PART II : The Evaluative Report

Criterion- Wise Analysis

CRITERION I

CURRICULAR DESIGN AND DEVELOPMENT

1.1 Curricular Design and Development

1. State the objectives of the institution and the major considerations

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

Disadvantaged, Equity, Self development, Community and National

Development, Issue of ecology and environment, Value Orientation,

Employment, Global trends and demands, etc.)

To produce skill oriented responsible teachers.

To develop healthy attitude towards teaching profession to become

accountable towards society and nation as a whole.

To ensure all round development of pupil teachers personality from global

point of view.

To produce competent teachers to inspire the student community.

To enable them to achieve respectable status in the society and to live worthy

life.

To develop eternal values of life.

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

assessment, development of information database pertaining to the

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

and formalizing the decisions in statutory academic bodies).

The feedback is obtained from Alumni, Faculty, Employers on the basis of

attainment of skills in teaching, behavioral modification, fundamental

understanding of the curricular aspect.

The faculty get interaction and knowledge during the participation in

workshops, seminars and refresher courses for the emerging methodology and

technology of education, specially the changing global scenario.

Analysis on the basis of findings obtained from the feedback questionnaire on

faculty, students, Alumni, Employers, curriculum and practice teaching.

Discussions with governing body.

3. How are the global trends in teacher education reflected in the

curriculum and existing courses modified to meet the emerging needs?

A part of global trends in teacher education is reflected in paper III Teaching

Learning Process and evaluation and paper V-A. ICT skill development as a

compulsory subject in B.Ed. course and educational technology in M.Ed.

course.

The communication skill is developed with the aid of language learning lab to

meet the emerging needs.

Internet searching.

4. How does the institution ensure that the curriculum bears some thrust on

national issues like environment, value education and ICT?

There is a provision of option environmental education paper V(B) Option

VIII in B.Ed. syllabus of P.U. Chd. And celebration of days related with

environmental issues by Eco club established in college.

Organization of extension lectures on the topics related to value education.

There is a establishment of "Peace club" and "Social welfare Club" in which

students participated in moral and spiritual activities conducted on value

education by different organizations. Further, value education is an optional

paper in B.Ed. which is opted by many of our students.

Providing facilities of ICT through Wi-fi computer system.

5. Does the institution make use of ICT for curricular planning? If yes give

details.

There is a provision of access to ICT (Information and Communication

Technology) through computers, Internet, CD's, Audio Video resources,

Teaching Aids and other related material. The institute runs the ICT enable

teaching and learning process. Computer education is offered as the

compulsory subject at B.Ed. level. Instructional plans are being prepared by

the teachers based on the curriculum.

1.2 Academic Flexibility

(1) How does the institution attempt to provide experiences to the students so

that teaching becomes a reflective practice?

The institution provides following experiences to students for making the

teaching a reflective practice:

I. By organizing workshops on Micro and Macro Teaching which includes

different aspects of lesson planning, demonstration lessons by teacher

educators and simulated teaching by students.

II. Through constant feedback, reinforcement and motivation by teachers, peers

and community.

III. Seeking guidance from the experts in the concerned field by organizing their

extension lectures or workshops.

(II) 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?

By providing opportunity for presentation of papers in classrooms.

Conducting experiments in laboratories.

School practice teaching in real classroom situations.

Participation in community services.

Presentation of papers in inter college, state and national seminars.

(III) What value added courses have been introduced by the institution during

the last three years which would for example: Develop communication

skills (verbal & written), ICT skills, Life skills, Community orientation,

Social responsibility etc.

The institution introduced various computer courses under CAL-C centre.

4. How does the institution ensure the inclusion of the following aspects in

the curriculum?

i. Interdisciplinary/Multidisciplinary

ii. Multi-skill development

iii. Inclusive education

iv. Practice teaching

v. School experience / internship

vi. Work experience /SUPW

vii. Any other (specify and give details)

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

incorporated).

i. Interdisciplinary/Multidisciplinary:

By providing scope of various optional papers in theory (school library and

information services, health & physical education, education of children with

special needs, environment education, yoga education, value education,

education technology, co curricular activities in schools).

ii. Multi-skill development:

By providing scope of various work experiences for conducting collective

activities and practical work.

iii. Inclusive education:

Visiting special schools for community survey at B.Ed. and M.Ed. level.

iv. Practice teaching:

Compulsory component of B.Ed. course.

v. School experience / internship:

40 days intensive school experience and internship.

vi. Work experience /SUPW:

Provision of the work experience is mandatory like gardening, photography,

home craft, interior decoration, computer craft.

vii. Any other (specify and give details):

Providing experience for organizing projects at school levels.

1.3 Feedback on Curriculum

I. 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 encourages feedback and communication through feedback

performa filled by teachers of practice teaching schools, pupil teachers and

academic peers, which are later on evaluated for result.

Meetings with Alumni, employers and community officials and other stake

holders.

II. Is there a mechanism for analysis and use of the outcome from the

feedback to review and identify areas for improvement and the changes to

be brought in the curriculum? If yes give details on the same.

Yes, there is mechanism for analysis and use of the outcomes from the

feedback to review and identify areas for improvement. Details are as under:

a) Improvement in evaluative process.

b) Introduction of ICT in developing skill in teaching programme.

c) Inclusion of innovative practices in the lesson planes.

d) Up gradation of library and labs.

III. What are the contributions of the institution to curriculum development?

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

Principal is member of board of studies, P.U. Chd. and has contributed in the

process of evaluation of examination system of B.Ed. and M.Ed. course.

Holding seminars for dissemination of knowledge about existing system of

teacher education for curriculum improvement.

Major revision of syllabus was done at B.Ed. and M.Ed. level in 2011. Our

teachers participated in B.Ed. syllabus revision.

Instructional plans are prepared subject wise and displayed in the class rooms.

4 teachers along with the principal participated in curriculum construction for

two year B.Ed. programme.

1.4 Curriculum Update

I. 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).

In year 2011 major curriculum revision was done in B.Ed. and M.Ed. courses.

In 2014-15 semester system was introduced in B.Ed. and M.Ed. courses.

In 2015 curriculum construction workshops were conducted.

II. What are the strategies adopted by the institution for curriculum revision

and update? (need assessment, student input, feedback from practicing

schools etc.).

Students input, feedback from practicing schools, heads and teachers are taken

into consideration to adopt strategies to bring improvement and innovative

activities in conducting practice teaching programme to sharpen the skills of

pupil teachers.

Appointment of skilled person.

Labs and library are upgraded.

Induction of multiple activities related to the revised curriculum.

Extension lectures by the experts.

1.5 Best Practices in curricular Aspects

I. What is the quality sustenance and quality enhancement measures

undertaken by the institution during the last five years in curricular

aspects?

Enrichment of library resources

Up gradation of methodology labs.

i. Science Resource Centre.

ii. Psychology Resource Centre.

iii. ET/ICT Resource Centre.

iv. Language Learning Lab.

v. Art & Craft Resource Centre.

vi. Health & Physical Education Resource Centre & Sport Facilities.

viii. Learning Resource Centre.

ix. Mathematics Resource Centre.

x. Music Lab.

xi. Home Craft Lab.

xii. Research Promotion Cell.

Constant measures to arrange intensive internship to sharpen the skill of

pupil teachers.

II. What innovations/best practices in ‘Curricular Aspects’ have been

planned/ implemented by the institution?

Extempore speeches by pupil teachers

Involvement of pupil teachers in organizing curricular and co curricular

activities.

Feedback from stakeholders to find out the quality of students performance in

schools and community services.

Additional Information to be provided by Institutions opting for Re-

accreditation / Re-assessment.

I. 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?

Keeping in view the recommendations of peers team of NAAC and to

minimize the existing weaknesses, the institution formulated the prospective

plan for future development of the college and the prospective teachers. Under

first criterion of curricular aspects, the following activities were carried on and

fruitful results have been obtained during the last five years.

The scope of academic flexibility was broadened. New methodological

subjects like teaching of music, teaching of fine arts, teaching of political

science, teaching of commerce, teaching of economics, teaching of home

science were introduced. Value education as an additional optional education

was introduced in basic foundational subjects.

The number of schools was increased for internship of students to carry on

intensive skill in teaching programme.

Various multi-skill development were created during the real teaching

programme in schools.

The faculty focused on enriching the teacher education programme through

internet searching, Power Point Presentations, debates, declamation and

development of self study habit in the library.

Spiritual and community service programme were carried on constantly in

teacher education programme.

Feedback from various stakeholders like students, parents, alumni, employer

and peer group has been obtained and analysed to strenghthen the curriculum

and skill programme in general. Remedial measures have been adopted.

The members of the faculty participated actively in the construction of

curriculum carried on at University level when semester system was

introduced and revised under NCTE Regulations 2014.

II. What are the major quality sustenance and enhancement measures

undertaken by the institution since the previous assessment and

accreditation.

The intensive use of ICT in curriculum planning and transaction has been

made regular feature of the college.

The visualization of goals and objectives of the college has been basic concern

of the faculty in the transaction of curriculum process.

The subject wise instructional plan was formulated in order to strenghthen the

academic calander and executed.

The programme of skill in teaching has been enriched more and more through

creative teaching, innovative practices and use of maximum teaching aids

followed by feedback fron peers group, school teachers and the observation of

the teacher educators.

Constant organization of co-curricular activities to provide maximum

exposure to the talents and potentialities of student teachers has been focused.

The institution formulates theme of the year keeping in forefront the burning

national and international problems.

The principal has been constantly remaining a member of the board of studies

in education of the Punjab University, Chandigarh.

The student teachers are included to share the responsibility in each

administrative, curricular and co-currricular activities, programmes and

functions organized by the institution to inculcate sense of service collectively,

responsibility and leadership qualities.

First Joint Convocation

The Chief Guest for this occasion was honorable Dr. Lloyd

Axworthy, President & Vice Chancellor, University of Winnipeg,

Canada, Dr. Neil Besner, Vice President, University of Winnipeg,

Canada & Mr. Cliff Penner, President Ventura Custom Homes,

Winnipeg.

BEST OUT OF WASTE

CRITERION II

TEACHING - LEARNING AND EVALUATION

2.1 Admission Process and Student Profile

I. 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?

Admissions are done as per Panjab university Chandigarh’s instructions. The

regulatory body for conduct admissions for self financed education colleges is

Federation of self –Financed colleges Punajb. The whole admission procedure

works transparently through online admission counseling. The merit is

prepared by FOSFCP on the basis of qualifying examination marks along with

extra weightage of candidates’ distinctions like, sports, cultural activities,

Social Services.

II. 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 programs are advertised through newspaper advertisement by FOSFCP.

The information about the Institution imparting among students through

newspaper advertisements, prospectus, Pamphlets and brochures.

III. How does the institution monitor admission decisions to ensure that the

determined admission criteria are equitably applied to all applicants?

As being a member of FOSFCP the institution completely believe and rely on

the admission policy followed by FOSFCP for B.Ed. course. The Entrance test

is conducted by Panjab University, Chandigarh for M.Ed. Course followed

joint counseling conducted by self- financed colleges jointly. The admission

process of D.El.Ed. course is conducted by SCERT, Punjab through online

counseling on the bases of qualifying examination marks and other weitages.

IV. 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, geFnder, linguistic, backgrounds

and physically challenged).

To retain the students from diverse population, the institution provides the

prior information to the students through information brochures regarding

available scholarships.

A conducive learning environment is providing to students.

The faculty of the institution uses bilingual method.

Adequate facilities are provided to physically challenged students.

V. 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.

Assessment of their previous background in opting optional papers.

The institution organizes the Talent Hunt Program every year for assessing the

students’ various skills and capabilities.

Orientation program is organized for assessing the students.

2.2 Catering to Diverse Needs

I. Describe how the institution works towards creating an overall

environment conducive to learning and development of the students?

Through democratic setup based on values like respect of dignity, sense of

help and encouragement, mutual trust and involvement of student teachers in

organizing curricular and co- curricular activities.

II. How does the institution cater to the diverse learning needs of the

students?

By adopting appropriate methodologies for teaching all the students including

students with special needs.

By giving assignments to ensure self study which develops self motivation.

By providing various learning opportunities for expression of their potentials

in computer and methodology labs.

III. What are the activities envisioned in the curriculum for student teachers

to understand the role of diversity and equity in teaching learning

process?

Activities, seminars, group discussion, participation and involvement of

students in developing skills in organizing theory and practical works

(demonstrations by lectures and presentation by students).

Practice teaching in real classroom environment and field experiences provide

and opportunities to understand the diverse learning needs of students.

Providing equal opportunities in carrying on projects, paper reading, open use

of available infrastructure and instructional facilities.

IV. How does the institution ensure that the teacher educators are

knowledgeable and sensitive to cater to the diverse student needs?

The teacher educators are highly qualified having knowledge of various

disciplines i.e. social sciences, sciences, technology and their efficiency is

adjudged on the bases of development of skill of pupil teachers, degree of

understanding of contents of curriculum, communication skill attained by the

pupil teachers, participation level of pupil teaches in community services.

V. What are the various practices that help student teachers develop

knowledge and skills related to diversity and inclusion and apply them

effectively in classroom situations?

Classroom lectures for providing foundational conceptual understanding.

Demonstration for developing skill in teaching and use of technology.

Training in technology developing and creating teaching aids related to their

lessons or contents to be delivered by the pupil teachers.

Guidance and counseling for removal of doubts and confusions.

2.3 Teaching-Learning Process

I. 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.).

Holding library period for reading and internet searching.

Holding classes in computer and other labs in groups for providing practical

knowledge, handling and use of available learning resources.

Organization of simulative and micro teaching.

Conduct of work experiences and projects.

Arrangements for school teaching practice to sharp the skills in teaching.

II. How ‘learning’ is 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?

Presentations of papers by the students.

Classroom discussions.

Participation of students in inter house cultural programs.

Involvement of students in organization and administration of community

service program and projects sign to the pupil teachers.

Direct experience of learning in real classroom situation of school.

III. What are the instructional approaches (various models of teachings used)

and experiences provided for ensuring effective learning? Detail any

innovative approach/method developed and/used.

The following models of teaching are taught to the students :

(a) Suchman’s Enquiry training model and Flander’s interaction analysis Model

( B.Ed.)

(b) Bruner’s Concept Attainment Model (M.Ed.)

(c) Ausubel’s Advance Organizer Model (M.Ed)

(d) Taba’s Inductive Thinking Model (M.Ed)

(e) Mastery Learning Model(M.Ed).

Direct experiences in skill in teaching and work experiences. (Learning by

doing and Learning by experiences).

Analytical, critical and scientific approaches are adopted by the teachers.

IV. 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.

NA

V. Does the student teachers use micro-teaching technique for developing

teaching skills? If yes, list the skills practiced and number of lessons given

by each student per skill.

Yes, Demonstration is given by subject teachers on each teaching skill and

student teachers practice these skills.

Names of Micro Teaching Skills delivered by the teachers:

(a) Skill of Introducing the Lessons.

(b) Skill of Questioning.

(c) Skill of Explanation.

(d) Skill of Reinforcement.

(e) Skill of Black Board Writing.

(f) Skill of Stimulation Variation.

The students deliver two lessons in five skills in peer group teaching. Total 10

lessons are delivered by each pupil teacher.

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

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

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

45 days practice teaching in schools is organized in two phases. A pupil

teacher deliver two lessons from each method per day, lessons are observed by

the teacher educators as well as the peers and school teachers, feedback is

obtained from school teachers, peers group and further analyzed by the

teachers to implement the suggestions to improve the suggestions to improve

the quality of teaching learning process.

VII. Describe the process of Block Teaching / Internship of students in vogue.

The internship of students is carried on in real school environment for

providing direct experiences in holding classes, maintenance of records and

registers, organization of academic and extra co-curricular activities.

VIII. Are the practice teaching sessions/plans developed in partnership,

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

details on the same.

The schedule of practice teaching in schools is planned with the active

participation of the school teachers.

Lessons are developed with their directions and contents are selected as per

their syllabus and need of the students.

IX. How do you prepare the student teachers for managing the diverse

learning needs of students in schools?

Identification of various types of learners on the basis of their I.Q.

Encourage the pupil teachers to clarify the contents in their local language

also.

Day to day discussion on classroom problem faced by the pupil teachers.

Knowledge of ingredients of teaching before deputing pupil teacher in

schools.

X. What are the major initiatives for encouraging student teachers to use /

adopt technology in practice teaching?

By providing knowledge and training of handling technological equipments.

Demonstration by subject teacher for the use of technology in various lessons

during practice teaching.

Suggestion by subject teachers and identification of a particular technological

device for using in a particular lesson while checking the lesson plan.

2.4 Teacher Quality

I. Are the practice teaching plans developed in partnership, cooperatively

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

Answered under 2.3 ( Q-8) teaching learning process (criterion- ii).

II. What is the ratio of student teachers to identified practice teaching

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

The total numbers of pupil teachers are divided among all the schools on the

basis of total strength of the school students.

The ratio of student teachers to identified practice teaching schools is 1:14.

Pupil teachers should have a class of 20to25 school students for delivering

lessons.

Students of all subject combinations are equally distributed in all the schools

along with the teacher incharges/supervisors.

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

used for performance improvement.

The presentation of class room teaching of pupil teacher supervised by teacher

educators, school teachers and peers are discussed weekly and suggestions are

forwarded to the each pupil teacher for further improvement in the teaching

learning process.

On the basis of remarks given during the pendency of delivering the lesson.

IV. How does the institution ensure that the student teachers are updated on

the policy directions and educational needs of the schools?

By the extension lecture of head of the school for appraising students teachers

with the policy direction of school education by the state Govt. and federal

Govt.

Through interaction with school teachers for acquainting pupil teachers’

regarding the educational needs of the schools through the joint meetings.

V. How do the students and faculty keep pace with the recent developments

in the school subjects and teaching methodologies?

Through the constant interactions and contacts with the heads and teachers of

the school.

By studying the new directions and developments of school education passed

by state and central government.

VI. 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.).

Organizing national seminars, workshops and skill in teaching programme.

Provide opportunity to participate in workshop and seminars organized by

other institutions and universities.

Initiation to pursue higher academic and professional degree.

Permission to attend refreshers and orientations sponsored by UGC or the

University.

VII. Does the institution have any mechanism to reward and motivate staff

members for good performance? If yes, give details.

Special recognition in status.

Special increment.

Use of study materials/ resources of the college for research and higher study.

2.4 Evaluation Process and Reforms

I. How the barriers to student learning are identified, communicated and

addressed? (Conducive environment, infrastructure, access to technology,

teacher quality, etc.)

Barriers to students learning are identified on the basis of stakeholder’s reports

and information and addressed by:

Creating needed facility.

Providing use of available technology.

Personal and group guidance is provided as per requirement to improve the

barriers to learning.

II. Provide details of various assessment /evaluation processes (internal

assessment, midterm assessment, term end evaluations, external

evaluation) used for assessing student learning?

Day to day performance and attainment of degree of skill and understanding is

taken into account for internal assessment.

Assignments.

Participation in community services programme.

Terminal house exams are held.

External exam in the end of the semester is held by the university.

III. How are the assessment/evaluation outcomes communicated and used in

improving the performance of the students and curriculum transaction?

Communicated to parents by post and directing to the students.

Achievements in the house exams are discussed individually by the teachers

and suggestions for improvement are given.

IV. How ICT is used in assessment and evaluation processes?

Planning of evaluation process.

Recording of achievements and comparison of results attained term wise.

2.5 Best Practices in Teaching -Learning and Evaluation Process

I. Detail on any significant innovations in teaching/learning/evaluation

introduced by the institution?

Faculty observation and performance of pupil teacher in day to day academic

and co-curricular activities approaches of student teachers towards teaching

profession, sense of devotion and skill in solving the class room problem of

school students during teaching practice are given weightage to evaluative

process.

II. How does the institution reflect on the best practice in the delivery of

instruction, including use of technology?

Delivery of foundational concepts of teacher education through Power Point

Presentation.

Easy accessibility to use institutional resources for staff and students.

Involvement of students in organizing activities in the campus and community

outside the campus to provide direct experience in learning.

Additional Information to be provided by Institutions opting for Re-

accreditation/ Re-assessment :

I. 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 teacher educators have focused on skill development to cater the diversity

in classroom situation. The Herbertian approach of lesson plan has ascertained

as a tool.

Tutoring and monitoring programme has been strengthened.

The question bank has been updated.

The faculty empowerment has been taken in to consideration. The faculty is

provided with financial assistance to attend the seminars, conferences,

workshops, refresher courses and orientation courses etc.

Steps have taken to make internal evaluation system more valid and reliable.

The day to day performance of the students, their behavior, sense of service,

devotion, teaching skills, communication skill, understanding of teaching

learning process, attainment in house examination etc. have been taken into

account on grading system.

Benchmarking has been established for valid evaluation system.

II. What is the other quality sustenance and enhancement measures

undertaken by the institution since the previous assessment and

accreditation?

The admission process has been carried on the basis of qualifying

examination. The helpdesk has been created every year to provide maximum

guidance and counseling to the students. The transparent admission policy

online is being followed till now.

The facility of conveyance has been provided from different strata.

The students have been encouraged to use ICT, LCD, OHP etc. in teaching

programmes like microteaching and and skill-in –teaching programme and

similarly used by the teacher educators.

The project entitled inclusion of respect for female gender through value

oriented activities was approved by NCERT, New Delhi was carried on and

submitted its report to NCERT in March' 2014.

Numerous academic and co-curricular activities for maximum exposure of the

students potentialities have been organized every year during the last five

years.

The delegates from foreign universities and national and state universities

have been visiting and interacting with the staff and students for the

enhancement of internal quality insurance programme of the institution.

LEARNING BY DOING

CRITERION III

RESEARCH CONSULTANCY AND EXTENSION

3.1 Promotion of Research

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

education?

a) The institution motivate its teachers and students to participate in National and

International seminars/Conferences/symposiums etc.

b) The institutions encourage the teachers to enroll themselves in M.Phil. and

Ph.D.

c) The institution sanction leave and provide financial help for participation and

Paper presentation in various National/International events.

d) Allotment of students for dissertation work at M.Ed. level.

II. What are the thrust areas of research prioritized by the institution?

The thrust areas of Research prioritized are :

a) The problems related to the environment issues in present scenario.

b) Value Education.

c) Job Satisfaction.

d) Social Ailments like drug abuse, values degradation.

e) Psychological aspects like creativity, Mental Health, etc.

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

some of the major outcomes and the impact.

Yes, the institution encourages its teachers and students to do action research.

The related problems may be in the college campus or in the practice teaching

schools. The teachers and students collaboratively solve various problems

through Action Research. Some of the outcomes are:

a) Upgradion of material resources in the college.

b) The problem of indiscipline during hours was solved.

c) Problems related to teaching-learning in the college and in the T.P. schools

were also sorted out like. Understanding concepts, low achievement, etc.

IV. Give details of the Conference / Seminar / Workshop attended

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

Dr. Ram Mohan Tripathi (Principal)

(i) Publications

Sr.

No.

Topic Year Published In

1 Sachsik Eiv Rajnitik

Jagrukta :

Adhunik Sandrabh

2010 Book Published by Kanwal Mohan Singh,

Hind Publishers, ISBN :978-81-909549-3-8

1799/2, Prof. Mohan Singh Marg, Ludhiana,

First Edition 2010

2 Personality pattern and

creativity of students of

Government and Non

Government Secondary

Schools

2012 The Sadbhavna Research Journal of Human

Development (ISSN Print: 2249-6242, Online

ISSN 2277-7377), Vol 2, Sept. 2012, Issue 3,

Page No. 1-6.

3 Impact of stress on

intelligence of

Adolescence

2013 Vetri Education, Quarterly Journal

(ISSN- 0973-8614), VII(2), 2013, 16-

22.

4 Improving access and

quality in the Indian

education system

2013 Challenges for Sustainable Development and

Quality Assurance in Education, Twenty First

Century Publications, Ludhiana.Page-87,

ISBN 978-93-80144-27-6.

5 The role of research in

higher education

2013 Resurgence of Education- An effort towards

quality culture in education, Nirvaan

Publications, Ludhiana, page-120, ISBN No.

978-8-923919-6-0

6 Badalte parivesh mein

bhartiya mahila ki

dasha evam disha

2014 Evolve Her – Empowering Women from the

inside out, Unistar Books pvt. Ltd.

Chandigarh.,43 – 51 (ISBN 978-93-5113-330-

8)

(ii) Conferences :

Sr.

No.

Topic Year Place

1 Badlte Pervesh Mein

Adhyapak Siksha Ki

Badlte Chhuntian

2011 45th

IATE National Conference on "Experiences

and Challenges in Teacher Education" on 28th

–

30th

Dec. 2011 organized by Department of

Education and Extension, University of Pune.

2 Samudayik Vikas Ki

Sankalpna Evam

Adhyapak Shiksha Ki

Bhumika

2012 46th

Annual Conference of IATE on "Teacher

Education and Community Development" held

on 15th

-17th

Dec. 2012, Maulana Azad National

Urdu University, Hyderabad.

(iii) National Seminar :

Sr.

No.

Topic Year Place

1 The role of

research in

higher education

2013 National Seminar on "Quality Culture in Education"

on 8th

-9th

March 2013 in B.C.M. College of

Education, Ludhiana.

2 Improving

Access and

Quality in

Education

System

2013 National Seminar on "Challenges for Sustainable

Development and Quality Assurance in Education"

on 21st March, 2013, Moga College of Education for

Girls, Ghall Kalan, Moga

3 Nari Samman

Ke Mulya Ku

Mulya Anukulit

Kiraaon Ke

Duara Shikshit

Karna

2014 Department of Teacher Education of National

Council of Education Research and Training on

Inculcation of Value of respect for female gender

through value oriented activities in all India

competition on Innovative Practices and Experiments

in education for schools and teacher education

institutions held in 27th

June 2014.

(iv) Workshop :

Workshop on "Curriculum Development" for 2 years B.Ed. Programme under

semester system which is to be implemented w.e.f. session 2015-16 in all affiliated

colleges of education of Panjab University, Chandigarh.

He acted as a subject expert in this workshop.

Dr. Amardeep Kaur

(i) Publications :

1. Chief editor of the book entitled "Evolve Her-Empowering Women from

Inside Out", Unistar Books Pvt. Ltd., Chandigarh ISBN 978-93-5113-330-8.

2. Article on the topic “Status of Research and Research Publications in India “

University News AIU, Vol.51,No. 41,Oct.14-20,2013 ISSN 0566-2257 .

3. Article on the Topic "Sexual Harassment of Women at Workplace" Contrive

Educators for Global Education , Chapter 38,ISBN 978-93-8014-552-5.

4. Article on the Topic "The Onus of Environment Protection on Female

Gender", Greening Education: A Blueprint for Survival, Chapter 8, ISBN 978-

93-80144-27-6.

5. Article on the topic “Promotion of Research for Quality Enhancement in

Teacher Education” Resurgence of Education An Effort towards Quality

Culture in Education , Chapter 15 ISBN 978-81-923919-6-0 .

6. Article on the topic “Stress : Types and Some Facts“ Combating Stress in

Life, Chapter 8 ISBN 978-93-80144-64-1 .

7. Article on the topic “Teacher : the Catalyst to Quality Enhancement“ Quality

Enhancement in Higher Education, Chapter 2 ISBN 978-81-920946-4-9 .

8. Article on the topic “Communication and Presentation Skills: The Treasure of

a Teacher Educator" Teacher Education in the New Millennium, Chapter 6

ISBN 978-93-313-1948-7.

9. Research Paper published on the topic “Risk Taking Behaviour in relation to

Emotional Intelligence of Adolescents.” Vetri Education Journal, Pondicherry.

Vol.8, No.2, Apr-Jun 2013 ISSN-0973-8614 .

10. Research Paper published on the topic “Personality Pattern and Creativity of

students of Government and Non-Government Secondary Schools” The

Sadbhavna Research Journal of Human Development, Vol.2, Issue.3, Sept.

2012 Print ISSN-2249-6424,Online ISSN -2277-7377.

11. Research Paper published on the topic “Spiritual Intelligence in relation to

Aggression” International Journal of Education and Research –New

Frontiers In Education, Vol.45, No.4, Oct.-Dec., 2012 ISSN-0972-1 .

12. A Book entitled “Philosophical and Sociological Bases of Education” Kalyani

Publishers, Ludhiana,ISBN 978-93-272-3481-7.

13. .Research Paper published on the topic “A study of Academic, Professional

Background and Socio–Economic Status of Teachers Teaching English at

Secondary Level in Punjab” The CTE National Journal, Gondia, Volume

VIII, No. 2 , July- Dec.2010 ISSN 0973-4457.

14. .Research Paper published on the topic “Perception of English Language

teaching in Secondary Schools of Punjab” Vetri Education Journal,

Pondicherry. Vol.5, No.2, Apr-Jun 2010 ISSN-0973-8614.

15. Research Paper published on the topic “Study of curricular and Co-curricular

Aspects and Transactional modes of English Language Teaching at secondary

level in Punjab” in Educational Herald, Vol. 38, July-September, 2009 ISSN

0974-0732.

16. Research Paper Published on the topic “Alienation and Adjustment of School

going Adolescents” in ‘Vetri Education Journal’, Pondicherry. Vol.2 No.2,

Apr-Jun 2007 ISSN-0973-8614..

(ii) Workshops/Seminars :

1. Participated in ICSSR Sponsored National Level Seminar on the theme:

Innovations in teaching and learning, Presented a paper on: Concept Mapping-

Facilitating Reflective Practice at Moga College of Education for Girls, Moga

on Feb. 17, 2010.

2. Participated in National Seminar on Global Trends in Education, Presented a

paper entitled: Work culture in Educational Institutions at Bhutta College of

Education, Ludhiana on 20th

Feb., 2010.

3. Participated in Joint International Conference held on Teacher Education in

Global Prospective, Presented a paper on Theme; Value oriented teacher

education: A reality or myth at Babe Ke College of Education, V.P.O. Mudki

(Fzr.) on 25th

March 2010.

4. Participated in National Seminar on "New Dimensions in Education for

Teacher Educators" at Baba Farid College of Education, Bathinda on 19th

&

20th

October, 2010.

5. Participated in National Seminar on "Repercussions of Globalization on Indian

Culture, presented a paper; To Be An Individual is To Be Global: A Cultural

Quest in convergence at Babe Ke College of Education, V.P.O. Mudki (Fzr.)

on 5th

Feb., 2011.

6. Participated in National Seminar on Stress Management in Emerging Social

Order, Presented a paper on theme; Stress Management at Surjeet Memorial

College of Education, Malwal (Fzr) on 26th

Feb., 2011.

7. Participated in a Faculty Exchange visit to Stow College, Glasgow at United

Kingdom (UK) from 28th

March to 3rd

April, 2011.

8. Participated in National Workshop on Some Bases in Educational Research:

Formulation of Research Problems and Statistical Analysis, at Babe Ke

College of Education, V.P.O. Mudki (Fzr.) on 4th

Feb., 2012.

9. Participated in National Seminar on "Facilitating Learning Experiences

Through ICT", Prsented a paper entitled: Use of ICT in Teaching, Learning

and Research at Lala Lajpat Rai Memorial College of Education, Dhudike

(Moga) on 5th, 6th March, 2012.

10. Participated in National workshop on Psychological Testing and Assessment,

at Chitkara College of Education for Women, Punjab on 8th

May, 2012.

11. Participated in International Conference on Role of Technology in Enhancing

the quality of Higher Education, Presented a paper entitled; Technophobic

Teachers in the world of Technocrates at Kanya Maha Vidyalaya, Jalandhar

on 26-27 October, 2012.

12. Participated in the Syllabus Revision Workshop of B.Ed. in paper II (The

Learner-Nature and Development) at Malwa Central College of Education for

Women on 2nd

Nov., 2012.

13. Participated in National Seminar on Quality Enhancement in Higher

Education, Presented a paper on Theme: Teacher: The Catalyst to Quality

Enhancement at Arts, Commerce & Management Science College, Parli

Vajnath. Distt. Beed (Maharashtra) on 7-8 December, 2012.

14. Participated in the UGC-Sponsored Refresher course on Research organized

by Academic Staff College (UGC) at Guru Nanak Dev University, Amritsar

from 20th

September to 10th

October, 2012.

15. Participated in National Seminar on Quality Culture and Education, Presented

paper on: Promotion of Research for Quality Enhancement in Teacher

Education at B.C.M. College of Education, Ludhiana on 8-9 March 2013.

16. Participated in National Seminar on Contrive Educators for Global Education,

Presented a paper on the theme: Sexual Harassment of Women at Workplace

at Moga College of Education for Girls, Moga on 7th

May, 2014.

17. Participated in National Seminar on the theme Greening Education- A

Blueprint for survival presented paper entitled: The Onus of Environment

Protection on Female Gender at Babe Ke College of Education, V.P.O.

Daudhar (Moga) on May 14, 2014.

18. Participated in UGC sponsored General Orientation course organized by

Academic Staff College (UGC) at Guru Nanak Dev University, Amritsar from

13th

May to 10th

June, 2014.

19. Participated in International Symposium on Leading Professional Learning in

Educational Institutions at Partap College of Education, Ludhiana, 27-28

Feb., 2015.

Dr. Uma Shankar Pal

Sr.

No.

Topic,

Name of

Journal,

Number,

Volume,

Page N.,

ISSSN

Chapter in

book,

Books,

ISBN

International

Seminar,

Place, Date,

Attended/

Paper

Presented

National

Seminar, Place,

Date, Attended/

Paper Presented

Any other

Academic

Achievement

1 Book

Name:

Evolve Her

Empowering

Women

from Inside

Out

ISBN:978-

93-5113-

330-8

Swami

Shukdeva

Anand

International

Seminar

Dec-20,21-

2008

S.S. College

Shahjanpur

(U.P.)

National Seminar

on Environment

Education in

present Scenario-

Achievement

25th

Nov. 2008

D.G. College

Kanpur (U.P.)

National Seminar

cum Workshop

cum workshop on

unit planning on

dated 02—80-

2013 Satyam

College of

Education, Moga

Matric-

Punajbi July

2013

UGC NET

Dec. 2013

Mr. Naveen Khan

Sr.

No

.

Topic,

Name of

Journal,

Number,

Volume,

Page N.,

ISSSN

Chapter in

book,

Books,

ISBN

Internation

al

Seminar,

Place, Date,

Attended/

Paper

Presented

National

Seminar,

Place, Date,

Attended/

Paper

Presented

Any other

Academic

Achievemen

t

1

2.

Gian

Prabodh

The

Awakeing

of

knowledge

ISSN-2349-

963x

Occupationa

l stress &

age in

elementary

school and

teachers

Nari

Shashakatikara

n:

Evolve Her

Empowering

Women from

Inside Out

ISBN-978-93-

5113-330-8

Recent

Trends in

higher

Education,

Desh Bhagat

Uni., Mandi

Gobindgarh

26/27 Sept.

2014

Challenges

in Higher

Education

(Published)

1. Nari

Shashakatikara

n: Ik jhat at

Babe Ke

College of

Education,

Mudki

March 2014

2. Ryat &

Bahra College

of Edu.,

Mohali.

Teacher

Education in a

society in flux

31 Oct. 2008

3. Ryat &

Bahra College

of Edu.,

Mohali.

Learning

Disability to

Earning

Abilites

6 Feb., 2009

4. Asra Group

of institutions

Emerging

innovative

business

technology

5. Babe Ke

College of

Education,

Daudhar

Greening Edu.

A blueprint of

survival 14th

May 2014.

Ms. Seema Rani

Sr.

No.

Topic,

Name of

Journal,

Number,

Volume,

Page N.,

ISSSN

Chapter in

book,

Books,

ISBN

International

Seminar,

Place, Date,

Attended/

Paper

Presented

National

Seminar,

Place, Date,

Attended/

Paper

Presented

Any other

Academic

Achievement

1

2.

Education and

Women’s

Empowerment

Evolve Her

Empowering

Women from

Inside Out

ISBN-978-93-

5113-330-8

Evolve Her

Empowering

Women from

Inside Out

At Babe Ke

College of

Education,

Mudki,

Ferozepur

8th

Feb. 2014

Topic:

Education and

Women’s

Empowerment

Page No. 345

Mr. Mehtab Singh

Sr.

No

.

Topic, Name of

Journal, Number,

Volume, Page N.,

ISSSN

Chapte

r in

book,

Books,

ISBN

Internationa

l

Seminar,

Place, Date,

Attended/

Paper

Presented

National

Seminar,

Place,

Date,

Attended

/

Paper

Presente

d

Any other

Academic

Achievemen

t

1

2.

Use of low cost-

NOCOST TEACHING

MATERIAL BY

ELEMNETARY

SCHOOL TEACHERS

IN TEACHING OF

SCIENCE

JOURNAL

SCHOLARLY

RESEARCH

JOURNAL FOR

INTERDISCIPLINAR

Y STUDIES (Crisis)

July 2012

Vol. I

Issue I (90-99)

2278-8803 Impact

Factor- 4.889

Parental Involvement in

Relation to Value

Conflict of Adolescents

Journal

JOURNAL

SCHOLARLY

RESEARCH

JOURNAL FOR

INTERDISCIPLINAR

Y STUDIES

Jan-Feb

2015

Vol. III/XVI & 667-

2680

Mrs. Himmat Kaur

Sr.

No.

Topic,

Name of

Journal,

Number,

Volume,

Page N.,

ISSSN

Chapter in

book,

Books,

ISBN

International

Seminar,

Place, Date,

Attended/

Paper

Presented

National

Seminar, Place,

Date, Attended/

Paper Presented

Any other

Academic

Achievement

Beijjat

Bnaam

Baijatt 2014

Publised in

Evolve Her

Empowering

Women from

Inside Out

At Babe Ke

College of

Education,

Mudki,

Ferozepur

8th

Feb. 2014

Joint

International

held on 25th

March, 2010

Presented

Teacher

Education in

Global

Prospective

1. Babe Ke

College of

Education,

Daudhar, Moga

Greening

Education a blue

print for survival

14th

May 2014

2. Babe Ke

College of

Education,

Daudhar Human

Rights a quest in

human identity

22 Nov. 2014

3. National

Workshop Babe

Ke College of

Education, Mudki,

Ferozepur. Some

Barriers in

Education

Research

Formulation of

Research Problem

and Statistical

Analysis

4th

Feb. ,2015

4. National

Conference Baba

Farid College of

Education, Deon,

Bathinda.

New Dimensions

In education for

teachers educators

19 & 20 , 2010

5. Babe Ke

College of

Education, Mudki,

Ferozepur

Repercussions of

Globalization on

Indian Culture

presented Merits

and Demerits of

globalization

5th

Feb., 2011

Ms. Ramandeep Kaur

Sr.

No.

Topic, Name

of Journal,

Number,

Volume, Page

N., ISSSN

Chapter

in book,

Books,

ISBN

International

Seminar,

Place, Date,

Attended/

Paper

Presented

National

Seminar, Place,

Date,

Attended/

Paper

Presented

Any other

Academic

Achievement

Greening

Education a

blue print for

survival 14th

May, 2014

On Babe Ke

College of

Education,

Daudhar, Moga

Ms. Sonia Bajaj

Sr.

No.

Topic, Name

of Journal,

Number,

Volume, Page

N., ISSSN

Chapter

in book,

Books,

ISBN

International

Seminar,

Place, Date,

Attended/

Paper

Presented

National

Seminar, Place,

Date,

Attended/

Paper

Presented

Any other

Academic

Achievement

ISBN-

978-93-

5113-

330-8

Evolve Her

Empowering

Women from

Inside Out

At Babe Ke

College of

Education,

Mudki,

Ferozepur

8th

Feb. 2014

Topic:

Aura Eak

Mahan Shakti

Ms. Kiranjeet Kaur

Sr.

No.

Topic, Name

of Journal,

Number,

Volume, Page

N., ISSSN

Chapter in

book,

Books,

ISBN

International

Seminar,

Place, Date,

Attended/

Paper

Presented

National

Seminar,

Place, Date,

Attended/

Paper

Presented

Any other

Academic

Achievement

Achievement

in

Science in

relation to

study habits

and learning

style, "Vetri

Education

"Vol. 7, Oct. –

Dec. 2012 with

ISSN-0973-

8614

"Challenges

for

sustainable

development

And quality

assurance in

education"

Papers

"Assurance

of quality in

higher

education by

ICT" ISBN

978-93-

80144-27-6

1. Babe Ke

College of

Education,

Mudki,

Ferozepur

Repercussions

of

Globalization

on Indian

Culture

presented

Impact of

Globalization

on Indian

Culture 5th

Feb., 2011

2. Stress

Management

in Emerging

Social Order

Surjeet

Memorial

College of

Education,

Ferozepur ,

26th

Feb.,

2011

Presented

Paper on the

theme "How

to cope with

stress".

Ms. Isha Narula

Sr.

No.

Topic, Name

of Journal,

Number,

Volume, Page

N., ISSSN

Chapter in

book,

Books,

ISBN

International

Seminar,

Place, Date,

Attended/

Paper

Presented

National

Seminar,

Place, Date,

Attended/

Paper

Presented

Any other

Academic

Achievement

Journal of

Teacher

Education in

developing

Nations,

Editors M.M.

Pandey,

Rajnish

Pandey, Pooja

Tyagi, Omega

Publications

Vol .1, No. 2,

Dec. 2010

ISSN-

22294694

Topic

Sex Education

:

Study of

Attitude and

Awareness

among

Adolescents &

Role of School

Family and

Media

Topic –

Women

Education:

on

Educationist

Prospective,

Book Name:

Evolve Her

Empowering

Women

from Inside

Out

At Babe Ke

College of

Education,

Mudki,

Ferozepur

8th

Feb.

2014

ISBN:978-

93-5113-

330-8

-------- 1.

Repercussions

of

Globalization

on Indian

Culture on 5th

Feb., 2011 at

Babe Ke

College of

Education,

Mudki,

Ferozepur

2. Stress

Management

in Emerging

Social Order

on Feb. 26,

2011 at Surjeet

Memorial

College of

Education,

Ferozepur

3. Evolve Her

Empowering

Women from

Inside Out

At Babe Ke

College of

Education,

Mudki,

Ferozepur

8th

Feb. 2014.

4. Prospective

In information

and

communication

Technology

on Oct. 8, 2010

at Guru Ram

Dass B.Ed.

College,

Jallabad

Pursing

Ph.D. in

Education

Mr. Gouvravjeet Singh

Year Conferences

/Seminar

participation

Researches

Published

Academic Achievement

2010

Written “Khayalan

di Parwaaz” A

book of short

2011

2011

2012

2013

2013

2014

2014

International

Conference On

Quality Education;

Issues And

Challenges,

Shivalik Institute

Of Education And

Research, Mohali,

Punjab, INDIA

International

Conference on

women

empowerment,

Punjabi University

Patiala

International

Conference Lpu

Phagwara

Challenges for

sustainable

development and

Quality Assurance

in Education

Evolve Her-

Empowering

women from the

inside out

Greening

Education: A

essays Unistar

books pvt. Ltd.

Chandigarh

(ISBN 929-43-

5011-514-3)

Written “Pathraian

Akhaan” Punjabi

Poetry, Unistar

books pvt. Ltd.

Chandigarh

(ISBN 978-93-

5017-302-2)

Awareness As A

CHALLENGE In

Implementing

RTE

Accessing

Legislation: A

case of poor man’s

Daughter

Role Of Teacher

And Technology

In Future

Classrooms

Om da prakash-

Gasso, Bimb

Pratibimb by Om

prakash Gasso,

Mittar Mandal

Prakashan,

Barnala, 112-114

Quality Education:

Nature, Aspects

and Implications

as a flaw, In

Challenges for

Registration Seminar of

Ph.D.

1st Annual Seminar of

Ph.D

2nd

Annual Seminar of

Ph.D

2014

2014

2014

2014

blueprint for

Survival

sustainable

development and

Quality Assurance

in Education, 21st

century

Publications

Patiala, 20-24,

ISBN 978-93-

8014-427-6

Status of Women:

A Brief Sketch

In Evolve Her-

Empowering

women from the

inside out, Unistar

Publications

Chandigarh, ISBN

978-93-5113-296-

7

Co-Editor of

‘Evolve Her-

Empowering

women from the

inside out’, A

book on women

Empowerment

Unistar

Publications

Chandigarh, ISBN

978-93-5113-296-

7

Environmental

Pollution: Our

Habits and

Education

Greening

Education: A

blueprint for

Survival, Twenty

first century

Publications,

Patiala, ISBN 978-

93-80144-27-6

Value of

Obedience among

adolescents in

relation to their

family

environment, The

New Frontiers in

Education,

Number 2,

Volume 47, April-

June 2014, pp.98-

108, ISSN

09721231

3.2 Research and Publication Output

I. 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.

Updating the library regularly.

Updating and purchasing various resources/sources related to different

laboratories and cells.

Developing feedback for Human and Non-human Resources regularly.

Preparation of teaching aids and use of ICT in Teaching Learning Process.

II. Give details on facilitates available with the institution for developing

instructional materials?

The college has:

Various means of ICT

Well equipped laboratories

Library

Internet facility with open access of WiFi.

III. Did the institution develop any ICT/technology related instructional

materials during the last five years? Give details.

Every faculty member developed his/her own institution plan.

Use of PowerPoint presentations by faculty.

IV. Give details on various training programs and/or workshops on material

development (both instructional and other materials)

a) Organised by the institution.

b) Attended by the staff.

c) Training provided to the staff.

V. List the journals in which the faculty members have published papers in

the last five years.

University News

The New Frontiers in Education.

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

members in last five years.

Nil

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

members of the institution in last five years.

A project was taken from NCERT in the session 2013-14, and completed in

the same session. The college won on award of Rs. 20,000/- on competition of

the project. The details of the project are given as under:

3.3 Consultancy

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

give details.

The institution provides consultancy services through Guidance and Placement

Cell, Grievances & Redressal Cell & Research Promotion Cell.

II. Are faculty/staff members of the institute competent to undertake

consultancy? If yes, list the areas of competency of staff members

and the steps initiated by the institution to publicise the available

expertise.

Yes, the staff members are competent in the field of guidance, consultancy

services & community linkages and communication skills.

The available expertise is published through the brochures of admission and

Guidance & Placement Cell.

Intimation & contacts for the provision of services in promoting research to

school teachers.

III. How much revenue has been generated through consultancy in the last

five years? How is the revenue generated, shared among the concerned

staff member and the institution?

Consultancy services are free of cost.

IV. How does the institution use the revenue generated through consultancy?

N.A.

3.4 Extension Activities

I. 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).

Various Awareness drives and rallies are organized in the locality and nearby

villages.

Community survey is conducted every year by the students, on the bases of

which various activities are planned.

Celebrating the community festivals.

Assistance in organizing Annual Literary Sabhas.

II. How has the institution benefited from the community? (Community

participation in institutional development, institution-community

networking, institution-school networking, etc.).

Permitting for conducting skill in teaching programme in schools.

Providing community for conducting various activities like N.S.S. Camp,

Campaigns etc. and other social experiments.

Providing community for survey which is an essential part of Paper I.

Providing experience of the rural life to the urban teachers & students

III. What are the future plans and major activities the institution would like

to take up for providing community orientation to students?

Taking Research projects from central bodies.

Ensuring more interactions of institutional Human Resources with community

through various activities.

Developing innovations among the students while working with the

community problems.

IV. Is there any project completed by the institution relating to the

community development in the last five years? If yes, give details.

Nil

V. How does the institution develop social and citizenship values and skills

among its students?

Arranging tours & trips.

By surveying community.

Celebrating festivals and important days.

Holding community service camps.

3.5 Collaborations

I. Name the national level organizations, if any, with which the institution

has established linkages in the last five years. Detail the benefits resulted

out of such linkages.

The college has established its linkage with NCERT due to which a research

project was approved and completed by the college during the session 2013-

14.

II. Name the international organizations, with which the institution has

established any linkage in the last five years. Detail the benefits resulted

out of such linkages.

Bethlem Tertiary Institute, Tauronga, New Zealand.

Glasgow Caledonian University, Glasgow, Scotland, U.K.

Wiariki Institute of Technology, Rotorua, New Zealand.

University of West Scotland, U.K.

Stow college, Glasgow, Scitland, U.K.

University of Dundee, Scotland, U.K.

III. How did the linkages if any contribute to the following?

Curriculum Development

Teaching

Training

Practice Teaching

Research

Consultancy

Extension

Publication

Student Placement

The above aspects are carried on as per norms framed by NCTE because

infrastructural and instructional facilities have to be created mandatory to seek

recognition to carry on a particular programme of teacher education.

IV. What are the linkages of the institution with the school sector? (Institute-

school-community networking).

The institutes get permission from the District Education Officer for Teaching

Practice in various Government schools.

The network with private schools is established by the institution itself.

Teaching Aids are distributed to these schools.

Heads of the schools are invited in the institution for sharing their experiences

& maintaining good relations.

V. Are the faculty actively engaged in schools and with teachers and other

school personnel to design, evaluate and deliver practice teaching. If yes

give details.

The faculty is actively engaged in schools and with teacher & other school

personnel to develop the schedule of practice teaching. Designing of lesson

plans awarding to their needs & evaluation of Teaching learning Process.

Joint meeting of faculty, school teachers & pupil teachers for improvement of

Teaching Learning Process.

VI. How does the faculty collaborate with school and other college or

university faculty?

By participating in school activities conducting teaching practice.

Organizing and participation in inter college competitions.

Participation in admission, evaluation and orientation programme of

university.

3.6 Best Practices in Research, Consultancy and Extension

I. What are the major measures adopted by the institution to enhance the

Quality of Research, Consultancy and Extension activities during the last

five years?

Formation of Research Promotion Cell.

Enhancement of Research Facilities.

Opportunity to school teacher for consultancy in Research.

II. What are significant innovations / good practices in Research,

Consultancy and Extension activities of the institution?

Providing research reference material.

Providing Wi-fi Internet facility.

Updating library resources regularly.

Help from Research Scholar.

Additional Information to be provided by Institutions opting for Re-

accreditation/ Re-assessment:

I. What are the main evaluative observations/suggestions made in the first

assessment report with reference to Research Consultancy and Extension

and how have they been acted upon?

The previous report of peer team of NAAC suggested to develop research culture in

the college by motivating teachers to take up research and provision for financial

assistance to be made for faculty for attending seminars and conferences.

It was also recommended that faculty to be encouraged to publish research papers and

undertake research projects.

Detail of project

The institution organized various seminars, conferences and workshops to

develop research culture in the college as per list provided separately.

The students have been involved intensively to take action research project

under the guidance of teachers at the B.ED and M.ED level.

The M.ED students have completed various minor research project in the form

of dissertation.

The financial assistance has been provided to the faculty for attending

seminars and conference.

The research project funded by NCERT has been completed and the

consultancy services in the promotion of research have been provided free of

coast.

Efforts have been made and success has been attained in collaboration with

international institutions.

II. What are the other quality sustenance and enhancement measures

undertaken by the institution since the previous assessment and

accreditation.

The seminars and conferences have been organized constantly at state, national and

international level. The research corner has been strengthened.

The faculty members have been encouraged to attain UGC orientation

programmes to publish in reputed journals. The separate list has been

maintained.

The college has been organizing various activities of social awareness

programmes in health and hygiene, social evils, eco-friendly environment,

pollution etc.

Students have been encouraged to participate actively at inter-college

university level sports & cultural activities and have been procuring prizes and

medals.

The college has been organizing NSS camp every year for the promotion of

community experience, community living, sense of service, dignity of labour

and collective responsibilities etc.

The college has been focusing time and again to establish linkage with related

departments at district, state and national level like D.E.O office, university,

health department, agricultural department, employment exchange, guidance

burews, panchayat SCERT, NCERT, NCTE and other apex bodies.

A View of Joint International Conference organized by

Babe Ke College of Education, Mudki

Ministry of Culture, Govt. of India Sponsored National

Seminar On Repercussions of Globalization on Indian Culture

Faculty Exchange Programme

Visit of Dr. Amardeep Kaur to Stow College,

Glasgow, Scotland (U.K.)

Interaction with the faculty

A view of the facilities for Students of Stow College, Glasgow

A view of the infrastructure of Stow College, Glasgow

Interaction with the School Students at Glasgow (UK)

CRITERION IV

INFRASTRUCTURE AND LEARNING RESOURCES

4.1 Physical Facilities

I. Does the institution have the physical infrastructure as per NCTE norms?

If yes, specify the facilities and the amount invested for developing the

infrastructure. Enclose the master plan of the building.

In a Word the institution has superb infrastructure as per NCTE norms. There

are seven class rooms, one multipurpose hall, one seminar hall, one conference

hall, seven methods lab More than 1. Crore of Rs.has been spent to raise all

the modern physical facilities.

The master plan is enclosed in part one of SAR under documents section.

II. How does the institution plan to meet the need for augmenting the

infrastructure to keep pace with the academic growth?

Constant addition renovation and furnishing, infrastructure and additional

construction of music lab, botanical garden for expansion of building : 2011-

12 and 2012-13.

III. List the infrastructure facilities available for co-curricular activities and

extra curricular activities including games and sports.

There are well furnished & equipped multipurpose activities hall, beautifully

& technologically equipped seminar room, play ground , track, football,

volleyball, kho-kho, basket ball grounds, badminton track with needed devices

and sports goods and conveyances/ transportation.

IV. Give details on the physical infrastructure shared with other programmes

of the institution or other institutions of the parent society or university.

Exclusively used for permitted intake of programmers to the institution.

V. Give details on the facilities available with the institution to ensure the

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

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

Medical dispensary, common room for girls, common room for boys, separate

wash room facilities for men & women, canteen.

VI. Is there any hostel facility for students? If yes, give details on capacity, no

of rooms, occupancy details, recreational facilities including sports and

games, health and hygiene facilities, etc.

Hostel facility for women is available seven rooms are available for the

hostellers with capacity of 20 people. 5 students resided in session 2014-15.

Sports equipments were there for indoor games, clean wash room and toilet

facilities.

4.2 Maintenance of Infrastructure

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

maintenance of the following? Give justification for the allocation and

unspent balance if any.

Building

Laboratories

Furniture

Equipments

Computers

Transport/Vehicle

During 2011-12, 2012-13, 2013-14.

Building: regular Safai Karamchari

Justification for the allocation and unspent balance is given in part-I of SAR

under documents section.

II. How does the institution plan and ensure that the available infrastructure

is optimally utilized?

Holding classes regularly as per college time table in the class rooms.

Organization of co-curricular activities and seminar, morning assembly in the

multipurpose activity hall.

Seminar and group discussion in the seminar room.

Conduct of work experience and practical programme in the laboratories.

Research consulting materials and reading of books, journals, newspapers in

the reading rooms of library.

Sports and games activities at grounds.

III. How does the institution consider the environmental issues associated

with the infrastructure?

a) To avoid dust and smoke.

b) Regular cleanliness of campus and washrooms.

c) Aesthetic sensibility's creation.

d) Safety from fire.

e) Plantation and grassy lawns.

f) Environmental awareness through Eco Club.

4.3 Library as a Learning Resource

I. Does the institution have a qualified librarian and sufficient technical

staff to support the library (materials collection and media/computer

services)?

College has regular qualified librarian, two assistant librarians and two peons.

The internet searching is assisted by the trained computer operators to the

students.

The trained educators are very friendly to the students to provide help in

searching and references available in the stock of library.

II. What are the library resources available to the staff and students?

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

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

access, etc.).

As Cited in Part-l of SAR

Books 15757

Textbooks 12877

Reference Books 2880

Magazines 19

Journals 37

Encyclopedias 77

E-inf 11

CD's/DVD's 32

Audio cassettes 13

Ten computers terminals are available in the library for internet searching.

III. Does the institution has 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.

Library committee exits and functions adequately.

Members of library committee are :

a) Dr. Amardeep kaur (Reader).

b) Mr. Rajwinder singh (Clerk).

c) Ms. Sonia Bajaj (Librarian).

Committee does the updating work of library and takes view of

a) Review of existing book stock.

b) Addition of new publication related to curriculum, references and research.

c) Purchase of books.

d) Maximum utilization of available resources in the library.

e) Developments of study habits of students and encouraging them to search on

internet accessible to all in the library.

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

Yes, there are ten sets of computer installed in the library having wi-fi internet

facility.

V. Does the institution library have Computer, Internet and Reprographic

facilities? If yes, give details on the access to the staff and students and the

frequency of use.

Yes, these are easily accessible and open to staff and students.

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

give details.

Nil

VII. 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.).

Six hours per day and remains open on all the working days including autumn,

winter and summer vacations.

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

Titles and list of new arrivals are displayed in the new arrivals section.

IX. Does the institution’s library have a book bank? If yes, how is the book

bank facility utilized by the students?

Special provision of issuing books to the poor students is made.

X. What are the special facilities offered by the library to the visually and

physically challenged persons?

Searching books of their courses and references and due consideration of their

reading place as per their requirement.

4.4 ICT as Learning Resource

I. Give details of ICT facilities available in the institution ( Computer lab,

hardware, software, internet connectivity, access, audio visual, other

media and materials) and how the institutions ensures the optimum use of

the facility.

There is well furnished and equipped computer lab set up by the college

having installed 30 computers with internet connectivity accessible to all the

member of the staff and students. There are periods of library and internet

searching in the college time table.

II. Is there a provision in the curriculum for imparting computer skills to all

students? If yes give details on the major skills included.

The Subject of computer education (P-IV-B) is compulsory for all the pupil

teachers.

III. How and to what extent does the institution incorporate and make use of

the new technologies/ICT in curriculum transactional processes?

The institution incorporates and makes use of the new technologies/ICT in

curriculum transactional processes by using L.C.D projectors, computer aided

learning in delivering contents and lesson plans.

IV. What are major areas and initiatives for which student teachers use

/adopt technology in practice teaching? (Developing lessons plans,

classroom transactions, evaluation, preparation of teaching aids).

Developing lesson plans.

Using L.C.D projectors for presentation of pictorial aids with description.

Use of computers, overhead projectors, CD, DVD.

4.5 Other Facilities

I. How is the instructional infrastructure optimally used? Does the

institution share its facilities with others for e.g.: serve as information

technology resource in education to the institution (beyond the program),

to other institutions and to the community.

Constant use of equipment available in the lab for developing curriculum

contents and skills in teaching.

Teaching Aids created by Pupil teacher are provided to the schools for their

use in teaching.

II. What are the various audio-visual facilities/materials (CDs, audio and

video cassettes and other materials related to the program) available with

the institution? How are the student teachers encouraged to optimally use

them for learning including practice teaching?

Methodology labs have all related material as per NCTE's norms.The Students

are directed and trained to use the aids as per requirement of lesson to the be

delivered during the Micro and Practice Teaching.

III. What are the various general and methods Laboratories available with

the institution? How does the institution enhance the facilities and ensure

maintenance of the equipment and other facilities?

There are following general and methods laboratories available with the

institution.

The qualified concerned subject lecture is the in charge of the lab. There is

continuous process of up gradation of each lab. Basically these are utilized by

conducting practical using material during teaching practice, lesson planning,

and demonstration by the teacher educators.

IV. Give details on the facilities like multipurpose hall, workshop, music and

sports, transports etc. available with the institution.

Multipurpose Hall is used for :

a) Holding morning assembly

b) Conducting various co- curricular activities at college and inter college level.

c) Organization of seminars and conferences.

d) Group discussion.

e) Extension lectures

f) Inter house competitions

Grounds and equipments for sports.

four buses and scooter.

V. Are the classrooms equipped for the use of latest technologies for

teaching? If yes, give details. If no, indicate the institution’s future plans

to modernize the classrooms.

A model Classroom equipped with latest technology and other are under

future plan to modernize those.

4.6 Best Practices in Infrastructure and Learning Resources

I. How does the faculty seek to model and reflect on the best practice in the

diversity of instruction, including the use of technology?

In classrooms teaching.

Creation of inspiring environment for effective teaching and skill in teaching

programme.

II. List innovative practices related to the use of ICT, which contributed to

quality enhancement.

(a) Micro teaching.

(b) Skill in teaching programs.

(c) Internet searching practices.

III. What innovations/best practices in ‘Infrastructure and Learning

Resources’ are in vogue or adopted/adapted by the institution?

Construction of moderate multipurpose hall, technologically equipped seminar

room and M.Ed. Classroom.

Preparation of teaching aids.

Adopting innovative methods of teaching.

Flourishment of democratic setup.

Involments of students in curricular and co-curricular activities.

Constant upgradation of library and methodology labs.

Creation of projective thinking and progressive approach.

Additional Information to be provided by Institutions opting for Re-

accreditation / Re-assessment:

I. What were the evaluative observations made under Infrastructure and

Learning Resources in the previous assessment report and how have they

been acted upon?

The college has subscribed many more international Journals and e-Journals.

The computer laboratory has been strengthened with internet searching

facilities.

The various modern equipments have been added in language laboratory.

II. 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?

The college has been constantly striving for maintaining the grand

infrastructure, laboratories, library to maintain conducive and vibrant teaching

and learning environment. The required efforts to maintain eco-friendly

campus have been done.

The adequate sports facility has been strengthened and sports met are

organized yearly.

The students are encouraged with financial assistance to participate in sports

activities at University level.

There is addition of Music resource center, which include various equipments

related with music. It serves good quality in methodology or pedagogy of

Music Subject, Secondly, Botanical garden is another enhancement to promote

quality of gardening work for the students.

Every class room in facilitated with LCD projectors for best teaching learning

process.

A VIEW OF LEARNING RESOURCES

(STUDENTS LEARNING ART IN ART & CRAFT RESOURCE CENTRE)

(STUDENTS PLAYING INDOOR GAMES IN SPORTS RESOURCE

CENTRE)

(PREPARTION OF TEACHING AIDS IN LEARNING RESOURCE CENTRE)

(FORMATION OF SELF STUDY HABITS IN THE LIBRARY)

CRITERION V

STUDENT SUPPORT AND PROGRESSION

5.1 Student Progression

I. How does the institution assess the students’ preparedness for the

programme and ensure that they receive appropriate academic and

professional advise through the commencement of their professional

education programme (students pre-requisite knowledge and skill to

advance) to completion?

Exposure of objectives of prescribed curriculum (Theory and Practical) is

provided by the members of the faculty. The assessment is made on the basis

of degree of understanding of the objectives by the students.

The Knowledge of understanding of teaching learning process is assessed on

the basis of lesson plans developed by pupil teachers at the initial stage.

II. How does the institution ensure that the campus environment promotes

motivation, satisfaction, development and performance improvement of

the students?

The whole of the environment of the college is captivated through the bond of

harmony and enthusiasm creating curiosity to attain high spirit in learning

through organizing simulative activities in morning assembly, work

experiences, opportunity to individual contacts and involvement of students in

organizing curricular and co-curricular activities themselves.

III. Give gender-wise drop-out rate after admission in the last five years and

list possible reasons for the drop out. Describe (if any) the mechanism

adopted by the institution for controlling the drop out?

Programmes Year 1 Year 2 Year 3

B.Ed. NIL 02 11

M.Ed. 01 NIL 02

IV. What additional services are provided to students for enabling them to

compete for the jobs and progress to higher education? How many

students appeared/qualified in SLET, NET, Central/State services

through competitive examination in the last two years?

Functional placement and guidance cell holds campus placements.

V. What percentage of students on an average go for further studies/ choose

teaching as a career? Give details for the last three years?

About 10% students have got placement in teaching profession, 20% of the

students joined higher studies.

VI. 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.

Open library internet searching.

Guidance and counseling.

Issuance of audio-visual resources.

VII. Does the institution provide placement services? If yes, give details on the

services provided for the last two years and the number of students who

have benefited.

Yes, 54 students got placement.

Students are informed about the vacant positions in the various institutions.

Arrangement of off-campus and in-campus placements.

VIII. What are the difficulties (if any) faced by placement cell? How does the

institution overcome these difficulties?

Lack of co-operation from NGO's departments for getting information

regarding vacancies. Shortage of required time due to short period of course.

Constant efforts are made to arrange maximum possible opportunities of

placements.

IX. Does the institution have arrangements with practice teaching schools for

placement of the student teachers?

The arrangements are made with private schools for placement of student

teachers by inviting heads of the schools on job fairs.

X. What are the resources (financial, human and ICT) provided by the

institution to the placement cell?

Well furnished placement room.

Finance for communication, transport and holding campus placements

A Counselor

Internet services and a computer for keeping records.

5.2 Student Support

I. How are the curricular (teaching- learning processes), co-curricular and

extracurricular programmes planned, (developing academic calendar,

communication across the institution, feedback) evaluated and revised to

achieve the objectives and effective implementation of the curriculum?

College academic calendar and an instructional plan are planned after the

synthesis of the prescribed Curriculum in view of objectives framed by the

controlling bodies and attainment of these objectives through effective

implementation of the Academic calendar as well as instructional plan.

II. How is the curricular planning done differently for physically challenged

students?

Adjustment consideration as per their requirement.

Personal contacts and coaching to reduce their inferiority complex.

III. Does the institution have mentoring arrangements? If yes, how is it

organised?

The senior lectures are appointed conveners of the committees to help the

newly appointed lectures to share their experiences and practical skill

development.

Advance learners are assigned duty to help the backward learners.

Experienced persons/principals/teachers of schools are invited to share their

experiences in school teaching.

Allotted tutorial groups to all the students under teacher incharges.

IV. What are the various provisions in the institution, which support and

enhance the effectiveness of the faculty in teaching and mentoring of

students?

Meeting of council of staff to share their experiences to enhance the

effectiveness of the faculty.

Organisation of lectures of experts.

Holding seminars for communication of exposure in various ingredients of

skill in teaching.

V. Does the institution have its website’? If yes, what is the information

posted on the site and how often is it updated?

Yes, the website is www.babekegroupofinstitutes.com

The information about the infrastructure, Courses offered, fee structure,

faculty and other facilities is posted on the website.

It is being updated annually.

VI. Does the institution have a remedial programme for academically low

achievers? If yes, give details.

Yes, the academically low achievers are identified.

Provision of special coaching classes for remedial teaching.

VII. What specific teaching strategies are adopted for teaching

a) Advanced learners and (b) Slow Learners

Identification of advanced learners and Slow learners.

Advanced learners are directed towards innovative practices, preparation of

teaching aids.

Help to slow learners by advanced learners.

Extra time and coaching in tutorial periods.

VIII. What are the various guidance and counselling services available to the

students? Give details.

Guidance for jobs and careers.

Counselling for higher studies.

Selection of optional papers and work experiences.

Lesson planning and skill in teaching programme.

IX. What is the grievance redressal mechanism adopted by the institution for

students? What are the major grievances redressed in last two years?

Grievance and Redressal cell is actively working.

Sr. No. Name Designation

1 Mrs. Kamaljeet Kaur

(President, Governing Body)

President

2 Dr. Mrs.Om Prabha Sachdeva

(Executive Member,Governing Body)

Vice-President

3 Prof. M.R. Popli

(Director in Journal)

Member

4 Mrs. Sonia Bajaj

(Librarian)

Member

Ms. Seema Rani

(Assistant Professor)

Member

5 Anshu Goyal

(Student)

Student

Representative

Manpreet Singh

(Student)

Student

Representative

The major grievances redressed by the institution are about transportation and

issuance of more library books.

X. How is the progress of the candidates at different stages of programs

monitored and advised?

Constant evaluation of day to day performance.

Monthly progress.

Performance in practice and skill in teaching programme.

Terminal exams.

XI. 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?

Discussion on lesson plan formation by subject teacher.

Demonstration by subject teacher.

Pre practice micro teaching session.

Supervision and feedback to the students.

Suggestions for improvement.

Joint meeting with school teachers for implementation of their practical

suggestions.

5.3 Student Activities

I. Does the institution have an Alumni Association? If yes,

Yes

(i) List the current office bearers :

Sr.

No.

Name Designation

1 Dr. Ram Mohan Tripathi President

2 Ms. Himmat Kaur Secretary

Ms. Kiranjeet Kaur Joint secretary

3 Manpreet Kaur Student Representative

Mayank Mittal Student Representative

(ii) Give the year of the last election

2015.

(iii) List Alumni Association activities of last two years.

The Alumni Association was setup for the first time in 2008 where a meet was

organized to share the experiences of alumnae for the improvement of

instructional facilities.

(iv) Give details of the top ten alumni occupying prominent position.

Sr.

No.

Name Dessignation

1 Ms.Ramandeep Kaur Assitant Prof.,Babe Ke College of

Education, Mudki, Distt. Faridkot.

2 Mrs. Ruby Teacher, Sacred Heart Public School,

Moga.

3 Ms. Rajni Lecturer, S.B.S. Engineering College,

Ferozepur

4 Ms. Harpreet Kaur Assistant Prof., B.M College of Education,

Ballauna, Distt. Bathinda.

5 Ms. Manpreet Kaur Assistant Prof., Lala Jagat Narayan College

of Education., Jalalabad.

6 Ms. Shweta Assistant Prof., Dev Samaj College for

Women, Ferozepur.

7 Mrs. Kulwinder

Singh

Lecturer, New Paradise Public School,

Zira, Distt. Ferozepur.

8 Mrs. Rashmi Vice Principle, S.K. Public School,

Talwandi Nhai, Distt. Bathinda.

9 Ms. Ramneek Teacher, Deshmesh Public School, Faridkot

10 Ms. Payal Teacher, Mahavira High School, Faridkot

(v) Give details on the contribution of alumni to the growth and development

of the institution.

Helping institution in skill in teaching programme.

In admission progress by suggesting in offering the choice for admission.

II. How does the institution encourage students to participate in extra

curricular activities including sports and games? Give details on the

achievements of students during the last two years.

Organization of talent hunt shows.

Providing services of experts and professionals for preparing their items in

youth festivals.

Encouragement by faculty.

Finance assistance.

ACHIEVEMENTS OF SESSION 2013-14

a) Panjab University Zonal Youth & Heritage Festival, 2013.

Held at G.G.S. College of Education, Giddarbaha, Muktsar from 15th to 18th

October, 2013. The following students brought laurels to the college.

Sr. No. Event Name of the students Prize

1 Group Shabad Group Item III

2 Photography Rubinder Singh II

3 Classical Vocal Daljit Singh II

4 On the Spot Painting Navjot Kaur III

5 Bhangra Group Item II

6 Bhangra (Individual) Gurpreet Singh III

7 Story Writing Mohita I

8 Poem Writing Nitika III

9 Vaar Singing Gurdeep, Veerpal Kaur I

10 Kavishri Gurbhej Singh, Daljit Singh, Dheeraj Singh I

11 Pakhi Making Sumandeep Kaur III

b) 66th Annual Athletic Meet of Panjab University, Chandigarh 26th -29th

November, 2013.

Sr. No. Event Participants Position

1 200 Meter Race Harpreet Singh Gold Medal

2 Javelin Throw Krishan Singh Silver Medal

c) Panjab University, Chandigarh Sports Tournament 27th Jan.-7th Feb.,

2014.

Our students participated in the following games.

1. Table Tennis (Boys).

2. Badminton (Boys).

3. Volley Ball (Boys).

4. Badminton (Girls).

5. Our Volleyball (Boys) team won Silver Medal and brought laurels to the

institution.

d) Inter College Competition at LLRM College of Education, Dhudike.

Sr. No. Event Participant Prize

1 Patriotic Poem Mr. Rubinder Singh Consolation

2 Patriotic Song Mr. Daljeet Singh III

e) P.U. Zonal Skill In Teaching and On The Spot Preparation of Teaching

Aids Competition (Zone C) Skill In Teaching.

Sr. No. Subject Participant Prize

1 Teaching of Home Science Prabhjot Kaur I

2 Teaching of Music Daljeet Singh II

3 Teaching of Hindi Vandana I

4 Teaching of English Neha III

f) On the Spot Preparation of Teaching Aids

Sr. No. Subject Participant Prize

1 Teaching of Home Science Rita Rani II

2 Teaching of Music Veerpal Kaur III

3 Teaching of History Krishan Singh II

4 Teaching of Fine Arts Mandeep Kaur II

5 Teaching of English Davinder Kaur I

6 Teaching of Punjabi Gursewak Singh II

g) Inter College Competition at Satyam College of Education, Ghall Kalan,

Moga.

Sr. No. Event Participant Prize

1 Cartoon Making Anju III

h) Panjab University Skill In Teaching & On the Spot Preparation of

Teaching AIDS Competition.

On the Spot Preparation of Teaching AIDS.

Sr. No. Subject Participant Prize

1 Teaching of History Krishan Singh Consolation

2 Teaching of English Davinder Kaur II

(i) Joint Athletic Meet of Babe Ke Group of Institution, Daudhar and won

the Overall Trophy.

The session is proposed to end with Annual Day where deserving students will

be honored for their achievements. Considering that even sky is not the limit,

the institution is toiling hard to reach excellence.

ACHIEVEMENTS OF SESSION: 2014-15

a) Our Achievements: Points of Pride

Panjab University Zonal Youth & Heritage Festival, 2014.

Held at Guru Ram Dass College of Education, Jallalabad from 1st to 4th

October, 2014. The following students brought laurels to the college:

Sr. No. Event Prize

1 Skit II

2 Play III

3 Bhand III

4 Photography I

5 Mehndi I

6 Tabla I

7 Classical Song I

8 Histronics II

b) Individual Prizes

Sr. No. Item Name of student Prize

1 Skit Davinderdeep Singh III

2 Skit Sukhjeet Kaur III

3 Bhand Paramjeet Singh II

4 Play Amritpal Kaur II

c) 67th Annual Athletic Meet of Panjab University, Chandigarh 18th

-21st

November, 2014.

Sr. No. Event Participants Position

1 100 Meter Race Sukhwinder Singh Gold Medal

2 4×100m Relay Race Sukhwinder Singh, Daler

Singh,

Davinder Singh, Gurlal

Singh

Silver Medal

3 Long Jump Devinderdeep Singh Silver Medal

d) Inter College Competition at Satyam College of Education, Ghall Kalan,

Moga on 3rd

March, 2015 on the theme "Unity in Diversity".

Sr. No. Event Participant Prize

1 PowerPoint Presentation Manpreet Singh III

2 Solo Dance Performance Poonampreet Kaur I

3 Poster Making Neeru Chawla II

4 Fancy Dress Competition Sukhdeep Singh III

5 Short Story Writing Poonampreet Kaur III

e) P. U. Zonal Skill In Teaching & On the Spot Preparation of Teaching

Aids Competition.

(Zone C)

Skill In Teaching

Sr. No. Subject Participant Prize

1 Teaching of Science Anshu Goyal III

2 Teaching of Mathematics Manpreet Kaur III

3 Teaching of English Jashanpreet Kaur III

4 Teaching of Hindi Kirandeep Kaur II

5 Teaching of Social Studies Harpreet Kaur III

f) On the Spot Preparation of Teaching Aids.

Sr. No. Subject Participant Prize

1 Teaching of Mathematics Mayank Mittal II

2 Teaching of Physical Education Sukhbeer Singh III

g) P. U. Inter Zonal Skill In Teaching & On the Spot Preparation of

Teaching Aids Competitions.

(Skill in Teaching)

Sr. No. Subject Participant Prize

1 Teaching of Science Anshu Goyal II

2 Teaching of Mathematics Manpreet Kaur I

h) On the Spot Preparation of Teaching Aids.

Sr. No. Subject Participant Prize

1 Teaching of Mathematics Mayank Mittal II

The session is proposed to end with Annual Day where deserving students will

be honored for their achievements. Considering that even sky is not the limit, the

institution is toiling hard to reach excellence.

III. How does the institution involve and encourage students to publish

materials like catalogues, wall magazines, college magazine, and other

material. List the major publications/materials brought out by the

students during the previous academic session.

Providing opportunity and creative writing on wall magazines, Articles in the

college magazine "Shiksha jyoti".

IV. Does the institution have a student council or any similar body? Give

details on – constitution, major activities and funding

Student council exist.

V. Give details of the various bodies and their activities (academic and

administrative), which have student representation on it.

Alumni association- Details under 5.3 (Q-1)

Grievance Redressal Cell-Details under 5.2 (Q-9).

IQAC-Details under 7.1 (Q-1).

VI. 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?

Meeting with employers.

Meeting of the alumni.

Experience of senior faculty.

5.4 Best Practices in Student Support and Progression

I. Give details of institutional best practices in Student Support and

Progression?

Active participation in organizing academic and co- curricular activities.

Maximum exposure of students talent.ss

Additional Information to be provided by Institutions opting for Re-

accreditation / Re-assessment.

I. What were the evaluative observations made under Student Support and

Progression in the previous assessment report and how have they been

acted upon?

The peer team suggestions provided the direction to enrich the student support

and progress activities accordingly maximum efforts were made in providing

supportive mechanism for higher studies, carrier development and

employment in this context, college has functional placement cell, the job fairs

were organized.

The student welfare schemes like fee concession, scholarship were introduced.

The meeting of the alumni association was held yearly, the alumni feedback

Performa related to institutional development has been formulated. The

feedback from alumni has been analyzed and suggestions executed through the

agenda of IQAC.

II. What is the other quality sustenance and enhancement measures

undertaken by the institution since the previous Assessment and

Accreditation with regard to Student Support and Progression?

The more efforts were made to enhance the performance of students in

university examination.

These efforts have been made to enhance the internal quality of the institution

like upgradation of library, laboratories, prepration of teaching aids,

conducting skill in teaching programme.

The institution formed student council to develop collective responses in

democratic society.

The academic & vocational counseling for students has been regular feature

during the last five year.

The value education and spiritual way of life has been inculcated and practiced

every day in the morning assembly.

The annual magazine is published every year.

The special consideration is made with the provision of financial assistance for

the participation of students in extra-curricular and co-curricular activities.

Placement cell serve better than before by adding more services as career

related guidance, employment services, support for higher studies.

(STUDENTS SEEKING GUIDANCE FOR SOLVING THEIR ACADEMIC

PROBLEMS IN PLACEMENT AND GUIDANCE ROOM)

(ALUMNI SHARING HIS VIEWS IN ALUMNI MEETING)

(STUDENTS VISITING SCIENCE CITY TO HAVE VIEW OF

INNOVATIVE PRACTICES)

CRITERION VI

GOVERNANCE AND LEADERSHIP

6.1 Institutional Vision and Leadership

I. What are the institution’s stated purpose, vision, mission and values?

How are they made known to the various stakeholders?

a) Purpose of the institution

Promotion of teacher education in rural area

b) Our vision

Teaching is the noblest profession of human race

c) Our mission

To produce high spirited teachers imbued with missionary zeal

d) Our values

A good teacher teaching is a indispensable phenomena. Its impact never stops.

Enlightenment of the self

Devotion and faithfulness towards profession

II. 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

III. 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.).

a) Managing committee :

Sant Baba Kapoor Singh Ji - Chairman

Dr. Rohin Sachdeva - General Secretary

Mrs. Kamaljeet Kaur - President

Dr. Om Prabha Sachdeva - Executie Member

b) Council of staff :

Dr. Ram Mohan Tripathi - Principal

Ms. Isha Narula - Secretary

Ms. Himmat Kaur - Joint Secretary

c) Various Committees :

Admission Committee

Academic Calendar Committee

Institutional Quality Assurance Committee

Skill in teaching Programme Committee

Discipline Committee

Library Committee

Grievance Redressal Committee

Community Networking Committee

Sports Committee

Research Promotion Committee

Curriculum Transaction Committee (B.Ed)

Curriculum Transaction Committee (M.Ed)

Members of all the committees discharge their duties efficiently with

responsibility and mutual co-peration

V. How does the management and head of the institution ensure that

responsibilities are defined and communicated to the staff of the

institution?

Various taskforces has been created to ensure that responsibilities are defined

and communicated to the staff of the institution by considering various aspects :

(a) Administrative activities

(b) Academic activities

(c) Sports

(d) Library

(e) Community networking

(f) Research promotion

(g) Practices in skill in teaching

VI. 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?

Feed back is sought through :

(a) In charges of various committees and activities

(b) Representatives of students

(c) Heads and teachers of schools identified for teaching practice

(d) Interaction with staff regarding their academic problems and upgradation of

instructional facilities.

VII. How does the institution identify and address the barriers (if any) in

achieving the vision/mission and goals?

The institution had identified the barriers like mobility of staff and rigid

curriculum framework which were addressed appropriately.

VIII. How does the management encourage and support involvement of the

staff for improvement of the effectiveness and efficiency of the

institutional processes?

Inspection, interaction, evaluation of curricular and co-curricular

activities

Holding meetings of IQAC

Creating resources to provide facilities and incentives

Involvement and exposure of potentials

IX. 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.

Identification of innovative practices, existing potentials, opportunities of

exposures, sharing of responsibilities and experiences.

Review of existing resources in council of staff

Organizational arrangements

6.2 Organizational Arrangements

I. 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.

List of different committees is given under 6.1 (Q-3)

Frequency of meetings of academic and administrative bodies: (last year)

Governing body/ management 04

Staff council 10

IQAC/ or any other similar body/ committee 06

Internal administrative bodies contributing to quality

Improvement of the institutional processes

Decisions of the various meetings held:

(i) Up gradation of instructional facilities i.e. library and labs

(ii) Use of innovative and technological practices in teaching learning process

(iii) Exposure of students’ potentialities and community resources

(iv) Formation of research promotion cell

(v) Quality enhancement in the extension activities

(vi) More transparency in examination system

(vii) Expanding linkages with more schools for practice teaching

(viii) Financial assistance to the staff for participation in seminars, workshops and

conferences.

II. Give the organizational structure and the details of the academic and

administrative bodies of the institution?

Governing body

MEMBERS OF THE GOVERNING BODY

Sr.

No.

Name & Address Occupation Designation Contact

No.

1 Sant Baba Kapoor Singh Ji

S/o. Sant Baba Nahar Singh Ji,

V.P.O. Daudhar, District Moga.

Educationist Chairman 98726-

51159

2 Sh. Chaman Lal Sachdeva

S/o. Sh. Hans Raj,

Dashmesh Nagar, Moga.

Educationist Managing

Director

98144-

38161

3 Dr. Rohin Sachdeva

S/o. Sh. Chaman Lal Sachdeva

Dashmesh Nagar, Moga.

Educationist General

Secretary

98143-

00440

4 Mrs. Kamaljeet Kaur

W/o. Sant Baba Kapoor Singh Ji

V.P.O. Daudhar, Distric Moga.

Social

Activist

President 98726-

51159

5 Dr. (Mrs.) Om Prabha Sachdeva

W/o. Dr. Rohin Sachdeva

Dashmesh Nagar, Moga.

Social

Activist

Exe. Member 98146-

11440

6 Mrs. Surjit Kaur

W/o. Late Sant Baba Nahar Singh Ji

V.P.O. Daudhar, Moga.

House

Wife

Exe. Member

7 Sh. Harbans Singh

S/o. S. Ajit Singh

Rajguru Nagar, Ludhiana.

Business Exe. Member

8 Mrs. Rama Rani

W/o. Sh. Niranjan Dev Arya

Dashmesh Nagar, Moga.

Retired

Employee

Exe. Member

9. Prof. M.R. Popli

4/445, St. No. 8, Ganesh Puri,

Shiv Puri Road, Ludhiana.

Educationist Director 92175-

29580

10. Principal Dr. Tripta Sharma

LLRM College of Education,

V.P.O. Dhudike, Moga.

Principal Exe. Member 9814055759

11. Principal Dr. Nand Kishore

Choudhary

Babe Ke College of Education,

V.P.O. Daudhar, District Moga.

Principal Exe. Member 9779031210

12. Principal Dr. Ram Mohan Tripathi

Babe Ke College of Education,

Mudki, District Ferozepur.

Principal Ex. Officio

Secretary

98768-

55759

13. Dr. (Mrs.) Amardeep Kaur

H.No. 6, Street No. 7,

Guru Nanak Colony, Faridkot.

Teaching Staff

Representative

Teaching

97818-

08990

14. Ms. Gundeep Kaur

H. No. 67, Green Avenue,

Faridkot

Teaching Staff

Representative

Teaching

9915304514

15. Mr. Rajwinder Singh

V.P.O. Machi Bugra,

District Ferozepur.

Clerical Staff

Representative

Non-teaching

99885-

56846

Council of staff.

Grievances and Redressal Cell.

Internal Quality Assurance Cell.

Details of organizational structure of above mentioned bodies is given in the

previous questions.

III. To what extent is the administration decentralized? Give the structure

and details of its functioning.

The administrator is decentralized through the formation of various

committees.

IV. How does the institution collaborate with other sections/departments and

school personnel to improve and plan the quality of educational

provisions?

Inviting school personals, scholars from various fields, NGO’s, GO’s by

holding meetings and extension lectures.

V. Does the institution use the various data and information obtained from

the feedback in decision-making and performance improvement? If yes,

give details.

Yes, the feedback from faculty, students, community and other stakeholders is

used.

Meetings of management members, principal and staff, staff and community,

management and staff consider and discuss the emerging issues for decision

making and improvement in performance.

VI. 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).

Meeting of council of staff

Special recognition in status

Constant support for professional growth

Freedom to use technological equipments for making teachin innovative.

6.3 Strategy Development and Deployment

I. Has the institution an MIS in place, to select, collect align and integrate

data and information on academic and administrative aspects of the

institution?

No

II. How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action

plans?

As per requirement of the action plan :

(i) Conducting skill in teaching plan.

(ii) Participation in universities youth festivals.

(iii) Organization of social welfare camps.

(iv) Organization of workshops, inter college activities.

(v) Seminars and conferences.

III. How are the resources needed (human and financial) to support the

implementation of the mission and goals, planned and obtained?

Planning is done in the council of staff

Resources needed is obtained out of available funds of the college

Efforts are made to seek expert guidance

IV. Describe the procedure of developing academic plan. How are the

practice teaching schoolteachers, faculty and administrators involved in

the planning process?

An academic calendar is framed for every session.

Practice teaching :

a) Faculty : Each subject teacher acquaints the pupil teacher with the formation

of lesson plans and demonstrates the lesson plan. Guidance is given after

checking and assignment is given.

b) School Teachers : Involved in framing time-table for practice teaching,

evaluation of pupil teacher of during delivery of lesson plans in schools.

c) Administrators : Get feedback from school teacher, inspection and provision

of resources.

V. How are the objectives communicated and deployed at all levels to assure

individual employee’s contribution for institutional development?

Discussion and interpretation

Sharing of experiences for deploying the objectives

VI. How and with what frequency are the vision, mission and implementation

plans monitored, evaluated and revised?

Quarterly

VII. How does the institution plan and deploy the new technology?

Constant efforts are made by the faculty to use new technological

methodologies in delivering curriculum contents of theory and practical.

6.4 Human Resource Management

I. How do you identify the faculty development needs and career

progression of the staff?

Assessment of acquired academic and professional achievements and their

needs for further career progressions are identified to get higher degrees like

M.Phil, Ph.D.

Their orientation required in lieu of newly developed educational technology.

II. 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?

Evaluation of teaching :

a) Result proficiency in university examinations.

b) Achievements in co-curricular activities.

c) Feedback from the students.

d) Innovative practices used.

Evaluation of research :

a) Quality of research work initialed at Ph.D. and M.Phil. level

Evaluation of services of the faculty and other staff :

a) Help in solving students academic and social services.

III. What are the welfare measures for the staff and faculty? (mention only

those which affect and improve staff well-being, satisfaction and

motivation).

Decentralization of administrative powers

Freedom from academic and professional growth

IV. Has the institution conducted any staff development programme for skill

up-gradation and training of the teaching and non-teaching staff? If yes,

give details.

Series of extension lecture by experts

Organizations of state and national level seminars.

V. 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. )?

Vacant positions are advertised with desirable qualifications, salary structure

and service conditions.

Selections are made by constituted selection committee as per NCTE, UCC

and Panjab University, Chandigarh norms.

VI. 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).

Employment on the basis of their qualifications and experiences is made by

the selection committee constituted by the management on fixed salary for the

academic session.

VII. 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).

Representation in the governing body.

Permission for participation in seminars, conferences and workshops etc.

Freedom to join local, state, national and international professional

associations.

Free hand to attend refreshers and orientations for professional developments.

Well equipped labs for innovative practices.

Internet searching facilities in library.

VIII. What are the physical facilities provided to faculty? (Well-maintained

and functional office, instructional and other space to carry out their

work effectively).

Separate rooms for readers and incharges

Well furnished staff room

Methods lab

Internet searching facility

Instructional material(LCD Projectors, OHP’s, Computers, Teaching Aids)

Bus facility

IX. What are the major mechanisms in place for faculty and other

stakeholders to seek information and/or make complaints?

Functional Placement and Guidance Cell

Grievances and Redressal Cell

Direct accessibility to seek information from the principal and the

management.

X. 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.

Preparation of academic calendar.

Distribution of tasks.

Transparent continuous internal assessment.

XI. Does the institution have any mechanism to reward and motivate staff

members? If yes, give details.

Recognition and appreciation.

Exposure of potentials through assigning opportunities of experiences in

learning skills of administration and organsation.

Annual increments.

6.5 Financial Management and Resource Mobilization

I. Does the institution get financial support from the government? If yes,

mention the grants received in the last three years under different heads.

If no, give details of the source of revenue and income generated.

No, the institute is self financed and generates its income and sources of

revenue are :

a) Increase in existing intake of students.

b) Commencement of new course.

II. What is the quantum of resources mobilized through donations? Give

information for the last three years.

Nil

III. Is the operational budget of the institution adequate to cover the day-to-

day expenses? If no, how is the deficit met?

Deficit is met by the contribution of the members of the management.

IV. 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).

Budget allocation over the past years is given in the Part-I of SAR under

document section.

V. 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).

Yes, accounts are audited by C.A. copy of audited statement is attached in

SAR Part-I under documents section.

VII. Has the institution computerized its finance management systems? If yes,

give details.

Records of fee, income and expenditure are fed into the computers.

6.6 Best practices in Governance and Leadership

I. What are the significant best practices in Governance and Leadership

carried out by the institution?

Decentralization of powers to promote democratic values.

Freedom for exposure of potentials.

Organization of academic and community services.

Sharing of experiences.

Co-operation and co-ordination.

Additional Information to be provided by Institutions opting for Re-

accreditation / Re-assessment.

I. What were the evaluative observations made under Governance and

Leadership in the previous assessment report and how have they been

acted upon?

The college has sought participation of benificries like students, their parents,

surrounding schools, community members and the various decision making

bodies of the college like IQAC and governing body.

The more efforts have been made to improve internal quality assurance

through IQAC, council of staff and governing body to cater to quality

education in accordance to the vision & mission of the college.

A visionary planning of activities under academic calendar of each year has

been formulated for team work, division of work and decentralized system of

administration as suggested by previous assessment peer team of NAAC.

The faculty has been encouraged from professional empowerment point of

view for attending UGC orientation programs & workshops.

Provision of increment and EPF and conveyance has been established for the

employee's welfare.

Financial assistance for attending orientation courses, refresher courses,

seminars, workshops & conferences.

Study leaves were given to the faculty to attend to the research coursework at

the university level.

The resources of the Institution– Human, Physical and Financial are mobilized

for organizing various academic and skill oriented programs.

Financial management system has been computerized.

II. What is the other quality sustenance and enhancement measures

undertaken by the institution since the previous Assessment and

Accreditation with regard to Governance and Leadership?

The management, principal and staff have been vigilant to attain the objective

of producing teachers having professional excellence.

The principal of decentralization of power has been carried on in letter and

spirit.

The management has been constantly encouraging and financing the execution

of various projects and activities taken by the institution.

The college perceives and executes the activities related to vision and mission

of the institution for the development of the institution.

Accounts are audited regularly.

Visit of 10 British Government Teachers From Wiltshire

County at Babe Ke College of Education, Mudki

British Governemnt Teachers engoying the culture of Punjab with

the students of Babe Ke College of Education, Mudki

British Governemnt Teachers with Staff Members of

Babe Ke College of Education, Mudki

CRITERION VII

INNOVATIVE PRACTICES

7. 1 Internal Quality Assurance System

I. Has the institution established Internal Quality Assurance Cell (IQAC)?

If yes, give its year of establishment, composition and major activities

undertaken.

Yes, it was established in 2008.

Members of IQAC

Sr. No. Name Designation

1. Dr. Rohin Sachdeva General Secretary

2. Prof. M.R. Popli Director in General

3. Dr. Ram Mohan Tripathi Principal

4. Ms. Gundeep Kaur Assistant Professor

5 Ms. Himmat Kaur Assistant Professor

Major activities Undertaken :

(i) Up gradation of instructional facilities e.i. Library and Labs.

(ii) Use of innovative and technological practices in teaching learning process.

(iii) Exposure of students’ potentialities and community resources.

II. Describe the mechanism used by the institution to evaluate the

achievement of goals and objectives.

Assessment of activities by the IQAC.

Constant reviews of the feedback the obtained.

Checking of records and registers.

Appraisal of existing facilities.

III. How does the institution ensure the quality of its academic programmes?

Through curriculum transaction, framing of question bank and glossary of

words in all the subjects of B.Ed. and M.Ed. courses.

By providing training in handling technological equipments.

Developing the competency in skill in teaching.

Organization of various co-curricular activities.

Stress on innovative practices in teaching.

Exposure of the potentialities.

IV. How does the institution ensure the quality of its administration and

financial management processes?

The institution ensure the quality of its administration and financial

management processes by direct accessibility of students to the head and

management, meeting of IQAC (Internal Quality Assurance Cell) and meeting

of governing body.

V. How does the institution identify and share good practices with various

constituents of the institution.

The institution identifies and share good practices with various constituents of

the institution by exploration of courses, resources, through mutual co-

operation for academic and professional skill enhancement.

Record of good practices and sharing with stakeholders.

7.2 Inclusive Practices

I. How does the institution sensitise teachers to issues of inclusion and the

focus given to these in the national policies and the school curriculum.

Through seminars.

Discussion in council of staff.

Extension lectures of scholars.

II. 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?

The academic plan provides ample scope to learn about inclusion and

exceptionalities as well as gender differences and their impact on learning

through debates and group discussion in compulsory and optional papers.

III. 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.

Morning assembly programmes.

Interhouse competitions.

Practice teaching in real classroom environment.

Participation in culture and academic activities.

IV. How does the institution ensure that student teachers develop proficiency

for working with children from diverse backgrounds and

exceptionalities?

The students teachers develop proficiency for working with children from

diverse culture, different socio-economic status and exceptionalities.

Providing real classroom situation for teaching.

Opportunities to organize curricular and co- curricular activities in school.

Conduct of morning assembly in the school.

V. How does the institution address to the special needs of the physically

challenged and differently-abled students enrolled in the institution?

Adjustment in allotting place of learning.

Help in pulling well in their studies, peers help and teacher consideration.

VI. How does the institution handle and respond to gender sensitive issues

(activities of women cell and other similar bodies dealing with gender

sensitive issues)?

Guidance and counseling cell deals with the gender sensitive issues.

7. 3 Stakeholder Relationships

I. How does the institution ensure the access to the information on

organizational performance (Academic and Administrative) to the

stakeholders?

The institution ensures the access to the information on organizational

performance (Academic and administrative) to the stakeholders directly by.

(a) Enquiry from faculty.

(b) Enquiry from principal.

(c) Enquiry from management.

II. 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?

Success and failure information, data regarding satisfaction and dissatisfaction

of students and stakeholders is taken into consideration and assessed and

interpreted in context of qualitative improvement in the meeting of council of

staff and suggestion are identified and put in the meeting of governing body

for implementation.

III. 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?

(a) Questionnaires.

(b) Stakeholder’s information.

(c) Suggestion of alumni association meeting and aluminers & alumnae.

Q 1. The institution has been adopting the analysis for total quality

management derived from feedback of various stakeholders.

The IQAC has been strengthened. The regular meetings have been held for

execution of agenda in respect of enhancement of the internal quality of the

institution.

The various programmes in the shape of debate, declamation, symposium have

been held to promote proficiency in English language of the students coming

from rural background.

The measures have been taken to ensure academic growth and placement of

the students belonging to disadvantaged section.

The college has taken various steps like organization of NSS camps,

participation of community in college functions, organization of awareness

programmes and rallies and has taken their valuable contribution for support

and development of the college.

Q 2. The institution has been striving for quality maintenance within the

academic & administrative assistance with the provision of various

programmes. Under IQAC, council of staff and governing body.

The college has been very much sensitive to the changing educational and

global demands.

The requisite efforts have been made to adopt semester system in teacher-

education and participation in construction of curriculum under NCTE

regulation 2014.

The management, principal and staff have been intensively striving to

ascertain conductive climate for learning.

All efforts within jurisdiction are made to produce skill oriented teachers

imbued with scientific mindset.

The college has obtained recognition of UGC under section 2(f) and

persuading to get recognition under 12(B) of UGC Act of 1956.the college has

commitment to standardize teacher education as per provision of NCTE

regulation 2014 keeping in view the changing scenario of global platform.

(INTER HOUSE COMPETITION ON BEST OUT OF WASTE)

(A VIEW OF SEMINAR ON DIALOGUE APPROACH)

(CLEANINESS COMPAIGN BY N.S.S. VOLUNTEERS IN VILLAGE MUDKI

FOR ENVIRONMENT PROTECTION)

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:

Certificate of Compliance

This is to certify that Babe Ke College of Education, Mudki fulfils all norms.

1. Stipulated by the affiliating University and/or

2. Regularly Council/Body {such as UGC, NCTE, AICTE, MCI, DCI, BCI, etc.} and

3. The affiliation and recognition {if applicable} is valid as on date.

In case the affiliation/recognition is conditional, then a detailed enclosure with regard

to compliance of conditions by the institution will be sent.

It is noted that NAAC's reaccreditation, if granted, shall stand cancelled

automatically, once the institution loses its university affiliation or Recognition by the

Regulatory Council, as the case may be.

In the case the undertaking submitted by the institution is found to be false then the

reaccreditation given by NAAC is liable to be withdrawn. It is also agreeable that the

undertaking given to NAAC will be displayed on the college website.

Signature of the Head of the institution

with seal:

Place:

Date: