NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

Self – appraisal Report of Deptt. of Education, Meerut Institute of Engg. & Tech., Meerut

NAAC for Quality and Excellence in Higher Education 1

Submitted to: NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

Bangalore

MEERUT INSTITUTE OF ENGG. & TECH. MEERUT NH - 58, BAGHPAT BYPASS ROAD CROSSING, MEERUT – 250005, UTTAR PRADESH

PH. 0121-2439019, 2439057 FAX – 0121-2439058 Website – www.mietedu.org email – [email protected]



Section B Format for Self-appraisal Report

Part I: Institutional Data (Preferably to be uploaded on the institutional website and submitted in a softcopy and hardcopy)

When the institution has a website it should display the following and other relevant details of information, as in a typical brochure or student handbook: its mission/vision statement, and the goals and objectives of the institution programme offered; eligibility criteria for admission; admission policy and process; academic calendar; examination and other assessment schedules and procedures; infrastructural facilities available for teaching/learning, sports, residence, research and recreation; scholarships given by the state and the institution; and the fee structure.

In addition to the information displayed in the institutional website, institutional data that highlights the facts and features which contributed to quality maintenance and enhancement during the last three years has to be submitted to the NAAC in Part I: A and B of the SAR.



A. Profile of the Institution 1. Name and address of the institution: Department of Education MEERUT INSTITUTE OF ENGG. & TECH. MEERUT NH-58, BAGHPAT - BYPASS ROAD CROSSING, MEERUT - 250005 2. Website URL www. mietedu.org 3. For communication: 0121-2439019, 0121-2439057, Fax No.– 0121-2439058 [email protected]

Office

Residence

Name Telephone

Number with STD Code

Mobile Number

Head/Principal - Dr. Renu Garg 0121-2657229 9319915581 Vice-Principal None N.A.

Self - appraisal Co-ordinator – Dr. Shashi Singh

0121-2439019 Ext-2044

9410815431

4. Location of the Institution: Urban Semi-urban Rural Tribal Any other (specify and indicate)

5. Campus area in acres: (Deptt. Of Edu.)

Name Telephone Number with STD Code

Fax No E-Mail Address

Head/Principal Dr. Renu Garg

0121-2439019,57 2439058 [email protected]

Vice-Principal None N.A. N.A. Self - appraisal Co-ordinator Dr. Shashi Singh

0121-2439019, 57 2439058 [email protected]

1.23553 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 Month & Year 2f 12B 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)

CH. CHARAN SINGH UNIVERSITY, MEERUT

MM YYYY

07 2006

MM YYYY 10 2004

MM YYYY - -



11. Does the University / State Education Act have provision for autonomy? Yes No If yes, has the institution applied for autonomy? Yes No 12. Details of Teacher Education programmes offered by the institution:

Sl. No.

Level Programme/ Course

Entry Qualification

Nature of Award

Duration Medium of instruction

i) Pre-primary N.A. N.A. Certificate N.A.

Diploma N.A. Degree N.A.

ii) Primary/ Elementary

N.A. N.A. Certificate N.A. Diploma N.A. Degree N.A.

iii) Secondary/ Sr. secondary

Certificate N.A. Diploma N.A.

B.Ed. Graduation Degree One year Hindi & English

iv. Post Graduate

N.A. N.A. Diploma N.A. Degree N.A. v.

Other (specify)

N.A. N.A. Certificate N.A. Diploma N.A. Degree N.A.

(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

Pre-primary N.A. N.A. N.A. N.A.

Primary/Elementary N.A. N.A. N.A. N.A.

Secondary/ Sr.secondary

B.Ed. F.NRC/NCTE/F-3/UP-2095/2006/10103 DATED – 5/01/2007

PERMANENT 100

Post Graduate N.A. N.A. N.A. N.A.

Other (specify) N.A. N.A. N.A. N.A.




B) Criterion-wise inputs Criterion I: Curricular Aspects 1. Does the Institution have a stated

Vision

Mission

Values

Objectives

2. a) 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.

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)

No

Yes No

Yes No

Yes No

Yes No

N.A.

Method-8 Optional - 2

N.A.

N.A.

ONE (B.Ed.)

Rs.51250/-

Yes No

Yes No

N.A.

N.A.



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

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?

Yes No

Number N.A.

Two to Three Years

Yes No

Number Three Feedback Forms

Yes No

Number 03

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Number N.A.



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?

Yes No

Yes No

Yes No

Number N.A.



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):

a) Date of start of the academic year b) Date of last admission c) Date of closing of the academic year d) Total teaching days (Theory) e) Total working days

3. Total number of students admitted

Programme Number of students Reserved Open

M F Total M F Total M F Total

D.Ed. - - - - - - - - -

B.Ed. 35 65 100 28 30 58 09 33 42

M.Ed. (Full Time)

- - - - - - - - -

M.Ed. (Part Time)

- - - - - - - - -

01/09/2011 29/09/2011

108 Days

198 days

30/05/2012



4. Are there any overseas students?

If yes, how many?

5. What is the ‘unit cost’ of teacher education programme? (Unit cost = total annual recurring

expenditure divided by the number of students/ trainees enrolled).

a) Unit cost excluding salary component b) Unit cost including salary component

(Please provide the unit cost for each of the programme offered by the institution as

detailed at Question 12 of profile of the institution)

6. Highest and Lowest percentage of marks at the qualifying examination considered for

admission during the previous academic session

Programmes

Open Reserved

Highest (%)

Lowest (%)

Highest (%)

Lowest (%)

D.Ed. - - - -

B.Ed.

Allotted Opening Closing Under Combined Combined Category General General Rank Rank Arts & Commerce OS 27787 27787

Science & Agriculture OS 100180 100180

Arts & Commerce GNOP 19027 135840

Science & Agriculture GNOP 46159 217413

M.Ed. (Full Time)

- - - -

M.Ed. (Part Time)

- - - -

Yes No

N.A.

Rs. 50500

Rs. 16500



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)

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?

Programmes Theory Practice Teaching Practicum

D.Ed. - - - B.Ed. 52% 26% 22%

M.Ed. (Full Time) - - - M.Ed. (Part Time) - - -

Yes

No

2 0

4 0

Yes

No

Yes No

2 5

2 2

0 4

No. of Lessons In simulation

No. 10 No. of Lessons Pre-practice teaching

No. 12



15. Weightage (in percentage) given to internal and external evaluation

Programmes Internal External

D.Ed. N.A. N.A. B.Ed. 10% 90%

M.Ed. (Full Time) N.A. N.A. M.Ed. (Part Time) N.A. N.A.

16. Examinations

a) Number of sessional tests held for each paper

b) Number of assignments for each paper

17. Access to ICT (Information and Communication Technology) and technology. Yes No

Computers

Intranet

Internet

Software / courseware (CDs)

Audio resources

Video resources

Teaching Aids and other related materials

Any other (specify and indicate)

18. Are there courses with ICT enabled teaching-learning process?

19. Does the institution offer computer science as a subject?

If yes, is it offered as a compulsory or optional paper? Compulsory Optional

Criterion III: Research, Consultancy and Extension

Yes No

0 2 to 3

Yes No

02

Yes No

Number One (B.Ed.)



1. Number of teachers with Ph. D and their percentage to the total faculty strength

2. Does the Institution have ongoing research projects?

If yes, provide the following details on the ongoing research projects

Funding agency Amount (Rs) Duration (years)

Collaboration, if any

N.A. N.A. N.A. N.A. N.A. N.A. N.A. N.A. N.A. N.A. N.A. N.A. N.A. N.A. N.A. N.A.

(Additional rows/columns may be inserted as per the requirement) 3. Number of completed research projects during last three years.

4. How does the institution motivate its teachers to take up research in education? (Mark for positive response and X for negative response)

Teachers are given study leave Teachers are provided with seed money

Adjustment in teaching schedule Providing secretarial support and other facilities

Any other specify and indicate

5. Does the institution provide financial support to research scholars? 6. Number of research degrees awarded during the last 5 years.

a. Ph.D.

b. M.Phil.

7. Does the institution support student research projects (UG & PG)?

Yes No

Yes No

Yes No

03 38% Number %

N.A.

04

02



8. Details of the Publications by the faculty (Last five years)

Yes No Number

9. Are there awards, recognition, patents etc received by the faculty?

10. Number of papers presented by the faculty and students (during last five years):

Faculty Students

National seminars

International seminars

Any other academic forum (workshops)

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) (Both Micro & Macro

Model Lesson Plans)

International journals 07

National journals – referred papers Non referred papers

03

02

Academic articles in reputed magazines/news papers

Books


117

07

22

18

NIL

20

Yes No

Number 01



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 State level National level International level -

Yes

No

Yes No

Yes

No

02

Not paid consultancy

Yes No



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?

7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year?

8. Has the institution developed computer-aided learning packages?

9. Total number of posts sanctioned Open Reserved

There is No restriction of

Reservation of posts Teaching

Non-teaching

4258 sq. mt.

40 Computers Systems

NIL

90,000

Yes No

14,360

M F M F

02 05 01 - 08 - 06 -

2 lacs



10. Total number of posts vacant Open Reserved

Teaching

Non-teaching

11. a. Number of regular and permanent teachers Open Reserved (Gender-wise)

Lecturers

Readers

Professors

b. Number of temporary/ad-hoc/part-time teachers (Gender-wise)

Open Reserved

Lecturers

Readers

Professors

c. Number of teachers from Same state Other states

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

D.Ed. B.Ed. 1:14 M.Ed. (Full Time) M.Ed. (Part Time)

08

None

M F M F

02 05 01 00

M F M F

- - - - M F M F

- - - -

M F M F

- - - -

M F M F

- - - -

M F M F

- - - -

M F M F

- - - - - - - -



13. a. Non-teaching staff Open Reserved

Permanent

Temporary

b. Technical Assistants Permanent

Temporary

14. Ratio of Teaching – non-teaching staff

15. Amount spent on the salaries of teaching faculty during the previous academic session (% of total expenditure)

16. Is there an advisory committee for the library?

17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility

4 : 7

Yes No

8 and half hours

No

Yes No

8 and half hours

M F M F

08 - 05 -

M F M F

- - 01 -

M F M F

02 00 - -

M F M F

- - - -

38%



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

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

4498

3375

1123

05

22

NIL

None

81

DELNET

20

-

10

80+54=134

40

-

-

10



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?

Yes No

-



24. Furnish information on the following

Average number of books issued/returned per day Maximum number of days books are permitted to be retained

by students

by faculty Maximum number of books permitted for issue

for students

for faculty

Average number of users who visited/consulted per month

Ratio of library books (excluding textbooks and book bank

facility)to the number of students enrolled

25. What is the percentage of library budget in relation to total budget of the institution

26. Provide the number of books/ journals/ periodicals that have been added to the library during the last three years and their cost.

I (2009-10) II (2010-11) III (2011-12)

Number Total cost (in Rs.)



Text books 260 34180 NIL NA 147 24538

Other books NIL NA 225 16784 NIL NA

Journals/ Periodicals

10 6065 01 2500 21 15945

Any others specify and indicate

- - - - - -

(Additional rows/columns may be inserted as per requirement)

30

Six months

1%

11:1

Ten Days

07

12

130 visits



Criterion V: Student Support and Progression

1. Programme wise “dropout rate” for the last three batches

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?

2. Does the institution offer Remedial instruction?

3. Does the institution offer Bridge courses?

4. Examination Results during past three years (provide year wise data)

UG (B.Ed.) PG M. Phil

I (2008-09) II (2010-11) III (2011-12) I II III I II III

Pass percentage 100% 100% 100% -- -- -- -- -- --

Number of first classes

88 out of 91

96 out of 98

94 out of 96

-- -- -- -- -- --

Number of distinctions

03 09 09 -- -- -- -- -- --

Exemplary performances (Gold Medal and university ranks)

None None None -- -- -- -- -- --

5. 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)

Programmes Year 1 Year 2 Year 3 D.Ed. - - - B.Ed. 04 02 02 M.Ed. (Full Time)

M.Ed. (Part Time)

Yes No

-

Yes

No

Yes No

I (2006-07) 02

No

II (2007-08) 02

No

III (2008-09) 01

No



6. Mention the number of students who have received financial aid during the past three

years.


7. Is there a Health Centre available in the campus of the institution?

8. Does the institution provide Residential accommodation for:

Faculty

Non-teaching staff

9. Does the institution provide Hostel facility for its students?

If yes, number of students residing in hostels

Men

Women

10. Does the institution provide indoor and outdoor sports facilities?

Sports fields

Indoor sports facilities

Gymnasium

11. Availability of rest rooms for Women

Financial Aid I (2009-10) II (2010-11) III (2011-12) Merit Scholarship NIL NIL NIL Merit-cum-means scholarship

17 18 22

Fee concession 04 06 NIL Loan facilities NIL NIL NIL Any other specify and indicate (Free Bus Facilities to financially weaker students of B.Ed.)

05 02 04

Yes

No

Yes

No

Yes No

Yes

No

Yes No

Yes No

Yes No

Yes No

NIL

04



12. Availability of rest rooms for men

13. Is there transport facility available?

14. Does the Institution obtain feedback from students on their campus experience?

15. Give information on the Cultural Events (Last year data) in which the institution

participated/organised.

Organised Participated Yes No Number Yes No Number Inter-collegiate - - - - Inter-university - - - - National - - - 04


- - - -

-

(Excluding college day celebration)

17. Give details of the participation of students during the past year at the university, state, regional, national and international sports meets.

18. Does the institution have an active Alumni Association?

If yes, give the year of establishment

Participation of students (Numbers)

Outcome (Medal achievers)

State - - Regional - - National - - International - -

Yes

No

Yes No

Yes No

Yes No

2008-09



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

23. Is there a placement cell in the institution?

If yes, how many students were employed through placement cell during the past three years.

24. Does the institution provide the following guidance and counselling services to students?

Yes No

Academic guidance and Counseling Personal Counseling Career Counseling

Year 1

(%)

Year 2

(%)

Year 3

(%)

Higher studies 60% 70% 75%

Employment (Total) 40% 30% 25%

Teaching

Non teaching

80% 85% 90%

20% 15% 10%

1 2 3 12 15 19

Yes

No

Yes No

Yes

No

Yes

No



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 02

Staff council 06

IQAC/or any other similar body/committee 04

Internal Administrative Bodies contributing to quality improvement of the institutional processes. (mention only for three most important bodies)

(i) Student Development Cell

(ii) Student Grievances Redressal Cell

(iii)Library Advisory Committee

06

08

04

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)

(Staff Quarters)

4. Number of career development programmes made available for non-teaching staff during the last three years

01 01 01

Yes

No

Yes No

Yes No

Yes No

Yes No



5. Furnish the following details for the past three years

a. Number of teachers who have availed the Faculty Improvement Program of the UGC/NCTE or any other recognized organisation

b. Number of teachers who were sponsored for professional development programmes by the institution

National International

c. Number of faculty development programmes organized by the Institution:

d. Number of Seminars/ workshops/symposia on Curricular development,

Teaching- learning, Assessment, etc. organised by the institution

e. Research development programmes attended by the faculty

f. Invited/endowment lectures at the institution

Any other area (specify the programme and indicate)

6. How does the institution monitor the performance of the teaching and non-teaching staff?

a. Self-appraisal

b. Student assessment of faculty performance

c. Expert assessment of faculty performance

d. Combination of one or more of the above

e. Any other (specify and indicate)

7. Are the faculty assigned additional administrative work?

If yes, give the number of hours spent by the faculty per week

Yes

No

Yes

No

Yes

No

Yes

No

3 Hours

02+05=07 (Intel Training Program)

- - 02

- 02 -

01 02 03

- 01 01

02 03 02

01 01 01

- 02 02

Yes

No

Yes No



8. Provide the income received under various heads of the account by the institution for

previous academic session

Grant-in-aid

Fees

Donation

Self-funded courses


9. Expenditure statement (for last two years) Year 1 Year2

(2010-11) (2011-12)

10. Specify the institutions surplus/deficit budget during the last three years? (specify the amount in the applicable boxes given below) Note: The institute has integrated system of Accounting. Surplus in Rs. Deficit in Rs. Session 2011-12 Session 2010-11 Session 2009-10 of B.Ed. was declared zero in Uttar Pradesh by U.P. Govt. hence abnormal deficit.

Total sanctioned Budget 48,00,000 51,00,000 % spent on the salary of faculty 34.68% 37.54% % spent on the salary of non-teaching employees

24.37% 29.80%

% spent on books and journals 0.35% 0.80% % spent on developmental activities (expansion of building)

0% 0%

% spent on telephone, electricity and water 9.87% 8.76% % spent on maintenance of building, sports facilities, hostels, residential complex and student amenities, etc.

10.19% 8.75%

% spent on maintenance of equipment, teaching aids, contingency etc.

2.05% 3.37%

% spent on research and scholarship (seminars, conferences, faculty development programs, faculty exchange, etc.)

3.26% 1.51%

% spent on travel 0.27% 0.57% Any other (specify and indicate) Depreciation 8.65% 5.44% Total expenditure incurred 5451739.72 5045177.74

No

5125000

No

No

-

1,88,567.26 -

- 7,05,397.72

- 25,65,822.07



11. Is there an internal financial audit mechanism?

12. Is there an external financial audit mechanism?

13. ICT/Technology supported activities/units of the institution:

Administration

Finance

Student Records

Career Counselling

Aptitude Testing

Examinations/Evaluation/

Assessment


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

Yes No

Yes - No -



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



Criterion VII: Innovative Practices

1. Does the institution has 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? (B.Ed. 2011-12)

4. What is the percentage of the staff in the following category?

(B.Ed. 2011-12) Category Teaching

staff % Non-teaching

staff %

a SC NIL NA 01 10% b ST NIL NA NIL NA c OBC 01 14% 04 40% d Women 04 57% NIL NA e Physically challenged NIL NA NIL NA f General Category 06 86% 05 50% g Any other

( specify) - - - -

Category Men % Women % a SC 20 20% 8 8% b ST NIL NIL NIL NIL c OBC 08 8% 22 22% d Physically challenged NIL NIL NIL NIL e General Category 09 9% 33 33% f Rural 17 46% 13 21% g Urban 20 54% 50 79% h Any other

( specify) - - - -

Yes

No

Yes

No



5. What is the percentage incremental academic growth of the students for the last two batches?

Category At Admission On completion of the course Batch I (2010 -11)

Batch II (2011-12)

Batch I (2010-11)

Batch II (2011-12)

SC I NIL NIL 02 7% 22 100% 25 96% II 16 73% 23 82% NIL NIL 01 04% III 06 03 11% NIL NIL - -

ST I - - - - - - - - II - - - - - - - - III - - - - - - - -

OBC I 07 29% 11 37% 23 97% 29 100% II 17 71% 19 63% 01 3% - - III - - - - - - - -

PHY. I - - - - - - - - CHAL II - - - - - - - - LEGED III - - - - - - - -

GEN I 19 35% 14 33% 53 100% 40 98% II 35 65% 28 67% - - 01 2% III - - - - - - - -

RURAL I 06 19 07 23 30 97% 28 97% II 24 75 22 74 01 3% 01 3% III 02 6 01 3 - - - -

URBAN I 20 29% 20 28% 68 100% 68 100% II 44 65% 48 69% - - - - III 04 6% 02 3% - - - -

Any Other (specify)

- - - - - - - - -



Part II: The Evaluative Report This part of the report has to present a meaningful self-evaluation of the institution giving details on the aspects and processes with reference to the core values explained earlier. This part also requires key aspects wise details. It should be organized under the following three sections - an Executive summary giving a brief on the SWOT analysis of the institution, Criterion-wise analysis of the specified key aspects and Mapping of Academic Activities of the Institution. All the three sections put together should not exceed 200 pages. To be able to adhere to the page limit, repetition of descriptive information already given may be avoided by providing appropriate reference. Overall the details provided in this section should basically strengthen the quantitative data provided in Part I of this manual.



1. A. Brief Report on Teacher Education Scenario in the State of Uttar Pradesh Preservation, transmission and enrichment of knowledge have been regarded all through the

history of education as the basic functions of educational system of a country. The vital role in

fulfilling the functions of education is the role that is played by a teacher. The teacher can play

his respected role in this regard but only when he has the requisite competency and a

missionary zeal for achieving the national objectives of education. With the dawn of

civilization, the society has entrusted the responsibility of man-making process and

professional development to educational institutions of a country. Each country, therefore,

realizing the vital importance of teacher and more than that, of his abilities to transact

curricular experiences. Educational institutions at all level of education pre elementary,

elementary, secondary and teacher education have been established all over Uttar Pradesh.

The network of educational Institutions at pre-primary, primary, secondary, higher secondary

and teacher education institutions are, indeed, enormous. U.P. is one of the largest state of

India. It has 12 state universities with which before the commencement of joint B.Ed.

Entrance Test 2012 around 1000 aided and non-aided colleges were affiliated. All teacher

education institutions are affiliated with some university of the state. But no institution can get

affiliation unless it gets recognition from NCTE. The basic policy in respect of teacher

education is governed by state govt. as well as by NCTE.

Higher education/teacher education on concurrent list of our constitution, therefore, the state

adopts all rules and regulations issued by NCTE from time to time, for purposes of

enhancement quality of pre service teacher education students and development of the

teaching competency of teachers in-service in secondary schools of Uttar Pradesh. Each

university of the state is an autonomous body. It has its own academic & profession body like

Board of Studies for developing curriculum in teacher education, research degree committee

for the approval of research proposals for Ph.D. Degree Course. After subjecting the research

proposal a viva-voce examination is held and registration letter is issued to a candidate.

Admission in teacher education is governed by B.Ed. Entrance Test conducted by a State

University. The university allots students college wise, keeping in view, the criteria prescribed

by the state.

Administrative governance of teacher education at secondary stage is governed by U.P.

University Act, 1973. The act prescribes the post of Principal, HOD, Reader & Lecturer as



well as their duties. The state government policy, in respect of appointment and the number

of teaching faculty members is governed by NCTE regulation and State Government G.O.’s.

It seems necessary to mention that Meerut Institute of Engg. & Tech. got recognition to run

B.Ed. degree course from NCTE and is affiliated to C.C.S. University, Meerut since 2006.



1. Executive Summary This may be a brief summary not exceeding two pages, covering institution specific information i.e. the environment in which the institution operates, the regulatory bodies and their controls, key relationship with the practice teaching schools and the community and the challenges faced by the institution in building a quality institution.

EXECUTIVE SUMMARY ABOUT THE SOCIETY

The Institute was founded in 1997 as a philanthropic initiative by one of the leading educational societies of the region, City Educational & Social Welfare Society (CESWS). The founder chairman, Late Shri Chandra Sen Agrawal was a leading educationist of his time and spent his entire life in the service of community in the field of education. In the age of IT revolution and globalization where industry is the corner stone of prosperity of a nation , he was able to foresee the need to equip the young men and women, with the technical knowledge for the new millennium, hence established the Meerut Institute of Engineering & Technology(MIET). The institution has been progressing by leaps and bounds and heartfelt thanks to our patron Er. Vishnu Saran Agrawal and Mr. Gaurav Agrawal and other members of the society towards excellence. ABOUT THE DEPTT. OF EDUCATION The Deptt. Of Education came into existence in 2006. It is situated in serene surroundings with absolute pollution free environment with plenty of greenery all around provide an ideal atmosphere for studies. The institute is devoted to the service of humanity and shapes the prospective teachers to be competent to transact the curriculum experiences and core values to the students of secondary schools and society. VISION

To promote academic excellence & create humane, self-reliant teachers to meet the global challenges of the society. MISSION To be an outstanding institution in the country imparting Teacher Education, providing value based & career based programmes and producing self reliant, self-sufficient teachers capable of meeting new challenges. GOVERNANCE The Institute is governed by Ch. Charan Singh University, Meerut and its regulatory bodies like Board of Studies, B.Ed. Cell, Examination Cell, Academic Council, etc. How ever for maintaining discipline, health problems, cultural activities, games & sports, admission of students, management of finances, women protection, Internal quality assurance, students development & support, there are bodies each of



which performs its respective activities. The college time-table and college calendar governs the academic & professional functioning. FACILITIES The Institute has a rich library about 4498 books, 22 journals, 05 magazines and 06 encyclopedias for updating the knowledge of teachers and students. Beside this the Institute has a psychological laboratory, an educational technology laboratory, science laboratory, mathematics laboratory, art & craft resource centre, health club, ICT Lab for developing various skills and changing behaviour of the students & teachers. The Institute has separate hostel facilities for boys & girls, mess & canteen facilities for Meerut & NCR. RELATIONS WITH SCHOOLS The Institute maintains close contact with schools as well as community. Student teachers interact with the school teachers to learn “How to Teach” and “What to Teach” in classroom situations and also to learn ‘How to evaluate” the learning outcomes. The faculty of the institute and schools teachers give feed-back to the student teachers. For building a successful teacher, the Institute faculty subjects the student teachers to participate in Seminars, workshop, quiz and discussion with guest lecture experts. Maximum use of labs is emphasized. Prayer, yoga, exercise, meditation, news, thought of the day, promotion to ICT based lectures and giving skill based knowledge to the students are the routine activities of the Institute. The Executive summary presented above attempts to reveal the methodology, process, facilities through which the Institute has been striving to achieve the objectives of teacher education as well as fulfilling the mission of the Institute.



2. Criterion- Wise Analysis:

Care may be taken to make this part of the report brief and evaluative by providing only crucial details. The questions given below each criterion are meant to help the institution to cover the major aspects of the various institutional processes and quality initiatives of the institution. Information overlaps and repetitions may be avoided by giving appropriate references to the details/information provided in the earlier sections or questions.



Criterion I: Curricular Aspects 1.1 Curricular Design and Development

1. State the objectives of the institution and the major considerations addressed by them? (Intellectual, Academic, Training, Access to the Disadvantaged, Equity, Self development, Community and National Development, Issue of ecology and environment, Value Orientation, Employment, Global trends and demands, etc.) The Major Objectives of the Institute are:

To prepare student teachers to bring in quality in all their endeavours.

To prepare professionally competent teachers to perform their roles

effectively as per the needs of society.

To nurture the thirst for knowledge and skills in the latest innovations and

technologies in education.

To develop positive attitude, interest and passion towards teaching

profession among them.

To provide opportunity to develop professional skills in pedagogy,

observation and analysis.

To furnish their abilities to communicate effectively with learners, peers,

administrators, community personals and parents of learners.

To impart deep insight in them towards environmental issues.

To enable them to realize the responsibilities towards community and work

to build a better world.

To encourage them to work together in a cooperative spirit.

To prepare them to handle the challenges of total quality management of

school successfully.

To direct the student-teachers to fulfill their role as nation builders.

Thus in overall the institution emphasizes on the development of intellectual,

physical, social, spiritual, aesthetic, moral and humane values among student

teachers.



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).

As the curriculum is designed by the Ch. Charan Singh University, Meerut, so the

institute has no option in curriculum development and the institute has to

compulsorily follow the University Curriculum. Institute takes feedback from

faculty, existing students and passout students in order to provide suggestions

regarding running practices within prescribed framework.

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

existing courses modified to meet the emerging needs? The new UGC curriculum has been introduced since 2004 – 05. It clearly reflects

global trends in teacher education. Courses like computer education, teaching of

commerce and teaching of computer science were included and some units of the

existing courses were modified to meet the emerging needs.

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

issues like environment, value education and ICT?

Curriculum designed by the Ch. Charan Singh University, Meerut, carries paper on

Environmental Education, Value Education and Educational Technology that

readily reflects the national issues like environment, value education and ICT.

Apart from this institute organises various activities and projects to familiarize

students on these aspects.

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

Yes the institute makes use of ICT for curricular planning such as in preparation of

synopsis, Lesson plans PPTs, timetables, academic calendars. These are distributed

among students through e-mails. Students use computers, internet, LCD Projectors

so that they get prepared for communication on academic matters at global level.



1.2 Academic Flexibility 1. How does the institution attempt to provide experiences to the students so that

teaching becomes a reflective practice? By organizing seminars, workshops, debate, quizzes, group discussions and other

co-curricular activities.

2. How does the institution provide for adequate flexibility and scope in the operational curriculum for providing varied learning experiences to the students both in the campus and in the field? In the campus and in the field, learning experiences are provided through data

collection for psychological tests, action research, micro teaching, simulated

teaching, school teaching and peer observations. Moreover, it is also provided

through educational tours, seminars, workshops and various competitions.

3. What value added courses have been introduced by the institution during the last three years which would for example: Develop communication skills (verbal & written), ICT skills, Life skills, Community orientation, Social responsibility etc.

The institute at its own level tries to develop various skills for improving

communication skills (verbal and written).

Training is given at language lab and competitions like debate, essay

writing etc. are organised.

For the development of ICT skills students attend computer classes

regularly and they are given opportunities for paper presentation with

the help of projectors.

For the development of life skills, community orientation and social

responsibilities, Scout & Guide Camp, workshop on Art of Living, Life

skills and various cultural activities like Nukkad Natak, skits related to

social problems are organized.



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

curriculum? i. Interdisciplinary/Multidisciplinary

ii. Multi-skill development iii. Inclusive education iv. Practice teaching v. School experience/internship

vi. Work experience/SUPW vii. Any other(specify and give details)

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

For ensuring the inclusion of above aspects in the curriculum the Department has been applying the following steps:

(i) Methods of teaching: Hindi, English, Sanskrit, Mathematics, Physical

Science, Biology Science, Commerce, Social Science and Home Science.

Experts are invited from various academic disciplines such as

philosophy, Psychology, Technology, Management to discuss themes

related to their subjects and related to teacher education.

(ii) (A) Micro teaching (B) Macro Teaching (C) Development of teaching aids

(D) Project Work (E) Organisation of Programms such as debate quizzes

and various socio-cultural activities.

(iii) Adult literacy.

(iv) Demonstration of lesson plans, micro teaching, simulation teaching and

practice teaching in schools.

(v) Students get school experiences during school teaching by preparing the

attendance register, checking home assignments and getting involved in

assembly and other school activities.

(vi) By making useful things from waste materials, through activities like

envelope making, file folder making, book binding, greeting card

making, thaal, kalash and diya decoration etc.

(vii) Meditation, Pranayam and Physical Exercises.



1.3 Feedback on Curriculum 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? Feed back from practice-teaching schools, teachers, principals, peer students,

passout students and faculty members are obtained. Their suggestions are

implemented for effective presentation of the content.

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. Available suggestions are sent to Board of Studies of Education Ch. Charan Singh

University, Meerut for improvement in the curriculum.

3. What are the contributions of the institution to curriculum development? (Member

of BoS/ sending timely suggestions, feedback, etc.) As the institution is a self – financed institution so only timely suggestions are

referred to the university.

1.4 Curriculum Update

1. Which courses have undergone a major curriculum revision during the last five years? How did these changes contribute to quality improvement and student satisfaction? (Provide details of only the major changes in the content that have been made).

For the last five years curriculum has not been revised by the University.

2. What are the strategies adopted by the institution for curriculum revision and

update? (need assessment, student input, feedback from practicing schools etc.)

Curriculum is developed and designed by the University.



1.5 Best Practices in curricular Aspects

1. What is the quality sustenance and quality enhancement measure undertaken by the institution during the last five years in curricular aspects? The institute prepares academic calendar and follow it to achieve objective of the

institute. Feedbacks from Board of Management, school teachers and students are

obtained for quality enhancement of curriculum.

2. What innovations/best practices in ‘Curricular Aspects’ have been planned/ implemented by the institution?

Paper presentation, assignments, project works, group discussions, curriculum

based quizzes are some among the practices in curricular aspects that have been

implemented.



Criterion II: Teaching-Learning and Evaluation 2.1 Admission Process and Student Profile

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? With a view to ensure transparency in admission procedure in different B.Ed.

(Bachelor of Education) Colleges affiliated to various concerned state Universities

of U.P. and for the convenience of distant residents of State of Uttar Pradesh,

Government of Uttar Pradesh has directed vide its G.O. to Higher Education

Department to make arrangements for On-line-counselling at different places in

the state.

The Government of Uttar Pradesh has authorized to conduct Joint Entrance

Examination. Admission to B.Ed. courses running in various

Government/Aided/Self-Financed Colleges and Universities in the state of U.P.

Allotment of seats in the B.Ed. course in the different colleges and universities of

the state is done by the central counselling board under the Chairmanship of the

Vice-Chancellor of university. All the decisions regarding counseling and

allotment of seats are done by the central counselling board.

2. How are the programmes advertised? What information is provided to

prospective students about the programs through the advertisement and prospectus or other similar material of the institution?

Admissions are done through entrance test conducted by the University duly

appointed by the U.P. Govt.

Information about B.Ed. course of the Institute is given on website maintained by

National Information Centre in close collaboration with the State University

conducting the counselling. Detailed information about the Institute Profile is

displayed in the website of the institute and brochure.



3. How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants? Admission to the Institute is controlled by the University responsible for

conducting the B.Ed. counseling. Central Counselling Board monitors the allotted

and vacant seats of the Institutes under different Universities of Uttar Pradesh and

ensures that no Institute is left with vacant seats.

4. Specify the strategies if any, adopted by the institution to retain the diverse

student population admitted to the institution. (e.g. individuals of diverse economic, cultural, religious, gender, linguistic, backgrounds and physically challenged) Taking into consideration the diverse characteristics of the admitted candidates

the institute implements uniform dress code.

Further, full support is provided to all students. No difference is made on the basis

of caste, creed, religion and gender. Both English and Hindi languages are used as

mode of instruction.

Physically challenged individual are supported by providing seating arrangement

and are physically helped whenever required.

5. Is there a provision for assessing student’s knowledge/ needs and skills before the commencement of teaching programmes? If yes give details on the same. Language skills, basic computer skills, communication skills are tested by oral and

written tests. Then student teachers knowledge, needs and skills are analyzed

through personal interaction with student teachers in and outside classroom.

2.2 Catering to Diverse Needs

1. Describe how the institution works towards creating an over all environment conducive to learning and development of the students? For creating an overall environment conducive to learning and development of the

student teacher, Assembly, Prayer, Yoga, Meditation programs are included in the

time-table.



2. How does the institution cater to the diverse learning needs of the students?

Inviting educationists and specialist to deliver lectures on their specialized areas. Students

are instructed to interact with the Guest speakers.

In addition, institute organize seminars, workshops and various extra-curricular activities.

3. What are the activities envisioned in the curriculum for student teachers to understand the role of diversity and equity in teaching learning process? B.Ed. students study Educational Psychology, Educational Philosophy and

Educational Sociology which make them understand the role of diversity and

equity in teaching learning process. Through micro-teaching, simulation teaching

and application of various teaching – learning strategies, instructional techniques

and methods the teacher educator sensitize student teacher to understand the role

of diversity and equity in teaching learning process in schools.

4. How does the institution ensure that the teacher educators are knowledgeable and

sensitive to cater to the diverse student needs?

Qualified and experienced teachers are recruited by the institute.. They are

motivated for research activities, seminars etc.

Further through students feedback, Principal’s observation, faculty self appraisal

and assessment of students, the institute ensures that the teacher educators are

knowledgeable and sensitive to cater the diverse needs.

5. What are the various practices that help student teachers develop knowledge and skills related to diversity and inclusion and apply them effectively in classroom situations?

Through Microteaching, Simulated teaching, School teaching, Paper Presentations

student teachers develop knowledge and skills required for effective classroom

situations.



2.3 Teaching-Learning Process

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.) In order to engage student teachers in “active learning”, institution provide facility

of Central library and Departmental library. They are also involved in group

discussions, simulation, peer teaching, practicum, individual and group project

work. Internet facility is also available in computer labs and ICT resource centre.

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? Through group discussions, projects, assignments, paper presentation, preparation

of teaching aids and by organization of cultural and sports events.

3. What are the instructional approaches (various models of teachings used) and experiences provided for ensuring effective learning? Detail any innovative approach/method developed and/used. Lecture-cum-discussion and Demonstration method, Model teaching, Micro

teaching model, and Simulated teaching model are adopted for more effective

learning of students teachers. Teaching aids like LCD projector, OHP, Slide

projector etc. are also used.

4. Does the institution have a provision for additional training in models of teaching? If yes, provide details on the models of teaching and number of lessons given by each student. There is no provision of additional training in models of teaching in curriculum

designed by University only theoretical knowledge of these models is given.



5. Does the student teachers use micro-teaching technique for developing teaching skills? If yes, list the skills practiced and number of lessons given by each student per skill. Yes, the student teachers use microteaching techniques such as Objective writing

skill, Questioning skill, Introduction skill, Reinforcement skill, Stimulus variation

skill, Illustration skill, Explanation skill, use of Black Board skill etc.

Out of these each student prepares and practices six skills more suitable to their

teaching subjects. Each student gives presentation on two lessons per skill.

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.) A student teacher has to teach two lessons per day for twenty days. Lesson plans

are pre-checked by teacher educators. Student teachers’ classroom teaching is

supervised by teacher educators. Supervisors give remarks and suggestions

regarding lesson plans, introduction, presentation, class control, confidence, black

board writing, appropriate use of teaching aids, involvement of students in

teaching etc.

The school teachers and peers also give feedback to student teachers.

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

Process of Block teaching involves;

Taking attendance by student teachers in school.

Checking of home assignments by student teachers.

Keeping complete records of students.

Conducting a class test after twenty days teaching.

8. Are the practice teaching sessions/plans developed in partnership, cooperatively involving the school staff and mentor teachers? If yes give details on the same.

School staff is involved at every stage of practice teaching.



9. How do you prepare the student teachers for managing the diverse learning needs of students in schools?

During micro teaching and simulation teaching student teachers and teacher

educators discuss the problems regarding management of the diverse learning

needs of students in schools. Teacher educators make them familiar with remedial

techniques, instructional techniques and strategies to manage diverse learning

needs of school students.

Student teachers are also encouraged to discuss with school students in order to

know their learning needs before start practice teaching.

10. What are the major initiatives for encouraging student teachers to use / adopt technology in practice teaching?

Student teachers are trained to use various applications of Information and

Communication Technology at ICT resource centre.

Further, lesson plans are demonstrated through the OHP and Microsoft Power

Point presentation by teacher educators before microteaching and simulation

teaching.

2.4 Teacher Quality

1. Are the practice teaching plans developed in partnership, cooperatively involving the school staff and mentor teachers? If yes give details. Yes, it involves general discussion with school staff and mentor teachers. Before

teaching practice teacher educators, coordinator take a visit to the practice teaching

school and discuss teaching plans.

2. What is the ratio of student teachers to identified practice teaching schools? Give the details on what basis the decision has been taken?

Ratio of student teachers to identified practice teaching schools is generally 1:30 to

1:40. This depends on the advice of the Principal and the school management of the

practice teaching schools.



3. Describe the mechanism of giving feedback to the students and how it is used for performance improvement.

Supervisor’s remarks and suggestions in lesson plan booklets.

Observation by peers.

Oral feedback from school Principal and teachers.

Lesson Plan booklets contains pages for suggestions regarding further

improvement. During supervision teacher educators and Principal give remarks

regarding lesson planning, content presentation, use of teaching aids, student-

teacher interaction and confidence level of the student teachers. Moreover this

process also includes direct observation by the peers and suggestions given by

them in observation booklet.

4. How does the institution ensure that the student teachers are updated on the policy directions and educational needs of the schools?

The practice teaching school teachers, Principal are requested to guide and discuss

with student teachers before and during practice teaching on the policy directions

and educational needs of the schools.

5. How do the students and faculty keep pace with the recent developments in the school subjects and teaching methodologies?

Student teachers and faculty keep pace with the recent developments in the school

subjects and teaching methodologies by studying results of latest researches,

journals, news papers etc.

Further faculty and students teachers are motivated to attend seminars, workshops,

conferences etc.



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.) Duty leave is given to attend workshops, seminars etc. For higher studies, Ph.D.

work etc. study leave is given. Special increment, incentives and appreciation letter

is also given.

7. Does the institution have any mechanism to reward and motivate staff members for good performance? If yes, give details.

Yes, good performance of faculty members is appreciated by Principal of the

Institute. Good increment, incentives and appreciation letters are given to them.

2.5 Evaluation Process and Reforms

1. How are the barriers to student learning identified, communicated and addressed? (Conducive environment, infrastructure, access to technology, teacher quality, etc.) Feedback of students and report of IQAC is used to reform the teaching - learning

process.

Through interaction and discussion with student teachers in and outside classroom

and by conducting a general meeting at the end of the month barriers to student

learning are identified and solved.

2. Provide details of various assessment /evaluation processes (internal assessment, mid term assessment, term end evaluations, external evaluation) used for assessing student learning? Unit Tests, Mid-term assessment and term end evaluation are conducted during

the session. External evaluation of student teachers is done through University

examination conducted at the end of the session.



3. How are the assessment/evaluation outcomes communicated and used in improving the performance of the students and curriculum transaction? On the basis of internal assessment done through units tests student teachers are

informed about their level of performance and guidance is given for improvement.

Mid term examination and term end evaluation result are also shown to the

student teachers and their weaknesses are discussed personally and they are given

suggestions for improvement and are motivated for better performance.

4. How is ICT used in assessment and evaluation processes? Analysis of results is done through the use of computers.

2.6 Best Practices in Teaching -Learning and Evaluation Process

1. Detail on any significant innovations in teaching/learning/evaluation introduced by the institution?

Innovation in evaluation introduced by institute through organization of Oral

Quiz competition on related subjects conducted by respective subject teacher

educators and at the end of the session a general quiz competition is organized

covering content of all subject papers of B.Ed.

Innovation in teaching-learning is adopted by providing self assessment

situations to the student teachers. They are made competent for assessing other

peers and in turn to get their own assessment.

Presentation of papers and discussion is followed for developing analytical and reflective classroom environment.

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

instruction, including use of technology?

The institute has latest sound system, LCD Projector, Slide Projector, Overhead

Projector, CDs, DVDs along with chart, maps and models are used for effective

delivery of instructions in the class room. Individual attention and interaction

with entire class is emphasized.



Criterion III: Research, Consultancy and Extension 3.1 Promotion of Research

1. How does the institution motivate its teachers to take up research in education?

Teachers are given Duty leave (DL) for presentation of research papers. Additional

increments are provided to motivate teachers to pursue/take-up research.

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

Educational psychology, Measurment and Evaluation, Teacher Education, Child

Education, Social Education, Educational Technology, Educational Administration,

Teachers role and responsibilities, Environment, Women education, Value

education are the priority areas of research. Through small projects, assignments

and action researches, institute tries to develop research aptitude among B.Ed.

students.

3. Does the institution encourage Action Research? If yes give details on some of the major outcomes and the impact.

From the current session i.e. 2012 – 13 the institute has introduced action research

in curricular activities as the essential ingredient of its educational programmes.

4. Give details of the Conference / Seminar / Workshop attended and/organized by the faculty members in last five years.

Faculty members attended around 117 seminars /conferences /workshops during

last five years.

National Seminars – 117

International Seminars – 07

Workshop - 22



3.2 Research and Publication Output

1. Give details of instructional and other materials developed including teaching aids and/or used by the institution for enhancing the quality of teaching during the last three years.

Working models, Models on Thermacol, Biological specimens, Botanical Files,

Transparencies, Power Point presentations on micro and macro lesson plans are

developed by faculty members for enhancing the quality of teaching during last

three years.

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

instructional materials?

The institute provides raw materials for developing instructional materials like

PPTs, transparencies, models, charts etc. Teacher educators provide proper

guidance to the student teachers.

3. Did the institution develop any ICT/technology related instructional materials

during the last five years? Give details. No

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

Intel Masters Training Course was attended by two of our faculty members who in

turns trained our remaining staff members.

5. List the journals in which the faculty members have published papers in the last

five years.

The International Review of Research in Open and Distance Learning.

Asian Journal of Open Learning.

Indian Journal of Open Learning.

The Turkish Online Journal of Human Resource Studies.

Academicia – The South Asian Academic Research Journal.

Journal of Indian Education, NCERT



Research Journal of Arts, Mangement and Social Sciences.

The UPRTOU Journal of Research and ODL Studies.

Research Journal of Social and Life Sciences.

Journal of Teacher Education and Research

The Journal of Meerut University History Alumni.

Shodh Dhaara.

6. Give details of the awards, honors and patents received by the faculty members in

last five years. Our Principal Dr. Renu Garg was honoured to chair the technical session at

National Seminar organised by Dr. Shadi Lal College of Education on 21st August

2012.

One of our ex-faculty Dr. Alka Mittal was awarded GOLD MEDAL by Ch. Charan

Singh University for her meritorious achievement in M.A. (History) in the year

2011.

7. Give details of the Minor / Major research projects completed by staff members of the institution in last five years.

Nil

3.3 Consultancy

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

details.

Yes consultancy services are provided to Practice-teaching Schools and other Social organizations.

2. Are faculty/staff members of the institute competent to undertake consultancy? If yes, list the areas of competency of staff members and the steps initiated by the institution to publicise the available expertise.

Psychology – Mrs. Aparna Garg Technology – Ms. Tarannum Irshad Values – Dr. Raj Kumar Tripathi



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?

Consultancy is provided free of cost for betterment of the society.

4. How does the institution use the revenue generated through consultancy? N.A. 3.4 Extension Activities

1. How has the local community benefited from the institution? (Contribution of the

institution through various extension activities, outreach programmes, partnering with NGO’s and GO’s)

Student teachers participate in many community works like making the nearby

villagers aware of hygiene and importance of education. They also participated in

various mass awareness programmes like environment awareness, Education

awareness, Health & Hygiene awareness. Students carry out activities like Blood

donation, Adult literacy, Plantation, “Jan Piyau” to make available fresh drinking

water to the masses during summer.

2. How has the institution benefited from the community? (Community participation in institutional development, institution-community networking, institution-school networking, etc.)

The institute invites experts from different institutions for guest lectures, members of

NGOs like Art of Living, Patanjali Yoga Peeth and Bharat Scout & Guide are invited

for proper physical and mental development of prospective teachers.

3. What are the future plans and major activities the institution would like to take up for providing community orientation to students?

Institute has planed to organize, medical check up camp, Blood donation camp, visit

to old age home and orphanage and supply of drinking water at railway station, bus

stands, main city intersections in future.



4. Is there any project completed by the institution relating to the community development in the last five years? If yes, give details.

Establishment of a CBSE affiliated school for children from rural areas.

5. How does the institution develop social and citizenship values and skills among its students?

Through Scout & Guide camp, Games-sports competitions, Community works,

Educational tours and through various cultural activities, the institute develops

social and citizenship values and skills among its student teachers.

3.5 Collaborations

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

established linkages in the last five years. Detail the benefits resulted out of such linkages.

Some of the faculties are member of Council of Teacher Education (CTE.). They

attend seminars and conferences organised by this National body. CTE journal is

also subscribed by the institute.

2. Name the international organizations, with which the institution has established any linkage in the last five years. Detail the benefits resulted out of such linkages.

N.A.

3. How did the linkages if any contribute to the following? Curriculum Development Teaching Training Practice Teaching Research Consultancy Extension Publication Student Placement

N.A.



4. What are the linkages of the institution with the school sector? (Institute-school-community networking)

Institute has linkages with many schools catering to the needs of diverse

communities. Student teachers are allowed to visit and collect data related to the

assigned problems which strengthen the links among institute, school and

community.

5. Are the faculty actively engaged in schools and with teachers and other school personnel to design, evaluate and deliver practice teaching. If yes give details.

The faculty of the institute visits the practice schools and seeks cooperation of its

Principal/Teachers/Staff in devising effective practice teaching by making

discussions regarding curriculum, time schedule, discipline, and evaluation tools.

6. How does the faculty collaborate with school and other college or university faculty?

Faculty meets teachers, staff members and Principals of other schools and

interacts with them.

By participating in seminars, workshops and conferences, faculty interacts

with the faculty of other Education Institutes or Universities faculty.

Experts on education are also invited into the Deptt. of Education from other

Institutes and Universities.

3.6 Best Practices in Research, Consultancy and Extension

1. What are the major measures adopted by the institution to enhance the Quality of Research, Consultancy and Extension activities during the last five years?

The institute has well equipped ICT resource centre, Psychology resource centre

and computerized departmental as well as central library enriched with quality

books to enhance the quality of research.

Extension activities are encouraged through adult education programmes,

awareness campaigns etc.



2. What are significant innovations / good practices in Research, Consultancy and Extension activities of the institution? Assignments, projects, action research, social surveys and mini seminars are

organized time to time. For extension activities student teachers are asked to teach

the deprived children in their neighborhoods. Institute distributes books and

stationary to the needy children.

It is well said that Charity begins at home’ and institute believes the same and has

started adult literacy program for labours, sweepers, peons of Institutes.



Criterion IV: Infrastructure and Learning Resources 4.1 Physical Facilities

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 physical infrastructure as per NCTE norms. There are well

spacious class rooms, Multipurpose hall, Science resource centre, Psychology

resource centre, Art and craft resource centre, Mathematics resource centre,

Language lab, ICT resource centre, Health & care resource centre, Library, reading

room, two spacious staff rooms and a Seminar hall – Girls Common room,

Separate wash rooms for boys and girls. There are sufficient amount of furniture,

drinking water supply and Internet connectivity.

An amount of Rs. 1.83 crores has been spent on for developing the whole

infrastructure.

2. How does the institution plan to meet the need for augmenting the infrastructure to keep pace with the academic growth? Maintenance and need for augmenting the infrastructure is carried out by the institute administration promptly as and when need arises.

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

curricular activities including games and sports.

Co-curricular activities

Multipurpose Hall, Seminar Hall, Auditorium.

Extra – Curricular activities and sports

Play Ground, Basket Ball Ground, Gymnasium, Badminton court,

Games and sports resource centre.

4. Give details on the physical infrastructure shared with other programmes of the

institution or other institutions of the parent society or university. Auditorium, playground, basket ball ground, Gymnasium and health care centre

are on shared basis.



5. Give details on the facilities available with the institution to ensure the health

and hygiene of the staff and students (rest rooms for women, wash room facilities for men and women, canteen, health center, etc.)

A health centre operates in the college campus daily visited by a physician 3:30

p.m. to 5:30 p.m. Medicines are provided free of cost. Other facilities available are

staff room for teachers, common room for girls, wash room facilities for men and

women, canteen, telephone, water cooler, water purifiers and health centre.

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.

There are separate hostel facilities for boys and girls.

Approximately 883 students can be accommodated in Boys Hostel and around 320

students in girls hostel.

Facilities of common room with Television, Newspapers, Hostel library, Badminton

court, Gymnasium and R.O. water supply.

4.2 Maintenance of Infrastructure

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

This department is a part of composite college. So there is no provision for separate budget for maintenance of infrastructure. The amount is spent as and when need arises.



2. How does the institution plan and ensure that the available infrastructure is optimally utilized? The Department of Education has sufficient space for carrying out curricular, co-

curricular and extra-curricular activities. Every week activities are organized in

Multipurpose Hall, Seminar Hall and practical works are done in respective labs.

Auditorium, Playground and some other facilities are shared amonst all the

departments of the MIET.

3. How does the institution consider the environmental issues associated with the

infrastructure? The institute is located in pollution free, green surroundings. Classrooms are

spacious, ventilation is proper. Purified water supply is provided.

4.3 Library as a Learning Resource

1. Does the institution have a qualified librarian and sufficient technical staff to support the library (materials collection and media/computer services)?

Yes, the institute has a well qualified librarian (M.Lib. with First Division) and

sufficient technical staff to support the functioning of library.

2. What are the library resources available to the staff and students? (Number of

books-volumes and titles, journals-national and international, magazines, audio visual teaching-learning resources, software, internet access, etc.).

The details of the library resources are as follows

(i) Books – 4498

Text Books – 3375

Reference Books – 1123

(ii) Magazines – 05

(iii) Journals subscribed

Indian Journals – 22

Foreign Journals-NIL

(iv) Back Volumes of Journals – 81

(v) Information Resources

- Online journals /e-journals – DELNET



- CDs/DVDs - 20

- Database - No

- Video Cassettes - 10

- Audio Cassettes - 10

The staff and students may use the central library of the MIET for reference,

assignments, project works etc.

3. Does the institution have in place, a mechanism to systematically review the

various library resources for adequate access, relevance, etc. and to make acquisition decisions. If yes, give details including the composition and functioning of library committee. The library committee comprises of Principal, a Senior Faculty, Co-ordinator B.Ed.

program, Asstt. Librarian and two supporting staff. The committee is responsible

for budgeting, accession of books/journals, framing of rules and regulation for

issue / return of books, maintenance of discipline in the reading room etc.

Recommendation of faculty and students are considered by the library committee.

The central library committee supervises the general upkeep of the Departmental

library.

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

Yes, the library is fully automated.

The record of books and students is maintained in Alice 4 Windows software for

Books and journals. Books have unique barcodes and are issued through

automated system with minimal paper work.

5. Does the institution library have Computer, Internet and Reprographic facilities? If yes, give details on the access to the staff and students and the frequency of use.

Yes, the institute library has Computer for students to access the catalogue of books directly

into the computer. Library also has Internet and photocopying facilities to the students as

well as staff.



6. Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give details. Yes, the institute has subscribed for DELNET in education.

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.) On all working days departmental library opens for 7 hours from 9:30 a.m. to 4:30

p.m.

In the previous academic session 2011-12 the library was opened for 198 days.

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

Through display in the library.

Departmental notice board.

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

facility utilized by the students? Yes the Book Bank consists of 400 books on compulsory papers. Books from the Book Bank can be retained by the students for the whole session.

10. What are the special facilities offered by the library to the visually and physically challenged persons?

Library staff gives all possible help to differently able (physically challenged)

students.

4.4 ICT as learning Resource

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

software, internet connectivity, access, audio visual, other media and materials) and how the institutions ensures the optimum use of the facility.

The institute has an ICT resource centre. It contains hardware, various softwares,

internet connectivity. Audio-visual and other multi-media equipments like Television,

DVD player, cordless mike system, Public addressing system, LCD projector, OHP,

Slide Projector, CDs, DVDs Transparencies, 35 mm Slides, Charts etc.



2. Is there a provision in the curriculum for imparting computer skills to all students? If yes give details on the major skills included General awareness of computer and its functioning is given to all B.Ed. students in ICT

lab. They make PPTs, Time-Table and get familiar with Internet working with MS-

Word, Ms-Excel.

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

technologies/ICT in curriculum transactional processes? Student teachers prepare PPTs, Transparencies and give presentation. Faculty too uses

these technologies like Computer, LCD projectors, Internet, OHPs in daily teaching.

Various activities are organized in the deptt. with the use of these technologies.

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) Student teachers prepare PPTs, Transparencies on lesson plans and give presentations.

Faculty members use new technologies like computer, LCD projectors, internet, OHP

in curriculum transactional process.

4.5 Other Facilities

1. How is the instructional infrastructure optimally used? Does the institution share its facilities with others for e.g.: serve as information technology resource in education to the institution (beyond the program), to other institutions and to the community.

PPTs, CDs, DVDs, ICT resource centre, library are shared with other institutions. Educational PPTs related to awareness programmes are shown to school children, adults of near by rural areas.

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

cassettes and other materials related to the program) available with the institution? How are the student teachers encouraged to optimally use them for learning including practice teaching?

Audio cassettes, CDs, DVDs, Slides, Transparencies, and various audio-video

facilities are available with the institute. Student teachers are motivated to use these

aids during micro teaching, simulation teaching and practice teaching.

The institute has an ICT resource centre, Psychology resource centre, Science and

Maths resource centre and required Maps, Models, Charts etc.



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 an ICT resource centre, psychology resource centre, Health and

Physical resource centre, Language Lab and Art & Craft resource centre. In order to

ensure maintenance of the equipments and other facilities, responsibilities are

given to teacher educators and also the institution has well qualified technicians

who are called when ever required. Student teachers avail these facilities in

teaching – learning process.

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

transports etc. available with the institution.

The institute has a multipurpose hall where special guest lectures, debates, quizzes

and other cultural programmes are organized. There is an Art & Craft Resource

centre where student teachers prepare teaching aids and other materials.

Institution has playground, basket ball ground and has all required sports goods.

Transport facilities are one of the best in the town. The institute owns a fleet of

around 23 buses which runs in Meerut city as well as NCR.

Buses ply to all main routes in Meerut. Outside Meerut buses ply to routes

covering Ghaziabad, Anand Vihar, Muzaffarnagar.

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, the Multipurpose hall and other class rooms are well equipped with LCD

Projector, Projector Screen, Installation of Audio – Visual and Public addressing

system.

4.6 Best Practices in Infrastructure and Learning Resources

1. How does the faculty seek to model and reflect on the best practice in the diversity of instruction, including the use of technology? The faculty uses computer, internet, LCD projector, Slide Projector, Overhead

Projector, CDs, DVDs in teaching. It reflects the diversity of instruction. Faculty is



well qualified, three of them have got training under INTEL TEACH PROGRAM

and one has qualified as Master Trainer.

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

enhancement.

Power Point Presentation by faculty in class room teaching. Demonstration of

lesson through PPTs. Some working models are made by the student teachers

every year under the guidance of subject teachers.

3. What innovations/best practices in ‘Infrastructure and Learning Resources’ are in vogue or adopted/adapted by the institution?

Students are encouraged to present news, thought for the day and speak on any

current socio-political issue in the assembly. They are sent to different schools such

as Govt. aided, Gurukul and Public schools to analyze the difference in working

conditions and to adapt to the ever changing needs of the society. Self assessment

situation are provided to the trainers. They assess other peers and in turn get their

own assessment.



Criterion V: Student Support and Progression 5.1 Student Progression

1. How does the institution assess the students’ preparedness for the programme and ensure that they receive appropriate academic and professional advise through the commencement of their professional education programme (students pre-requisite knowledge and skill to advance) to completion?

Through aptitude test, language test, unit test, mid – term, end- term Internal Exam, Tutorials, Micro Teaching, Simulation teaching, Teaching Practice in schools. Organisation and participation of students in various co-curricular and extra-curricular activities.

2. How does the institution ensure that the campus environment promotes motivation, satisfaction, development and performance improvement of the students?

By obtaining feedback from the students about campus environment, academic

activities and faculty.

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

possible reasons for the drop out. Describe (if any) the mechanism adopted by the institution for controlling the drop out?

It is observed that dropouts of female candidates are more especially of married

ones as compared to male candidates due to obvious reason of family obligation.

Dropouts of candidates of reserved category is grown up in recent years as they do

not have to pay fee hence they do not take their course seriously.

For controlling dropouts the institute provides scholarships for talented students

and support to financially weak students, like free transport facility and hostel

accommodation is also provided to curb dropouts.

Programmes 2006-07 M F

2007-08 M F

2008-09 M F

2010-11 M F

2011-12 M F

D.Ed. B.Ed. NIL NIL NIL NIL 01 03 02 NIL 02 NIL M.Ed. (Full Time)

M.Ed. (Part Time)



4. What additional services are provided to students for enabling them to compete for the jobs and progress to higher education? How many students appeared/qualified in SLET, NET, Central/State services through competitive examination in the last two years?

Library facility, computer and internet facilities are provided to the students.

Faculty also guide them for higher courses and competitive exams like CTET,

UPTET, M.Phil., NET, SLET, & Ph.D. entrance.

Student qualified in the NET/Ph.D entrance exam-05

Central /State Services - 03

5. What percentage of students on an average go for further studies/ choose teaching as a career? Give details for the last three years?

Approximately 30% students on an average go for further studies and 60%

choose teaching as a career. Nearly 10% go for Career other than teaching.

6. Does the institution provide training and access to library and other education related electronic information, audio/ video resources, computer hardware and software related and other resources available to the student teachers after graduating from the institution? If yes give details on the same.

Yes, passout students pursuing M.Ed. , M.A. ( Edu), M.Phil. Ph.D are allowed to

use computer lab, Library, ICT resource centre. Full support is provided for the

development of their career.

2008-09 2010-11 2011-12 Higher Studies

40% 55% 60%

Employment (Total)

60% 45% 40%

Teaching Non-Teaching

70% 30%

60% 40%

65% 35%



7. Does the institution provide placement services? If yes, give details on the services provided for the last two years and the number of students who have benefited.

The institute has placement service cell. This provides information to students

seeking placement in educational institution. Relevant information such as location

of the institution, eligibility conditions as per their advertisement are regularly

displayed on the notice board.

The institute has signed MOU with several schools for placement of our student

teacher as TGTs & PGTs.

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

over come these difficulties?

Placement cells find difficulties in placing student teachers in public schools as majority of them comes from rural background. The department of Education is committed to prepare students teachers coming from rural backgrounds to global needs of the dynamic society by acquainting in ICT skills and all around development through various co-curricular activities.

9. Does the institution have arrangements with practice teaching schools for placement of the student teachers?

These schools prefer our students and appoint them on the basis of their

performance.

10. What are the resources (financial, human and ICT) provided by the institution to

the placement cell?

All facilities to ensure smooth and effective working of the Placement cell. 5.2 Student Support

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

curricular programmes planned, (developing academic calendar, communication across the institution, feedback) evaluated and revised to achieve the objectives and effective implementation of the curriculum?

Planning of teaching-learning processes, co-curricular and other extra

curricular programmes is done by developing an institute’s academic

calendar.

Feedbacks from students are obtained.



Departmental meetings including staff and faculty are held in order to get

suggestions for further improvement.

Teachers prepare synopsis to specify the content to be taught.

Faculty in-charge of various activities communicates the programme to the

students with the concern of the head of the Institute.

2. How is the curricular planning done differently for physically challenged students?

Physically challenged students are given personal attention and extra time by

teachers concerned and their problems are sorted out.

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

Continuous oral & written feed back from students & teachers enhance the

effectiveness of teaching & mentoring of students.

4. What are the various provisions in the institution, which support and enhance the effectiveness of the faculty in teaching and mentoring of students?

Teachers of the institution are motivated to present papers in seminars, attend

workshops on various skill development and for publication in National &

international journals.

For outstanding achievement faculty get appreciation letter and cash prizes from

management.

5. Does the institution have its website’? If yes, what is the information posted on

the site and how often is it updated?

Yes, the Institute has a website of its own www.mietedu.org. Brief history of the

Society, Institute, Infrastructural details, instructional facilities, Institute’s

Department profile, faculty profile and main events and activities are posted on it.

It is updated after 30 days or as per requirement.



6. Does the institution have a remedial programme for academically low achievers?

If yes, give details.

Yes, tutorial classes are arranged. Extra- classes are also arranged according to the

needs of students teachers.

7. What specific teaching strategies are adopted for teaching a) Advanced learners and (b) Slow Learners

(a) Advanced learners are guided to prepare assignments and take the help of

reference books, journals in the library. They are made representatives of various

programs organized in the Deptt. of Education

(b) Academic problems of slow learners are solved by giving them separate time.

Tutorial classes and extra classes are arranged. They are allowed to discuss their

difficulties with faculty members in and off class rooms.

8. What are the various guidance and counselling services available to the students?

Give details.

Academic guidance & counselling by faculty.

Career counselling by Placement Cell

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

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

Grievance redressal cell is made by the institution for students. Grievances related

to I-cards, delay in scholarships, Fine charged for keeping mobile phones and

library dues were reported in the last two years.

The institute has a grievance-cum-suggestion box. Each grievance is read,

discussed & remedial measures are provided.



10. How is the progress of the candidates at different stages of programs monitored and advised?

Progress of students is monitored through their performance in the unit tests, mid-

term exam & term end exams. Each faculty discusses the progress and

achievements with students individually and give suggestions for further

improvement.

11. How does the institution ensure the students’ competency to begin practice teaching (Pre-practice preparation details) and what is the follow-up support in the field (practice teaching) provided to the students during practice teaching in schools?

Prior to Practice teaching theoretical content essential for lesson

planning like Aims, Objectives, Methods, Techniques, Skills etc. are

made clear.

Micro teaching begins and each student prepares 6 micro lesson plans

based on different teaching skills.

Simulation teaching begins and each student makes preparatory lesson

plans.

After Simulation teaching students are taken to schools for teaching in

real situation.

Lessons plans are pre-checked by the subject supervisors and

observations by peers and faculty is properly carried out.

Shortcomings are pointed out during observations and remarks are

given in plan booklet so that they can improve in next plan.

5.3 Student Activities 1. Does the institution have an Alumni Association? If yes,

(i) List the current office bearers (ii) Give the year of the last election (iii) List Alumni Association activities of last two years. (iv) Give details of the top ten alumni occupying prominent position. (v) Give details on the contribution of alumni to the growth and

development of the institution. Yes, the Department of Education has an Alumni Association.



(i) List of Current Office bearers. President – Mr. Prashant Kumar (2008-09) Vice- President – Ankit Kumar (2008-09) Secretary – Ashok Yadav (2006-07) Additional Secretary – Reeba Devi (2006-07) Treasure – Mrs. Kamna Pandey (2007-08) Co-ordinator – Ms. Tarannum Irshad, Lecturer B.Ed.

(ii) Date of Last Election 07/01/2012 (iii) Alumni meets were held in which alumni shared their views and guide

new students. Some cultural programmes and buffet lunch were organized and mementos were presented.

(iv) Top Ten Alumni occupying prominent positions. Nidhi Bharadwaj (2006-07) Lecturer Samrath College of

Education, Baghpat.

Lovely Arora (2006-07) PGT at Lovely Public School, New Delhi

Reeba Devi (2006-07) Lecturer Dr. Shaadi lal College of Education, Meerut

Poornima Pandey (2007-08) Lecturer Subharti University Vibhor Tomar (2006-07) PGT Maths at Baraut Aditya Kumar (2006-07) Sub – Inspector Delhi Police. Priyanka Agarwal (2008-09) Teacher in The Millennium School,

Meerut. Swati Madan (2011-12) – Computer Teacher in The Millennium

School. Bhawna (2011-12) – Lecturer (Chemistry) in D.N. College, Meerut Kunwar Mohd. Babar (2011-12) Lecturer Chemistry in IAMR,

Duhai, Ghaziabad. (v) Alumni gives suggestions and feedback. Sometimes some alumni are

invited for sharing their experiences of life.

2. How does the institution encourage students to participate in extra curricular activities including sports and games? Give details on the achievements of students during the last two years. Cultural and sports activities are organized in the department. All the students are

motivated to participate. Awards and certificates are given to winners.

3. How does the institution involve and encourage students to publish materials like

catalogues, wall magazines, college magazine, and other material. List the major publications/materials brought out by the students during the previous academic session. NIL



4. Does the institution have a student council or any similar body? Give details on – constitution, major activities and funding

N.A.

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

administrative), which have student representation on it.

Class Representatives, Discipline Committee, Cultural & Sports Committee,

Grievance Redressal Cell.

6. Does the institution have a mechanism to seek and use data and feedback from its graduates and from employers to improve the preparation of the programme and the growth and development of the institution? Feed back and views from graduates are taken to improve the preparation of the

programme and development of the institution. The principal of the Deptt. attend

the meetings of BOM and their messages & views are applied in planning of

departmental programs.

5.4 Best Practices in Student Support and Progression

1. Give details of institutional best practices in Student Support and Progression?

For Students Progression ICT classes , Meditation cum Yoga classes are held. Every

year academic calendar and time table is prepared and followed. Students are

encouraged to participate compulsorily in activities.

Best Practices in student support & progression are:

Continuous evaluation system - Unit Test, Mid-term-Internal Exam, End-

Term Internal Exam, Assessment of Teaching Skills during practice teaching.

Cumulative record of every student is maintained for in-depth analysis.

Tutorials are organized for students support & progress.

Training of ICT competencies.

Maximum use of facilities & Infrastructure.

Meditation, Pranayam & exercise are regular activities of the Deptt. Teachers

of the department provide ample support & guidance to all students

without any discrimination. The Institute efforts to give its best practices for

their progression.



Criterion VI: Governance and Leadership 6.1 Institutional Vision and Leadership

1. What are the institution’s stated purpose, vision, mission and values? How are they made known to the various stakeholders?

VISION

To promote academic excellence & create humane, self-reliant teachers to meet the

global challenges of the society.

MISSION

To be an outstanding institution in the country imparting Teacher Education,

providing value based & career based programmes and producing self reliant, self-

sufficient teachers capable of meeting new challenges.

VALUES

Development of

(i) Positive attitude towards teaching profession.

(ii) Professional accountability.

(iii) Social sensitivity.

(iv) Aesthetic sense.

(v) Scientific temperament.

(vi) Truthfulness, self confidence, dignity of manual work, cooperation, sympathy

and healthy competition for developing desirable social and moral qualities.

Department has to follow the directions and guidelines of the NCTE/U.P. Govt./

Ch. Charan Singh University regarding academic programmes. However the deptt.

at its level strive to attune itself according to changing times. The participative and

inclusive nature of the management style of the institute ensures consultations with

stakeholders for effective implementation of programmes.



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 department serves the society by producing highly skilled teachers to serve

all section of the society.

The institute also provides aid to financially weaker students. There is a provision

of assembly to inculcate the Indian values.

Educational tours, action research, community work, environmental projects are

assigned to the students to understand the socio-economic and environmental

conditions of neighbourhood society with reference to children education. The

B.Ed. students undertake teaching classes at different schools like aided schools,

Public schools, Gurukul etc. and get familiar to the different educational

institutions traditions and values.

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 institute is blessed in having a management whose glorious and preactive role

in the cause of education is exemplary for last 15 years. The Chairman, Director

General, Director, Board of Management regularly visits the Department and

interacts with the Principal, faculty and other staff members. The management

review students’ results and activities regularly and always appreciates B.Ed.

faculty and students’ discipline.

For efficient transaction of teaching and learning processes various committees are

evolved such as IQAC, Student Development Committee, Student Grievance Cell,

Disciplinary Committee, Library Committee, Co-curricular activities Committee,

Internal Examination Committee, Practice Teaching Committee etc. All these

committees hold regular meetings to achieve their goals.



4. How does the management and head of the institution ensure that responsibilities are defined and communicated to the staff of the institution? The Principal of the institute in consultation with management and advisory

committee members allocate responsibilities and communicate among the staff

members.

5. How does the management/head of the institution ensure that valid information

(from feedback and personal contacts etc.) is available for the management to review the activities of the institution?

The Institute’s Chairman and Board of Management personally contact the

Principal, faculty and students. Sometimes they take written feedback from the

students.

6. How does the institution identify and address the barriers (if any) in achieving the vision/mission and goals? Through regular staff meetings, meetings of Board of Management and personal

interaction, such barriers as identified are removed.

7. How does the management encourage and support involvement of the staff for improvement of the effectiveness and efficiency of the institutional processes? The management encourages the faculty & staff by delivering appreciation letter

and additional increment to those who perform.

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.

Head of the Institute ensures that all academic, co-curricular & extra- curricular

activities are held regularly and in time. Through regular meetings with committee

members, students’ problems if any are promptly resolved and discipline is

maintained. To achieve the objectives of the institute and maximum utilization of

resources for development of students a good feeling of team-work is developed.

Professional accountability is appreciated.



6.2 Organizational Arrangements

1. List the different committees constituted by the institution for management of different institutional activities? Give details of the meetings held and the decisions made, regarding academic management, finance, infrastructure, faculty, research, extension and linkages and examinations during the last year.

(i) Board of Management 02 (ii) Staff Council 03 (iii) IQAC 06 (iv) Student Development Cell 08 (v) Library Advisory Committee 04 (vi) Co-curricular activities committee 08 (vii) Student Redressal Cell 06 (ix) Women Protection Cell 04

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

administrative bodies of the institution.

BOARD OF MANAGEMENT

HEAD FINANCE & COMMERCE

PRINCIPAL , B.Ed.

ADMINISTRATION ACADEMICS

1. Teaching Learning Process

2. IQAC 3. Library 4. Instructional Facilities

1. Admissions 2. Examination 3. Proctorial Board 4. Basic amenities



3. To what extent is the administration decentralized? Give the structure and details of its functioning. The administration is fully decentralized and operates at departmental level. However for every proposal involving finance, prior sanction for the amount to be spent is necessary from the Chairman/BOM.

4. How does the institution collaborate with other sections/departments and school personnel to improve and plan the quality of educational provisions?

The institution collaborates with other departments and school personnel to

improve and plan the quality of educational provisions effectively by co-ordinating

and monitoring through various committees.

5. Does the institution use the various data and information obtained from the feedback in decision-making and performance improvement? If yes, give details. Yes, feedback from students is obtained through a feedback form. Other feedbacks

including those of teachers are obtained through meeting and discussions. Feed-

back and suggestions of the concerned school teachers and principal are also

entertained in performance improvement of the institute.

6. What are the institution’s initiatives in promoting co-operation, sharing of knowledge, innovations and empowerment of the faculty? (Skill sharing across departments’ creating/providing conducive environment). Faculty and students actively participate in seminars and other programs

organized by different departments of the institute. Use of libraries, labs such as

language lab, ICT, etc.

6.3 Strategy Development and Deployment

1. Has the institution an MIS in place, to select, collect align and integrate data and information on academic and administrative aspects of the institution? Yes the Institute has a Management Information System (MIS). The Chairman

makes contact, discuss and exchange views through e-mails as well as intercom.

These technical aids are helpful in collecting, analyzing and integrating academic,

administrative data for the purpose of qualitative institutional effectiveness.



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

accomplishment and sustaining the changes resulting from the action plans? The Vice-Chairperson of various academic and administrative committee keep

principal apprised with issues and requirements in their domain. Identification of

issues and findings are used in our future plans for quality enhancement and

development. The various data and information are discussed in management

committee and steps are taken for performance improvement.

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

implementation of the mission and goals, planned and obtained? Planning and deployment is done on the basis of feedbacks obtained from the staff

and students.

4. Describe the procedure of developing academic plan. How are the practice teaching schoolteachers, faculty and administrators involved in the planning process? For the development of academic plan staff meeting is arranged before start of the

new academic session. With this procedure academic calendar is prepared and it

includes:

(i) Admission and Orientation

(ii) Time Table for curricular activities, co-curricular activities and

extra-curricular activities.

(iii) Arrangement of tutorial classes.

(iv) Dates for Micro-teaching, Simulation teaching and teaching

practice.

(v) Dates for mid-term and End-term examinations.

Principal and school teachers of practice teaching schools are involved to decide

dates, classes and content of lessons plans.



5. How are the objectives communicated and deployed at all levels to assure individual employee’s contribution for institutional development? Through staff meetings and periodical monitoring by Head of the Institution.

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

monitored, evaluated and revised? On regular basis vision, mission and implementation of plans are monitored,

evaluated and revised.

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

The institution provide the facility for learning and using ICT for students and

teachers like use of LCD projectors, OHP, Internet, Power Point Presentation of

lessons and other materials.

6.4 Human Resource Management

1. How do you identify the faculty development needs and career progression of the staff? An institution’s effectiveness depends on academic and professional quality of the

teachers serving in it. It is for this reason the institute takes feedback from the

students and the report is discussed during faculty meetings. Faculty requirements

are sent to the management. Principal supervises the activities of the faculty and

staff and guide them personally.

The institute provides Duty Leave (DL) and study leaves for career progression

such as further study, research work, attending seminars, workshops etc.

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?

Teachers’ performance is monitored by the management and principal regularly.

University examination results are tabulated and presented to the Board of

Management and their comments are communicated. Students’ Feedback processes



and Self appraisal Report have been initiated for performance assessment of faculty

and staff.

Monetary incentives as well psychological motivation are offered for the good

service of faculty and staff.

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 institutional environment is kept healthy and hygienic. The institute has

provided residence quarters for teachers. Teachers can use the central library, ICT

main lab, Transport facility & D.L. for their career developments.

4. Has the institution conducted any staff development programme for skill up-gradation and training of the teaching and non-teaching staff? If yes, give details.

The institute organized Intel computer Training program.

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. )? Recruitment of permanent faculty and staff is governed by the norms of the Ch.

Charan Singh University, Meerut/NCTE



Selection Proceedings:

STEPS TO FACULTY SELECTION PROCEDURE IN DEPTT. OF EDUCATION

a) Advertisement is given in at least two leading newspapers and applications are

invited within a stipulated time frame.

b) Applications so received from the candidates are sorted as per their qualifications

and specialization in related subjects.

c) Call letters for the interview is sent to the eligible candidates in accordance with the

NCTE norms.

d) The Selection Committee comprising of Subject Expert appointed by the Affiliating

University, Principal of the Deptt. Of Education and the Chairman/Secretary of the

Institute take the interview of the candidates.

e) The list of the selected candidates along with the proceedings of the selection is

then sent to Affiliating University for approval.

Reputation of the institute as best employer is of great help in retention of

talent.

UGC grade 8000-275-13500 is given to the faculty. Annual increment and D.A.

as per institute norms is also provided by the Board of Management.

Casual and Medical leaves are provided to the faculty and staff as per University

rules.

Study leaves for career development is also liberally granted by the Chairman.

Sometimes special leaves on the request of the employee is also given by the Board

of Management.



6. What are the criteria for employing part-time/Adhoc faculty? How are the part-time/Adhoc faculty different from the regular faculty? (E.g. salary structure, workload, specialisations). The institute employs only permanent faculty because we feel that it is very

difficult to expect academic accountability from part time faculty.

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).

Board of Management provides needed facilities and funds to ensure the

professional development. The institute liberally provides T.A. /D.A for

participating in Seminar, Conferences, and Workshops etc.

8. What are the physical facilities provided to faculty? (Well-maintained and functional office, instructional and other space to carry out their work effectively).

The institute provides well maintained staff room, good library facility, ICT Lab,

OHP, Slide and LCD Projector, Science Lab, Psychology Lab and well maintained

lawn for extra-curricular activities.

9. What are the major mechanisms in place for faculty and other stakeholders to seek information and/or make complaints?

General instructions are given daily after prayer to the stakeholders. The

department has constituted a students’ Grievances Redressal Cell for the students.

The students may put their complaints/suggestions in the Suggestion Box.



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. Average workload for classroom teaching is 15 to 18 periods of 45 minutes to a

teacher in a week and minimum stay of faculty members is six hours per day. The

Deptt. Of Education prepares an academic calendar and time-table with equitable

sharing workload.

11. Does the institution have any mechanism to reward and motivate staff members?

If yes, give details. Extra increments for qualifying NET, awarded Ph.D. are given. Appreciation letter

on the basis of students’ feedback and Principal’s report is given to the teachers by

the Management.

6.5 Financial Management and Resource Mobilization

1. Does the institution get financial support from the government? If yes, mention the grants received in the last three years under different heads. If no, give details of the source of revenue and income generated No, the institute does not get any financial support from the government. Tuition

fees of the students are the only source of income to the institute.

2. What is the quantum of resources mobilized through donations? Give information for the last three years. Management is strictly against donation.

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 institute has a policy for imprest account for urgent requirement in the

Department to cover day to day expenses.



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 budgetary resource to fulfill the missions and offer quality programs is tuition

fees.

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 the Books of accounts are audited regularly by certified Chartered Accountant

firm.

6. Has the institution computerized its finance management systems? If yes, give details. Yes, the institution has well equipped computerized management system. The

collection of tuition fees, Hostel charges, Bus charges, Mess etc. are collected and

receipts are issued through centralized server based accounting software. All forms

of report generation such as daily cash and draft report, students dues report,

hostel, conveyance, bank reconciliation etc. is managed by this software.

6. 6 Best practices in Governance and Leadership

1. What are the significant best practices in Governance and Leadership carried out by the institution?

Constructive approach of Board of Management towards the

development of the institute.

Sufficient budget is allocated to the Department for updation of ICT and

other institutional facilities.

Substantial amount is incurred on purchase and maintenance of basic

amenities.

Devoted towards healthy academic environment.



The system of management based on personal seamless contacts at all

levels ensured free flow of information, timely remedial measures for

achieving excellence and development. It has concretized into having

committee of all heads of departments as apex body of deliberating on

academic and administrative matters.

It has also ensured in selection of right persons having aptitude and

inclination towards other responsibilities viz. proctorial board, library,

hostel, games, infrastructure and host of other functions conducive for the

management and growth of a college of this magnitude.



Criterion VII: Innovative Practices 7. 1 Internal Quality Assurance System

1. Has the institution established Internal Quality Assurance Cell (IQAC)? If yes, give its year of establishment, composition and major activities undertaken. The Institute has established IQAC in 2011. It works for enhancement and maintenance of internal quality in Deptt. of Education. The committee consists of the following (A) Dr. Renu Garg Chairperson

(B) Dr. Shashi Singh Vice-Chairperson

(C) Mrs. Kavita Agarwal Member

(D) Ms. Tarannum Irshad Member

Other Members

(E) Dr. N.K. Garg Member

(F) Dr. Ajay Singh Member

Major activities undertaken by IQAC are:

I. Curricular Activities II. Promoting the use of ICT for the students as well as faculty.

III. Organization of appropriate learning experiences and opportunities for inculcating desirable values in future teachers.

IV. Fostering innovative, creative and skill based programs. V. Organization of extra-curricular activities for personality development of

prospective teachers to cater the needs of the society and the country. VI. Identification of strengths and weakness in teaching-learning and

evaluation processes as carried out by the institute. Analysis of feed back responses of the students. Assessment of Internal and External examination result. Rectification of weakness so identified in teaching-learning process.

2. Describe the mechanism used by the institution to evaluate the achievement of

goals and objectives. The institute organizes unit test, oral/written, mid-term examinations, Final – Internal Assessment related to B.Ed. course. Feed back by the school teachers and supervision by the faculty during practice-teaching evaluate the change in behaviour of the student teachers. Participation of students in various curricular and extra – curricular activities is always motivated and awarded.



3. How does the institution ensure the quality of its academic programmes? Through assessment and analysis of result, feed-back from students, views of

alumina and participation of all students in academic and social activities.

4. How does the institution ensure the quality of its administration and financial

management processes? Through various administrative committees and audit of books of accounts.

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

constituents of the institution.

Through regular interaction and communication.

7.2 Inclusive Practices 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? Principal of the institute discuss the issues of National policies and inclusive

education with faculty members. Faculties are directed to be unbiased towards

students coming from lower economic classes and towards physically

challenged students. Further full support is given to them.

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. In accordance with the academic plan B.Ed. students administer psychological

tests on various traits, abilities and interests. Through administration and

analysis they learn about the exceptionalities as well as gender differences and

their impact on learning.



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. Through Scout & Guide camp, community work and visit to the various

schools, Gurukul etc. they get on opportunity for social interaction. Project-

works are assigned in groups.

For active engagement in learning and self-motivation, students are provided

library facility to complete assignments given to them.

4. How does the institution ensure that student teachers develop proficiency for

working with children from diverse backgrounds and exceptionalities? Student teachers study Educational Philosophy, Sociology and Educational

Psychology. These papers develop proficiency for working with children from

diverse backgrounds and exceptionalities.

Further through faculty guidance they are advised to deal school children

without being biased on the basis of caste, religion and socio-economic status.

5. How does the institution address to the special needs of the physically challenged and differently-abled students enrolled in the institution? In our department sometimes differently abled students are enrolled. Care is

taken to provide them proper seating place and physical help during practice-

in-teaching.

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)? There is provision of separate girls common room and wash room facilities. In

B.Ed. deptt. a Women Protection Cell was formed in 2011 to deal with gender

sensitive issues.



7. 3 Stakeholder Relationships

1. How does the institution ensure the access to the information on organizational performance (Academic and Administrative) to the stakeholders?

Through feedback from the students.

Class representative may report the Senior Lecturer/ Principal.

Prayer is held in the Deptt. regularly it gives opportunity to meet at one

place and share among Principal, teachers and students.

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? Through assessment of students oral responses and written feedback about the

various processes and programs the institute make efforts for bringing qualitative

improvements.

Views of Alumni are always welcomed and considered for improvement.

3. What are the feedback mechanisms in vogue to collect, collate and data from

students, professional community, Alumni and other stakeholders on program quality? How does the institution use the information for quality improvement? The institute takes feed back from the existing and ex- stakeholders through

feedback performa. Anyone may put one’s suggestion in Suggestion Box.

Perceptions and inputs are also entertained from the teachers and Principals of

Practice-Teaching Schools.

Continuous feed back is taken on overall functioning of the B.Ed. program of the

Institute from Alumini, Inspection Staff, Practical examiners, Subject experts

nominated by the University for faculty recruitment and other experts invited for

guest lectures, Small scale seminars, workshop etc.

The participative and inclusive nature of the management of the institute ensures

the implementation of the suggestion for quality improvement of the B.Ed.

program.





Documents

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL