M. Ed Course covers Curriculum development, Guidance and Counselling, Policy
Planning, Management and Financing of Education to gain an insight knowledge of the above
mentioned knowledges. To realize the importance of inclusion of all children in Education, inclusive
education for children with diverse needs is also included in the specialization papers.
With the advancement of Science and Technology, the Course include Distance Education and
ICT in education to par with the latest development in the area.
III.
DISSERTATION
Formulation of Research Proposal for Dissertation
IV.
Field Experiences and Practicum in First and Second Semester consist of practical oriented task
like preparation of Research proposal, achievement test, blue print, development of interview and
observation schedule, construction of attitude scale, identification of research topic, critical study on the
implementation of SSA/RMSA/RUSA, appraisal of training programme organised by
DIET/IASE/SCERT etc. Other components include attending Workshop/Conference/Seminar,
internship, delivery of demonstrations lessons and organizing and conducting of one co-curricular
activity. Evaluations of any of the in-service teacher training programme organised by the resource
institutions etc.
In every paper Sessional Work has to be undertaken, the sessional work will include various
activities that are complementary to those papers. They have to carry out a number of activities and
submit the report to the concern teachers.
CO-CURRICULAR ACTIVITIES:
The students were divided into four groups they have to perform various co-curricular
activities such as: Observation of important International, National and State Days. Display themes
presentation, conducting seminar, attending workshop. Organising and participating in indoor and
outdoor co-curricular activities.
1.1.2. Specify the various steps in the curricular development processes
(Need assessment, development of information database pertaining to the feedback from
faculty, students, alumni, employers and academic experts, and formalizing the decision in
statutory academic bodies)
At the Institution Level: In the context of institutional development processes many
practices to improve the quality of transaction of the curriculum have been carried out and
institutionalized. The Institution has developed its own system of curricular design and
development where each teacher is assigned the crucial exercise of reviewing the course
outline of his/her respective subject with the main objective and intention of making desired
changes. These exercises had resulted in the exclusion of topics/themes obsolete to the needs
of the changing times and climes and those found overlapping with other course papers and
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the inclusion of those relevant to a growing, developing and progressing society in national
and global perspectives.
A system of Course Evaluation has been set up since 2011 so that each student makes
an evaluation of the Course that he/she is enrolled in. This is done on a proforma prepared by
the Institute two times a year, once at the beginning of the academic session and the second at
the end of the session. With the semesterization of the B.Ed. and M.Ed Courses, evaluation
will be done once in each semester.
The data obtained from these evaluations is collected and have played a major role in
the development of the revised curriculum.
The preparation of academic annual and monthly work plan has especially been helpful
in engaging with the curriculum and which has resulted in the concerned faculty offering very
relevant suggestion for improvement in content and transactional strategies.
State level planning and development of curriculum: The revision of the curriculum was
done in the light of the broad principles and concepts high-lighted by the NCF 2005 and
NCFTE 2009. A one-day Workshop was prepared for this purpose on the 5th February 2013 in
which resource persons were invited from the Mizoram University, SCERT, Mizoram Board
of School Education, Alumni members, educationists, retired teacher educators from the
Institute and experienced teachers form secondary and senior secondary schools. (Minutes of
Meeting documented and available)
The teacher educators of the college were also asked to specifically outline the ways
and means and manner in which they would want these vital concerns transacted in the
teaching-learning situation. Based on the collective suggestions and recommendations in the
Workshop, the faculty of IASE took up the task of developing the syllabus for the B.Ed. and
M.Ed.; paper by paper, unit by unit and topic by topic. These were accompanied by detailed
action plan for transaction of each unit along with the portion for field based study. These
workshops were held during the month of September and mid-November 2013
The draft document was subsequently submitted to the Mizoram University proposing
for revision of the curriculum in the month of November 2013. The Mizoram University took
immediate action of examining and making appropriate changes and the final permission was
passed by the Academic Council in December 2013. The revised M.Ed. syllabus was passed
by the same Council in June 2014.
1.1.3. How are the global trends in teacher education reflected in the curriculum
existing courses modified to meet the emerging needs?
and
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The expectations of the school system from a teacher change from time to time,
responding to the broader social, economic and political changes taking place in the society.
The revised curriculum of both the B.Ed. and M.Ed. Courses encompass all these aspirations
including the changing perspectives of education and the factors influencing educational aims
on the curriculum and transaction strategies.
National concerns such as equity and equality, quality education; global issues like
peace education, conservation of environment, inclusive schools, integration of ICT also find
an important place in the curriculum. These can be seen in Areas A & B of the B.Ed.
curriculum.
Shifts in the learning environment, pedagogy and roles of stakeholders to foster greater
responsibility for one’s own learning, continued and life-long learning, and from treating
knowledge as a ‘given’ to that of constructing learning through the constructivist approach and
research & enquiry oriented learning. Principles and approaches of andragogy and pedagogy
are explored and studied in the light of various school subjects.
The objectives and strategies of INSET programme also reflect global trends like
ecology and environment, population phenomenon, community development, value orientation
and norms, professional development, pedagogy and many of the issues and concerns listed
above.
1.1.4. How does the Institution ensure that the curriculum bears some thrust on
national issues like environment, value education and ICT?
The issue of Environment is covered by the theory paper “Secondary Education:
Contemporary Concerns and Issues” in Area A3 in the B.Ed curriculum and as part of the
Practicum work in the M.Ed. Curriculum. A major thrust in creating vital awareness of
environment and the need to do something about it has been made by the follow-up of
classroom learning with activity-based programmes. Each year, renowned and experienced
professionals are invited as resource persons by the college to hold talks and deliberation with
the students.
Observances of special days on environmental concerns are as under:






World Ozone Day,
International Day for Natural Disaster Reduction
World Environment Protection Day
World Forestry Day
World Water Day
Earth Day
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 International Day for Biological Diversity
 World Bio Diversity Day
 World Environment Day
Observances of these days are listed in the Fixtures (Calendar of Activities) in the
respective prospectus of the M.Ed. & B.Ed. Programmes.
Students are also given to work on some important environmental projects by actual
site-visits or on the spot investigations after which reports are submitted in writing. Paper
presentations are also made by students based on their field studies and visits which are
followed by group discussions. Collaboration with the Department of Forest in spreading
environmental awareness has become an annual event.
In the revised curriculum of the B.Ed. and M.Ed. curriculum Value education as an
independent topic is not included although it was a major area covered by the core paper
‘Education in Emerging India’ in the last curriculum. However, it may be said that all subjects
in the B.Ed. and M.Ed. course of study serve as important means for value inculcation.
Programmes and activities that are conducted alongside the curriculum mainframe, cocurricular and extracurricular, are vital components of value education. Value orientation and
development of crucial skills have also been made possible through activities listed in the cocurricular section on page which are conducted to focus towards the inculcation of values such
as teamwork, participation in sports, health & physical exercises, improvement in quality
issues etc. Programmes for development of life skills have also been conceptualized for both
B.Ed. and M.Ed. groups which are meant for imbibing basic values.
The inclusion of an add-on course on ICT in the B.Ed. Curriculum is the culmination of
the notable progress that has been made in ICT in the Institution. The course will be studied in
the I Semester and is titled “ICT Integration in Pedagogy”. The course will be transacted in
workshop mode and the syllabus has been developed by the Institution. Two Faculty members
namely Dr. Lalchawimawii Ngente and Ms. Zochhuani, attended the one-week Training
Workshop titled conducted by CIET, NCERT, N.Delhi in the month of May 2014.
The Institution plans to promote the use of ICT to help teachers and teacher educators
use ICT meaningfully for curriculum improvement and transaction through creation of
learning resources. It is now gainfully using ICTs to ensure retention of institutional memory
for supporting institutional learning and development.
1.1.5. Does the Institution make use of ICT for curricular planning? If yes give
details.
Yes, the Institution is making use of ICT for curricular planning in various ways.
16
The plan for the use of ICT in the curriculum can be explained through the following
parameters:
 Learning about ICT: faculty and students develop skills and knowledge in the potential
uses of ICT to support learning.
 Learning with ICT: faculty and students use ICT resources to support the classroom
curriculum.
 Learning through ICT: faculty and students use ICT to transform the process of
teaching and learning, learning in new ways.
It is acknowledged that learning about ICT will be necessary in order to successfully use ICT
tools to support the curricular objectives, and to learn in new ways.
Learning through ICT, which supports the general aim of ICT use in the School Curriculum,
places a greater emphasis on the recognition of individual difference, and the use of varied
approaches and methodologies in teaching.
In the process of revision of B.Ed. and M.Ed. curriculum, faculty gainfully utilized such
sources as the internet, e-journals, etc. for development of the curriculum.
1.2. ACADEMIC FLEXIBILITY
1.2.1 How does the institution attempt to provide experiences to the students so
teaching becomes a reflective practice?
that
An advantage of the Institution in achieving a high level of its stated objectives and
expected outcomes is the culture of academic flexibility that has been created in the working
environment. Being the only Teacher Education Institution in the State catering to the
secondary and senior secondary stage of education and for the development of teacher
educators, the Institution is able to set high standards of achievement.
In the transaction of the various papers, field based study has been incorporated to the
theory papers to enable students engage and internalize the concept and principles of the topic
of study. Classroom processes also include the constructivist approach as much as possible to
promote reflective practice.
However, it is in the practical components of the curriculum that maximum opportunities for
promoting reflective practice have been incorporated.
1.
Students begin the academic session with an Initial School Experience in which they
are sent to schools to receive a firsthand experience of the school environment. This is a 3 day
activity and students have to make various observations on a set of criteria prepared by the
17
Institution along with an individual report submitted to the faculty supervisor. Weightage of
marks allotted for this activity is 50 marks.
2.
A student has to submit a written report on each activity conducted in the Institution
whether descriptive or analytical or both. The student’s reports are recorded by the faculty
concerned and the reports are kept in their portfolio which is maintained by the Institution and
given to the students at the end of their studies in the Institution.
The practice of reporting and recording all activities within the curricular framework is
aimed at promoting a reflective practice by the prospective teachers.
Report of the Co-curricular activities highlighted on page are the practicum for which
the students write the reflective report.
3.
Practice Teaching is a programme taken up with much care, effort and sincerity. Prior
to the initiation of the actual programme, students are familiarized with the planning of lessons
and all the necessary rudiments of Lesson Planning- now termed Designing Learning
Sequence. After the acquisition of the desired degree of familiarity with the varying steps of
lesson planning, students are then acquainted with the transaction of the lesson.
4.
At the start of the actual programme of practice teaching, demonstration lessons are
held in the Institution Hall on all the method subjects where skilled and experienced teachers
are invited from outside in addition to the existing method teachers.
5.
Teaching in simulated conditions through micro and macro teaching is taken up for 3
weeks during which students are divided into small groups supervised by appointed Faculty.
On the fourth week, students are sent out in designated groups to Secondary and Higher
Secondary Schools within the city again under the close supervision, guidance and direction of
Teacher Educators. Feed-back is immediately given to students to provide early remediation.
6.
The 5th and 6th weeks of the Practice teaching session are utilized for Internship in
specially selected schools which hold more possibility and feasibility for honing the teaching
skills of the internees and provide maximum practicing opportunity to the student internees.
This is the follow up to the Initial School Experience taken at the beginning of the academic
session.
7.
Project Work of the B.Ed. curriculum and Dissertation of the M.Ed. Course: These are
compulsory and very important components of the two Programmes. Students are given ample
time to engage in the work and constant supervision and support is provided by the respective
faculty. At the end of the work, faculty and students hold discussions and reports are submitted
to the concerned faculty.
18
1.2.2. How does the institution provide for adequate flexibility and scope in the
operational curriculum for providing varied learning experiences to the
students both in the campus and in the field?
While the Institution prides itself in maintaining a disciplined routine in the transaction of the
curriculum, maximum flexibility is provided within any ongoing programme. Such flexibility
is evident in the following ways:1. Choice of subjects in Area C: Students can opt for any two subjects of their choice after
being provided orientation to the available repertoire of school subjects being offered.
2. Democratic selection of class representative and group leaders who take the lead in all
important curricular and co-curricular programmes and activities devised.
3. Formation of house/groups for fulfillment of co-curricular activities for an academic
year:
Students are included in the planning and organizing of all co-curricular activities and the
accompanying responsibilities of seeing any activity through to its conclusion.
4. Choice of co-curricular activities for an academic year:
The Institution has a list of co- curricular activities which cannot all be done in a single
academic session. Students can choose the activities that their particular batch would like
to do for that session.
5. Choice of practical work items is given to students in Psychology Practicals, Science
Practicals as well as Project work.
6. Selection of lesson topics in designing lesson sequences for practice teaching.
7. Promotion for self learning: the various ways in which this is encouraged is seen on page
___________
8. Inviting of experienced professionals, senior citizens and dedicated individuals and NGO’s
for holding talks seminars, campaigns and workshops in the college.
9. Organising and holding social functions, cultural programmes, condolence meetings and a
host of leading roles institutional programmes and activities where students often play the
leading roles.
10. Choice in the field-visits, educational tours or outside activities.
1.2.3. What value added courses have been introduced by the Institution during the last
three years which would for example: Develop communication skills (verbal & written),
ICT skills, Life skills, Community orientation, Social responsibility etc.
19
The introductions of several activities and programmes have been intensified where students
are provided with learning experiences inside and outside the Institution Campus. These
include the following:
a)
The installation of the language laboratory for the development of communication
skills. Students are taught communicative language skills with practice lessons and
phonetic skills. This is accompanied by creative writing and elocution
programmes. Time is allocated for practice of these skills twice a month.
b)
Remedial classes have also been started to help students in subjects in which they need
special guidance and support.
c)
Resource Room for developing ICT skills has been made available in the Institution.
Both faculty and students can practice their ICT skills as and when they have the time.
d)
Community Outreach programmes: Creating good relations with local residents and
giving awareness of the roles and responsibilities of IASE through invitation of
prominent persons, NGO leaders and experts in various fields of the locality in which
the Institution is located to participate in activities and programmes:
In the year 2013, the Institution had invited Mr. David, the first Mizo to have
scaled
Mount Everest, and who also happens to be a resident of the locality in which the IASE
is located. The Mountaineer spoke to the gathering of IASE/CTE teachers and students
about his struggle and achievement. The Institute presented him a Certificate of
Appreciation.
A differently-abled person from Vohbik Run, Republic Vengthlang was also given a
sum of money as charity aid.
e)
Field Visits have become an annual practice: these visits have been to centres such as
orphanages, de-addiction centres, museums, historical places of importance,
Doordarshan station and other centres of cultural, educational and religious importance.
Donations to needy persons and centres have been given from the contributions
collected from staff and students.
1.2.3. How does the institution ensure the inclusion of the following aspects in the
curriculum?
a)
Interdisciplinary/Multidisciplinary
Teacher Education is an amalgamation of all subjects related to school
education and beyond such as Psychology, Sociology, Philosophy, Technology and
20
Management, therefore the Interdisciplinary/Multidisciplinary approach has to be
followed in transacting the curriculum.
In the revised B.Ed. curriculum the teaching of several subjects that require an
interdisciplinary and multidisciplinary approach are included in Area A




Emerging Interface between Political Process and Education,
Education and Economic Development,
Education and Socio-Cultural Context,
Education and Individual Development.
In Area B of the same curriculum inclusion of
 Psychology,
 Educational Technology and Instruction,
 School Management and
 Evaluation
Members of the faculty have variety in their specializations, which enables them
to use inter-disciplinary/multi-disciplinary approach in teaching. The cognate or allied
combination in their specializations forms a distinctive ark of the faculty which is reflected in
their teaching.
1. Teaching of English
2. Teaching of Social Science
3. Teaching of Geography
4. Teaching of History
5. Teaching of Life Science
6. Teaching of Physical Science
7. Teaching of Mizo (MIL)
8. Teaching of Mathematics
b)
Multi-skill Development
The teacher education curriculum should be constructed in a way that it develops
multiple skills in the prospective teachers. Education and teaching is basically about the
integration of many disciplines and skills.
Development of teaching skills, learning skills, life skills and other practical skills
therefore forms an important part of the B.Ed. & M.Ed. Programme and which are imparted
through diverse activities and programmes. Preparations of teaching learning materials using
inexpensive and indigenous materials are strongly encouraged. Practical work for work-related
skills and Project work to develop skills in research and inquiry are important components of
the two programmes of study in the Institution.
21
Besides teaching skills which are taught through micro teaching practice, others like soft skills
which are vital for the guidance of adolescents form a part of skills development.
Psychological testing, case study, action research, construction of Achievement tests,
conducting co-curricular activities and other practical work items under the different courses
are constructive and positive tasks accomplished by all students through which they receive
ample exercise and practice. Care is taken to ensure that students are exposed to situations
which promote development of desired skills and practices associated with both teaching and
non teaching activities and projects.
Programme in which multi-skill development is incorporated:







c)
Practice Teaching
Micro teaching
Project Work
Co-curricular Activities
Practical Work – Science projects, Psychological tests
School visits (observation skills, report writing, recording)
Preparation of TLM
Inclusive Education
Educational provisions for the universalisation of secondary education are part of the
units included in the B.Ed. Curriculum in which issues of equity and equality are studied and
discussed at length. Transaction of this unit will include teaching-learning process, methods
and procedures, strategies that will prepare student teachers to learn about and provide
inclusive education in their respective schools.
Gender discrimination and equity are discussed, debated and deliberated through the
coverage of the foundation course of Area B of the B.Ed. curriculum. Students are required to
observe the practice or absence of inclusion in the school that they visit when they go for their
Initial School Experience.
Differently-abled students have not been admitted into the Institution up to the year
2013 because applications have never been made by such categories of students. The
Institution is making appropriate admission rules & regulations and infrastructural changes to
accommodate the differently-abled students. The teacher population consists of mainly preservice teachers who do not suffer from any kind of physical or mental disability.
Different activities have also been devised with broad objectives of exposing student
teachers to greater awareness and familiarity of glaring concerns.
22
Programme in which the study of inclusive education is incorporated:
 Curriculum papers (Area A)
Topics chosen for:
 Debates and Quizz
 Initial School Experience
 Seminars
 Project work
d)
Practice Teaching
a) Pedagogic content analysis: After having gone through pedagogic analysis of method
course, lesson planning, practice of teaching skills in micro teaching and macro teaching in
simulation. Student teachers go for teaching in local schools for a period of 8(eight) working
days in the II Semester.
b) Preparation of Learning Sequence (formerly referred to as lesson plans): Instructions
in the preparation of learning sequences and preparation of the actual lesson plans are done in
the II Semester. Students have to prepare 20 lesson plans for the 2 pedagogical papers, 10
plans for each subject. The learning sequences prepared are delivered during their practice
teaching in the schools.
c) Developing core teaching skills in simulated settings (micro-teaching): This activity
is done before the commencement of Macro teaching sessions in the II Semester when
students are divided into compact groups of 15 to 20. Each group selects its leader, assistant
leader and a recording secretary who keeps a record of the detailed proceedings of the micro
and macro teaching classes.
d) Supervision and evaluation of practice teaching: Supervision of practice teaching
during the initial two-week period is done in which a common evaluation scheme based upon a
standard evaluation proforma is followed. Evaluation at the final practice teaching
examination is done by external examiners from the affiliating University in the II Semester.
e) Reflection on teaching by students: After the delivery of each supervised lesson, the
supervisors personally interact with the students and communicated the desired areas for
further improvements. This continues throughout the practice teaching activity.
Programme in which practice teaching is incorporated:
 Practice Teaching which forms a part of the B.Ed. curriculum in the II Semester
e)
School Experiences/Internship
23
School experience/internship is considered as a very important curricular activity
during the academic session of the Institution, particularly for pre-service students, who have
had no chance to teach regular students in schools.
An Initial School Experience programme of three (3) days duration in the I Semester is
organized where students attend a selected school. They make observations and record their
observations on a proforma prepared by the Institution. They also write a report which is
submitted at the completion of the 3 days.
In the II Semester the students go for Internship of one (1) week duration. They are formed
into small groups and they are attached to some selected secondary or higher secondary
schools, in which they take regular classes supervised by their respective Principals of
Headmasters. Their performances in teaching and in all other school activities are
communicated to the Principal of the Institution by the Head of the practicing school.
The secondary schools where the student teachers are provided with opportunity for
guided school experiences are specially selected by the Institution. The selection is determined
by certain factors that would ensure the availability of a congenial atmosphere suitable to
acquiring useful and relevant experiences which would adequately equip he trainees with the
necessary professional knowledge, skills and abilities required of the teaching profession.
The selection of practice teaching schools is done by an on-the-spot visit by IASE Faculty. A
total number of schools in and around Aizawl have been visited by the IASE faculty. Report of
each visit is documented.
Some of the criteria for selecting the schools are given as under:i)
Whether the Principal / Headmaster of the School is a person of integrity,
commitment and professional drive who would expend special efforts to ensure that
the trainees receive maximum school experiences in the school attached. A supervisor
from the college is not deputed otherwise.
ii)
Whether the school is one which is properly equipped with physical facilities
necessary for healthy growth and development of its students.
iii)
Whether the school is a well – established school maintaining acceptable standards
and an atmosphere congenial to learning.
These and other factors govern the selection of schools located within the city area. A
trainee finishes his guided school experiences in one school and normally, the distribution of
24
students in each school vary according to the size of the school and the availability of class –
rooms and sections. During the actual practice – teaching sessions, equal numbers of teaching
periods are assigned to the students depending on the total number available. During the
internship period, the teaching duties assigned to individual students will be determined by the
Headmaster as he considers appropriate, in addition to which the trainee would be obliged to
fulfill all other duties routinely performed by other teachers of the school.
25
Programme in which Internship is incorporated:
Internship is a part of the B.Ed. curriculum in the II Semester
f)
Work experience / SUPW
Work experience / SUPW is no longer taken up as a regular activity within the B.Ed. or
M.Ed. programmes but rather as an co curricular basis. In the preceeding years, different
items of work assigned to the students under W/E / SUPW included the following activities:a)
b)
c)
d)
e)
f)
g)
Cleaning up the college building and premises.
Making waste paper baskets with locally available materials.
Preparation of flower pots for beautification of campus.
Making boxes and baskets with discarded greeting cards.
Sewing of table cloths, runners, mats, pillow cases, dress-items, bags, etc.
Taking up carpentry works like benches, desks, stools, folding ladder.
Weaving bags and baskets with plastic yarns.
The Institution has, for the last three years constituted a Committee to organize the events in a
way so as to incorporate the values of work experience into various activities of the Institution.
 Campus management – beautification, cleanliness and maintenance
 Community mobilization & development – visits, contributions and rendering needed
services to centres catering to orphans, blind, disadvantaged special schools, and
rehabilitation centres, blood donation, awareness drives
g) Any other (specify and give details)
a) Promoting self-learning
b) Community work
g.a)
Promoting self-learning
Self learning is sought to be promoted through the following ways and means:
i) Assignments and activity based work in each subject
ii) Class test on a regular basis on all subjects
iii) Encouraging use of Library for all students during their off-periods
iv) Consultation of Faculty at any time required, even outside the standard working hours.
26
v) Presentation of papers by students on selected themes concerning vital
and educational issues
contemporary
vi) Talks delivered by more advanced students in the class room on selected topics within
the B.Ed. course of study.
vii)
Peer teaching
viii)
Case study / Action Research / Other approved project – 1 item.
Whole-hearted and intensive efforts have been expended towards the
attainment of excellence in intellectual, academic and scholastic areas through the
curricular activities and programmes. The course provided by the B.Ed programme
have covered diverse areas needed for bringing about development; of the self, in the
community, at the national level, in building up norms and values vital for conserving
and protecting the environment and of equipping the students with the much needed
knowledge and skill for facing the challenges and needs of the modern technological
age.
g.b)
Community work
In spite of its heavy work schedule and vast courses of study, the Institution gives great
importance to community work. Some of the activities in this regard are given below:
a) Community mobilization and development: Student teachers conduct visits to
various centres such as centres catering to orphans, blind, disadvantaged special
schools, and rehabilitation centres and making contributions and rendering needed
services. A blood donation drive is held each year in which students donate blood to
hospitals; awareness drives on HIV/AIDS, Tobacco Elimination, Pollution Control,
Environmental & Ecological Issues.
b) Faculty members of this Institution contribute in non-formal education programmes
e.g. talks, discussion and dialogue in various subjects and topics in All India Radio,
local TV Network, Doordarshan etc. These programmes are very important for
education of the members of community especially the rural folks.
c) Members of the teaching faculty are rendering service to the cause of the community
through various NGOs and other welfare bodies like Y.M.A. , MHIP, M.U.P., J.A.C.,
C.A.P., A.S.E.P. and others. One of the teacher educator is a member of the State
Women Commission through which, child abuse, juvenile justice, legal rights of
women, etc. are being tackled.
27
1.3. Feedback on Curriculum
1.3.1 How does the institution encourage feedback and communication from the
Students, Alumni, Employers, Community, Academic peers and other
stakeholders with reference to the curriculum?
The Institution has adopted the evaluation format developed by the IQAC,
Mizoram University for the assessment and evaluation of the curriculum. This feedback
is conducted for students twice in an academic session. With the semesterization of the
B.Ed. and M.Ed. Courses, the curriculum evaluation is to be done once in a semester.
The feedback data collected through these formats are documented for easy reference as
and when required.
Other than this, the Faculty has always been encouraged to review the course
outline of their respective papers and communicate any desired changes for the
improvement of the curriculum. Comments, suggestions and recommendations from all
education stakeholders are encouraged for the improvement and development of the
curriculum.
1.3.2. Is there a mechanism for analysis and use of the outcome from the feedback to and
identify areas for improvement and the changes to be brought in the curriculum?
If yes give details on the same.
The evaluation feedback of the curriculum by the students is collected and
recorded by two of the Faculty assigned to take on the responsibility.
Ms. Lalhlimpuii Ralte and Ms. Sian Lalchhandami, both Assisstant Professor
have been put in charge of the responsibility.
The data collected is recorded and later analyzed. This report is submitted to
the Principal and later discussed at a Monthly Faculty Meeting. Necessary action is
taken depending on whether it can be tackled at the Institution level or if it needs to be
officially communicated to the notice of the affiliating University.
1.3.3. What are the contributions of the institution to curriculum development? (Member
of BOS / sending timely suggestions, feedback, etc.)
28
 All members of the faculty in the Institution are involved in the continuous process
of curriculum review and development through the contributions and reports
submitted from time to time.
 The practice of making and displaying monthly work plans by individual faculty
members help considerably towards engagement with the curriculum. In this way
faculty members can continuously review their own subject paper.
 Members of the teaching faculty as well as the Principal have participated from
time to time in curriculum review, construction and development in National level,
State level and District level forums.
 The Principal of the College is member of the Core-group Committee for review of
the present syllabi and Text-books in the light of the NCF-2005 well as Member of
Academic Council of Mizoram University. She is also member of working group
on Secondary Education.
Dr. Vanlalhruaii
 Member: Board of Studies, Mizoram University
 Member: School Board of Education and Humanities, Mizoram University
 Member:
Dr. Laldinliani Hrahsel
 Member: School Board of Education and Humanities, Mizoram University 2011
– 2013
Dr. Hmingthanzuala
 Member: School Board of Education & Humanities, Mizoram University 2014 –
2017
 Mizoram Board of School Education (MBSE) Syllabus Sub-Committee 20122013
Dr. Lallianzuali Fanai
 Curriculum Review of D.Ed. Curriculum
 Member: Curriculum Development for D.Ed. MBSE
Ms. Zochhuani
29
 Member: Syllabus Committee, MBSE
 Member: English Textbook Sub-Committee, MBSE, 2000-2004: 2007-09; 20102014
 Member: Curriculum Development for D.Ed. 2011 – 13, MBSE
 Member: Sub-Committee for D.Ed. Syllabus, MBSE 2011-2013
 Resource Person: TESS –India Writer’s Workshop, UK Open University, 2012
Dr. Lalchawimawii Ngente
 Member: Science Textbook Committee for Elementary School 2012 - 2014
Ms. Sian Lalchhandami
 Member: English Textbook Sub-Committee, MBSE 2012-2012
 Executive Committee Member, Mizoram English Literary Society
1.3.4 . Curriculum Update
Q. 1. Which courses have undergone a major curriculum revision during the last five years?
How did these changes contribute to quality improvement and student satisfaction? (Provide
details of only the major changes in the content that have been made).
A major curriculum revision was conducted for the B.Ed. and M.Ed. curriculum in
2013. Both courses of studies have undergone a major change in which the entire design of the
course has taken place. Only in the Practicum portion are there relatively less changes. Both
Courses, i.e. B.Ed & M.Ed. have been designed in alignment with the NCFTE 2009.
Since the revised curriculum is being implemented only from the current semester of
both B.Ed. and M.Ed. Courses, it is as yet not possible to mention any form of outcomes at
this point in time. However, the curriculum change is expected to contribute to quality
improvement by its holistic approach and wider global perspective. Greater focus on the
learner and a sustained engagement with educational practice and theory should enable student
teachers to generate knowledge and continually seek clarity of ideas. Pedagogy and andragogy
are presented from learner-centered perspectives.
Until the revision of the curriculum was done, there was no significant change made to
the curriculum except in the area of practical works which have in some areas been intensified
and in other areas largely been modified and re-organised by including numerous new
activities while omitting many activities considered obsolete or no longer appropriate.
Additional items such as preparation of teaching aids made of indigenous and inexpensive
materials, administration of various psychological tests, case study, action research, panel of
discussion, etc. were added to the existing and ongoing programme.
30
1.3.4 What are the strategies adopted by the institution for curriculum revision and
update? (need assessment, student input, feedback from practicing schools, etc.)
On the basis of studies, observations, conclusions and review and evaluation made by
individual lecturers in their respective teaching subjects through the experiences acquired from
preceding years and the subsequent outcome of such exercises, suggestions and
recommendations made by the faculty concerned are submitted to the Principal who makes an
over-view of the work for taking necessary and appropriate action.
The institution obtains feedback from the heads of practicing schools. The Principal
contacts the Principals/Headmasters of all the practicing schools to collect information on the
students’ performances in their schools. The feedback received from the heads of practicing
schools has enabled the Principal to make necessary changes where required.
Teachers personally supervise Practice teaching in the schools. The observation is
recorded on standard observation sheets prepared for the purpose (Proforma is affixed in the
annexure). These serve as effective feedback mechanisms which have proved to be of
immense value in review and re – designing of teaching programmes.
Review and re – designing of teaching programmes is done annually when the faculty
staff sit together to reflect on the pros and cons of programmes formalized and executed in the
preceding year. This is normally done at the beginning of the year before the session
commences.
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1.5 Best Practices in curricular Aspects
1.5.1
What are the quality sustenance and quality enhancement measures
undertaken by the institution during the last five years in curricular aspects?
Throughout the academic year, the transactions of curricular and co-curricular
programmes are undertaken in an organized and pre-planned manner to ensure that
students acquire suitable and appropriate learning experiences. These include some of
the following:
a. Observance of rules and regulations, standards and norms and all other institutional
requirements by the students is meticulously ensured. Failure to conform as such calls
for appropriate action.
b. Full commitment to and positive fulfillment of assignments and all other tasks assigned
are considered of primary importance. Time-frame is set for accomplishment of
different learning tasks for which failure to comply is strictly dealt with.
c. Development of self-learning and self-study habits through presentation of papers,
panel of discussion, writing of report of studies, investigations, surveys, etc.,
consultation of books, seminars, etc. are maximally encouraged.
d. Exposure to actual and real life situations having the potential to develop and promote
desired skills, attitudes and practices associated with academic and non-academic
activities and programmes are considered of paramount importance. Practical based
activities have been maximized and intensified in the last three years for over-all
productive learning outcome.
The working schedule of the Institution has been re-adjusted and re-organized to derive
maximum quality time for curricular transaction.
1.5.2. What innovations / best practices in ‘Curricular Aspects have been planned /
implemented by the institution?
BEST PRACTICES IN CURRICULAR ASPECTS DURING 2010 -2014
i)
New academic programmes initiated
 Comprehensive annual work plan chalked out by the Faculty before the beginning
of the academic session. (documented)
 Unit tests for all papers
 Monthly academic plan submitted by all faculty; the monthly academic plans are
displayed on the display board
32





Pre -final university examinations are conducted (a pre-test is conducted just
before the University final examinations
Micro and macro teaching practice session lengthened and assessed more
systematically
Communicative skills development through organizing creative writing &
elocution classes and competitions are organized
Research projects done by the faculties and students on an annual basis.
Introduction of the school experience programme for B.Ed students at the
beginning and end of the Course.
ii) Developments in curricular design and transaction
 Use of ‘smart class’ in all the classrooms
 Internal marks increased by 10% for all papers in the B.Ed. Course(from 20 to 30
out of a total of 100)
 Simulated teaching, group discussions, activity based learning, practical based
teaching
 Preparation of Teaching-Learning Material and Question Bank.
 Preparation of detailed fixtures (calendar of activities) for B.Ed. and M.Ed.
Courses.
 Maintenance of Log Book by each faculty for a detailed record of the activities
undertaken.
iii) Inter-disciplinary programmes started



vi)
History and Geography are part of the High and Higher Secondary School syllabus
therefore the methods of teaching these two subjects have been included as
method papers
Rural development subject has been introduced as optional paper (this method
paper is no longer offered in the institution since the revision of the curriculum
Hindi has been introduced as a methodology paper. (this paper has been
discontinued due to the absence of a Hindi teacher
Testing and Identifying Levels of Competence of Students:
With the objective of testing the overall level of understanding, ability,
knowledge and skills of the students in general, tests of various kinds-psychological,
aptitude, intelligence, etc. are being conducted at the beginning of each academic
session by different teachers in their respective subjects.
33
Some will be simple composition or writing tests or even Oral Skills Tests to
identify language ability of students while other teachers resort to more complex
standardized tests for psychological, intelligence or aptitude testing.
Additional Information to be provided by Institutions opting for Re-accreditation / Reassessment
1. What are the main evaluative observations / suggestions made in the first assessment
report with reference to Curricular aspects and how have they been acted upon?
The main evaluative observations made in the first assessment report by the NAAC
Peer Team with regard to Criterion 1 are:
Curricular Aspects
Curricular Design & Development:
 The B.Ed. course designed by Mizoram University is offered by the College
 The curricular & co-curricular programme of the college is in tune with goals and
objectives of teacher education
 The B.Ed. syllabus incorporates global trends like ecological and environmental
awareness.
Academic Flexibility:
 Four compulsory papers, any two method papers and two electives out of eight offered
 There is flexibility in the choice of co-curricular activities
 College follows annual system of examination
Feedback on Curriculum
 Feedback from students and teachers is taken formally
 Some teachers represented the institution in the University Board of Studies to
communicate the above received feedback at the time of syllabus revision
 Attempt is made to incorporate the feedback obtained from practicing school principals
Curriculum Update
 The frequency of the revision of syllabus depends on the University
 The existing B.Ed. course was revised in 2007
Best Practices
 Incorporation of action research, psychological tests, and case studies
Suggestions made in the last assessment regarding curricular aspects were:
The faculty members need to acquire newer skills so that they may make themselves
conversant with the modern day development in the field of higher studies.
34
The faculty members need to collaborate with other institutions for increasing teaching and
research capabilities.
In this regard, faculty members have made notable progress through various means and
measures:
 The level of engagement of the faculty in the curriculum development and transaction
has been steadily increasing. This was made possible with the increase in the number of
capacity building measures taken for acquiring new skills and expanding knowledge
base. Organisation of workshops, seminars, discussions, brainstorming sessions not
only among colleagues within the Institution but also with other faculties from
universities and other teacher education institutes. Interactions with educationists,
stakeholder and students have helped to provide invaluable exposure to the faculty
members in their professional development.
 Meaningful linkages with other institutions have been developed and collaborations
with these institutions are now taking place in a systemic manner. For instance linkage
with the schools for conducting practice teaching, project work, research etc. and the
schools are provided with academic support when needed. Training and material
development is taken up for the RMSA on a regular annual basis, academic support is
provided to MBSE in curriculum development and textbook writing and the MBSE is
able to provide necessary information on assessment and other data when required and
so on. Other collaborations are also being formed with NUEPA and other organizations.
2. What are the major quality sustenance and enhancement measures undertaken by
the institution since the previous assessment and accreditation.
 Process improvements in a sustained manner and the institutionalizing of many
new processes with reference to curricular aspects have been the most important
progress of the Institution since the last NAAC assessment. This is listed in best
practices of curricular aspects in sl.no. 1.5.2.
 Strengthening infrastructural facilities such as variety of equipments: computers,
photocopiers, smart classes, internet facilities etc. are all facilitators in making
curriculum transaction effective and enjoyable. The Institution is substantially
equipped with many modern equipments and gadgetry for this purpose.
 Competent leadership has played a major role in motivating and facilitating the
professional development of faculty members.
Criterion II: Teaching-Learning and Evaluation
35
2.1 Admission Process and Student Profile
2.1.1. Give details of the admission processes and admission policy (criteria for admission,
adherence to the decisions of the regulatory bodies, equity, access, transparency, etc.) of the
institution?
Admission Procedure for B.Ed Programme:
Application for admission into the Course begins with the official notification issued
publicly by the Principal. The form for admission can be obtained from the Institution office
or downloaded from the web-site payment of the prescribed fee and the intending
candidates are required to submit the filled in forms within a prescribed time limit. The final
selection of candidates is done on the basis of interview held by the Interview Board of the
Institution after careful scrutiny of the B.A. / B.Sc. Degree mark sheets of the prospective
candidates by the Screening Committee. The minimum requirement is 45% in the aggregate
from any recognized university. The list of selected candidates, displayed on the college
notice board, will go through the routine admission formalities within a given time frame
which includes written test and interview.
Eligibility for Admission:
Documents to be produced at the time of interview and admission.
Candidates are required to produce the following documents at the time of interview and
admission.
(i)
(ii)
(iii)
Original mark sheets and certificates of degree examinations.
Original
certificates
of
Bachelor
Degree
and
examinations passed.
subsequent
Two copies of passport size photographs of the candidate.
Reservation of Seats:
Out of the annual intake capacity of 120 seats available for the B.Ed. Course, about 40
% of the total seats are reserved by the Directorate of School Education, Government of
Mizoram, for deputing in-service teachers who do not possess the B.Ed. degree, to qualify
themselves in fulfillment of recruitment eligibility. The rest of the seats are open to
candidates who are admitted for pre–service teacher education through written entrance
examination and personal interview.
36
Admission Procedure for M.Ed Programme:
1.
The duration of the M.Ed. course shall be one academic year consisting of 2
Semesters. The academic year shall be as per the University Post Graduate Calendar.
2.
A candidate for admission to M.Ed. Course is required to have obtained at least 55%
marks in the B.Ed. degree. There shall be relaxation of marks in favour of SC/ST/OBC
and other reserved categories of candidates as per provision of Mizoram University
ordinances.
3.
Admission will be done on the basis of marks obtained in the qualifying examination,
entrance test or/and Interview.
4.
The scheme of instruction, evaluation, examination, award of degree and other
related matters pertaining to M.Ed. Programme shall be the same as for the other
Master Degree Programmes in Mizoram University wherever applicable.
2.1.2 How are the programmes advertised? What information is provided to
prospective students about the programs through the advertisement and
prospectus or other similar material of the institution?
The State has only one Institution for imparting B.Ed. & M.Ed. Programmes conducted
in face to face mode and as such has not felt the need to advertise its programmes since the
number of applicants for each session has always far exceeded the intake capacity of the
Institution.
However, information for admission into the courses is circulated through local dailies
and local television channels four months before the beginning of the academic session.
Application forms for entry into the B.Ed. Course are generally disbursed two months prior to
the start of classes. At the time of handing out the forms, interested candidates are
acquainted with the broad highlights of the B.Ed. programme by the non-teaching staff of the
institution.
37
The prospectus is made available to the applicants and prospective candidates at the time of
seeking admission. It is a 56-page booklet containing a comprehensive and detailed coverage
of information on the following:
(i)
(ii)
(iii)
(iv)
(v)
(vi)
(vii)
(viii)
the goals and objectives of the Institution;
the admission procedures and criteria;
the code of conduct to be observed;
the facilities, services, activities, programmes, etc. available;
the management of the diverse areas of college life;
the course of study and examination for the B.Ed degree;
criteria for successful completion of the course;
summary of fixtures for all curricular & co-curricular activities during the
academic year.
The second half of the booklet is a detailed detailed highlights of the Course outline
were made under the three broad categories – A. Compulsory Group, B. Elective Group:
Teaching specialization and Group C: Elective Group: Additional specialization up till 2013. A
copy of the prospectus is appended.
For 2014 the new curriculum along with summary of fixtures are made available to
candidates, which contains a comprehensive and detailed coverage of information on the
following:











Eligibility and Admission Procedure
Duration and Course of Study
Scheme of Instruction and Examination
Eligibility for Taking University Examinations
Evaluation
Rules for Promotion
Award of Degree
Criteria for Successful Completion of the B.Ed. Course
Scheme of Study and Evaluation
General Objectives
Syllabus for Various Courses
o Area A: Foundations of Education
o Area B: Pedagogical Knowledge
o Area C: Pedagogical Content Knowledge
o Area D: Practicum and School Based Experiences
o Area E: Add On Courses
 General Instructions for Summary of Fixtures
 Detailed summary of fixtures for the current academic session
Application forms for entry into the M.Ed. Course are generally disbursed in the month
of May at Rs.10/- per. The information is published in five or more most widely circulated
38
local dailies and local television channels for three consecutive days. At the time of handing
out the forms, interested candidates are acquainted with the broad highlights of the M.Ed.
programme by the non-teaching staff of the institution.
The prospectus made available to the applicants and prospective candidates is a 124page booklet containing a comprehensive and detailed coverage of information on the
following:





Rules and Regulations for Master of Education (M.Ed) Programme
Aims and Objectives of M.Ed Programme
Course Structure
Syllabus
Summary of Fixtures
2.1.3. How does the institution monitor admission decisions to ensure that the
determined admission criteria are equitably applied to all applicants?
The admission and eligibility criteria are clearly outlined in the Institution prospectus.
The Interview Board of the Institution for admission into B.Ed. & M.Ed Programmes is headed
by the Principal and comprises of two faculty members and one external member. Each
application form is closely scrutinized by the Screening Committee to ensure conformity to
requirements of admission criteria and eligibility after which the Board sits for a general
deliberation and over-view of the applicants.
Interviews for admission are generally held in the first half of the month of January up
till 2012 for B.Ed Programme and selection of candidates is done according to percentage of
marks obtained in Entrance test (written), University conducted examinations and overall
performance in the interview. 2/4th of the overall marks allotted is assigned for performance
in the interview and 1/4th given to percentage obtained and 1/4th for entrance test marks.
The list of successful candidates selected subjected to availability of seats is listed out and put
up in the Notice board.
Ability to communicate in English is a focal point of consideration for each applicant in
addition to personality, experience in teaching and general competency. The average of the
marks taken from a total allotted by each board member for each applicant is the
determining and deciding factor for final selection of candidates.
39
2.1.4. Specify the strategies if any, adopted by the institution to retain the diverse
student population admitted to the institution. (e.g. individuals of diverse
economic, cultural, religious, gender, linguistic, backgrounds and physically
challenged)
The Institution has framed new rules of admission which is aimed at making it more
inclusive in practice. It has reserved 3% of the intake capacity for persons with disability. The
Institution admitted two physically challenged applicants for 2014-2015 Sessions, but due to
the nature of their disability they do not require any special or modified treatment. Retention
of any student admitted to the Institution on any one of the grounds mentioned above had
never had to be accounted for. Students of diverse economic, cultural, religious, gender and
linguistic backgrounds have all spontaneously blended into the mainstream of Institutional
life – working, learning, interacting and pursuing the common goals of the Institution.
Students dropping-out before completion of the Course have been attributed mainly to
opening of job opportunities and brighter prospective. A few married female students had
left the course midway for maternity reasons.
2.1.5. Is there a provision for assessing student’s knowledge / needs and skills before the
commencement of teaching programmes? If yes give details on the same.
With the objective of testing the overall level of understanding the ability, knowledge
and skill of the students in general, tests of various kinds-psychological, aptitude, intelligence,
etc. are being conducted at the beginning of each academic session by different teachers in
their respective subjects. The entrance tests are good indicators of students’ entry level.
Counselling sessions are held very intensively before commencement of teaching classes for
a period of one week during which the students are given counselling first in groups followed
by personal counselling.
2.2. Catering to Diverse Needs
2.2.1. Describe how the institution works towards creating an overall environment
conducive to learning and development of the students?
Institute of Advanced Study in Education as an institution maintains a well-regulated,
ordered and disciplined atmosphere. The student population is not large and the work force
is small thus facilitating free flowing channels of communication among students, the
teaching faculty and the non-teaching staff.
40
Students are encouraged to talk out their problems honestly and openly with the
teachers on academic and non-academic issues. Various Cells and Committees, viz. Guidance
and Counseling Cell, Grievances Redressal Cell, Complaint Committee, Co-Curricular Activities
Cell, etc., through which important matters, concerns and apprehensions can be addressed.
Apart from the teaching duties rendered, the members of the faculty make themselves
available six hours daily to give needed advice, encouragement and academic support to
those requiring them. Students divided into groups under individual teachers at the
commencement of the session and encouraged to meet them for personal consultation,
advice and counsel.
2.2.2. How does the institution cater to the diverse learning needs of the students?
The most glaring identified weakness of student-teachers in the Institution has been in
the use of the 2nd language (English), both spoken and written. Students coming from remote
areas and districts have particularly been facing this problem. In the preceding years, the
Institution had to account for this, thus necessitating the building up of appropriate support
systems. The remedial actions taken up accordingly include the following:
a)
b)
c)
d)
e)
f)
Making the identified students take up extra reading in the Library.
Conducting spoken English classes by the language teacher.
Conducting of Assembly/ devotion by students in English
Giving writing exercises to the weak students.
Showing extra care and attention to their overall work.
Conducting Co-curricular Activities like Debates, Quiz, Elocution, Creative Writing, etc.,
in English
g) Conducting of Remedial Classes by all faculty members.
Students with learning weakness are given encouragement in the following ways:
a) Availing extra help and support from their subject teachers
b) Giving them more time and opportunity for fulfillment of curricular work and
assignments.
c) Giving special chances to those found performing poorly in their internal assessment
to make up for it by giving them assignments and tasks.
d) Making arrangements for more able students to up with such.
41
Advanced learners are challenged to work ahead of the rest through the following
measures:
By giving them encouragement and additional tasks in various ways, e.g.
(a) assigning special curricular activities related to the course of study.
(b) assigning them special roles and responsibilities in co-curricular activities.
(c) suggesting books for intensive reading
(d) giving special recognition and prizes on the basis of their performance in tests
and examinations
(e) Giving extra help and support to weaker students even outside class-hours.
(f) Peer teaching is also done for lending needed support to peers.
2.2.3 What are the activities envisioned in the curriculum for student teachers to
understand the role of diversity and equity in teaching learning process?
The core subjects in the Course of study of the former syllabus viz. Education in
Emerging India, Educational Psychology and Secondary Education and the teachers as well as
subjects in the Additional specialization group viz. Education of Exceptional Children,
Educational Guidance and Counselling, School Organization and Management, etc. contain
subject matters that incorporate these vital issues, and the new syllabus also covers such
areas in Education and Development, Education: An Evolutionary Perspective and Secondary
Education: Contemporary Concerns & Issues. The manner in which transacted apart from
classroom teaching have been attuned and organized as to acquire these ends. These
include:
a) Surveys, field visits, action research, investigations, etc conducted in groups and as
individuals.
b) Extension work and outreach programmes which hold maximum opportunity for free
flow and exchange of ideas and thoughts and which encourage interaction, coordination and co-operation.
c) Organizing debates, quiz, extempore speech and cultural entertainment programmes
in the Institution in which all students participate enthusiastically.
2.2.4 How does the institution ensure that the teacher educators are knowledgeable and
sensitive to cater to the diverse student needs?
42
All available opportunities and channels open for acquisition of new knowledge, ideas,
information and skills needed for professional enhancement and growth are made use of by
the teacher educators of the Institution. Seminars, workshops, training programmes,
conferences, meetings and other educational and academic forums which hold potential for
promoting efficiency and efficacy are assigned due importance. On receiving information, the
Principal works out the arrangement where such forums can be attended by maximum
number of Lecturers causing least inconvenience and interruption to the regular schedule of
the College. (A list of capacity development activities are given in Criterion VI, sl.no. 6.4.4)
Teacher Educators are constantly encouraged to enter into membership of or active
involvement with academic agencies and educational bodies and to make all possible
contribution through such bodies. The knowledge and experiences gained through
participation in such activities and programmes have proved to be effective means for
professional development and which have enabled teacher educators to attend to diverse
matters and to meet the needs of students in scholastic and non-scholastic matters.
Curriculum development syllabus ,review, text-book writing, faculty orientation and such like
educational activities are taken up by academic bodies like MBSE, SCERT, DIET, University,
etc. keep the IASE faculty involved and the Principal ensures that commitments are kept.
2.2.5 What are the various practices that help student teachers develop knowledge
skills related to diversity and inclusion and apply them effectively in
classroom
situations?
and
The learning in the classroom following the content areas in subjects like Education in
Emerging India, Educational Psychology, Education of the Gifted and Exceptional Children
have broad coverage of diversity and inclusion in former syllabus. In the new syllabus, Area A3, unit 2: ‘equity and equality’ deal with this concern. Knowledge acquired is thus
supplemented by various activities and exercises like project-work, action research, field
visits, surveys and investigations. Students have also been taken for visits to Orphanages,
Destitute homes and Spastic Centers where they spent an entire day looking after them, Deaddiction and Rehabilitation Centers, Old-age homes and Asylums have been viseted. These
programmes have been conducted to enable students to interact closely with such
disadvantaged and challenged group of people, find out their needs and problems and thus
work out possible solutions.
Students are also made to attend or participate in state level and district-level
educational, cultural and sports events, programmes and competitions. Programmes are also
43
organized at the institutional level which allow and ensure that each and all take part
enthusiastically. A secular and democratic atmosphere is made to prevail in the different
teaching-learning situations where each individual student is encouraged to develop selfworth, self-esteem and self-confidence.
2.3 Teaching-Learning Process
2.3.1 How does the institution engage students in “active learning”? (Use of
learning resources such as library, web site, focus group, individual projects,
simulation, peer teaching, role-playing, internships, practicum, etc.)
Active Learning is initiated and continued throughout the academic year through
properly organized and pre-arranged work schedule made at the beginning of each session.
In addition, the Programme Advisory Committee and the Committee in charge of student
activities is actively alert to the meaningful and worthwhile use and fulfillment of all available
time for productive learning through activity based exercises.
Two faculty members are selected each year by the Committee to work out detailed
programmes for the effective actualization of Practical Teaching which includes simulation,
micro-teaching, demonstrations, actual classroom teaching and internships. (Details are given
in Criterion 1, sl.no. 1.2.1). Students are divided into small groups of 8-9 numbers and placed
under the guidance, supervision and close monitoring of individual lecturers for the purpose
of taking up project-work, preparation of teaching-aids, conducting surveys, studies, action
research, etc.
The fruitful use of library and active engagement in library reading has been
recognized by the Institution as important activities conducive to effective learning. Students
are encouraged to make use of their off-class time in the library. A register is placed to record
their visits. Students who are identified as needing extra support are provided with reading
materials and recommended readings of specialized sections of books. Resource Center has
facilitated individual active learning.
Role playing, brainstorming and Peer teaching have been fruitfully employed by
individual lecturers in their subject areas concerned. Role-playing has particularly been used
for language learning by the language teachers while some of the more advanced learners
44
are given exercises in peer-teaching in the different subjects of the course especially for the
M.Ed Programme.
In addition to all these, study tours, excursions, picnics, outings,
extension activities and outreach programmes are conducted whenever the regular
programme allows time for it.
2.3.2 How is ‘learning’ made student-centered? Give a list of the participatory learning
activities adopted by the Institution and those, which contributed to self-management
of knowledge, and skill development by the students?
The learning programmes and activities conducted throughout the academic year are
all oriented towards participatory learning. Some of these are highlighted as follows:
a) Teach-In-Lectures are interspersed with use of audio visual equipment, buzz sessions
and generally followed by questions and answers and discussion on the topic in hand.
Students are encouraged to express their doubts, thoughts and feelings.
b) Most Lectures are supplemented by follow-up tasks and practical oriented
assignments which students take up on their own or in groups.
c) As a part of the learning process, students are kept engaged in activities like surveys,
field visits, small-scale studies and research work and other projects which require
their own initiative, thinking and effort.
d) Panel of discussion is a method often employed for learning of vital themes under the
different subjects which require students to work out their own programmes with the
help and advice of the concerned Lecturers.
e) On certain important issues and problems of contemporary societies like population,
environment, community development, wastage and stagnation, etc., students are
made to take up on-the-spot investigations, studies and visits where the summation
of findings are presented through oral and written reports in the class-room.
f) Selected students are also made to present papers in the class-room on important
themes related to the course of learning.
g) 7/8 assignments are given to the students each year/semester by the Lecturers in
their respective subjects, the marks of which are accounted for in internal assessment.
h) Brainstorming is practiced by most faculty members which proves very effective for
having a constructive teaching-learning experience.
2.3.3 What are the instructional approaches (various models of teachings used) and
experiences provided for ensuing effective learning? Detail any innovative
approach / method developed and used.
45
The constructivist and communicative approach is being highlighted in the
transactional approach of the teaching/learning strategies being adopted. Principles and
approaches of andragogy and pedagogy are also being explored in the various method
papers.
Each method subject in the course of study takes up, pursues and works on
approaches outlined in the syllabus appropriate to its use. For example, the teaching of
English and Modern Indian Language would highlight different methods and models as
Translation method, Direct method, Dr. West’s method, constructive approach, structural
approach, situational teaching, etc. out of which new ways, practices, approaches,
techniques and strategies would be evolved by individual Lecturers in their concerned
subjects and experimented with.
Likewise, the teaching of Life Science and Physical Science would work on methods like
demonstration, problem method, project method, laboratory method, heuristic method and
development method. Mathematics takes up techniques like analytical, synthetic, juristic,
laboratory, inductive, deductive, etc. in addition to those stated above.
Story-telling, Source method, biographical method, regional method, comparative
method, concentric method, field trips, role playing, peer teaching, survey, action research,
panel of discussion, paper presentation, etc. are the different instructional approaches and
experiences that have been provided for ensuring effective learning.
2.3.4 Does the institution have a provision for additional training in models of teaching? If
yes, provide details on the models of teaching and number of
lessons given by each
student.
Apart from the Practice Teaching session extending for a period of 45 days which is
taken up intensively, the detailed programme of which is highlighted in sl. no. 2.3.6,
additional training in models of teaching is taken up by individual Lecturers in their
respective subjects. Each teaching specialization has its own models of teaching methods,
techniques, approaches and strategies which are practiced in the classroom through
appropriate planning and arrangement made by the subject teachers concerned. The
number of lessons given by each student is not specified but is regulated by the
availability of time as a one year teacher education course tends to be very cramped and
limited.
46
2.3.5 Does the student teachers’ use micro-teaching technique for developing teaching
skills? If yes, list the skills practiced and number of lesson given by
each student per
skill.
Micro-teaching technique for developing teaching skills is taken up as the Practice
teaching programme proceeds. Students are divided into small groups and placed under the
close monitoring and supervision of appointed Lecturers who initially supervise micro-lesson
plans. Based on these observations and the identified weakness in a teaching skill of student
teachers, the supervisor would decide on which skill such identified students would have to
work on. As such, the skills to be drilled and practiced and the number of lessons to be given
by the needy student would be decided by the supervisor impromptu and the improvisation
done accordingly.
Set Induction, Questioning, Explaining, Stimulus Variation, Illustrating with Examples
Use of Blackboard and Classroom Management are the skills which are practiced. Each
student practices each skill four times followed by integration of two or more skills four
times.
2.3.6 Detail the process of practice teaching in schools. (Lessons a student gives per
lessons observed by the teacher educators, peers / school teachers,
feedback
mechanism, monitoring mechanisms of lesson plans, etc.)
day,
The entire Practice teaching session starts with Demonstration classes and altogether
generally takes up 45 days out of which the initial 2 weeks are used for macro and microteaching in small groups followed by macro lessons in simulated conditions in the Institution
for 1 week. The 4th week is the time generally used for practice teaching in the secondary
schools specially selected for the purpose. Demonstrations and improvisations are held on
the 5th week which will be followed by 10 days or so of internship.
Each year, 10-15 secondary schools are specially selected for conducting Practice teaching taking into consideration the location, enrolment, number of class rooms and
sections and overall quality status in terms of discipline maintenance and academic
performance. Detailment of students in each school is done according to the holding capacity
of the school. For final practical teaching examinations are conducted by the Universities, the
number of schools are scaled down to 4 large schools and 1 lesson each is delivered by
students with a stand-by lesson plan.
47
Students are generally allotted four lessons each for one Practice teaching session in a
school, two lessons for each methodology paper. However, due to inconveniences, students
have, at times, been assigned two Practice teaching lessons only, one for each methodology
paper and at times even upto six lessons have been given depending on availability of time.
One student usually delivers two lessons per day.
The Lesson plans to be delivered in schools need the prior approval of the subject
teacher concerned without which a lesson cannot be delivered. Teacher educators personally
supervise Practice teaching in the schools. The observation is recorded on standard
observation sheets prepared for the purpose (proforma is affixed in the annexure). These
serve as effective feedback mechanisms and students are immediately communicated with
the points and areas of improvement upon which they need to work on. Record of all
practice teaching is documented.
The institution also obtains feedback from the Heads of practicing schools. The
Principals / Headmasters of all the practicing schools are given a format to fill in which
provides information on the students’ performances in their schools. The feedback received
from the Heads of practicing schools has enabled the Principal to make necessary changes
where required.
2.3.7 Describe the process of Block Teaching / Internship of students in vogue.
Internship is a very important curricular activity in the B.Ed. Course particularly
because the pre-service students gain the opportunity to teach regular students in schools. It
is taken up in the last two weeks of the 45 day long Practice teaching Programme. From the
selected practicing schools, the Principal/Headmaster along with one senior teacher is invited
to IASE for briefing and discussion on the upcoming practice teaching and internship
programmes.
Students are generally divided into small groups of 5-6 and attached to specially and
carefully selected secondary and higher secondary schools for receiving guided school
experiences. The selection of school is determined by certain factors that would ensure the
availability of a congenial atmosphere suitable to acquiring useful and relevant experiences
which would adequately equip the trainees with the necessary knowledge, skills and abilities
required of the teaching profession.
Some of the criteria for selection of schools are given as under:
48
i) Whether the Principal / Headmaster of the School is a person of integrity, commitment and
professional drive who would expend special efforts to ensure that the student teachers
receive maximum school experiences in the school attached. A supervisor from the college is
not deputed otherwise.
ii) Whether the school is one which is properly equipped with physical facilities necessary for
healthy growth and development of its students.
iii) Whether the school is a well – established school maintaining acceptable standards and an
atmosphere congenial to learning.
iv) Whether the school maintains acceptable standards in quality concerns as in academic
performance and discipline management.
These and other factors govern the selection of schools located within the city area.
An internee finishes his guided school experiences in one school and normally, the
distribution of students in each school vary according to the size of the school and the
availability of class – rooms and sections. During the actual practice – teaching sessions, an
equal number of teaching periods is assigned to the students depending on the number
available. During the internship period, the teaching duties assigned to individual students
will be determined by the Headmaster/Principal as he considers appropriate, in addition to
which the student teacher would be obliged to fulfill all other duties routinely performed by
other teachers of the school.
Observation and supervision of teaching during internship is taken up by the
Headmaster / Principal of the school assisted by senior and experienced teachers of the
school. The performances of the students in teaching and in all other activities of the schools
are communicated to the Principal of the Institution by the Head/Principal of the school used
for internship through a pre-designed format.
In addition to a prescribed format, students are made to maintain diaries wherein they
record minute details of their daily activities for the entire period of internship. Their
observation of the school and the experiences gained during the block period are reported
thereof and submitted to the subject teachers concerned.
2.3.8 Are the practice teaching sessions/plans developed in internship, cooperatively
involving the school staff and mentor teachers? If yes give details on the same.
49
The entirety of plans, programmes and activities covering internship are placed solely
in the hands of the Headmaster/ Principal of the school and his teaching faculty. Verbal or
written reports made by the Head of the school is commuted to the Principal of the
Instituition at the end of every period of internship on the performance of the internees in
teaching and in all other activities required to be fulfilled. The written reports are signed by
the Head which are submitted to the teaching supervisors.
On the first day of internship, teacher educators of the institution are detailed to
introduce the different groups of internees to the schools allotted. On such occasions,
students are acquainted and familiarized with the Head/ Principal, the teaching and nonteaching staff, the class rooms and the routine running and working schedule of the school.
The school authorities are also informed of the requirements and expectations of the
institution as well as the goals and objectives of the programme. Other than this, the primary
task of familiarization and forging vital inter-connectivity, the entire programme is taken up
by the school.
2.3.9 How do you prepare the student teachers for managing the diverse learning
needs of students in schools?
The Curricular studies and the Co-curricular and extra-curricular activities provided
serve as effective preparation for the student teachers to manage the diverse learning needs
of students in schools. The learning given to the student teachers through subjects like
Education in Emerging India, Educational Psychology, Secondary Education and the Teacher,
Education of Exceptional Children and Educational Guidance and Counseling in the former
syllabys and in Areas A and B of the new syllabus and the practical-based learning situations
devised and improvised through them equip and provide student teachers with required
knowledge, attitudes, ideas, skills and ability that would help them meet and cater to the
diverse learning needs of students. The mental age and psychology of students of different
levels and categories learnt through Educational Psychology is an effective teacher
preparation when combined with learning of diverse strategies and methods of transaction.
2.3.10 What are the major initiatives for encouraging student teachers to use /
adopt technology in practice teaching?
The Institution has acquired new technologies in the form of setting up of four smart
classrooms, UGC resource Centre with internet facilities which are made available to all the
50
students. Students are encouraged to adopt and utilize the readily available technologies in
their teaching-learning process. Many students bring their own laptops, ipads and ipods to
the Institution which are strictly restricted for aiding learning. Micro-teaching sessions are
videotaped as well as demonstration lessons.
2.4 Teacher Quality
2.4.1 What is the ratio of student teachers to identified practice teaching schools?
the details on what basis the decision has been taken?
Give
The distribution of student teachers for practice teaching in schools is largely
determined by the location, the size of the school in terms of enrolment, number of
classrooms and sections and nature and diversity of subjects offered. A meeting of the faculty
is held annually to deliberate and decide on matters relating to practice teaching. The
responsibility of preparing the entire and scheduling the entire programme for practice
teaching is otherwise placed in the hands of two Lecturers who are appointed by the
Programme Advisory Committee at the beginning of each academic session.
Practice teaching in Schools generally takes up one week. The actual time spent within
the one-week period depends on the number of days the selected schools are able to spare
because of their heavy academic schedule. Bigger schools have more classrooms and classes
are divided into more sections. Such schools also offer a wider diversity of subjects and as
such are able to accommodate more students.
2.4.2 Describe the mechanism of giving feedback to the students and how it is used
performance improvement.
for
The supervisory work of practice teaching in the college as well as in the selected
schools by the teacher educators is necessarily followed up by the immediate communication
of the outcome of the teaching performance to the students concerned. The observations
made by the supervisor are recorded in standard proforma sheets which serve as effective
feedback mechanisms and have proved to be of immense use and value to the improvement
of teaching performance. After the delivery of each supervised lesson, the supervisors
personally interact with the students and communicate the desired areas for further
improvement. This continues throughout the practice teaching period.
Attendance in the regular theory classes as well as other areas of curricular and cocurricular activities are constantly monitored and regularly published every month. Shortfall
51
in any area is strictly dealt with. The marks assigned to such items are added to the overall
Internal assessment performance.
Unit tests and assignments are given on a regular basis and the marks obtained are
announced in the class. Pre University Examination/ Pre Semester examination is conducted
and the performance ranking of students is indicated in the published results. The totality of
mark obtained in all these is accounted for in the Internal assessment. Thus the results and
outcome of systems and practices inherent in the institution in performance assessment,
evaluation, supervision and monitoring function as effective feedback mechanisms.
2.4.3 How does the institution ensure that the student teachers are updated on the
policy directions and educational needs of the schools?
Official notice and Circulars are issued from the Office of the Principal as and when the
need arises and when vital issues and concerns related to schools are communicated from
the Directorate, the Secretariat, the District Education Officer or the schools themselves.
All necessary information and identified needs of schools are brought to the notice of
the Principal of the Institution are made known to the teaching faculty through which the
necessary information, directives, orders or regulatives are re-addressed to the students.
2.4.4 How do the students and faculty keep pace with the recent developments in the
school subjects and teaching methodologies?
The Faculty members, especially those taking methodology subjects are actively
involved in the development of textbooks for secondary schools of the State. Changes and
developments in the school subjects and teaching methodologies, if and when they occur,
are immediately accounted for in the curricular and co-curricular programme of the
Institution. The methodology teachers are particularly responsible in these matters especially
in the maintenance of book banks. The stocks of text-books kept in the institution are fully
utilized by the student teachers for lesson planning and practice teaching. They must
therefore be constantly updated and tuned to the needs and requirements of the practice
teaching schools. The students are familiarized with new teaching methodologies and
introduced into the teaching programmes by the subject teachers concerned.
52
2.4.5. 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
policies,
etc.)
All notifications received by the Principal of the Institution from Academic bodies and
agencies concerning professional and career development of the teachers through
participation in Refresher Courses, Orientation Courses, Workshops, Seminars, Training
programmes and other career enhancement opportunities at national, regional and state
level are circulated among the faculty members. Depending on the need and suitability of the
programme for the teacher in particular and the Institution in general, final decision is made
by the Principal.
The faculty members have also been attending numerous seminars, workshops,
consultation meetings and other such programmes within and even outside the country in
the recent years. The institution has organized a number of faculty development
programmes for the faculty of IASE as well as other teacher education Institutions at State
Level such as:




Sensitization of DIET Faculty on the new D.Ed Curriculum
Workshop on Research Methodology
Workshop on Micro teaching Skills
Seminar on Developing Teacher Education-Future Directions and Possibilities for
Institute of Advanced Study in Education
 Lectures and discussions on topics like: Effective Teaching strategies, Positive
Attitude, Emotional Intelligence, Self and Time Management are also conducted within
the Institution.
2.4.6 Does the institution have any mechanism to reward and motivate staff
members for good performance? If yes, give details.
The Institution recognizes and motivates staff members in various ways. This is
given in detail in Criterion VI, sl.no. 6.4.11
2.5 Evaluation Process and Reforms
53
2.5.1 How are the barriers to student learning identified, communicated and
addressed? (Conducive environment, infrastructure, access to technology,
teacher quality, etc.)
The regular meetings held by the faculty staff provides an effective forum for
addressing problems and identified barriers to the effective learning of students. Problems
relating to such matters as outlined above are also redirected and re-addressed to existing
cells and committees of the Institution like Guidance and Counselling Cell, Complaint
Committee, Grievances Redressal Cell, Library Committee, Student activities / Co-curricular
Cell, Programme Advisory Committee and Teacher Association Body. The different Cells and
Committees work in close consultation with the Principal who make all out efforts to remove
identified barriers to student-learning.
Desired improvements in teacher quality and performance are personally
communicated by the Principal to the teacher concerned e.g. weak areas in techniques and
methods of teaching or in personal behaviour and conduct.
54
2.5.2
Provide details of various assessment / evaluation process (internal
assessment, midterm assessment, term end evaluations, external evaluation) used
for assessing student learning?
Previously in the transaction of the former syllabus the assessment of student learning
under the items specified above were taken up in the following ways:
A. Compulsory Papers in the Old Syllabus
Compulsory
Paper
Name of the Paper
Written
Internal Assessment
Paper I
Education in emerging India
70
30
Paper II
Educational Psychology
70
30
Paper III
Secondary Education and the
Teacher
70
30
Paper IV
Problems of Education in India
with special reference to North
Eastern Region
70
30
B. Elective Group : Teaching Specialization in the old curriculum
Paper V
Any two
70
30
Paper VI
Any two
70
30
i)
Teaching of modern Indian Languages
(Taught at the Secondary stage in the area)
ii)
Teaching of English
iii)
Teaching of Physical Science
iv)
Teaching of Life Science
55
v)
Teaching of Geography
vi)
Teaching of Mathematics
vii)
Teaching of History
viii)
Teaching of Social Science
ix)
Teaching of Home Science
x)
Teaching of Health and Physical Education
xi)
Teaching of Art Education.
C. Elective Group : Additional Specialization offered in the old curriculum
Paper VII
Any two
35
15
Paper VIII
Any two
35
15
i)
School organization and management
ii)
Education of exceptional children
iii)
Education and rural development
iv)
Population education
v)
Adult and Non – formal education
vi)
Educational guidance and counselling
vii)
Educational technology
viii)
Computer education
56
D. Practical Works : in the Revised B.Ed. Curriculum
1.
Practice Teaching:
Each student will teach 20 lessons in each teaching specialization (method
subject), 5 of which may be taught in simulated situation under the supervision of
institutional teachers and maintain record thereof. Wherever possible, students may
be placed in a school for a block period of 4 weeks to work as internee – teachers so
that in addition to practice teaching, they take part in other activities of the school.
2.
Practical Work:
The items of practical work are placed under the following two categories:
i)
A) Items carrying no marks, but to be completed by every student:
Science experiments relevant to school syllabus (for students offering Science
method) –10 Experiments.
ii)
Operation of Audio – visual equipment. – All available equipments in the
institution.
iii) Preparation of unit and resource plans (Supervised group work) – 2 plans.
iv) Observation of lessons taught by good teachers in each method subject (with
observation record maintained) – 10 lessons.
v)
Observation of demonstration lessons in each method subject (with observation
record maintained) – 5 lessons.
vi) Construction of test items, unit test and examination question paper in each method
subject with records maintained (group work) –20+1+1
i)
B)
Items carrying marks in the examination:
Preparation of teaching aids (in the two method subjects together) – 20 items
ii)
Administration of Psychological test, scoring and interpretation – 5 tests
iii)
Case study / Action Research / Other approved project – 1 item.
According to the New Syllabus, assessment will be done in the following ways:
57
1)
Written tests and assignments for assessing conceptual understandings and clarity
2)
Products of planning and preparation activities such as lesson plan, unit plan,
assessment tools, and learning resources
3)
Observation of teaching performance using schedules and rating scales, both in
simulated and real classroom contexts, for assessing performance skills and
competencies
4)
Records/Reports/Reflective Journals and Diaries maintained by the student
teachers of their school based experiences and project work related to different
courses
5)
Seminar presentations for assessing ability to review, record, reorganize and
present their work on thematic/topical study
6)
Laboratory journals/ Activity records for assessing ability to plan and implement
laboratory
activities
on
subject
specific
skills
under
various
pedagogical/
andragogical content courses
7)
Observation of the student teachers in various contexts of teacher education such as
their participation in seminar, professional attitudes and dispositions
I. School Experience:
The course prepares trainees who want to teach in Secondary Level of Education. The
B.Ed Students are required to undertake at least One Week School Experience Programme.
This is a compulsory requisite which all the students have to fulfil. The main purpose of this
programme is to give a chance to the B.Ed students to have a first-hand experience of schools.
All student-teachers are to submit a report of their school experience at the time specified in
the fixture.
II. Assignment:
Sessional works will be assigned by the Faculty for each course of study. The time for
allocation and submission of assignments are mentioned in the fixture
III. Unit Test:
Unit test will be conducted on all Papers within Semester I. The tests will be conducted
on Monday forenoon and normal classes will resume in the afternoon.
58
IV. Pre-Semester Examination:
There will be an examination before each University Semester Examination.
V. Study Tour:
A study tour will be held within Semester I as per availability of time and funds.
Student Teachers are to submit a written report on all the activities performed during the study
tour.
VI. Elocution:
An elocution competition is held during Semester II. The purpose of this competition is
to exercise and develop students’ English speaking skill and oratory skill. Every student will
participate in this competition.
VII. Creative Writing:
A competition on creative writing, viz. Prose and Poetry will be organised in which all
students will take part. Topics and/or themes for the competition will be given at the time of
the competition.
59
VIII. Project Work:
Every Student-teacher has to finish a project work which is designed to develop the
students’ research ability, curiosity and inquisitive mind. Students will be assigned supervisors
to guide them in their project work.
Assessment of the B.Ed. Course in shown in the table below:
I Semester
Credits
Area
CODE
Contact Hours per
week
Course Name
Foundations of Education
Education and Development
4
4
-
-
4
A-2
Education: An Evolutionary
Perspective
4
4
-
-
4
A-3
Secondary Education:
Contemporary Concerns &
Issues
4
4
-
-
4
C-1
School Subject 1
4
4
-
-
4
C-2
School Subject 2
4
4
-
-
4
Practicum and School
Based Experiences
Sessional Terminal
A-1
D-1
Psychology Practical
1
-
-
2
D-2
Project Work
1
-
-
2
D-5
School Experience (Initial
experience)
1
-
-
E-1
Language Proficiency
1
-
-
E-2
ICT integration in Pedagogy
1
-
-
Add on
Courses
A
C
D
P
Pedagogical
Content
Knowledge
L
T
Total
E
Marks Distribution
(Weightage)
25
Total
30
70
100
30
70
100
30
70
100
30
70
100
30
70
100
2
50
-
50
2
50
-
50
2
50
-
50
2
2
-
-
-
2
2
-
-
-
30
300
350
650
60
II Semester
Area
CODE
Course Name
Credits
Contact Hours per
week
Pedagogical Knowledge
Practicum and School Based Experiences
D
B
L
T
P Total
Marks Distribution
(Weightage)
Sessional Terminal Total
B-1
Understanding the Learner
and Learning Process
4
4
-
-
4
30
70
100
B-2
Understanding the school
Context
4
4
-
-
4
30
70
100
B-3
Curriculum and School
4
4
-
-
4
30
70
100
B-4
Assessment for Learning
4
4
-
-
4
30
70
100
D-3
Learning Sequence C1 & C2
1+1
-
-
2+2
4
25 + 25
-
50
D-4
Learning Resources in C1 &
C2
1+1
-
-
2+2
4
25 + 25
-
50
D-5
School Experience
(Internship)
1
-
-
-
2
50
-
50
Internship in Teaching
(Micro & simulated
teaching, practice
teaching & final practice
teaching)
4
-
-
-
8
100
100
200
34
370
380
750
D-6
25
61
M.Ed assessment is carried out as follows:
I Semester
S.N
o.
I
Paper
Title
Int.
Marks
Ext.
Marks
Credit
distribution
Total
Marks
L
T
P
Core Courses
1.
M.Ed/1/CC/01
Education as a Field of Study
40
60
100
3
1
0
2.
M.Ed/1/CC/02
Learner and the Learning Process
40
60
100
3
1
0
3.
M.Ed/1/CC/03
Methodology of Educational Research
40
60
100
3
1
0
II
4.
Specialization (Two Papers of Any One Area of Specialization)
A. Elementary Education
M.Ed/1/SP–A/1
Elementary Teacher Education
40
60
100
3
1
0
M.Ed/1/SP–A/2
Early Childhood Care and Education
40
60
100
3
1
0
M.Ed/1/SP–B/1
Preparation of Secondary and Higher
Secondary Teachers: Pre-Service and
In-Service
40
60
100
3
1
0
M.Ed/1/SP–B/2
Curriculum and Evaluation at
Secondary and Higher Secondary Level
40
60
100
3
1
0
40
60
100
3
1
0
B. Secondary and Higher Secondary Education
C. Teacher Education
M.Ed/1/SP–C/1
Pre-Service and In-Service Teacher
Education
Any one from M.Ed/1/SP-C/2, M.Ed/1/SP-C/3, M.Ed/1/SP-C/4, M.Ed/1/SP-C/5.
M.Ed/1/SP–C/2
Pedagogy of Science Education
40
60
100
3
1
0
M.Ed/1/SP–C/3
Pedagogy of Mathematics Education
40
60
100
3
1
0
M.Ed/1/SP–C/4
Pedagogy of Language Education
40
60
100
3
1
0
M.Ed/1/SP–C/5
Pedagogy of Social Science Education
40
60
100
3
1
0
62
D. Distance Education and Open Learning
M.Ed/1/SP–D/1
Foundations of Distance Education
and Open Learning
40
60
100
3
1
0
M.Ed/1/SP–D/2
ICT in Education: e-learning
40
60
100
3
1
0
Formulation of Research Proposal for
Dissertation
20
30
50
0
0
4
M.Ed/1/DS/01
M.Ed/1/PT/01
Field Experiences and Practicum
20
30
50
0
0
1
240
360
600
15
5
5
Int.
Marks
Ext.
Marks
Total
Marks
III
5.
IV
6.
TOTAL OF I SEMESTER
II Semester
S.No.
I
Paper
Title
Credit distribution
L
T
P
Core Courses
7.
M.Ed/2/CC/04
Process of Education
40
60
100
3
1
0
8.
M.Ed/2/CC/05
Psychology for Individual and Social
Development
40
60
100
3
1
0
M.Ed/2/CC/06
Statistical Methods for Data
Analysis
9.
II
0
40
60
100
3
1
Specialization (Two Papers of Any One Area of Specialization)
10. E. Curriculum Studies
M.Ed/2/SP–E/1
Issues in Curriculum Development
40
60
100
3
1
0
M.Ed/2/SP–E/2
Curriculum Transaction and
Evaluation
40
60
100
3
1
0
F. Guidance and Counselling
63
M.Ed/2/SP–F/1
Educational Guidance and
Counselling
40
60
100
3
1
0
M.Ed/2/SP–F/2
Assessment and Appraisal in
Guidance and Counselling
40
60
100
3
1
0
G. Policy, Planning, Management and Financing of Education
M.Ed/2/SP–G/1
Educational Policy and Policy
Research
40
60
100
3
1
0
M.Ed/2/SP–G/2
Educational Planning, Management
and Financing of Education
40
60
100
3
1
0
H. Inclusive Education
M.Ed/2/SP–H/1
Inclusive Education for Children
with Diverse Needs
40
60
100
3
1
0
M.Ed/2/SP–H/2
Education of the Disadvantaged
Groups
40
60
100
3
1
0
I. Educational Technology and ICT
M.Ed/2/SP–I/1
Educational Technology
40
60
100
3
1
0
M.Ed/2/SP–I/2
ICT in Education
40
60
100
3
1
0
Dissertation (Dissertation work
started in I Semester with Research
Proposal will be submitted within 3
months from the date of
completion of II Semester Exam)
40
60
100
0
0
4
0
0
1
15
5
5
III
11.
M.Ed/2/DS/02
12.
M.Ed/2/DS/03
Viva Voce for Dissertation
20
30
50
M.Ed/2/PT/02
Field Experiences and Practicum
20
30
50
IV
13.
TOTAL OF II SEMESTER
GRAND TOTAL OF I & II SEMESTERS
280
420
600+700=1300
700
25+25=50
64
EVALUATION OF GROUP ‘D’
Revised Curriculum
1. Practice teaching:
1)
At least one lesson shall be observed by the Board of Examiners appointed by the
University for a maximum of 70 marks. Observation of lessons and lesson plans:- to
be
internally assessed by the institution for a maximum of 30 marks.
2)
A viva – voce examination based on the report on items of practical work listed under
2 (2) shall be conducted by the Board of Examiners. This will carry a maximum of 70 marks.
3)
The activities carried out under 2 (2) shall be assessed internally for a maximum of 30
marks.
4)
The marks awarded in the above three categories shall be added together and the
total marks so obtained shall be converted to a percentage.
5)
The final grade in the practical works shall be given on the basis of the percentages as
follows –
Grade O
80%
and
Grade A
70%
- 79%
Grade B
60%
- 69%
Grade C
50%
-
above
59%
A candidate must get a minimum C Grade to clear the practical part (Group D).
65
CRITERIA FOR SUCCESSFUL COMPLETION OF THE B.Ed. COURSE
A candidate should get a minimum of 35% marks in each paper both in the written
examination and in the sessional part separately with a minimum of 40% marks in the
aggregate in the combined marks of the written examination and the sessional works. A
candidate should get a minimum of 50 % marks in each practical course and in the aggregate
of all practical courses.
1. Those who satisfy the minimum pass requirements in the written and sessional parts
but fail to obtain the minimum aggregate in the combined marks of written and
sessional parts may repeat in one or more courses in the consecutive semester
examination conducted in the subsequent year by the University.
2. Those who obtain the minimum aggregate in the combined marks of written and
sessional parts but fail to obtain the minimum in the written part in any one course in
the first chance may appear only in that course in the next chance to clear that course.
3. In case of failure by a student to attain the minimum mark requirement under internal
assessment category, he /she will be considered ‘Not Fit’ for the Final University
Examination, and will therefore be obliged to discontinue with the course. A student will
also be debarred from appearing for the theory written examination upon failure to
clear the practical examination conducted by the University.
4. Those who fail to clear the Practical Components D – 1 to D – 6 may repeat in the part
or parts in which they fail only once in the consequent semesters of the subsequent
year.
5. Written examination marks and sessional marks in each course will be shown separately
along with the total marks in that course. Sessional marks will be awarded by the
Institution/ Department concerned.
6. Sessional marks in the different courses and practical assignment will be finalized by the
Principal/Head of Department and Staff of the respective Colleges/Department and
submitted to the University before the commencement of the theory examination.
7. Practice Teaching will be assessed by an external Board of Examiners appointed by the
University for each College/Department and the Chairman of the Board will forward the
results awarded to the University.
66
2.5.3 How are the assessment / evaluation outcomes communicated and used in
improving the performance of the students and curriculum transaction?
Students showing sub-standard performance in internal work items like tests,
assignments, report-writing and other assigned activities, after due communication, are given
special attention through support services devised by the subject teacher concerned. Weak
areas in academic performance of any student is immediately communicated. The
performance ranking of the students in the Pre University/ Pre Semester examination is
published and put up in the Notice board.
Before the finalization of internal assessment marks, students found scoring below
average marks or falling short of the minimum requirement under the Internal evaluation
scheme on any subject are informed and allotted an additional time of a few days duration
during which they are given the chance to make up for their shortfall by taking up extra
assignments and tasks as may be determined by the teacher concerned.
Since regular participation in both theory and practical programmes is a strong
determinant of good performance, attendance is strictly monitored and any shortfall is
strictly dealt with.
Advanced students performing well are given additional tasks and assigned special
roles and responsibilities in curricular and co-curricular programmes. They are also asked to
give extra help and support to weaker students as and when feasible.
2.5.4 How is the ICT used in assessment and evaluation processes?
All performance achievement test results are fed into computers and subsequently
recorded for future use and working out overall performance percentage or grade. The
scores obtained through standardized tests are also worked out in computers.
2.6 Best Practices in Teaching-Learning and Evaluation Process
2.6.1 Detail on any significant
introduced by the institution?
innovations
in
teaching/learning/evaluation
I. Mentoring:
Mentoring is a new practice followed in the Institute occurring from the counselling and
guidance services provided individually. Advice, counsel and guidance are being given on an
individual and personal level by assigned mentors.
67
II. Seminars:
Seminars organized at frequent intervals on selected themes and issues relevant to
the teaching subjects are meant to interactive learning because the follw-up discussions are
crucial to enriched learning experiences. Depending on the theme selected, experts or
professionals with required skill, knowledge and experience would be invited to make the
presentation. This practice has proved to be far more meaningful than the routine Lecturemethod. It offers relief to the students and is a diversion from the monotony of the general
class-room learning procedure. Students show more interest and enthusiasm and the
participation of maximum number is facilitated. The success of this practice is evident in the
increased learning output of students. More interest is shown by students which is evident in
the higher percentage of participation. Moreover, what is learned is easily absorbed,
internalized and established and retained for a longer period of time.
Learned and experienced professionals from Mizoram University, MBSE, SCERT,
NGO’s, Government Departments and other agencies and retired professionals are invited as
Resource persons.
iii. Extending Special Support To Weak And Backward Students
The practice of giving additional time and opportunity to weak and slow
learners to make up for their shortfall in performance as highlighted in sl.no. 2.5.3 has been
followed for several years. This has effectively served as a propeller for bringing forward the
weak learners and giving them opportunity for self-improvement.
Bright and progressive students with commendable achievement are
assigned special roles and responsibilities in curricular and co-curricular programmes. The
practice of peer teaching has been adopted in some subjects (e.g. Educational Psychology)
making use of the advanced learners. Extra help and support is extended to the weaker
students by such students through these activities and exercises.
Remedial coaching classes are held for those in need of the additional support.
68
iv. Panel Discussion:
This method is finding increasing usage and popularity in the learning of different
subjects particularly because it is a break from the monotony of classroom lecture and
routine learning procedures and deliberations, for which the marks allotted are accounted
for in the internal assessment besides the marks accounted for active participation.
2.6.2 How does the institution reflect on the best practice in the delivery of
instruction, including use of technology?
The faculty takes up different teaching subjects, prepare monthly plans submitted to
the IQAC which are displayed in the special panel board allotted and are kept open for study
by the students. The teachers specify the daily teaching tasks period-wise along with the
objectives, the methods, the strategies and the techniques they would be deploying in the
teaching transaction in the monthly plan. The audio visual aids and equipment and learning
materials to be used for particular teaching situations are also highlighted.
A register is maintained by the class representatives in all classrooms where the
attendance of teachers are recorded and submitted for checking to the IQAC every month.
Irregularities are reported to the Principal.
A Semester-wise academic plan is also prepared by all teachers inclusive of curriculum
pacing which effectively checks the speed of the instruction process. A schedule is also
worked where power-point presentations are made by individual teachers on themes and
topics related to their teaching subjects.
69
2.7 Additional Information to be provided by Institutions opting for Re-accreditation /Reassessment
2.7.1 What are the main evaluative observations / suggestions made in the first
assessment report with reference to Teaching Learning and Evaluation and how
have they been acted upon?
The main evaluative observations made in the first assessment report with reference
to Teaching Learning and Evaluation and the actions taken are as follows :-
2.7.1 : Admission Process and Student Profile :
 Admissions are made on the basis of Merit Index and the performance in
the Interview by the College.
 Reservation Policy of the State Government is followed and students of
fairly good merit are largely attracted to the College.
 There is equal representation of students from the weaker and
disadvantaged sections of the Society.
A system of written test followed by personal interview is introduced from 2011 onwards. In
2014 two students who are physically challenged have been admitted.
2.7.2 : Catering to the Diverse Needs :
 Emphasis is made on good Student-Teacher relationship.
 Assessment of slow and advanced learners is made through Tests and
Writing Exercises.
 Remedial Classes are conducted in Spoken English.
Unit Tests are conducted as well as pre university/ pre semester examination each
year. Remedial classes in all subjects including spoken English classes are conducted
thoroughly.
2.7.3 : Teaching-Learning Process :
 Lecture-cum Discussion and Demonstration Methods using Traditional
Teaching Aids are the main Teaching Strategies adopted by the Faculty.
70
 Active Learning is ensured through involvement of Students in Action
Research Projects, Practical Work, Tests, Assignments and School
Surveys.
 The Pre and Post Practice Teaching Skill Development program of the
Institution constitutes Micro-Teaching followed by Block Teaching.
Constructivism has been introduced as a learning mechanism. All the faculty members use
ICT in the teaching-learning process.
2.7.4 : Teacher Quality :
 10 Teachers are Ph.D out of which 6 are in the Reader Grade.
 The College ensures Professional Development of its Faculty by giving
them leave to attend Refresher/Orientation Courses and for going for
higher studies.
 All sanctioned posts are filled up with qualified teachers.
Of the existing regular faculty of IASE 6 members including the Principal have retired
with full supernuation. This has brought the regular faculty members to 9 including the
present Principal.
2.7.5 : Evaluation Process and Reforms :
 There is a provision of 80% External and 20% Internal marks for
participation in various Curricular Practical Activities.
 The Mid-Term Assessment of Students’ Progress is done through Class
Tests.
 The Internal Test Performance of Students is made open and displayed.
The provision of external marks has been reduced to 70% and the internal marks
increased to 30%. Others remain the same.
71
2.7.6 : Best Practices in Teaching-Learning and Evaluation :
 Encouraging Students’ good performance by giving Certificates.
An individual student who has excelled in both the academic and co-academic field is
felicitated with a certificate and gifts in kind at the end of the session. Students who have
diligently obeyed the rules and regulations of the institution are also felicitated.
2.7.7 What are the other quality sustenance and enhancement measures undertaken by the
institution since the previous assessment and accreditation.
The quality sustenance and enhancement measures undertaken by the institution
since the previous assessment and accreditation are:
 Faculty members have attended several Workshops and Seminars whose themes
were mainly concerned with Innovative Teaching Strategies & Techniques in the new
millennium.
 All the Faculty members are Computer Literate and all of them use Power Point in the
course of their teaching.
 All the Faculty members also underwent a one day training session in the use of
Smart Class. However, as the Resource person has been unable to come again, all the
Faculty members are looking forward to the second session.
 IASE has collaborated with NUEPA in identifying and improving the working
conditions of secondary teachers in Mizoram.
 Faculty members have been oriented and trained in the use of ICT in the teachinglearning process.
72
CRITERION III RESEARCH, CONSULTANCY AND EXTENSION
3.1 Promotion of Research
3.1.1. How does the institution motivate its teachers to take up research in
education?
1. Sensitizing teacher educators on the need and importance of research for
professional development and qualitative improvement.
2. To solve/tackle the problem faced by them in the teaching learning process in a
systematic way by conducting action research.
3. By subscribing a number of educational journal and research journal for reading to
widen their intellectual horizon in the field of research.
4. By giving notifications to all the teachers to present a research paper at the
regional, state, national and international level seminar when invitations are received.
5. The research committee has chalked out various research oriented tasks to
performed by the teacher.
be
6. As and when information /notice are received from different research agencies such
as UGC, ICSSR, NCERT and NUEPA teachers are encouraged to take up minor or major
research which are funded by these agencies.
7. To help the student-teacher in an appropriate and accurate manner teachers are
constantly informed to conduct research related to the problems faced by the learners in the
institutions.
8. Development of a good relationship with the community is helping the institution to
be aware of the various social problems faced by them. These observations help the
institution in identifying the areas where research needs to be conducted.
9. Activities like the recently organized school visit for “interaction with teachers &
identification of deficiencies in qualitative index” are a good source of analysing the strength,
weakness, opportunity and threat of secondary education in Mizoram.
10. Conducting of seminar and workshop on selected theme has also motivated
teacher educators to pursue research work.
73
3.1.2. What are the thrust areas of research prioritized by the institution?
The institution has given priority to such thrust areas of research as mentioned
below:1. Learning problems of student-teachers and its remedies
2. Qualitative improvement of the educational system
3. Awareness on inclusive education and its’ successful implementation
4. Education of the disadvantaged/differently- abled.
5. Problem faced by schools in rural areas.
6. Impact of medium of instructions on the achievement of student
7. Attitude of teacher towards teaching professions
8. Factors contributing to Teacher Effectiveness
3.1.3. Does the institution encourage Action Research? If yes give details on some of the
major outcomes of the impact
Yes, the institution encouraged action research. And the major outcomes of the
impact of action research are:
A. Language problem faced by student-teachers
1. Conducting remedial classes on language proficiency.
2. Language laboratory was installed in the institution.
3. Strict adherence to teaching in English language in the class room as well as for
communication among and between teacher and the student
B. Qualitative improvement of the educational system
1. Teacher educators from the IASE take up research and project work related to
quality improvement.
2. Installation of smart class room and UGC resource centre.
74
3. Survey of untrained teachers at the secondary schools
4. Identifying the type and status of secondary school buildings.
5. Interaction with teachers & identification of deficiencies in qualitative index.
C. Learning disability
1. Conducting detection camp in the neighbouring school.
D. Learning problems of the student teacher
1. Identification of learning problems of student teacher and conducting
counselling and remedial classes
2. Invitation of experts to give lecture on the different areas of disability and its
treatment.
3. Formation of Peer group tutoring classes.
3.1.4. Give some details of the Conference/Seminar/Workshop attended and/organized by
the faculty members in last five years.
Sl.
No
1.
2.
3.
4.
5.
6.
7.
8.
9.
10
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Name of Faculty
Dr.Vanlalhruaii(Principal)
J.N.Singh
Dr.Laldinliani Hrahsel
Dr. Hmingthanzuala
Dr.Lalhmingliana
Dr.Ngurthankimi Sailo
Dr.Zothanzuali
Dr.Hmingthansiami
Dr.Lallianzuali Fanai
Vanlaltanpuii
Christina Lalthansangi
Zochhuani
Dr.Lalchawimawii Ngente
Donna Lalnunfeli
Lalhlimpuii Ralte
Sian Lalchhandami
Lalrinfeli Khiangte
Vanlalfana
Zairemmawia Renthlei
Benjamin Lalmuanawma Fanai
Workshop
+
Training
9+10
6+3
13
11+11
10+5
9+5
6
15
17+25
16+15
7+8
11+3
12+4
7+2
13+5
10+8
7+3
5+6
6+2
4
Manner of Attendance
Seminar
Conference
12
1
11
4
2
2
6
9
6
3
2
2
1
5
Co-ordinator
5
2
3
1
1
1
12
2
1
2
3
2
3
3
2
1
Resource
person
Participant
22
8
3
14
10
11
4
8
31
14
11
9
15
4
11
13
8
8
4
6
5
1
21
14
4
4
9
16
18
19
2
14
5
7
8
7
2
1
4
2
75
* The details of the conference/seminar/workshop attended and organised are enclosed.
3.2 Research and Publication Output
3.2.1. Give details of instructional and other materials developed including teaching aids
and/or used by the institution for enhancing the quality of teaching during the last three
years.
The subject teacher gives guidelines for developing the study materials to the students. If the
student teachers have a problem, the teacher will develop the materials and the multiplied
copies are distributed to the student teachers after adequate explanation has been made to
the class.
Teaching Aids of different type made from inexpensive materials have been developed in the
institution. Some of the teaching aids commonly developed or frequently used are listed
below:
a.
b.
c.
d.
e.
f.
g.
h.
Maps or diagrams.
Models.
Flannel boards.
Flash Cards.
Mounted pictures.
Charts with different depictions.
Power point
Collection and preservation of specimen
3.2.2. Give details on facilities available with the institution for developing
instructional materials?
1. Making use of UGC resource centre for internet browsing and downloading of
study materials.
2. Books from the library
3. Language laboratory to improve language skills and language proficiency.
4. Reprographic machine, computers, photocopying machines and printers.
3.2.3. Did the institution develop any ICT /technology related instructional materials
during the last five years? Give details.
76
Almost all the faculties of IASE use computers in the teaching-learning process by way
of power-point presentation, slide shows and video clips.
3.2.4. Give details on various training programmes and/or workshops on material
development (both instructional and other materials)
a) Organized by the institution
1. Workshop on Micro teaching- 2013,
2. Workshop on material development for B.Ed Multimode Programme– 2014
3. Workshop on the development of teaching aids- 2013
4. Workshop on the development of Study material on the new syllabus 2014
5. Workshop on development of question bank-2013
6. Workshop on the development of teaching through ICT / power point presentation
b) Attended by the staff
Training programmes and workshops on material development are occasionally
organized by SCERT and MBSE. On such occasions, two or more faculty members are
detailed by the principal to attend the programmes.
c)Training provided to the staff
1. Orientation training on the new curriculum – 2014
2. Refresher course on research methodology – 2013
3. Orientation course on micro teaching- 2012
4.
Workshop
2011/2012/2013/2014.
on
Professional
development
of
teacher
educator
77
3.2.5. List the journals in which the faculty members have published papers in the last
five years.
1. Dr.lallianzuali Fanai
 Attitude of student-teacher towards teaching profession Edutracks Vol 13.No.9
May 2014
 Economy, education and insurgency in north East India Editor JV Nunchunga


.Mukherjee Publishing 8/B/2,Tamer Lane,Kolkota-700009 ISSN 978-81-023387-0-5
May, 2014 Edutrack-Vol-13-No-9 Page 41-43, ISSN:0972-9844 Neelkamal Publication
PUT.Ltd Sultan Bazar, Hyderabad 500095, AP, INDIA
Chalk and Chai Journal. Oct-Dec, 2012, Vol-35 Page 12-16, No.4
2. Dr.Lalchawimawii Ngente
a) Sci Vis 12(1), 8-10 ISSN (Print) 0975-6175 (online) 2229-6026
b) Parasitol Res Inernational online journal (Impact Factor 2.85) ISSN (Print) 09320113 (online) 1432-1955
3.2.6. Give details of the awards, honors and patents received by the faculty members in
last five years.
1. Dr.Vanlalhruaii ,Principal , Rajiv Gandhi Award for Excellence in Education, Awarded
by International Institute of Education and management.
2. Dr.Lallianzuali Fanai, awarded Gold Medalist in Diploma in Women Empowerment
and Development by IGNOU
3.2.7. Give details of the Minor/ Major research projects completed by staff members of
the institution in last five years.
A research titled “Impact of Educational Level on Maternal Care and Upbringing of
Children from the Christian Perspective” to find out the impact of the education of mother on
the care and upbringing of children analysed from a Christian perspective was completed by
the staffs in 2014.
3.3 Consultancy
78
3.3.1. Did the institution provide consultancy services in last five years? If yes, give
details.
Consultancy services are only provided to the students undergoing the B.Ed. and M.Ed
Courses at the time the Project work and Dissertation work are being taken up. The
accomplishment of project work and M.Ed Dissertation are an important requirement for
successful completion of the Teacher Education Programme. Activities under Project work
consists of case studies, construction and administration of test items, investigations on
specially identified problem areas of education, learning problems related surveys and
studies, co-curricular activities, wastage and stagnation, juvenile delinquency, etc.
Under dissertation the topics that are covered are analytical studies, case studies,
comparative studies, attitude, aptitude studies and any other relevant activities which are
concerned with education.
3.3.2. Are faculty /staff members of the institute competent to undertake consultancy? If
yes, list the areas of competency of staff members and the steps initiated by the
institution to publicise the available expertise.
Eight (8) of the existing faculty members have completed their Ph.D. and are fully qualified
and equipped with professional knowledge, skill and capability to render consultancy
services.
3.3.3. How much revenue has been generated through consultancy in the last five years?
How is the revenue generated , shared among the concerned staff members of the
institution?
N.A
3.3.4. How does the institution use the revenue generated through consultancy?
N.A
79
3.4 Extension Activities
3.4.1. How has the local community benefited from the institution? (Contribution of the
institution through various extension activities, outreach programmes, partnering with
NGO’s and GO’s)
1. Acting as a resource person on MHIP (Women Organisation) Day on subjects like
Child Development, Women empowerment and Adolescent Education.
2. Write article on Educational/Occupational Guidance, how to discipline the children,
how to look after adolescence, role and function of community for the development of
education, how to mobilise resources.
3. Organised one-day teacher training for the neighbouring school teacher on effective
management of classroom.
3.4.2. How has the institution benefited from the community? (Community participation
in institutional development, institution-community networking, institution school
networking etc.)
The leaders of local Municipal Council, NGO’s, MLA and Aizawl Municipal Council
(AMC) members are constantly invited to the college to discuss the collaborative steps to be
taken for the development of the college. These meetings always come out with positive
feedback from the community. Currently, arrangements are made with the Republic Veng
community leaders to shift the Basketball court so that the construction of the Men’s hostel
may function smoothly. These kinds of arrangements can be made only when there is good
dialogue and rapport between the concerned parties.
3.4.3. What are the future plans and major activities the institution would like to take up
for providing community orientation to students?
a. To organise a one day awareness campaign on the ideal of “education for all” with
special reference to the role played by the community and uniting the leaders of NGO’s and
local council to work towards such goals.
b. To write articles on the local news papers on subjects like parenting, adolescence
education, importance of an enlightening mind, teachers as facilitators of learning, etc.
80
c. To organise detection /identification camp on learning problems at the
neighbouring primary school, middle school and high school.
3.4.4. Is there any projects completed by the institution relating to the community
development in the last five years? If yes, give details.
Yes, Community based rehabilitation programme of Chhiahtlang village, Serchhip
District
3.4.5. How does the institution develop social and citizenship values and skills among its
students?
a. Organising institution-community meet and inviting experts to give lecture on the
duties and responsibilities of citizen
b. Seminar on human rights
c. Visiting rehabilitation centres, orphanages and old age home and rendering of
services.
d. Letting the student attend seminars/workshops on environment related issues.
e. Witnessing of Legislative Assembly sessions.
f. Students are taken to visit the State Museum, historical places, Central Agriculture
University, Horticulture farm, typical Mizo village at Reiek and Falkawn.
g. Holding of Assembly once a week where students are given lecture on the various
soft skills and interpersonal skills.
h. A day is set aside for wearing formal dress and another day for wearing traditional
attire to promote nationalism and pride in one’s own culture and tradition. This activity also
develops discipline among the student teachers.
81
3.5 Collaborations
3.5.1. Name the national level organization , if any, with which the institution has
established linkages in the last five years. Detail the benefits resulted out of such
linkages.
Mizoram University:
The Instituion is permanently affiliated with the University.
It is directly linked with the University for the purpose of external examinations, both
theory and practical. Practice teaching as an important component of practical
examination is assessed by an external board of examiners appointed by the
University. A viva – voce examination based on the report on items of practical work
fulfilled by the students is conducted by the same board of examiners appointed by
the University. All other details of work related to external examination, both theory
and practical, is taken up by the University right up to the issue and publication of
results.
The University also prepares and prescribes the curriculum for the B.Ed. course
of study. The course presently followed was developed by IASE in collaboration with
Mizoram University.
The expertise of the IASE staff is made available to the Department of
Education under Mizoram University when called for. The Principal and Lecturers are
often invited as Resource persons for the Refresher Courses held by the Department
of Education, M.Z.U.
The Principal is a member of the Academic Council, Mizoram University and
School Board of Education and Humanities. Mizoram University and Dr.
Hmingthanzuala is a member of the School Board of Education and Humanities.
The University has also been mobilizing the professional expertise of the
Institute of Advanced Study in Education faculty in paper setting, moderating,
evaluation and re-evaluation.
REGIONAL AND NATIONAL AGENCIES:
NCTE: Institute of Advanced Study in Education, Aizawl is an NCTE recognized
institution. For all academic purposes, IASE functions are closely regulated, controlled
and directed by the norms and standards laid down by NCTE which is vested with
statutory authority for “achieving planned and co-ordinated development of the
teacher–
education system throughout the country, the regulation and proper
82
maintenance of norms and standards in the teacher education system and for matters
connected therewith”.
1. The NCTE lays down strict norms on matters related to a) minimum intake of
students and strength of teaching staff, technical staff, administrative and other staff,
b) non – recurring costs on institutional building, equipments, books and furniture and
c) recurring costs on salaries.
2. Norms for space and buildings like land area and location, b) norms for
instructional area like theory classrooms, seminar room and hall, laboratories –
psychology, work experience, education technology, computer, library – cum – reading
room, science lab, language laboratory, social sciences – cum – small group labs. c)
building space for administrative areas, d) building space for amenities, e) building
space for residential areas like students’ hostel and staff quarters, f) play fields.
3. Norms for equipment, books and furniture which include a) equipment for
science laboratory, b) equipment for psychology laboratory, c) equipment for
educational technology, d) equipment for work experience laboratory, e) equipment
for games and sports, f) norms for books and journals, g) norms for furniture like
chairs, desks, tables, almirahs, racks, benches, blackboards, etc.
4. Norms for staff comprising the teaching staff, technical support staff,
administrative staff and helper staff.
5. Norms for recurring costs relating to recurring expenditure of secondary teacher
education institutions like salaries and purchase of instructional materials.
6. Norms regarding curriculum transaction concerning a) the distribution of working
days into teaching days, b) supervised practice teaching and other assignments, and c)
examination days.
7. Norms regarding admission criteria and fees under which clear and specific
directions are laid out on a) admission criteria, b) selection procedure and c) fee
structure and scholarship.
8. Norms regarding management and finance which specifies a) the institution of a
Management Committee, b) the need for financial soundness and viability and c) the
need for adopting proper budgeting, expenditure sanctioning, accounting and
auditing.
83
All Norms, Guidelines, Instructions, directions and specifications forthcoming from
NCTE under the above outlined statutory authority vested on it are fully binding on
C.T.E. and are strictly observed and closely abided with.
The strict control meted out by NCTE has resulted in quality improvement – both in
infra-structure and teaching-learning in the college. All concerned have become more
aware of the task set out for teacher-education, appreciate the improvement roles to
be played by teachers and teacher educators in nation building; and eagerly take up
concerted effort for their actual fulfillment.
LINKAGES WITH OTHER UNIVERSITIES:
Most of the Lecturers at IASE have lent their academic and professional
expertise to other Universities such as North Eastern Hill University, Assam University
and Arunachal Pradesh University by way of paper setting and paper evaluation at the
time of B.Ed. University Examination. Many of the senior lecturers of IASE have been
appointed by other Universities as mentioned above for the task of setting questions
for the B.Ed. University Examination on different subjects. In addition to this, paper
checking of the University theory examination is an important task assigned to the
senior lecturers of IASE by the same three Universities mentioned above.
UNIVERSITY GRANTS COMMISSION (UGC):
The U.G.C. is directly responsible for the fixation and revision of pay – scales,
specification of minimum qualification for the appointment of teachers in the College ,
providing incentives for Ph.D. and M.Phil., Career advancement, promotion, rewarding
merit, fixing conditions for appointment of part – time teachers, creation of posts,
fixation of teaching days, work load, making guidelines regarding superannuation and
re – employment of teachers, superannuation benefits, leave rules, service agreement,
code of professional ethics, accountability and anomalies.
The greatest benefit IASE has derived from U.G.C. is in terms of academic and
professional advancement and attainment of higher levels of intellectual capacity and
powers and a general sharpening of intellect of the faculty members through the
innumerable U.G.C. sponsored Refresher Courses organized by different Universities
at various parts of the country. Refresher Courses on Education, Educational
management, Economics, History, Home Science, Research Methodology in Social
Sciences, Mathematics, etc have been attended to with great earnest and sincere
enthusiasm by the faculty members. The Principal of the College has often acted as
84
Resource person in some of the U.G.C. sponsored Refresher Courses organized by
Mizoram University.
U.G.C. sponsored seminar – cum – workshop on Environmental Education and
other such important issues and concerns have been attended to by the teaching staff
at regular intervals.
IASE is included in the list of colleges eligible to receive central assistance in
terms of section 2 (f) and 12 (B) of the U.G.C. Act of 1956.
NCERT: NCERT has played a very important and significant role in strengthening IASE
and bringing about qualitative enhancement of the Institution through the various
training courses and programmes it has successfully organized through the years and
in which members of the IASE faculty have been opportune to participate.
NUEPA:- A national level study on the working conditions of teachers is organised by
NUEPA in which Mizoram is one of the 9 states selected for the purpose of this study.
NUEPA has nominated IASE, Aizawl to take up the project in Mizoram to study the
working conditions of teachers in the state. A study team comprising of faculties from
IASE and a resource person from Rajiv Gandhi Foundation has undertaken the study
going through necessary documents from concerned offices and holding meeting with
teacher associations of various levels and various management system. A workshop
has also been organised and a report has been made of the study and its
developments so far.
RAJIV GANDHI FOUNDATION – Development of training management system with the
institution. They provide academic support to the Institution.
85
3.5.2. Name the International organizations, with which the institution has established
any linkages in the last five years. Detail the benefits resulted out of such linkages.
The institution has still established close and strong links with DEV PRO
(Development Professional), a Delhi based Trust having international partnership
network with its head agency based in U.S.A. since 2005, when the organization made
its first venture in Mizoram. The main goal of this trust is to mobilize dedicated
professionals from different countries of the world and channelise their professional
expertise, skill and knowledge for the upliftment and development of needy countries
and regions. India is among the few fortunate countries benefited by the service.
The Institute was selected by DEV PRO as its centre for activating its
Spoken English and Communicative Language Development Skills Programme in 2005
which was sponsored by the North East Council.
3.5.3. How did the linkages if any contribute to the following?
 Curriculum Development - The institution reviewed and adapted the NCFTE
2009 from 2014-15 session
 Teaching - The institution follow the NCTE norms in theory and practicum
 Training - The faculty are obliged to undergo the required training stipulated by
UGC in matter relating to service
 Practice Teaching - Micro ,macro and stimulated teaching are conducted as per
the NCTE norms
 Research - Minor Research proposal are submitted to the UGC by faculty and
some proposal are accepted - work is in process.
 Consultancy – N.A.
 Extension - Faculty members rendered extension services as member joint
review Mission team for teacher education, member NCTE Eastern region
 Publication – N.A.
 Student Placement - Constituted Placement Cell, all the alumni members were
registered and develop linkage with the different Institutions. Information are
disseminated with regards to qualified personnel.
3.5.4. What are the linkages of the institution with the school sector ? (Institutionschool-community networking)
86
1. Formation of Community mobilisation cell in the institution
2 .Providing in-service teacher education on subject like effective classroom
management and professional development of teachers
3. Utilize school as a cooperating school
4. Training on need based are provided to the cooperating school
5. Some room of The Institution was used by the school which are selected for
examination centre, for conducting HSLC examination
6. The local community and the neighbouring school utilise the basket ball court inside
the campus
3.5.5. Are the faculty actively engaged in schools and with the teachers and other
school personnel to design, evaluate and deliver practice teaching. If yes, give
details.
The faculty members are not actively involved in schools but Supervision and
evaluation work are taken up by the teaching faculty at the time of non-simulated practice
teaching in the different schools. Final practice teaching examination is conducted by
Mizoram University through a specially appointed team of Examiners.
3.5.6. How does the faculty Collaborate with school and other college or University
faculty?
The collaboration that the institution has with the school faculty has been shown in 2.3.6. Its
collaboration with the university faculty is evident mainly in the mutual utilization of the
knowledge, experience and expertise of the faculty staff in educational programmes, training
schedules, paper setting, moderation, evaluation, invigilation duties and practical
examinations.
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3.6 Best practices in Research, Consultancy and Extension
3.6.1. What are the major measures adopted by the institution to enhance the Quality of
Research, Consultancy and Extension activities during the last five years.
The major measures adopted by the Institution to enhance the Quality of research.
Consultancy and Extension are:
a. Conducting of workshops and seminars on research methodology.
b. Procuring psychological tests and equipments.
c. Registration and compilation of minor research/action research conducted by the
students.
3.6.2. What are the significant innovations / good practices in research, consultancy and
extension activities of the institution?
Research Committee (details of the Research Committee are mentioned in 6.2.1.) was
formed in the Institution they take up all the necessary action related to research and
students’ projects work and dissertations. All the faculty have submitted their area of
interests to the committee and the students were given information about this area of
interest. Then the students were given freedom to choose their supervisor for their project
work depending on their area of interest.
Additional Information to be proved by Institution opting for Re-accreditation/Reassessment
1. What are the main evaluative observations or suggestions made in the first
assessment report with reference to Research, Consultancy and Extension and how
have they been acted upon ?
The main evaluative observations or suggestions made in the first assessment report with
reference to research, Consultancy and Extension and the actions taken are:
2.3.1. Promotion of research: Except official provision of study leave the college does not
have any other incentive/provision for promotion of research. The college has formed a
committee for research development.
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IASE has taken various measures in promoting research though incentives and
provisions are not provided. Faculty members are constantly reminded of the importance of
research and the staffs have finished one research project and one is underway. The workings
and functions of the research committee are mentioned in 3.1.1, 3.1.2 & 3.1.3.
2.3.2. Research and Publication output: The college has taken up a self managed research
team project. Some of the senior faculty have published articles/papers in the local journals/
magazines.
The Institution has finished one research project and another is in process. The faculty
members have published many articles and papers in the local journals/ magazines.
Publications in international and national journals and magazines are listed in 3.2.5.
2.3.3. Consultancy: The college is yet to develop expertise for consultancy work.
The Institution still does not have fully functional consultancy services.
2.3.4. Extension activities: The college has a full time designated person for extension
activities. The students undertake extension activities in the area of community service like
helping the old, rehabilitation of special needs children, health and de-addiction etc. The
institution has been actively organising focused outreach programmes in the above areas.
IASE is extending academic support to all the secondary and higher secondary schools of
Mizoram in areas like pedagogy, educational and vocational guidance, psychological
counselling, mentoring, action research, professional enrichment, etc., Community services
rendered by the students form one of the most meaningful and focussed co-curricular activity.
2.3.5. Collaborations: The college has good collaboration with practicing schools to benefit
mutually. The college has some collaboration with DEVPRO.
All the practicing schools are informed of the purpose and objectives of practice teaching in
order that student teachers reap the full benefits of such programmes. Good collaboration with
practicing school is found to be a vital component for the success of the practice teaching
programme. IASE is still collaborating with DEVPRO.
2.3.6 Best practices in Research, Consultancy & Extension (if any): Focused and well
organized extension activities for community upliftment.
Activities in Research and Extension have increased manifold from the last assessment and
accreditation.
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2. What are the other quality sustenance and enhancement measures undertaken by the
institution since the previous assessment and accreditation?
The measures undertaken by the institution since the previous Assessment and
Accreditation for quality sustenance and enhancement are:
Due to unavailability of funds incentives in cash cannot be given, but incentives in kind
as in attending of workshops, seminars, conferences and acting as resource person for
various programmes is freely permitted to faculty members due to their hard work
and contribution in research areas. Faculty members are encouraged and reminded
constantly on the importance of research.
For increasing teaching and research capabilities IASE has collaborated with MBSE,
SCERT, RMSA, NUEPA and Mizoram University.
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CRITERION IV: INFRASTRUCTURE AND LEARNING RESOURCES
4.1
Physical Facilities
4.1.1 Does the institution have the physical infrastructure as per NCTE norms? If yes,
please specify the facilities and the amount invested for developing the
infrastructure. Enclose the master plan of the building.
The Institution has adequate physical infrastructure as per NCTE norms to run the
educational programmes efficiently. According to the NCTE norms the total land area required
is 3000 sq.m. with a built up area of 2000 sq.m. for Institutions offering B.Ed. & M.Ed.
programmes. The total land area leased to the Secretary, Higher and Educational for the
purpose
of
the
Institution,
CTE & IASE Aizawl measures 7318 sq.m (3.63 acres) with a built up area of . The Institution
campus is located in a noise free and relatively pollution free area of Aizawl, the capital of
Mizoram.
The institution building has the following rooms:
A.
Ground Floor
Area in Square metre
1.
Psychology Laboratory
78.75
2.
Guidance & Counselling Room
47
3.
Seminar Hall (B.Ed Classroom Sec A)
94.43
4.
Girls Common Room
69
5.
M.Ed Classroom I
64.6
6.
B.Ed Classroom (Section B)
64.6
7.
Students Common Room (Boys)
69
8.
M.Ed Classroom II
64.6
9.
Toilet
33.99
B.
First Floor
Area in Square Metre
1.
Principal Room
40.60
2.
Computer Operator Room
3.
Office etc.
89.94
4.
Library
118.00
5.
Faculty Common Room (Women)
123
6.
Common Room (Faculty)
123
7.
UGC Network Resource Centre and Language Laboratory
51.75
8.
Science Laboratory
78.75
9.
Toilet
32.67
C.
Second Floor
Area in Square Metre
Seminar cum Conference room and
Indoor sports stadium under construction.
689
-
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4.1.2. How does the institution plan to meet the need for augmenting the infrastructure
to keep pace with the academic growth?
The Institution being the only secondary Teacher Training Institution in
Mizoram and with the status of being a Government College is given priority by the
Higher and Technical Education Department as well as the administrative authority of
the state. To augment the infrastructure when the need arise and to keep pace with the
academic growth, extension of the institution building to accommodate the increase in
intake capacity and the accompanying activities.
The Institution is a recognized and approved institution under 2(f) and 12(b) of
the UGC Act of 1956 dated 18th July 2005. Further, the academic staffs have been
motivated to pursue further studies and to take up research work. They are allowed to
attend Seminars, Workshops, etc. for academic and professional growth. For this
purpose an additional floor has been added to the main building as a seminar cum
conferences and indoor sports stadium with funds received under UGC grants for
construction of indoor stadium.
The formal recognition for starting the M.Ed Programme as on upgraded CTE
into an IASE was obtained on 12th March, 2012. Further the Institute had to fulfil
conditions and standards laid down by the Mizoram University for acquiring affiliation
thereof. The M.Ed syllabus had been approved by the Academic Council of the
University. The need for additional space for conducting the M.Ed. Course is being met
with funds from the Centrally Sponsored Scheme of Teacher Education for which a
sum of ` 25 lakhs has been sanctioned for extension of the building out of which 11
lakhs is released by the MHRD GoI.
The building works of the various constructions of the Institution are in different
stages of completion. Once completed all the facilities erstwhile not available for
fulfilling the curricular, co- curricular demands of the course will be provided. Building
work for men’s and women’s hostel is under construction; the construction of women’s
hostel will be completed when the last instalment of financial assistance is received
from the UGC.
The vast land area will encompass staff quarters, working laboratories, a good
sizeable library, recreational facilities, seminar and conference room. The campus has
the ideal set up for outdoor games and sports activities which have already been
developed.
4.1.3 List the infrastructure facilities available for co- curricular activities and extra
curricular activities including games and sports.
The infrastructure facilities available for co- curricular activities and extra
curricular activities consist of the following:
a)
b)
Football field
Volley ball court cum Basket ball court
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c)
Recreation room with Table Tennis board and accessories and other
indoor sports items.
d)
Laboratories for conducting different practical works and tests
e)
Reading room for students
f)
Badminton Court
g)
Teaching aids room (workshop)
h)
Day care centre with educational toys and necessary equipments.
i)
One large college canteen
Building work of the auditorium is under construction.
4.1.4 Give details on the physical infrastructure shared with other programmes of the
institution or other institution or other institutions of the parent society or
university.
The physical infrastructure facilities available as specified above are jointly
utilized for all on-going programmes of the Institute.
4.1.5. Give details on the facilities available with the institution to ensure the health and
hygiene of the staff and students (rest room for women, wash room facilities for
men and women, canteen, health centre, etc)
The various health services available to the students and members of the
teaching and non- teaching staff of the institute are as follows:
a)
b)
c)
a)
b)
a)
First aid treatment
Professional medical and nursing services at any time of emergency
Vehicles for transportation in case of emergency
The other services available to the staff- teaching and non- teaching are as stated
below:
Medical reimbursement
Medical leave
The institute has the following provisions for the staffs and students:
Separate toilet facilities for students, male and female as well as for the staff
teaching and non- teaching.
b)
Washrooms for the different categories as specified above
c)
Common canteen for all
d)
Electronic aqua water filters at strategic points in the Institute.
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4.1.6. 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.
The college has been maintaining a hostel for boys since the initial stage of its
inception. The college hostel, run on privately owned rented building has the following
facilities:
a)
Double- seated rooms with fourteen (14) nos. seating capacity
b)
One (1) common room cum recreation room
c)
One (1) common dining hall with kitchen
d)
One (1) colour television
e)
One (1) water cooler
f)
Three (3) bathrooms with toilet facilities
g)
Indoor games facilities like table tennis board with accessories, drought
board, carrom board, Chinese checker, chess board etc.
4.2
h)
Professional medical and nursing services in case of emergency
i)
Vehicles for transportation in case of emergency.
Maintenance of Infrastructure
4.2.1. What is the budget allocation and utilization in the last five years for the
maintenance of the following? Give justification for the allocation and unspent balance if
any.
Building
1. Girls Hostel
Amount Sanctioned - Rs. 40,00,000/2010 -11
- Rs. 20,00,000/-
2011 – 12
- Rs. 10,00,000/-
Balance
- Rs. 10,00,000/-
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2. Sports Infrastructure and equipments
Total Amount
- Rs. 70,00,000/-
2012
- Rs. 35,00,000/- 1st
2013
- Rs. 28,00,000/- 2nd
Balance
- Rs. 7,00,000/-
3. Boys Hostel
Total Amount
- Rs. 40,00,000/-
2013
- Rs. 20,00,000/-
Balance
- Rs. 20,00,000/-
4. College Development and Merged Scheme
2010 – 11
- Rs.27,37,000/- (UGC)
2012 – 13
- Rs.2,50,000/- (UGC)
2013 -14
- Rs. 24,73,000/- (UGC)
Total
- Rs. 54,60,000/-
5. Equipments/Teaching Aids
2011 – 12
- Rs. 14,26,285/- (UGC)
2012-13
- Rs. 23,56,240/-
Total
- Rs. 37,82,525/-
6.Books and Journals
2013 -14
- Rs. 10,00,000/-
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4.2.2. How does the institution plan and ensure that the available infrastructure is
optimally utilized?
The Institution ensures optimum utilization of its infrastructure facilities by
implementing all items of work in the B.Ed and M.Ed course of studies since 2012
Orientation and Refresher Courses are organized for in service teachers. IGNOU
study- centre for B.Ed and M.Ed is also utilizing the college facilities. Moreover,
institutional facilities are used to conduct extension functions to neighbouring schools.
It is also used by the State Government for conducting exams, seminars and meetings.
In 2013, NUEPA selected IASE, Aizawl as one of its state partners among 10
states for research projects on ‘National Study on Working Conditions of Teachers’ Out
of 10 states selected for this study, Mizoram is the only state selected from North East
Region.
The State Government through its varied Departments as well as various NGO’s
are frequently making use of the Institution’s central location as well as its studentsteacher population as a potential resources for spreading and creating awareness on vital
issues and concerns of modern society. Seminars, open discussions and training
schedules have been held on off on Environment. HIV/AIDS, Disaster Management,
Sexual Molestation and Human Rights, SSA, RMSA, etc.
The Aizawl Study centre for the National Education centre of Himachal Pradesh
University had used the academic facilities of the college for its contact programmes.
The college serves as a study centre for IGNOU, B.Ed, M.Ed, MA (Edn) course
of studies. A senior teacher from the Institution functions as the Co-Ordinator and
Assistant Coordinator while the faculty members of the college serve as Academic
Counsellors. One of the larger rooms in the college has been spared for conducting the
offices of the Co-ordinator. Student- teachers contact and interactive sessions take place
on Saturdays when the existing classrooms and the Institution hall are sometimes used
by the State government, the Mizoram Bharat Scouts and Guides as well as NGO’s
such as Young Women Christian Association etc. for conducting state or district level
examinations, seminars, meetings, training programme and drawing competition etc.
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4.2.3. How does the institution consider the environmental issues associated with the
infrastructure?
The Institution building with its vast campus is located some distance away from
the hubbub of the main city area is ideal in many ways. Tree planting had been done on
various occasions when the construction was underway with the main objective of
maintaining a green campus.
The permanent campus had been accomplished only in February 2008. The
establishment is on its way to becoming well settled and the normal institution is
supplemented with activities to make the campus clean and green. The Campus
Development Cell composing of 5 (five) members had initiated several programmes
and drives to beautify the campus keeping in view important environmental concern
and issues.
The vast space available provides for free movement within the campus as well
as for organizing of co-curricular and extracurricular activities. Outdoor sports activities
will be intensified and all other efforts needed to maintain an environmentally friendly
atmosphere and surrounding will be stepped up.
4.3
Library as a Learning Resource
4.3.1. Does the institution have a qualified librarian and sufficient technical staff to
support the library (materials collection and media/computer services)?
The Institution had a qualified librarian who recently retired from the post by
superannuation pension. As of now, the maintenance and supervision of the library is
under the assistant librarian. However, no technical staffs to lend the much needed
support for maintaining satisfactorily functioning Library is available. Moreover, the
State Government is in the process of examining the proposal of the Institution for
creating more posts for the recruitment of such technical staff.
With the acquisition of new computers, efforts are being initiated to computerize
the different activities in the library like lending of books, purchase of books, book
bank, stock verification, etc.
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4.3.2. What are the 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.)
Books
Number
i. Textbooks
12500
ii. Other Books
1312
iii. Journals/ Periodicals
20
iv. National News papers
5
v. Any others/Daily local news papers
7
Total
13,844
4.3.3. Does the institution have in place, a mechanism to systematically review the
various library resources for adequate access, relevance, etc. and to make
acquisition decisions? If yes, give details including the composition and functioning
of library committee.
The Library Committee is composed of the following members:Chairman:
Dr. Vanlalhruaii, Principal
Secretary:
Mr. Lalremruata, Library Assistant
Members:
Mr. JN Singh, Associate Professor
Dr. Lalhmingliana, Associate Professor
Dr. Ngurthankimi Sailo, Associate Professor
Dr. Zothanzuali, Associate Professor
Ms. Vanlaltanpuii, Assistant Professor
Mr. Benjamin Lalmuanawma Fanai, Assistant Professor
Mr. Lalnuntluanga Sailo, UDC
Ex officio Member : Mr. Ramhluna Hnamte, Joint Director, Higher & Technical Education.
The Library Committee has periodically reviewed the various library resources in terms
of the acquired stock like books, magazines, journal, periodicals and other reading materials to
determine their accessibility and relevance.
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Other facilities like photocopier, computer, audio cassettes and its apparatus and
resource materials like CD ROMs are constantly monitored to determine their availability and
utilization. To determine the availability of reference books and recommended readings under
the different subjects within the course of study, individual lecturers are asked to make a
scrutiny of checklist of books submitted by various publishing companies and firms. The
principal reviews the selection from the checklist and takes appropriate action for their
acquisition depending on the financial allocation made by the State Government.
4.3.4. Is your library computerized? If yes, give details.
The Library Automation SOUL 2.0 Version has been successfully completed.
This is for full utilization of the students, Research scholars and faculty members of this
Institution. The Barcode system is fully generated and came into effect on April, 2012.
4.3.5. Does the institution Library have Computer, Internet and Reprographic facilities?
If yes, give details on the access to the staff and students and the frequent of use.
The College has a Website www.iasemizoram.in and also internet facility.
Computers, photocopier and audio recorder and cassettes are available for use by the
staff and students. These facilities are accessible to the students on all working days of
the week from 9:00 am to 5:00 pm.
4.3.6. Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give details.
The institution is using INFLIBNET SOUL – 2.0 facility. All the documents are
installed in SOUL – 2.0 which is use for all purposes offer by SOUL 2.0.
4.3.7. Give details on the working days of the library? (Days the library is open in an
academic year, hours the library remains open per day etc)
The library is kept open for approximately 219 working days of the academic
session from 9:00 am to 5:00 pm. During the months of December and January, it is kept
open from 9:30am to 4:00pm.
4.3.8. How do the staff and students come to know of the new arrivals?
Books, reading materials and other items newly acquired by the Institution for
the Library are listed together in order of their date of acquisition and circulated at
periodical intervals for due information to the faculty staff and students of the college.
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The lists of newly enlisted and registered books are also put up in the Notice Board in
the Library.
4.3.9. Does the institution’s Library have a book bank? If yes, how is the book bank
facility utilized by the students?
The book bank presently maintained is being placed under the responsibility of
individual Lecturers in their subjects concerned. Teachers taking up methodology
papers are each maintaining a book bank through which all textbooks required for
practice teaching at the Secondary and Higher Secondary level are being made
available to the students. Lesson Planning and actual teaching practical in the College
as well as in the Schools are possible through the use of the complete series of
textbooks in the book bank.
4.3.10.What are the special facilities offered by Library to the visually and physically
challenged persons?
Visual or physical disabilities to the extreme extent of needing special care,
support and facilities have not been encountered by the Institution till 2013. However,
in 2014, although there are students with such disability, provision of special facility
have not been necessitated by the College Library as these particular students are not
in need of special care. However with the shift in educational perspectives and its
ensuing needs,
4.4
ICT as learning Resources
4.4.1. Give details of ICT facilities available in the institution (Computer lab, hardware,
software, internet connectivity, access, audio visual, other media and materials)
and how the institution ensures the optimum use of the facility.
Presently there are 10 desktop computers in the UGC Resource Centre and 5
desktop computers in Language Laboratory. All these computers are provided with
internet connectivity. Each classroom is equipped with smart class facilities, projectors
were mounted in each class in which teachers and students utilize it effectively.
Attempts and efforts to equip the student teachers with a working knowledge of ICT
resources and ability for self learning as well as exposure to ICT supported learning
environments have been taken up with much intensity.
4.4.2. Is there a provision in the curriculum for imparting computer skills to all students?
If yes, give details on the skills included.
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In the revised B.Ed and M.Ed curriculum which was designed and developed by
IASE and the affiliating University, ICT is an important component. ICT integration in
Pedagogy is introduced as a subject in the new B.Ed and M.Ed course which will be
transacted essentially through practical activities using workshop mode and the
performance shall be graded on a 5 point scale. The objectives and guidelines for ICT is
given in Criterion 1 sl.no.1.1.5.
4.4.3. How and to what extent does the institution incorporate and make use of the new
technologies/ICT in curriculum transactional process?
Computers are used in the curriculum transaction by the faculty and utilized by
the student teachers for preparation of notes, reports and for making presentation in
group organized activities. Projectors and laptops were used effectively in teachinglearning activities. The Institute has a UGC Resource Centre where students and
teachers can surf the web to search for the various resources that may help them in their
teaching-learning activities. Teaching-learning materials are also sometimes prepared
by using computers.
4.4.4. What are the major areas and initiatives for which students use/adopt technology
in practice teaching? (Development lesson plans, Classroom transactions,
evaluation, preparation of teaching aids)
The Institution has progressed to a commendable level in incorporating and
utilizing ICT in the teaching-learning process. This stands true for practice teaching too.
Students utilize the time preceding practice teaching to the use of the internet for
preparing learning sequence and preparing teaching aids. Facts and information related
to the teaching subjects available on the internet are downloaded and incorporated into
the teaching units prepared. Important pictures, diagrams, model, etc are availed
through the internet.
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4.5
Other facilities
4.5.1. How is the instructional infrastructure optimally used? Does the institution share
its facilities with other e.g. serve as in formation technology resource in education
to the institution (beyond the program) to other institution and to the community.
The Institution is preparing itself to function as the Regional Resource Centre
which is one of the mandates as an IASE. This will eventually allow it to use its
technological resources for sharing with other stakeholders.
Instructional infrastructure is optimally used through the conducting and
organization of seminars, workshop, orientation courses, refresher courses,
demonstration classes, awareness campaigns and programmes, conferences, debates,
discussions etc. These activities and programmes are targeted for teachers and heads of
secondary and higher secondary schools, personnel of different institutions and
departments, members of community and NGO’s. On such occasions, computers,
printers, overhead projectors, television, tape-recorder and whatever else available in
the institute are freely made use of.
These facilities, equipments and all other physical and human resources are
being optimally utilized by IGNOU for its B.Ed study centre.
4.5.2. What are the various audio-visual facilities/materials (CDs, audio and video
cassettes and other materials related to the programme) available with the
institution? How the student teachers are encourages to optimally use them for
learning including practice teaching?
Student teachers are often encouraged to develop their own teaching materials
like CDs, audio and video cassettes and other such materials that would be required by
them according to the topics they have selected for their practice teaching. Books, maps,
charts, diagrams, pictures, specimens, models, globes etc and all other items available in
the Institution are freely available for use by the students for all the learning activities
including practice teaching. The UGC Resource Centre is also available to the student
teachers for use when they want to gather information or material that may help them in
their activities.
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4.5.3. What are the various general and method laboratories available with the
institution? How does the institution enhance the facilities and ensure maintenance
of the equipment and other facilities?
Laboratories for Language, Sciences and Psychology are available in the
Institution where workshops are usually organized for preparing the teaching aids.
Psychology laboratory and Science laboratory are optimally utilized by the students to
administer several science practicals and psychological tests. Efforts are also being
expended towards modernizing the equipments through the use of advanced tools and
equipments made available by modern technology in these laboratories.
4.5.4. Give details on the facilities like multipurpose hall, workshop, music and sports,
transports etc. available with the Institution.
The present campus presently occupied is a huge expanse of land with a very large
football ground adjacent to the campus and a basketball court situated in the middle of
the campus. The elongated building is able to incorporate several large rooms serving
the immediate and overall needs and purposes of the Institution. The multi-purpose
hall/Auditorium is currently under construction which is large enough to hold three
hundred or more person and will have the capacity to accommodate the hosting of a
variety of programmes like refresher courses, seminars, workshop, symposium,
conferences etc.
A state transport bus is being hired by the Institute which is being utilized by
both staff and students. A separate hostel for boys and girls is under construction in the
campus. Preparations are also underway for the construction of living quarters for the
teaching and non teaching staff.
4.5.5. Are the classrooms equipped for the use of the latest technologies for teaching? If
yes, give details. If no, indicate the institution’s future plans to modernize the
classrooms.
The classrooms were well equipped with smart class/digital classroom facilities,
projectors are mounted in each class in which teachers and students utilize it effectively
for teaching-learning process. The classrooms are also equipped with digital board and
ordinary white board.
As per the requirement of the new Guidelines for Teacher Education and
provisions made in the NCFTE 2009, the Institution has prepared itself for providing
ICT literacy through the teacher education programme. Student teachers will be given
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the experience of preparing lessons in multimedia, accessing offline and online
resources, document creation and communication using e-mail etc. The self-learning
CDs prepared by the Guidelines for teacher educators will be acquired and used in the
Institute to enable the faculty staff to make use the rich digital resources available.
Internet facilities available in the UGC Resource centre are also used to avail of the
necessary materials available on the web.
4.6.1 Best Practices In Infrastructure and Learning Resource
4.6.1 How does the faculty seek to model and reflect on the best practice in the diversity
of instruction, including the use of technology?
The curriculum has recently been revised and updated keeping in mind the
incorporation of the needs and requirements of the technological revolution in the
teaching-learning process of teacher education. This would require the extensive use of
technology in acquisition of information and material. The wide range of practicum that
is incorporated in the new syllabus will require the need to document all such practices
for reflecting best practices and their dissemination when required.
A digital library is proposed to be set up for this purpose in which videos,
presentations and other documents can be stored and easily retrieved.
4.6.2 List innovative practices to the use of ICT, which contributed to quality
enhancement.
Digital classrooms and overhead projectors are used extensively in the teaching
learning process for quality enhancement. The UGC Resource Centre is being used
extensively for availing the various resources available on the web. The language
laboratory is being used for conducting trainings for phonetics and enrichment of
vocabulary of the student teachers.
A comprehensive syllabus and guidelines for the integration of ICT in not only
the syllabus but in all the activities of the Institution is being designed.
4.6.3 What innovations/best practices in ‘Infrastructure and Learning Resources’ are in
vogue or adopted/adapted by the institution?
The Institution ensures optimum utilization of its infrastructure and learning
resources by making them available for use by Open Universities and Distance learning
modes as well as other educational agencies, government departments, community
programmes. NGOs and various other agencies for conducting short courses, training
programmes, examination, holding meetings, seminars, competition and other activities.
The R.M.S.A Mizoram have used the academic facilities of the college for their
contact and training programmes. The Institution is serving as a study centre for
IGNOU B.Ed and M.Ed courses with a very high enrolment figure.
M.A. Education course has also been opened under the IGNOU Programme of
studies. Many aspiring teachers and students unable to pursue the regular course are
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reaping the benefits of distance mode of learning and raising their educational and
professional stature through the opportunity thus offered.
All the existing and available equipment and facilities are utilized by the user
agencies with little or no added expenditure. The faculty staff of the Institute serving as
academic counsellors are available for consultation, guidance and supervision. The
variety and diversity of socially and educationally useful programmes held at the
college enhances the worth and value of the Institution.
4.7
Additional Information to be provided by the institution opting for Reaccreditation/Re-assessment.
4.7.1 What were the evaluative observations made under Infrastructure and
Learning Resources in the previous assessment report and how have they been
acted upon?
The following evaluative observations were made under the Infrastructure and
Learning Resources in the previous assessment by the NAAC Peer Team:
Physical facilities for Learning:

The entire college has a built-up area of 6917 sq. mts and has adequate number
of spacious classrooms and laboratories as per NCTE norms.
 The college augments its infrastructure facilities to keep pace with academic
expansion.
 Despite being in a hilly area the college provides adequate facilities for both
indoor and outdoor games.
Maintenance of Infrastructure:
 The institution spends sufficient grants for the maintenance of its infrastructure
in good condition.
 The laboratories are updated with regular purchase of required items.
Library as Learning Resource:
 The College Librarian has a qualified librarian with photocopying and
computer facility.
 The library has 12409 books including 7653 text books, 4756 reference books,
16 journal besides 18 magazines and periodicals.
 The library is being automated under but does not provide book bank facility.
ICT as Learning Resource:
 The college has four computers mainly used for administrative works.
 The ICT facility is yet to be developed
Other facilities:
 The College has separate rest rooms for girls and boys.
 The College extends good outdoor and indoor sports facilities for students.
 The college has a canteen and arranges to provide hostel accommodation in
rented premises.
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Best Practices in the Development of Infrastructure and Learning Resources.
 Optimum utilization of space and infrastructure.
4.7.2 The Institution has greatly extended its infrastructure and learning resources
keeping in view the requirement of new programmes being introduced and the needs of
students and the staffs.
1.
Physical facilities for Learning:

Vertical extension of the college building for auditorium is under construction
which would provide spacious learning facility for students and holding of
important conferences and seminars.

Horizontal extension of the college ground has been completed.
2.
Maintenance of Infrastructure:



3.
Library as Learning Resource:




4.
The institution is still spending sufficient funds for the maintenance of its
infrastructure.
Fencing of the college compound is done to secure it from trespassers and
maintenance of the college property.
The laboratories are updated with regular purchase of required items. Moreover,
language laboratory has been set up which would provide students to improve
their skills in English vocabulary and pronunciation. The English teacher is
assigned to supervise the use of language laboratory and students are divided into
groups to make use of the laboratory.
The library has 14631 books in total including the acquisition of 121 new books. It
also has 25 Journals and 12 national and local news papers.
The library automation is completed and is using INFLIBNET facility.
Photocopying and computer facility is still in progress.
Students are given the time to access into the library during the office hours where
registration is made compulsory for signing in.
ICT as Learning Resource:
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


5.
Other facilities:


6.
UGC Resource Centre is set up to pace with the modern techniques of teaching
and learning. Besides computers used for administrative work, new computers for
UGC Resource Centre has been acquired with internet facility. There are 10
computers in the Resource Centre and 5 in Language Laboratory. Besides these,
six laptops have been acquired as audio-visual teaching learning resources.
In the Resource Centre, students are given time to access where registration is
made compulsory signing in and signing out. Internet facility is made available to
students to search for the study materials. Supervision is done by the faculty in
charge.
Smart Class has been installed in four classrooms to provide the students with
modern techniques of teaching and learning.
Hostels for boys and girls are under construction. However, boys’ hostel is being
run in a rented building within a community. Boys’ students need to undergo
interview to be admitted into hostels and shall abide the rules and regulations of
the hostel and the college. Girls’ hostel is expected to be completed when the 2nd
instalment is acquired.
Sports facilities for indoor and outdoor are extended. Indoor and Outdoor sports
are organized every year and are made compulsory to attend the sports. All the
teaching and students are expected to participate or lend their presence in any of
the sports day.
Best Practices in the development of Infrastructure and Learning Resources
Setting up of UGC Resource Centre with adequate number of computers and providing
internet facilities: The Resource Centre is open during all office hours and is manned by
a competent staff to guide users. A register is maintained for visitors to sign in their
names.
Responsibility of Maintenance of various infrastructural resources are delegated to
faculty and staff: This encourages judicious use of all equipments in the Institution and
is good for keeping track of all equipments and their proper maintenance.
Utilization of available space in the Institution campus: additional buildings are being
constructed for optimum utilization of space available within the campus, beautification
of the campus through maintaining gardens and planting trees.
Improving library facilities: automation of library system, acquiring additional books
that are relevant and creating book banks
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4.7.3
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?
To improve its Infrastructure and Learning Resources, the Institute has taken the
following measures in regard to quality sustenance and enhancement:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Vertical extension of Institution building to hold seminars, symposium and
conferences.
Fencing of the Institution compound and its boundary for maintenance of
Institution property and its security.
Introduction of ICT Pedagogy in the B.Ed and M.Ed syllabus.
Installation of Smart Class in the B.Ed and M.Ed Classrooms.
Library has been computerized and is using INFLIBNET facility.
UGC Resource Centre (Computer laboratory), Language Laboratory along with
internet facility have been set up.
Hostels for boys and girls are under construction.
Extension of Institution building
Different sources for funding to augment infrastructural resources are being
explored and accessed.
Responsibility of Maintenance of various infrastructural resources are delegated
to faculty and staff
CRITERION V: STUDENT SUPPORT AND PROGRESSION
5.1 Student Progression:
5.1.1. How does the institution assess the students’ preparedness for the programme and
ensure that they receive appropriate academic and professional advise through the
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commencement of their professional education programme (students pre-requisite
knowledge and skills to advanced) to completion?
Prospective B.Ed and M.Ed students sit for a written test for getting admission into the
programme usually a month before the commencement of the course. The test includes the
following categories; teaching aptitude, general knowledge, general english, simple
arithmetic and general science. For those applicants who get through the written tests
personal interviews are conducted after the written tests, students language and
communicative ability, interpersonal skills and personality are assessed.
Once selection formalities are completed and the session commences, 7-9 days are set
aside as a period of induction and orientation into the course for which a special time-table is
improvised. Group and individual counselling are also conducted. The issues that are raised at
the time of counselling are the institution code of conduct, norms and regulations, method
papers to be taken and any other queries that students may have, these issues were predetermined at the faculty meeting held before commencement of the session.
The prospectus given to each student contains a detailed account of the course – both
theory and practical and the means and modes of their assessment. The affiliating University
Ordinance for the minimum requirements for qualifying the degree course is included in the
prospectus of both B.Ed. & M.Ed. programmes. Details of information are also highlighted as
to the creation and existence of different Cells and Committees in the Institution from which
assistance, guidance, advice and help can be availed for student support and progression. A
summary of fixture which consists of all academic and co-academic activities for the
academic year are included.
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5.1.2. How does the institution ensure that the campus environment promotes motivation,
satisfaction, development and performance improvement of the students?
For effective functioning and quality enhancement of the Institution as well as for
procuring maximum productivity and progression of the students in both academic and nonacademic areas, various Cells and Committees have been formed in the Institution which are
actively taking up the required functions under these sub-committees; please refer to
Criterion VI. 6.2.1. for more details.
Special importance has been given to guidance and counselling which is a vital aspect
of the educational process. By and large guidance and counselling are given to individuals
who are undisciplined, irregular, academically backward, mal-adapted or found having
personality disorder and manifested behaviour problems. Personal problems are also taken
care of in the counselling sessions. General guidance and counselling service is availed by
those who need assistance and advice in the field of education and vocation. Personal
counselling is given to student teachers in matters like improvement of academic
performance, vocational and professional options, nature of work and promotion prospective
and personal social information. Much of the counsel given are focused on helping them
make the right choice, plan objectively and decide wisely on the basis of self-understanding
and also to learn to accept responsibilities for decisions made.
Two (2) class representatives are elected on a monthly rotation basis by the students along
with four group leaders, one for each of the four groups formed and each having an assistant.
These elected leaders work in consultation with the Co-curricular Activities Cell and the
Community Mobilization and Management Cell and jointly decide on the kind, type and
nature of activities that need to be prioritized keeping in mind the course objectives and the
personal and professional development of the students.
There are two recreation rooms for boys and girls, a basketball court, canteen, table
tennis, transportation facilities, ICT/UGC resource room, psychology laboratory, language
laboratory, science laboratory, playground, workshop room, library, boys hostel, girls hostel,
indoor and outdoor sports facilities to ensure that the campus environment promotes
motivation, satisfaction, development and performance improvement of the students.
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5.1.3. Give gender-wise drop-out 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 drop-out?
B.Ed Gender-wise drop-out rate in the last five years
Year
No. of
female
2009
No.
of
male
4
2010
2
4
2011
2012
1
2
Nil
1
2013
2
3
1
Total No.
of dropPossible reasons for dropping-out
out
6
Unknown
Health problem, Job opportunity, Alcoholism &
6
Personal problems
1
Alcoholism
3
Health problem, Accident & Job opportunity
Health problem , Job opportunity & Personal
5
problem
M.Ed Gender-wise drop-out rate in the last five years
Year
No. of
male
No. of
female
Total No.
of dropout
2012
2
4
6
2013
-
1
1
Possible reasons for dropping-out
Pregnancy, Job opportunity & Personal
problem
Opted for a different course of study (B.Ed in
special education)
To avoid the problem created by female students dropping out mid-course due to
pregnancy, information was given to the Directorates of Higher Education and School
Education not to admit such students who would possibly be placed in such unlikely positions
and announcements were made in the Institution at the time of personal interview and
during induction, orientation & counselling. The Selection Board of the Institution which sits
annually also takes precautions in these matters and those students likely to face the
inconvenience are not admitted.
To address the problems of alcoholism and substance abuse, the guidance and
counselling cell has taken various measures, many students after counselling have improved
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and could finish the course. Remedial classes are also conducted for the students with
language problems which have proved to be beneficial for many students in the past.
5.1.4. What additional services are provided to the students for enabling them to complete
for the jobs and progress to higher education? How many students apperared/ qualified in
SLET,NET,Central/ State services through competitive examination in the last two years?
B.Ed
2012
2 Students
NET/ State Services
B.Ed
2013
1 Student
SLET
M.Ed
2012
NIL
NIL
M.Ed
2013
1 Student
NET
Additional services are not provided since the B.Ed and M.Ed courses are to be completed
within a year which is a very limited time for completion of the Courses.
5.1.5. What percentage of students on an average go for further studies / choose teaching
as a career? Give details for the last two years?
B.Ed Students
Higher studies
2012
21% approximately
2013
18% approximately
Teaching as a career
2012
50% approximately
2013
70% approximately
Source: from personal contact with persons concerned.
5.1.6. Does the institution provide training and access to library and other education
related electronic information, audio/ video resources, computer hardware and software
related and other resources available to the student teachers after graduating from the
institution? If yes give details on the same.
Registered members of the IASE/CTE Alumni whose membership is composed of
almost all the students who have graduated from the Institution are given full access to the
library. They are also allowed to make use of the electronic devices and all other teachinglearning resources of the Institution. Former students undergo training on the use of smart
class after graduating from the Institution at the in-service training organized by the
Institution.
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5.1.7. Does the institution provide placement services?
The Institution has made preliminary steps for activating placement services. A
Placement Cell has been constituted in the Institution and has so far been responsible for
maintaining active communication with the former students. A meeting was convened
recently by faculty members to discuss how the cell could be made functional for directing
and informing educational organisations and schools on availability and quality of trained
prospective teachers.
5.1.8. What are the difficulties (if any) faced by placement cell? How does the institution
overcome these difficulties?
Awareness and sensitisation programmes have not been conducted at regular
intervals due to financial constraints; but more than this, the process of reorganisation and
restructuring of the Institution has resulted in manpower and time constraints.
5.1.9. Does the institution have arrangements with practice teaching schools for placement
of the student teachers?
The Institution has adopted a well-organized and firmly established approach and
system in its arrangements with practice-teaching schools for placement of the student
teachers. Faculty members have visited various secondary schools before commencement of
the classes. The schools were informed on the practicum of the institution and were
requested to aid the institution in realising the purpose and objectives of the practical
components of the B.Ed and M.Ed programmes. Apart from this, the Heads along with one
senior teacher of the Practicing schools are invited to the Institution before practice teaching
commences for presentation and discussion on the upcoming practice teaching activity.
In each academic session, groups of five to six student teachers are placed in each
practice-teaching school for a period of one week during which they are familiarized with all
the teaching and non-teaching duties that the school’s curricular and co-curricular
programmes entail. Records of daily activities are maintained in a diary by the students and a
supervision checklist filled in by the Heads of the respective schools is submitted.
5.1.10. What are the resources (financial, human and ICT) provided by the institution to the
placement cell?
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Separate resources are not provided by the Institution to the placement cell since the
resources available are all accessible for use as and when necessary.
5.2 Student Support:
5.2.1. How are the curricular (teaching-learning process), co-curricular and extra curricular
programmes planned, (developing academic calendar, communication across the
institution, feedback) evaluated and revised to achieve the objectives and effective
implementation of the curriculum?
Each academic session is preceded by a meeting of the faculty which takes an over-all
look at the entirety of curricular, co-curricular and extra-curricular programmes and activities
being followed. The review is taken up with the focal objective of evaluating, revising,
updating and introducing vital changes and innovations, where necessary, in keeping up with
the changing trends and requirements of education as well as of local needs and variations.
A new work chart is designed for each session in which duties and responsibilities are
meticulously laid out and distributed. This carefully planned and prepared work chart is
followed by the Institution for unitization of syllabi and for effective implementation of the
curriculum. The following are the activities generally pursued and finalized at the initial
period of each academic year:a.
Re-distribution of teaching subjects according to the qualification, ability, interest
and professional competence of individual teachers.
b.
Re-construction of Time-table according to the availability of subjects and working
hours specified. Depending on the annual/semester working schedule followed,
certain number of periods at particular times of the academic year would be set
aside in the time-table for library reading, project work and consultation with
supervisors in practical work activities.
c.
The time period of February to end of July / 1 st Semester is earmarked for
uninterrupted teaching-learning sessions in the theory papers with the
accompanying practical work fulfilments.
d.
The Half-yearly Examination is normally conducted in the 1 st and 2nd week of
August. The pre semester examination during the month of October. The pre
semester examination for M.Ed is during the month of November for 1 st semester
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and in the month of June for 2nd semester. For the B.Ed 2014-2015, pre- semester
exam is scheduled in the month of October for 1st Semester and in May for 2nd
Semester.
e.
Practice teaching in the Institution for about 30 days duration is done under
simulated conditions after which students are assigned 4-6 supervised lessons to
be delivered in the specially selected practicing schools for one week. This is
followed by Internship of 1 week duration. Final Practice teaching is held at a
convenient time in October/ May for the new syllabus.
f.
Preparation of teaching aids and other practical work items as well as fulfilment of
project work, etc. are normally actively pursued during the 2nd half of the academic
year when most of the curricular requirements have been accomplished. For the
new syllabus Project work is actively pursued in the first semester and preparation
of learning resources and learning sequence in the 2nd semester. Students are
divided into groups of equal numbers and placed under the guidance and
supervision of different Lecturers.
g.
Extension and outreach programmes and other erstwhile activities are taken up
throughout the year as and when the appointed cells and sub-committees can
make suitable arrangements that do not clash with the ongoing curricular work.
Games and Sports and Cultural programmes are also organized by the co-curricular
activities in-charge in consultation with students and the leaders of the four houses
formed each year.
h.
i.
The Institution obtains feedback from the Heads of practicing schools by contacting
and maintaining close communication with the Principals / Headmasters. The report
on the students’ performances, verbal or written, is an important feedback which
has enabled the Faculty to inject vital changes where necessary.
j.
The teacher educators personally supervise practice teaching in the schools. The
observation is recorded on standard proforma sheets prepared for the purpose
(affixed in the annexure). These serve as effective feedback mechanisms which have
proved to be of immense value in the review and re-designing of teaching
programmes.
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k.
A tentative academic calendar is prepared by the Institution for each academic year
which is first given for approval to the Directorate of Higher and Technical
Education before it is put to use. Annual fixture is prepared by the institution where
the course outline (syllabus) and all the detailed programmes, academic calender
(working days, holidays, days to be observed by the institution, co-curricular
activities, extra-curricular activities, schedule for practice teaching, schedule for
internship, etc.) have been given.
l.
The faculty prepare annual plan as well as monthly plan for their respective course.
m. According to the prepared fixture the Co-curricular activities cell prepare a plan on
the co-curricular and extra-curricular programmes. The co-curricular activities cell
prepared a criterion for evaluating the students’ performance in the co-curricular
activities and extra-curricular activities.
5.2.2. How is the curricular planning done differently for physically challenged students?
The Institution is open to the adoption of practices for inclusive education. No
educationally qualified person is rejected admission on grounds of sex, caste, creed, or race.
Persons with disabilities who have sought admission into the Institution are interviewed
beforehand by the Screening Committee to assess any special requirements in curricular
aspects that they may need so that provision may be accordingly made for them.
5.2.3. Does the institution have mentoring arrangements? If Yes, how is it organised?
During practice teaching conducted in the college under simulated conditions,
students are divided into 3 or 4 groups and placed under the close and meticulous
supervision of faculties following a carefully planned, pre-scheduled arrangement prepared
by an appointed Faculty. After each supervised lesson, the supervisor discusses with the
student the need for improvement in different areas detected as well as the teaching skills to
be developed. These are accounted for in succeeding lessons. This continues for 3 to 4 weeks
after which students are distributed in the practicing schools for a week where they undergo
intensive supervision by Faculties using standard proforma sheets for evaluation.
During the week long internship at the practicing schools, the head of the school appoints a
mentor teacher for one or two of the student teacher who will guide, support and advice the
student teachers on the various roles of a teacher.
116
The concept and purpose of a mentor teacher is discoursed to the practicing schools before
commencement of practice teaching.
5.2.4. What are the various provisions in the institution, which support and enhance the
effectiveness of the faculty in teaching and mentoring of the students?
All available resources in the Institution, physical, human and financial which have the
capacity to enhance the effectiveness of the faculty in teaching and mentoring of students
are provided for. They include reading and writing materials, registers, diaries, record sheets,
proformas, audio-visual aids, reference books, other stationery items and the use of
computers, printers, photo-copier and other electronic equipments or gadgets in possession.
5.2.5. Does the institution have its website? If yes, what is the information posted on the
site and how often is it updated?
The Institution’s website is www.iasemizoram.in. On the site are posted information of
the Institution, its background history, its development and achievements and its vision,
purpose, objectives and mission.
Information highlights on admission procedures, availability and eligibility for
admission are given. Code of conduct for students undertaking the course are also clearly
presented. Important activities and programmes included in the Institution curricular and cocurricular framework are also shown. The Examination criteria for completion of B.Ed. and
M.Ed are outlined.
The website has a detailed information site on the B.Ed. Course and M.Ed Course
outline giving the visitor a clear and exhaustive look into all the content outline of each of the
subjects in the syllabus.
The faculty members and their educational qualification are also posted in the
website. Entrance test results and interview results of both B.Ed and M.Ed are also posted on
the site.
5.2.6. Does the institution have a remedial programme for academically low achievers? If
yes, give details.
Various support services have been provided for academically low-achievers
depending on identified areas of weakness and non-achievement. Some of these are given as
follows:117
a) Conducting Spoken English classes for students whose weakness in the second
language has been a barrier to academic progress / development.
b) Students are encouraged to make full use of the library during any free time that they
may have. Weaker students would be made to take up extra reading through
recommended reading references receiving the constant guidance and close
monitoring of the assigned Faculty in their given activities.
c) Writing exercises are given to students identified with writing disability.
d) Subjects in which weaker students are given support by the subject teacher
concerned by giving them extra help and support outside class hours.
e) Backward students are also given more time and opportunity if and when needed to
fulfil their curricular work and assignments.
f) Before the summation of the internal evaluation, poor performing students are given
extra assignments and tasks in the areas and subjects they are found falling short.
5.2.7. What specific teaching strategies are adopted for teaching advanced learners and
slow learners?
a) No special teaching strategies are adopted for teaching advanced learners as such
but ways and means have been devised where such students are made to take up
additional learning tasks and challenges whereby their talents and abilities are put to
optimal use and the benefits reaped by weaker students of their class. Some of the
strategies so adopted are as follows:i) Assigning special duties and responsibilities in both curricular and cocurricular areas;
ii) Delegating them to attend Seminars and Conferences;
iii) Making them present papers on selected themes or units in the course.
iv) Asking them to deliver talks in the classroom on important issues and
concerns;
v) Giving them suggestions for intensive reading;
vi) Encouraging them to give extra help and support to weak and backward
students outside class-hours.
b) slow learners have been given help and support in the following ways on the basis of
needs and identified weakness:118
i)
tutorials given by subject teachers and advanced learners;
ii) Remedial teaching on identified areas of weakness;
iii) allocating extra work in the form of assignments, report writing and
specially designed tasks for mental and intellectual exercise;
iv) reading and writing exercises;
v) spoken English classes conducted by the language teacher;
5.2.8. What are the various guidance and counselling services available to the students?
Give details.
Special attention has been given to guidance and counselling as this is a vital aspect of
the educational process. A Guidance and Counselling Cell has been set up since 2005
composed of six members with a Chairman and Secretary.
The general guidance and counselling service is given to those who need assistance in
educational, personal and vocational matters. By and large, help and support through the
Guidance Cell are given to individuals who are undisciplined, irregular, academically weak,
mal-adapted or having behaviour problems and personality disorder. Counselling sessions are
also available for those having personal problems. Profession related problems faced by
student teachers are also handled. The availability of the guidance and counselling service in
the Institute is publicized through the electronic and print media.
The Guidance and Counselling Centre is also benefited by students from other
educational institutes on vocational matters and personal future careers. Psychological tests
are sometimes given to students for diagnosing their personal problems.
The teacher educators of the Institution in their own capacity also provide academic
and personal counselling to students in matters like improvement of academic performance,
vocational perspectives, nature of work and promotion prospective and personal social
information. The special counselling given to the students are often focused at developing
self-confidence, self-worth and self-respect. They aim at helping them make the right choice,
plan objectively and decide wisely on the basis of self-understanding and also to learn to
accept responsibilities for decisions made.
5.2.9.What is the grievance redressal mechanism adopted by the institution for the
students? What are the major grievances redressed in the last two years?
119
Grievances Redressal Cell: All staff and students of the institution can lodge their complaint
regarding any issue they want to address in writing by putting them in the Complaint Box.
The Committee sees that all complaints are regarded and addressed. The Members of the
Committee are:
Chairman:
Secretary:
Members:
Dr. Ngurthankimi Sailo,
Dr. Hmingthansiami,
Mr. JN Singh,
Ms. Vanlaltanpuii,
Ms. Donna Lalnunfeli,
Asso.Professor, IASE/CTE
Asso.Professor, IASE/CTE
Asso.Professor, IASE/CTE
Asst.Professor, IASE/CTE
Asst.Professor, IASE/CTE
Announcement is made at the beginning of each semester/ session about the
Grievances Redressal Committee and its functions. Name and contact number of the faculty
in-charge/ members of the committee whom the students can approach were put on the
notice-board. Complaint box is placed / displayed where students can put their complaints in
writing. Complaints placed in the complaint box are addressed at the beginning of each
month.





Some of the grievances that have been redressed:
Bus timing and route had been checked and adjusted for easy conveyance of the
students.
The cost of the Xerox materials and print materials had been checked and revised.
Wash basin had been installed in the recreation room and canteen.
Lunch break timing had been adjusted during workshops, seminars and other
programmes.
Curricular aspects are also redressed
5.2.10. How is the progress of the candidates at different stages of programs monitored
and advised?
At the initial phase of the course, tests of various kinds – general as well as special
aptitude tests are administered by teacher educators to test the ability, knowledge and skills
of the students. The outcome of the tests help in identifying the weakness and strengths of
individual students and their potentials, utilizing them in future academic and non-academic
pursuits.
120
Unit tests are conducted at regular intervals in all the teaching subjects and the
performance used as feedback. Individual students are given help, support and advice
according to identified weakness.
Half-yearly Examination/ Pre-University Examination/ Pre-Semester Examination held
is a positive determinant of the scholastic abilities of the students, the results of which are
used for building up necessary support systems.
At the near end of the session, before the finalization of internal performance, weak
and backward students who have not reached the satisfactory level of achievement are
assigned additional tasks and assignments through which they could better their
performance.
5.2.11. How does the institution ensure the students’ competency to begin
practice
teaching (Pre-practice preparation details) and what is the follow-up support in the field
(practice teaching) provided to the students during practice teaching in schools?
Learning sequence/ learning resource, as an important preliminary to practice
teaching is taken up by teacher educators in the different methodologies in the early phase
of the session along with the course transaction. Demonstration lessons are given by the
method teachers concerned in the class-rooms which are followed up by demonstrations
held to a larger audience in the college hall. Accomplished teachers who had successfully
completed the course in preceding years are invited to hold demonstration lessons on the
different methodologies. These are accompanied by open and broad discussions. Micro
teaching and teaching under simulated conditions are conducted in the college by dividing
the students into a number of small groups. Each group is closely monitored, guided and
supervised by teacher educators who work in rotation. Record books are maintained by two
leaders assigned for each group in which are recorded the minute details of all the group
activities. Each delivery is followed up by discussions in which individual observations are
verbally expressed with strengths and weaknesses highlighted. These are to be accounted for
in the succeeding lessons. Micro teaching is followed by macro lessons. Three to four weeks
are generally spent in the college for the first phase of practice teaching.
Practice teaching in actual class-room situations follow in which students are assigned
four or more lessons each. A common evaluation scheme based upon a standard proforma is
used. After the delivery of each supervised lesson, the supervisors personally interact with
the students communicating the desired areas of improvement.
121
On completion of this phase of school experience, student teachers with identified
weakness or those found not reaching the satisfactory level of competency are made to
undergo a few extra sessions of practice teaching under appointed supervisors.
5.3 Student activities:
5.3.1. Does the institution have an Alumni Association? If yes,
(i) List the current office bearers:
(ii)
President
– Dr. Lalhmingliana Associate Professor
Vice President
– Mr. Lalrinkima Teacher Govt. Mizo High School
General Secretary – Dr. Lallianzuali Fanai
Associate Professor
Treasurer
– Dr. Zothanzuali
Associate Professor
Asst. Secretary
– Ms. Vanlaltanpuii
Asst. Professor
Give the year of the last election: October, 2013
(iii)
List the Alumni Association activities of the last two year:
Funds from students are collected at the time when students came to the Institution
to collect their mark sheets. The funds are collected for activities to be organized by the
Alumni Association. The toppers from 1975 to 2011 were identified and felicitated in 2012
(27th September)
(iv)
o
o
o
o
o
o
o
o
o
o
(v)
Give details of the top ten alumni occupying prominent positions.
Lynda Zohmingliani
Assistant Professor, Mizoram University.
R.Vanhnuaithanga
Deputy Director, I&PR, Govt’ of Mizoram
Talo Rosanga
,LO, Mizoram House, Kolkota
Lalhmingthanga
(MCS), Asst. L.O. Mizoram House, New Delhi
Ngurhmingliani Chinzah Principal , DIET, Lawngtlai.
Lalrammawi
Jt. Director, ATI, Govt’ of Mizoram
Laldawngliani
Jt Director, SCERT, Govt’ of Mizoram
Lalrammawia
Principal, DIET, Serchhip.
Lalfakzuala
Principal , DIET, Saiha
Lalnuntluanga Hnamte Principal , DIET, Aizawl
Give details on the contribution of alumni to the growth and development of the
institution.
 Contributing Psychological test materials to the Institution.
 Organising interactive classes and demonstration classes in the Institution
for guidance and mentoring.
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 Contributing articles in the Institution’s journal/ Magazine
 The Alumni members assist the Institutions in disseminating any type of
information that requires disseminating.
 Helps the Institution in identifying the different problems faced by the
teachers in the field.
 Assist the Institute in collecting data for research and other practical
oriented work.
 Alumni members rendered all possible help to the students when they visit
their school for practical oriented task.
 Organizing Exhibition in the Institute to develop and reveal the creativity
and talent of the students.
5.3.2. How does the institution encourage the students to participate in extra-curricular
activities including sports and games? Give details on the achievements of the students
during the last two years.
Student’s participation in the extra-curricular activities is mandatory and counted in
their internal assessment. The students are divided into houses with equal number of male
and female students in each house. Participation of every student was made compulsory in
certain activities such as elocution, creative writing, field trips and visits to orphanages,
special schools, etc. Apart from giving credit to the students; they were given prizes
according to their performance at the end of the semester. Best student of the year had also
been chosen each year which encourage the students to participate actively in all activities
throughout the year.
5.3.3. How does the institution involve and encourage students to publish other materials
brought out by the students during the previous academic session.
A Quarterly Magazine and an Annual Magazine is published in the previous academic session.
Students have selected the Editorial Board Members; the members were given guidance and
support by the Principal and one faculty member.
5.3.4. Does the institution have a student council or any similar body? Give details on
constitution, major activities and funding?
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The Institution does not allow students to form a Student Council/ Student Union due
to constraint of time. Each section of B.Ed programme and the M.Ed students elect their class
representatives every two months. The Class Representatives are responsible for being in
charge of whatever necessary work is assigned to their respective class.
5.3.5. Give details of the various bodies and their activities (academic and
administrative), which have student representation on it.
The Co-curricular Activities Cell works in close consultation with student
representatives. Together they discuss and select the course of action and nature of activities
to be followed throughout the year. Other than this, students are not much involved in
academic and administrative affairs. On vital issues and matters concerning their larger
interests, and where options are viable, the Principal or the teacher educators will invite and
entertain their opinion as need arises.
The Campus Management Cell has student representation. Apart from the chairman
and the secretary who are faculty staff, the members consists of the two class
representatives and the four leaders of the student groups formed. Details are mentioned in
Criterion VI. 6.2.1
5.3.6. Does the institution have a mechanism to seek and use data and feedback from its
graduates and from employers to improve the preparation of the programme and the
growth and development of the institution?
No specific mechanism has been evolved by the Institution for the purposes stated
above. However, the Principal with the teaching faculty remain alert and keep their mind
open for any incoming information, factual truths, ideas, suggestions and advice. The
propensity thus maintained has paved the way for institutional growth and development.
5.4 Best Practices in Students Support and Progression
5.4.1. Give details of institutional best practices in Students Support and
Progression?
Organizing awareness campaigns on HIV/AIDS, environmental issues, drugs and
substance abuse, cultural activities, literary activities, visiting orphanages, destitute homes,
de-addiction centers, etc. have been taken up. All student activities are closely monitored
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and supervised and reports are to be submitted by the students for every activity that are
organized which enhanced student support and progression.
The summary of fixtures prepared each year has given access to students to keep track
of all the academic and co-academic activities during their time in the Institution. The
Assembly time held on Mondays / Wednesdays has given the students the opportunity to
practice their language skills and oratory abilities apart from spiritual growth and
development. This has also given the students to hone their soft skills. The practice of
wearing traditional attire on Mondays/ Thursdays has developed a sense of nationalism and
pride in their own culture. Students of different cultures are encouraged to wear their own
traditional attires.
Fortunes and misfortunes, good times and bad times are shared together in the
Institution. Financial hardships due to ill health, accidents, deaths or other grave causes
among students or staff are immediately attended to by lending financial assistance through
monetary contributions. Condolence meetings on the demise of close kin and relatives are
held where condolence gifts in cash or kind would be given. Similarly, in weddings or the
making of some outstanding achievements, gifts and felicitation would be made through joint
contributions made by staff and students.
In some rare cases where students are found facing financial hardships due to illhealth or have not been able to pay for their admission, arrangements have been made to
tide over their difficulty and hardship. Some of the funds collected from students are not
obligatory and exemptions are made as the situation calls for in individual cases.
5.5 Additional Information to be provided by Institutions opting for Re-accreditation / Reassessment
5.5.1. What were the evaluative observations made under Student Support and Progression
in the previous assessment report and how have they been acted upon?
The evaluative observations made under Student Support and Progression in the previous
assessment report and the actions taken are:
o Student Progression: The Institution has almost no cases of drop-out among the
students and the pass percentage of University examination is consistent around 95%
with majority passing in the first division. The Institution does not have a standard
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procedure for monitoring students’ progression after they pass out. Many students go
for higher studies besides going for teaching jobs.
The pass percentage has increased to 98% and in 2012 the percentage was
100%. In the preceding year 86% of the students passed in first division. The Alumni
Association has keep track of students after they pass out from the Institution. The
number of students going for teaching jobs has also increased.
o Student Support: All students benefit from the services provided by the guidance cell
of the Institution and government scholarships are given as per rules.
Students benefit not only from the guidance and counselling cell but also from the
other cells and committees. The Government of Mizoram has issued a stricter rule
with regard to awarding of scholarship.
o Student Activities: The Institution provides ample opportunities for students’ activities
like cultural items, debate, etc. Institution bulletin is published quarterly to provide a
forum for creative writing.
The practice of holding elocution competitions, creative writing, quiz, etc., have served
as an important means of exercising students’ oratory abilities, improvement of
writing skill and group dynamics. Setting up of student council is not allowed due to
limitations of time. Institution bulletins and an annual magazine are published
sparingly due to shortage of time and the demanding nature of the course.
o Best Practices in Student Support and Progression (if any): Good sports and indoor
games facilities.
As many of the B.Ed students are from rural areas, especially the in-service teachers
who hardly practice their English language speaking skill. The elocution competitions
that are organized every year have proved a very important means of developing the
speaking skills of those students who lack in this area. The practice of donating money
and time to visit orphanages, destitute homes, de-addiction centers, etc. have develop
in the students a sense of community and increase their awareness in these areas.
5.5.2 What are the other quality sustenance and enhancement measures undertaken by the
institution since the previous Assessment and Accreditation with regard to Students
Support and Progression?
The measures undertaken by the Institution since the previous Assessment and Accreditation
with regard to Students Support and Progression are:
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The guidance and counselling cell has taken up the job of counselling students and members
of the community in areas like Career, addiction problems, personal problems, marital
problems, academic concerns, etc. Even though a placement cell has been set up, it is not
able to function to its full potential due to demanding nature of the B.Ed and M.Ed course
and other activities in research work, organising of trainings for in-service teachers, etc.
The Institution has rented a private-owned building as hostel for the male students
which can admit up to 16 students. The construction of boys hostel is underway, its’ early
functioning will depend on the timely release of funds by the UGC. The construction of the
girls’ hostel was put on hold for a very long time due to the non releasing of the second
instalments of the funds given by UGC. Completion of the women’s hostel would be made
possible as and when the last instalment of funds is released.
Criterion VI: Governance and Leadership
6.1 Institutional Vision and Leadership
6.1.1 What are the institution’s stated purpose, vision, mission and values? How are
they made known to the various stakeholders?
Purpose
To give training to in-service and pre-service teachers, to prepare teacher
educators on educational experts as well as professionals for educational
management and administration, to undertake quality related research and
training; To provide academic support and sustain quality in teacher education and
to collaborate and maintain a strong link with other higher education institutions
and the community.
Vision
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To maintain, sustain and improve the quality of teachers and teacher educators
and to inspire them to be self sufficient, always in search of better and innovative
ways to achieve the ultimate common goal of quality education.
Mission
 All the programmes and ensuing activities, curricular and extra-curricular, pursued
with intensity throughout the session are targeted towards attainment of
professionalism and honing the professional skill and efficacy of the students.
 Maintenance of strict discipline among teachers and students in terms of regularity in
attendance, punctuality, fulfillment of responsibilities, hard work, high aspiration and
achievement are constantly striven for. Their strict observance and compliance are
ensured through the imposition of written and unwritten rules and regulations and
the close monitoring done by the Principal and faculty of the Institute.
 Attainment of higher and better results in the University Examination as well as in
the internal performance of the students is worked for through intensive covering or
uncovering of the courses and fulfilling the theoretical and practical requirements
thereof. Continuous assessment and evaluation of performance are also done with
rigorous care.
 Co-operation and Co-ordination among the staff and students is sought to be
developed through working out the right activities. A sense of camaraderie has been
firmly established which has gone a long way in strengthening human as well as
working relations and promoting interpersonal relationships in the institution.
 Providing quality teacher education through all-round qualitative growth has been a
strong point of emphasis and which the institution has been striving for so strongly
since 2005 after the National Assessment and Accreditation Council evolved the
appraisal system. Promoting quality growth in the teaching-learning process, quality
in the teachers and students and quality in all areas of institutional life has become
the driving force. These have ushered in dynamic changes and innovations deeply
imprinted in all areas of academic and co-academic life of the institution.
 Identification of needs of Secondary Schools and necessary academic support are
being extended for which follow up programmes have been worked out.
 Faculty development programmes are conducted throughout the year. Exposure
visits within different Institutions and outside the state are also organized to keep the
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faculty of IASE informed and enlightened with the latest in educational
developments.
 Research is being conducted in diverse areas of education and teacher education
with further in-depth research areas being targeted.
 Efforts have been made to collaborate and work with MBSE, SCERT, Diets and other
teacher education Institutions for improvement in pedagogy, methodology,
curriculum, syllabus and other related issues. The need to build a stronger linkage
with the University for faculty and student development is being felt and worked for.
6.1.2. Does the mission include the institution’s goals and objectives in terms of
addressing the needs of the society, the students it seeks to serve, the school sector,
education institution’s traditions and value orientations?
Yes. The mission covers all these areas and addresses the diversified
needs of the society. The Institution is now reaching out beyond the boundaries of the
campus to face and address burning issues and concerns of contemporary society.
Extension activities and outreach programmes have been increased and intensified for
the fulfillment of these mission goals. Institution-community net-working, institutionschool networking, use of ICT, etc., are the larger issues being addressed over and
above the education institution’s traditions and value orientations.
6.1.3. Enumerate the top management’s commitment, leadership role and
involvement for effective and efficient transaction of teaching and learning
processes (functioning and composition of various committees and board of
management, BOG, etc.)
Institute of Advanced Study in Education as a government institution, is controlled by
the Directorate of Higher and Technical Education and is directly accountable to it. All
financial and other transactions are done through this office. The Directorate also
prepares the academic calendar and exercises authority on varied issues and concerns
of administrative and academic affairs. All important official matters are routed
through the Directorate to the Secretariat and thence to other concerned
departments. The hierarchy of authority constituted under the State Government has
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been open and amenable to institutional needs and requirements, thus facilitating the
way for academic growth and development.
For academic purposes, the functions of IASE & CTE are closely regulated, controlled
and directed by the norms and standards laid down by NCTE which is vested with
statutory authority for “achieving planned and co-ordinated development of the
teacher-education system throughout the country, the regulation and proper
maintenance of norms and standards in the teacher education system and for matters
connected therewith”
The norms laid down by NCTE regarding a) admission criteria and intake of students
and strength of staff, b) non-recurring costs, c) recurring costs, d) space and buildings,
e) instructional areas, f) administrative areas, g) amenities, h) residential areas, h) play
fields, i) curriculum transaction, j) management and financial, etc. are binding on
College of Teacher Education as an institution permanently affiliated to NCTE and
having a recognized status.
The institution is directly linked with the University for the purpose of external
examinations, both theory and practical. Practice teaching, as an important
component of practical examination, is assessed by an external board of examiners
appointed by the University. All other details of work related to external examination,
both theory and practical, is taken up by the University including the issue and
publication of results. The University also prepares and prescribes the curriculum for
the B.Ed. & M.Ed course of study. The course presently followed was developed based
on the prescribed National Curriculum Framework for Teacher Education 2009 and
approved by Mizoram University.
6.1.4. How does the management and head of the institution ensure that
responsibilities are defined and communicated to the staff of the institution?
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The Institution has a fixture and calendar of activities to inform the faculty and staff
the various activities they have to perform throughout the year. Individual teachers
are communicated in writing through directives, orders, notices and other information
devices. It is also done verbally through interface meetings and discussions. The
regular staff meetings held for teaching and non-teaching staff, differently or jointly,
as well as the frequent meetings held for specific purposes provide the forum for
defining and communicating responsibilities.
6.1.5. How does the management/head of the institution ensure that valid
information (from feedback and personal contacts etc.) is available for the
management to review the activities of the institution?
A detailed summary of the activity taken up is submitted to the head of the institution
in writing apart from feedback and personal contacts. There is faculty meeting on a
fixed date every month which provide the forum for reviewing the activities of the
institution, and keeping track of the over-all compliance to decisions and resolutions
made at earlier meetings. The head of the institution keeps track of all the activities by
making report giving mandatory on every faculty meeting and provides important and
necessary information to the members either as individuals or to the group at large
which are found vital for effective, efficient and improved management. If this
strategy is not appropriate to the need, personal talks and counsels are arranged and
held through which issues are worked out.
6.1.6. How does the institution identify and address the barriers (if any) in achieving
the vision/mission and goals?
If, on any account, the mission and goals of the institution are not achieved or fall
short of the expected outcome, the meetings of the faculty staff or the varied subcommittees and Cells have always served as the obvious forum for dealing and
handling with important issues. If the hearing of the entire faculty is not necessary,
then the issue may be addressed to a smaller group. Ways and means are discussed
and considered and a plan of action worked out where the barriers and hindrance are
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sought to be removed. On rare occasions, when the academic performance drops and
pass percentage declines or some unexpected situations arise, emergent meetings are
held where the concerns are deliberated and pursued and the solutions to the
problems are sought.
6.1.7. How does the management encourage and support involvement of the staff
for improvement of the effectiveness and efficiency of the institutional processes?
The staff, both teaching and non-teaching, are playing important roles in the
improvement of effectiveness and efficiency of the institutional process. All members
make their solid contribution through membership of the various cells and committees
formed for effective institutional management. The names of the different cells and
committees instituted have been indicated under 6.2.1. These different bodies have
been functioning actively through the enthusiastic initiative and eager involvement of
the members.
Spirit of co-operation and co-ordinated team-work are vital ingredients of every
successful institution. This crucial determinant of institutional growth is sought to be
obtained through organizing group work activities and programmes which brings the
staff together and provide opportunity for building up the good team-spirit.
Review and examination of any needed area of institutional improvement is done at
the staff meetings held regularly with the specific objective of making necessary
amendments and improvements. The designated cell and committees or at times
appointed staff members then work on the focus areas until the desired end is
achieved.
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The words of appreciation and commendation expressed by the head of the
institution for the avid contribution of the staff for the good work done with
suggestions for areas of improvement at the start of each meeting and on all other
occasions opportune are vital for effectivity and efficiency in the Institutional
processes. Incentives were also given like Christmas gifts to all staff members,
attending of meetings outside and inside the state, etc.
6.1.8. Describe the leadership role of the head of the institution in governance and
management of the curriculum, administration, allocation and utilization of
resources for the preparation of students.
The Principal, as the head of the institution, plays the pivotal role in the governance
and management of all these different areas of institutional life highlighted. As the
apex authority, the Principal is responsible for policy formulation, execution,
implementation as well as co-ordinating and monitoring all the activities and
programmes of the institution. The institution has a small teaching faculty of 19
members and establishment staff of 20 and a student population of 145. The staff
form a well-built unit co-ordinating with and providing solid support to the Principal
on all matters concerned with the well-being and smooth-functioning of the
institution. The formation of a strong and unified body has proved to be an effective
mechanism in governance and management in the different areas specified.
Furthermore, the creation of important committees and cells rendering diverse
functions has played a major role in effecting good governance and management.
These committees to whom the head of the institution has delegated authority is able
to exercise the leadership roles in the above specified areas of institutional
functioning. Selected members of the teaching faculty with needed skill, ability and
acumen are also assigned particular specified roles and responsibilities which can be
better accomplished individually or in pairs.
The head of the institution is a guide, a leader, a mentor, guru and most of all a friend
who understand the needs, qualities and shortcomings of the staff. The head has to
provide academic leadership apart from other leadership roles. To uphold the motto
of the institution which is ‘knowledge, dedication and perseverance’, the Principal as
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head of the institution, with the needed support extended by the students and staff,
has made all-out efforts to ensure that the Institution lives upto these ideals.
All available resources- physical, human and financial have been utilized to the
optimum. Funds received for developmental work have been stretched to their limits
and the results of all these are evident in institutional growth in qualitative and
quantitative measures.
6.2 Organizational Arrangements
6.2.1. List the different committees constituted by the institution for management of
different institutional activities? Give details of the meetings held and the decisions
made, regarding academic management, finance, infrastructure, faculty, research,
extension and linkages and examinations during the last year.
The Principal, the teaching faculty and the non-teaching staffs have been working with
zeal, dedication and commitment for the effective functioning of the various
mechanisms of the institution’s management for qualitative and quantitative growth.
They have been assigned different tasks and responsibilities to be rendered under
different cells and committees constituted since 2005. The detailment of the
responsibilities assigned to the diverse committees and the broad outline of duties
and responsibilities they carry thereof are highlighted. The details of the meetings held
and the decisions made are recorded individually by the different Committees in the
record book maintained for the purpose. The institution currently has the following
management cells and committees for effective and efficient transaction of teaching
and learning processes:-
a) The Programme Advisory Committee is the most important body formed and is
responsible for all the over-all organization and management of the institutional
set-up to look into the various activities planned for the upcoming financial year.
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The Committee meets every year to advice the Institution on the steps they can
take and approve the programmes the institution planned.
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The Members of Programme Advisory Committee are:
Chairman
:
Dr Vanlalhruaii, Principal IASE/CTE
Member Secretary :
Dr Lallianzuali Fanai, Associate Professor, IASE/CTE
Members :
HOD, Deptt. Of Education, Mizoram University
Director, SCERT
Jt.Director, H&TE
Director, Academic, MBSE
Jt. Director, School Education
Jt. Director, I&PR
Principal, DIET Aizawl
Prof. Hom Choudhuri
Dr L.N Tluanga
Ms Zochhuani, Asst. Professor, IASE/CTE
b) Purchase Committee under UGC Grant-in-Aid & Assistance is set up to oversee
that there is transparency and productive use of the Grants which are received.
The members are:
Chairman:
Dr Vanlalhruaii, Principal IASE/CTE
Secretary:
Dr Lalhmingliana, Associate Professor, IASE/CTE
Members:
Dr Laldinliani Hrahsel, Associate Professor, IASE/CTE
Dr Lallianzuali Fanai, Associate Professor, IASE/CTE
Ms. Biaksangi, UDC, IASE/CTE
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c) CTE Alumni Cell keeps track of all the former and current students of the
Institution. The cell aims to develop a network of trained teachers which will
serve as a knowledge base for teacher education for maintaining and sustaining
the quality of education in Mizoram. The Cell consists of the following members:
President: Dr Lalhmingliana, Associate Professor, IASE/CTE
Vice President:
Mr. Lalrinkima, Teacher, Mizo High School
General Secretary: Dr Lallianzuali Fanai, Associate Professor, IASE/CTE
Treasurer: Dr.Zothanzuali, Associate Professor, IASE/CTE
Asst.Secretary:
Ms. Vanlaltanpuii, Asst. Professor, IASE/CTE
Members: Ms.Zochhuani, Asst. Professor, IASE/CTE
Mr. J.H.Lalhruaitluanga, Mizo High School
Mr. John Ralte, Teacher, JL High School
d) Guidance and Counseling Cell gives support and guidance to students and the
community having a variety of problems. The members are:
Chairman:
Secretary:
Members:
Mr.JN Singh, Associate Professor, IASE/CTE
Dr Hmingthanzuala, Associate Professor, IASE/CTE
Dr Zothanzuali, Associate Professor, IASE/CTE
Dr Hmingthansiami, Associate Professor, IASE/CTE
Ms. Christina Lalthansangi, Asst, Profesor IASE/CTE
Ms. Donna Lalnunfeli, Asst, Profesor IASE/CTE
e) Teacher Education Programmes and Extension Activities committee’s purpose is
to manage all the teacher trainings and academic support that are provided to
schools throughout the state of Mizoram. The Committee consists of the
following members:
Chairman:
Ms.Zochhuani, Asst. Professor, IASE/CTE
Secretary:
Ms.Sian Lalchhandami, Asst. Professor, IASE/CTE
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Members:
Dr Lallianzuali Fanai, Associate Professor, IASE/CTE
Dr Lalchawimawii Ngente, Asso. Professor, IASE/CTE
Ms. Lalrinfeli Khiangte, Asst, Profesor IASE/CTE
Mr. Vanlalfana, Asst, Profesor IASE/CTE
Mr. Zairemmawia Renthlei, Asst, Profesor
IASE/CTE
Ex Officio:
Dr. Vanlalhruaii, Principal, IASE/CTE
f) To deal with all matters relating to unit tests conducted by the Institution and
support to the University in conducting of examinations the Examination Cell is
constituted and the members are:
Chairman:
Dr Lalhmingliana, Asst. Professor, IASE/CTE
Secretary:
Ms. Lalrinfeli Khiangte, Asst. Professor, IASE/CTE
Members:
Dr Laldinliani Hrahsel, Associate Professor, IASE/CTE
Dr Lallianzuali Fanai, Asso. Professor, IASE/CTE
Ms Christina Lalthansangi, Asst, Profesor IASE/CTE
Mr. Zairemmawia Renthlei, Asst, Profesor IASE/CTE
Ms Lalbiaksangi Sailo, UDC, IASE/CTE
Mr. HT Hmingliana, LDC, IASE/CTE
Ex Officio:
Dr. Vanlalhruaii, Principal, IASE/CTE
g) For ensuring that the students are involved in productive and educational
activities throughout the year, the Co-Curricular Activities Cell was set up. The
Committee includes the following members:
Chairman:
Dr Hmingthanzuala Asst. Professor, IASE/CTE
Secretary:
Ms. Lalhlimpuii Ralte, Asst. Professor, IASE/CTE
Members:
Dr Ngurthankimi Sailo, Associate Professor, IASE/CTE
Dr Lalchawimawii Ngente, Asst. Professor, IASE/CTE
Ms Sian Lalchhandami, Asst, Profesor IASE/CTE
Mr. Zairemmawia Renthlei, Asst, Profesor IASE/CTE
Ms Lalrinfeli Khiangte, Asst, Profesor IASE/CTE
Mr. Vanlalfana, Asst, Profesor IASE/CTE
Mr Benjamin Lalmuanawma Fanai, Asst, Profesor IASE/CTE
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Mr. V Biaksanga, CPEO
Mr. Vanlalsawma, CPEO
h) For ensuring that admission to the institution is done fairly and smoothly the
Screening Committee was set up. The students are screened as per the norms
given by NCTE and the Institution. The members are:
Chairman:
Dr Lalhmingliana, Asso. Professor, IASE/CTE
Secretary:
MsChristina Lalthansangi, Asst. Professor, IASE/CTE
Members:
Dr Laldinliani Hrahsel, Associate Professor, IASE/CTE
Dr Hmingthanzuala, Asso. Professor, IASE/CTE
Dr.Ngurthankimi Sailo, Asso. Profesor IASE/CTE
Mr. Vanlalfana, Asst, Profesor IASE/CTE
Ex Officio:
Dr Vanlalhruaii, Principal, IASE/CTE
i) Ragging is an offence which is taken seriously, the Anti-Ragging Cell will see if
ragging in any degree is taking place in the institution. If any degree of ragging is
identified, the committee will take actions immediately. The members are:
Chairman:
Dr Vanlalhruaii, Principal, IASE/CTE
Secretary:
Ms. Zochhuani, Asst. Professor, IASE/CTE
Members:
Dr Zothanzuali, Asso,Professor, IASE/CTE
Mr. J.N.Singh, Asso. Professor, IASE/CTE
j) UGC Network Resource Centre: The In-charges of the Network centre see to it
that the resource centre is available and used constructively by all faculty and
students, there is constant monitoring as well so that the resources are not
misused.
The In-charge are:
1. Mr Benjamin Lalmuanawma Fanai, Asst.Professor, IASE/CTE
2. Ms Lalhlimpuii Ralte, Asst.Professor, IASE/CTE
3. Ms Sian Lalchhandami, Asst.Professor, IASE/CTE
4. Ms Lalrinfeli Khiangte, Asst.Professor, IASE/CTE
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5. Mr Vanlalfana, Asst.Professor, IASE/CTE
6. Mr Zairemmawia Renthlei, Asst.Professor, IASE/CTE
k) Canteen Management Committee is concerned with the smooth functioning of
the canteen. They are concerned with maintaining quality and serving of healthy
foods which are provided to all the persons involved with the institution. The
Canteen Management Committee consists of the following members:
Chairman:
Dr Hmingthansiami, Asso. Professor, IASE/CTE
Secretary:
Ms. K.Lalrunmawii, LDC, IASE/CTE
Members:
Dr Ngurthankimi Sailo, Asso,Professor, IASE/CTE
Dr Laldinliani Hrahsel, Asso. Professor, IASE/CTE
Ms Zochhuani, Asst. Professor, IASE/CTE
Ms Sian Lalchhandami, Asst. Professor, IASE/CTE
Mr Benjamin Lalmuanawma Fanai, Asst. Professor, IASE/CTE
l) Day Care Centre: The day care centre provides space and equipments which the
staffs and students of the institution can make use. The members of the
committee are:
Convener:
Dr Zothanzuali, Asso.Professor, IASE/CTE
Asst.Convener:
Ms. Vanlaltanpuii, Asst. Professor, IASE/CTE
Members:
Dr Lallianzuali Fanai, Asso.Professor, IASE/CTE
Ms Christina Lalthansangi, Asst.Professor, IASE/CTE
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m) Complaint Committee: As per the order of the Supreme Court, a complaint
committee is set up to ensure that there is no sexual harassment taking place in
the institution. To oversee such situations the members are:
Chairman:
Dr Zothanzuali, Asso.Professor, IASE/CTE
Secretary:
Ms Donna Lalnunfeli, Asst.Professor, IASE/CTE
Members:
Mr JN Singh, Asso.Professor, IASE/CTE
Ms Vanlaltanpuii, Asst.Professor, IASE/CTE
Ms Christina Lalthansangi, Asst.Professor, IASE/CTE
n) Grievances Redressal Cell: All staff and students of the institution can lodge their
complaint regarding any issue they want to address in writing by putting them in
the Complaint Box. The committee sees that all complaints are regarded and
addressed. The members of the Committee are:
Chairman:
Dr Ngurthankimi Sailo, Asso.Professor, IASE/CTE
Secretary:
Dr Hmingthansiami, Asso.Professor, IASE/CTE
Members:
Mr JN Singh, Asso.Professor, IASE/CTE
Ms Vanlaltanpuii, Asst.Professor, IASE/CTE
Ms Donna Lalnunfeli, Asst.Professor, IASE/CTE
o) Community Mobilisation & Development Celll takes up activities that involve the
community. The main objective is to utilize community resources, encourage and
support community development. The members of the cell are:
Chairman:
Dr Lallianzuali Fanai, Asso.Professor, IASE/CTE
Secretary:
Mr Zairemmawia Renthlei, Asst.Professor, IASE/CTE
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Members:
Dr Lalhmingliana, Asso.Professor, IASE/CTE
Dr Hmingthansiami, Asso.Professor, IASE/CTE
Dr Lalchawimawii Ngente, Asst.Professor, IASE/CTE
Ms Christina Lalthansangi, Asst.Professor, IASE/CTE
p) It is mandatory to organize Red Ribbon Club to promote awareness and control
the spread of HIV/AIDS. The club consists of two nodal officers from the faculty
and the rest of the staffs and students as members. The activities taken up were
mostly blood donation, presentations from experts and awareness campaign.
Nodal Officers: Dr Hmingthanzuala, Asso.Professor, IASE/CTE
Ms Vanlaltanpuii, Asst. Professor, IASE/CTE
q) IASE has a Placement Cell whose main concern is to identify and keep track of
former students and their employment status. The cell aids and support current
and former students in their search for employment. The members of the cell are:
Chairman:
Ms Vanlaltanpuii, Asst.Professor, IASE/CTE
Secretary:
Mr Vanlalfana, Asst.Professor, IASE/CTE
Members:
Dr Laldinliani Hrahsel, Asso.Professor, IASE/CTE
Dr Hmingthanzuala, Asso.Professor, IASE/CTE
Dr Lalchawimawii Ngente, Asst.Professor, IASE/CTE
Mr Zairemmawia Renthlei, Asst.Professor, IASE/CTE
r) Library Committee: The Committee ensures that the college library is efficiently
and effectively functional and that all rules and regulations pertaining to library
are being observed. It takes necessary action in improving and strengthening the
library. It is made responsible for circulating lists of books newly purchased by the
institution among the teacher educators. The constituted members are:
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Chairman
Secretary
Members
:
:
:
Dr. Vanlalhruaii, Principal, IASE/CTE
Mr. Lalremruata, Asst.Librarian, IASE/CTE
Mr. JN Singh, Asso.Professor, IASE/CTE
Dr. Ngurthankimi Sailo, Asso.Professor, IASE/CTE
Ms. Vanlaltanpuii, Asst.Professor, IASE/CTE
Mr. Lalnuntluanga Sailo,UDC, IASE/CTE
Mr. Benjamin Lalmuanawma Fanai, Asst.Professor, IASE/CTE
Ex-Officio Member:
Mr.Ramhluna Hnamte, Jt Director, H &TE.
s) The Research Committee gives advice, help and support to any faculty member
interested or involved in research work. It also encourages the members to take
up joint research projects and has taken the crucial lead in activating an
important research project jointly taken up by the academic faculty. The Project
work taken up by all B.Ed students are also overseen by the Research Committee.
Its composition is as follows:
Chairman :
Dr. Lallianzuali Fanai, Asso.Professor, IASE/CTE
Secretary
:
Dr. Lalchawimawii Ngente, Asst.Professor, IASE/CTE
Members
:
Ms Christina Lalthansangi, Asst.Professor, IASE/CTE
Ms Lalrinfeli Khiangte, Asst.Professor, IASE/CTE
Ms Lalhlimpuii Ralte, Asst.Professor, IASE/CTE
Ms Sian Lalchhandami, Asst.Professor, IASE/CTE
Ms Donna Lalnunfeli, Asst.Professor, IASE/CTE
Mr Zairemmawia Renthlei, Asst.Professor, IASE/CTE
Mr Vanlalfana, Asst.Professor, IASE/CTE
Mr Benjamin Lalmuanawma Fanai, Asst.Professor, IASE/CTE
t) Management of the institution campus including cleaning and beautification of
the campus is taken up by the Campus Management Cell. The cell arranges dates
for such work which involves all the students and staffs of the Institution. The cell
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also sees to the management of all materials and resources that are in the
Institution. The cell consists of the following members:
Chairman :
Dr. Laldinliani Hrahsel, Asso.Professor, IASE/CTE
Secretary
:
Ms. Vanlaltanpuii, Asst.Professor, IASE/CTE
Members
:
Dr.Hmingthanzuala, Asso.Professor, IASE/CTE
Ms Lalhlimpuii Ralte, Asst.Professor, IASE/CTE
Mr Zairemmawia Renthlei, Asst.Professor, IASE/CTE
Mr Vanlalfana, Asst.Professor, IASE/CTE
Ms Lalbiaksangi, UDC, IASE/CTE
Mr Malsawmkima, Cinema Operator, IASE/CTE
Mr Lalngaizuala, IV Grade, IASE/CTE
Two Class representatives from M.Ed & B.Ed
Group leaders of each Student Group.
u) Since construction of the Institution building is an ongoing process, the institution
has a Building Committee to oversee, plan and work out the construction of the
buildings and the members are:
Chairman:
Dr Vanlalhruaii, Principal IASE/CTE
Member Secretary:
Dr Hmingthanzuala, Associate Professor, IASE/CTE
Members:
Ms Rebecca Lalnuntlaungi, FAO, H&TE
Mr C.Lalsangkhuma, Dy.Director, H&TE
Er.R.Lalrinzuala, Architect
Er. Hrangthanga Zote, Structural Engineer.
Er V.L.Nghinglova, E.E.,P.W.D.
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Mr R.Lalduhsaka, JE., P.W.D.,H&TE
Mr Lalnuntluanga Sailo, UDC, IASE/CTE
Dr Laldinliani Hrahsel, Associate Professor, IASE/CTE
Dr Lalhmingliana, Associate Professor, IASE/CTE
6.2.2. Give the organizational structure and the details of the academic and
administrative bodies of the institution.
The Principal of the Institution holds the key position in the organizational structure
occupying a strategic position in all educational endeavours – planning, operating,
monitoring and evaluating. As the administrative head, the efficient management of
the institution is an all important concern for which the Principal has been securing
the best services of the teaching faculty, the clerical staff, the students and other staff
of the school and utilized them for the maximum benefit of the institution.
Providing strong support to the Principal in all academic and administrative
endeavours, the teaching faculty forming a co-ordinated and compact body, functions
under the instrumentality of the Principal. The faculty members are dispensing
diversified academic and non-academic functions under the different cells and
committees constituted.
The administration of the institute headed by the Principal has the strong backing of
the administrative staff who contributes richly to the over-all implementation of
institutional functions and requirements. The non-clerical office staffs form a strong
base through whom all other functions of the institution are facilitated and
accomplished.
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6.2.3. To what extent is the administration decentralized? Give the structure and
details of its functioning.
The Principal being the administrative head in the Institute plays the key role in all
administrative matters. The necessary support and assistance is provided by a group
of non-teaching office staff to whom different functions are assigned. Administration
is the sole prerogative of the Principal and appointed staff, and the teaching faculty is
not involved.
The Principal has been assigned the role of the Head of Department by the State
Government as IASE is taking up the dual functions of both CTE and IASE. The head
attends to all the academic and administrative affairs of the institution. The faculty
extends active support to the Principal in the management of the organization by
rendering active assistance through numerous committees and cells set up for
accomplishing vital organizational and academic tasks. When the Principal is away
from station for any reasons whatsoever, the administrative task is handed over to a
senior faculty member.
6.2.4. How does the institution collaborate with other sections/departments and
school personnel to improve and plan the quality of educational provisions?
The Institution is taking up diversified programmes and activities under its Teacher
Education Extension Service. In the organization of Refresher courses and Orientation
courses under this programme, the institution has to enlist the active assistance and
support of the District Education Officers (DEO’s) of each district which the
programme covers. The Directorate of School Education plays an equally important
role and its direct involvement is crucial as schools come under its direct control and
authority whereas College of Teacher Education falls within the ambit of the power
and control of the Directorate of Higher and Technical Education. Official notice for
deputation of teachers and heads of institutions to these courses is issued by the
DEO’s concerned. The written report of attendance and participation of the selected
personnel are communicated back to the Office after the completion of the course.
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The same procedure is followed for other extension services like supervision of
teaching, inspection of secondary schools, presentation on selected themes and
concerns of contemporary education, workshops and seminars. These are being
organized and conducted at regular intervals following a planned and orderly
arrangement.
For pursuit of the teacher education extension service, which extends support to Nonperforming, Poor-performing and Below-average secondary schools as categorized by
the Mizoram Board of School Education (MBSE), the institution works in collaboration
with the Directorate of School Education where the Joint Director of School Education
in charge of Secondary Education issues notice to the schools concerned. Follow up
work is assigned to the District Education Officer in each district.
For pursuing and accomplishing the extension services, the institution has to acquire
the official consent of the parent department, i.e., the Director of Higher and
Technical Education so that the functions associated with the different activities and
programmes can be performed with ease and confidence and with no constraints as
the service so rendered entails out-station visits to schools in far flung districts. These
visits require teacher educators to leave their teaching duties in the college for four to
five days. Written report of the extension programmes and their outcome are
communicated back to the Directorate.
Institute of advanced Study in Education / CTE is maintaining good working
relationship with SCERT and is working out plans and projects for quality teacher
education. A perspective plan on teacher education was prepared in 2005 initiated by
SCERT under the specification of the Ministry of Education and Human Resource
Development. One positive outcome through the submission of this plan is the
approval given by the Teacher Education Approval Body to upgrade College of Teacher
Education into an IASE. National Curriculum Framework 2005 taken up by SCERT is
being worked upon with the collaboration and co-ordination of the teaching faculty.
Teacher Educators of the institution have been appointed as members of the different
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working groups formed for the purpose. The Principal is a member of the core group
formed for review and implementation of the NCF-2005.
The institution maintains close contact with Practice teaching schools. Each year, the
Heads of practicing schools alongwith a senior teacher each would be invited to the
Institute where discussions and exchange of ideas and thoughts would take place. IASE
has always worked in close association and collaboration with Mizoram Board of
School Education (MBSE) and much of the resources outsourced by MBSE for
promotion of school education within its purview have been provided by IASE. The
feedback received from participants in the In-service Teacher Education Programmes
organized at IASE through specially formulated formats and through interactive
discussions are also constructively used for performance improvement. All important
information gained and acquired through the programmes conducted are effectively
used as feed-back for introducing changes and innovations where required. The
project work conducted by student teachers each year; as per course requirement are
generally carried out in schools. Different areas of school life and functioning are
covered by these student activities which provide the institute a broad perspective of
the schools’ strengths and weaknesses.
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6.2.5. Does the institution use the various data and information obtained from the
feedback in decision-making and performance improvement? If yes, give details.
The various data and information obtained from the feedback through self-appraisal
methods and other scholastic and non-scholastic programmes of the institution are
definitely made use of in decision making and performance improvement. When weak
areas are detected in particular areas of institutional life whether they are in the
teaching-learning process, the curriculum transaction, the teaching quality, the
practice teaching conducted or any whatsoever, efforts are immediately made to
rectify the situation when negative feedback is received. For Example, the faculty
assessment which is done at the beginning of the session, and a second assessment
which is done at the later part of the session is studied and the results are distributed
with a personal note from the Principal/ HOD to all faculty members.
6.2.6. What are the institution’s initiatives in promoting co-operation, sharing of
knowledge, innovations and empowerment of the faculty?
(Skill sharing across departments’ creating/providing conducive environment).
The institution, due to its small faculty size and strength has a very closely - knit
working staff who enjoy the benefit of moving around within a small work-circle. This
provides the privilege and benefit of sitting and talking together where thoughts, ideas
and new ways and methods freely exchanged. The frequent formal and informal
meetings and get-togethers have provided the convenient forum for knowledge
sharing and knowledge flow. The faculty members have successfully accomplished
major research work, syllabus review, curriculum designing and development work,
academic planning, examination reforms and several other herculean exercises in
congenial and collaborative environments.
College of Teacher Education Teachers’ Association was set up in 1996. Meetings and
get-togethers are sometimes held where strengths and weaknesses of the institution
in academic and non-academic areas are reflected on. On the basis of these
observations, new ways, means, methods, strategies and innovations as deemed
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desirable are presented in writing to the head of the institution who takes necessary
action.
During the exam and semester break, seminar paper presentation rounds have been
introduced with much vigour and enthusiasm by the B.Ed faculty members as well as
all available M.Ed faculty. The seminars are aimed at improving knowledge and
collaboration among faculty members. Paper presentations are followed by
discussions. Co-teaching / team teaching is practiced by some faculty members on
certain topics. A workshop on micro teaching for the faculty is organized before the
micro teaching sessions commences where faculty members are distributed into
groups of three or four. Each group is assigned a teaching skill to be presented for
which they have to work closely together in collaboration. The reviews and discussions
that follow where all teaching faculty engage and involve themselves provide effective
setting for improvement and empowerment.
6.3 Strategy Development and Deployment
6.3.1 Has the institution an MIS in place, to select, collect align and integrate data
and information on academic and administrative aspects of the institution?
All out efforts have been made for having an effective MIS in place. Collecting, aligning
and integrating data and information on academic aspects have been done to a large
extent. However, less work has been done on administrative aspects. Office
automation is also being worked for.
6.3.2. How does the institution allocate resources (human and financial) for
accomplishment and sustaining the changes resulting from the action plans?
 To attain the institutions mission and vision for the progress of education in the
state in general, and that of teacher education in particular, plans have been made
and pursued for effective implementation and actual realization of the goal.
 To carry out In-service Training programmes and Action Research, the required
fund is obtained from centrally sponsored scheme and duly approved by the
Teacher Education Approval Board (TEAB).
 Under the Teacher Education Extension Service programmes, Refresher Courses
and Orientation courses are organized. Supervision of Teaching, inspection of
Secondary Schools are conducted at regular intervals. For extending support to
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non-performing, poor-performing, and below-average secondary schools as
categorized by MBSE, academic staffs are detailed to visit such schools, even
visiting those schools in far-flung districts. Financial sanction is obtained from the
Directorate.
6.3.3. How are the resources needed (human and financial) to support the
implementation of the mission and goals, planned and obtained?
To obtain needed human and financial resources, the institution has done its best to
mobilize the needed support. It has also made use of the existing resources to their
full potential. Financial support is an urgent requirement for infrastructural
development and in the goal of sustaining quality education for any institution.
The planning and acquisition of the human resources needed for the implementation
of the goals and objectives are strategically worked out in the faculty meetings before
the commencement of sessions. In these sittings, the roles and responsibilities to be
rendered by all faculty members would be discussed and deliberated, taking into
consideration the skill, acumen, competency, experience and suitability of individual
members specific to different tasks and functions.
In the different programmes and activities undertaken as well as in major course of
actions taken up for implementation of the institution mission and goals, mobilization
of human resource is considered a crucial issue. The professional skill, experience and
knowledge of the faculty members remain viable resources apart from which
academicians, learned citizens and professionals from Mizoram University, SCERT,
MBSE, Directorate of School Education and Higher and Technical Education, NGOs and
other important bodies and agencies are outsourced.
6.3.4. Describe the procedure of developing academic plan. How are the practice
teaching schoolteachers, faculty and administrators involved in the planning
process?
The preparation and laying out of the academic plan is done well in advance, much
before the commencement of the session. All the teaching faculty develop Annual
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Academic Plans are constructed within which Monthly Academic Plans are again
evolved. These are submitted to the IQAC. Daily plans are kept by individual faculty
members.
The academic calendar is issued by the Directorate of Higher and Technical Education.
A work chart for the entire year is prepared through which the work schedule is
highlighted. The summary of fixtures constructed separately for the B.Ed and M.Ed
programmes are effective measures which keep the courses on track give direction to
academic and co-academic activities. The different programmes and the ensuing
activities under them are specified.
When making the academic plan, great care is taken in the selection of schools
through which the student teachers are expected to acquire guided school
experiences. The selection is determined by factors that would ensure the availability
of a congenial atmosphere suitable to acquiring useful and relevant experiences
adequately equip the students with the necessary knowledge, skills and abilities
required of the profession.
Before the commencement of the Practice teaching, the Head and one senior teacher
from the practicing schools are invited to the institution for presentation on the
purpose and goals of practice teaching as well as the institutions expectations from
the practicing schools. Question/answer sessions and discussions are held. The issues
and concerns that arises are useful for developing future plans.
6.3.5. How are the objectives communicated and deployed at all levels to assure
individual employee’s contribution for institutional development?
The meetings for teaching and non-teaching, held separately or jointly provide the
best forum for communicating needs and objectives to be fulfilled for acquiring
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institutional growth and development. Talks and discussions also held in smaller
groups or at more personal levels by the Head of the institution or at times by some
members given authority and responsibility of particular work items or specific
concerns with the individuals concerned are crucial to institutional development and
are avidly encouraged. Tasks and duties are delineated and distributed as widely as
possible and their performance or non-performance would subsequently be discussed
and reviewed in further meetings.
Circulars, notice, information brochures and other devices are also avidly used to
achieve the stated ends.
6.3.6. How and with what frequency are the vision, mission and implementation
plans monitored, evaluated and revised?
For the realization of the vision and mission, the institution has a planned fixture and
calendar of activities. The plans are monitored by the staff, faculty and students.
Evaluation is usually done at faculty meetings or staff meetings or joint meetings with
students where setbacks, limitations, hindrances or non-performances are identified,
immediate actions are taken to revise and improve.
6.3.7. How does the institution plan and deploy the new technology?
In any event of new technology being acquired or introduced, efforts are made to
familiarize the staff for the successful deployment of the new technology. The new
technology acquired by the institution like the smart classrooms, computers and
internet facilities, reprographic machines and photocopiers, overhead projectors for
all the classrooms, laminating machine, etc., have been extensively utilized. The library
is now fully automated and process of computerizing the library with its varied
functions like lending, cataloguing, verification, etc. is ongoing.
6.4 Human Resource Management
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6.4.1. How do you identify the faculty development needs and career progression of
the staff?
Faculty development needs are constantly reviewed, discussed, assessed and worked
upon thorough discussions and informal meetings of the faculty presided. The monthly
meetings also serve as platforms through which felt needs are identified and ways and
means evolved for catering to them.
Career progression of the staff is facilitated and accelerated through participation in
training courses and programmes, refresher course, orientation course, seminars
workshops, symposiums and various other educational activities and consolidations
which provide for career advancement and professional development. These different
programmes, whether organized and conducted at National or State or District levels,
when brought to the notice of the Principal, by the concerned agency, are immediately
acted upon. Due notification is made to the faculty staff and selected teacher
educators are appointed to attend or participate in such educational endeavours.
Criteria for selection had to be determined in some cases, by the professional needs of
an individual member. When fulfillment of Refresher courses or Orientation courses
are binding for career progression for proceeding on to higher levels or status in the
organizational or teaching hierarchy, then such needs are prioritized. Sometimes,
individual faculty members, based on their felt needs, would take the initiative by
bringing it to the notice of the Principal when such opportunities are found open.
6.4.2. What are the mechanisms in place for performance assessment (teaching,
research, service) of faculty and staff? (Self–appraisal method, comprehensive
evaluations by students and peers). Does the institution use the evaluations to
improve teaching, research and service of the faculty and other staff?
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Performance assessment for faculty is done through Performance Based Appraisal
System (PBAS), Career Advancement Scheme (CAS) and Academic Performance
Indicator (API). The IQAC is in-charge of collecting and submitting them to higher
authorities.
An external mechanism for performance assessment of office establishment staff is
the submission of the Annual Confidential Report to the Directorate of Higher &
Technical Education under the State Government. The self-appraisal form in the
Annual Confidential Report filled up by the non-teaching staff is an effective
mechanism for internal quality checks. These filled-in-forms are checked by the Head
of the institution who gives written comments and confirmation based on personal
observations and close monitoring made throughout the reported year. The reports
are then forwarded to the higher authorities.
Within the institution, the Principal monitors and checks the work-efficiency of the
staff-teaching and non-teaching. Attendance registers and leave registers are
maintained for the clerical staff and any irregularity, if detected, are directly dealt
with.
The Principal also follows the routine procedure of communicating to the staff
members the needed and desired areas for personal and professional improvement as
and when necessary. Cases of time mismanagement, faulty methods of teaching,
negligence of duty, and absence without prior notice, misbehaviour and other such
matters are promptly dealt with.
Self-appraisal method to evaluate the performance of the faculty in teaching, research
and extension is followed and the result is used as a feed-back by individual teachers
for quality improvement. (A copy of the filled up self-appraisal form is enclosed).
The institution also follows the student-teacher evaluation method. The positives and
the negatives as indicated by the students on each given category of the proforma is a
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feedback to individual teachers and thus subsequently, to strive for improvement in
needed and identified areas. (A copy of the evaluation form is enclosed)
6.4.3. What are the welfare measures for the staff and faculty? (mention only those
which affect and improve staff well-being, satisfaction and motivation)
The institution has a staff welfare organization which works for the
improvement and well-being of the staff. The executive body is formed which takes
the major lead in initiating welfare activities. The organization deducts a fixed amount
of money from the monthly salary of each employee from which the welfare fund
accumulates. There are fixed rules and regulations pertaining to its use and the
amount to be dispensed for different occasions is strictly specified. Subsequently,
members who are in need of financial aid or support due to ill-health, hospitalization
or bereavement in the immediate family of the welfare members or some other
unforeseen misfortunes are given assistance, the amount for whichever dire or joyous
occasions are pre-fixed or decided by the Committee as deemed appropriate.
Bereavement in the immediate family or the member himself/herself is followed up
with condolence meetings at the homes of the bereaved.
The fund is also used in times of prosperity as a gift to those who are getting married,
receiving awards and recognitions, etc.
Loans are also made available to the staff by the Government of Mizoram through the
Directorate of Higher and Technical Education. House-building advance, car advance,
scooter advance, computer advance, G.P.F. and personal loan are accessible for
teaching and non-teaching staff members.
6.4.4. Has the institution conducted any staff development programme for skill upgradation and training of the teaching and non-teaching staff? If yes, give details.
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Faculty development programmes are organized where presentations are made by the
Principal and experienced professionals are invited, the duration of which
programmes may vary from one to four days. Areas covered under these programmes
are:
a.
b.
c.
d.
e.
f.
g.
h.
Knowledge Management
Innovative Teaching Strategies
Positive Attitude and Emotional Intelligence
Use of ICT in the Classroom
Computer applications in the classroom
Time management for self management
Micro-teaching
Leadership and management.
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6.4.5. What are the strategies and implementation plans of the institution to recruit
and retain diverse faculty and other staff who have the desired qualifications,
knowledge and skills (Recruitment policy, salary structure, service conditions) and
how does the institution align these with the requirements of the statutory and
regulatory bodies (NCTE, UGC, University etc. )?
Institute of Advanced Study in Education being a Government Institution has to route
all plans through the Departmental Head to the State Government for recruitment of
faculty and other staff.
The Government of Mizoram has adopted the UGC norms for college teachers which is
also applicable to IASE & CTE. However, NCTE, being a statutory authority for
regulating Teacher Education, the norms and Regulations of NCTE are binding on the
Institute. NCTE Regulations has been accepted in toto by the State Government.
Institute of Advanced Study in Education is also a recognized institution under NCTE,
therefore norms for recruitment of faculty laid down by the council is being followed
by the State Government for Institute of Advanced Study in Education.
Retention of faculty with desired qualifications, knowledge and skills is definitely a
policy and plan of the Institution as much as the upgradation of knowledge and
training of those who fall short of the requirements. Most of the faculty members
have, as such, taken the initiative for filling into the eligibility criteria and norms of the
NCTE, UGC and University.
6.4.6. What are the criteria for employing part-time/Adhoc faculty? How are the
part-time/Adhoc faculty different from the regular faculty?
(E.g. salary structure, workload, specialisations).
The State Government uses certain criterions in appointment and engagement of parttime and contract based teachers. The engagement of such lecturers is limited to a
fixed stipulated period but extendable as per requirement; There is no differentiation
in terms of work-load, assignment of treaching subjects and specializations, etc.
Salary structure affixed for such lecturers is not on par with regular teachers of the
institution. Fixed pay of Rs. 25920/- is given to Lecturers employed on contract basis
Part-time Lecturers are engaged at a fixed pay of Rs. 500/ - per lecture with upper limit
of Rs.20,000/- per month.
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6.4.7. What are the policies, resources and practices of the institution that support
and ensure the professional development of the faculty? (E.g. budget allocation for
staff development, sponsoring for advanced study, research, participation in
seminars, conferences, workshops, etc. and supporting membership and active
involvement in local, state, national and international professional associations).
Faculty members undertaking research and working for their Ph.D. receive research
fellowship from the State Government through the Directorate of Higher Education.
Joint research ventures taken up on smaller scale by the faculty receive financial
support from the fund accumulated by the teacher association of the institution.
Other requirements are met with by the institution like the use of the computer, the
Photostat machine and other necessary equipments and devices.
Financial sanction is obtained from the Directorate of Higher and Technical Education
for attending seminars, conferences, workshops, etc within and outside the State.
Expenditure on participation in Refresher courses and Orientation courses is
sponsored by the organizing agencies.
Faculty members are actively involved in local, state, regional and national
professional associations e.g. Mizoram Academic Forum, Mizoram College Teacher
Association, Mizoram Education Foundation, North East India Education Society, All
India Federation of College Teachers, etc. IASE & CTE is also working in collaboration
with NUEPA on National Level Programmes and All India Study on School Teachers.
TMS is being instituted in collaboration with Rajiv Gandhi Foundations, New Delhi.
Collaborative work has also been done with DEVPRO, an American International Trust
in Delhi which is mobilizing professional expertise from outside and at the same time
seeking professional, particularly teachers, to work in schools outside the state. IASE &
CTE serves as the channel both ways.
6.4.8. What are the physical facilities provided to faculty? (Well maintained and
functional office, instructional and other space to carry out their work effectively).
The physical facilities provided to the faculty consists of the following:
a) Two (2) separate office rooms for the teacher educators who are 17 (Seventeen) in
number.
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b) The office rooms are equipped with steel tables, chairs, almirahs and other
necessary amenities are provided for each faculty member.
c) Use of computer, reprographic facilities and Photostat facilities for instructional
and official purpose are permissible.
d) Rooms for laboratory / workshop and other needed activities can always be made
use of if they do not clash with the regular ongoing programmes.
e) National newspapers and journals are subscribed for the faculty.
6.4.9. What are the major mechanisms in place for faculty and other stakeholders to
seek information and/or make complaints?
A Grievance Redressal Cell has been set-up through which all complaints are
addressed. The cell is composed of 5 (five) members of the faculty who receive and
deal with all complaints and grievances.
A Complaint Committee functions separately which was constituted as per Supreme
Court decree in 2004. It takes up the responsibility of handling complaints specially
related to sexual harassment encountered by the students, the teaching faculty and
the non-teaching staff.
All and any information pertaining to the institution, its organization, management,
functioning, academic and non-academic concerns and its personnel are acquired
through the college office and if necessary, the Head of the institution. Such
information are disseminated verbally or through printed materials. Each faculty
member as well as other stakeholders can approach the head of the institution
directly for any concerns they may have.
6.4.10. Detail on the workload policies and practices that encourage faculty to be
engaged in a wide range of professional and administrative activities including
teaching, research, assessment, mentoring, working with schools and community
engagement.
Workload polices, practices and working schedules carefully worked out at the
beginning of each academic session are clearly stated to its members which the
members concerned are expected to render and fulfill to their best and highest
capabilities.
160
Special duties, roles and responsibilities pertaining to teaching, research, assessment,
mentoring, working with schools, community engagement and other important
programmes are assigned to the responsible cell, committee or specially appointed
faculty members as the case warrantees. Extension services, outreach programmes,
community development programmes, etc. are all effectively rendered when the need
arises. As an example, the schools covered under the Teacher Education Extension
Service where faculty members had been detailed to carry out school development
were informed that school inspection routinely done some years back had not been
continued thus accounting for the lowered performance in scholastic and nonscholastic areas. Majority of teachers in the schools visited expressedly voiced their
concerns and felt that the practice earlier taken up actively by the school education
authorities, if revived, would effectively pull up many of the back-sliding schools. A
request was made to the authority on these lines as a result of which the function of
inspection of activities and functioning of the school in curricular and co-curricular
areas were assigned to the institution and have subsequently been pursued through
the Extension service programme. Curriculum Review and Development work are
jointly taken up by the faculty for B.Ed and M.Ed separately and duties and
responsibilities are shared evenly. Designing of the B.Ed Multi Mode as per
recommendation of the Mizoram Education Reforms Commission have been
accomplished through the concerned efforts of the staff.
The institution constitutes various cells to oversee the teaching, research, assessment,
mentoring, working with schools and community engagement. Each cell will come up
with their action plan for the new financial year. For the realization of these action
plans the cells will meet according to their requirement and implement them under
the guidance of the head of the institution. Rapport is given by the different Cells and
Committees on the actions taken by them in the Staff Meetings every month.
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6.4.11. Does the institution have any mechanism to reward and motivate staff
members? If yes, give details.
To motivate and reward staff members, as most of the staff members of Institute of
Advanced Study in Education are from the Christian Community, an Advanced
Christmas celebration is held each year where staff members and the Principal can
reflect on the achievements of the institute and express their appreciation and
gratitude for the work done during the year. Usually, the Principal distributes gifts to
all the members of the staff.
Whenever extra work such as material development, preparation of question bank,
teaching-learning material, curriculum construction and other such activities are taken
up in the institute itself, incentives in cash and kind are always given to members
involved in such activity.
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6.5 Financial Management and Resource Mobilization
6.5.1. Does the institution get financial support from the government? If yes,
mention the grants received in the last three years under different heads. If no, give
details of the source of revenue and income generated.
Budget allocation is made by the Directorate of Higher & Technical Education as
the Departmental authority under which IASE & CTE is placed. LOC is then issued
by the Department for different heads under Plan and Non-Plan Additional grants
other than the budget allocation is not received from the State Government. The
allocation for the last three financial years is given below:-
(Rs. in Lakh)
2012-2013 2013-2014 2014-2015
Categories
(1) Salary (NP)
Salary (P)
178.25
33.00
183.00
26.00
245.00
32.00
(02) Wages (NP)
Wages (P)
1.00
-
1.60
-
1.60
-
(06)Medical Treatment (NP)
Medical Treatment (P)
3.00
0.80
3.00
0.80
3.00
0.80
(11) Domestic Travelling Expenses (NP)
Domestic Travelling Expenses (P)
0.50
-
0.50
-
0.50
-
(13) Office Expenses (NP)
Office Expenses (P)
8.70
1.00
8.00
1.00
8.00
1.00
(14) Rents, Rates, Taxes (NP)
Rents, Rates, Taxes (P)
1.45
-
1.45
-
1.45
-
(26) Advertising & Publicity (NP)
Advertising & Publicity (P)
0.10
-
0.10
-
0.10
-
(27) Minor Works (NP)
Minor Works (P)
1.00
1.00
1.00
(50) Other charges (NP)
Other charges (P)
1.00
2.15
2.15
Other charges (CSS)
(52) Machinery & Equipments (NP)
Machinery & Equipments (P)
4.00
-
47.70
4.00
-
4.00
-
234.00
280.00
300.00
TOTAL
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6.5.2. What is the quantum of resources mobilized through donations?
Give information for the last three years.
N.A.
6.5.3. Is the operational budget of the institution adequate to cover the day to- day
expenses? If no, how is the deficit met?
N.A.
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6.5.4. What are the budgetary resources to fulfill the missions and offer quality
programs? (Budget allocations over the past five years, depicted through income
expenditure statements, future planning, resources allocated during the current
year, and excess/deficit)
GRANTS RECEIVED FROM UGC DURING XIth PLAN PERIOD
Sl.
No
Purpose
Amount
allocated
Amount
released
Amount
being
released
Balance Grant
1
Girl’s Hostel
40,00,000
30,00,000
10,00,000
10,00,000
2
Sports Infrastructure and
Equipment grant
70,00,000,
63,00,000
70,00,000
70,00,000
3
Boy’s Hostel
40,00,000
20,00,000
20,00,000
20,00,000
4
Equipments/Teaching aid
23,56,240
11,78,120
9,42,496
2,35,624
GRANTS RECEIVED UNDER CSS FROM 2010 TO 2014
Sl.
No
Purpose
Amount allocated in Lakhs
Central Share
State Share
Year
1.
In-service training and Action Research
4.95
2010-2011
2.
In-service training and Action Research
6.5
2011-2012
3.
In-service training and Action Research
10.50
9.49
2012-2013
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4.
Computer Consumables
13.50
1.50
2012-2013
5.
Programmes & Activities
22.50
2.50
2013-2014
6.
Contingency
13.50
1.50
2013-2014
*The Income Expenditure statement for UGC and CSS funds are enclosed.
6.5.5. Are the accounts audited regularly? If yes, give the details of internal and
external audit procedures and information on the outcome of last two audits. (Major
pending audit paras, objections raised and dropped).
The accounts are not audited at a regular time interval as such. As and when the Office
of the Accountant General of Mizoram decides to take up the audit work, due
notification is given to us. The last two audits were held on dt.01.04.1994 and
dt.30.09.2012. The objections raised in the last audit were on the following issues:-
I.
Inspection Report on the accounts of the Principal, Institute of Advance
Studies in Education, Republic Veng, Aizawl, Mizoram for the period from
01.04.1994 to 30.09.2012
Part II-B
Para-1:
Para-2:
You are requested to furnish the following:
(a) Copy of the detailed estimate of the building.
(b) Copy of the Measurement Book.
(c) Copy of UGC rules, norms and regulation regarding
building construction.
The para may be treated as dropped.
Para-3:
The para may be treated as dropped subject to verification
by next audit.
Para-4:
The para may be treated as dropped, subject to verification
by next audit.
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II.
Inspection Report on the accounts of the Principal, Institute of Advance
Studies in Education, Republic Veng, Aizawl, Mizoram for the period from
01.04.1994 to 30.09.2012
Memo No: OA-II/IR/13-1©/Pr-IASE(CTE)/2012-13/1447-1450
Para-I/II B: The para may be treated as dropped subject to verification by
next Audit
6.5.6. Has the institution computerized its finance management systems? If yes, give
details.
No. Computerization of the Finance Management Systems has not yet been done but
is visualized for immediate future.
6. 6 Best practices in Governance and Leadership
6.6.1. What are the significant best practices in Governance and Leadership carried
out by the institution?
Governance and leadership in the institution received a fillip since the last three years
through the creation of different cells and committees who have ever since then
played the leading role in mostmanagement and organization functions. These
activated bodies are as follows:
1.
2.
3.
4.
5.
6.
7.
Programme Advisory Committee
Research Committee
Campus Management Cell
C.T.E. Alumni
Guidance and Counseling Cell
Library Committee
Complaint Committee
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8. Co-curricular Activities Cell
9. Community Mobilisation and Development Cell
10. Building Committee
11. Grievances Redressal Cell
12. Examination Cell
13. Internal Quality Assurance Cell
14. Red Ribbon Club
15. Placement Cell
16. Purchase Committee under UGC Grand-in Aid and Assistance
17. Teacher Education Programmes and Extension Activities
18. Screening Committee
19. Anti-Ragging Cell
20. Canteen Management Committee
21. Day Care Centre Committee
All these bodies have been actively pursuing their designated areas of work with
energy and enthusiasm. The Committees and Cells are chaired by senior faculty
members, comprising of 4 to 10 members each from teaching and non-teaching staff.
The designated Secretaries play a leading role. The institution also has a Staff Welfare
organization which looks after funds collected and accumulated through regular salary
deductions of all staff members.
The management of the institution has been greatly strengthened and facilitated by
the formation of these different committees which promptly initiate action and react
and respond to matters and issues within their respective realm of functioning. The
welfare scheme has proved to be a blessing for the staff particularly those in dire need
in times of misfortune, sickness and bereavement.
Division of the students, B.Ed & M.Ed into four Houses and assigning them additional
duties and responsibilities apart from routine House activities is an exercise in
effective leadership. Elocution, Debates, Creative Writing, practical on the house jobs,
recreational activities and observation of days of National and International
importance have proved to be worthwhile experiences for both faculty and students.
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These practices have ensured good governance and an effective management system
in the institution. The participation and involvement of the staff teaching and nonteaching in the improvement and betterment of the institution through the active
discharge of individual and collective duties and responsibilities have given a face-lift
to the institutional functioning.
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?
The evaluative observations made under Governance and Leadership in the previous
assessment report and the actions that were taken are:
a. Institutional Vision and Leadership: The previous assessment had commented that
the vision and mission are related to regional and institutional need, the Principal
has leadership qualities and is participating in decision making with the
government and that there is a system of different committees .
The purpose, vision and mission of IASE is being more clearly defined, there
is change in leadership and improvement and advancements in all areas of
functioning and participation in decision making with the government has also
increased. There are more Cells and Committees to address the issues and
challenges that the institution may encounter.
b. Organizational Arrangements: Previous assessment has reported that the Director
of Higher and Technical Education is both a representative and main supervisory
body for IASE. Management of the institution is through a system of Committees
and the institution has an internal quality assurance cell.
The Director of Higher & Technical education is still the representative and
main supervisory body of IASE. Management of the institution has gone through
systematic reforms by way of conducting of meetings on a specified date and
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setting up of committees and cells to oversee different areas of institutional
management.
c. Strategy Development and Deployment: Future planning is undertaken by the
Principal and senior teachers. The implementation of future plans is discussed by
the Principal and Staff and the academic calendar is updated each session.
Strategic future planning is done more systematically, the different cells and
committees make future plans and programme of action which is submitted to
IQAC and further approved by the Programme Advisory Committee before
commencement of a new session. The academic calendar is made in accordance
with Mizoram University Academic Calendar and School Education Department,
Mizoram Academic Calendar.
d. Human Resource Management: The Assessment team has reported that the
sanctioned posts are filled, there is a self appraisal system for teachers, besides
teachers’ assessment by the students, professional development of staff is
encouraged through deputing them to attend various seminars, conferences and
other training programmes and that welfare schemes like loans, medical
reimbursement etc. are functional as per government rules.
Since 2010 five faculty members have retired leaving the institution with a
dearth in human resource. Apart from attending of seminars, conferences,
trainings and workshops for professional development, the institute has organized
various faculty development programmes for B.Ed and M.Ed faculty.
e. Financial Management and Resource Mobilization: The team reported that the
Institution accounts are audited regularly by Government auditors. The major
source of funding is Government grant besides Student Fee and that budget
allocation for various units and activities is reasonably sufficient and optimally
utilized.
f. Best Practices in Governance and Leadership: As per the report of the assessment
team, there is good welfare schemes for the staff.
170
The management of the institution has been greatly strengthened and
facilitated by the formation of different committees which promptly initiate action
and react and respond to matters and issues within their respective realm of
functioning. The welfare scheme has proved to be a blessing for the staff
particularly those in dire need in times of misfortune, sickness and bereavement.
These practices have ensured good governance and an effective management
system in the institution. All the staff members of the institution – teaching and
non-teaching, are members of one or the other committees and bodies. This
ensures the
participation and involvement of the staff in the improvement and
betterment of the institution through the active discharge of individual and
collective duties and responsibilities.
2. What are the other quality sustenance and enhancement measures undertaken by
the institution since the previous Assessment and Accreditation with regard to
Governance and Leadership?
For Quality sustenance and enhancement:
i)
ii)
iii)
iv)
v)
vi)
The faculty members have acquired newer skills through faculty development
programmes organized in the institution, the details of the topics covered are
mentioned in 6.4.4.
Computer lab with internet connectivity is being provided to teacher trainees as
well as the faculty.
The teaching-learning process is made more effective with ICT aids. All the
faculty members make power point presentations on the subjects they are
teaching and soft copies of learning materials are also easily distributed to the
students.
There is a language lab which students make use of with supervision by the
language teacher.
The library is fully automated and more books are acquired and being acquired.
Regular in-service and continuing professional development of secondary
school teachers are organized regularly.
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CRITERION VII: INNOVATIVE PRACTICES
7.1
INTERNAL QUALITY ASSUARANCE SYSTEM
7.1.1 Has the institution established Internal Quality Assuarance Cell (IQAC)? If yes,
give its year of establishment, composition and major activities undertaken.
Yes. The Internal Quality Assuarance Cell (IQAC) was established in October
2007. The composition for the academic session 2014-2015 is as follows:
Chairman – Dr. Vanlalhruaii, Principal, IASE/CTE
Quality Maintenance
Secretary (Academic) - Dr. Laldinliani Hrahsel,
Associate Professor, IASE/CTE
Members - Ms. Sian Lalchhandami,
Assistant Professor, IASE/CTE
Mr.Benjamin Lalmuanawma Fanai,
Assistant Professor, IASE/CTE
IQAC Co-ordinator - Dr. Lallianzuali Fanai, Associate Professor,
Asst. Co-Ordinator - Ms. Zochhuani, Assistant Professor, IASE/CTE
1.
2.
3.
4.
5.
6.
The activities undertaken by the Cell may be mentioned as follows:
Alternate class arrangement: Alternate class arrangements are made by the Co-ordinator
when faculty members are unable to take their classes due to other engagements or
when they are on leave.
Maintenance of Teachers’ Profile Record: The co-ordinator is in charge of keeping a
systematic record of the profiles of all the faculty members which is duly updated as
and when necessary.
Maintenance of Monthly Plan: Record of the monthly plans submitted by the faculty at
the beginning of every month is maintained by the Secretary (Academics).
Maintenance of Annual Plan: Record of the Annual plans submitted by the faculty at
the beginning of the session is maintained by the Secretary (Academics).
Organising and Planning of National Seminar: A proposal for National Seminar on 21st
Century Challenges for Teacher Education has been prepared and submitted for
approval to UGC
Student – teacher Evaluation: Evaluation of teachers by the student-teachers has been
taken up since 2011. The questionnaire for the evaluation has been adapted from by
NAAC Manual for Self Study Universities, by IQAC-MZU. The teachers are graded
based on the parameters provided in the questionnaire using a 4 point scale A,B,C,D in
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7.
8.
which A is equivalent to 85% and above, B grade falls between 75% - 85%, C grade is
awarded to those who scored between 50% - 70% and D is given to scores below 50%.
It must be noted that 75% attendance is mandatory for student-teachers to evaluate the
teachers as well as the course as it is believed that students with low attendance will not
be able to evaluate accurately.
Course Evaluation: Evaluation of the different courses by the student-teachers has been
taken up since 2011. The questionnaire for the evaluation has been adapted from by
NAAC Manual for Self Study Universities, by IQAC-MZU. The different courses of
study are rated based on the parameters provided in the questionnaire using a 4 point
scale A,B,C,D in which A is equivalent to 85% and above, B grade falls between 75% 85%, C grade is awarded to those who scored between 50% - 70% and D is given to
scores below 50%. It must be noted that 75% attendance is mandatory for studentteachers to evaluate the teachers as well as the course as it is believed that students with
low attendance will not be able to evaluate accurately.
Faculty Development Programme: A number of Faculty development programmes in
the form of workshops and seminars has been organised by the institution.
7.1.2. Describe the mechanism used by the Institution to evaluate the achievement of
goals and objectives.
The various mechanisms used by the Institution to evaluate the achievement of
goals and objectives:
1.
Unit tests, assignments, sessional works
2.
Practical works – Initial School Experience Programme, Project Work, Practice
Teaching, Internship
3.
Pre- University Examination test / Pre-semester examination
4.
Semester Examination
Monthly faculty and staff meetings and need based meetings proved to be an effective
source of evaluating the achievement of goals and objectives.
7.1.3. How does the institution ensure the quality of its academic programmes?
The following steps are taken up to ensure that quality of the academic
programmes is maintained:
1.
Preparation of annual and monthly plans by the faculty.
2.
Maintenance of log book by all faculties.
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3.
4.
5.
6.
7.
8.
Evaluation of Teachers and Evaluation of the Course by the student-teachers
from which feedback is given to all faculty regarding their strengths and
weaknesses.
Development of question bank by the faculty for their respective teaching
subjects.
Development of teaching – learning material by the faculty for their respective
teaching subjects.
Presentation on preparation of learning sequence by the faculty in charge of the
teaching methodology papers.
Video coverage of the practice teaching sessions.
Demonstration of lessons by the faculty in-charge of the teaching methodology
for practice teaching.
7.1.4. How does the institution ensure the quality of its administration and financial
management process?
To ensure the quality of its administration and financial management, the
institution sets up various management committees and cells comprising of members
from both the teaching and non-teaching staff. Each cell and/or committee is
responsible for all matters that are related to the concerned committee or cell and
monthly meetings are held to discuss their achievements and plan of actions.
Faculty and staff meetings are held every month to discuss matters that are
related to the development of the institution and to ensure that the quality of
administration is maintained.
The final decisions regarding administration and financial management are in the
hands of the Principal who is again accountable to the Directorate of H&TE, the
controlling agency and authority to whom administrative and financial processes are
accounted for.
7.1.5 How does the institution identify and share good practices with various
constituents of the institution?
Various management cells and committees are set up to deal with all matters
that concern the academic, co-academic and administrative aspects to be taken up by
the institution. Members of each cell and committee discuss the activities they have
taken up, along with the plan of action, in the monthly meeting. Matters that need to be
communicated to the faculty as a whole are then reported to the IQAC which is then
disseminated to the concerned personnel by the IQAC through monthly faculty
meetings.
174
7.2.
INCLUSIVE PRACTICES
7.2.1 How does the institution sensitize teachers to issues of inclusion and the focus
given to these in the national policies and the school curriculum?
The methods, procedures and strategies applied in the teaching-learning process
as well as accompanying activities and tasks provided are such that the student-teachers
are prepared and equipped with the ability, knowledge, information and skill to cater to
the needs and demands of inclusive education in their respective schools or in future
teaching careers.
The faculty members are given full encouragement and opportunity to attend
meetings, conferences, workshops, seminars and other educational and training
programmes at local, state or national level.
7.2.2 What is the provision in the academic plan for students to learn about inclusion
and exceptionalities as well as gender differences and their impact on learning?
Issues regarding inclusion, exceptionalities as well as gender differences are
integrated in all papers/subjects to be dealt with in all papers offered.. Also, studentteachers are sensitized on such issues through field visits, actual interaction with the
stated categories, conducting surveys and research, administering standardized tests,
attending and participating in seminars, conferences, workshops and other training
programmes, conducting action research, etc.
7.2.3. Detail on the various activities envisioned in the curriculum to create learning
environments that foster positive social interaction, active engagement in learning
and self-motivation.
The various teaching-learning activities such as group activities, panel
discussion, seminars, peer-teaching, house competitions, assembly, devotion,
celebration of college festival and annual college day, selection of best student etc. are
taken up as part of the curriculum to create learning environments to foster positive
social interaction, active engagement in learning and self-motivation. Also, visit to state
museum and Mizoram University library, witnessing the assembly session, field trips
and study tours, social and community service activities, HIV/AIDS awareness
campaigns, blood donation camps, etc. are done for the same purpose.
175
7.2.4 How does the institution ensure that student teachers develop proficiency for
working with children from diverse backgrounds and exceptionalities?
The syllabi presently followed and the set of subjects within it, the list of
contents taught and the learning experiences provided within the curriculum framework
and the entire programme of the institution itself are preparation for student teachers to
develop proficiency for working with children from diverse backgrounds and
exceptionalities. The secular and democratic character of campus life, the values deeply
ingrained in the entire structure, system and functioning of the institution is a positively
determining factor that ensures the development of this proficiency in our democratic
and secular set-up.
Special programmes devised like visiting Homes, Centres and Institutions
looking after differently-abled people or those requiring special care and attention;
offering charity in the form of donations and lending services to these institutions as
well as inviting resource persons to speak on related issues and concerns have also
provided fruitful experiences.
7.2.5 How does the institution address to the special needs of the physically challenged
and differently-abled students enrolled in the institution?
From 1975 upto 2013, physically challenged and differently-abled
students who needed special attention or care have never sought admission into the
institute. There have been students with some deformity or slight impairment of
faculties such as a student-teacher with locomotor disability, but never to the extent of
requiring a special address. To meet the requirements of the differently-abled
candidates in the coming years, the institution is taking active measures in areas such as
the infrastructure, curriculum and the different tools to be used for the curriculum
transaction.
7.2.6 How does the instution handle and respond to gender sensitive issues (activities of
women cell and other similar bodies dealing with gender sensitive issues)?
A Complaint committee is set up in the institution to deal with issues related to
sexual harassment of the female candidates of the institution within or without the
campus. This committee has been set up as per the Supreme Court order and the
members of this committee are to take immediate action if such cases occur. However,
it may he noted that no such case has been reported by the female student-teachers.
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7.3
STAKEHOLDER RELATIONSHIPS
7.3.1 How does the institution ensure the access to the information on organizational
performance (Academic and Administrative) to the Stakeholders?
To ensure the access to the information on
organizational performance
(Academic and Administrative) to the Stakeholders, officials of the state government
department, members of the community as well as various NGOs are also invited to
some of the programmes organized and conducted by the institution. Such occasions
provide opportunity to have a closer look at the institution and gain access to needed
information.
The extension programmes held throughout the year conducted in Secondary and
Higher Secondary Schools are the most direct and effective ways through which
academic and administrative pursuits and attainments are best communicated.
Performance in university exams are publicized through the print and electronic media.
The Institute also has a website www.iasemizoram.in through which all kinds of
updated information regarding admissions, the developments and achievements made,
the goals and the objectives towards which it is moving, etc. are posted.
7.3.2 How does the institution share and use the information / data on success and
failures of various processes, satisfaction and dissatisfaction of students and
stakeholders for bringing qualitative improvement?
Complaints regarding unsatisfactory teaching methods employed by teacher
educators and other issues regarding academics are reported to the Grievances
Redressal Cell. Issues that are of serious concern are immediately dealt with by the
Head of the institution through personal contact where directions, advice or guidance
would be given to the guilty party. As and when the need arises, the Principal convenes
a meeting of the faculty where policies and actions pertaining to academic and
administrative measures are reviewed, discussed and if necessary, re-structured so as to
remove the flaws and then to work out a better system.
7.3.3. What are the feedback mechanisms in vogue to collect, collate and data from
students, professional community, Alumni and other stakeholders on program
quality? How does the institution use the information for quality improvement?
The self-appraisal method is used to evaluate the performance of the
faculty in teaching research and extension. The results obtained are used as a feedback
by individual teachers for qualitative improvement.
177
The student teacher evaluation method is used for teacher performance appraisal.
This is administered by the Principal using a questionnaire adapted from by NAAC
Manual for Self Study Universities, by IQAC-MZU. Based on the responses and the
outcome, individual teachers are given counsel, advice and directions in the needed
areas of improvement.
For evaluating the results of various programmes conducted in the
institution like refresher courses, orientation courses, short training schedules,
awareness campaigns, seminars, etc. feedback proformas are given to participants
whereby the success or failure of the programmes are observed and determined. The
shortcomings and weaknesses as identified by participants are listed and recorded
which are used in the improvement of succeeding programmes.
The feedback on the Practice teaching programmes held in the practicing
schools is received from the Headmaster / Principal of the school in writing as well as
through verbal report. A review is held after each practicing session by the faculty and
the reports verified and analyzed. Based on the outcome of these deliberations, needed
improvements would be introduced for use in future programmes.
The effectiveness of the various activities undertaken are evaluated from
the reports submitted by the student-teachers on the experiences gained from each
activity or project undertaken.
7.4 Additional Information to be provided by Institutions opting for Re-accreditation
7.4.1. How are the core values of NAAC reflected in the various functions of the
institution?
The institution has constantly and consistently moved forward and upwards, to attain the
vision of quality in education, in the direction of professional relevance, effectiveness and
credibility. The objective of assessment and accreditation in helping institutions analyze their
Strength, Weakness, Opportunity and Threat (SWOT) has truly been effected and Institute of
Advanced Study in Education, Mizoram, as a beneficiary, is fast moving forward in all areas
of institutional functioning, academic and non-academic. Significant changes and innovations
have been introduced which are showing productive outcome. The institution has been
revitalized and strengthened in many ways. Committees have been revived and numerous new
committees formed to meet the emerging needs and challenges. Activities have increased
tenth-fold keeping the students and staff alert and active. New areas for increasing
effectiveness and efficiency of institutional functioning are being explored. Attempts are being
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made to keep in tune with the dramatic forces and trends of globalization by fostering crucial
competencies in the student teachers as well as the teaching faculty.
Value inculcation among students is considered of extreme importance and the entire
programme of the institution, academic and non-academic, is geared towards its achievement.
The use of ICT is now gaining importance and sincere efforts are being made towards
acquiring and applying the needed technology in the teaching-learning process.
Performance assessment for faculty through Performance Based Appraisal System (PBAS),
Career Advancement Scheme (CAS) and Academic Performance Indicator (API are good
indicators and means of improving quality of teachers.
Self-appraisal method to evaluate the performance of the faculty in teaching, research and
extension are used as a feed-back by individual teachers for quality improvement.
From the student-teacher evaluation method, the positives and the negatives as indicated by
the students on each given category of the proforma is a feedback to individual teachers and
thus subsequently, to strive for improvement in needed and identified areas.
4. Declaration by the Head of the Institution
I certify that the data included in this Self-Appraisal Report (SAR) are true to the best
of my knowledge.
This SAR 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 SAR during
the peer team visit.
Signature of the Head of the institution with seal
Place:
Date:
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