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Buniyadi Shikshak Prashikshan Mahavidyalya (CTE)Buniyadi Shikshak Prashikshan Mahavidyalya (CTE) (Established -1953, Recognised by NCTE and State Govt. of Rajasthan.)
Gandhi Vidya Mandir, Sardarshahr - 331 401 (Rajasthan) Phone - 01564 - 220056, Fax - 01564 - 220057, e.mail - [email protected], URL - www.bttc-gvm.org.in
“Gandhi Vidya Mandir” means a Compre-
hensive seat of Education making realise
humanitarianism, to all human beings. If I
explain in detail ‘Gandhi Vidya’ is a Gan-
dhian Education which interprets the type
of life style, despite various diversities of
ideas, circumstances and abilities which
are useful and beneficial for all. This pro-
vides social security in the form of unified
love (affection affinity) which may help to
save the human society from straying by
imparting quality education in various
streams. Comprising there of Gramsudhar
(Village Reformation) character building,
prohibition of drugs abuses, public service
of Health care, wishing welfare to all.
Malice towards none, sharing hands to
provide basic needs etc. I have addressed
it by Gandhian Education and its big body
itself is its ‘Mandir’ (Holy Place).
(In the Words of Swami Shri Shriram
Sharan Ji Maharaj, Founder of Gandhi
Vidya Mandir)
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1
A. Profile of the Institution
1. Name and address of the institution:
Buniyadi Shikshak Prashikshan Mahavidyalya (CTE),
Gandhi Vidya Mandir,
Sardarshahr,
Dist. Churu – 331403 (Raj.)
2. Website URL :
www.bttc-gvm.org.in
1. For communication:
Buniyadi Shikshak Prashikshan Mahavidyalya, (CTE)
Gandhi Vidya Mandir,
Sardarshahr,
Dist. Churu – 331403 (Raj.)
Office
Name Telephone Number
with STD Code
Fax No E-Mail Address
Head / Principal -
Dr. Dinesh Kumar 01564 – 220056 01564-220057
drdineshkumar.btt
Self - appraisal Co-ordinator –
Prof. Kanchan Sharma
01564 - 220056 01564-220057 drkanchasharma.sr
Residence
Name Telephone Number with
STD Code
Mobile Number
Head / Principal –
Dr. Dinesh Kumar -- 9414086003
Self - appraisal Co-ordinator –
Prof. Kanchan Sharma
-- 7073471062
4. Location of the Institution:
Urban Semi-urban Rural Tribal
2
Any other (specify and indicate)
5. Campus area in acres:
6. Is it a recognized minority institution? Yes No
7. Date of establishment of the institution:
Month & Year
8. University/Board to which the institution is affiliated:
9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.
Month & Year
2f
Month & Year
12B
100 acar
Institute of Advanced Studies in Education Deemed University of
Gandhi Vidya Mandir,
Sardarshahr, Dist. Churu – 331401 (Raj.)
MM YYYY
August 1953
MM YYYY
Jan.
1960
MM YYYY
Jan.
1960
3
10. Type of Institution
a. By funding i. Government
ii. Grant-in-aid
iii. Constituent
iv. Self-financed
v. Any other (specify and indicate)
b. By Gender i. Only for Men
ii. Only for Women
iii. Co-education
c. By Nature i. University Dept.
ii. IASE
iii. Autonomous College
iv. Affiliated College
v. Constituent College
vi. Dept. of Education of Composite College
vii. CTE
Viii. Any other (specify and indicate)
11. Does the University / State Education Act have provision for autonomy?
Yes No
If yes, has the institution applied for autonomy?
Yes No
4
12. Details of Teacher Education programmes offered by the institution:
Sl.
No.
Level Programme/
Course
Entry
Qualification
Nature of
Award
Duration Medium of
instruction
i)
Secondary/
Sr.
secondary/
Graduate
B. Ed.
Graduation
with 50%
marks for
Gen., 45%
for OBC &
SC/ST
Degree 2 Year Hindi, English
ii) Post Graduate M.Ed.
B.Ed. with
55% marks
for Gen.,
50% for OBC
& SC/ST
Degree 2 year Hindi, English
iii) Doctoral Ph.D.
M.Ed./M.A.
Education/M
.P.Ed./M.A.
Philo./Psych.
with 55% for
Gen., & 50%
for SC/ST
Degree 2-5 years Hindi, English
(Additional rows may be inserted as per requirement)
13. Give details of NCTE recognition (for each programme mentioned in Q.12 above)
Level Programme Order No. & Date Valid
upto
Sanctioned
Intake
Secondary/
Sr.secondary/
Graduate
B.Ed.
F.No./NRC/NCTE/RJ-
Common
Order/2015/117284-304
dated 18 June, 2015
N/A 250
Post Graduate M.Ed
F.NRC/NCTE/RJ-
05/2015/117270-274
dated 18 June, 2015
N/A 50
Doctoral Ph.D. N/A N/A 64
5
B. Criterion-wise inputs
Criterion I: Curricular Aspects
1. Does the Institution have a stated
Vision
Mission
Values
Objectives
2. Does the institution offer self-financed programme(s)?
If yes,
a) How many programmes?
b) Fee charged per programme
3. Are there programmes with semester system
4. Is the institution representing/participating in the curriculum development/ revision
processes of the regulatory bodies?
If yes, how many faculty are on the various curriculum development/vision
committees/boards of universities/regulating authority.
Yes
Yes
es
No
Yes
No
Yes
No
Yes
No
02
M.Ed. 22400/-
B.Ed. 26880/-
Yes
No
Yes No
8
Yes No
6
5. Number of methods/elective options (programme wise)
D.Ed.
B. Ed.
M.Ed. (Full Time)
M.Ed. (Part Time)
Any other (specify and indicate)
6. Are there Programmes offered in modular form
7. Are there Programmes where assessment of teachers by the students has been
introduced
8. Are there Programmes with faculty exchange/visiting faculty
9. Is there any mechanism to obtain feedback on the curricular aspects from the
Heads of practice teaching schools
Academic peers
Alumni
Students
Employers
Number
Number 2
Number
Yes No
Yes
No
Yes
No
Yes
No
Yes
No
Yes No
Yes
No
Yes No
6 10
07
Yes
No
2
7
10. How long does it take for the institution to introduce a new programme within the
existing system?
11. Has the institution introduced any new courses in teacher education during the last
three years?
12. Are there courses in which major syllabus revision was done during the last five years?
13. Does the institution develop and deploy action plans for effective implementation of
the curriculum?
14. Does the institution encourage the faculty to prepare course outlines?
at least 1 academic year
Yes
No
Yes
No
Yes No
Number
Yes No
Number
N/A
3
8
Criterion II: Teaching-Learning and Evaluation
1. How are students selected for admission into various courses?
a) Through an entrance test developed by the institution
b) Common entrance test conducted by the
University/Government
c) Through an interview
d) Entrance test and interview
e) Merit at the qualifying examination
f) Any other (specify and indicate)
(If more than one method is followed, kindly specify the weightages)
2. Furnish the following information (for the previous academic year 2014-2015):
a) Date of start of the academic year M.Ed.
B.Ed.
b) Date of last admission M.Ed.
B.Ed.
c) Date of closing of the academic year M.Ed.
B.Ed.
d) Total teaching days
e) Total working days
3. Total number of students admitted (Session 2015-16)
Programme Number of students Reserved Open
M F Total M F Total M F Total
B. Ed. 154 96 250 139 76 215 15 20 35
M.Ed. 15 19 34 12 8 20 3 11 14
Ph.D. 13 28 41 4 6 10 9 22 31
25 July, 2014
04 Sept., 2014
23 July, 2014
203
238
X
X
X
X
X
02 Sept., 2014
07 May, 2015
18 June, 2015
9
4. Are there any overseas students?
If yes, how many?
5. What is the unit cost of teacher education programme? Unit cost = total annual recurring expenditure divided by the number of students/ trainees enrolled).
B.Ed. M.Ed.
a) Unit cost excluding salary component 2273.00 1395.00
b) Unit cost including salary component 27664.00 26786.00
(Please provide the unit cost for each of the programme offered by the institution as
detailed at Question 12 of profile of the institution)
6. Highest and Lowest percentage of marks at the qualifying examination considered for
admission during the previous academic session
Admissions in B.Ed and M.Ed Courses are made through common entrance test
conducted by the State Government.
Highest – 416 Lowest 199
7. Is there a provision for assessing students knowledge and skills for the programme
(after admission)?
8. Does the institution develop its academic calendar?
9. Time allotted (in percentage)
Programmes Theory Practice
Teaching
Practicum &
Tutorials
B. Ed. 26.88% 30.08% 43.04%
M.Ed. 47.05% 42.63% 10.32%
Note: figures shown in the table does not depict the percentage for activities like co-curricular, sports/working with community, test and assignment etc.
Yes
No
Yes No
Yes No
N/A
10
10. Pre-practice teaching at the institution
a) Number of pre-practice teaching days
b) Minimum number of pre-practice teaching
lessons given by each student
11. Practice Teaching at School
a) Number of schools identified for practice
teaching
b) Total number of practice teaching days
c) Minimum number of practice teaching
lessons given by each student
12. How many lessons are given by the student teachers in simulation and pre-practice
teaching in classroom situations?
13. Is the scheme of evaluation made known to students at the beginning of the academic
session?
14. Does the institution provide for continuous evaluation?
15. Weightage (in percentage) given to internal and external evaluation
Programmes Internal External
B. Ed. Theory – 30%
Practical – 80%
Theory – 70%
Practical – 20%
M.Ed. (Full Time) Theory – 30%
Practical – 100%
Theory – 70%
Practical – 00%
108
7 2
Yes
No
Yes No
2 4
0 6
3 0
No. of Lessons In simulation
05
No. of Lessons Pre-practice teaching 06
11
16. Examinations
a) Number of sessional tests held for each paper
b) Number of assignments for each paper
17. Access to ICT (Information and Communication Technology) and technology.
Yes No
Computers √
Intranet √
Internet √
Software / courseware (CDs) √
Audio resources √
Video resources √
Teaching Aids and other related
materials √
EDU SAT √
18. Are there courses with ICT enabled teaching-learning process?
19. Does the institution offer computer science as a subject?
If yes, is it offered as a compulsory or optional paper?
Compulsory Optional
0 2
Yes No
0 2
Yes No
Number
03
12
Criterion III: Research, Consultancy and Extension
1. Number of teachers with Ph. D and their percentage to the total faculty strength
2. Does the Institution have ongoing research projects?
If yes, provide the following details on the ongoing research projects
Funding agency Amount (Rs) Duration (years) Collaboration, if any
MHRD 90000 1year Nil
3. Number of completed research projects during last three years.
4. How does the institution motivate its teachers to take up research in education? (Mark
for positive response and X for negative response)
Teachers are given study leave
Teachers are provided with seed money
Adjustment in teaching schedule
Providing secretarial support and other facilities
Any other specify and indicate
(Pradhyapak Samman) Honors
5. Does the institution provide financial support to research scholars?
6. Number of research degrees awarded during the last 5 years.
a. Ph.D.
b. M.Phil.
7. Does the institution support student research projects (UG & PG)?
Yes No
Yes No
Yes No
26
13
N/A
40.00% 14
Yes No
13
8. Details of the Publications by the faculty (Last five years)
Yes √ No Number
International journals √
National journals – referred papers
Non referred papers √
Academic articles in reputed magazines/news
papers √
Books √
Any other (specify and indicate)
√
9. Are there awards, recognition, patents etc received by the faculty?
10. Number of papers presented by the faculty and students (during last five years):
Faculty Students
National seminars 70 12
International seminars 18 6
Any other academic forum (Workshop) 83 42
11. What types of instructional materials have been developed by the institution?
(Mark ` for yes and `X for No.)
Self-instructional materials
Print materials
Non-print materials (e.g. Teaching Aids/audio-visual, multimedia, etc.)
Digitalized (Computer aided instructional materials)
Question bank
Any other (specify and indicate)
Yes No
Number 01
14
12. Does the institution have a designated person for extension activities?
If yes, indicate the nature of the post.
Full-time Part-time Additional charge
13. Are there NSS and NCC programmes in the institution?
14. Are there any other outreach programmes provided by the institution?
15. Number of other curricular/co-curricular meets organized by other academic
agencies/NGOs on Campus
16. Does the institution provide consultancy services?
In case of paid consultancy what is the net amount generated during last three years.
17. Does the institution have networking/linkage with other institutions/ organizations?
Local level (DIET) √
State level (SCERT) √
National level (NCERT, NCTE, UGC,
NIOS, MHRD, AIATE)
√
International level --
Yes
No
Yes
No
Yes
No
04
N/A
Yes No
15
Criterion IV: Infrastructure and Learning Resources
1. Built-up Area (in sq. mts.)
2. Are the following laboratories been established as per NCTE Norms?
a) Methods lab Yes No
b) Psychology lab Yes No
c) Science Lab(s) Yes No
d) Education Technology lab Yes No
e) Computer lab Yes No
f) Workshop for preparing teaching aids Yes No
3. How many Computer terminals are available with the institution?
4. What is the Budget allotted for computers (purchase and maintenance) during the
previous academic year?
5. What is the Amount spent on maintenance of computer facilities during the previous
academic year?
6. What is the Amount spent on maintenance and upgrading of laboratory facilities
during the previous academic year?
4100
63
2,08,000.00
36,925.00
42,817.00
16
7. What is the Budget allocated for campus expansion (building) and upkeep for the
current academic session/financial year?
8. Has the institution developed computer-aided learning packages?
9. Total number of posts sanctioned
10. Total number of posts vacant
11. a. Number of regular and permanent teachers (Gender-wise)
Open Reserved*
M F M F
Instructor 01 -- -- --
Lecturer 05 12 6 2
Reader 02 01 -- --
Professor -- -- -- 01
Principal 01 -- -- --
b. Number of temporary/ad-hoc/part-time teachers (Gender-wise)
Yes No
Expansion done by the parental body
NIL
Nil
Teaching
ng Non Teaching
Teaching
ng Non Teaching
36
22
17
Open Reserved*
M F M F
Instructor -- -- -- --
Lecturer 02 02 01 --
Reader -- -- -- --
Professor -- -- -- --
Principal -- -- -- --
c. Number of teachers from Same state
Other states
12. Teacher student ratio (program-wise)
Programme Teacher student ratio
B. Ed. 1:8
M.Ed. 1:3
13. a. Non-teaching staff
b. Technical Assistants
14. Ratio of Teaching – non-teaching staff
35:22
03
Open
Open
Reserved*
M F M F
04 - 09 02
02 - 04
Reserved*
M F M F
01 - - -
- - - -
Permanent
ng Temporary
Permanent
ng Temporary
18
15. Amount spent on the salaries of teaching faculty during the previous academic session
(% of total expenditure)
16. Is there an advisory committee for the library?
17. Working hours of the Library
On working days
On holidays
During examinations
18. Does the library have an Open access facility
19. Total collection of the following in the library
a. Books
- Textbooks
- Reference books
b. Magazines
e. Journals subscribed
- Indian journals
- Foreign journals
f. Peer reviewed journals
g. Back volumes of journals
h. E-information resources
- Online journals/e-journals
- CDs/ DVDs
- Databases
- Video Cassettes
- Audio Cassettes
20. Mention the
Yes
No
8 hours
8 hours
Yes
No
47249
41594
5655
14
9
9
-
-
6000
60
-
-
364.47
12 hours
62.90%
-
0
Inflibnet
19
Total carpet area of the Library (in sq. mts.)
Seating capacity of the Reading room
21. Status of automation of Library
Yet to intimate
Partially automated
Fully automated
22. Which of the following services/facilities are provided in the library?
Circulation
Clipping
Bibliographic compilation
Reference
Information display and notification
Book Bank
Photocopying
Computer and Printer
Internet
Online access facility
Inter-library borrowing
Power back up
User orientation /information literacy
Any other (please specify and indicate)
23. Are students allowed to retain books for examinations?
24. Furnish information on the following
Average number of books issued/returned per day
Maximum number of days books are permitted to be retained
100
50
Yes
No
Full Session
15/Full Session
20
by students
by faculty
Maximum number of books permitted for issue
for students
for faculty
Average number of users who visited/consulted per month
Ratio of library books (excluding textbooks and book bank
Facility) to the number of students enrolled
25. What is the percentage of library budget in relation to total budget of the institution
26. Provide the number of books/ journals/ periodicals that have been added to the
library during the last three years and their cost.
(2012-2013) (2013-2014) (2014-2015)
Number Total cost
(in Rs.)
Number Total cost
(in Rs.)
Number Total cost
(in Rs.) Text books 730 48748
Other books 123 2600 54 620
Journals/
Periodicals 20 10555 21 60944 11 23204
Encyclopedia
7.07
12:1
1200
8
10
21
Criterion V: Student Support and Progression
1. Programme wise dropout rate for the last three batches
Programmes 2012-2013 2013-2014 2014-2015
B. Ed. 2.29 % 0.91% 5.50%
M.Ed. (Full
Time) 5.55% 2.85% 6.25%
2. Does the Institution have the tutor-ward/or any similar mentoring system?
If yes, how many students are under the care of a mentor/tutor?
3. Does the institution offer Remedial instruction?
4. Does the institution offer Bridge courses? (at Ph.D. Level)
5. Examination Results during past three years (provide year wise data)
2012-13 2013-14 2014-15
B.Ed. M.Ed. B.Ed. M.Ed. B.Ed. M.Ed.
Pass percentage 97.67 100 96.77 91.17 98.60 100
Number of first classes 151 30 136 31 202 30
Number of distinctions N/A N/A N/A N/A N/A N/A
Exemplary performances
(Gold Medal and university
ranks)
1 1 1 1 1 1
Yes
No
21
Yes
No
Yes No
22
6. Number of students who have passed competitive examinations during the last three
years (provide year wise data)
NET
SLET/SET
Any other (specify and indicate)
7. Mention the number of students who have received financial aid during the past three
years.
Financial Aid 2012-2013 2013-2014 2014-2015
Merit Scholarship
Merit-cum-means
scholarship
Fee concession
Loan facilities
SC /ST/ OBC Students 52 157 88
8. Is there a Health Centre available in the campus of the institution?
9. Does the institution provide Residential accommodation for:
Faculty
Non-teaching staff
10. Does the institution provide Hostel facility for its students?
If yes, number of students residing in hostels
Men
Women
Yes
No
Yes
No
55
65
I
02
Data Not Available
II III
Yes
No
Yes
No
23
11. Does the institution provide indoor and outdoor sports facilities?
Sports fields
Indoor sports facilities
Gymnasium
12. Availability of rest rooms for Women
13. Availability of rest rooms for men
14. Is there transport facility available?
15. Does the Institution obtain feedback from students on their campus experience?
16. Give information on the Cultural Events (Last year data) in which the institution
participated/organized.
Organized Participated
Yes No Number Yes No Number
Inter-collegiate - √ - - √ -
Inter-university
(International) - √ - √ - 01
National - √ - √ - 01
Any other
(specify and
indicate) - √ - - √ -
(Excluding college day celebration)
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes No
Yes No
24
17. Give details of the participation of students during the past year at the university, state,
regional, national and international sports meets.
Participation of students
(Numbers)
Outcome
(Medal achievers)
State (Inter College) 16 I rank
Regional - -
National - -
International - -
18. Does the institution have an active Alumni Association?
If yes, give the year of establishment
19. Does the institution have a Student Association/Council?
20. Does the institution regularly publish a college magazine?
21. Does the institution publish its updated prospectus annually?
22. Give the details on the progression of the students to employment/further study (Give
percentage) for last three years
Yes No
Yes √
No
Yes No
Yes No
2007
25
2012-2013
(%)
2013-2014
(%)
2014-2015
(%)
Higher studies 20
Teaching 58
23. Is there a placement cell in the institution?
If yes, how many students were employed through placement cell during the past three
years.
2012-13 2013-14 2014-15
- - 10
24. Does the institution provide the following guidance and counselling services to
students? Yes No
Academic guidance and Counseling
Personal Counseling
Career Counseling
Yes
No
26
Criterion VI: Governance and Leadership 1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any
other similar body/committee
2. Frequency of meetings of Academic and Administrative Bodies: (last year)
Governing Body/management Quarterly
Staff council N/A
IQAC/or any other similar body/committee Twice
Internal Administrative Bodies contributing to quality
improvement of the institutional processes. (mention
only for three most important bodies)
Academic council
Internal research committee
Internal quality assurance Cell
3. What are the Welfare Schemes available for the teaching and non-teaching staff of the
institution?
Loan facility
Medical assistance
Insurance
Other (specify and indicate)
4. Number of career development programmes made available for non-teaching staff
during the last three years
Yes
No
Yes
No
Yes No
Yes No
Yes
No
1 every year
27
5. Furnish the following details for the past three years
a. Number of teachers who have availed the Faculty Improvement Program of the
UGC/NCTE or any other recognized organization
b. Number of teachers who were sponsored for professional development programmes
by the institution
National
International
c. Number of faculty development programmes organized by the Institution:
d. Number of Seminars/ workshops/symposia on curricular development,
Teaching- learning, Assessment, etc. organized by the institution
e. Research development programmes attended by the faculty
f. Invited/endowment lectures at the institution
Any other area (specify the programme and indicate)
Special Talks
03
6
12
-
3
83
55
28
6. How does the institution monitor the performance of the teaching and non-teaching
staff?
a. Self-appraisal
b. Student assessment of faculty performance
c. Expert assessment of faculty performance
d. Combination of one or more of the above
e. Any other (specify and indicate)
(Day to day observation)
7. Are the faculty assigned additional administrative work?
If yes, give the number of hours spent by the faculty per week
8. Provide the income received under various heads of the account by the institution for
previous academic session
Grant-in-aid 58,48,905.00
Fees 61,73,387.00
Donation Nil
Self-funded courses Nil
Any other (Parental Body) 5,23,146.00
Yes No
Yes
No
Yes
No
Yes No
12 Hours
Yes No
Yes No
29
9. Expenditure statement (for last two years)
2013-2014 2014-2015
Total sanctioned Budget 100 100
% spent on the salary of faculty 66.00 75.45
% spent on the salary of non-teaching employees 24.97 20.68
% spent on books and journals 0.77 0.21
% spent on developmental activities (expansion of
building)
- -
% spent on telephone, electricity and water 3.31 2.89
% spent on maintenance of building, sports facilities,
hostels, residential complex and student
amenities, etc.
0.08 0.20
% spent on maintenance of equipment, teaching aids,
contingency etc.
4.18 2.14
% spent on research and scholarship (seminars,
conferences, faculty development programs, faculty
exchange, etc.)
0.06 0.15
% spent on travel 0.13 0.09
Any other
(Computer/Postage/Exam/Printing/Miscellaneous)
0.50 .50
Total expenditure incurred 7855813 10945512
10. Specify the institutions surplus/deficit budget during the last three years? (specify the
amount in the applicable boxes given below)
Surplus in Rs. Deficit in Rs.
2012-2013
2013-2014
2014-2015
11. Is there an internal financial audit mechanism?
8394454.50
2106843.50
523146.00
Yes
No
Audited Balance Sheet & Income & Expenditure A/c Receipt & Payment A/c, is
enclosed herewith
30
7. Is there an external financial audit mechanism?
13. ICT/Technology supported activities/units of the institution:
Administration
Finance
Student Records
Career Counselling
Aptitude Testing
Examinations/Evaluation/Assessment
Any other (specify and indicate)
(Teaching Learning)
14. Does the institution have an efficient internal co-ordinating and monitoring
mechanism?
15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-
teaching staff?
16. Are all the decisions taken by the institution during the last three years approved by a
competent authority?
Yes
No
Yes
No
Yes
No
Yes
No
Yes No
Yes
No
Yes
No
Yes
No
Yes
No
Yes
No
Yes No
31
17. Does the institution have the freedom and the resources to appoint and pay
temporary/ ad hoc / guest teaching staff?
18. Is a grievance redressal mechanism in vogue in the institution?
a) for teachers
b) for students
c) for non - teaching staff
19. Are there any ongoing legal disputes pertaining to the institution?
20. Has the institution adopted any mechanism/process for internal academic
audit/quality checks?
21. Is the institution sensitised to modern managerial concepts such as strategic planning,
teamwork, decision-making, computerisation and TQM?
Yes No
Yes
No
Yes
No
Yes No
32
Criterion VII: Innovative Practices
1. Does the institution have an established Internal Quality Assurance Mechanisms?
2. Do students participate in the Quality Enhancement of the Institution?
3. What is the percentage of the following student categories in the institution?
2015 – 16
M.Ed. B.Ed.
Category Men % Women % Men % Women %
A SC 5 0.14 0 0 28 0.11 12 0.35
B ST 1 0.02 0 0 10 0.04 04 0.11
C OBC 4 0.11 7 0.20 99 0.39 60 1.76
D Physically
challenged 0 0 0 0 01 0.004 0 0
E General
Category 3 0.08 12 0.35 15 0.06 20 0.58
F Rural 13 0.38 5 0.14 130 0.52 81 0.32
G Urban 2 0.05 14 0.41 24 0.09 15 0.06
H Any other
(SBC) 2 0.05 0 0 01 0.004 0 0
4. What is the percentage of the staff in the following category?
Category Teaching
staff %
Non-teaching
staff %
a SC 02 5.71 01 2.86
b ST 00 0.00 00 0.00
c OBC 07 20.00 15 42.86
d Women 17 48.57 02 5.71
e Physically challenged 01 2.86 00 0.00
f General Category 25 71.43 04 11.43
g Any other
( specify)
-- -- -- --
Yes
No
Yes
No
33
5. What is the percentage incremental academic growth of the students for the last two
batches?
Category At Admission On completion of the course
2013-2014 2014-2015 2013-2014 2014-2015
M.Ed. B.Ed. M.Ed. B.Ed. M.Ed. B.Ed. M.Ed. B.Ed.
SC 4 34 5 35 4 32 4 34
ST 4 17 5 18 4 17 5 12
OBC 9 134 11 135 9 128 10 130
Physically challenged 1
General Category 17 32 10 28 13 32 10 28
Rural 12 168 13 167 10 162 11 158
Urban 23 51 19 51 21 48 19 49
Any other
( SBC)
1 2 1 2 1 1 1 2
34
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
discussion, 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.
Place: Sardarshahr Signature of the Head of the
Institution With seal
Date:31-03-2016
35
Buniyadi Shikshak Prashikshan Mahavidyalya
Gandhi Vidya Mandir, Sardarshahr,
Dist. Churu – 331401 (Raj.)
SELF APPRAISAL REPORT
THE EXECUTIVE SUMMARY
Gandhi Vidya Mandir (GVM) the parental organisation of Buniyadi
Shikshak Prashikshan Mahavidyalya, was established by late Sh. Shri
Ramsaranji Maharaj (earlier known as Sh. Kanhaiyalal Dugar) on October 2,
1950 in 1190 acre area.
It was the vision of late Swamiji as an embodiment of universal
humanism, who with the blood and sweat of many devoted social workers,
philanthropists, students and staff, created this epitome of emulative
excellence in human endeavour as Buniyadi Shikshak Prashikshan
Mahavidyalya. It was founded on Aug. 9, 1953, initially offering TTC (Teacher
Training Courses), as that time. In 1954, Basic STC was replaced with new
course. The degree course (B.Ed.) was started in 1956, M.Ed. in 1960 and the
facility for Ph.D. was added in 1968.
In 1993, additional responsibility was entrusted and Institute of
Advanced Studies in Education (IASE) came into existence, under the centrally
sponsored scheme of restructuring and reorganization of teacher education.
Science 20th February, 2008 IASE has been converted into CTE which cater to
the training requirement of three districts of Rajasthan, namely Nagaur, Churu
and Siker to improve the quality of teaching at secondary levels, through
specific courses designed for training of in-service teachers.
36
The institution is approved by NCTE for providing teacher education
programme such as B.Ed., and M.Ed. with intake capacity of 250 and 50
respectively. The institute enjoys the status of College of Teacher Education
(CTE).
The building of the institution is a lively example of good architecture.
The campus of the institution is beautified with lush green lawns (Sharmdan
Udhayan, widespread garden sprawled in approximately. bigha s, comprising of the 3 fountains, and a natural hilly sites), flower beds and
pleasing plantation. It is spread over a land of 5 acres with another additional
attachment of 2612 Sq. Meters of built up constructed area located in the
overall campus. The institution has an excellent infrastructure including
spacious classrooms which are also well equipped with Projector, OHP, Smart
Boards etc., stacked library, public address system equipped spacious
multipurpose hall with a capacity of 300 students, modern well equipped
laboratories, conference room, EDUSAT room, modern computer lab,
auditorium (Ram Manch), physical room, Gymnasium, comfortable staff room,
common room for girls, indoor and outdoor games facility, canteen, drinking
water, uninterrupted power supply, internet, fax, photocopier, phone etc.
The institution has the prime objective of imparting quality training to
prospective teachers who are expected to cater to the educational needs of all
the stakeholders. The difference is felt owing to conducive environment to
teaching, learning, research and innovation, liberty to teacher and student-
teachers for their maximum potential actualization with novel, ICT and value
imbibed academic practices.
The institute has a duly elected college management committee which
looks after the institute. Institute also has different committees of staff
members to look after daily affairs and maintain the conducive environment
for teaching and learning. The focus of the institute is at creating and
sustaining the environment, where prospective teachers can develop an
aptitude for teaching, scientific and humanistic attitude, sprit of services to
the society and all the essentials of teaching learning skills. This is being done
37
here under dynamic leadership of Management, Principal and committed
faculty.
The institute encourages and sponsors the teachers as well as student
teachers for participation in professional development programs, seminar,
conference, workshop and Inters College/University competitions of academic
and co-curricular activities.
The institute makes use of the practices in teaching learning in
collaboration with practice teaching schools, lab schools, academic members,
educationists, education department, alumni, and parents of student teachers
and persons of eminence from different local administrative bodies. These are
involved in positive social interaction through various prominent institutional
curricular, co-curricular and extension activities.
Some innovative practices such as adoption of 25 village schools for
educational empowerment and guidance, Apana Parivar, On demand Internal
assessment, Rural Educational Awareness Programme, Regular Co-curricular
Activities, Work Experience paper at M.Ed. Level. Entrance test for Ph.D.
admission since 2006, weightage to National Thrust Issues such as Value
Education, Gandhian Philosophy, Geeta Drashan deserve special mention.
It is a matter of extreme pleasure and pride to mention that this
Institute has proved its mettle in the field of education in more than one way
from time to time. Of late, the academic staff of this institute prepared the
curriculum to be introduced for B.Ed., Shiksha Shastri and M.Ed. courses for
the academic session 2015-17.
The institute stands out as unique college of teacher education for its
distinct emphasis on imparting the sound theoretical knowledge of
curriculum subjects, teaching and training methods, including practical
exposure to actual teaching with a humanistic touch to groom the student
teacher to become both effective teacher and exemplary persons. Thus, the
thrust is on carving out and drawing out the best from the pupil teachers who
would contribute in shaping the future of the mankind, thus benefiting to the
State in particular and to the Globe in general.
38
Criterion I: Curricular Aspect
1.1 Curricular Design and Development
1.1.1 State the objectives of the institution and the major considerations
addressed by them? (Intellectual, Academic, Training, Access to the
Disadvantaged, Equity, Self development, Community and National
Development, Issue of ecology and environment, Value Orientation,
Employment, Global trends and demands, etc.)
VISION-
(In the Words of Swami Shri Shriram Sharan Ji Maharaj, Founder of
Gandhi Vidya Mandir) Gandhi Vidya Mandir means a Comprehensive seat of Education making realise humanitarianism, to all human beings. If I explain in detail Gandhi Vidya is Gandhi Education which interprets the type of life style,
despite various diversities of ideas, circumstances and abilities which are
useful and beneficial for all. It provides social security in the form of unified
love (affection affinity) which may help to save the human society from going
astray by imparting quality education in various streams. It comprises of
gramsudhar (village reformation), preparation of teachers for rural areas,
character building, prohibition of drugs abuses, innocence, public service such
as Health care, wishing welfare to all. Malice towards none good towards every one .
I have addressed it by Gandhi Education and its big body itself is its Mandir (Holy place).
39
MISSION- Don t Desire be Committed. 1. To impart teacher education to meet emerging needs and challenges of
the society and the Nation.
2. To actualise such teacher education that can create conducive
atmosphere for teaching and learning etc.
3. To stress on the holistic development of teacher, bringing out their
cognitive, affective and psycho motor skills to the best.
4. To impart such training based on value orientation that can observe the
universal standard etc.
5. To prepare such teachers that can fulfil the local and national aspiration
such as rural development, character building, drug deaddiction, public
service, health care, disaster management and rudimentary needs.
Objectives -
1. To prepare such thoughtful teachers who are devoted to Nation, Culture
and society.
2. To prepare such teachers that are value oriented and having sound
character.
3. To cultivate the feeling of social cohesion and harmony among the pupil
teachers.
4. To prepare such teachers that are devoted to education and future
building.
5. To train such pupil teachers who are devoted to educational research
innovations.
6. To prepare such teachers that can help spread out rural education.
40
7. To prepare such teacher educators that can prepare the teachers to
realise the above mentioned objectives.
1.1.2. Specify the various steps in the curricular development processes.
(Need assessment, development of information database pertaining to
the feedback from faculty, students, alumni, employers and academic
experts, and formalizing the decisions in statutory academic bodies).
The need of the curriculum is assessed through the feedback of
students, faculty members, Head of practice teaching schools, In-service
teachers, alumni, employers, academic peers, global trends,
seminars/workshops recommendations, local needs and guidelines issued by
NCTE, NCERT, UGC and State Govt.. The eminent educationists are also
consulted. Thus the needs assessed and aspirations reflected by all the stake
holders are recommended to Board of Studies for inclusion in the curriculum.
1.1.3. How are the global trends in teacher education reflected in the
curriculum and existing course modified to meet the emerging needs?
The role of teacher educators and pupil teachers have been redefined
keeping in view the global trends and emerging needs of the school children. A
balanced blending of traditional methodology with ICT and new technology is
being done. The student-teachers are trained to become independent, creative
skilful and capable enough to face the world. The curriculum has been
modified to meet the emerging trends and needs of the modern society. The
Environmental Education and Value Education are included at B.Ed. and M.Ed.
level. Educational Aspects of Geeta Philosophy and Gandhian Thoughts of
Education are made as a special paper in the B.Ed. curriculum. Globalization of
41
Education, Human rights, National Security, RTE Act. 2009, Disaster
Management and Child Rights, Yoga, ICT, Prayer etc. like emerging issues are
also included in the curriculum as per NCTE Guideline issued in December
2014 .
1.1.4. How does the institution ensure that the curriculum bears some thrust
on national issues like Environment, value education and ICT?
The curriculum bears thrust on National issues by way of
incorporating Value Education, Right to Education, Human Rights, Child
Rights, Secularism, Environment, ICT, National Security, Non-Violence,
Population Explosion etc.
There are compulsory and optional papers concerning National
issues in B.Ed. and M.Ed. Courses. The main subjects of B.Ed. and M.Ed.
courses which focus these issues are as follows-
Computer Education
The computer Education is a compulsory paper for B.Ed. and M.Ed.
Students & Methodology of Teaching-Computer science is an optional
teaching subject at B.Ed. level.
Value Education, Gandhian and Geeta Philosophy
Special paper on Value Education, Gandhian and Geeta Philosophy is
included in the curriculum on the recommendation of seminar/workshop
organized by the institute.
Apart from the above, Right to Education, Human rights, Child Rights,
Secularism, National Security, Non-Violence & Population Education are
included in the curriculum.
42
1.1.5. Does the institution make use of ICT for curricular planning? If yes give
details.
Yes, the institute makes use of ICT for curriculum planning. Information
regarding current issues is downloaded from the internet. Guidelines of
competent authority like NCTE, NCERT, UGC etc. are also downloaded. The
website of the institute has an option for feedback on curricula. Students,
alumni, academic peers, educationist are interacted to give their suggestions
on the website.
1.2 Academic Flexibility
1.2.1. How does the institution attempt to provide experiences to the
students so that teaching becomes reflective practice?
The institute provides wide varieties of learning situations to the
students - teachers according to the needs and requirements of the
curriculum. All the necessary steps have been taken by the institution for
better implementation of the curricular activities.
The student teachers are motivated to make use of ICT in their lesson
plan, practice teaching and use of computer for power point presentation. The
Institute provides a platform to all student-teachers to participate in various
sports, literary, cultural, Sharmdan and community service practice such as
Plus Polio Abhiyan, Blood Donation, community work etc .
The Institute conducts Micro-Teaching, Demonstration Lesson,
Workshop for use of teaching aids, Open Air Session, Practicum, Sessional
Work and Rural Awareness Camp (Svachhata Abhiyaan, Literacy Campaign,
Plantation, etc.) for B.Ed. students. Work Experience, Practicum, Rural
Awareness Camp , Mobilization of money and means for the victims, Seminars
43
and Sessional Work for M.Ed. Students. Seminar and Work-Shop for Ph.D.
Scholars.
These entire programmes add sufficient experiences to the students so
that teaching becomes more reflective practice.
1.2.2. How does the institution provide for adequate flexibility and scope in
the operational curriculum for providing varied learning experiences
to the student both in the campus and in the field?
The institute provides varied learning experiences to the students both
in campus and in the field. There is adequate flexibility for students to choose
specialization as optional paper, sessional work and co-curriculum activities.
1.2.3. What value added courses have been introduced by the institution
during the last three years?
Institute has introduced various value added programmes/activities for
the students. Students are trained in Power Point Presentation, OAS, various
programmes like Yoga, Co-Curricular Activities, Daily Prathana Sabha and Weekly Sarva Dharm Prathana Sabha for Gandhi Vidya Mandir family are organized for incultation of life values of the students. To provide different
activities related to social and community responsibility (e.g. community
work) specially Rural awareness camp, social survey and work experience
programmes are organized regularly by the institute. Apart from Value
Education, Computer Education, Gandhian Thoughts of Education, Computer
Science as a teaching subject, Chetna Vikesh Mulya Shiksha (CVMS) and
Educational Aspects of Geeta Philosophy are integrated in the curriculum.
44
1.2.4. How does the institution ensure the inclusion of the following aspects
in the curriculum?
1 Interdisciplinary/Multidisciplinary
2 Multi skill development
3 Inclusive education
4 Practice Teaching
5 School experience/internship
6 Work experience/SUPW
Interdisciplinary/Multidisciplinary
The curricula of M.Ed. and B.Ed. classes have
Interdisciplinary/Multidisciplinary approaches. There are various fields of
specializations in M.Ed. and B.Ed. courses covering Psychology, Philosophy,
Sociology, Technology, etc.
Institute also provides inter disciplinary research facility for Ph.D.
Scholars. A student of Physical Education, Psychology, Philosophy and Library
Science can be registered for Ph.D. in Education.
Multi Skill Development
Institute regularly organizes various programmes for development of
Multi-skills in students and are motivated to participate in these programmes.
There is a provision for regular co-curricular activities like Literary, Cultural,
Sharmdan, Library and Sports in the time table for the holistic development of
personality. It also provides a platform to each student to perform his/her
talent in desired activity. Institute also conducts Daily Prarthana Sabha in
which students are motivated to participate for News Reading, Prerak Prasang
45
(Motivational anecdotes), Anmol Vachan (Thought for the day) and General
Knowledge Questions. Institute organizes a ten days Rural Educational
Awareness programme in which, Training for School Management, Social
Responsibilities, Community Participation and Social Work are given to every
students.
There is a provision for work experience and practicum (field work) for
B.Ed. and M.Ed. Students, which provides real classroom experience. Students
are also trained to organize social , educational and community events.
Students of B.Ed. and M.Ed. are trained to organize an educational
exhibition every year at which teaching models are displayed related to upper
primary and secondary classes syllabus.
Inclusive Education
At present, stress is given on the inclusive education in the curriculum.
Practice Teaching
As a part of preparation to actual teaching practice in schools,
Microteaching, Demonstration lesson and Expert Lectures related to practice
teaching are organized by the institute. Lesson planning is considered an
important part in preparation for teaching practice. Before the real practice
teaching, the college organize confidence building programme such
pedagogical content analysis, lesson planning, developing core teaching skills
through micro teaching under simulated conditions, observation of
demonstration lesson given by the faculty members or subject experts. Every
student has to teach 40 practice lessons in the school 20 lessons in each
teaching subjects. All the lessons are supervised and checked by faculty
46
members. Since session 2015-16 third semester there would be Six month
Internship for pupil teachers to hone their practical skills as teachers.
School Experience
Institute provides both practical and theoretical experience of school
management. In theory paper student teachers are given conceptual
knowledge about the management of school problems, library organization,
school building, time- table, human resources etc.. At the time of practice
teaching pupil teachers are provided a real classroom experience. Pupil
Teachers are also exposed to a village school experience through Rural
Educational Awareness Programme organized for 10 days in each session. In
this programme pupil teachers organize all the activities of the school with the
help of school staff. Since session 2015-16 third semester there would be Six
month Internship for pupil teachers to hone their practical skills as teachers.
Work Experience /SUPW
Work Experience is the core part of the curriculum of M.Ed. It provides
different types of school experiences to pupil teachers. Practice teaching,
Practicum, Skill of organizing Rural Educational Awareness Camp, Educational
Rallies, Co-Curricular activities, Environmental Projects, Celebration of
National and International days, festivals, Jayanti (Birthday) and Parva etc.
are the major programmes to provide different types of experiences to pupil
teachers. The students will stand benefitted with real class room teaching,
administrative set-up, examination process, ICT training, A/V teaching,
conversion of waste material into useful products (Teaching Aids).
47
1.3 Feedback on Curriculum
1.3.1. How does the institution encourage feedback and communication from
the Students, Alumni, Employers, Community Academic peers and
other stakeholders with reference to the curriculum?
Institute gets feedback on curriculum from Students, Alumni,
Employees and Head of Practice Teaching Schools. Feedback format is
provided by the institute to Students, Alumni, Employees and Head of Practice
Teaching Schools. There is a provision for feedback on the website of the
Institute. Student, Alumni, Academic peers, Community may give their
suggestions and feedback for curriculum. Seminars/Workshops are also
organized for introducing new trends/issues in the curriculum.
1.3.2. Is there a mechanism for analysis and use of the outcome from the
feedback to review and identify areas for improvement and the
changes to be brought in the curriculum? If yes give details on the
same
Yes, a feedback review and curriculum improvement committee have
been constituted to gather feedback from different sources. The committee
along with faculty members makes recommendation to Board of Studies of the
University for improvement in the curriculum.
1.3.3. What are the contributions of the institution to curriculum
development?
7 faculty members of this institute are on the Board of Studies,
Academic Council and Board of Management of the University. Institute also
48
has an internal academic council which gives suggestion for Curriculum
Improvement from time to time.
1.4 Curriculum Update
1.4.1. Which courses have undergone a major curriculum revision during the
last five years? How did these changes contribute to quality
improvement and student satisfaction? (Provide details of only the
major changes in the content that have been made).
B.Ed., M.Ed. and Ph.D. curriculum have undergone major revision during
the last five years. The following are the major changes made in the
curriculum for qualitative improvement and student satisfaction-
Introducing new optional/compulsory papers. (such as Value Education,
Gandhian Thoughts of Education, Educational Aspects of Geeta Philosophy,
Work Experience and Methodology of Computer Science Teaching.
Weightage is given to students attendance and participation in co-
curricular activities while evaluating the performance of the pupil teachers.
National and International issues like Right to Education, Human Rights,
Child Rights, Population Education, National Security etc. are also added to
Curriculum as per NCTE guidelines issued in December 2014.
Bridge course is introduced at Ph.D. level.
1.4.2. What are the strategies adopted by the institution for curriculum
revision & update?
Institute collects feedback from Students, Alumni, Employees, Academic
Peers, Head of Practice Teaching Schools and this is recommended to the
Board of Studies of the University. Institute also considers the
49
recommendations of Seminars/Workshops in improvement, revision and
updating the curriculum.
1.5 Best Practices in curricular Aspects
1.5.1. What are the quality sustenance and quality enhancement measures
undertaken by the institution during the last five year in curricular
aspects?
The following are the quality sustenance and quality enchantment
measures under taken by the institution during the last five years in the
curriculum -
Continuous and Comprehensive Evaluation
Students are motivated to participate in National Seminars
Daily Prayer
Students are motivated to make use of ICT
Remedial Classes
General Knowledge Question in Assembly
Practicum
Open Air Session
Rural Educational Awareness programme
Organization of Educational Exhibition
Weightage is given to Students Attendance and Participation in Co-
Curricular activities while assessing students.
Organizing workshops for Ph.D. Scholars
Apana Parivar
50
Work Experience paper for M.Ed.
Thrust is given on national issues like Value Education, Computer
Education, National Security, Child Right, RTE, Human Right and
Environment Education etc.
1.5.2. What innovations/best practices in curricular aspect have been
planned/ implemented by the institution?
The following innovations/best practices have been implemented by the
institution
Computer Education is compulsory for all B.Ed. and M.Ed. students.
Environmental Education is compulsory at all levels of education.
Work Experience paper has been introduced at M.Ed. level to provide real
experience to students.
Participation in Co-Curricular activities is compulsory for all students.
Knowledge of Science Practicals is made compulsory for all B.Ed.
students.
Training for use of audio visual teaching aids is compulsory for all B.Ed.
Students.
Apana Parivar (Tutor ward System) System.
Rural Educational Awareness Camp. (Block Teaching a real experience
with schools and society)
Continuous and Comprehensive Evaluation.
On Demand Internal Assessment.
Entrance test for Ph.D. registration.
Compulsory Bridge course for Ph.D. scholars before registration.
Organization of regular workshops for Ph.D. scholars.
51
Open Air Session (OAS).
Remedial Classes
Additional Information to be provided by Institutions opting for Re-
accreditation / Re-assessment
1. What are the main evaluative observations/suggestions made in the first
assessment report with reference to Curricular aspects and how have
they been acted upon?
N/A
2. What are the major quality sustenance and enhancement measures
undertaken by the institution since the previous assessment and
accreditation.
N/A
52
Criterion II: Teaching-Learning and Evaluation
2.1 Admission Process and student Profile
2.1.1. Give details of the admission processes and admission policy (criteria
for admission, adherence to the decisions of the regulatory bodies,
equity, access, transparency, etc.) of the institution?
As per the policy of the State Govt. of Rajasthan, B.Ed. and M.Ed.
students are selected through the State level common entrance test and
admitted through online Counseling conducted by State Govt. agency. For
Ph.D. (Education) a national level common entrance test is conducted by the
university as per UGC norms.
2.1.2. How are the programmes advertised? What information is provided to
prospective students about the programme through the advertisement
and prospectus or other similar material of the institution?
As per state Govt. policy admission to B.Ed. and M.Ed. courses are
made through the State level common entrance test. For Ph.D. a National level
Entrance test is conducted by the University as per norms of UGC. Prospectus
and other information are used to provide information to the prospective
students about the program. The Institute website is also available.
2.1.3. How does the institution monitor admission decisions to ensure that
the determined admission criteria are equitably applied to all
applicants?
Admission to B.Ed. and M.Ed. courses are made through the entrance
test conducted by state Govt. For Ph.D. University conducts entrance test and
53
prepare a merit list of the successful candidates and this is displayed on the
notice board and website of the university. All successful candidates are
informed through registered letters, as well.
2.1.4. Specify the strategies if any, adopted by the institution to retain the
diverse student population admitted to the institution?
Admission to B.Ed. and M.Ed. Courses are done by the state government
through common entrance test. For Ph.D. a national level entrance test is
conducted by university and reservation is provided to SC/ST/OBC and other
candidates as per reservation policy of Govt.
2.1.5. Is there a provision for assessing student`s knowledge/need and skill
before the commencement of teaching programmes? If yes give details
on the same.
Student of B.Ed. and M.Ed. are admitted through common entrance test
conducted by state govt. For Ph.D. registration a course work is compulsory
for all selected candidates. After completion of the course work a performance
test is conducted to assess the student s knowledge. A candidate is required to
obtain at least ……% marks in the test for Ph.D. registration.
2.2 Catering to diverse Needs
2.2.1. Describe how the institution works towards creating an overall
environment conducive to learning and development of the students?
54
Institute daily organizes Prathana Sabha in the beginning of the college
at which National Anthem, Prerak Prasang, Aahavan Geet, News and G.K.
Questions etc. are presented by the students. Institute also conducts co-
curricular activities like Sports, Cultural Programme, Shramdan and Literary
Activities regularly. Institute organizes Apana Parivar programme every
Saturday for students, in which students in small group with a faculty member
as in-charge are encouraged to share their personal and educational
problems. Students are also motivated to use library and ICT facilities. Open
Air Session, Rural Educational Awareness Camp, Participation of Students in
Seminars, Celebration of Jayanti, Festival and Important National and
International days, are some of the programme organized to create overall
healthy environment.
2.2.2. How does the institution cater to the diverse learning needs of the
students?
Institute organizes daily Prayer Session in which National Anthem,
Prerak Prasang, Aahavan Geet, News & Anmol vachan are presented by the
students. Institute also organizes co-curricular activities like Sports, Cultural
Programme, Shramdam & Literary Programmes regularly. Institute organizes
Apana Parivar Programme every Saturday for students in which students are
divided into small group with the faculty member and students are
encouraged to share their personal and educational problems with the faculty
member. The Students are also motivated to use library & ICT facilities of the
institute. Institute also organizes Open Air Session, Diagnostic test, Remedial
classes, Seminars, Celebration of Festival and Important National and
International days.
55
2.2.3. What are the activities envisioned in the curriculum for the student
teachers to understand the role of diversity and equity in teaching
learning process?
There are several activities envisioned in the curriculum for pupil teachers to
understand the role of diversity and equity in teaching learning process.
One compulsory regular period for co-curricular activities
Library is kept open on all working days.
Organization of practicum work for B.Ed. students in which use of audio-
visual aids, administration of psychological tests and science practicals
are compulsory for each student.
Students are motivated to use INTERNET.
Organization of Micro Teaching, Work Experience, Sessional Work, Open
Air Session. Rural Educational Awareness Camps and Experience of
School Administration.
Organization of community services/works like participation of students
in Puls Polio & National Disaster Management Programmes.
Organization of Seminar and Workshops.
Organization of Special Lectures for students by senior faculty members
and external experts.
Personal guidance for lesson planning.
Remedial classes through Apana Parivar and Open Air Session
Programme.
2.2.4. How does the institution ensure that the teacher educator is
knowledgably and sensitive to cater to the diverse students needs?
56
The institute organizes Apana Parivar Programme in which faculty
members motivate students to discuss their personal or educational problems
and needs. Their problems are tried to be solved by faculty members at its
own level first and then through the principal and management if required.
The teachers conduct every month a class test to know the difficulties and
needs of students. Students Educational Needs are fulfilled by the institute.
Faculty members are well qualified and knowledgeable according to NCTE
norms to fulfil the needs of students. The principal and other senior faculty
members observe class rooms and day to day activity from time to time to
ensure teacher educators impart knowledge satisfactorily.
2.2.5. What are the various practices that help student teachers develop
knowledge and skills related to diversity and inclusion and apply them
effectively in classroom situations?
The following activities are organized to help pupil teachers to develop
knowledge and skill related to diversity-
Participation of M.Ed. & B.Ed. students in the seminar.
Workshops for Ph.D. Scholars
Micro & Demonstration lessons for B.Ed. students
Observation of lesson plan by peer students
Rural Educational Awareness Camps.
Various methods of teaching by using teaching aids.
Knowledge of educational Psychology (Practical and theory)
57
2.3 Teaching –Learning process
2.3.1. How does the institution engage students in active learning ? Use of learning resources such as library, web site, focus group, individual
projects, simulation, peer teaching, role-playing, internships,
practicum, etc.)
Teaching- learning Process.
Institute organizes following activities for students for active learning.
One regular period to library.
Library is kept open during all working hours of the institute.
Special training is imparted to B.Ed. students for handling audio-visual
equipment.
Environmental projects are compulsory for B.Ed. Students.
INTERNET facility is available for all students and faculty members.
Knowledge of Science Practical is made compulsory for all B.Ed.
Students.
Work Experience paper has been introduced to provide real class room
experience at M.Ed. level.
Regular Workshops are organized for Ph.D. scholars.
Training for administration of psychological tests.
Workshops for preparing teaching learning materials are organized for
B.Ed. students.
Opportunities for participation in National seminars are provided to
M.Ed. and Ph.D. scholars.
Rural Educational Awareness Camps are organized to provide social and
real classroom experiences to students.
58
Literary activities are frequently organized to motivate the students for
active learning.
Every year Educational Exhibition is organized in which students exhibit
their self-made working and non-working teaching aids for teaching in
practicing schools for students.
Apana parivar and open air session are the programmes in which
students are motivated to present their personal and educational
problems.
Students present Anmol Vachan, Prerak Prasang and G.K. Questions in
morning assembly regularly.
Opportunity is provided to the students in the classroom for group
discussion.
2.3.2. How is `learning` made student – centered? Give a list of the
participatory learning activities adopted by the institution and those,
which contributed to self management of knowledge, and skill
development by the students?
The following activities are organized to make learning as student centric.
Micro Teaching
Observation of Demonstration Lessons taught by subject experts.
Observation of lessons taught by peer students.
Participation in Workshop organized for Ph.D. students.
Participation of students in seminars.
Environmental Projects.
Yoga Camps.
59
Regular Yoga Classes
Social participate through work experience (Plus Polio, Blood Donation
etc)
Practicum Work (Science, Educational Technology, Psychology, Different
methodology of Teaching).
Work Experience.
Use of INTERNET
Active participation in Co-Curricular Activities.
Participation in Educational Exhibition and Rural Educational Awareness
Camps.
Open air session
The students will be trained to operate all these activities in their lab
schools as well.
2.3.3. What are the instructional approaches and experiences provided for
ensuring effective learning? Detail any innovative approach/method
developed/used.
The following teaching strategies are used for ensuring effective
learning-
Seminar
Group Discussion Method
Workshop
Team Teaching
Computer Assisted Instruction
Hardware Approach
60
Software Approach
Demonstration cum Practical Method.
Project and Problem Solving Method.
Demonstration Method.
2.3.4. Does the institution have a provision for additional training in models
of teaching? If yes, provide detail on the models of teaching and
number of lesion given by each student.
Yes, M.Ed. and B.Ed. students are provided special training in Inquiry
Training & Concept Attainment Models of Teaching.
2.3.5. Does the student teacher use micro teaching technique for developing
teaching skills? If yes, list the skill practiced and number of lesson
given by each student per skill.
Yes, it is compulsory for B.Ed. students to teach at least five micro
teaching lessons in each teaching subject by making use of five teaching skills.
The following are the skills commonly used by the students during micro
teaching-
Skill to Introduce
Skill to Question
Black Board Writing Skill
Reinforcement Skill
Demonstration Skill
Explanation Skill
Stimulus Variation Skill
Reading Skill.
61
Evaluation Skill.
2.3.6. Detail the process of practice teaching in schools. (Lessons a student
gives per day, lessons observed by the teacher educators, peers/school
teachers, feedback mechanism, monitoring mechanisms of lesson
plans, etc.)
For preparation of real teaching practice in schools, micro teaching,
expert lectures related to lesson planning and demonstration lessons are
organized. Lesson planning is considered an important part in the preparation
of teaching practice. Faculty members take good care of training students in
lesson planning too. Before the students are sent to schools for practice
teaching, the institute organizes capacity building programmes such as
pedagogical content analysis, lesson planning, developing core teaching skills
through micro teaching under simulated conditions, observation of
demonstration lessons etc. Every student has to teach 40 practice lessons in
schools, 20 lessons in each teaching subject. Students have to teach only one
lesson per day. All the lessons are supervised and checked by the faculty
members and the feedback is given to students to improve their daily
teaching. Peer pupil teacher and school teachers also observe lessons
sometimes in the class and give formal feedback to the pupil teachers.
One lesson per pupil teacher everyday
Every lesson plan is choked and approved by subject teacher before
delivering in school.
Every lesson is observed by at least one teacher educator
10 lesson are observed by every pupil teacher.
Written Feedback is given after observation at the end of Lesson.
62
Every pupil teacher 40 practice lesson in school, 20 lesson in each teaching
subject.
2.3.7. Describe the process of Block Teaching/Internship of students in
vogue.
Institute organizes 10 days block teaching programmes every year for
B.Ed. students. This programme is named as Rural Educational Awareness
Camp . Institute engages nearby village schools for this programme. Students
themselves conduct all the activities of the school including Administration
and academic activities. They also conduct pilot study, educational survey,
exhibition and co-curricular activities in the village. They also organize
community work & social awareness activities such as Literacy Awareness,
Women Empowerment, Child Rights, Right to Education and Human Rights,
Health awareness camps etc.
2.3.8. Are the practice teaching sessions/plans developed in partnership,
cooperatively involving the school staff and mentor teacher? If yes give
details on the same
Yes, teaching practice plans are developed with co-operation of school
teachers. During meeting with school heads, the educational needs of the
schools and the policy directions are communicated. School teachers are
oriented about guiding and assessing student performances.
2.3.9. How do you prepare the student teacher for managing the diverse
learning needs of student school?
63
The institute organizes the following activities for managing the diverse
learning needs of students in schools-
Remedial classes during block teaching.
Organization of Co-Curricular Activities by the pupil teacher.
Training provides for Administration of Psychological Tests to pupil
teachers.
Training is provided to prepare Diagnostic Tests.
Special training is provided to use sophisticated A/V aids and secondary
level science practical.
Training is provided to prepare self instructional materials.
2.3.10. What are the major initiatives for encouraging student teacher to
use/adopt technology in practice teaching?
Institute encourages student teachers to use/adopt technology in
practice teaching by following major activities-
Training is provided to use audio-visual aids.
Workshop is organized to prepare teaching-learning material.
Educational exhibitions are organized every year.
Weight-age is given to make use of teaching aid in internal assessment.
Training for use of Computer and INTERNET facility.
2.4 Teacher Quality
2.4.1. Are the practice teaching sessions/plans developed in partnership,
cooperatively involving the school staff and mentor teacher? If yes give
details on the same.
64
Yes, teaching practice plans are developed with co-operation of
schools teachers. At meetings with school heads the educational needs of the
schools and the policy directions are communicated. School teachers are also
oriented about guiding and assessing student performance.
2.4.2. What is the ratio of student teacher to identified practice teaching
schools? Give details on what basis the decision has been taken?
Earlier the average ratio was 1:25 but since the session 2015-16 the
average ratio is 1:10. The decision of allotment of practice teaching school to
student teachers is based upon the following facts:
The total number of classes/sections in practice teaching school
available for teaching practice.
Distance of the practice teaching school from the institute.
Availability of school subjects
School co-operation.
The infrastructure, class rooms & other physical facilities available in the
practice teaching schools.
Availability of transport facility.
The attitude of head & school staff towards practice teaching.
Tries to select new village schools every year.
2.4.3. Describe the mechanism of giving feedback to the student and how it is
used for performance improvement?
Practice Teaching
65
Feed back is given manually. During micro teaching session the teacher
educator and the peers provide feedback about the lesson taught by the
student teacher. During the practice teaching session, mentor teacher, head of
practice teaching schools, peers group and school teacher give formal and
informal feedbacks. The feedback mechanism cycle is Plan – Teaching –
Feedback – Modification in Planning – Reteach – Feedback - Confirmation. The
subject teacher guides the student teacher about what to observe, how to
observe and how to get feedback from their peers.
Theory
The test is conducted from time to time to asses the student teachers
and then the feedback is given to him by the faculty members. The subject
teacher guides the pupil teacher according to their answers to improve their
further performance.
Personality Development
Institute conduct Literary, Cultural, Sports and Shramdhan Co-
Curricular Activities regularly and faculty members give their feedbacks on
the performance of the students during these activities.
2.4.4. How does the institution ensure that the student teacher are updated
on the policy directions and educational needs of the schools?
The principal of the institution involves teacher educators, school heads
and school teachers to ensure that the student teachers are updated on the
policy directions and educational needs of the schools. The principal of the
institute facilitates the faculty members by arranging a prior meeting of heads
66
of practice teaching schools. The principal of the institute comes to know all
the important polices of practice teaching school through discussion with the
head and faculty members and makes it clear to all the student teachers.
The teacher educator supervises their daily lesson plan. The feedback
received from the head and school staff is communicated to all student
teachers.
The institute includes new policy directions/issues given by
NCTE/UGC/State Govt. in the curriculum to update its students. (e.g. RTE
2009, Disaster Management, Environmental Education, National Security,
Yoga, Peace and Harmony etc.) Yoga, peace and harmony have been included
in the curriculum as per the guidelines issued by NCTE in December 2014.
The institute ensures the student teacher is updated on the policy
directions through curriculum and special talks about govt. policies.
2.4.5. How do the student and faculty keep pace with the recent development
in the school subjects and teaching methodologies?
The faculty members and students study the educational journals and
reference books of school subjects to update the knowledge in content and
methodologies. The recent development in school education like grading
system, RTE, child rights, concept of smart class, continuous and
comprehensive evaluation has been discussed with students.
The members of the faculty have direct contact with the teachers of
different school to get acquainted with the change in school education system
through meeting and personal interaction.
The faculty members are given opportunities to attend and participate
in refresher courses, orientation courses, seminars, conferences, workshops
and extension lecturers in different colleges, universities and training
67
institutes organized by SCERT/NCERT/NUPEA etc. to keep pace with the
recent developments in the school subjects and teaching methodology.
Curriculum of the concerned education board is available in our library
for student teachers as well as teacher educator. The institute subscribes
various journals, magazines, paper of education fields. All these materials are
provided to all of them so that they keep pace with recent development in the
school subjects and teaching methodologies.
In Open Air Session all these new trends and development are discussed
broadly by the faculty members.
INTERNET facility is also helpful to keep pace with recent development
in education.
Special talks given by eminent educationists/experts are also helpful to
achieve the same.
2.4.6. What are the major initiatives of the institution for ensuring personal
and professional/career development of the teaching staff of the
institution (training, organizing and sponsoring professional
development activities, promotional policies etc.)
The faculty members who take up research/research projects are
facilitated through grant of academic leave, adjustment in teaching schedule,
by giving secretarial and financial support. The teacher educator is
encouraged to participate in extension programmes, seminars, workshops,
orientation and refresher programmes by granting academic leave,
registration fee and TA/DA. Institute provides training to make use of ICT and
INTERNET. The faculty development programmes are organized from time to
time for the professional growth of staff members. Teachers are given ample
opportunity to improve their academic and research capabilities. Besides this,
in house training facility in research, computer and use of A/V aids is also
provided to the staff members.
68
2.4.7. Does the institution have any mechanism to reward and motivate staff
member for good performance? If yes give detail.
Yes, staff members are honoured for good performance, research work
and distinguished work in the Pradhyapak Samman function of the Institute.
2.5 Evaluation Process and reforms
2.5.1. How are the barriers to student learning identified, communicated and
addressed?
The institute is devoted and engaged to provide qualitative teacher
educations and every challenging situation is properly handled and all the
necessary measures are taken. The barriers to student learning are tried to be
removed immediately. The environment of the institution is conducive to the
student teachers. All faculty members are motivated and devoted to the
welfare of student teacher. To identify barriers of learning, Institute has
constituted a tutor-ward system named as Apana Parivar . Under this system
students are motivated to discuss openly their personal and educational
problems with In-charge who is a faculty member. Besides this, Open Air
Sessions are also organized regularly throughout the year in which the
problem of students relating to learning, personal and teaching are discussed
openly with the faculty members. Continuous and comprehensive evaluation
system of the institute is also helpful in identifying barriers of learning. The
term test are conducted and then weak areas are pointed out to students
through the personal guidance and remedial classes.
69
2.5.2. Provide details of various assessment /evaluation processes used for
assessing student learning?
Choice Bass credit System (CBCS) is adopted for assessing student
learning in B.Ed. and M.Ed. programmes, each theory paper has internal and
external evaluation, Evaluation consists of 30% marks for internal
assessment and 70% marks for external evaluation. In the B.Ed. programme,
Enhancement of Professional Capacity (EPC) and Internship are given internal
weightage. In M.Ed. programme 24 Credits are given to perspective course
and 4 credits for field Internship, tool courses and teacher education courses.
Which are further divided into various clusters. 24 Credits are given to
Specialization branches and field attachments (4 Credits). Specialization
branches in one of the school stages: Elementary (upto VIII), or, secondary
and senior secondary (VI to XII), each with:
1. Core courses, within elementary/secondary specialization, focusing
on mapping the area
2. Specialization/elective clusters in thematic areas pertinent to that
stage, such as: Curriculum, pedagogy and assessment; Policy, economics and
planning; Educational management and administration; Education for
differently abled; Education Technology, etc.
2.5.3. How are the assessment /evaluation outcomes communicated and
used in improving the performance of the students and curriculum
transaction?
Internal assessment tests are conducted from time to time by the faculty
members in each theory paper. The weaknesses of student teachers are
70
identified by the faculty members on the basis of term test and communicated
to the concerned student teacher. Thereafter, remedial teaching is made to
remove difficulties in learning. In practice teaching session, feedback is given
to each student teacher for their lesson plan to improve the capabilities of
student teacher.
2.5.4. How is ICT used is assessment and evaluation processes?
ICTs can be used for the question paper setting, result recording and
analysis.
2.6 Best Practice in Teaching – Learning and Evaluation Process
2.6.1. Detail on any significant innovations in teaching/learning/evaluation
introduced by institution.
The following are innovative practices introduced by the institute in
teaching, learning and evaluation process.
Organization of Rural Educational Awareness Camp.
Practical and project work are introduced in Environmental Education
paper.
Compulsory Environmental Education at all levels.
Compulsory Computer Application Education at all levels.
Weight-age to Attendance and Co-Curricular Activities.
Work Experience for M.Ed. students.
On demand Internal Assessment
Training to make use of A/V aids, psychological test and science practical
to all students
71
Workshops for preparing teaching learning aids.
Organization of Seminar for all students.
Organization of Co-Curricular Activities, this is compulsory for all
students.
Introduction of Ph.D. entrance test since 2006.
Organization of Educational Technology Exhibition.
Organization of Apana Parivar
Conduct of Daily yoga classes
Self Evaluation System
Computer Science as teaching subject
Organization of Sarva Dharm Prarthna Sabha every Tuesday
Development of Question Bank of GK
2.6.2. How does the institution reflect on the best practice in the delivery of
instruction, including use of technology?
The institute prepares an annual calendar of events before starting of
the session. Inductive, Deductive, Demonstration, Seminar, Group Discussion
etc. methods are used to provide interactive teaching-learning. The Institute
organizes workshops for preparing teaching- learning materials. Students are
motivated to make use of teaching aids in lesson plans. Institute also organises
E.T. Exhibition every year in which students display their models to practice
teaching school students. Institute organises Rural Educational Awareness
Camps every year in which student teachers are exposed to a real school
experience of rural environment. Besides, above seminars, work experience
for M.Ed. students, training for use of A/V aids, weight-age to attendance and
co-curricular activities are unique features of the institute.
72
Additional Information to be provided by Institutions opting for Re-
accreditation / Re-assessment
1. What are the main
evaluative observations/suggestions made in the first assessment report
with reference to Teaching Learning and Evaluation and how have they
been acted upon?
N/A
2. What are the other
quality sustenance and enhancement measures undertaken by the
institution since the previous assessment and accreditation.
N/A
73
Criterion III: Research, Consultancy and Extension
3.1 Promotion of Research
3.1.1. How does the institution motivate its teacher to take up research in
education?
The Institute tries at its best to motivate the teachers to take up
research in education to keep abreast of the current trends and development
in the field of teacher education. The faculty members are encouraged to
participate in seminars, conferences and present their paper on different
issues in teacher education. The institute encourages teaching staff for
research work by adjusting their work load in the time-table. The teachers are
granted academic leave, financial assistance for their research project. The
teachers who have completed research work are honoured at Pradhyapak
Samman Samaroh of the Institute. M.Ed. class is given to those faculty
members who have completed their Ph.D. The following research facilities are
available in the Institute.
Broadband INTERNET connectivity
Computer Lab
Periodicals and Journals
Reference Books
Xerox Machine
Psychology lab with nearly 500 Psychological Tests.
3.1.2. What is the thrust area of research prioritized by the institution?
The main area of research prioritized by the institution is as follows –
74
Curriculum Development – issues and concern, Transaction of
curriculum and co-curriculum area
Inclusive education for differently able students.
Educational Psychology
Educational Philosophy
Educational Administration
Teacher Education
Value and Indian Culture
Educational Sociology
Physical Education
Library Science.
Teaching learning process
Peace and Harmony
Yoga Education
3.1.3. Does the institution encourage Action Research? If yes give detail on
some of the major outcome and the impact.
Yes, the institution generally encourages action research and organises
action research training programme for in-service teachers and M.Ed.
Students.
3.1.4. Give details of the Conference / Seminar / Workshop attended
and/organized by the faculty members in last five years.
The following national seminars/workshop are organized by the
institute in last five years-
75
1. International Seminar on Teacher Education for Peace and Harmony
(February 11-13, 2012)
2. International Workshop On Teacher Education For Peace &Harmony 14-15
February,2012.
3. National Seminar on Technology Mediated Professional Development of
Teachers and Teacher Educator, (09 to 11 Feb. 2013)
4. National Workshop on Quality in Educational Research Dated: 11 – 12
February 2013
5. State Level Workshop on Action Research on March 11 – 12, 2013
6. State level Workshop on Value Education on March 13 – 14, 2013
7. State Level Workshop on Eco Friendly Technique on March 18 – 19, 2013
8. State Level Workshop on Chetna Vikas Mulya Shikshaon April 03 - 09, 2013
9. State Level Workshop on Action Research on August 07 -08, 2013
10. State Level Workshop on NCF 2005 on August 12 -13, 2013
11. State Level Workshop ICT on September09 -10, 2013
12. State Level Workshop Eduset Based Technology on September 27 - 28, 2013
13. State Level Workshop Teaching Material Development on November 13 -14,
2013
14. National Workshop on Chetna Vikas Mulya Shiksha on Nov. 18–24, 2013
15. State Level Workshop Educational Research on December 2 -3, 2013
16. State Level Workshop Computer Literacy on December 2 -3, 2013
17. State Level Workshop Women Empowerment on December 13 -14, 2013
18. State Level Workshop Management information System on January 17 -1 8,
2014
19. State Level Workshop of Humanization of Education on April 21 -22, 2014
20. State Level Workshop Development of Teaching Material on
ChetnaVikasMulyaShikshaPhase-1 on May30 - 31, 2014
21. State Level Workshop Education For Social Cohesion on July 01 -02, 2014
22. State Level Workshop of Development of Teaching Material on Chetna Vikas
Mulya Shiksha Phase -2 on August 12 – 13, 2014
23. National Level Workshop of Qualitative Research Methodology on November
10 – 11, 2014
76
24. State Level Workshop of Development of Teaching Material of Science on
April 20 - 21, 2015
25. National Level Workshop of Research Methodology on October 16 – 17, 2015
Purposed International Seminar
Commonwealth Council for Educational Administration and Management
(CCEAM) conference 2016 EDUCATIONAL LEADERSHIP FOR GLOBAL SOCIAL
JUSTICE:ISSUES&CHALLENGES on September 19-21, 2016
Seminar attended by staff Members
S.No.
Name Level of Seminar
Theme of Seminar
Dated Organizator Participated as
Title of
Paper
1 Dr. Dinesh Kumar
International Seminar
Teacher Education - for peace and Harmony
11 - 13 Feb. 2012
IASE, Gujrat Vidyapeeth & Jain Visv Bharati
Seminar Director
2 Dr. Sarita Sharma
International Seminar
Teacher Education - for peace and Harmony
11 - 13 Feb. 2012
IASE, Gujrat Vidyapeeth & Jain Visv Bharati
Peace Based
Integrated
Curriculum
For Teacher
Education
3 Dr. Rajkumar Mali
International Seminar
Teacher Education - for peace and Harmony
11 - 13 Feb. 2012
IASE, Gujrat Vidyapeeth & Jain Visv Bharati
Peace Based
Integrated
curriculum
for Teacher
Education
4 Smt. Deepti Bhardwaj
International Seminar
Teacher Education - for peace and Harmony
11 - 13 Feb. 2012
IASE, Gujrat Vidyapeeth & Jain Visv Bharati
Releance of Universal Human Values and peace oriented Education
5 Dr. Lokesh Sharma
International Seminar
Teacher Education - for peace and Harmony
11 - 13 Feb. 2012
IASE, Gujrat Vidyapeeth & Jain Visv Bharati
Participate
6 Dr. Narendra Bhatt
International Seminar
Teacher Education for Peace and Harmony
11 - 13 Feb. 2012
IASE, Gujrat Vidyapeeth & Jain Visv Bharati
Participate
77
7 Dr. Narendra Bhatt
National
Conference
Globlization and Education System: Chang and Challanges
16-17
March
2012
Shah goverdhan lal kabra teachers’ College collaboration of UGC
Potentian of Teachers in Universalization
8 Dr. Rajkumar Mali
National Seminar
Technology mediated Professional development of Teachers and Teachers Educators
09-11 Feb, 2013
IASE(D) University
Professional Development of Teacher & Teacher Educator : Issues & Challenges
9 Sh. Pusp Dant Jain
National Seminar
Technology mediated Professional development of Teachers and Teachers Educators
09-11 Feb, 2013
IASE(D) University
Educational Satellite
10 Dr. Sarita Sharma
International Seminar
International Seminar on Non-Violence and Peace Education
7-8, Sept. 2013
SHRIDHAR UNIVERSITY, PILANI
Teacher Education & Peace Education
11 Dr. Lokesh Sharma
National Seminar
Technology mediated Professional development of Teachers and Teachers Educators
09-11 Feb, 2013
IASE(D) University
Politicy and Initiatives of Government to Implement ICT in Education in india
12 Dr. Manisha Verma
National Seminar
Technology Mediated Professional Department of Teachers & Teacher Educators.
09-11 Feb, 2013
IASE(D) University
Application of Multipronged approaches in Education
13 Dr. Narendra Bhatt
National Seminar
Technology Mediated Professional Department of Teachers & Teacher Educators.
09-11 Feb, 2013
IASE(D) University
Professional Development of Teacher & Teacher Educator : Issues & Challenges
78
14 Dr. Rajkumar Mali
National Seminar
Technology Mediated Professional Department of Teachers & Teacher Educators.
09-11 Feb, 2013
IASE(D) University
Professional Development of Teacher & Teacher Educator : Issues & Challenges
15 Dr. Rajesh Kumar Tripathi
National Seminar
Technology Mediated Professional Department of Teachers & Teacher Educators.
09-11 Feb, 2013
IASE(D) University
Development of Computer Based Instructions for learning
16 Dr. Kanchan Sharma
National Seminar
Technology Mediated Professional Department of Teachers & Teacher Educators.
09-11 Feb, 2013
IASE(D) University
Significance & Use of Gyan Darshan TV. In Educational Technology
17 Smt. Deepti Bhardwaj
National Seminar
Technology Mediated Professional Department of Teachers & Teacher Educators.
09-11 Feb, 2013
IASE(D) University
Role of Educational Technology in Distance Education
18 Dr. Sarita Sharma
National Seminar
Technology Mediated Professional Department of Teachers & Teacher Educators.
09-11 Feb, 2013
IASE(D) University
ICT in Teacher Education
19 Smt.
Deepti
Bhardwaj
International
Seminar
Piece and Harmony Through Education
07 December. 2014
Sridhar
University,
Pilani
Participate
20 Dr.
Manisha
Verma
International
Seminar
Piece and Harmony Through Education
07 December. 2014
Sridhar
University,
Pilani
Participate
21 Dr. Lokesh
Sharma
International
Seminar
Piece and Harmony Through Education
07 December. 2014
Sridhar
University,
Pilani
Participate
22 Smt.
Alpna
Sharma
International
Seminar
Piece and Harmony Through Education
07 December. 2014
Sridhar
University,
Pilani
Participate
23 Smt.
Deepti
Bhardwaj
National
Seminar
Teaching & Learning : Issues &
08 -09 Feb., 2014
Vivekanand
College of B.Ed.
Participate
79
Challenges
24 Dr. Sarita
Sharma
International
Seminar
Human Values 3rd International Conference on Human Values in Higher Education
28 Feb- 2 March ,2014
Jointly
Organized by
PTU-
JALANDHAR,IIT-
BHU,IIIT-
HYDERABAD,RO
YAL UNIVERSITY
OF BHUTAN
Human Values 3rd International Conference on Human Values in Higher Education
25 Smt.
Deepti
Bhardwaj
National Seminar
Relevance of Women Education
21-22 Jan. 2015
K.D.G.D. Mittal Girls College, Sardarshahr
Participate
26 Dr. Manisha Verma
National Seminar
Relevance of Women Education
21-22 Jan. 2015
K.D.G.D. Mittal Girls College, Sardarshahr
Participate
27 Dr. Kanchan Sharma
National Seminar
Relevance of Women Education
21-22 Jan. 2015
K.D.G.D. Mittal Girls College, Sardarshahr
Participate
28 Dr.Suresh Sharma
National Seminar
Relevance of Women Education
21-22 Jan. 2015
K.D.G.D. Mittal Girls College, Sardarshahr
Participate
29 Dr.Usha Sharma
National Seminar
Relevance of Women Education
21-22 Jan. 2015
K.D.G.D. Mittal Girls College, Sardarshahr
Participate
Workshop attended by staff Members S.No Name Level of
Workshop
Subject Date Orginazation
Institute
Participate
as
1 Dr. Rajkumar
Mali
International
Workshop
Teacher Education
- for peace and
Harmony
14 - 15
Feb. 2012
Basic Teachers
Training College,,
IASE University.
Participate
2 Dr. Lokesh
Sharma
International
Workshop
Teacher Education
- for peace and
Harmony
14 - 15
Feb. 2012
Basic Teachers
Training College,,
IASE University.
Participate
3 Dr. Narendra
Bhatt
International
Workshop
Teacher Education
- for peace and
Harmony
14 - 15
Feb. 2012
Basic Teachers
Training College,,
IASE University.
Participate
4 Dr.Kanchan
Sharma
International
Workshop
Teacher Education
- for peace and
Harmony
14 - 15
Feb. 2012
Basic Teachers
Training College,,
IASE University.
Participate
5 Dr. Manisha
Verma
International
Workshop
Teacher Education
- for peace and
Harmony
14 - 15
Feb. 2012
Basic Teachers
Training College,,
IASE University.
Participate
6 Dr. Sarita
Sharma
International
Workshop
Teacher Education
- for peace and
Harmony
14 - 15
Feb. 2012
Basic Teachers
Training College,,
IASE University.
Participate
7 Dr. Rajkumar State On Site Support 16-Mar- CTE, Jamdoli Participate
80
Mali Workshop 13
8 Dr. Narendra
Bhatt
State
Workshop
On Site Support 16-Mar-
13
CTE, Jamdoli Participate
9 Dr. Sarita
Sharma
State
Workshop
On Site Support 16-Mar-
13
CTE, Jamdoli Participate
10 Sh. Pusp Dant
Jain
State
Workshop
On Site Support 16-Mar-
13
CTE, Jamdoli Participate
11 Dr. Rajesh
Kumar Tripathi
State
Workshop
Computer Aided
Learning &
Teaching Activity
Workshop
05-06
Aug. 2013
CTE, Jamdoli Participate
12 Dr. Sarita
Sharma
State
Workshop
Action Research 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
13 Dr. Ajay Krishna
Tiwari
State
Workshop
Action Research 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
14 Dr. Rajkumar
Mali
State
Workshop
Action Research 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
15 Dr. Rajesh
Kumar Tripathi
State
Workshop
Action Research 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
16 Smt. Deepti
Bhardwaj
State
Workshop
Action Research 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
17 Dr. Kanchan
Sharma
State
Workshop
Action Research 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
18 Dr. Manisha
Verma
State
Workshop
Action Research 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
19 Dr.Lokesh
Sharma
State
Workshop
Action Research 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
20 Dr. Narendra
Bhatt
State
Workshop
Action Research 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
21 Sh. Pusp Dant
Jain
State
Workshop
Action Research 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
22 Sh. Pusp Dant
Jain
State
Workshop
NCFTE 2009 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
23 Dr. Ajay Krishna
Tiwari
State
Workshop
NCFTE 2010 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
81
24 Dr. Manisha
Verma
State
Workshop
NCFTE 2011 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
25 Smt. Deepti
Bhardwaj
State
Workshop
NCFTE 2012 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
26 Dr. Kanchan
Sharma
State
Workshop
NCFTE 2013 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
27 Dr. Narendra
Bhatt
State
Workshop
NCFTE 2014 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
28 Dr. Lokesh
Sharma
State
Workshop
NCFTE 2015 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
29 Dr. Sarita
Sharma
State
Workshop
NCFTE 2016 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
30 Dr. Rajkumar
Mali
State
Workshop
NCFTE 2017 07-08
Aug. 2013
Basic Teachers
Training
College,(CTE)
Participate
31 Dr. Rajesh
Kumar Tripathi
State
Workshop
NCFTE 2018 16-17
Aug. 2013
CTE, Hatundi Participate
32 Dr. Narendra
Bhatt
State
Workshop
ICT 29 - 31
Aug. 2013
CTE Udaipur Participate
33 Dr. Rajkumar
Mali
State
Workshop
ICT 09-10
Sept.
2013
Basic Teachers
Training
College,(CTE)
Participate
34 Dr. Narender
Bhat
State
Workshop
ICT 09-10
Sept.
2013
Basic Teachers
Training
College,(CTE)
Participate
35 Dr. Kanchan
Sharma
State
Workshop
ICT 09-10
Sept.
2013
Basic Teachers
Training
College,(CTE)
Participate
36 Dr. Manisha
Verma
State
Workshop
ICT 09-10
Sept.
2013
Basic Teachers
Training
College,(CTE)
Participate
37 Dr. Lokesh
Sharma
State
Workshop
ICT 09-10
Sept.
2013
Basic Teachers
Training
College,(CTE)
Participate
38 Dr. Rajesh
Kumar Tripathi
State
Workshop
ICT 09-10
Sept.
2013
Basic Teachers
Training
College,(CTE)
Participate
39 Dr. Sarita
Sharma
State
Workshop
ICT 09-10
Sept.
2013
Basic Teachers
Training
College,(CTE)
Participate
40 Smt. Deepti State ICT 09-10 Basic Teachers Participate
82
Bhardwaj Workshop Sept.
2013
Training
College,(CTE)
41 Dr. Ajay Krishna
Tiwari
State
Workshop
ICT 09-10
Sept.
2013
Basic Teachers
Training
College,(CTE)
Participate
42 Sh. Pusp Dant
Jain
State
Workshop
ICT 09-10
Sept.
2013
Basic Teachers
Training
College,(CTE)
Participate
43 Dr. Ajay Krishna
Tiwari
State
Workshop
Handbook
Development on
Social Science
15 - 16
Sept.
2013
CTE Dabok Participate
44 Dr. Sarita
Sharma
National
Workshop
Action Research 20 - 21
Sept.
2013
CTE, Jamdoli Participate
45 Sh. Pusp Dant
Jain
National
Workshop
Action Research 20 - 21
Sept.
2013
CTE, Jamdoli Participate
46 Dr. Lokesh
Sharma
State
Workshop
EDUSET 27 - 28
Sept.
2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
47 Dr. Ajay Krishna
Tiwari
State
Workshop
EDUSET 27 - 28
Sept.
2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
48 Dr. Rajkumar
Mali
State
Workshop
EDUSET 27 - 28
Sept.
2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
49 Dr. Kanchan
Sharma
State
Workshop
EDUSET 27 - 28
Sept.
2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
50 Smt. Deepti
Bhardwaj
State
Workshop
EDUSET 27 - 28
Sept.
2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
51 Dr. Sarita
Sharma
State
Workshop
EDUSET 27 - 28
Sept.
2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
52 Dr. Manisha
Verma
State
Workshop
EDUSET 27 - 28
Sept.
2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
53 Dr. Narendra
Bhatt
State
Workshop
EDUSET 27 - 28
Sept.
2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
54 Dr. Ajay Krishna
Tiwari
State
Workshop
Teaching Material
Development
17 - 18
Oct. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
55 Dr. Kanchan
Sharma
State
Workshop
Teaching Material
Development
17 - 18
Oct. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
83
56 Smt. Deepti
Bhardwaj
State
Workshop
Teaching Material
Development
17 - 18
Oct. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
57 Dr. Sarita
Sharma
State
Workshop
Teaching Material
Development
17 - 18
Oct. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
58 Dr. Rajkumar
Mali
State
Workshop
Teaching Material
Development
17 - 18
Oct. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
59 Dr. Narender
Bhat
State
Workshop
Teaching Material
Development
17 - 18
Oct. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
60 Dr. Manisha
Verma
State
Workshop
Teaching Material
Development
17 - 18
Oct. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
61 Dr. Lokesh
Sharma
State
Workshop
Teaching Material
Development
17 - 18
Oct. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
62 Dr. Rajesh
Kumar Tripathi
State
Workshop
Teaching Material
Development
17 - 18
Oct. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
63 Sh. Pusp Dant
Jain
State
Workshop
Teaching Material
Development
17 - 18
Oct. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
64 Sh. Pusp Dant
Jain
National
Workshop
Chetna Vikash
Moolya Shiksha
18-24
Nov, 2013
Basic Teachers
Training
College,Collborated
with IASE(D)
University
Participate
65 Dr. Lokesh
Sharma
National
Workshop
Women Issues --
Yesterday, Today
and Tomarrow
19-20
Oct., 2013
Lohia College &
UGC, Bhopal
Center
Women Vs
Women
66 Dr. Rajkumar
Mali
State
Workshop
NCFTE 2009 29 - 30
Oct. 2013
SIERT Udaipur Participate
67 Dr. Manisha
Verma
National
Workshop
Women Issues --
Yesterday, Today
and Tomarrow
19-20
Oct., 2013
Lohia College &
UGC, Bhopal
Center
Women and
Human
Rights
68 Dr. Kanchan
Sharma
National
Workshop
Women Issues --
Yesterday, Today
and Tomarrow
19-20
Oct., 2013
Lohia College &
UGC, Bhopal
Center
Moderating
effect of
Women in
Family
69 Dr. Sarita
Sharma
National
Workshop
Women Issues --
Yesterday, Today
and Tomarrow
19-20
Oct., 2013
Lohia College &
UGC, Bhopal
Center
Gender In-
Equality:New
dimension
70 Smt. Deepti
Bhardwaj
National
Workshop
Women Issues --
Yesterday, Today
and Tomarrow
19-20
Oct., 2013
Lohia College &
UGC, Bhopal
Center
Women Vs
Women
84
71 Dr. Sarita
Sharma
National
Workshop
Chetna Vikash
Moolya Shiksha
18-24
Nov, 2013
Basic Teachers
Training
College,Collborated
with IASE(D)
University
Participate
72 Dr. Kanchan
Sharma
National
Workshop
Chetna Vikash
Moolya Shiksha
18-24
Nov, 2013
Basic Teachers
Training
College,Collborated
with IASE(D)
University
Participate
73 Sh. Ramavtar National
Workshop
Chetna Vikash
Moolya Shiksha
18-24
Nov, 2013
Basic Teachers
Training
College,Collborated
with IASE(D)
University
Participate
74 Dr. Manisha
Verma
National
Workshop
Chetna Vikash
Moolya Shiksha
18-24
Nov, 2013
Basic Teachers
Training
College,Collborated
with IASE(D)
University
Participate
75 Smt. Madhu
Sharma
National
Workshop
Chetna Vikash
Moolya Shiksha
18-24
Nov, 2013
Basic Teachers
Training
College,Collborated
with IASE(D)
University
Participate
76 Smt. Deepti
Bhardwaj
National
Workshop
Chetna Vikash
Moolya Shiksha
18-24
Nov, 2013
Basic Teachers
Training
College,Collborated
with IASE(D)
University
Participate
77 Dr. Lokesh
Sharma
National
Workshop
Chetna Vikash
Moolya Shiksha
18-24
Nov, 2013
Basic Teachers
Training
College,Collborated
with IASE(D)
University
Participate
78 Dr. Kanchan
Sharma
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
79 Smt. Madhu
Sharma
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
80 Smt. Deepti
Bhardwaj
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
81 Dr. Narender
Bhat
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
85
82 Dr. Manisha
Verma
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
83 Sh. Rajesh
Kumar Tripathi
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
84 Dr. Ajay Krishna
Tiwari
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
85 Sh. Pusp Dant
Jain
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
86 Dr. Lokesh
Sharma
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
87 Dr. Rajkumar
Mali
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
88 Dr. Sarita
Sharma
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
89 Sh. Ramavtar
Godara
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
90 Kumari Santosh
Jain
State
Workshop
Educational
Research
13 - 14
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
91 Sh. Sube Singh
Suthwal
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
92 Smt. Deepti
Bhardwaj
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
93 Dr. Kanchan
Sharma
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
94 Dr. Manisha
Verma
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
95 Smt. Madhu
Sharma
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
96 Kumari Santosh
Jain
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
97 Sh. Ramavtar
Godara
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
Participate
86
(CTE), Sardarshahr
98 Dr. Narender
Bhat
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
99 Sh. Pusp Dant
Jain
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
100 Dr. Rajesh
Kumar Tripathi
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
101 Dr. Rajkumar
Mali
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
102 Dr. Sarita
Sharma
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
103 Dr. Ajay Krishna
Tiwari
State
Workshop
Computer
Education
17 - 18
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
104 Dr. Sarita
Sharma
State
Workshop
Women
Empowerment
23 -24
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
105 Smt. Deepti
Bhardwaj
State
Workshop
Women
Empowerment
23 -24
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
106 Dr. Manisha
Verma
State
Workshop
Women
Empowerment
23 -24
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
107 Dr. Ajay Krishna
Tiwari
State
Workshop
Women
Empowerment
23 -24
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
108 Smt. Madhu
Sharma
State
Workshop
Women
Empowerment
23 -24
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
109 Sh. Ramavtar
Godara
State
Workshop
Women
Empowerment
23 -24
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
110 Dr. Kanchan
Sharma
State
Workshop
Women
Empowerment
23 -24
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
111 Dr. Lokesh
Sharma
State
Workshop
Women
Empowerment
23 -24
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
112 Dr. Rajesh
Kumar Tripathi
State
Workshop
Women
Empowerment
23 -24
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
113 Dr. Narender State Women 23 -24 Basic Teachers Participate
87
Bhat Workshop Empowerment Dec. 2013 Training College
(CTE), Sardarshahr
114 Dr. Rajkumar
Mali
State
Workshop
Women
Empowerment
23 -24
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
115 Kumari Santosh
Jain
State
Workshop
Women
Empowerment
23 -24
Dec. 2013
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
116 Dr. Sarita
Sharma
State
Workshop
Management
Information
System
17 - 18
Jan. 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
117 Smt. Madu
Sharma
State
Workshop
Management
Information
System
17 - 18
Jan. 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
118 Dr. Narendra
Bhatt
State
Workshop
Management
Information
System
17 - 18
Jan. 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
119 Dr. Kanchan
Sharma
State
Workshop
Management
Information
System
17 - 18
Jan. 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
120 Dr. Lokesh
Sharma
State
Workshop
Management
Information
System
17 - 18
Jan. 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
121 Smt. Deepti
Bhardwaj
State
Workshop
Management
Information
System
17 - 18
Jan. 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
122 Dr. Manisha
Verma
State
Workshop
Management
Information
System
17 - 18
Jan. 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
123 Dr. Rajesh
Kumar Tripathi
State
Workshop
Management
Information
System
17 - 18
Jan. 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
124 Dr. Rajkumar
Mali
State
Workshop
Management
Information
System
17 - 18
Jan. 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
125 Kumari Santosh
Jain
State
Workshop
Management
Information
System
17 - 18
Jan. 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
126 Sh. Pusp Dant
Jain
State
Workshop
Management
Information
System
17 - 18
Jan. 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
127 Dr. Sarita
Sharma
International
Workshop
International
Colloquium on
Inter Paradigm for
Social Cohesion
Democrary and
Development
11 Feb.
2014
Organised by
Interfaith
foundation
India,Baha’I House of workshop,IASE
University
Participate
88
128 State
Workshop
Humanization of
Education
21 - 22
April 2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
129 Dr.Suresh
Sharma
State
Workshop
Follow-up Training
Programme
23 - 24
April,
2014
CTE, Jamdoli Participate
130 Smt. Usha
Sharma
State
Workshop
Follow-up Training
Programme
23 - 24
April,
2014
CTE, Jamdoli Participate
131 Smt. Alpna
Sharma
State
Workshop
Academic
Leadership
26 - 27
May,
2014
CTE, Udaipur Participate
132 Dr. Narendra
Bhatt
State
Workshop
Gender
Sensatization
09 - 10,
June 2014
CTE, Hatundi Participate
133 Smt. Alpana
Sharma
State
Workshop
Administration
Planning in
Education
01 - 02
July, 2014
CTE, Udaipur Participate
134 Dr. Kanchan
Sharma
State
Workshop
Administration
Planning in
Education
01 - 02
July, 2014
CTE, Udaipur Participate
135 Sh. Ramavtar State
Workshop
TLM Development 07 - 08
July, 2014
CTE, Hatundi Participate
136 Sh. Pusp Dant
Jain
State
Workshop
Inservice Module
Development
12, Aug.
2014
CTE, Jamdoli Participate
137 Dr. Suresh
Sharma
State
Workshop
Curriculum
Development
07 - 08
Oct. 2014
CTE, Jamdoli Participate
138 Smt. Usha
Sharma
State
Workshop
Curriculum
Development
07 - 08
Oct. 2014
CTE, Jamdoli Participate
139 Dr. Lokesh
Sharma
State
Workshop
Evaluation System 13 - 14
Oct. 2014
CTE, Hantundi Participate
140 Dr. Lokesh
Sharma
National
Workshop
Qualitative
Research
Methodology
10-11
Nov.,
2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
141 Smt. Madhu
Sharma
National
Workshop
Qualitative
Research
Methodology
10-11
Nov.,
2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
142 Smt. Deepti
Bhardwaj
National
Workshop
Qualitative
Research
Methodology
10-11
Nov.,
2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
143 Dr. Manisha
Verma
National
Workshop
Qualitative
Research
Methodology
10-11
Nov.,
2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
144 Smt. Alpna
Sharma
National
Workshop
Qualitative
Research
Methodology
10-11
Nov.,
2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
145 Dr. Kanchan
Sharma
National
Workshop
Qualitative
Research
10-11
Nov.,
Basic Teachers
Training College
Participate
89
Methodology 2014 (CTE), Sardarshahr
146 Dr.Suresh
Sharma
National
Workshop
Qualitative
Research
Methodology
10-11
Nov.,
2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
147 Dr.Usha Sharma National
Workshop
Qualitative
Research
Methodology
10-11
Nov.,
2014
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
148 Dr. Suresh
Sharma
State
Workshop
In-Service
Material
Development
Phase -2
12 -13
Nov. 2014
CTE, Jamdoli Participate
149 Dr. Ajay Krishna
Tiwari
National
Workshop
Educational
Research and
Methodology
17 - 18
Nov. 2014
CTE Dabok Participate
150 Dr. Ajay Krishna
Tiwari
State
Workshop
Eco Friendly
Technique
04 -5 April
2015
CTE, Sangaria Participate
151 Prof. Ratanlal
Bhojak
State
Workshop
Educational
Technology
7-Apr-15 Mohini Devi
Goenka Girls B.Ed.
College, Sikar
Resource
Person
152 Dr. Lokesh
Sharma
National
Workshop
Research
Methodoloy
09 -10
April 2015
CTE, Bhusawar Participate
153 Smt. Madhu
Sharma
State
Workshop
Development of
Teaching Material
of Science
20 - 21
April 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
154 Dr. Lokesh
Sharma
State
Workshop
Development of
Teaching Material
of Science
20 - 21
April 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
155 Sh. Praveen
Sharma
State
Workshop
Development of
Teaching Material
of Science
20 - 21
April 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
156 Dr. Ajay Krishna
Tiwari
State
Workshop
Development of
Teaching Material
of Science
20 - 21
April 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
157 Dr. Sarita
Sharma
State
Workshop
Development of
Teaching Material
of Science
20 - 21
April 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
158 Sh. Pusp Dant
Jain
State
Workshop
Development of
Teaching Material
of Science
20 - 21
April 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
159 Sh. Praveen
Sharma
State
Workshop
TLM Development 07 - 08
May,
2015
CTE, Bhusawar Participate
160 Prof. Manisha
Verma
National
Workshop
Research
Methodoloy
14 - 15
May 2015
CTE, Udaipur Participate
161 Dr. Sheetal
Chotia
National
Workshop
Research
Methodoloy
14 - 15
May 2015
CTE, Udaipur Participate
162 Sh. Praveen State Continious 17 - 18 CTE Dabok Participate
90
Sharma Workshop Comprehensive
Evaluation
May 2015
163 Dr. Narendra
Bhatt
State
Workshop
Educational
Technology
01 -02
July 2015
IASE Ajmer Participate
164 Dr. Sarita
Sharma
State
Workshop
Educational
Technology
05 - 06
Oct. 2015
IASE Bikaner Participate
165 Prof. Kanchan
Sharma
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
166 Dr. Sarita
Sharma
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
167 Smt. Meenakshi
Saraswat
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
168 Smt. Meenakshi
Modi
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
169 Dr. Rajkumar
Mali
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
170 Dr. Rama
Sharma
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
171 Dr. Suresh
Sharma
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
172 Sh. Pramod
Kumar Pandia
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
173 Sh. Pusp Dant
Jain
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
174 Dr. Rajesh
Kumar Tripathi
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
175 Dr. Ranjeeta
Baid
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
176 Sh. Praveen
Sharma
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
177 Dr. Anand
Srivastav
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
178 Prof. Manisha
Verma
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
Participate
91
(CTE), Sardarshahr
179 Dr. Lokesh
Sharma
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
180 Sh. Vijender
Singh
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
181 Dr. Narender
Bhat
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
182 Dr. Sheetal
Chotia
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
183 Kumari Santosh
Jain
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
184 Smt. Deepti
Bhardwaj
National
Workshop
Research
Methodoloy
16 - 17
Oct. 2015
Basic Teachers
Training College
(CTE), Sardarshahr
Participate
185 Dr. Suresh
Sharma
National
Workshop
Research
Methodoloy
27 - 28
Oct. 2015
CTE, Jamdoli Participate
186 Dr. Rama
Sharma
State
Workshop
New Trends in
Education
27 - 28
Nov. 2015
CTE Jamdoli Participate
187 Dr. Rama
Sharma
National
Workshop
Research
Methodoloy
14 - 15
Dec. 2015
CTE Sangaria Participate
188 Dr. Sarita
Sharma
National
Workshop
Research
Methodoloy
15 Dec.
2015
CTE Sangaria Resource
Person
Training Progremmes attended by staff Members
1. Dr. Suresh Sharma attended Refresher Course in 2012
2. Dr. Anand Shrivastav and Sh. P.K. Pandia attended Refresher Course in
education organized by ASC, UGC HRDC, University of Jammu, Jammu in
January-February 2016
92
3.2 Research and publication output
3.2.1. Give details on instructional and other materials developed including
teaching aids and / or used by the institution for enhancing the quality
of teaching during the last three year.
The faculty member and student teachers together have developed
instructional and other materials mentioned below-
Diagnostic Tests.
Low cost teaching learning models.
Attitude scales.
Programmed instructional material.
Power point slides on different topics.
Working Models.
Wi-Fi Campus
Books Published by Faculty members
Publication of Research Journal
3.2.2. Give detail on facilitates available with the institution for developing
instructional materials?
The institution has the following facilities for developing instructional
material-
Educational Technology Lab.
Work shop
Computer Lab.
Rich Library
Psychology Lab.
93
Science Lab
Language Lab
Edu-Sat
24 hours Internet facility
SUPW Room
Inflibnet facility avelable
3.2.3. Did the institution develop any ICT /technology related instructional
materials during last five years? Give details.
The faculty members have developed certain instructional ICT materials
as mentioned below -
Programmed instruction materials
Power Point Slides
OHP Transparencies
Film Slides
CAI
3.2.4. Give details on various training programs and/or workshops on
material development (both instructional and other materials)
a. Organised by the institution
b. Attended by the staff
c. Training provided to the staff
Organised by the institution
Every year institute organizes National and State level workshops on
research methodology, teaching learning material development and action
research.
94
Attended by the staff
The following faculty members have attended workshop/seminars on
the development of teacher learning materials-
S.No Name Level of
Workshop
Subject Date Orginazation
Institute
Participate
as
1 Dr. Ajay Krishna Tiwari
State Workshop
Handbook Development on Social Science
15 - 16 Sept. 2013
CTE Dabok Participate
2 Dr. Ajay Krishna Tiwari
State Workshop
Teaching Material Development
17 - 18 Oct. 2013
Basic Teachers Training College (CTE), Sardarshahr
Participate
3 Dr. Kanchan Sharma
State Workshop
Teaching Material Development
17 - 18 Oct. 2013
Basic Teachers Training College (CTE), Sardarshahr
Participate
4 Smt. Deepti Bhardwaj
State Workshop
Teaching Material Development
17 - 18 Oct. 2013
Basic Teachers Training College (CTE), Sardarshahr
Participate
5 Dr. Sarita Sharma
State Workshop
Teaching Material Development
17 - 18 Oct. 2013
Basic Teachers Training College (CTE), Sardarshahr
Participate
6 Dr. Rajkumar Mali
State Workshop
Teaching Material Development
17 - 18 Oct. 2013
Basic Teachers Training College (CTE), Sardarshahr
Participate
7 Dr. Narender Bhat
State Workshop
Teaching Material Development
17 - 18 Oct. 2013
Basic Teachers Training College (CTE), Sardarshahr
Participate
8 Dr. Manisha Verma
State Workshop
Teaching Material Development
17 - 18 Oct. 2013
Basic Teachers Training College (CTE), Sardarshahr
Participate
95
9 Dr. Lokesh Sharma
State Workshop
Teaching Material Development
17 - 18 Oct. 2013
Basic Teachers Training College (CTE), Sardarshahr
Participate
10 Dr. Rajesh Kumar Tripathi
State Workshop
Teaching Material Development
17 - 18 Oct. 2013
Basic Teachers Training College (CTE), Sardarshahr
Participate
11 Sh. Pusp Dant Jain
State Workshop
Teaching Material Development
17 - 18 Oct. 2013
Basic Teachers Training College (CTE), Sardarshahr
Participate
12 Sh. Ramavtar State Workshop
TLM Development 07 - 08 July, 2014
CTE, Hatundi
Participate
13 Sh. Pusp Dant Jain
State Workshop
Inservice Module Development
12, Aug. 2014
CTE, Jamdoli
Participate
14 Dr. Suresh Sharma
State Workshop
Curriculum Development
07 - 08 Oct. 2014
CTE, Jamdoli
Participate
15 Smt. Usha Sharma
State Workshop
Curriculum Development
07 - 08 Oct. 2014
CTE, Jamdoli
Participate
16 Dr. Suresh Sharma
State Workshop
In-Service Material Development Phase -2
12 -13 Nov. 2014
CTE, Jamdoli
Participate
17 Smt. Madhu Sharma
State Workshop
Development of Teaching Material of Science
20 - 21 April 2015
Basic Teachers Training College (CTE), Sardarshahr
Participate
18 Dr. Lokesh Sharma
State Workshop
Development of Teaching Material of Science
20 - 21 April 2015
Basic Teachers Training College (CTE), Sardarshahr
Participate
19 Sh. Praveen Sharma
State Workshop
Development of Teaching Material of Science
20 - 21 April 2015
Basic Teachers Training College (CTE), Sardarshahr
Participate
20 Dr. Ajay Krishna Tiwari
State Workshop
Development of Teaching Material of Science
20 - 21 April 2015
Basic Teachers Training College (CTE), Sardarshahr
Participate
96
21 Dr. Sarita Sharma
State Workshop
Development of Teaching Material of Science
20 - 21 April 2015
Basic Teachers Training College (CTE), Sardarshahr
Participate
22 Sh. Pusp Dant Jain
State Workshop
Development of Teaching Material of Science
20 - 21 April 2015
Basic Teachers Training College (CTE), Sardarshahr
Participate
23 Sh. Praveen Sharma
State Workshop
TLM Development 07 - 08 May, 2015
CTE, Bhusawar
Participate
Training provided to the staff
Institute regularly organized a special training for the staff members on
use of A/V aids.
3.2.5. List the journal in which the faculty members have published papers in
the last five years.
The following faculty members have published their paper in the
Journal/Magazine during the last five years-
Name TITLE OF PAPER NAME OF JOURNAL
WITH ISSN NO.
YEAR OF
PUBLICATION
Prof. Kanchan
Sharma
A Study of In-Service
Women (Day & Night)
in Rearing Children :
Issues Related with
sense of security
Chhavi 2013 VOL. 1,
ISSN - 2319-9679
2013
Prof. Kanchan
Sharma
Role of Women In
Inculcation of Values
(Sanskar)
Saint Nirankari
(Samagam Memorial
Magazine 2014)
Registered with the
registrar of News Paper
for India under RNI
Number 723/57
2014
97
Prof. Kanchan
Sharma
A Study of Value
System in Adolescent
Students of Tribal
Area
Chhavi 2015 VOL. 1,
ISSN - 2319-9679
2015
Prof. Kanchan
Sharma
A Study of Education
& Value System
(Sanskar) in
Adolescent Students
of Tribal Area
Journal of Socio –
Educational & Cultural
ResearchVol 1
2015
Prof. Kanchan
Sharma
Supreme Stage of
Devotion (Bhakti)
(Love:Devotion)
Premabhakti Samagam
Memorial Magazine.
2015
Prof. Manisha Verma A Comprative Study of
Students Following
Hinduism, Islam,
Christianity at
Secondary Level
BAAT SHIKSHA KI iSSN
NO. 2319-2011
2012-13
Prof. Manisha Verma A Study of Needs
related to Sanskrit
Senior Teachers
Chhavi 2015 VOL. 1,
ISSN - 2319-9679 2015
Prof. Manisha Verma Role of Teachers in
Promotion of Peace
Education
Yovadristi
2015
Prof. Manisha Verma National Security &
Teachers
Alakh Dristi
2015
Dr. Lokesh Sharma A Comprative Study of
Social Behaviour of
Students pursuing
various professional
courses
Chhavi 2013 VOL. 1,
ISSN - 2319 - 9679
2013
Dr. Lokesh Sharma A Comprative Study of
Values of Students
pursuing various
professional courses
BAAT SHIKSHA KI
2013
Dr. Anand Srivastav Concept of The
Personlity According
to Indian Philosophy
Journal of Socio –
Educational & Cultural
ResearchVol 1 2015
Dr. Sarita Sharma
A Study of the
personality of
students belonging to
different blood groups
at secondary level.
Naya Shikshak
(National Journal) 2010
Dr. Sarita Sharma A Study of parents Edusearch –ISSN :0976 2011
98
and teachers
awareness towards
right to education act 2009
–1160
(National Journal)
Dr. Sarita Sharma A Study of emotional stability intelligence
and personality type
of different blood
group type of students of secondary level
Anusandhan Anveshika
(International Journal)
2012
Dr. Sarita Sharma A Study of Public
awareness towards
RTE 2009
BAAT SHIKSHA KI
2013
Dr. Rajkumar Mali A Study of effects on
mental health of B.Ed.
Students caused by
Dhyan (Meditation) &
Pranayam
u;k f”k{kd
2010
Dr. Rajkumar Mali A Study of effects on
emotional maturity of
B.Ed. Students caused
by Dhyan
(Meditation) &
Pranayam
fo|kes/k
2010
Dr. Rajkumar Mali A Study of Personality
of students belonging
to different blood
groups at secondary
level.
u;k f”k{kd
2010
Dr. Rajkumar Mali A Comprative study of
secular aptitude of
students at secondary
level.
u;k f”k{kd 2010
Dr. Rajkumar Mali A Comprative study of
moral decision taken
by students belonging
to different religions
at secondary level.
u;k f”k{kd 2010
Dr. Ratan Lal Bhojak Quality Promotation
in teacher education BAAT SHIKSHA KI ISSN
NO. 2319-2011 2012-13
Prof. Hemlata
Talesara
Emerging Trends in
Education
BAAT SHIKSHA KI ISSN
NO. 2319-2011 2012-13
99
Prof. Vinod Gupta Sensitivity and
Awareness Level of
Higher Education
Institutions towards
NAAC Sponsored
Quality Academic
Activities : An
Evaluative Study
BAAT SHIKSHA KI ISSN
NO. 2319-2011
2012-13
3.2.6. Give details of the awards, honors and patents received by the faculty
members in last five year.
------------
3.2.7. Give details of the Minor/Major research projects completed by the
staff members of the institution in last five years.
The following research projects financed by MHRD have been
completed by the faculty members during last five years-
S.No. Name Topic of Research Year
1. Dr. Rajkumar Mali A Study of Environmental Awareness of Prospective and
In-service Teachers.
2011
2. Dr. Vidyanand Pandey
A Study of Effects of Attention At the learning level.
2011
3. Dr. Jeetender Kumar Loda
A Study of The Effect of Value-Education on The Personality – Development of Children.
2011
4. Dr. Dinesh Kumar
Dr. Sarita Sharma
A Study of Public Awareness Towards RTE-2009
2011
5. Dr. Amitabh Sharma
A Study of Effects of Guidance on Students at Secondary School Level.
2012
6. Dr. Rishudeep Bhatnagar
A Study of Higher Mental Ability and Scientific Aptitude
2012
100
of Science Students.
7. Dr. Rajkumar Mali A Study of Teachers Level of Learning in determine specific Teaching fields of In-Service Teachers Training programme.
2012
8. Dr. Sarita Sharma Situation of Child Rights in Upper Primary Schools : A
Study
2013
9. Dr. Rajkumar Mali A Study of Problems faced by headmasters working in
Government schools of churu and nagaur districts.
2014
10. Prof. Kanchan Sharma
A case study of education and enculturation of Adolescent Students of Vanvai Area.
2015
11. Prof. Manisha Verma
A Study of Needs Related to In-Service Teacher Training of
Senior Teachers of Sanskrit Subject.
2015
12. Dr. Lokesh Sharma
A study of teaching effectiveness of In-Service Training obtained science
teachers.
2015
13. Dr. Ajay Krishna Tiwari
“A Study of Effect on the Personality and
Accomplishment Development of Adolescence Students on
Account of Chetna Vikas Mulya Shiksha
2015
14. Dr. Rajkumar Mali A Study of Teachers
Competency and Skills
towards National Curriculum
Framework -2005.
2015
15. Dr. Narender Bhatt
Use of Computer by the In-
Servioce Computer Trained
Teachers in their Schools : A
Study.
2015
101
16. Dr. Suresh Sharma
A Study of Educational Stress
in Teachers of Teacher
Training College and College
of Teacher Education.
2015
17. Smt. Usha Sharma
A Study of Educational Skills
in Trainees of Teacher
Training College and College
of Teacher Education.
2015
18. Smt. Alpana Sharma
A study of Teachers need towards In-service Teachers Training Programme of Hindi Subject of Senior Secondary
Teachers.
2015
19. Smt. Madhu Sharma
A Study of Teachers need towards In-Service Teachers
Training Programme of Science Subject of Senior
Secondary Teachers.
2015
3.3 Consultancy
3.3.1. Did the institution provide consultancy services in last five year? If yes
give details Institute provide consultancy in the field of Teacher Education. The
following consultancy services provided in the last five years-
a) Training for preparation of teaching learning materials and working
models to school teachers.
b) Training camp is organized for principal of new teacher training college s regarding state Govt. rules and regulation & NCTE norms.
c) Recently the Government of Rajasthan has asked the Institute to adopt 25
Government Schools of rural area to lend them educational support for
the betterment of the marginalised students.
102
3.3.2. Are faculty / staff members of the institution competent to undertake
consultancy? If yes, list the area of competency of staff member and the
step initiate by the institution to publicize the available expertise.
Yes, faculty/staff members of the institute are competent to undertake
consultancy. The area of consultancy is given below-.
S.No Name of faculty Consultancy Area
1. Dr. Dinesh Kumar Member of Inspection
Committee of NCTE.
External Member of Board of
Studies (Education) MDS
University, Ajmer
External Research Expert in
other University.
External Expert for
Curriculum Development
Committee(Education), Jai
Naryan Vyas University,
Jodhpur
External Expert for
Curriculum Development
Committee (Education), Jain
Vishwa Bharti University,
Ladnun
Key Note Speaker and
Chairperson in many National
Seminars. Educationalist nominated in
Navodaya Vidalaya Samiti by
103
District Magistrate, Churu.
2. Dr. Sarita Sharma Research (Ph.D. Level)
Resource person in IGNOU
Member of Selection
Committee, RMSA
3. Sh. Praveen Sharma Member of Selection
Committee, RMSA
3.3.3. How much revenue has been generated through consultancy in the last
five years? How is the revenue generated, shared among the concerned
staff member and the institution?
Institute and its faculty provide consultancy on free of charge basis. No
consultancy charges are levied because they are against the norms and values
of the Institute.
3.3.4. How does the institution use the revenue generated through
consultancy?
As there is no fee levied for consultancy, the revenue generated is nil
from consultancy services.
3.4 Extension Activities
3.4.1. How has the local community benefited from the institution?
Extension activities are an integral part of teaching programme of the
institute. Extension Services are provided to neighboring schools mainly in
the field of science education, computers and information technology, and
104
mathematics education. Institute runs rural educational awareness camp in
which literary, environmental education, health and hygiene awareness, girl
child education awareness, water conservation, campus beautification
programmes are organized.
The college runs various outreach programmes such as exhibition of
teaching aids prepared by pupil teachers, distribution of aids to different
schools, cleanliness drive, conduct of anti-tobacco campaign, celebration of
socially relevant festivals and days such as human rights days, women days
etc.
The faculty members also participate in RMSA meeting, Selection
Committee and also render their service as guides for research work.
The Institute has also organized various relief camps in the
national/local disaster. Students and faculty members also participate in Plus
Polio Campaign, Censuses Work and Election Duty etc.
The institute has adopted 25 village schools for their educational
upliftment and empowerment. The institute is organizing various camps
along with Ayurveda College and Krishi Vigyan Kendra.
3.4.2. How has the institution benefited from the community?
As the institute is situated in a rural area, the community participates
in most of activities of the institution. Community participation is viewed as
education technology during exhibition, festivals, Independence Day, Republic
Day celebration and annual function etc. organized every year. During such
occasions interaction with community members yields valuable feedback to
make the institution more progressive in term of efficiency and quality. The
105
Community also participates in meetings organized by the institute from time
to time for its progress.
3.4.3. What is the future plan and major activities the institution would like
to take up for providing community orientation to students?
The future plan of the Institute for providing community orientation is
to launch a Community Radio Station and also to have a tie-up with the Red
Cross Society for Blood Donation etc.
The institute also envisages to have partnership with the Disaster
Management cell of the Govt. of India in case any calamity occurs.
The institute wishes to present the 25 adopted govt. schools as role
models for the whole district in the first step, in next five years.
3.4.4. Is there any project completed by the institution relating to the
community development in the last five years? If yes, give details.
There is no such project initiated or completed by the institute. One
research project is going on.
3.4.5. How does the institution develop social and citizenship value and skills
among its students?
The institute organizes following activities to develop social and
citizenship values and skills among its students.
Community work based on field work is incorporated in the syllabi of
B.Ed. and M.Ed. to provide practical experience for development of social
values and skills.
Regular Shramdan programme based on Gandhian Philosophy
106
Regular Co-Curricular activities such as Cultural, Literary and Sports.
Observes and celebrates Socially Relevant Festivals.
Observes and celebrates Republic Day and Independence Day.
Observes and celebrates Important and Socially Relevant Days such as
Women Day, Human right Day, Science Day, Consumers Day etc.
Encourages students to actively participate in Tree Plantation
Programme and celebrates Van Mahotsav Programme.
Organises Rural Educational Awareness Camp
Organises Cleanliness Drive, Anti-Tobacco Campaign, Women
Empowerment Campaign, Literacy Campaign.
Organises awareness programme such as Environment Protection, Child
Right, Right to Education, Human Right etc.
Organises Expert Lectures related to socially relevant issues.
Yoga classes are organised in the morning regularly.
Plus Polio Campaign
The institute has adopted 25 village schools for their educational
upliftment and empowerment. The institute is organizing various camps
along with Ayurveda College and Krishi Vigyan Kendra.
107
3.5 Collaborations
3.5.1. Name the national level organizations if any with which the institution
has established linkages in the last five years. Detail the benefits
resulted out of this linkages.
The Institute has established linkage with UGC, NCERT, NCTE, NUPEA,
MHRD, IGNOU, NIOS, SIERT, DIETE and different Universities of India. The
faculty members have completed and are completing research projects
financed by MHRD. Faculty members are also provided training by SIERT,
NUPEA and NCERT in the different fields of education and research. Institute
also receives financial assistance for general development such as library, E.T.
department and infrastructure development from UGC.
3.5.2. Name the international level organizations if any with which the
institution has established linkages in the last five years. Detail the
benefits resulted out of this linkages.
International Rotary Club and Red Cross Society for organizing Blood
Donation Camp etc. The needy were provided Blood etc.
3.5.3. How did the linkages if any contribute to the following? • Curriculum Development • Teaching • Training • Practice Teaching • Research • Consultancy • Extension
108
• Publication • Student Placement
Curriculum Development:- The Board of Studies, Academic Council,
Board of Management and Departmental Research Committee of the
University, Programme Advisory Committee of the Institute have members
from UGC, NCERT, NUPEA and IGNOU. The recommendations of
seminar/workshop organized with collaboration of different organization
such as UGC, NCTE, NCERT and NIOS are implemented/incorporated in the
curriculum of B.Ed. and M.Ed. courses. The Curriculum was constructed as per
the guidelines issued by NCTE in December 2014.
Teaching:- Funds provided by the concerned bodies such as UGC and
MHRD for development of library, infrastructure and Research Work are used
by faculty members. State government provided funds for the teaching and
non-teaching staff members till 2012.
Training:- Faculty members actively participate in Refresher and
Orientation Programme organized by UGC and different organizations from
time to time for their professional growth, development of skills and
competencies. MHRD has been financing various training programs from time
to time.
Practice Teaching:- NCERT, SCERT have organized training programme
regarding Practice Teaching
Research: - Faculty members of the institute complete their research
projects financed by MHRD. Some psychological tools and library books are
purchased through grants received from UGC. Institute is the member of
109
DELNET and Research Scholar & faculty members use this facility for their
research work.
Consultancy:-
Extension:- Some facilities are provided by government for Extension
activities in rural area.
Publication:- Under CSS fund is provided for Publication.
Student placement:- Schools give priority to the students of the
Institute.
3.5.4. What are the linkages of the institution with the school sector?
This institute has linkage with 30 school of nearby rural area.
Institute always provides technical and academic support to the schools.
Institute provides teaching–learning materials to the schools, organizes rural
educational awareness camps, anti-tobacco Campaign, educational programm
for women empowerment, child right education, education for all, Right To
Education like Campaign with the help of schools during their Block teaching
and special occasions such as pulse-polio, voluntary community work like
disaster management etc. School teachers are imparted training from time to
time. Woolen cloths are given away among the needy students and value
education books are provided to the school library.
3.5.5. Are the faculty member actively engaged in school and with teacher
and other school personnel to design, evaluate and deliver practice
teaching? If yes give details.
Yes, faculties are actively engaged with school staff during practice
teaching. Faculty members visit teaching practice schools during the practice
sessions to observe pupil teachers. Principals/ Head of the school are invited
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before starting the practice session for their suggestions and feedback. School
teachers are also involved in evaluation and feedback process during the
practice teaching sessions. The pupil teachers are sent to the practice
teaching school for contact and to gather information about previous
knowledge of the student before starting practice teaching process.
3.5.6. How does the faculty collaborate with school and other college or
university faculty?
The faculty members of the institute regularly provide consultancy to
the related school and deliver special lecturers and provide training to schools
and rural society. Faculty provides training to the in – service teachers.
Teaching learning materials based on value education are also provided to
concerned practicing schools. Extension lectures are also delivered to the
school teachers by the faculty members.
3.6 Best Practice in Research, consultancy and extension
3.6.1. What are the major measure adopted by the institution to enhance the
quality of Research, consultancy and extension activities in last five
year?
The following major measures are adopted by the institution to enhance
the Quality of Research, Consultancy and Extension activities-
Institute has constituted internal research committee consisting of
senior faculty members to provide suggestion for qualitative
improvement in research.
DELNET facility is available for research scholars and faculty members.
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Library is enriched by research Journals, International dissertation and
research related materials.
Psychological lab is enriched and there is a lab having more than 500
psychological tests.
Faculty members are honoured for their research work annually
regularly.
Organization of seminars/workshop related to research.
Need based research areas are identified & then faculty members go
ahead with research projects. This research is based on needs.
Lecturers/talks are delivered by external research experts.
3.6.2. What are significant innovations /good practices in Research,
consultancy and Extension activities of the institution?
The following are the significant innovations / good practices in
Research, Consultancy and Extension activities –
Admission to Ph.D. is made through entrance test conducted by
University at National level since 2006 before UGC guidelines were
issued in 2010.
Institute organises regularly at least two workshops for Ph.D. scholars
every year. In these workshops experts from outside are invited to
provide help/training to scholars and solve their problems related to
research.
There are 8 Research guides in the institute.
Pre Ph.D. Submission Viva-Voce is compulsory for all Ph.D. Scholars. In
their presentation, scholar made power point presentation before all
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faculty members, Ph.D. Students and M.Ed. Students. Suggestions are
given by the faculty members for improvement of research work.
Institute honoures faculty members for their research work at annual
functions.
Internal research committee is constituted for qualitative improvement
in research.
Need based research area is identified through feedback from
society/teachers/ Administrators.
25 Rural Government schools have been adopted for extension activities.
(Innovative program on health and agriculture)
Non-monetary (free) consultaincy
Additional Information to be provided by Institutions opting for Re-
accreditation / Re-assessment
1. 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?
N/A
2. What are the other quality sustenance and enhancement measures
undertaken by the institution since the previous assessment and
accreditation.
N/A
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CRIETERION: IV INFRASTRUCTURE AND LEARNING RESOURCES
4.1 PHYSICAL FACILITIES
4.1.1. Does the institution have the physical infrastructure as per NCTE
norms? If yes, specify the facilities and the amount invested for
developing the infrastructure. Enclose the master Plan of the building.
Yes the institute has more than sufficient physical infrastructure as
per NCTE norms. Institute has the following facilities-
Class rooms equipped with ICT facilities such as Smart Board, LCD, and
OHP
Well-equipped computer lab with all necessary equipment and
INTERNET facilities
Modern E.T. lab with EDU-SAT and Production facilities.
Science lab sufficient for 12th level experiment.
Physiological lab with about 500 psychological tests.
Library with about 47000 books, 9 Journals and International
Dissertation Abstracts.
Modern Language Lab.
Gymnasium with all modern facilities.
Sports room with indoor and outdoor game facilities.
Subject wise Departmental lab.
Common room for girls and boys.
Canteen Facility.
Seminar Room
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Assembly Hall with a capacity of 350 students.
SUPW Room.
Auditorium with a capacity of 5000 students.
Master plan is enclosed.
Shramdan Udyan (Garden) with beautiful fountains
Boys (350 Capacity) and Girls (250 Capacity) Hostels
Pavilion
Sports Complex for outdoor games and sports.
Annexure - 1
(Master plan of the building attached with this report)
4.1.2. How does the institution plan to meet the need for augmenting the
infrastructure to keep pace with the academic growth?
Institute has sufficient space nearly 100 acre for further requirement
and also has sufficient rooms and facilities for further expansion to keep pace
with the academic growth.
4.1.3. List the infrastructure facilities available for co-curricular activities
and extra-curricular activities including games and sports.
Institute has the following facilities for co-curricular and extra
curricular activities-
A large hall with the capacity of 350 students, equipped with public
address system for daily prayer and morning assembly.
Indoor and outdoor game facilities.
Gymnasium Facilities.
An auditorium with a seating capacity of about 5000 students.
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Outdoor game facilities for Basket-ball, Volleyball, Badminton, Lawn-
Tennis, Athletics, Cricket, Handball, Kabeddi, Kho Kho etc are available.
Recording Facilities.
CCA related books available.
4.1.4. give details on the physical infrastructure shared with other
programmes of the institution or other institutions of the parent
society or university.
Institute shares only auditorium of the parental society for large
programs.
4.1.5. Give details on the facilities available with the institution to ensure the
health and hygiene of the staff and students (rest rooms for women,
wash room facilities for men and women, canteen, health centre, etc.)
Institute has the following facilities to ensure the health and hygiene of
the staff and students.
Staff room with wash room.
Common room for girls.
Separate wash room for boys and girls.
Canteen facility.
Safe drinking Water
Ayurved hospital and dispensary with ambulance are also available in
the campus.
Doctors regular visits to hostels
2 hours Doctors services available on call.
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4.1.6. Is there any hostel facility for students? If yes, give details on capacity,
no. of rooms, occupancy details recreational facilities including sports
and games, health and hygiene facilities, etc.,
Yes, Institute has separate hostel facilities for boys and girls. Boys hostel has
capacity of 350 students with 123 room. Girls hostel has capacity of 250
students with 60 rooms. At present there are 4 boys and 60 girls residing in
the hostels. Both hostels have T.V. room, hall, indoor and outdoor game
facilities, sufficient wash rooms, health centre facilities and Gymnasium
facility.
4.2 MAINTENANCE OF INFRASTRUCTURE
4.2.1. What is the budget allocation and utilization in the last five years for
the maintenance of the following? Give justification for the allocation
and unspent balance if any.
Building
Laboratories
Furniture
Equipments
Computers
Transport/Vehicle
Audited report of last five years are enclosed.
4.2.2. How does the institution plan and ensure that the available
infrastructure is optimally utilized?
Institute regularly plans and ensures that the available infrastructure
is optimally utilized. Infrastructure facilities available in the institute such as
library, sports stadium, psychological lab, E.T. lab, Computer lab, INTERNET
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etc. are regularly utilized. Facilities are kept open for the students and faculty
members during working hours and extended hours whenever required. The
physical infrastructure is judiciously and optimally put to use.
4.2.3. How does the institution consider the environmental issues associated
with the infrastructure?
The Institute considers the environmental issues associated with the
infrastructure very crucial. The Institute is located in a pollution free area and
in a peaceful atmosphere away from the city. The institute has lush green
garden (Shramdan Udyan) developed by students and faculty of the Institute.
The classrooms are spacious with large windows and proper ventilation and
adequate natural light. The facilities such as collecting rain water, garbage pit
and fire extinguisher like measure show concern of the institute towards
environmental issues.
4.3 LIBRARY AS A LEARNING RESOURCE
4.3.1. Does the institution have a qualified librarian and sufficient technical
staff to support the library (materials collection and medial computer
services)?
Yes, Institute has appointed qualified librarian and supporting staff in
the library.
4.3.2. What are the library resources available to the staff and students?
(Number of books-volumes and titles, journals – national and
international, magazines, audio visual teaching – learning resources,
software, internet access, etc.)
Institute has a library in which 47249 books, having about 23346
titles are available. Library has 09 national journals, International Journal and
13 magazines subscribed. Library has 60 CDROM and INTERNET facility. 8
books are issued to students. 12 books are issued to staff members.
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4.3.3. Does the institution have in place, a mechanism to systematically
review the various library resources for adequate access, relevance,
etc. and to make acquisition decisions? If yes, give details including the
composition and functioning of library committee.
Institution has constituted a library committee for purchase of books
and proper functioning of library. Library is computerized for adequate access
and acquisition of books.
4.3.4. Is your library computerized? If yes, give details.
Yes, library is computerized. A software libguru is used in the library
and institute has been using INFLIBNET facility.
4.3.5. Does the institution library have computer, internet and reprographic
facilities? If yes give details on the access to the staff and student and
the frequency of use.
Yes, institute library has 31 computers and INTERNET facilities for
use of staff. For students photo state machine is also available. On an average
50-60 student and 7-8 faculty members visit the library daily.
4.3.6. Does the institution make use of Inflibnet / Delnet / IUC facilities? If
yes, give details.
Yes, the institute uses INFLIBNET facility.
4.3.7. Give details on the working days of the library? (Days the library is
open in an academic year, hours the library remains open per day etc.)
Institute library opens six days in a week and on all working days.
The library opens eight hours per day and also opens during examination
days. Central Library opens all holly days.
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4.3.8. How do the staff and students come to know of the new arrivals?
New arrivals of the library are displayed on the notice board and
display board of the library.
4.3.9. Does the institution's library have a book bank? If yes, how is the book
bank facility utilized by the students?
Yes, library has a book bank facility. Every student is given a set of
seven to eight books from the book bank and two library cards also give to
students. Student can keep these books for the whole session. Books are
deposited by the students after annual examination.
4.3.10. What are the special facilities offered by the library to the visually and
physically challenged persons?
Librarian and supporting staff provide personal assistance to
physicaly challenged persons.
4.4 ICT AS LEARNING RESOURCE
4.4.1. Give details of ICT facilities available in the institution ( Computer lab,
hardware, software, internet connectivity, access, audio visual, other
media and materials) and how the institutions ensures the optimum
use of the facility.
Computer Lab
Institute has separate computer and E.T. labs. Computer lab has 63
computers, printers, scanner, UPS and LCD Projector. All the 63 computers are
connected with 1 GBPS INTERNET facility. Lab has 50 software related
computer and education etc.
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E.T. Lab
Institute has well equipped E.T. lab. Educational technology lab has the
following modern facilities- Pepxiscope, Over Head Projector, LCD Projector,
T.V. EDUSAT facility, Epidiascope, Film Strip Projector, Film Projector etc.
The computer and E.T. lab is open for faculty members and students
during the working hours. Students are encouraged to use audio-visual
facilities during lesson plans. All students are provided special training to use
audio –visual aids, educational files developed by institute.
4.4.2. Is there a provision in the curriculum for imparting computer skills to
all students? If yes give details on the major skills included.
Yes, the ICT is compulsory for all B.Ed. and M.Ed. students. Students are
provided following major skills-
Use of MS Office
Use of Instructional Technology
Construction of lesion plans by use of ICT
Use of ICT in communication
Prepare PPT
4.4.3. How and to what extent does the institution incorporate and make use
of the new technologies/ICT in curriculum transactional processes?
There is a provision for training in use of ICT for every student.
Training in computer skill like use of l, power point presentation, CAI etc. is
also necessary for every B.Ed. and M.Ed. student.
4.4.4. What are major areas and initiatives for which student teachers use /
adopt technology in practice teaching? (Developing lessons plans,
classroom, transactions, evaluation, preparation of teaching aids)
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Pupil teachers use Smart Board, Over Head Projector, Multimedia
Projector and Slide Projectors in classroom transactions. Faculty members
also use Over Head Projector, Multimedia Projector and Slide Projectors like
ICT facilities for their classroom presentation.
4.5 OTHER FACILITIES
4.5.1. How is the instructional infrastructure optimally used? Does the
institution share its facilities with others for e.g.: serve as information
technology resource in education to the institution (beyond the
program), to other institutions and to the community?
All the instructional infrastructure of the institute is accessible to all
students of B.Ed., M.Ed. and Ph.D. scholars. They can easily assess library,
psychological lab, computer lab, E.T. Lab and other facilities available. Library
period has been introduced in the time table for B.Ed. and M.Ed. students for
optimal use of library resources. Faculty members also encourages pupil
teachers to make use of instructional facilities available in the institute.
Students and faculty members of the institute also use INFLIBNET facility
during the working hours of the institute. Student teachers are provided
training to make use of A/V aids. They are also encouraged to make use of A/V
aids during practice teaching. E.T. lab is also available in working hours of the
institute to provide necessary help to student teachers. Sport facilities are also
available to the pupil teachers. Time allotted for sports in week. Institute
shares its facilities with other schools. Institute provides training to In-service
teachers. It also provides A/V aid training to school teachers. The audio visual
aids like charts and models prepared by the pupil teachers are given away to
the specially rural area schools.
4.5.2. What are the various audio-visual facilities / materials (CDs, audio and
video cassettes and other materials related to the program) available
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with the institution? How are the student teachers encouraged to
optimally use them for learning including practice teaching?
Various audio visual aids facility and material like DVD/CD, CDROM,
Audio Cassettes, Video Cassettes, Transparencies, Slides, Programmed
Instructions based on content of various school teaching subjects are
available. Apart from these improvised apparatus, Epidiascope, Slide
Projector, Film Strip Projector, EDU SAT facility, OHP, Multimedia Projector,
Pepxiscope etc. facilities are available. There is a provision of training to
student teachers to make use of A/V aids in the curriculum. Training is
provided to all students to handle A/V aids. Student teachers are motivated to
make use of A/V aids.
4.5.3. What are the various general and methods Laboratories available with
the institution? How does the institution enhance the facilities and
ensure maintenance of the equipment and other facilities?
The institute has the following general and method laboratories
Psychological Lab
E.T. Lab
Physics Lab
General Science Lab
Language Lab
Computer Lab
Geography Methodology Room
History Methodology Room
Commerce Methodology Room
Chemistry Lab
Mathematics Lab
SUPW Room
Museum and Art Gallery
Physical Lab
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In-charge teacher of each laboratory keeps track of facilities, lab
maintenance, upkeep and upgrading the equipments, materials and services
available in the laboratory. Teacher in charge of respective lab ensure the
careful and proper use of equipment of the lab. The damaged material is
replaced and the areas which require some modifications/improvment are
located by teacher/internal audit committee and feedback from student
teacher is taken and then necessary modifications are effected from time to
time. Proper funds are allocated and provided by the institute for enhancing
the facilities and for ensuring the maintenance of the equipments of the lab.
The student teachers are encouraged to make optimal use of the various
material and equipments for learning including practice teaching.
4.5.4 Give details on the facilities like multipurpose hall, workshop, music
and sports, transports etc. available with the institution.
Multipurpose hall - The institute has facility of multipurpose hall.
Multipurpose hall has seating capacity of 350 students. Hall has a
public address system and a decorated stage with lighting facilities. It
acts as a common ground for students, faculty and renowned
educationists for regular interfaced, conferences, seminars and other
events.
Seminar Room - The institute has the facility for seminar room
having capacity of 50 persons, equipped with public address system.
Sport & Gymnasium - Institution has a sport room which provides
facilities for indoor and outdoor games. Institute has the following
major indoor & outdoor games facilities-
T.T.
Chess
Carrom
Rope Jumping
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Badminton
Cricket
Volleyball
Football
Hockey
Handball
Kabaddi
Kho-Kho
Athletics
Apart from these, Institute has a well equipped gymnasium for men and
women which is used by the pupil teachers.
SUPW and Museum - Institute has a museum in which collection of
the students and institution is kept. Institution has a SUPW room
which is having unique social productive work and provides training
in arts and music.
Yoga Room - Institute has a separate yoga room in which different
ashans are performed by the pupil teacher in the morning. Training
in yoga is also given to physical in-service teachers from time to time.
Canteen - Institute has a canteen providing refreshment to student
teacher and has a capacity of 25 students.
Garden - A garden named Shramdan Udyan has been developed by the pupil teachers and faculty members through Shramdan . A regular period of Shramdan is earmarked in the time table in which
pupil teachers and faculty members perform Shramdan .
4.5.5. Are the classrooms equipped for the use of latest technologies for
teaching? If yes, give details. If no, indicate the institution's future plans
to modernize the classrooms.
Yes, Institute classrooms are equipped with the latest technologies
for teaching. Each classrooms are equipped with Smart Board, green boards,
use of OHP & LCD projector and electric facilities and generator facilities.
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4.6 BEST PRACTICES IN INFRASTRUCTURE RESOURCES
4.6.1. How does the faculty seek to model and reflect on the best practice the
diversity of instruction, including the use of technology?
Faculty members seek to model and reflect on the best practice in the
diversity of instruction. This includes the use of technology etc. Well qualified
faculty is there and they use ICT like Smart board, LCD Projector, OHP and
Power Point slides for teaching. Most of the teachers participate in the
workshop and have got training by experts. The latest teaching methodology
used for Inductive thinking strategies and problem solving methods are used
for teaching. Main emphasis is on transfer of learning from theoretical to
practical aspects. Every teacher lays emphasis on learning by doing principle.
The demonstration by the teacher is supposed to be done by the
learners. The approach adopted by the teachers is flexible not rigid. From time
to time teachers attend and participate different seminars, conferences and
workshops. Most of the teachers are efficient in using computers for teaching.
Emphasis is made on use of improvised apparatus in teaching of science by
respective teachers. Emphasis is made on learning through experiences and
learning by doing principle. Teachers create such situations for providing
conducive environment to the students for appropriate learning.
4.6.2. List innovative practices related to the use of ICT, which contributed to
quality enhancement.
Pupil teachers are provided training for use of audio visual aids.
ICT education is compulsory for all students.
Computerization of library.
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PPT Training
Use of EDU-SAT
INFILBNET facility available
4.6.3. What innovations/best practices in 'Infrastructure and Learning
Resources' are in vogue or adopted / adapted by the institution?
The following are the best practices and innovations adopted/adapted by
the institution in infrastructure and learning resources-
The institution is situated in lush green environment and free from all
types of pollution.
There is provision of rain water conservation.
The institute provides furnished classrooms and well equipped
laboratories for smooth functioning of teaching learning process.
The institute provides well equipped computer and educational
technology lab.
Institution has introduced Apana Parivar Tutor – Ward System)
system in which every teacher of the institution is made In-charge of a
small group of students. Students are encouraged to discuss their
personal and educational problems with In-charge of the faculty. Faculty
members try to solve problems at their own level or if required, then
also through the management.
Environmental Education and Computer Education are made
compulsory for M.Ed. and B.Ed. Students.
Organization of national & state level seminar/workshop.
Formation of Internal research committee for qualitative improvement
of research work.
Due weight-age is given to attendance and co-curricular activities.
Introduced of on-demand-internal-assessment.
Establishment of a question bank.
Introduced of internship paper at B.Ed. and M.Ed. level.
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Value Education, Educational thoughts of Gandhian Philosophy and
Educational Aspects of Geeta Philosophy have been introduced at B.Ed.
level.
Regular co-curricular activities.
Organization of rural educational awareness camp
Emphasis is given to continuous and comprehensive evaluation.
INFLIBNET facility is available to faculty members and students.
EDU-SAT facility is available to faculty members and students.
Smart Class Rooms are available for teaching.
Shramdan Udyan
Additional Information to be provided by Institutions opting for Re-
accreditation / Re-assessment
1. What were the evaluative observations made under Infrastructure and
Learning Resources in the previous assessment report and how have they
been acted upon?
N/A
2. What are the other quality sustenance and enhancement measures
undertaken by the institution since the previous Assessment and
Accreditation with regard to Infrastructure and Learning Resources?
N/A
Criterion V: Student Support and Progression
5.1 Student Progression
5.1.1. How does the institution assess the students preparedness for the programme and ensure that they receive appropriated academic and
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professional advice through commencement of their educational
programme to completion?
B.Ed. & M.Ed. students are admitted to the institute through common
entrance test conducted by the state Govt. of Rajasthan. After admission to the
course, weekly written assessment is made by the concerned subject teacher
to find out barriers to students for learning. When the student is found weak,
the remedial class is conducted for him. An expert observation is also made
available to the student after their internal evaluation.
5.1.2. How does the institution ensures that the campus environment
promotes motivation, satisfaction, and development and performance
improvement of the students?
The institute organizes the following activities to ensure that campus
environment promotes motivation, satisfaction, development and
performance improvement of the students.
Co-curricular activities
Organization of Prayer session, tournaments and matches, cultural
programme, and literary work.
Organization of Seminar/Workshops
Participation in Community Work
Lecturers by distinguished persons
Celebration of Important National Days/Festivals/Jayanties
Conduct of Yoga Classes
Proper Guidance & Counseling
Organization of training & workshop for using A/V aids
Internship progremm for B.Ed. and M.Ed. students in real life situation.
Though Apana Parivar activity of the Institution.
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5.1.3. Give gender wise dropout rate after admission in the last five years and
list possible reasons for the drop out. Describe the mechanism adopted
by the institution for controlling drop out?
S.No. Year Class Dropout
1. 2010-11
B.Ed. 0
2. M.Ed. 0
3. 2011-12
B.Ed. 4
4. M.Ed. 3
5. 2012-13
B.Ed. 5
6. M.Ed. 2
7. 2013-14
B.Ed. 2
8. M.Ed. 1
9. 2014-15
B.Ed. 12
10. M.Ed. 2
5.1.4. What additional services are provided to students for enabling them to
compete for job and progress to higher education? How many students
appeared / qualified in SLET, NET, Central / State service through
competitive exam in the last two years?
The students are provided services for enabling them to compete the
entrance exam for admission to M.Ed. class and Ph.D. registration also. About
12 students have qualified NET/SLET through competitive examination for
the last two years.
5.1.5. What percentage of the students on average go for further studied or
choose teaching as a career? Give detail.
About 20-30% students go for further studies and 70-80% students
choose teaching as a career.
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5.1.6. Does the institution. provide training and access to library and other
education related electronic information, audio / video resources,
computer hardware and software related and other resources,
computer hardware and software related and other resources
available to the student teacher after graduating from the institution?
If yes give details on the same.
In the beginning of each session, the students are given orientation
about the functioning, rules, facilities and resources available in the
institution, library and in the campus. The student can easily make use of the
library resources like books, encyclopedia, journal, survey report, language learning resources CD s, books and manuals etc. , magazine etc. Student teachers are allowed to use INTERNET facility and computers available in the
library. These facilities are also easily accessible to the old students by the
permission of principal.
5.1.7. Does the institution provide placement service? If yes, give details on
the service provide for the last two years and the number of students
who have benefited?
Yes, institution provides placement services to its students.
Institution has a placement cell which organises on-campus interviews for
students regularly. The following students have been placed in last two years.
Session No of student appeared for
placement
No of students placed
2013-14 20 8
2014-15 22 10
5.1.8. What are the difficulties faced by the placement cell? How does the
institution overcome these difficulties?
A large number of training colleges are invited for placement but very
few institutions are present. The institution overcomes this difficulty through
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personal contact over phone and through common network of people working
in the Institution.
5.1.9. Does the institution have arrangement with practice teaching schools for the placement of the students teacher?
The requirement of the teachers in the practice teaching schools is
collected at the time of internship and also at the end of each semester.
Student-teachers are informed and facilitated to get the job in the school of
their own choice. During the practice teaching in the schools, the heads of the
concerned schools are allowed to observe the lessons delivered by each
student teacher so as to select the pupil teacher for their school.
5.1.10. What are the resources (financial, human ICT) provided by the
institution to the placement cell?
Placement cell was established by the institution to provide assistance
to the students. In-charge professor of the placement cell looks after the cell
and organises on-campus interview, makes contacts with other institute and
keeps in touch with students. Placement cell has modern facilities like
INTERNER, computer, LCD projectors.
5.2 STUDENT SUPPORT
5.2.1. How are the curricular (teaching learning process), co-curricular and
extra-curricular programmes planned, (developing academic calendar,
communication across the institution, feedback) evaluated and revised
to achieve the objectives and effective implementation of the
curriculum?
For the effective implementation of curricular, co-curricular and other
academic activities, the institute systematically plans and incorporates all the
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activities in its academic calendar. If need arises, necessary modification are
effected in the academic calendar to achieve the objectives of the curriculum
and effective implementation of all activities. The academic calendar is
planned by In-charges of B. Ed. and M.Ed. with active consultation and
participations of faculty members, in the light of needs of students and
feedback of old students. In-charge analyses the different conditions and
academic calendar of the university, calendar of the state govt. education
department and prepares an initial draft for various curricular, co-curricular
activities of the session. Then this draft is discussed at the staff meeting and
necessary modifications are made in the light of the valuable suggestions of
the staff members. Various curricular and extra curricular activities are
planed for their effective implementation. These activities are planed and
evaluated as under-
Planning and Evaluation of Curricular Activities (Teaching Learning
Process) including Teaching and Training -
For the effective planning and implementation of curricular activities of the
institute, academic calendar is prepared in which every aspect of the
curriculum is given due weight-age. The calendar of the institutions
incorporates various aspects right from admission process to the annual
examinations. Periodically the academic calendar is discussed and assessment
is made to find out the needs of students, if need arises necessary modification
is made. Both teaching and training activities are planned simultaneously
which mainly include-
Planning and implementation of micro teaching session.
Practice teaching planning.
Expert lecturers from faculty members related to practices teaching.
Demonstration lesson.
Planning for internal evaluation.
Planning for Practicum work.
Planning for completions of various units of the syllabi.
Planning for rural educational awareness camp (Block Teaching).
Planning for internship activities.
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Co-curricular and Extra Curricular activities-
Various co-curricular and extra curricular activities including extension
lectures, experts lectures, community participation, organization of morning
assembly, celebration of important national/international days, Jayantis,
Parva and Festivals, organization of rural educational awareness camp,
Shramdan, cultural and sports activities are also planned well in advance and
all this planning is shared well in time to the students, teachers and
administrator. Feedbacks on the academic calendar are solicited from the
teachers and students.
Implementation of the academic calendar-
For effective implementation of the curricular, co-curricular and extra
curricular activities mentioned in the academic calendar various committees
are constituted by the institute. Each committee is headed by a coordinator
and to assist him/her other teacher educators are there as the members.
5.2.2. How is the curricular planning done differently for physically
challenged students?
Institute tries to provide ground floor classrooms and main labs to
physically challenged students. Help is extended as and when required by
such students.
5.2.3. Does this institution have mentoring arrangement? If yes, how is it
organized?
Yes, the institute has mentoring arrangements. For this purpose the
institute has the following provisions.-
1. Apana Parivar (Tutor–ward system)-
All the students of the institute are categorised into various tutorial
groups. Each group has a mentor (teacher in-charge) to solve the educational,
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personal and social problems of the students. He/She provides help and
support to them. In addition, the teacher educator encourages the students for
active participation in various activities of the Institute.
2. Guidance & counseling cell:
The institute has a guidance and counseling cell for providing
appropriate academic, career and professional guidance to the students. They
are also provided counseling services related to their social, cultural or family
environment problems. This cell has also mentor (teachers In-
charge/coordinator) to provide these services.
5.2.4. What are various provisions in the institution which support and
enhance the effectiveness of faculty in teaching and mentoring
students?
The institute organises various seminars, workshops, extension
lectures and expert talks at Institutional level for enhancing the effectiveness
of faculty in teaching. The faculty members are encouraged to attend and
participate in various International, National, seminars, Orientation course,
Refresher course and workshops for enhancing their effectiveness in teaching
and other skills.
5.2.5. Does the institution have its website? If yes, what is the information
posted on the site, how often is it updated?
Yes, the institute has updated website i.e. www.bttc-gvm.org.in. The
following information has been posted on the website.-
Aims of the institute
Details of the society
Institute course details
Details of teaching and non-teaching staff.
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Details of different departments
Infrastructure of the institute
Activities of the Institute
Research work of the Institute
Achievement and events of the institute
Financial details of the institute
News, photo gallery of the institute
Feedback corner.
Academic Calendar
Institute website is normally updated regularly.
5.2.6. Does the institution have a remedial programme for academically low
achievers? If yes, give details.
Student weaknesses are diagnosed weekly through the class tests, internal
evaluation, class seminars, oral testing and observations. After diagnosing the
weaknesses, appropriate remedial teaching is provided to the low achievers
on weekly basis. For remedial teaching the following strategies were adopted
by the teacher mentor.
Providing extra time to such students.
Encouraging student teacher to visit library frequently.
Using more modern teaching aids.
Assigning them more practical and field work.
Providing necessary guidance for examination and other works.
Creating such cordial environment in which they feel free to consult
their concerned teacher.
Remedial Clesses
5.2.7. What specific teaching strategies are adopted for teaching.
(a) Advanced learners and (b) Slow Learners
ADVANCED LEARNER:
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Seminars, Group Discussion, delivery of model lessons, project
method, assigning extra work are adopted for advanced learners.
SLOW LEARNER:
Teaching strategies are adopted according to the needs and pace of
the learners. Mostly demonstration method, experimental method, story
telling method and supervised study method are used for such students. Extra
time is provided to these learners to solve their problems. Special classes and
tutorials are arranged for the betterment of slow learners.
5.2.8 What are the various guidance and counseling services available to the
students? Give details.
There is a guidance and counseling cell in the institution which provides
guidance and counseling to the pupil teacher as and when required teaching
and specialization paper. Guidance and support are provided to the pupil
teachers in their personal, academic and social matters. Admission is made
through centralized counseling system at the state level. In the beginning of
the session, academic counseling and orientation to newly admitted pupil
teachers are provided for two days. Orientation programme aims at
acquainting them with various subjects and options in the course. Need and
importance of these options are explained in detail by the concerned teacher
educator. During the session, tutorial groups and in house meeting are also
organized to solve the individual problems of the pupil teachers. Institute
organizes Apana Parivar programme every Saturday for students, in which
students in small group with a faculty member as in-charge are encouraged to
share their personal and educational problems.
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5.2.9. What is the grievance redressal mechanism adopted by the institution
for the students? What are the major grievances redressed in last two
years?
Apana Parivar (Tutor – ward system), guidance and counseling cell are
established for redressal of the students grievance. All the problems of the
students are reported and entertained through this cell. There is the
mechanism to record the grievance of the student if any through suggestion
box. The grievances are being attended with proper care and redressed to the
satisfaction of the student teacher.
5.2.10. How is progress of the candidate at the different stages of
programmes monitored and advised?
ACADEMIC PROGRESS:
The academic progress of the student is monitored through daily
classroom observation by the mentor teachers. Monthly class tests, seminars,
assignment, projects, internal assessment and internal viva-voce are conducted regularly to monitor students progress.
CULTURAL & SOCIAL PROGRAMME:
The cultural and social programmes of the student is monitored through
their participation in morning assembly, college functions, guest lectures on
various aspects, daily period of co-curricular activities, competitions at
institution level and competitions at inter college level and community
participation services etc.
After monitoring the progress of the students in different areas,
necessary feedback, advice and guidance are provided to them for
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improvement. Feedback is provided by the mentor teacher during the tutorial
groups and in house meetings.
5.2.11. How does the institution ensures the student's competency to begin
practice teaching (pre-practice preparation) and what is the follow up
support in the field of (practice teaching) provided to the students
during practice?
The institution ensures the students competency in pre-practice
preparation and practice teaching participation in various ways-
PRE-PRACTICE:
For ensuring the students competencies to begin practice teaching various activities are organized. They include orientation about micro
teaching skills, demonstration lesson of each subject by the subject teachers,
micro teaching session by student teachers, delivery of demonstration lessons
in simulated situation under the supervision of the teacher in-charge etc. All
this process goes on for at least ten days.
FOR PRACTICE TEACHING:
A teacher-educator is sent to the practicing schools to provide the
support and feedback to the pupil teacher. The teacher-educator monitors all
the daily activities and supervises the lessons of the student teachers and
provides feedback to them accordingly. He/She also identifies the problems
faced by pupil teachers and makes necessary arrangement to solve them from
time to time. The pupil teachers are encouraged to participate in various
school activities such as morning assembly, mid-day-meal, school functions,
sport meets, environment related activities etc. Support from school staff is
ensured by the arrangement of pupil teachers.
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5.3 STUDENT ACTIVITIES
5.3.1. Does the institution have alumni association? If yes.
a. List the current office bearers.
b. Give the year of last election.
c. List activities of last two years.
d. Give details top ten alumni occupying prominent possible.
e. Give details on the contribution.
Yes, the college has alumni association but not in the formal ways.
5.3.2. How does the institution encourage students to participate in
extracurricular activities including sports and games? Give details on
the achievement of students.
The institution encourages the pupil teachers to participate in various
literary competitions organized by other colleges and also to participate in
college functions, morning assembly, house meetings, tutorial groups and in
sports & cultural activities organized by the institution. After their
participation, they are encouraged by giving away certificates, prizes, trophies
and medals on the occasion of annual function. Students are also encouraged
to participate in intra college and university level functions and competitions.
5.3.3. How does the institution involve and encourage students to publish
materials, like catalogues, wall magazines and other materials? List
major publications.
The institute provides various opportunities to involve the students in
various activities for presentation and publication of their materials-
Articles, thoughts for the day, poems, jokes, stories etc. are invited from
the students of different sections of the B.Ed. & M.Ed. class. They submit
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all the materials to the respective subject editors for publication in the
college magazine.
Research articles of Ph.D. scholars are published in various journals.
Research supervisor encourage their scholars to publish their papers.
Students are given a chance to present their view in the activities
organized by institute like seminar, morning assembly, workshop etc.
The students are also encouraged to participate in essay competition
and good essay is published in the college magazine.
5.3.4. Does the institution have a student council or any similar body?
As per the rule and regulation of the state government formal student
elections or student union is banned, but students advice is solicited from
time to time in the organization of various cultural, literary and sports
activities.
5.3.5. Give details of various bodies and their activities, which have student's
representative on it.
The institute provides an opportunity to most of the students to
participate in the various activities. Student representative is nominated on
Programme Advisory Committee (PAC) which prepare annual plan of the institute. Students are also included in various committees. Old students representative and their parents are also included in the college management
committee. The student committee also runs hostel mess.
5.3.6. Does the institution have a mechanism to seek and use data and
feedback from its graduates and from employers to improve the
preparation of programme and growth and development of the
institution?
Yes, the institute has a mechanism of feedback from its graduates and
employers through self appraisal performa and website to improve the
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preparation of programme and growth & development of the institute.
Suggestion box and visitor note book are also there for suggestion and
feedbacks.
5.4 BEST PRACTICES IN STUDENT SUPPORT AND PROGRESSION
5.4.1. Give details of institutional best practices in Student Support and
Progression?
The best practices of the institute in Student Support and Progression are
as follows –
Guidance & Counseling cell
Suggestion Box
Alumni association
Institute Website
Financial Support for poor students through Social Worker.
Apana Parivar Programme for solving the students problems. Special Talk
Regular Yoga
Active participation in seminar and other activity
Additional Information to be provided by Institutions opting for Re-
accreditation / Re-assessment
1. What were the evaluative observations made under Student Support and
Progression in the previous assessment report and how have they been
acted upon?
N/A
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2. What are the other quality sustenance and enhancement measures
undertaken by the institution since the previous Assessment and
Accreditation with regard to Student Support and Progression?
N/A
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CRITERION VI: GOVERNANCE AND LEADERSHIP
6.1. INSTITUTIONAL VISION AND LEADERSHIP
6.1.1. What are the institution's stated purpose, vision, mission and values?
How are they made known to the various stakeholders?
VISION-
(In the Words of Swami Shri Shriram Sharan Ji Maharaj, Founder of
Gandhi Vidya Mandir) Gandhi Vidya Mandir means a Comprehensive seat of Education making realise humanitarianism, to all human beings. If I explain in detail Gandhi Vidya is Gandhi Education which interprets the type of life style, despite various diversities of ideas, circumstances and abilities which are
useful and beneficial for all. It provides social security in the form of unified
love (affection affinity) which may help to save the human society from going
astray by imparting quality education in various streams. It comprises of
gramsudhar (village reformation) character building, prohibition of drugs
abuses, innocence, public service such as Health care, wishing welfare to all.
Malice towards none good towards every one .
I have addressed it by Gandhi Education and its big body itself is its Mandir (Holy place).
MISSION- Don t Desire be Committed. 1. To impart teacher education to meet emerging needs and challenges of
the society and the Nation.
2. To actualise such teacher education that can create conducive
atmosphere for teaching and learning etc.
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3. To stress on the holistic development of teacher, bringing out their
cognitive, affective and psycho motor skills to the best.
4. To impart such training based on value orientation that can observe the
universal standard etc.
5. To prepare such teachers that can fulfil the local and national aspiration
such as rural development, character building, drug deaddiction, public
service, health care, disaster management and rudimentary needs.
6.1.2. Does the mission include the institution's goals and objectives in terms
of addressing the needs of' the society, the students it seeks to serve,
the school sector, education institution's traditions and value
orientations?
Yes, the vision and mission statements are in terms of addressing to
the needs and demands of the society, students, schools, educational
institution's traditions and value orientations. Institution is catering to their
needs. Mission includes quality issues, specifically participation of all the
stakeholders in improving quality.
6.1.3. Enumerate the top management's commitment, leadership role and
involvement for effective and efficient transaction of teaching and
learning processes (functioning and composition of various
committees and board of management, BOG, etc.)
The top management s commitments are as follows -
To create and provide the environment conducive to the
attainment of institutional goals focusing on a clear vision and
mission.
To impart qualitative teacher education.
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To develop intelligent, well informed, disciplined and socially
responsible teachers.
Reincarnation of values into the student-teachers and teachers
educators.
To inculcate the spirit of service to the society among student
teachers and teacher education.
To instill a human attitude and scientific thinking among student
teachers and teacher educators.
To elicit the co-operation of all the stake holders.
Ensure and develop mechanism for monitoring and sustaining a
work, culture, commitment and passion for attaining the
institutional goals.
To develop this institute as a center of excellence in the field of
teacher education.
The institution always tries to a possible extent in translating its vision
and goals into academic practices.
The management's contribution towards its mission is exemplary. It
recruits the well qualified faculty members. It provides encouragement and
recognition to the student teachers and teacher-educators during functions
and teaching learning process. Physical infrastructure and the latest ICT tools
and apparatus are made available to carry out teaching learning process
effectively. Management organizes various meetings with the faculty and also
rewards the faculty. The faculty and students are given individualized care
and their concern are addressed. Every cultural, academic and sports event
organized in the institution is encouraged by being present in these events by
management members.
1. Composition & Functioning of Institute management committees.
Composition
S.No Name Designation
1. Sh. Kanak Mal Dugar President
2. Sh. Sampatmal Nahta Vice-President
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3. Sh. Tejkaran Surana Astt. Vice-President
4. Sh. Kalika Prasad Sharma Member
5. Sh. Naveen Dugar Member
6. Sh. Prakesh Sethia Member
7. Sh. Kethu Lal Daga Member
8. Sh. Kamal Kanat Singh Member
9. Dr. Sumitra Sharma Member
10. Sh. Bal Krishan Koshik Member
11. Smt. Namita Kothari Member
12. Sh. Kishan Lal Baid Member
13. Sh. Vishwanath Mittal Member
14. Sh. Sumti Chand Gothi Member
15. Dr. Mahesh Chandra Sharma Member
16. Sh. Shriyansh Dugar Member
17. Sh. Nortan Mal Dugar Member
18. Sh. Sushil Jain Member
19. Sh. Banwar Lal Atri Member
20. Sh. Panna Lal Daga Tresurer
21. Sh. Tirlok Chand Bothra Member
22. Sh. Abhay Jain Member
23. Dr. Dinesh Baid Member
24. Dr. Wasim Ahmad Member
25. Dr. Surendra Pal Member
26. Sh. Motilal Bothra Member
27. Sh. Brijmohan Shraf Member
28. Sh. Hement Dugar Member
29. Dr. Mahesh Chand Sharma Member
30. Sh. Himanshu Dugar Member
31. Sh. Nagraj Daga Member
32. Sh. N.P.Sharma Member Secretary
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Functioning –
Institute s management committees provides infrastructure and
financial support to the institution for carrying out teaching-learning process
smoothly. The institute encourages participatory management practices and
team work between the different components of the institute. To assist the
principal in academic work various sub-committee are constituted. These
committees plan, execute and co-ordinate the activities in their respective
areas.
The details of Institute s management committee and its meetings held
during the session 2015-16 are as under-
S.N. No. of meeting held Meeting held on
1. 1 6-07-2015
2. 2 16-10-2015
Major outcomes of the meeting.
Academic Calendar of the session 2015-16 is discussed.
Decision for organizing International Seminar on Educational
Leadership for Global Justice: Issues & Challenges in the collaboration
of CCEAM and RCEAM
6.1.4. How does the management and head of the institution ensure that
responsibilities are defined and communicated to the staff of the
institution?
The management and the head of the institution discuss, decide,
assign and then allocate the role and entrust the responsibilities to the staff
members on the basis of their academic record, potential, aptitude and
interest and as well as the institutional regime experience in teaching and
other academic and co-curricular events, creative and constructive aspects of
the personality, specialization, communication style and motivation level. The
allocated responsibilities are communicated to the staff through academic
calendar, staff meeting, circulars and office orders.
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6.1.5. How does the management/head of the institution ensure that valid
information (from feedback and personal contacts etc.) is available for
the management to review the activities of the institution?
Institute cross-verifies feedbacks of students and teachers through
observation of Head of the institute and peers groups and appraisal report of
principal of the institute.
6.1.6. How does the institution identify and address the barriers (if any) in
achieving the vision/ mission and goals?
The institute identifies and address the barriers in achieving the
vision/mission and goals in the following manners-
Deliberating the issues.
Developing and implementing mechanism in the
informal/direct/indirect way.
Various committees have been constituted for smooth functioning of the
institution. The barriers in achieving the vision, mission and goals are
identified by the concerned committees. The reasons for the barriers
are thoroughly discussed by the various committees, head of the
institution and the management in the staff, academic meetings and
remedial measures are identified by taking into consideration the
suggestions provided by the faculty members. The concerned
committees deliberately work for various quality related issues
pertaining to teacher education being imparted by the institution.
6.1.7. How does the management encourage and support involvement of the
staff for improvement of the effectiveness and efficiency of the
institutional processes?
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At the meeting between the management and the staff members the
management considers the suggestions of the staff members and it
encourages, appreciates and support involvement of the staff for
improvement of the effectiveness and efficiency of the institutional process.
Management actively involves in professional growth of the faculty members
by organizing extension lectures, seminars and workshops in the institution
and also encourages them to participate in various seminars, conference,
workshops organized by other institutions. TA/DA is also provided by the
management to faculty members for attending/participating in various
activities organized by other institutions. The management grants academic
and study leave to the staff members for improving their efficiency.
6.1.8. Describe the leadership role of the head of the institution in
governance and management of the curriculum, administration,
allocation and utilization of resources for the preparation of students.
The principal of the institute provides requisite leadership to the
system. He continuously supervises the working of teaching and non-teaching
staff and gives suggestions for their improvement when required. The head of
the institute constitutes various committees after discussion in the staff
meeting and allocates and assignes the institutional work to the committee.
The work of each committee is coordinated by a convener. The Principal
provides administrative and academic leadership in association with the
various faculty members. Strategies are evolved for academic growth. The
head of the institution takes care and fulfils the requirements of the faculty.
He also makes individual appreciation, takes personal care and shows concern
to the staff members, student teachers and institution. The principal of the
institution is always available to students and staff members for redressal of
their grievances and also coordinates as a liaison officer between the student
teacher, faculty and the management.
6.2 ORGANIZATIONAL ARRANGEMENTS
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6.2.1. List the different committees constituted by the institution for
management of different institutional activities? Give details the
meetings held and the decisions made, regarding academic
management, finance, infrastructure, faculty, research, extension and
linkages and examinations during the last year.
The institute has constituted the following committees –
Academic Council
Purchasing committee
Internal Research Committee
Planning Department
Literary Activities Committee
Cultural Activities Committee
Sports Activities Committee
Practice Teaching Committee
Discipline Committee
Grievance Cell
IQAC
Anti Women Harassment Cell
Examination Cell
Anti Ragging Cell
The Meeting of different committees are held from time to time and major
decisions taken at the meeting are given below-
S.N. Committee No of
Meetings
Major Decisions
1. Academic Council 2 i. A committee is constituted to
discuss the recommendations and
opinion collected from pupil
teachers on curriculum feedback
Performa.
ii. Annual calendar of B.Ed. and
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M.Ed. class was discuss and
decision for its implementation
was taken.
2. Purchasing committee 2 i. Purchase new Books and lab.
Equipment and Apparatus.
ii. Purchase E.T. Equipments.
3. Internal Research
Committee
2 i. Research projects are approved.
ii. Research proposal are approved
for Ph.D. Registration.
iii. Organizing Research workshops.
iv. Request to all the staff members
to take research projects.
4. Planning Department 2 i. Annual calendar for training
programme for the session 2011-
12 was finalized.
ii. Decision for organizing camp for
Sanskrit Spoken
5. Co-Curricular
Activities Committee
2 i. Decision taken for organizing
different Co-Curricular Activities
in the college according to
academic calendar.
ii. Decision taken for sending B.Ed.
and M.Ed. students in other
institutions/university to
participate in youth
festival/literary acticities.
6. Discipline Committee 2 i. Action taken against B.Ed. student
Sh. Ramesh Soni for indiscipline.
ii. Measure decided for maintaining
discipline in the college.
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6.2.2. Give the organizational structure and the details of the academic and
administrative bodies of the institution.
Details of academic and administrative bodies of the institution.
S.N. Committee Members
1. Academic Council i. Prof. Kanchan Sharma
ii. Prof. Manisha Verma
iii. Dr. Sarita Sharma, Asso. Prof.
iv. Dr. Lokesh Sharma, Asso. Prof.
v. Dr. Anand Shrivastav, Asso. Prof.
vi. Dr. Raj Kumar Mali, Asst. Prof.
vii. Dr. Rama Sharma, Asst. Prof.
2. Purchasing committee i. Smt. Dipti Bhardwaj, Asst. Prof.
ii. Sh. Pushp Dant Jain, Instructor
iii. Sh. Rahul Nahata, Office Asst.
3. Internal Research
Committee
i. Dr. Sarita Sharma
ii. Prof. Kanchan Sharma
iii. Prof. Manisha Verma
iv. Dr. Lokesh Sharma
v. Dr. Anand Shrivastav
vi. Dr. Ajay Krishan Tiwari
vii. Dr. Raj Kumar Mali
4. Planning Department i. Dr. Anand Shrivastav
ii. Dr. Lokesh Sharma
iii. Dr. Rajesh Trapthi
iv. Sh. Pushp Dant Jain
v. Sh. Vineet Kumar Pincha
5. Co-Curricular Activities
Committee
i. Dr. Anand Shrivastav
ii. Sh. C.S.Bharti
iii. Dr. Sheetal Choutia
6. Discipline Committee i. Dr. Narendra Bhatt
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ii. Ms. Santosh Jain
iii. Dr. Raj Kumar Mali
iv. Sh. C.S. Bharti
7. Grievance Cell i. Prof. Kanchan Sharma
ii. Ms. Santosh Jain
iii. Dr. Raj Kumar Mali
8. Placement Cell i. Prof. Kanchan Sharma
ii. Mrs. Dipti Bhardwaj
iii. Sh. Pushp Dant Jain
6.2.3. To what extent is the administration decentralized? Give the structure
and details of its functioning.
Administration of the institution is quite decentralized. This
institution has maintained an administrative setup in which the principal is
given full freedom by the managing committee. The institution has constituted
9 committees to execute different functions like admission, academic
activities, examination, management of library etc. There is a constant
interaction among the functional units of all the committees. The functions of
each committee are well defined to ensure the administrative
decentralization. Ultimately all the academic and administrative activities are
reviewed by the concerned committees to ensure the academic and
administrative accountability of the system.
6.2.4. How does the institution collaborate with other sections/ departments
and school personnel to improve and plan the quality of educational
provisions?
The Meeting of the institution authorities with school personnel are
held regularly for doing necessary improvement in the field of teacher
education. The feedback about teaching practice is taken from school
personnel. School teachers are also consulted while developing the academic
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plan and their suggestions are considered during decision making process.
Seminars/workshops are organized in which distinguished teacher-educator
and teachers participate. The re-commendations of seminars are included in
the curriculum of the courses. The feedback from the employer, Alumni and
other stakeholders are also included in the curriculum.
6.2.5. Does the institution use the various data and information obtained
from the feedback in decision-making and performance improvement?
If yes, give details.
The institution welcomes all the meaningful and relevant information
for decision making and performance improvement. The concerned data for
feed back is obtained form the faculty members, student-teachers, Head of
practice teaching schools, visiting eminent educationists, employers, alumni,
seminars/workshop etc.
6.2.6. What are the institution's initiatives in promoting cooperation, sharing
of knowledge, innovations and empowerment of the faculty? (Skill
sharing across departments' creating/ providing conducive
environment).
For promoting cooperation among the faculty members various
committees are constituted for execution of the institutional plan and teaching
learning activities. The committees consist of various faculty members and
one of the them acts as a convener. Respective committee member works
cooperatively in a team spirit. The principal monitors the functioning of all
committees. Suggestions regarding various activities of the institution are
placed before the principal and decisions are taken after discussing the matter
at staff meetings. Institution also works for the empowerment of the faculty.
They provide conducive environment for working. Extension lectures,
seminars and workshops are organized in the institute. The faculty members
are also motivated and sponsored to participate in the seminars and
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workshops and refresher courses for their professional growth organized by
other institutions.
6.3 STRATEGY DEVELOPMENT AND DEPLOYMENT
6.3.1. Has the institution an MIS in place, to select, collect align and integrate
data and information on academic and administrative aspects of the
institution?
Yes, the institution has a MIS in place, to select, collect align and
integrate data and information on academic and administrative aspects of the
institution
6.3.2. How does the institution allocate resources (human and financial) for
accomplishment and sustaining the changes resulting from the action
plans?
The changes resulting from the action plans are accomplished and
sustained through proper allocation of the human and financial resources.
Various committees and head of the different departments are
entitled to assess and recommend the resources needed for carrying out the
academic and co-curricular activities. The concerned committees forward the
recommendations to the principal and then the principal and the management
members consider the recommendation for allocation of the human and
financial resources.
6.3.3. How are the resources needed (human and financial) to support the
implementation of the mission and goals, planned and obtained?
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To support the implementation of mission and goal an institutional
yearly academic plan for the whole session is prepared by the staff members,
in which the activities related to teaching – learning curricular and co-
curricular activities are planned. To carry out these activities smoothly the
human and financial resources are planned and mobilised according to the
norms. In view of the need and urgency of the work the financial resources are
provided by the management.
6.3.4. Describe the procedure of developing academic plan. How are the
practice teaching schoolteachers, faculty and administrators involved
in the planning process?
In-charges of M.Ed. and B. Ed. class prepare academic calendar every
year. The prepared plan is discussed at staff meeting among staff members,
principal of the institute and then it is finalized. Before finalizing the plan the
head of practice teaching schools are also consulted regarding tentative
schedule for the availability of schools for practice teaching and organizing
extension activities.
6.3.5. How are the objectives communicated and deployed at all levels to
assure individual employee's contribution for institutional
development?
Major decisions are taken at the staff meeting. The information is
passed to the staff members through written circular/notices and office order.
It is also displayed on notice board for students.
The communication and deployment approach of the institutional
objectives is individualized. It adopts a hierarchic approach from student to
teachers. Specific Teachers and committees are accountable to the principal.
The principal and managing committee mutually get in touch with the parents
of the student teachers, practice teaching schools. The objectives of the
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institution are communicated to the student teachers at the morning
assembly, classes and meetings.
6.3.6. How and with what frequency is the vision, mission implementation
plans monitored, evaluated and revised?
Vision and mission of the institute are not revised as yet.
Implementation plans frequently evaluated and revised.
6.3.7. How does the institution plan and deploy the new technology?
The institute plan includes the latest instructional aids to upgrade the
level and effectiveness of classroom interaction and curriculum transaction in
terms of learning outcomes. The principal considers the suggestions and
reforms proposed by the faculty members regarding the use of new
technology in teaching learning process. There are smart classes, EDU-SAT, 24
hours Internet facility and ICT.
6.4 HUMAN RESOURCE MANAGEMENT
6.4.1. How do you identify the faculty development needs and career
progression of the staff?
The faculty development needs are identified by the principal and the
management through evaluation of staff, self-appraisal report and feedback
from the students every year. The performance of faculty and staff members is
assessed by the institute through self-appraisal and comprehensive evaluation
by student teachers. All faculty members submit their self appraisal report to
the principal. Student teachers also submit comprehensive evaluation in the
prescribed performa. These assessments are evaluated by the principal and a
comprehensive report is submitted to the managing committee. Suggestions
are also given to the faculty members for improvement.
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6.4.2. What are the mechanisms in place for performance assessment
(teaching, research, service) of faculty and staff? (Self appraisal
method, comprehensive evaluations by students and peers). Does the
institution use the evaluations to improve teaching, research and
service of the faculty and other staff?
The faculty development needs are identified by the principal and the
management through evaluation of staff, self-appraisal report and feedback
from the students every year. The performance of faculty and staff members is
assessed by the institute through self appraisal and comprehensive evaluation
by student teachers. All faculty members submit their self appraisal report to
the principal. Student teachers also submit comprehensive evaluation in the
prescribed performa. These assessments are evaluated by the principal and a
comprehensive report is submitted to the managing committee. Suggestions
are also given to the faculty members for improvement.
6.4.3. What are the welfare measures for the staff and faculty? (mention only
those which affect and improve staff well-being, satisfaction and
motivation)
The institute encourages the teachers to take research project and to
complete their research programme successfully such as Ph.D. while pursuing
their teaching.
Teachers are provided INTERNET facility and consultancy from the
principal and other senior faculty members. They are motivated to attend the
seminars, workshops and various conferences organized by the other
institutions. Loan facility is also available to the staff. Institute also provides
financial assistance such as TA/DA, registration fee to the faculty member to
attend seminar/workshops. The facilities like Insurance, Felicitation to
teachers at Pradhyapak Samman Samaroh are available.
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6.4.4. Has the institution conducted any staff development programme for
skill up-gradation and training of the teaching and non-teaching staff?
If yes, give details.
Yes, Institute has conducted computer oriented training programmes,
language proficiency training programmes, research training programmes
and A/V handling training programmes etc.
6.4.5. What are the strategies and implementation plans of the institution to
recruit and retain diverse faculty and other staff who have the desired
qualifications, knowledge and skills (Recruitment policy, salary
structure, service conditions) and how does the institution align these
with the requirements of the statutory and regulatory bodies (NCTE,
UGC, University etc.)?
Salary is paid to staff members as per NCTE and University norms.
6.4.6. What are the criteria for employing part-time/Adhoc faculty? How are
the part-time! Adhoc faculty different from the regular faculty? (E.g.
salary structure, workload, specializations).
There is no part time/adhoc faculty member.
6.4.7. What are the policies, resources and practices of the institution that
support and ensure the professional development of the faculty? (E.g.
budget allocation for staff development, sponsoring for advanced
study, research, participation in seminars, conferences, workshops, etc.
and supporting membership and active involvement in local, state,
national and international professional associations).
The institute supports and ensures the professional development of
the faculty. Faculty members are constantly motivated and encouraged for
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their professional growth and development. The faculty members are
sponsored to participate in seminar and workshops organized by the various
other institutions. For this purpose, TA/DA, registration fee and academic
leave are provided by the institution to the faculty members as required.
Institution also encouraged faculty member to take MHRD/UGC sponsored
research project. Institute also organizes seminars/workshop, extension
lectures, training programmes and orientation/refresher courses for faculty
development.
6.4.8. What are the physical facilities provided to faculty? (Well maintained
and functional office, instructional and other space to carry out their
work effectively).
Institution has developed separate subject wise department – cum- lab.
Each subject teacher is made in-charge. Each department-cum-lab is well
furnished. Computer with INTERNET facilities are also given to each staff
members. Institute has well furnished staff room, principal office, with proper
setting arrangement and college office with all necessary amenities,
completely equipped laboratories, class rooms and well stocked library are
provided to facilitate the faculty members for discharging their duties. There
are seminar room, conference room, EDU SAT room for faculty members and
students to use.
6.4.9. What are the major mechanisms in place for faculty and other
stakeholders to seek information and/or make complaints?
The Faculty members get information directly or indirectly from the
principal personally or through circulars. Institution has a provision of
suggestion box and feedback on website where stakeholders can give their
suggestions from time to time and can get information regarding institutional
activities.
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6.4.10. Detail on the workload policies and practices that encourage faculty to
be engaged in a wide range of professional and administrative
activities including teaching, research, assessment, mentoring,
working with schools and community engagement.
Every staff member is involved in various activities of the institution.
Workload to the staff member is given as per NCTE/State Government norms,
UGC and University guidelines. Each staff member a member of different
committee to look after routine functioning of the institute. Ample time is
given to every faculty members to carry out all the activities efficiently.
6.4.11. Does the institution have any mechanism to reward and motivate staff
members? If yes, give details.
Yes, the institute awards its faculty members who have completed
their research projects and research work through Pradhyapak Samman
Samaroh at the annual function of the institution. Staff members are
encouraged to pursue higher studies and to attend advanced programme by
granting them academic leave or study leave.
6.5 FINANCIAL MANAGEMENT AND RESEARCH MOBILIZATION
6.5.1. Does the institution get financial support from the government? If yes,
mention the grants received in the last three years under different
heads. If no, give details of the source of revenue and income generated
No
6.5.2. What is the quantum of resources mobilized through donations? Give
information for the last three years.
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Institute has not received any fund from donation, but the parental body
Gandhi Vidya Mandir arranges finance whenever needed.
6.5.3. Is the operational budget of the institution adequate to cover the day-
to-day expenses? If no, how is the deficit met?
Yes, the operational budget of the institute is adequate to cover the
day-to-day expenses. The parental body Gandhi Vidya Mandir arranges
finance whenever needed.
6.5.4. What are the budgetary resources to fulfill the missions and offer
quality programs? (Budget allocations over the past five years,
depicted through income expenditure statements, future planning,
resources allocated during the current year and excess/deficit).
The fees received from the student through Government agency and
the grant received from the govt. fulfils the mission and is sufficient to offer
and run quality programmes. The balance sheet of the last five year is
enclosed herewith to show the income and expenditure.
6.5.5. Are the accounts audited regularly? If yes, give the details of internal
and external audit procedures and information on the outcome of last
two audits. (Major pending audit paras, objections raised and
dropped).
Yes, accounts of the institutions is audited by Chartered Accountant,
Govt. auditors. Last two year audit reports are enclosed herewith.
6.5.6. Has the institution computerized its finance management systems? If
yes, give details.
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Yes, the institution has computerized its finance management
systems.
6.6 BEST PRACTICES IN GOVERNANCE AND LEADERSHIP
6.6.1. What are the significant best practices in Governance and Leadership
carried out by the institution?
The following are the significant best practices in Governance and
Leadership carried out by the institution-
Well defined duties and responsibilities to develop organizational
and managerial skills in the staff members for smooth functioning.
Transparency in administration.
Decentralization of the leadership through committee system.
Democratic decision making system.
Cordial interaction among stakeholders and administrative
members.
Leadership qualities in the pupil teachers are inculcated by
providing them a platform to participate in various sports and
cultural activities.
Organizational and managerial skills are inculcated to the
students teachers by providing them opportunities to organize
and manage various activities such as morning assembly, college
functions and community programme participation etc.
Communication skills are developed through competitions,
functions, seminars and workshops.
For providing first hand experiences about functioning and
management of institutional work to M.Ed. students, the work
experience paper has been introduced in the curriculum.
Organization of academic activities in rural area through
awareness campaign.
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Daily prayer
Regular Yoga Classes
Regular Shramdan
Apana Parivar
Participation in social activities such as Plus Polio, Blood Donation
etc.
Additional Information to be provided by Institutions opting for Re-
accreditation / Re-assessment
1. What were the evaluative observations made under Governance and
Leadership in the previous assessment report and how have they been
acted upon?
N/A
2. What are the other quality sustenance and enhancement measures
undertaken by the institution since the previous Assessment and
Accreditation with regard to Governance and Leadership?
N/A
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CRITERION - VII INNOVATIVE PRACTICES
7.1. INTERNAL QUALITY ASSURANCE SYSTEM
7.1.1. Has the institution established Internal Quality Assurance Cell (IQAC)?
If yes, give its year of establishment, composition and major activities
undertaken.
The Internal Quality Assurance Cell (IQAC) has been established in
the College in 2007 with a view to ascertain and sustain quality of Teacher
Education through cooperative efforts of the participative
organs/constituents of the institution.
Year of Establishment – 2007
Composition:
Chairman
Dr. Dinesh Kumar, Principal
Coordinator
Prof. Manisha Verma
Members:
Prof. Kanchan Sharma
Dr. Lokesh Sharma
Dr. Narendra Bhatt
Dr. Rajesh Trapthi
Dr. Sheetal Chotia
Sh. Vijendra Singh
Dr. Rama Sharma
Member from the Management
Sh. Bajarang Lal Soni
Nominees from local society, Students and Alumni
Sh. Chagan lal Sewada
Nominees from Employers /Industrialists/stakeholders
Sh. Banwari lal Jangir
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The objectives of the IQAC are:
a) To ensure quality improvement in the academic, administrative
activities and programmes of the institution.
b) To ensure stakeholders participation in planning, management and
development of different programmes.
Major activities of the IQAC are:
a) To design and implement the annual plan of the institution for quality
enhancement.
b) To develop the mechanism of feedback from stakeholders.
c) Development and application of quality parameters for various
academic and administrative activities of the institution.
d) Collection of information on various quality parameters of education
and best practices followed by other institutions.
e) Organizing seminars, workshops and training programmes on quality
related subjects and promotion and dissemination of such activities of
information.
f) Development and application of innovative practices in various
activities leading to quality enhancement with a futuristic perspective.
g) Creation of student-centric classroom learning environment, conducive
to quality education.
h) Preparation of Annual Quality Assurance Report (AQAR) for review and
reflections.
i) Quality promotion of Rural Education through the activities organized
by the institute.
7.1.2. Describe the mechanism used by the institution to evaluate the
achievement of goals and objectives.
The Managing Committee and Internal Academic Council critically
analyze the efforts and results made by the institution to evaluate the
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achievement of goal and objectives. It involves the evaluation of feedback and
suggestions provided by the Pupil-Teachers, Head of Practice Teaching
Schools, Alumni Members, Parents of the Pupil-Teachers, Well Informed
Community Members and Faculty Members.
The institute is maintaining the rural education support system in the
25 adopted government school.
All the suggestions, feedback, self appraisal of the teacher educators and
over all achievements of the institution per year provide a complete picture of
accomplishment status of goals and objectives.
7.1.3. How does the institution ensure the quality of its academic
programmes?
The institution ensures the quality of its academic programmes
through continue and comprehensive evaluation, observation, developments
and application of quality benchmarks for the various academic and
administrative activities of the institution.
7.1.4. How does the institution ensure the quality of its administration and
financial management processes?
The institution ensures the quality of its administration and financial
management by making the process more transparent and accountable to the
stakeholders. The quality initiatives on financial management are thus:
Preparation of annual statement of accounts by the management.
Auditing by a registered chartered accountant and audit
committee of the education department.
All purchases are done through departmental purchasing
committee.
Payment to the firms is made through Cheque/DD.
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Payment of staff member s salary is made through Cheque/Bank
Account.
The college administration is fully decentralized, where teaching,
non- teaching, student-teachers, old student teachers, parent or guardian of
old student teacher, the management of the institution as well as members of
the community frequently participate.
7.1.5. How does the institution identify and share good practices with
various constituents of the institution.
Meetings are organized periodically to identify and share good
practices with all the constituents of the institution. Orientation programes for
staff members of our constituent institutions are organized. The institution
has constituted some committees consisting of teachers, management
members, alumni and student representatives to critically evaluate the
growth and efficiency of the institution and its stakeholders. Student-teachers
participations are also encouraged especially in academic and administrative
matters.
7.2 INCLUSIVE PRACTICES
7.2.1. How does the institution sensitize teachers to issues of inclusion and
the focus given to these in the national policies and the school
curriculum.
The institution encourages to design and develop pedagogical activities
which promote inclusion in the institution. The teacher are exposed to the
concept of inclusive education, need based pedagogy on principles of effective
teaching such as - classroom organization, seating arrangement, evaluation
process, etc. The teachers are given orientation on different disabilities. Brain
storming sessions are organized for the teachers and students on –
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a) The different types of disabilities, identification, causes and
prevention.
b) How to help the children with disabilities in classroom and at
home.
c) Various government facilities available to the students with
disabilities etc.
As and when possible teachers are allowed to attend seminars,
workshop and training programmes and undergo training to appraise
themselves with the direct application of their knowledge and skills to teach
students in inclusive education.
7.2.2. What is the provision in the academic plan for students to learn about
inclusion and exceptionalities as well as gender differences and their
impact on learning?
The institution follows Rajasthan State Government's Merit cum
Reservation Policy in matters of admission. In the syllabi of the B. Ed. & M.Ed.
courses, there are some topics especially devoted to the education of
exceptional children, women education, and education of socially
disadvantaged. This provision in the curriculum makes teachers' work easier
to teach students about inclusion and exceptionalities as well as dealing with
the problems arising out of gender differences and inequalities and their
impact on learning.
7.2.3. Detail on the various activities envisioned in the curriculum to create
learning environments that foster positive social interaction, active
engagement in learning and self-motivation.
In the curriculum of B. Ed. & M.Ed. courses the activities that are being
organized to foster social interaction, active engagement in learning and self -
motivation are as follows:
170
a) There is a provision for projects to design and survey related to the
interaction with the community. Role of education in women
empowerment, Education and socio-economic status, Education and
Income pattern of the society, RTE act. 2009 etc.
b) Building link between the school and community.
c) To identify and mobilize community resources for overall improvement
of school and vice-versa.
d) Participation of community in planning the various school programmes
and planning steps for preventing environmental degradation through
Village Education Committee.
e) To understand each child individually to provide personal attention in
the learning process, especially to the children with special needs
through case studies.
f) To manage and organize 'other than classroom' school activities to
understand and manage different factors which contribute to building
congenial atmosphere for learning.
g) Prepare feedback report for oneself with implications for further
planning; remedial teaching and preparing further learning activities
and necessary materials.
h) Making proper arrangement for the use of library, teaching aids, field
visits, play ground etc.
i) To identify and focus special attention on the content enrichment needs
of the pupil.
j) Action researches are conducted by every student-teacher and they get
self motivated to solve their day to day classroom problems.
k) There is a provision of various activities in the curriculum such as
community services, maintaining records of the schools, preparing TLM,
organizing various extension activities etc.
7.2.4. How does the institution ensure that student teachers develop
proficiency for working with children from diverse backgrounds and
exceptionalities?
171
The institution provides orientation to the student-teachers to
understand each child individually to give them personal attention in the
teaching learning process, especially the children with special needs. Some of
the suggestive activities are organized in the institution are:-
Making the student-teachers aware of the characteristics
of children with diverse background.
Student-teachers are made proficient in handling and
counseling of the children with diverse background
through guidance and counseling.
Student-teachers are trained to understand and deal with
the needs and problems of children with diverse
background during teaching practice.
Conducting case studies of problematic children.
Conducting action research by the pupil-teachers and in-
service teachers.
Observing and recording some behavioral aspects of an
exceptional child.
7.2.5. How does the institution address to the special needs of the physically
challenged and differently-abled students enrolled in the institution?
Teaching faculty is acquainted to address the individual needs of
physically challenged and disable students enrolled in the institution. They
provide special attention to students with partial sightedness and low hearing.
Most of the laboratories, resources room and classrooms are on ground floor
of the building.
7.2.6. How does the institution handle and respond to gender sensitive
issues (activities of women cell and other similar bodies dealing with
gender sensitive issues)?
172
The institution is well prepared to handle and respond to gender
sensitive issues. The principle of equality is followed by the teachers and the
management alike. Special care is taken to avoid the any discrimination in
allocation of duties to women students and usually mixed groups are
constituted for different purposes and particularly leadership training is given
to girls also. Girl students are encouraged for self security.
International Women's Day is being celebrated every year on 8th
March. The active and inspiring women from the community are invited on
this occasion.
All the pupil-teachers of the institution participate in awareness and
extension services concerned with gender sensitive issues. There is a cell
against women harassment.
This institution gives priority to promote social responsibilities and
citizenship roles among the students.
7.3 STAKEHOLDERS RELATIONSHIP:
7.3.1. 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 academic performance at meetings of the internal academic
council. Maintaining commitment and confidence of the stakeholders in the
institution is a top priority. The institution displays its achievement pursuits
and excellence of its students in college magazine, during teaching practice,
meetings of community members, national and local newspapers and on its
website also. The URL is updated from time to time about the new
developments in the institution.
7.3.2. How does the institution share and use the information data on success
and failures of various processes, satisfaction and dissatisfaction of
students and stakeholders for bringing qualitative improvement?
173
The institution involves stakeholders through institution community-
parents' participation and Alumni Association. In different meetings
organized by the institution, various issues are discussed about the academic
and administration aspects with stakeholders periodically. Creative
suggestions of the stakeholders are welcomed and these suggestions are being
reviewed from time to time. Students involved directly in the academic
activities such as content analysis, evaluation methods, and extension
activities are concerned. Faculty member ensures the participation of
students in cultural, social activities and competitions. Student-teachers'
suggestions are also invited through suggestion box. Pupil teachers
communicate the information, problems and suggestions to the respective
teacher in-charge in Apana Parivar Programme. Regular feedback related to
the performance of the student is taken.
7.3.3. What are the Feedback mechanisms in vogue to collect, collate and data from students, processional community, Alumni and other
stakeholders on program quality? How does the institution use the information for quality improvement?
The institution has devised certain performa to collect data from
students and their parents about the administration, teaching and their on
campus experiences. It also provides the facility to the parents to be able to
monitor their children's progress, interact with teachers, provides suggestions
and to give feedback on overall institutional operation. Further student
feedback on course, subject, syllabus, grievance redressal and infrastructure
are considered in right earnestness for quality sustenance. The student-
teachers also provide feedback through the suggestion box and student corner
portal on college website.
The institution undertakes regular assessment of the ICT tools,
computer labs, science labs, etc so as to make the course, content, delivery and
evaluation more attractive, productive and relevant. Further interactive
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learning through discussion, demonstration and practical experience is being
followed to create an environment conducive to learning.
The institution also allows students to collaborate with peer groups,
review their marks, and overall performance, register and participate in
various events. The institution makes this vital information like transcripts,
attendance, event calendar, college announcement etc available in one central
location. Thus the institution acts as a means for consolidation of variety of
information and effective utilization of the same. Thus the institution manages
to maintain the quality in its administration and academic activities.
Additional Information to be provided by Institutions opting for Re-
accreditation / Re-assessment
1. How are the core values of NAAC reflected in the various functions of the
institution?
N/A
