SELF STUDY REPORT. FOR RE-ACCREDITATION (Second Cycle) Established in 1986

Transcription

1 SELF STUDY REPORT FOR RE-ACCREDITATION (Second Cycle) SANJAY TEACHER'S TRAINING COLLEGE [Recognised by UGC under Section 2(f) & 12 (B)] Lal Kothi Scheme, Near New Assembly Tonk Road, Jaipur (Rajasthan) Ph: , , Fax: A Self financed college affiliated to University of Rajasthan, Jaipur And J.R.R. Sanskrit University, Jaipur (NCTE, UGC and Rajasthan State Govt. Recognized) Established in 1986 Previously accredited with 'B' Grade by NAAC, 2011 with an institutional Score of 2.81 CGPA Submitted to jk"vªh; ewy;kadu,oa izr;k;u ifj"kn~ NAAC NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL P.O. Box No. 1075, Nagarbhavi, Bangalore INDIA MARCH, 2016

2 PREFACE Sanjay Shiksha Samiti, Jaipur was established in 1962 with the objective to serve human society in preparing self-dependent competent, value based and literary citizens. The Registrar of societies in Rajasthan registered this society in In the aegis of this society (i.e. Sanjay Shiksha Samiti, Jaipur) Primary, senior Secondary, IT, Management, Architecture, Polytechnic and Teacher education centres are successfully running. Most important program of this society was the establishment of Sanjay Teacher Training College to fulfil the need of preparing competent, committed, dedicated, skill based and efficient teachers for the country. In 1986 college was started its Shiksha Shastri (B.Ed Sanskrit) programe with the affiliation by the Ajmer University, Ajmer. In the year 1987 B.Ed program was started. In the year 1988 the affiliation of both the programs was transfered to university of Rajasthan, Jaipur. In the year, 1993 NCTE recognized both the programs and issued NOC for seats. In the year 2002, the affiliation of Shiksha Shastri (B.Ed Sanskrit) was transfered to Jagadguru Ramanandacharya Rajasthan Sanskrit University, Jaipur. Seats of B.Ed and Shiksha Shastri were increased respectively in the year M.Ed program was started with sanction of 25 seats in the year Seats of M.Ed programme was extended 25 to 35 in the year Sanjay Teachers Training College, Jaipur was accredited in the year 2011 by the NAAC in B grade (2.81 CGPA). The College was recognized by the UGC under section 2(f) in 2011 and 12(B) in Jagadguru Ramanandacharya Sanskrit University, Jaipur sanctioned permanent affiliation to shiksha shastri (B.Ed Sanskrit) program in Being affiliated to both the universities, college follows the scholastic and coscholastic activities as prescribed by the Universities. Considering the excellence of Preface

3 College, University of Rajasthan Jaipur has recognised its three senior faculty members as Ph.D supervisor in Twenty-three Ph.D scholars are doing their research work from this college. The college is a self financed co-educational institution. PTET, PSST and PMET are organized by the respective Universities for the admission in B.Ed, Shiksha Shastri and M.Ed every year. Coordinators of PTET, PSST and PMET directly allot seats according to merit and reservation. College follows all the norms and instructions of PTET, PSST and PMET strictly in the admission process. The vision of the college for the future are: 1. Develop the institution in to an excellence centre of teacher education in the state. 2. Develop the college in to an autonomous department of the University (State government has declared Apex University) 3. Establish the institute as teacher training centres for Kota Open University and Indra Gandhi National Open University, New Delhi. 4. Attain the status of CTE. In the session , the college has started two-year programs of B.Ed, Shiksha Shastri and M.Ed as suggested in NCTE regulation of Dec In the view of Aluminises, pupil teachers and parents, this college is recognised as a best institute in the field of teacher education in Rajasthan. Preface

4 INDEX S. No. Contents Page No. 1. Preface 2. PART I - INSTUTIONAL DATA A. Profile of The Institution 1 B. Criterion wise Inputs 6 3. PART II - EVALUATIVE REPORT I. Executive Summary 34 II. Criterion wise Inputs Criterion I - Curricular Aspects 37 Criterion II - Teaching, Learning and Evaluation 60 Criterion III - Research, Consultancy and Extension 106 Criterion IV - Infrastructure and Learning Resources 136 Criterion V - Student Support and Progression 161 Criterion VI - Governance and Leadership 186 Criterion VII - Innovative Practices 214 III. Mapping of the Academic Activities of the Institution 229 IV. Declaration by the Head of the Institution Appendices 1-304

5 PART - I INSTITUTIONAL DATA

6 A. Profile of the Institution 1. Name and address of the institution: Sanjay Teacher s Training College Near New Assembly Lal Kothi Scheme, Tonk Road JAIPUR [Rajasthan] 2. Website URL : [A copy of homepage is appended as Enclosure : 1]. 3. For communication : Office Name Dr. Sunita Bhargava Principal Prof. Gopinath Sharma Vice-Principal Dr. Kalpana Senger Self-appraisal Co-ordinator Telephone No. With STD Code Fax No Address principal@sttcindia.org gn_sharma@yahoo.com sengarks@yahoo.com Residence Name Dr. Sunita Bhargava Principal Prof. Gopinath Sharma Vice-Principal Dr. Kalpana Senger Self-appraisal Co-ordinator Telephone Number Mobile Number With STD Code Location of the Institution Urban Semi-urban Rural Tribal Any other (specify and indicate) 5. Campus area in acres: Acres Profile of the Instution 1

7 Sanjay Shiksha Samiti has 1.267Acres of land and from that the carpet area of Sq. Meters is for Sanjay Teacher s Training College. [A copy of master plan is appended as Enclosure: 2] 6. Is it a recognized minority institution? Yes No 7. Date of establishment of the institution: Month & Year MM YYYY University/Board to which the institution is affiliated: University of Rajasthan, Jaipur for B.Ed. and M.Ed J.R.Rajasthan Sanskrit University, Jaipur for Shiksha Shastri [B.Ed.-Sanskrit] [Copies of affiliation letters are appended as Enclosures:3(a), 3(b) & 3 (c)] 9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act. Month & Year MM YYYY 2(f) Month & Year MM YYYY 12B [Copies of UGC letters are appended as Enclosures:4(a) & 4(b)] 10. Type of Institution Profile of the Instution 2

8 a. By funding i. Government ii. Grant-in-aid iii. Constituent iv. Self-financed b. By Gender i. Only for Men v. Any other (specify and indicate) ii. Only for Women iii. Co-education c. By Nature i. University Dept. ii. IASE iii. Autonomous College iv. Affiliated College v. Constituent College vi. Dept. of Education of Composite College vii. CTE viii. Any other (specify and indicate) 11. Does the University / State Education Act have provision for autonomy? Yes No If yes, has the institution applied for autonomy? Yes No Profile of the Instution 3

9 12. Details of Teacher Education programmes offered by the institution: Sl. No. Level Prog. / Course Entry Qualification Nature of Award Duration Medium of instruction Certificate i) Pre-primary Diploma Degree Certificate ii) Primary/ Elementary Diploma Degree Certificate Diploma iii) Secondary/ Sr. secondary B.Ed. Graduation Degree Two Year Hindi/ Eng. Shiksha Shastri Graduation Degree Two Year Hindi/ [B.Ed.-Sanskrit] Sanskrit iv. v. Post Graduate Other (specify) Diploma M.Ed B.Ed Degree Two Year Hindi/ Eng. Certificate Diploma Degree Profile of the Instution 4

10 13. Give details of NCTE recognition (for each programme mentioned in Q.12 above) Level Prog. Order No. and Date Valid upto Sanctioned Intake Pre-primary Primary/Elementary B.Ed F.No./NRC/NCTE/F-3/RJ- 981/2015/ DATE:31/05/2015 Till Further notice 200 Secondary/ Sr. Secondary Shiksha Shastri B.Ed. [Sanskrit] F.NO./NCTE/F-3/RJ- 987/2015/ DATE: 31/05/2015 Till Further notice 200 Graduate Post Graduate M.Ed F.NO./NRC/NCTE/F-7/RJ- 866/2015/ DATE : 31/05/2015 Till Further notice Other (specify) [Copies of NCTE recognition letters are appended as Enclosures:5(a), 5(b) & 5(c)] 35 Profile of the Instution 5

11 Criterion I: Curricular Aspects 1. Does the Institution have a stated Vision Mission Values Objectives Yes No Yes No Yes No Yes No 2. a) Does the institution offer self-financed programme(s)? Yes b) If yes, how many programmes? c) Fee charged per programme B.Ed S.S. M.Ed Three /- per year /- per year /- per year 3. Are there programmes with semester system Yes (only M.Ed) 4. Is the institution representing/participating in the curriculum development/ revision processes of the regulatory bodies? Yes No If yes, how many faculties are on the various curriculum development/vision committees/boards of universities/regulating authority? 08 - Dr. Sunita Bhargawa Prof. Gopinath Sharma Dr. Ratan Kumar Bhardwaj Dr. Pratistha Dr. Rita Jhajhria Dr. Mahesh Kumar Pareek Dr. Sweta Bhargava Mr. Shashi Kant sharma [Copies of university letters are appended as Enclosures: 6] Criterion wise Inputs 6

12 5. Number of methods/elective options (programme wise) D.Ed. B.Ed. Shiksha Shastri [ B.Ed. Sanskrit] M.Ed. (Full Time) M.Ed. (Part Time) Any other (specify and indicate) Are there Programmes offered in modular form Yes No Number Are there Programmes where assessment of teachers by the students has been introduced? Yes No Number 02 [Copies of student's feedback on assessment of teachers are appended as Enclosure : 7] 8. Are there Programmes with faculty exchange/visiting faculty? Yes No Number 11 [List of visiting faculty is appended as Enclosure : 8] 9. Is there any mechanism to obtain feedback on the curricular aspects from the Heads of practice teaching schools Academic peers Alumni Students Employees 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 Yes Yes Yes Yes According to university Regulations No Criterion wise Inputs 7

13 12. Are there courses in which major syllabus revision was done during the last five years? Yes [ ] [A Copy of Revised Syllabus is appended as Enclosure: 9] 13. Does the institution develop and deploy action plans for effective implementation of the curriculum? Yes [Discussion, information, collection, purchase of books, Teaching Aids, literature, providing facilities, etc]. 14. Does the institution encourage the faculty to prepare course outlines? Yes No Criterion II: Teaching-Learning and Evaluation 1. How are students selected for admission into various courses? a) Through an entrance test developed by the institution b) Common entrance 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 academic year ): 3. a) Date of start of the academic year B.Ed - 19/08/2014, SS - 15/07/14 M.Ed - 24/08/14 b) Date of last admission c) Date of closing of the academic year d) Total teaching days B.Ed - 01/09/2014, SS - 15/10/14 M.Ed - 23/07/14 B.Ed - 07/07/2015, SS - 25/04/15 M.Ed - 15/05/15 B.Ed - 208, SS M.Ed Criterion wise Inputs 8

14 e) Total working days B.Ed - 215, SS M.Ed Total number of students admitted (for the academic year ): Programme Number of students Reserved Open M F Total M F Total M F Total B.Ed Shiksha Shastri [B.Ed.-Sanskrit] M.Ed Are there any overseas students? If yes, how many? Yes No 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 5,831/ /- 6. Highest and Lowest percentage of marks at the qualifying examination considered for admission during the previous academic session. Open Reserved Prog. Highest (%) Lowest (%) Highest (%) Lowest (%) B.Ed Shiksha Shastri [B.Ed.-Sanskrit] M.Ed Is there a provision for assessing students knowledge and skills for the programme (after admission)? Yes No Criterion wise Inputs 9

15 8. Does the institution develop its academic calendar? Yes No 9. Time allotted (in percentage) [A copy of academic calendar is appended as Enclosure: 10]. Programmes Theory Practice Teaching Practicum [project work] B.Ed. 55 % 25 % 20 % Shiksha Shastri [B.Ed.-Sanskrit] 55 % 25 % 20 % M.Ed 56.25% 5.64% 38.11% 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 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 How many lessons are given by the student teachers in simulation and prepractice teaching in classroom situations? No. of Lessons in simulation/micro 08 No. of Lessons Pre-practice teaching 08 Criterion wise Inputs 10

16 13. Is the scheme of evaluation made known to students at the beginning of the academic session? Yes No 14. Does the institution provide for continuous evaluation? Yes No 15. Weightage (in percentage) given to internal and external evaluation Programmes Internal External B.Ed. Shiksha Shastri B.Ed.[Sanskrit] M.Ed 40.28% 30.50% 43.75% 59.72% 69.50% 56.25% 16. Examinations a) No. of sessional tests held for each paper b) No. of assignments for each paper B.Ed. 01 S.S. 01 B.Ed. 01 S.S Access to ICT (Information and Communication Technology) and technology. Computers Yes No Intranet [LAN] Internet Software / courseware (CDs) Audio resources Video resources Criterion wise Inputs 11

17 Teaching Aids and other related materials Any other (specify and indicate) OHP, LCD, Laptop, Pointer 18. Are there courses with ICT enabled teaching-learning process? Yes No Number Does the institution offer computer science as a subject? Yes No If yes, is it offered as a compulsory or optional paper? Compulsory -- Optional -- Criterion III: Research, Consultancy and Extension 1. Number of teachers with Ph. D. and their percentage to the total faculty strength Number % --- Dr. Sunita Bhargava, Prof. Gopinath Sharma, Dr. Ratan Kumar Bhardwaj, Dr. Kalpana Senger, Dr. Mahesh Kumar Pareek, Dr. Pratistha Purohit, Dr. Rita Jhajhria, Dr. Archana Mendiratta, Dr. Vinod Kumar Sharma, Dr. Yashwanti Gaur & Dr. Meenakshi Tiwari. 2. Does the Institution have ongoing research projects? Yes No If yes, provide the following details on the ongoing research projects Funding Agency Amount (Rs) Duration (years) Sanjay Shiksha Samiti 50000/- 2 Years (2014 to 2016) -1 (2015 to 2017) -2 Collaboration, if any No Criterion wise Inputs 12

18 3. Number of completed research projects during last three years. 04 [A report on Research Project of is appended as Enclosure: 11]. 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 [By providing library facilities] X 5. Does the institution provide financial support to research scholars? Yes No 6. Number of research degrees awarded during the last 5 years. a. Ph. D. 02 (Dr. Rita Jhajhria and Dr. Yashwanti Gaur) b. M.Phil. 01 Awarded by the University 7. Does the institution support student research projects? Yes No 8. Details of the Publications by the faculty (Last five years). Yes No Number International journals 04 National journals referred papers, Non referred papers 08 Academic articles in reputed magazines/news papers 10 Books 13 Criterion wise Inputs 13

19 Any other (specify and indicate) Are there awards, recognition, patents etc received by the faculty? Yes No Number Number of papers presented by the faculty and students (during last five years): National seminars International seminars Any other academic forum Faculty Students 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) X 12. Does the institution have a designated person for extension activities? Yes No We call subject experts for extension lecturers. If yes, indicate the nature of the post. Full-time - Part-time - Additional charge 13. Are there NSS and NCC programmes in the institution? Yes No 14. Are there any other outreach programmes provided by the institution? Yes No Criterion wise Inputs 14

20 We organize programmes like internship, off-campus programme, social service programmes, school visits, educational tour, meetings with educationists, social services programmes, seminar and workshops Number of other curricular/co-curricular meets organized by other academic agencies/ngos on Campus [1] Save Plant Project Rally organised by Rajasthan Patrika [2] Social Service programme by Cancer Relief [3] Blood Donation Camp [4] Community Service by NGO for Flood Relief [5] Rally for AIDS Awareness Programme [6] Save Water Rally organized by Rajasthan Patrika. 16. Does the institution provide consultancy services? Yes No In case of paid consultancy what is the net amount generated during last three years. Free consultancy 17. Does the institution have networking/linkage with other institutions/ organizations? Local level State level National level International level X Criterion wise Inputs 15

21 Criterion IV: Infrastructure and Learning Resources 1. Built-up Area (in sq. mts.) sq mts. [A copy of master plan is appended earlier as Enclosure - 2]. 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? What is the Budget allotted for computers (purchase and maintenance) during the previous academic year? 1, 00,000/- 5. What is the Amount spent on maintenance of computer facilities during the previous academic year? 50,000/- 6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year? 60,000/- 7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year? This is done by Sanjay Shiksha Samiti, our parent body. Criterion wise Inputs 16

22 8. Has the institution developed computer-aided learning packages? Yes No 9. Total number of posts sanctioned Open Reserved M F M F Teaching Non-teaching Total number of posts vacant Open Reserved Teaching Non-teaching M F M F a. Number of regular and permanent teachers Open Reserved (Gender-wise) Lecturers Readers Professors M F M F M F M F M F M F b. Number of temporary/ad-hoc/part-time teachers (Gender-wise) Lecturers Readers Professors c. Number of teachers from same state Other states Open Reserved M F M F M F M F M F M F Criterion wise Inputs 17

23 12. Teacher student ratio (program-wise) Programme B. Ed. S.S. [B.Ed. Sanskrit] M.Ed Teacher student ratio 1:25 1:25 1:5 13. a. Non-teaching staff Open Reserved Permanent M F M F Temporary b. Technical Assistants Permanent M F M F M F M F Temporary 14. Ratio of Teaching non-teaching staff M F M F :1 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? Yes No 17. Working hours of the Library On working days On holidays During examinations Does the library have an Open access facility Yes No Criterion wise Inputs 18

24 19. Total collection of the following in the library [No. of books] a. Books - Textbooks - Reference books b. Magazines c. Journals subscribed Indian journals - Foreign journals d. Peer reviewed journals e. Back volumes of journals[bound] f. E-information resources - Online journals/e-journals Mention the - CDs/ DVDs - Databases - Video Cassettes - Audio Cassettes Total carpet area of the Library (in sq. mts.) Seating capacity of the Reading room 245 sq.mtr Status of automation of Library Yet to initiate Partially automated Fully automated Criterion wise Inputs 19

25 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 X Any other Are students allowed to retain books for examinations? Yes No 24. Furnish information on the following Average number of books issued/returned per day 80 Maximum number of days books are permitted to be retained by students by faculty Maximum number of books permitted for issue for students 15 days 30 days B.Ed/SS-02, M.Ed-03 Criterion wise Inputs 20

26 for faculty 10 Average number of users who visited/consulted per month 7500 Ratio of library books (excluding textbooks and book Facility) to the number of students enrolled 24:1 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 Years Total cost Total cost No. No. No. Total cost (in Rs.) (in Rs.) (in Rs.) Text books / / /- Other books 4 898/ / /- Journals/ Periodicals / / /- Any others specify and indicate [competition books] / / /- Criterion wise Inputs 21

27 Criterion V: Student Support and Progression 1. Programme wise dropout rate for the last three batches. Programmes B.Ed. 1.19% 1.57% 0.51% Shiksha Shastri B.Ed.[Sanskrit] 2.00% 1.00% 2.5% M.Ed 11.76% 2.94% 11.76% 2. Does the Institution have the tutor-ward/or any similar mentoring system? Yes No If yes, how many students are under the care of a mentor/tutor? Does the institution offer Remedial instruction? Yes No 4. Does the institution offer Bridge courses? Yes No 5. Examination Results during past three years (provide year wise data) B.Ed M.Ed Shiksha Shastri Pass percentage Number of first classes Number of distinctions Exemplary performanc es (Gold Medal and University ranks) Criterion wise Inputs 22

28 6. Number of students who have passed competitive examinations during the last three years (provide year wise data). Examination NET SLET/SET Any other [specify & indicate] Mention the number of students who have received financial aid during the last three years. Financial Aid Merit Scholarship (Social Welfare Deptt.) Merit cum means scholarship Fee Concession Loan facilities Any other specify and indicate (By institution) Is there a Health Centre available in the campus of the institution? Yes No 9. Does the institution provide Residential accommodation for: Faculty Non-teaching staff 10. Does the institution provide Hostel facility for its students? Yes No Yes No Criterion wise Inputs 23 Yes No

29 If yes, number of students residing in hostels Men -- Women Does the institution provide indoor and outdoor sports facilities? Sports fields Indoor sports facilities Yes Yes No No Gymnasium Yes No 12. Availability of rest rooms for Women Yes No 13. Availability of rest rooms for men 14. Is there transport facility available? Yes Yes No No 15. Does the Institution obtain feedback from students on their campus experience? Yes No 16. Give information on the Cultural Events (Last year data) in which the institution participated/organized. [Details of number of students is appended as Enclosure - 12]. Inter-collegiate Inter-university National Organised Participated Yes No Number Yes No Number Any other Give details of the participation of students during the past year at the university, state, regional, national and international sports meets. Participation of students Outcome (Numbers) (Medal achievers) State/Uni Criterion wise Inputs 24

30 Yes N o SANJAY TEACHER'S TRAINING COLLEGE, LAL KOTHI, JAIPUR Regional 01 0 National 01 0 International 0 0 [A List of number of students who participated in various sports competitions is appended as Enclosure 13]. 18. Does the institution have an active Alumni Association? Yes No If yes, give the year of establishment Does the institution have a Student Association/Council? Yes No 20. Does the institution regularly publish a college magazine? Yes No 21. Does the institution publish its updated prospectus annually? Yes No 22. Give the details on the progression of the students to employment/further study (Give percentage) for last three years (%) (%) (%) Higher studies Employment (Total) Teaching Non teaching Is there a placement cell in the institution? Yes No Criterion wise Inputs 25

31 If yes, how many students were employed through placement cell during the past three years? Does the institution provide the following guidance and counselling services to students? Yes No Academic guidance and Counseling Personal Counseling Career Counseling The staff of this College provides our students individual and collective guidance and counseling services regularly. Criterion wise Inputs 26

32 Criterion VI: Governance and Leadership 1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any other similar body/committee. Yes No 2. Frequency of meetings of Academic and Administrative Bodies: (last year) Governing Body/management Staff council IQAC/or any other similar body/committee 03 times 10 times 02 times Internal Administrative Bodies contributing to quality improvement of the institutional processes. (mention only for three most important bodies) 03 times 3. What are the Welfare Schemes available for the teaching and non- teaching staff of the institution? Loan facility Yes No Medical assistance Yes No Insurance Yes No Other (specify and indicate) Yes No Study leave and maternity leave etc. 4. Number of career development programmes made available for nonteaching staff during the last three years Criterion wise Inputs 27

33 5. Furnish the following details for the past three years a. Number of teachers who have availed the Faculty Improvement Program of the UGC/NCTE or any other recognized organization. 08 b. Number of teachers who were sponsored for professional development programmes by the institution National Yes - - International Yes - - 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 per year Any other area (specify the programme and indicate) How does the institution monitor the performance of the teaching and nonteaching staff? a. Self-appraisal b. Student assessment of faculty performance c. Expert assessment of faculty performance Yes No Yes No Yes No d. Combination of one or more of the above Yes No Criterion wise Inputs 28

34 e. Any other (specify and indicate) Yes No 7. Are the faculty assigned additional administrative work? Yes No If yes, give the number of hours spent by the faculty per week 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 Any other (bank interest) ,04,700/ ,97,507/- 9. Expenditure statement (for last two years) [in lacs] [in lacs] Total sanctioned Budget % spent on the salary of faculty % spent on the salary of non-teaching employees % spent on books and journals % spent on developmental activities Entire Expenditure on Building (expansion of building) Expansion is borne by Sanjay Shiksha Semite, Jaipur % spent on telephone, electricity and water % spent on maintenance of building, sports facilities, hostels, residential complex and Criterion wise Inputs 29

35 student amenities, etc. % spent on maintenance of equipment, teaching aids, contingency etc. % spent on research and scholarship (seminars, conferences, faculty develop-ment programs, faculty exchange, etc.) % spent on travel NIL 0.50 Any other (specify and indicate) Total expenditure incurred Specify the institutions surplus/deficit budget during the last three years? (specify the amount in the applicable boxes given below). Surplus in Rs. YEARS Deficit in Rs. 10, 17,595.00/- 10, 74, /- 13,98,730.00/ NIL NIL NIL 11. Is there an internal financial audit mechanism?. Yes No [Internal financial audit is done by internal auditor appointed by the management.] 12. Is there an external financial audit mechanism? Yes No [External financial audit is done by chartered accountant decided by the management.] 13. ICT/Technology supported activities/units of the institution: Administration Finance Student Records Career Counseling Yes No Yes No Yes No Yes No Criterion wise Inputs 30

36 Aptitude Testing Yes No Examinations/Evaluation/ Assessment Yes No Any other (specify and indicate) [Diagnostic test, Question bank, etc.] Yes No 14. Does the institution have an efficient internal co-ordinating and monitoring mechanism? Yes No 15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-teaching staff? Yes No 16. Are all the decisions taken by the institution during the last three years approved by a competent authority? Yes No 17. Does the institution have the freedom and the resources to appoint and pay temporary / ad hoc / guest teaching staff? Yes No 18. Is a grievance redressal mechanism in vogue in the institution? a) for teachers b) for students c) for non - teaching staff 19. Are there any ongoing legal disputes pertaining to the institution? Yes No 20. Has the institution adopted any mechanism/process for internal academic Criterion wise Inputs 31

37 audit/quality checks? Yes No 21. Is the institution sensitised to modern managerial concepts such as strategic planning, teamwork, decision-making, computerisation and TQM? Yes No Criterion VII: Innovative Practices 1. Does the institution have an established Internal Quality Assurance Mechanism? Yes No 2. Do students participate in the Quality Enhancement of the Institution? Yes No 3. What is the percentage of the following student categories in the institution? Category Men % Women % B.Ed. M.Ed S.S. B.Ed. M.Ed S.S. B.Ed. M.Ed S.S. B.Ed. M.Ed S.S. A SC B ST C OBC D Physically challenged E General Category F Rural G Urban H Any other ( specify) Defence Criterion wise Inputs 32

38 4. What is the percentage of the staff in the following category? Category Teaching staff % Non-teaching staff A SC B ST C OBC D Women E Physically challenged F General Category G Any other ( specify) % 5. What is the percentage incremental academic growth of the students for the last two batches? Category At Admission (%) On completion of the course (%) Class B.Ed M.Ed S.S. B.Ed M.Ed S.S B.Ed M.Ed S.S. B.Ed M.Ed S.S. SC ST OBC Physically challenged General Category Rural Urban Any other ( specify) SBC Criterion wise Inputs 33

39 PART - II EVALUATIVE REPORT

40 I Executive Summary

41 EXECUTIVE SUMMARY Sanjay Shiksha Samiti [SSS] is an education society registered under Rajasthan Society Registration Act The society was established in 1962 by a group of highly dedicated and reputed persons belonging to the field of education, business/industry and social work. It is the sponsoring body of Apex Group of Higher & Technical Education Institutions in Rajasthan. The professed aim and objective of the society is to develop world class infrastructure facilities for imparting quality and value based education to students from school to higher and technical level institutes/colleges in Rajasthan and other parts of the country. The society has made remarkable contributions in the field of higher and technical education, apart from its contribution in school education, during the past 51 years of its glorious and meaningful existence. The society has setup institutes/colleges of national level reputation & importance with excellent state-of-art infrastructure facilities at different locations in Jaipur and its adjoining areas, to impart quality and value based education at undergraduate and post graduate level in Engineering, Management, Computer Application, Architecture, Polytechnic, Teacher Education, duly recognized/approved by All India Council for Technical Education, National Council for Teacher Eduction [NCTE]. More than 6000 students are undergoing various technical/professional courses offered by the institutes/colleges. The institutes/colleges established by the society include, Apex Institute of Management & Science, Apex Institute of Engineering & Technology, Apex Polytechnic Institute, Executive Summary 34

42 School of Architecture, Sanjay Teachers Training College etc. the institutes/colleges are affiliated to Rajasthan Technical University, Kota, Council of Architecture and University of Rajasthan, Jaipur, respectively. The institutes/colleges have developed linkages with Academic and Research Institutions of National & International repute and importance to develop and enrich present its and proposed academic programmes and courses. The institutes/colleges have also established linkages with various industries in Rajasthan and other parts of the country, so that the students may get an opportunity of firsthand experience and job opportunities. In the field of school education the contributions made by the schools set up by Sanjay Shiksha Samiti are equally praise worthy. The name include, Apex International School, duly recognized by Central Board of Secondary Education, New Delhi. YEAR WISE DEVELOPMENTAL REFERENCES OF THE COLLEGE 1962 Establishment of Sanjay Shiksha Samiti, Jaipur 1986 Establishment of Sanjay Teacher's Training College, Dausa 1986 Mr. Ashwini Gaur became Acting Principal of the college 1986 Affiliation from Ajmer University, Ajmer - Shiksha Shastri 60 Seats 1987 Affiliation from Ajmer University, Ajmer - B.Ed 60 Seats 1988 Affiliation of B.Ed & Shiksha Shastri transferred Ajmer University, Ajmer to University of Rajasthan, Jaipur 1988 Shiksha Shastri Seats Raised 60 to Mr. Nanak Ram Ji became Acting Principal of the college 1991 Mr. H.K. Sharma became Acting Principal of the college 1991 Mr. Subhash Kaushik became Principal of the college 1992 Sanjay Teacher's Training College transferred from Dausa to Lal Kothi Scheme, Jaipur Executive Summary 35

43 1996 Mrs. Sunita Gaur became Acting Principal of the college 1997 Dr. Prabha Sharma became Principal of the college 1998 Mrs. Sunita Gaur became Acting Principal of the college 1998 (July) Dr. J.P. Sharma became Principal of the college 1999 (May) Mrs. Sunita Gaur became Acting Principal of the college 1999 (Aug.) Mr. Yogesh Saxena became Principal of the college 2000 NOC from NCTE for Shiksha Shastri 2000 NOC from NCTE for B.Ed 2002 ISO : 9001: Dr. Sunita Bhargava became Principal of the college 2004 NOC from NCTE and University for Shiksha Shastri & B.Ed 2005 NOC from Rajasthan State Govt NOC from NCTE for M.Ed 25 Seats 2007 B.Ed. & Shiksha Shastri Seats Extended 100 to Affiliation of M.Ed 25 Seats from University of Rajasthan, Jaipur 2009 M.Ed Seats Extended 25 to Permanent Affiliation of Shiksha Shastri from JRRS University, Jaipur 2011 Affiliation in Act 2f from UGC 2011 Accreditation of the college from NAAC in B Grade 2.81 CGPA 2012 College came under Director, Higher Education Rajasthan from Secondary Education, Rajasthan 2014 Three Sr. Faculty Members became Ph.D Guide for University of Rajasthan, Jaipur Seats of Ph.D Scholars allotted to Faculty of the college 2015 Affiliation in Act 12B from UGC 2016 Applied for re-accreditation from NAAC Executive Summary 36

44 TEACHER EDUCATION SCENARIO IN RAJASTHAN Rajasthan, the very word evokes images of chivalry romance, saga and sacrifice ever know to human history. The history of Rajasthan is thousands of years old. Rajasthan is situated in the northwestern part of India. It has an area of sq. kms and is the largest among the Indian states. It is bounded by Gujarat in the south-west, Madhya Pradesh in the southeast, towards north by Punjab and towards northeast by Haryana and Uttar Pradesh. As per 2011 census, the population of the state is 6.86 crores or approximately 6% of the national population. For general administration, the state has been grouped into divisions, districts, tehsils and villages. Rajasthan has adopted the three tire Panchayati Raj System. From the education point of view some year ago Rajasthan was counted in BIMARU states. But the scenario has been changed. Now Rajasthan has been continuously striving at par with the national average. At present administration in the state is divided into three broad sections- Higher Education, Sanskrit Education, Primary and Secondary Education under three separate Directorates. Besides, the Board of Secondary Education, Rajasthan and the State Text Book Board also operate schemes like Shiksha Karmi Yojana, SSS, Muslim Madarsa, Saraswati Yojana and other centrally sponsored projects to promote universalisation of education in the state. Teacher play significant role in the entire system of education. Qualitative and quantitative achievements of education depend upon their performance. They shape the destiny of the nation in its classrooms. That is why the quality of teachers has become the major concern of the nation. From time to time remedial measures have been taken to improve it. NCTE has rightly taken cognizance of this fact. Teacher Education Scenario in Rajasthan

45 With increase in the number of schools and for better quality of education, teachers training became essential. To fulfill the need of Teachers State Government tried its best. Courses of teacher training like BSTC, B.Ed., B.Ed.(Child) B.Ed.(Enriched), four year integrated B.Ed., Shikha Shastri, M.Ed. and shikshacharya courses were started by the Directorate of Education, Bikaner and various Universities of Rajasthan. At present approximately 870 B.Ed. colleges, 37 M.Ed. colleges, 68 Shiksha Shastri colleges and 200 BSTC schools are engaged in various teachers training programes.some private universities are also involve in teacher training. One central government institute i.e. RIE, two IASEs, Seven CTEs and Thirty three DITETs are also established in the state. In B.Ed. approximately 90000, in Shiksha Shastri 7400, in BSTC 10000, in Shikshacharya 35 and in M.Ed. 900 candidates are enrolled this year i.e in the state. PMET, PTET, PSST, and pre BSTC entrance tests are arranged by various universities for the admission in M.Ed. B.Ed. Shiksha Shastri and BSTC programs respectively. All over Rajasthan, reservation policy is also accepted in entrance as decided by state government policy. State government also decides fee structure for various training courses. Coordinators of PMET, PTET, PSST, and BSTC directly collect fee from the students and distributes it to various institutions according to filled seats. There is no involvement of institution in the selection procedure and fee collection of trainees. Sanjay Teachers Training College, Jaipur has been established in Since, than this college is serving the society to produce quality based teacher educators. At present B.Ed., Shiksha Shastri (B.Ed. Sanskrit) and M.Ed. programs are successfully running excellence. in the college. College is continuously striving for Teacher Education Scenario in Rajasthan

46 II Criterion wise Inputs

47 CRITERION - I CURRICULAR ASPECTS INDEX S. No. Content Page No. 1. CURRICULAR DESIGN AND DEVELOPMENT ACADEMIC FLEXIBILITY FEEDBACK ON CURRICULUM CURRICULUM UPDATE BEST PRACTICES IN CURRICULAR ASPECTS 56 ADDITIONAL INFORMATION FOR RE-ACCREDITATION 58

48 Criterion I: Curricular Aspects 1.1 Curriculum Design and Development 1 State the objectives of the colleges and the major considerations addressed by them? (Intellectual, Academic, Training, Access to the Disadvantages, Equity, Self-development, Community and National Development, Issue of Ecology and Environment, Value Orientation, Employment, Global Trends and Demands, etc). The college was established in 1986 with the purpose of providing trained teacher to the schools and best-civilized leaders to the society as well. The Motto of the institution is 'Light to Enlighten' the college aims to make its students lights to illuminate the world and dispel all source of darkness around them. The quest for excellence is highlighted in the vision and the mission of the institution. Our institution strives to develop itself into an excellent world-class centre of teacher education. This institution offers wide range of programmes, which help to develop intellectually competent, morally upright, physically integrated and socially committed teachers for service in the emerging world scenario of education. The teaching Research and extension provided in the college aim to generate a new work culture for improving the practices of education. The college utilizes all the available resources for experimentation and innovation, which lend a hand in achieving and sustaining excellence in teacher development programme offered in the college to promote values such as quality consciousness, eco friendliness, sustainable development, love for fellowman, faith in God and uphold Indian culture. The institution has its own clearly stated goals and objectives. The Mission, Vsion, Goals and Objectives of the Institution : Mission of the Promoting Body To aspire to be an institution of international academic excellence & reputation providing quality and value based teachers education in a global perspective. The ultimate mission is to contribute to the society, the nation and the world community through pursuit, dissemination and application of knowledge of the highest level of excellence. Criterion I : Curricular Aspects 37

49 Vision of the Promoting Body To enable the student teacher to identify and enhance their multi-facet talents and personalities, having firm & focused mind with an eye to equip them to face the future challenges of global competition. The first NAAC peer team visited the institution from th January, 2011 and appreciated the efforts of the Sanjay Teacher's Training College for the all round development of the student teachers. Our objectives are 1. To nurture inner urge for learning and development of positive attitude towards teaching profession. 2. To impart quality teacher education to enlighten, liberate and empower the pupil teacher group. 3. To develop the students by keeping in mind the global development in various fields especially teaching-learning process in a multifaceted role. 4. To acquaint with subjects and its application to curriculum transaction and evaluation. 5. To prepare competent, committed and creative teachers ready to work locally and globally. 6. To develop the inbuilt abilities of the students by providing them platform to take leading role in different programmes, co-curricular activities and teaching learning process. 7. To create an awareness of different issues like environment, female foeticide, pollution, population, communal harmony and national integration. 8. To enhance creative and critical thinking by rewarding excellence in curricular and co-curricular activities. 9. The programme offered in the college promote values such as quality consciousness, eco friendliness, sustainable development, love for fellow man, faith in god and uphold of ethics and values. 10. The main objective of the college is to develop the ability and self confidence of pupil teacher and the resources fullness so as to make the best use of the situation available. Criterion I : Curricular Aspects 38

50 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). This college is affiliated to the University of Rajasthan, Jaipur for the B.Ed and M.Ed programme. Our college has also affilation with Jagadguru Ramanandacharya Rajasthan Sanskrit University, Jaipur ¼txn~xq: jkekuunkpk;z jktlfkku lal r fo'ofo ky;] t;iqj½ for the Shiksha Shastri (B.Ed. Sanskrit) program. The curriculum of B.Ed, M.Ed and Shiksha Shastri (B.Ed. Sanskrit) programme was revised during the session The two year B.Ed and Shiksha Shastri (B.Ed. Sanskrit) programme and semester system for M.Ed is introduced in the refrence of regulation 2014 of N.C.T.E in the session Continuous and comprehensive evaluation is the major feature of the present teacher education curriculum. Teachers of our institutions participated in the curriculum designing process for University of Rajasthan and Jagadguru Ramanadacharya Rajasthan Sanskrit University, Jaipur. Most of the faculty members serve in academic bodies of the both universities as, Board of studies, Members of curriculum revision committee etc. We tried our best to align the curriculum with the institutional goals and objectives. The institution takes frequent feedback from the faculty, students, alumni, employers and academic experts for formalizing the desirable changes. Our institution conducted a state level M.Ed discussion seminar to review the syllabus with the HOD, Dean of education faculty and the principals of the various PG training colleges of University of Rajasthan Jaipur on 10 December The major aspects of the newly implemented B.Ed, Shiksha Shastri (B.Ed. Sanskrit) and M.Ed programme are:- 1. Semester system (M.Ed) 2. Two years B.Ed/Shiksha Shastri and M.Ed curriculum 3. Sanskrit Sambhasan (Sanskrit Communication) Practice in S.S. 4. Internship Criterion I : Curricular Aspects 39

51 5. Evaluation System The college has to follow the curriculum developed by university of Rajasthan and J.R.R. Sanskrit University. The B.Ed. curriculum is revised during the academic year , and The Shiksha Shastri curriculum is revised during the academic year and At the university level, a curriculum committee for each paper is set to design new curriculum. The Dean, Principals and Co-opted members formulate a team of subject experts among the faculty of the affiliated colleges. As for the current curriculum, paper wise committees were formed who designed the curriculum according to the guidelines given by the N.C.T.E. The faculty of this college takes active part, whenever required to have discussions/changes held for the syllabus at the University. 3 How are the global trends in teacher education reflected in the curriculum and existing courses modified to meet the emerging needs? The present curriculum design is suitable for meeting the overall development of the student teachers. In addition to this, the institution aims at developing global competencies in future teachers through varied activities. Keeping in view the present demand of computer literacy the University of Rajasthan has introduced EPC-3 Critical understanding of ICT. This paper deals with relevant basic concepts and topics related to the subject. As such, the global trends in teacher education reflect in the objectives of each program. In Our exisiting curriculum that has modified to meet the emerging needs reflex in our new objectives of framed curriculum B.Ed., M.Ed. and Shiksha Shastri (B.Ed. Sanskrit) Objectives of M.Ed. :- To prepare professional personnel required for staff colleges at the pre- primary and secondary level. To prepare professional, administrators and supervisors for the various positions of responsibility in Educational institution, Department of Education and Educational Planning and Supervisory Educational Services. To train persons for various psychological services such as psychological testing, personal education and vocational guidance, statical services with an educational orientation. Criterion I : Curricular Aspects 40

52 To train person for participation in programmes of examination reforms and educational evaluation. To train person for organizing curriculum development and preparation of instructional materials. To prepare personnel through systematic study and research which will contribute to the development of educational literature and lead to the growth of education as a discipline. To understand the Socio-economic-cultural background and academic of entrants to B.Ed. course. To master the methods and techniques of developing competencies, commitments and performance skills of a teacher. To explain the nature, issues and problems faced by the state system of education and some innovative remeries to solve them. To appreciate the national education policies and provisions made in the plans to spread quality secondary education in the country and the ways and means to equip would be secondary teachers for the same. To understand, in the light of the recent global developments, the new thrusts in education, the ways and means to inculcate intellectual, emotional and performance skills among secondary leval teachers, the Global citizens of tomorrow. To imbibe them attitudes and skills required for life-long learners on the ICT influenced world to today and tomorrow. To acquire the skill required of a consumer and practitioner of educational research and innovations. The objectives are expected to be achieved through (a) a closer study of fundamental basic subjects; (b) specialization in subjects allied the selected field and (c) some research or investigation. The course as a whole is flexible enough to provide (i) Specialization in a field of education (ii) broad study of education according to the needs and interest of the students. Criterion I : Curricular Aspects 41

53 Objectives of B.Ed.:- To help future prospective teacher to develop competence to teach subject of their specialization, on the basics of an adequate theory of learning and a sound knowledge of the subject. To develop interest, attitudes and knowledge which will enable them: To foster the all round growth and development of children under their care and To provide guidance to individual pupil. To develop an understanding of aims and objective of education in the Indian background and promote an awareness of the role of the school and teacher in realizing these aims and ideals. To develop an understanding of the close relationship between society and school, between life and school work. To build up a professional consciousness. Objectives of Shiksha Shastri - f}o"khz; f'k{kk'kkl=h ¼ch-,M½ ikb~;øe dk eq[; mís'; & f}o"khz; f'k{kk'kkl=h ¼ch-,M½ ikb~;øe dk eq[; mís'; mpp izkfkfed] ek/;fed,oa mpprj ek/;fed Lrjksa dh f'k{kk gsrq Hkk"kk,oa fo"k; n{krkvksa o f'k{kk'kkl=h; dks'kyksa ls ;qdr lal r v/;kidksa dks l`ftr djuk gsa bl ikb~;øe ds vu; dfri; egùoiw.kz mís'; fueufyf[kr gs & f'k{kk dh iz fr,oa f'k{kk'kkl=h; izfø;kvksa dk Kku iznku djuka f'k{kk ds fofo/k ifjizs{;ksa ls ifjfpr djuka lal r okm~-e; fufgr f'k{k.k'kkl=h; vo/kkj.kkvksa dks Li"V djuka fodkl dh izfø;k rfkk fofhkuu volfkkvksa dh vko';drkvksa dks igpkuus dh ;ksx;rk mriuu djuka vf/kxe dh izfø;k rfkk vf/kxedrkz ds euksfokku dks le>us dh ;ksx;rk fodflr djuka vko';drk ds vuq:i fofhkuu vf/kxe fof/k;ksa ds iz;ksx dh n{krk mriuu djuka lkekftd] lkal frd rfkk Hkk"kk;h fofo/krk dh n`f"v ls fofhkuu 'ksf{kd&lanhkksz dks le>us dh ;ksx;rk mriuu djuka Criterion I : Curricular Aspects 42

54 lelkef;d 'ksf{kd uhfr;ksa,oa lel;kvksa ds izfr foospukred n`f"v fodflr djuka f'k{k.k&vf/kxe izfø;k ds izhkkoh lapkyu rfkk visf{kr lq/kkj ds ;ksx; cukuka 'ksf{kd izks ksfxdh dk Kku iznku djuka Hkk"kk dks'kyksa dks fodflr djuka lal r Hkk"kk f'k{k.k fof/k;ksa] izfof/k;ksa] ;qfdr;ksa,oa uokpkjksa dk Kku iznku djuka fo ky;h; f'k{k.k fo"k;ksa & vaxzsth] fgunh] lkekftd v/;;u vkfn ds mikxeksa izfof/k;ksa ;qfdr;ksa,oa uokpkjksa dk Kku iznku djuka ikb~;øe lapkyu esa Hkk"kk & egùkk dks Li"V djuka ikb~;øe fuekz.k izfø;k dk Kku iznku djuka f'k{k.k&vf/kxe,oa fo ky; iz'kklu lecu/kh lel;kvksa ds lek/kkukfkz fø;kred vuqla/kku izfø;k dk Kku djkuka usr`ro {kerk dk fodkl djuka fo ky;,oa {ks= lec)rk gsrq lg 'ks{kf.kd,oa lkekftd xfrfof/k;ksa ds vk;kstu dh ;ksx;rk fodflr djuka jk"vªh; vfhk;ku esa izfrhkkfxrk dh izo`fùk fodflr djuka i;kzoj.k laj{k.k leizr;;ksa ls voxr djkuk rfkk i;kzoj.kh; laosnukvksa dks tkxzr djuka lwpuk,oa leizs"k.k izks ksfxdh ds iz;ksx dk vh;kl djokuka 'kkjhfjd LokLF; ds lanhkz esa ;ksx,oa LokLF; f'k{kk dk vocks/k fodflr djuka 'kkafr dh vo/kkj.kk dk vocks/k fodflr djuk] rfkk ekuokf/kdkjksa ds izfr laosn'khyrk mriuu djuka v/;kid f'k{kk ds fl)kur,oa iz;ksx dh nwfj;ksa dks de djus dh ;ksx;rk mriuu djuka O;kolkf;d {kerkvksa dk fodkl djuka Nk=k/;kid O;fDrRo dk cgqeq[kh fodkl djuka Above mentioned, objectives of B.Ed. Shiksha Shastri (B.Ed. Sanskrit) and M.Ed fulfill the best teacher s need of the country by providing an environment for personal growth, opportunity, knowledge, exposure, personal attention and career Criterion I : Curricular Aspects 43

55 direction empowered by superior, latest technologies of teaching and communication. 4 How does the college ensure that the curriculum bears some thrust on national issues like environment, value education and ICT? Environmental education is offered as an elective paper in our B.Ed Curriculum. Most of the students opt this paper during their B.Ed program.student teachers are taught informally through various curricular and co-curricular activities during the session. Organization of environmental day, awareness of cleanliness, talks on ecology system and awareness rallies are regular features of this institution. In the curriculum we have a paper, "Contempory india and Education. This includes education in the 21 st century: challenges, promises and environment issues. This paper make the student teachers aware of the environment. Contribution of educational thinkers brings awareness in issues of human and universal values. To develop national values like Secularism, equality, Justice and Freedom are essential components of our curriculum and daily routine of our institution. The global trend of technology motivates student teachers to utilize ICT as learning resource viz. OHP, LCD, T.V., Laptops, etc. Computer Education facilitates classroom teaching which helps them to acquire computer skills. To develop knowledge ICT a compulsory paper has been introduced in B.Ed. and Shiksha Shastri (B.Ed. Sanskrit) program. 5 Does the college make use of ICT for curricular? If yes, give details. Yes, ICT is the most important part of providing teaching to learn. Our college provides all the facilities (lab equipment) and conducts various class activities for personality development and communicational skill development to enhance interpersonal behavior needed for becoming a good teacher. All the faculty members of various subjects utilize hardware support during their demonstration lessons. Before the demonstration lesson, an exhibition of various audio-visual aids is organized. Student teachers are guided and motivated for the use of ICT in practice teaching, block teaching etc. Criterion I : Curricular Aspects 44

56 Software based work is done for curricular planning. The staff members possess the knowledge to operate computers. They help pupil teachers for their practice teaching program by using Power Point Presentation. 1.2 Academic Flexibility 1 How does the college attempt to provide experiences to the students so that teaching becomes a reflective practice? Teaching became a reflective practice by classroom discussion, seminars, panel discussion, debate and group discussion on the relevant topics. The teacher educators give Orientation lectures to all B. Ed, M.Ed and Shiksha Shastri [B.Ed. Sanskrit] pupil teachers Remedial Programme Teacher educators organize group teaching to promote interactive teaching learning for the task of Micro Teaching, Practice / Internship and Block Teaching. Faculty members explain various skills and give demonstration of various skills and prepare lesson plans in all methods by using various components of that skill and by using audio-visual aids. Organization of co-curricular and extra-curricular activities during internship/block teaching programme. Community awareness programmes like celebration of several Days, rallies, community work, etc. We also insist on resourceful planning to be implemented during their teaching in the classroom. 2 How does the college 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? Our institution is providing adequate flexibility and scope in the operational curriculum through change of programs, methodology curricular, co-curricular activities and several other programmes which are arranged in the field and we also organize some competion to interact with other institute for providing varied learning experiences to the pupil in the campus and in the field. The Academic calendar is developed at the beginning of the year, which includes curricular, co- Criterion I : Curricular Aspects 45

57 curricular and extra-curricular programmes. Various committees are formed to execute the activities as planned and also to supervise them. The college offers flexibility in the operational curriculum and arranges various excursions, exhibition, visit of various types of school and educational institution cocurricular and extra co curricular activities organized by our institution are mentioned below: 1. Folk Song [Duet and Group] 2. Mehndi Making Competition 3. Best from waste material 4. Folk Dance [Duet and Group] 5. Essay Writing 6. Making of Raakhi (Raksha Bandan) 7. On the spot debate / Extempore Speech. 8. Rangoli 9. One Minute Competition 10. Quiz Competition 11. Antakshari Competition 12. Slogan and Poster Competition 13 Self Created Poem Competition 14. Fancy Dress Competition 15. Greeting Card Making Competition 16. Mono acting Competition. The college celebrates various days: (Social, Religious and National) 1. Teacher's day 2. Guru Purnima 3. Hindi day 4. Science day 5. International Women s day 6. Sanskrit day 7. Blind day 8. AIDS day 9. Basant Panchami. Criterion I : Curricular Aspects 46

58 10. Birth Days (Janma Jayanti and Death anniversary) of Subhash Chandra Bose, Gandhiji, Sardar Patel, Nehruji, Vivekanand, Ambedkar, Rajendra Prasad, etc. 11. International Human Right Day 12. Youth Day 13. Republic Day 14. Independence Day. 15. Environment Day. 16. Literacy Day. 17. Children s Day 18. World Consumer Day. The above stated curricular, co-curricular and extra-curricular activities provide varied learning experiences, which develop personality and communative skill in pupil teachers. The activities are not limited to college only, but the college has collaboration with various Government, Non-Government and Spiritual Organization for effective exposure with the community. 3 What value added courses have been introduced by the institution during the last three years which would for example: Develop Communication Skills [verbal and written], ICT skills, Life skills, Community Orientation, Social responsibility etc? For developing communication skill, the college organizes workshop, Inspiring Story Session (Interaction through discussion), etc. For developing community orientation in all theory paper group discussion, written expression, essay writing competition is organized. Workshops on storytelling, creative writing, proverb writing, picture book, personality development and communication skills are regularly organized. For developing social responsibility values, the faculty members alongwith pupil teachers actively participate in the Literacy Programme (Saksharta Abhiyan), visit to slum areas near Jaipur, arrange funds and clothes for various orphanage in Jaipur and also for the people who are affected by natural disasters, blood donation, environmental awareness rally to bring awareness and act in various Criterion I : Curricular Aspects 47

59 social evils related plays to eradicate social evils as part of their duty. They also participate in democratic election to elect members of the students council. The college always encourages and motivates its students to participate in all activities in and outside the college. 4 How does the college ensure the inclusion of the following aspects in the curriculum? 1. Interdisciplinary / Multidisciplinary Education as such is multidisciplinary as it derives concepts from the disciplines of Education, Psychology, Management and ICT for Education. The nature of B.Ed, M.Ed and Shiksha Shastri curriculum is multidisciplinary as it emphasis on Languages, Social Sciences, Science, Mathematics, Management, Economics, Commerce and ICT. The pupil teachers are exposed to multidisciplinary experience related to curriculum like a visit to other Education Colleges to see and watch Language and ICT Laboratories, Teaching Aid Exhibition, presentation of different lesson plans on power point presentation, visit to science fair, etc. 2. Multi-skill Development Multi skill development is achieved at the college through the development of Communication Skills, ICT skills, Management skills and extra-curricular and Co curricular activities. 3. Inclusive Education In Paper I (courses i.e. B.Ed), and Shiksha Shastri [B.Ed. Sanskrit] Childhood and growing up, Paper II Contemporary India and education and in M.Ed I Paper - Psychology of learning and development are related to inclusive education. In all these papers we have different topics like problems of mentally and physically challenged children and human resource development. Exposure to these give the student s awareness of inclusive education. In addition to this, we arrange guest lectures to create awareness of these issues, the pupil teachers are instructed to treat such learners with sympathy, love, care and affection. Visually impaired Criterion I : Curricular Aspects 48

60 students to facilitate learning for that Braille collection, audio lessons are available in the library. Physically challenged and visually impaired students are provided special care and assistance for the successful completion of the course. 4. School Experience / Internship The student teachers are trained in teaching skills in a carefully pattern beginning with the micro teaching session, discussion lessons, and demonstration classes. The college offers 20 weeks of internship during which the teacher trainees go to school for the actual teaching experience. The students actively engage in the internship programme with well equipped teaching manuals, instructional materials, teaching aids, etc. The Teacher educators, the principal of the college, subject teacher and heads of the respective practice teaching schools inspect these teaching sessions and give feedback and suggestions to the trainees for better performance. As part of the M.Ed Curriculum, the students have to undergo an internship of 10 days in the school apart from their school based activities as part of the dissertation work. During this internship they have to visit at least two schools and observe the classes of the B.Ed trainees and note down the observations in the students diary given to the trainees. The M.Ed trainees have to submit the report of their internship to the concerned teacher educators. In the Shiksha Shastri course, there is internship/teaching practice for 16 weeks. It is conducted in two spells. This institution conducts various extracurricular activities to find out the hidden starts among students and nourish their talents by providing various curricular and co-curricular activities for example: A Sanskrit Sambhasan Camp is designed for the students to develop the communication skill in Sanskrit language. In internship/block practice teaching every pupil teacher remains full working days in the school under well planned internship programms. They get to familiarize themselves with the working system of the school. This is an important pre-service school experience. Pupil teachers get involved not only in teaching but also in co-curricular activities, Criterion I : Curricular Aspects 49

61 observation of lesson of school teachers, administrative work (office records, registers), visit all special rooms (Science, library, computer, practical) supervise examinations of the school and evaluation work and get firsthand experience. 5. Practice Teaching Details of practice teaching furnished as under: Sr. No. Particulars No. of lessons 1 Micro teaching (pre practice) 05 per subject [ ] 2 Macro teaching - integrated (pre practice) 01 per subject [ ] 3 Unit lesson 01 per subject [ ] 4 Teaching Practice/Internship 20 per subject [ ] 5 Internship / Block Practice Teaching Work Experience / SUPW Pupil teachers prepare self-made teaching aids in the college. A Tree plantation programme are organize during block teaching and on world environmental day. Short plays are played on the social themes to bring awareness for values as well as abolition of social evils. To remove superstition by Posters and Rallies. Celebration of different Days, Greeting Cards (Birthday, New Year, Deepawali, Teacher s day etc.). Making best from waste materials Literacy Mission Religious Prayers are organized for unity, integrity, brotherhood and communal harmony. Criterion I : Curricular Aspects 50

62 1.3 Feedback on Curriculum 1 How does the college encourage feedback and communication from the students, Alumni, employers, community, academic peers and other stakeholders with reference to the curriculum? Our institution encourage feedback and communication from the pupil teacher, alumni, employers, community, parents, academic peers and other stakeholders for review and re-design of curriculum set by university of Rajasthan and Jagadguru Ramanandacharya Rajasthan Sanskrit University, Jaipur. The teaching staff gets feedback from the student-teachers regarding theory papers and practical teaching of the curriculum. At the end of each academic year the college gets feedback from the pupil teachers through oral comments as well as in writing, concerning the curriculum and its transaction. The college has established Alumni Association and we get comments and suggestions on curriculum performance of our teaching staff and overall evaluation of the programme and teaching pattern from them. During the PTA (Parents Teacher Association) meetings, the parents give suggestions and feedback regarding the academic activities. Practice Teaching Session/Internship is a good venue for getting feedback from the perspective employers. The institution has developed questionnaire which is given to students for collecting feedback from students, teachers alumni, employers and teachers working in various schools etc. is discussed and analyze in the college and the findings are conveyed and forwarded to the BOS at University level. Suggestions are also invited from the staff members and the principals of secondary and higher secondary schools during practice teaching and internship programme. During the year academic peers and other stake holders provide suggestions on the curriculum which forwarded to the Board of Studies at the University level. 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. Criterion I : Curricular Aspects 51

63 Yes, whatever the university demanding feedback or suggestions is being given by the BOS members of this college as and when required. Feedback is collected from the pupil teachers during guidance session and counseling time and viva voce. Feedback collected is communicated to the teaching staff for a discussion on the area which requires either modification or improvement. Then we take it to the different bodies at university level like Board of Studies, Faculty, and Academic Council to aware them to bring change or improvement in the curriculum, wherever necessary. A suggestion box is also kept in our institution to give feedback without fear and freeness. 3 What are the contributions of the college to curriculum development (members of BOS / sending timely suggestions, feedback, etc). Staff members send their suggestions and feedback for curriculum development. The Principal is a member of the Board of Studies. Some other faculty members are in curriculum framework committee. Faculty participation in the B.Ed, Shiksha Shastri and M.Ed curriculum development: S.No. Name of Faculty Members Name of University Session 1. Prof. Gopinath Sharma University of Rajasthan Dr. Sunita Bhargava University of Rajasthan, Jaipur Dr. Ratan Kumar Bhardwaj University of Rajasthan, Jaipur Dr. Pratistha Purohit University of Rajasthan, Jaipur Dr. Reeta Jhajhria University of Rajasthan, Jaipur Dr. Mahesh Pareek University of Rajasthan, Jaipur Mr. Shashikant Sharma University of Rajasthan, Jaipur Smt. Sweta Bhargawa University of Rajasthan, Jaipur Some of our faculty members are Resource Person, Pepar setter in various Universities as:- Resource Person S.No. Name of faculty Institution Dr. Sunita Bhargava Biff Bright Mahila TT College, Rawat TT College, Sneh TT 1. Principal College, Rajasthan Sanskrit Sansthan Criterion I : Curricular Aspects 52

64 Paper Setter and Examiner S.No. Name of faculty Institution Dr. Sunita Bhargava Principal Prof. Gopinath Sharma Dr. Ratan Kumar Bharadwaj Dr. Pratishtha Purohit Jai Narayan Vyas University Jodhpur, Mohan Lal Sukhadiya University Udaipur, Kota University Kota, Maharaja Ganga Singh University Bikaner, MDS University Ajmer, Suresh Gyan Vihar University Jaipur University of Rajasthan Jaipur Banaras University(UP)/ Rahel Khand Bareli/ H.N.B. CentralUniversity Shri Nagar/ Allahbad Univarsity/ Vansthaali Vidhya Peeth / All Universities of Rajasthan University of Rajasthan Jaipur, Suresh Gyan Vihar University Jaipur, MDS University Ajmer, Maharaja Ganga Singh University Bikaner, Kota University Kota, Mohan Lal Sukhadiya University Udaipur, Jagad Guru Ramanandacharya Sanskrit University University of Rajasthan Jaipur, Jagad Guru Ramanandacharya Sanskrit University 5. Dr. Rita Jhajhria University of Rajasthan Jaipur, Jagad Guru Ramanandacharya 6. Dr. Archana Mendiratta Sanskrit University, Kota University Kota UOR Jaipur, Kota University, JNVU Jodhpur 7. Dr. Kalpna Senger University of Rajasthan /Vardhman Mahaveer Kota Open Univertsity 8. Shashi Kant Sharma University of Rajasthan, Jaipur Some of our faculty members write standard ISBN titled referance books. These books are appreciated by the students, teachers, reasercher and students to enrich the educational academic growth. Some ISBN titled of referance books are as follows: S.No. Author/Editor Year Title of the Book Publisher ISBN 'ksf{kd rduhdh Dr. Sunita jk[kh izdk'ku] 1. -,oa d{kk&d{k Bhargav vkxjk izcu/k lelkef;d Dr. Sunita jk[kh izdk'ku] Hkkjrh; lekt esa Bhargav vkxjk 06-8 f'k{kk Criterion I : Curricular Aspects 53

65 Dr. Bhargav Dr. Kumar Bhardwaj Dr. Jhajhria Dr. Mendiratta Dr. Purohit Sunita Ratan Rita Archna Pratistha Dr. Yashwanti Gaur Mrs. Bhargava Sweta 2016 Knowledge and Curriculum - tula[;k f'k{kk vuq'kklu fo"k;ksa dh le> vuq'kklu fo"k;ksa dh le>,oa,oa 2015 ikb~;øe,oa Hkk"kk 2015 dyk f'k{kk f'k{k.k 2015 Pedagogy English of vfjgar f'k{kk izdk'ku] t;iqj,pih HkkxZo cqd gkml] vkxjk vklfkk izdk'ku] t;iqj vklfkk izdk'ku] t;iqj jk[kh vkxjk vfjgar izdk'ku] f'k{kk izdk'ku] t;iqj jk[kh vkxjk izdk'ku] SANJAY TEACHER'S TRAINING COLLEGE, LAL KOTHI, JAIPUR Dr. Sunita cky;kolfkk,oa jk[kh izdk'ku] Bhargav vfhko`f) vkxjk Curriculum Update 1 Which courses have undergone a major curriculum revision during the last five years? How did these changes contributed to quality improvement and student satisfaction? (Provide details of only the major changes in the content that have been made) All the three courses, i.e. B.Ed./M.Ed./Shiksha Shastri (B.Ed Sanskrit), has undergone a major curriculum revision. The latest review was done according to guidelines of NCTE regulation 2014 in the session The B. Ed./M.Ed./ Shiksha Shastri (B.Ed. Sanskrit) curriculum was updated. The major changes took place during this process to revise the curriculum. Major changes are : 1. Time period extended (Instead of one year new course is of two year). 2. The Course content of theory paper enriched. 3. Extra component EPC has been introduced. Criterion I : Curricular Aspects 54

66 4. Practical : Total programme of internship is of 8-10 weeks per year. In B.Ed/Shiksha Shastri, lessons are and 35 respectively. Internship for full day. In M.Ed 10 days internship included. Semester based credit distribution. All the course has enriched in the place of one year, changed programe of two year i.e. content curriculum evaluation procedure is also changed. In addition to this, minor changes have been incorporated from time to time. In this revision the schemes of the B.Ed and Shiksha Shastri (B.Ed Sanskrit) programme have included common courses, core courses, complimentary, electives, teaching competency, co-curricular activites, extension activities etc. The M.Ed curriculum was updated during academic year. The minimum credits required for the successful completion of the programme are 80 credits in four semesters. In reference to NCTE regulation 2014 the Govt. of Rajasthan has decided to introduce two years B. Ed/M.Ed/SS programme from academic year onwards. The faculty receives feedback from various stakeholders like students, academic experts, employers, parents and alumni regarding curriculum revision and the various suggestions are incorporated in the curriculum after checking their relevance and practicability. Structure of the M.Ed Programme Previous M.Ed course is of one year and it should be completed in 200 working days. (Duration 4 semesters) Previous Structure ( ) Marks Current Structure Credits Marks Theory paper 75 Minimum Credits required in I semester Sessional Work 25 Minimum Credits required in II Semester Dissertation 100 Minimum Credits required in III Semester External Examiner 50 Minimum Credits required in IV Semester Internal Examiner 50 Total credits required for completing a PG M.Ed Programme is 80 credits 2000 Criterion I : Curricular Aspects 55

67 The term credit refers to the weightage given to nine courses, usually in relation to the instruction hours assigned to it. 2 What are the strategies adopted by the college for curriculum revision and update (need assessment, student input, feedback from practicing school, etc)? The curriculum is updated and revised after discussion and meeting with alumni, students, faculty and experts. The college also has a feedback mechanism for our pupil teachers during regular academic session. We also seek suggestions from the teachers and headmasters about the revision and updating of our curriculum. 1.5 Best Practice in Curricular Aspects 1 What is the quality sustenance and quality enhancement measure undertaken by the college during last five year in curricular aspects? An IQAC (Internal Quality Assessment Council) is working in the college to ensure quality substance and enhancement measures. The members of the faculty participated in a number of refresher and orientation programme to adopt the best practices in teaching and for quality enhancement. The institution engages in research and publication to assist teachers and student fraternity for their academic and non academic excellence. To sustain and enhance the quality of our education process, the following measures were undertaken by the college during the last five years: The Academic calendar is developed at the beginning of the year. Institute arranges lecturers of eminent personalities from different fields. College arranges visits of book fair by various publishers for faculty members and students. The syllabus, sessionals and submission tasks are revised keeping a constant eye on the quality. Latest journals, magazines are subscribed and displayed for the users. Pupil teachers participate in co-curricular, extra-curricular activities in a healthy competitive environment. Pupil teachers are encouraged by giving merit certificates, awards and also by appreciating and displaying their work. Criterion I : Curricular Aspects 56

68 2 What innovations / best practices in Curricular Aspects have been planned implemented by the college? A paper entitled Critical Understanding of ICT (EPC-3) is introduced by the university to provide emphasis on the use of ICT in the planning. Pupil teachers also usage computers and internet for their planning about teaching-learning transaction. The college encourages innovative programmes throughout the training. Following innovative practices are given below. E-resources Seminar Group discussion Criticism lesson Inspiring story session Mock interview Youth week activities Educational lectures Celebration of religion and National festivals Workshops for preparation of teaching Aids Visit Book Exhibition Teaching Aid Exhibition Guidance and Counseling Symposia Mentors and their guidance Internship programme Magazine Workshops Quiz Story telling workshop SUPW camp Sports week Rallies Cancer, AIDS etc. awareness programme Criterion I : Curricular Aspects 57

69 Model exhibition Inter college competition. Academic and non academic measures like remedial teaching arts/sports activities, researches and social projects are conducted every year. The students are given monitoring guidance and counseling services on various academic and non academic aspects. Every year, students take initiative in the publications of college magazine and manuscript magazines which provide a platform for displaying their creative abilities through story writing debate speech, nukkad natak, quiz competition, drama etc. ADDITIONAL INFORMATION FOR RE-ACCREDITATION 1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Curricular aspects and how have they been acted upon? 1.1 Curricular Design and Development Academic programs and courses are in consonance with the objectives of higher education. Curriculum adopted has relevance to the regional needs. The Curriculum will enable the students both for higher education and employment. 1.2 Academic Flexibility The B. Ed programs are offered under annual system. 13 elective options are offered under B. Ed programme and 06 under Shiksha Shastri B. Ed (Sanskrit). 1.3 Feedback on Curriculum Informal feedback is obtained from the heads of practice teaching schools, academic peers, alumni and employers. Feedback from students about the performance of teachers is collected and used for increasing the efficiency of classroom teaching. 1.4 Curriculum update The curriculum is updated by the affiliating universities and major syllabus revision was done for B. Ed during 2005 and for shiksha shastri during Criterion I : Curricular Aspects 58

70 To meet the demand of computer literacy the college has introduced computer literacy and Educational Application as a paper in the regular course. 1.5 Best Practices in Curricular Aspects (if any) Pupil teachers are encouraged by giving merit certificates awards and also by appreciating and displaying their work. 2. What are the major quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation. After the first Accreditation the curriculum of B. Ed, Shiksha Shastri (B.Ed Sanskrit) and M.Ed program is revised. The two-year B. Ed program and semester system of the M.Ed Curriculum was introduced. For the Academic flexibility 13 th elective optional papers are offered under B.Ed, 7 under Shiksha Shastri and 10 under Semester program. The college has tried to sustain the initiative through the organization of seminars and workshop on curriculum development, need assessment of students, use of ICT, and collecting feedback from different stakeholders. ICT has been integrated for enhancing the teaching learning process by the teacher educators and the trainees. The College has taken great initiative in promoting and developing innovative practices that are reflected in the existing B. Ed Curriculum and its design. The faculty and principal of the college participated in the major curricular revision initiated by the University of Rajasthan, Jaipur and Jagadguru Ramanandacharya Rajasthan Sanskrit University, Jaipur. Criterion I : Curricular Aspects 59

71 CRITERION - II TEACHING, LEARNING AND EVALUATION INDEX S. No. Content Page No. 1. ADMISSION PROCESS AND STUDENT PROFILE CATERING TO DIVERSE NEEDS TEACHING-LEARNING PROCESS TEACHER QUALITY EVALUATION PROCESS AND REFORMS BEST PRACTICES IN TEACHING, LEARNING AND 102 EVALUATION ADDITIONAL INFORMATION FOR 103 RE-ACCREDITATION

72 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? Sanjay Teachers Training College is managed by Sanjay Shiksha Samiti, Jaipur and is affiliated to University of Rajasthan for B. Ed, M.Ed and Jagadguru Ramanandacharya Rajasthan Sanskrit University for Shiksha Shastri [B.Ed. Sanskrit] courses. The students are required to face the entrance test for admission to the B.Ed, Shiksha Shastri [B.Ed. Sanskrit] and M.Ed courses organized by the coordinators of P.T.E.T. (MDS University, Ajmer), P.S.S.T. (J.R.R. Sanskrit University, Jaipur) and P.M.E.T. (University of Rajasthan, Jaipur) appointed by the Government of Rajasthan. The successful candidates get the allotment of the college and after allotment, the students have to undergo the process of counseling. Thus, these students report to the respective college and then the students profile is prepared by the college admission committee. The admission fee prescribed by the State Government is collected by the Centralized Test Agency. Thus the process of admission to B. Ed, M.Ed and Shiksha Shastri programme is very transparent since no individual institution handles the process but the Government and university itself takes care of the same. 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? No individual institution can advertise individually, but the P.T.E.T. (MDS University, Ajmer), P.S.S.T. (J.R.R. Sanskrit University, Jaipur) and P.M.E.T. (University of Rajasthan, Jaipur) constituted by the State Government of Rajasthan is the only agency to advertise and to coordinate the B. Ed, M.Ed and Shiksha Shastri admission process in the State. The wide publicity regarding the starting admission process is given by itself in the local newspapers to invite applications for the purpose. The admission form along with a prospectus is advertised by the co-coordinators, P.T.E.T. (MDS University, Ajmer), P.S.S.T. Criterion II : Teaching-Learning and Evaluation 60

73 (J.R.R. Sanskrit University, Jaipur) and P.M.E.T. (University of Rajasthan, Jaipur). The admission form can be filled online by P.T.E.T. (MDS University, Ajmer), P.S.S.T. (J.R.R. Sanskrit University, Jaipur) and P.M.E.T. (University of Rajasthan, Jaipur) on payment. The prospectus gives details about: (1) Rules and regulations about the medium of instruction (2) Rules and regulations about the eligibility for admission (3) Rules and regulations about the selection of subjects (4) Allotment of seats (5) Information about affiliated colleges and its fee structure (6) Information about reserved and general seats (8) Information for physically disabled candidates (9) Information about different subjects offered in different colleges (10) General rule and instructions. 3 How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants? Sanjay Teachers Training College is allotted seats, B.Ed, Shiksha Shastri [B.Ed.-Sanskrit] and M.Ed Programmes. The P.T.E.T. (MDS University, Ajmer), P.S.S.T. (J.R.R. Sanskrit University, Jaipur) and P.M.E.T. (University of Rajasthan, Jaipur) appointed by the State Government follows the distribution criteria of seats amongst various categories according to State Government policy is as under: 1. Scheduled Caste (S.C.) 16 % 2. Schedule Tribe (S.T.) 12 % 3. Other Backward and Special Backward (OBC/SBC)(1%) 21 % 4. Physically Handicapped (PH) 03 % 5. Ex-army [Ex.] 05 % 6. Female [among them widow-8% and divorced-2%] 20%. [Note: No. 4, 5 and 6 categeries are included within every reservation]. Categeries are included in outsides. In above various categories, eligibility criteria of percentage in minimum qualification are also expected. All eligible candidates are permitted to Pre-test and counseling on the date allotted for that subject. The Criterion II : Teaching-Learning and Evaluation 61

74 Committee ensures transparency in the distribution of the whole admission procedure. 4 Specify the strategies if any, adopted by the institution to retain the diverse student population admitted to the institution. (E.g. individuals of economic, cultural, religious, gender, linguistic, backgrounds and physically challenged). The sole authority is the coordinating committee of Pre Teachers Education Test [P.T.E.T.], Pre Shiksha Shastri Test [P.S.S.T.] and Pre Master of Education Test (P.M.E.T.) for Admission who develop various strategies to deal with students with diverse needs. The cell suggests and allots the candidates according to their specific requirement. The admission procedure is followed according to the rules and regulations of N.C.T.E., Government of Rajasthan. The admissions are given purely on the basis of entrance test on merit basis prepared by the P.T.E.T., P.S.S.T. and P.M.E.T. Ours is a co education college where 20% girls and 80% boys pursue B. Ed. M.Ed and Shiksha Shastri Education. We have students from all over Rajasthan and other states. A majority of the students are from rural and some from tribal areas. They follow a different religion and come from different socioeconomic status. Policy for the admission adopted by the concerned admission committee is as follows. Category wise list of the students (for Academic year ) No. of Students Reserved Open S.No. Programme M F Total M F Total M F Total 1. B.Ed M.Ed Shiksha Shastri Student's profile ( academic year) with respect to locality/region wise: Programme Locality/Region wise Urban Rural Total 1. B. Ed M.Ed Shiksha Shastri Criterion II : Teaching-Learning and Evaluation 62

75 1. Economically backward pupil teachers are given the benefit of various scholarships by the government. 2. There is no gender bias. 3. Pupil teachers who have linguistic problems are encouraged to learn language from classroom interaction. 4. The physically challenged pupil teachers are treated affectionately, to cope up with their weakness. 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. Yes, the college adopts the following procedure: a) The introductionary programme is being conducted before the commencement of actual teaching programme, which helps in assessing the knowledge and skills of the students. The merit and performance of the students in qualifying examination as well as interest, aptitude and their career-oriented view are observed. b) Analysis cum orientation classes for newly admitted pupil teachers are conducted before commencement of training programmes in order to link or to introduce the current syllabus of these professional courses. c) The college also assesses their clearing level, especially there competence in language and culture activities/an orientation is given to the students regarding to the programme, the course, Co-scholastic activities and about the intuitions. d) In Shiksha Shastri (B. Ed Sanskrit), Sanskrit sambhasan shivir is organize for 21 days to enrich their Sanskrit vocabulary and capability of speaking Sanskrit. 2.2 Catering to Diverse needs 1 Describe how the institution works towards creating an overall environment conducive to learning and development of the students? The major priority of the college is creating an overall conducive environment in which students feel free in self expression. All the teachers are easily accessible. Criterion II : Teaching-Learning and Evaluation 63

76 Every teacher takes care towards individual differences, diverse needs and pays individual attention. An orientation programme is organized for all the students every year at the commencement of each programme. The curriculum, syllabus, rules and regulations, infrastructure, library, ICT facilities, evaluation schemes, clubs, association, co-curricular activities etc are explained to the students as part of the orientation programme. The M.Ed programme offers a 'Consumer' and 'Practitioner of education, research and innovation inculcate intellectual ''emotional and performance skill among the secondary level teachers, the Global Citizens of tomorrow." Our college works towards creating an over-all environment conductive to learning and development of the students in the following manner: 1. In order to ensure overall development of our pupil teachers, our college has formulated seven houses namely Dayanand House Arvind House Gandhi House Nehru House Radhakrishnan House Tagore House Vivekanand House 2. Each and every pupil teachers is supposed to perform at his/her best in curricular and co-curricular activities to be done in assembly. An intergroup competition is also held a number of times to ensure optimum active participation of the class. Every house celebrates special days e.g. Guru Purnima, Kalidas Jayanti, Cancer Day, AIDS Day, Literacy Day, Environment Day, Hindi Divas, etc. 3. In order to develop their personality and oratory skills, a panel discussion is organized. 4. Through various academic programmes the pupil teachers of our college successfully collect information and prepare enriched materials in their respective subjects and prepare a manuscript. Criterion II : Teaching-Learning and Evaluation 64

77 5. Moreover, visits to different libraries, invitations to distinguished literary personalities, poetry recitation, kavita recitation, etc. are organized by different houses. 6. With a view to create awareness and cultivating commitment towards the society among pupil teachers, every year, we organise Blood Donation Camp at our college. 7. With the aim of making pupil teachers aware and appreciate our cultural traditions and historical heritage, we arrange open air session and picnic every year, where the pupil teachers visit unknown geographical and historical places not only in our state but out of the state also. We encourage them to visit such local site, too. 8. Apart from this, quite often we invite renowned speakers and academic experts to our college, so that the avenues of the academic frontline of the pupil teachers are widened. 2 How does the institution cater to the diverse learning needs of the students? Our college provides various facilities to cater to the diverse learning needs to our pupil teachers in the following way. 1. Our faculty members are always ready to cope with students personal and educational problems and difficulties and to give guidance in their relevant subjects. 2. In order to enhance academic competence of our pupil teachers, our faculty members help them to acquire multiple skills of expression and explanation. 3. All required infrastructural facilities and other electric and electronic gadgets are kept at their ease to support their physical and psychological requirements. 4. Several student teacher conduct social survey to study various social issues. 5. Field work by organizing different competition and activities. 6. Free tuitions for poor students. 7. Our faculty members brief them about the use of important reference books while preparing teaching materials. 8. Our college organizes Teaching Learning Material [TLM] workshop for our pupil teachers to learn and prepare better Instructional Materials themselves. Criterion II : Teaching-Learning and Evaluation 65

78 9. Our college provides demonstration and necessary instructions regarding how to use electronic gadgets like OHP, Smart Board, Computer, LCD projector etc. 10. Our college also provides training to our pupil teachers by providing conductive learning environment, through experienced teachers who make them aware about the new trends prevailing in the world of education. 11. During the orientation programme for the new pupil teachers, the faculty members get an opportunity to interact with them and know their needs. 12. Through various mode of presentation as well as oral and written presentation, the strength and weakness analysis of the pupil teachers is done and remedial steps are designed and included in the academic work of the college. 13. Internal assessment 14. Institution arranges academic and co-curricular activities for diverse learning needs of the pupil teachers throughout the year. 3 What are the activities envisioned in the curriculum for student teachers to understand the role of diversity and equity in teaching learning process? A number of curricular and co-curricular activities are organized for our pupil teachers by our experienced teachers to balance the diversity and equity in teaching learning process. The existing B.Ed, M.Ed and Shiksha Shastri curriculum provides opportunities to understand the role of diversity and equity in the teaching learning process. In our course content of B.Ed & Shiksha Shastri (B.Ed Sanskrit) Paper I substance regarding diversity equality can be seen as in teaching learning process. During practice teaching and internship programme they get the chance of mentoring. Factors influencing learning, learner, teachers, school, home makes them aware of it. Thus, apart from curriculum many institutional activities are held regularly to understand the role of diversity and equity in teaching learning process. Criterion II : Teaching-Learning and Evaluation 66

79 In paper second (Contemporary India and Education) - there are various units that give chance to pupil teachers to comprehend certain concepts and organize activities related to it. In M.Ed also there is an independent paper "Historical, Political, Economical perspective is based on the role of diversity and equality in teacher learning process. Teacher educators provide practical experience to them. The core values which are depicted in the syllabus are taught by incorporating the various extracurricular activities, i.e. different festivals like Christmas, Basantpanchami, Dipawali, Holi, Dusherra, Navratri, New Year, and on 5 th September as part of Teacher's day Sahbhoj' is organized to inculcate values of unity and brotherhood. National festivals are celebrated with great splendor and glory in form of rally, street plays and community work. Students council election is held in a democratic way. Through community work and women's programme social change can be brought which they experience themselves by doing practically. 4 How does the institution ensure that the teacher educators are knowledgeable and sensitive to cater to the diverse student needs? In the beginning of the session, a meeting of the faculty is arranged with the principal of the institution. All faculty members rigorously analysis the content of various courses. Traditions in our college that in every month a lecture on any important aspect is arranged as faculty academic growth programme. Thus, every staff member enrich his/her knowledge and diverse students needs. Our faculty members orient and guide pupil teacher's right from admission time and throughout the academic year. In first two weeks, teacher educators arrange orientation & value added programmes and group discussion. A printed copy of syllabus is given to each student in the first week of the course itself. They are thoroughly briefed in the very beginning about the syllabus and curriculum of our college including internal and external marking system. In this discussion teacher educator discuss about changes in syllabus, strategies and information followed by preparation of various plans about different programmes and subjects. Our faculty members guide the pupil teachers for micro-teaching, simulation, block teaching and in preparation of lesson plans and TLM. During this exposure, the teacher educators discuss basic concepts of the subjects with all resources Criterion II : Teaching-Learning and Evaluation 67

80 available to them and also other resources available in future with inter college programmes or seminars. Moreover they give them rigorous training, motivating them to attend seminars workshops on relevant topics. Our pupil teachers are properly guided in preliminary and annual theory examinations and practical examinations of the university. Our college is well aware for all the activities organized by our faculty members in favour of our pupil teachers. Yet, with a view to evaluate competence, methods and classroom transaction techniques of our faculty members, our college gets opinion from pupil teachers every year by way of feedbacks. 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? Our college provides guidance and assistance to our B.Ed, M.Ed and Shiksha Shastri students in the following areas to develop their knowledge and skills in order to use them in the classroom situation. The pupil teachers of our college develop their skills of teaching under the able guidance of our teacher educators. Students develop TLM according to the need of the unit. They utilize various techniques and methods in the classrooms. They prepare case study of advance and slow learners. They find out the I.Q. of school children by administering I.Q. tests. Our pupil teachers make effective use of instructional aids, power point presentations, etc. to enhance quality of their classroom practice. Gifted students are given additional activities such as conducting seminars, quiz programs, Social services and literacy classes. By exhibiting commitment and sincerity they try to make Literacy Campaign a success. They organize cultural programmes while block teaching programme. Our pupil teachers participate actively in Youth Festivals for their personality development. Criterion II : Teaching-Learning and Evaluation 68

81 Our faculty member motivate to try to over come the classroom teaching barriers by action research. With a view to evaluate comprehension level of the class and their own performance, they design unit planning in a block teaching programme during the same programme. Staff arrange remedial teaching to weaker pupil teachers. A Best student award is instituted by the college for the best out going students of each year slow learners get more attention like pre repeated teaching personal correction, additional coaching, remedial programme etc. 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.) Students are engage in 'Active Learning' with help of assignment, practical work and class room seminar and group discussion. Before the commencement of each academic year, the faculty sits together and discuss the programmes for the academic year. Various sub committees are formed to execute plans. The time table and work allotment for four semesters (M.Ed) are prepared on the basis of these discussions. For the effective implementation of the academic plans changes are incorporated whenever necessary dates on the various programmes to be held in the college during the academic year are fixed after discussions among the faculty members. A separate committee is formed for the preparation of the college calendar and the final resources are allocated through the governing body, planning committee, IQAC (Internal Quality Assessment Council). The first week of the course is devoted for conducting bridge course orientating students towards the intuitions and the programme. The objectives and the schedule of the programme, the vision, mission and goals of the intuitions, importance of the teaching. Our college plays a significant role in engaging towards active learning by making them utilize learning resources like library, website, focus group, internship, individual projects, simulation, peer teaching and role play. In order to Criterion II : Teaching-Learning and Evaluation 69

82 enhance their academic performance, we provide them individual projects based on library. Our pupil teachers use reference books from the library for preparing assembly presentation. We provide them practice to use computers and other IT gadgets and they are made aware of the various important websites to use in effective learning. Our pupil teachers realize their strengths and weakness in micro-teaching and simulation by peer teaching and peer observation. They effectively use different techniques like role play, dramatization, etc. to motivate the school children in classrooms. They also work honestly and exhibit their commitment towards the community by conducting literacy programmes effectively. Thus, the pupil teachers participate in both teaching non teaching programmes and learn school administration during internship programme. 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? Students centered learning is the pivotal point of the teaching learning activities of the students. To make learning more effective and students centered, students are divided into small groups and the constructive mode of teaching practice. Various techniques are adopted for ensuring participatory and students centered learning such as project method, dialogue method, problem solving method etc. Our college designs various participatory activities to make learning student- centered as well as updating knowledge and skills on our pupil teachers part. Our pupil teachers organize different co-curricular and extra-curricular activities. Our pupil teachers are given practice in event management which they accomplish successfully. Our assembly sessions are completely handled by our pupil teachers. They individually take care of our daily activities like cleaning and decoration of the classrooms. In programmes like Blood Donation Camps, our trainees take care of everything, the situation demands, beside active participation in blood-donation. They themselves organize and manage effectively parents meeting as well as Alumni Association meetings. Moreover, they responsibly arrange OHP, LCD projectors or computers for routine academic work in the college. Criterion II : Teaching-Learning and Evaluation 70

83 Active Learning Process: 1. Prepared album resources materials to teach social science and science subject. 2. Prepared PPT of Biographies and contribution of great personality and contribution of great personality researchers / scientists / educationist. 3. Conducted work shop on preparing power point presentation. 4. Thought for the day programme to give training to face the class confidently and accure good communication. 5. Preparation of resource materials (video clipping down loaded) 6. Collection of website address and details for references 7. Collection of resource 8. Anchoring habit 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. A teacher has to be a role model in the class and for that the teacher has to learn a range of skills and strategies to deliver good qualities in the classroom; so that the students feel interested and enjoy teaching learning of the role model. They also learn and use a variety of skills in their lessons. The faculty has to use a variety of approaches to put across the curriculum. This concept is implemented by the faculty members by using various approaches and provides multiple experiences for effective learning. Most of the sessions are interactive even for the transaction of theoretical concepts. During demonstration of lessons different techniques are used. The how, why and use of these techniques are explained in great detail. The institution makes effective use of ICT for curricular planning, information regarding the latest trends in the curriculum of teacher education through the internet. We use education technology for all the scholastic and co-scholastic programs. Teacher used instructional materials and PPT for taking classes LCD projector, OHP etc. are used in the teaching learning process. The institution makes effective use of ICT for curricular planning, information regarding the latest trends in the curriculum of teacher education is gathered through the internet and the necessary updates are made. We use education Criterion II : Teaching-Learning and Evaluation 71

84 technology for all the scholastic and co-scholastic programms the teacher used instructional materials and power point presentation for taking classes LCD projector, OHP etc. are used in teaching learning procedure. The faculty uses variety of instructional approaches before introducing any unit, topic or tasks. The main objective of each course is to make the pupil teachers independent and to cater to their needs. Some methods like practical, demonstration and some techniques like dramatization, role play, introductory, play method, etc. are used. Also some approaches like evaluative approach, structural approach, and communicative approach are used for instruction. Sometimes faculty assigns one topic to a group of students and they have to find out subtopics of the main topic to reflect on their previous knowledge; they try to predict events, make or confirm inferences to teach it. While dealing with the actual unit, the pupil teachers get new understanding, answer the questions make connections of the topic and after completion of the unit, they are either made to recall, review, repeat, summarize, evaluate and ask questions. The pupil teachers have to prepare the lesson plans on computer based in optional subject papers; they present it by using power point presentation. Our college also provides necessary guidance for improving quality and effectiveness in classroom teaching by using OHP or LCD. Our college has ample teaching learning materials in our library which is always open for the easy access. 4 Does the institution have a provision for additional training in models of teaching? If yes, provide details on the models of teaching and number of lessons given by each student. Our college follows training models as per NCTE and university norms. Innovative method such as Models of teaching, Cooperative learning, Brain storming, Brain thrust, Dialogue method, learning strategies etc. are practiced in the instuitions. Teacher trainees are trained to use models of teaching like, concept attainment model, advance organizer models, enquiry model, value analysis model, peace value model etc. In practice teaching sessions group activities, projects, discussion are given importance. Criterion II : Teaching-Learning and Evaluation 72

85 The M.Ed programme includes training in 'Book Reviews' every students is trained and guided by the M.Ed faculty. The teacher attitude and personality test are administrated on the M.Ed students. Students are guided and motivated according to their performance. Research proposals and tools are prepared in a workshop. The college collects the M.Ed dissertation abstracts every year and planning to publish the tools and instructional materials. Computer training classes are conducted for the M.Ed students to get appointed with PPT, Statistical analysis and report writing. Each pupil teacher has to give 40 lessons ( in each optional subject). In these 40 lessons 4 lessons are prepared on various methods. Details of these lessons are given below: Lessons prepared by simple methods [i.e. Demonstration, Lecture cum Demonstration, Evaluative Approach, etc.] Transparency OHP based lesson plan Computer LCD based lesson plan Lessons plan based on innovative method [like play method, crossword method, project method, source method, supervised method, linear programmed method, etc.] Blue print. There is 20 weeks internship in the graduate program of teacher training in B.Ed. 40 lessons and S.S. (B.Ed. Sanskrit) 70 lessons have to be delieverd in two years. Use of LCD, OHP, teaching method are healthy practice of our institution. Pupil teachers take guidance from faculty members as well as method master before giving each lesson and accordingly do improvement in method, technique and content of the subject based on guidance given to them. Before the process of actual planning of the lesson, they are made familiar with different types of lessons. The faculty members demonstrate different lesson and extensively discuss different aspects of lesson to be given. They are also made aware of format and plans of different skills in detail. Aspects like the use of teaching aids, blackboard work, reference materials and the models of teaching are also discussed with them. Criterion II : Teaching-Learning and Evaluation 73

86 After discussion, demonstrations of lessons are held where the faculty gives demonstration lesson in general class which is followed by feedback and discussion. The same exercise is again demonstrated for specific method, where students observe particular method base lesson. After each demonstration pupil teachers are encouraged to give feedback and discuss different aspects of the lesson. The students give their lessons after demonstration of each skill. Effective guidance is given to them to strengthen these skills as it is the foundation of all lessons. 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 pupil teachers use micro teaching technique for developing teaching skills. Micro teaching sessions contribute to the multi skill development in the teaching of the student teachers. The students are given training in the different skills involved in the teaching learning. 1. Objective writing skill, 2. Introductory skill, 3. Questioning skill, 4. Probing skill, 5. Reinforcement skill, 6. Black-board skill, 7. Stimulus variation skill, 8. Integrated skill lesson plan. 9. Skill of Explanation Pupil teachers give one lesson in each skill. After getting feedback candidate repeats that lesson in modified form. One integrated lesson where all the above skills are integrated in the lessons as reinforcement skill, blackboard writing skill, explanation skill, illustration skill etc. is taught during the discussion. For each skill, theoretical aspect is discussed at great length in the classroom, thereafter demonstration lesson is given on each skill. The observation process is also put before them. In the peer group they give lesson of one skill. After teaching the lesson, the pupil teacher gets feedback from the faculty as well as the Criterion II : Teaching-Learning and Evaluation 74

87 peer group. Accordingly the pupil teacher changes and gives re-teaching lesson. Again the pupil teacher gets feedback. This process is held after every lesson in teaching of each skill. There is lots of interaction between the pupil teachers themselves and the faculty in charge of the peer group. This process is repeated in every skill teaching to strengthen their basic concepts. This practice helps the trainees to implement the teaching skill in their respective classes. 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.) Practice teaching in schools is a systematically plan and well-arranged programme. The practice teaching programme is developed in cooperation with the school authority and mentor teachers. The feedback given by the guide teacher head of the school and teachers educators of the previous year is analysed and changes are incorporated in planning. The principal personally visits the practice teaching school and makes arrangement of the programme. The practice teaching programme is planned in accordance with college and university calendar and timetable of the practicising schools. The student's teachers are given orientation and send to the respective school for collecting teaching units and time table. During one academic year the pupil teachers have to give block teaching lessons lessons in B. Ed and 35 lessons in Shiksha Shastri (B. Ed Sanskrit) in each optional subjective paper. The breakup of the lessons is as follows: Lesson B. Ed Shiksha Shastri Simple Lesson plan Block Teaching Lessons 15 - Transparency based lesson plan Computer based lesson plan Method based lesson plan Blueprint The teacher educator observes the lessons and provides effective suggestions to them. After the lessons the teacher educator arranges meeting with the pupil teacher. Peer group observe the lessons and give their remark and also note it in Criterion II : Teaching-Learning and Evaluation 75

88 their observation diaries. After elaborate discussion of both positive and negative aspects of the teaching of the lesson, suggestions for further improvement in teaching are enlisted. The teacher educator gives detailed remarks in the lesson plan. The lesson is divided according to different stages and at the end feedback space is provided. The comments and suggestions on the performance of the student are written. Keeping the following points into consideration: Complete planning of the lesson Introduction Presentation Practice Evaluation Appropriate use of teaching aids and blackboard work Oral communication, classroom interaction and body language Different skills: questioning, illustration, reinforcement, stimulus variation instructions, black board writing skill etc. Overall performance and classroom management. Detailed feedback is only possible when the teacher educator observes one lesson at a time. The pupil teacher would get first hand practical classroom teaching experience, their method master as well as the supervisor guides them thoroughly. The teacher educator in charge of the programme sets the timetable and hand it over to concerned method master who distributes the units according to the standard. The pupil teacher becomes familiar with the period, class, day, date and time to give the lesson. The method master individually guides the pupil teachers while checking the lesson plan. A weeklong guidance session is held so that pupil teachers can plan out their lesson plans with different types of lessons by using different techniques to prepare effective learner centered lesson plans. Trainees allotted to each practice teaching school on the basis of the availability of the facilities, number of students in the school and divisions of the batches of the classes convinces of the trainees and transport facilities. The student teachers have to prepare a detailed lesson plan and submit them to the teacher educator for correction. Teacher educator gives the necessary correction. Criterion II : Teaching-Learning and Evaluation 76

89 Teaching aids which are to be used in the school are also scrutinized by the teacher educators. The concerned subject teachers in the school also check the lesson plans and the teaching aids prepared by the teacher trainees before they go to the class. In the practice teaching school, each student teacher, taking a minimum of 20/35 lessons in the concerned subject. During the practice teaching sessions, the teacher educator provides feedback to the trainee immediately after the observation of each class. In addition to this, the supervisior teacher at school provides the necessary guidance and feedback to the teacher trainee. The M.Ed student also observes on the classes of the teacher trainees during their internship programme. The teacher trainees have to submit a report about the detailed practice teaching. 7 Describe the process of Block Teaching/Internship of students in vogue. Internship/Block Teaching As part of the internship programme the teacher trainee participates in all the activities of the schools like morning assembly, Co-curricular activities of the school, sports and games and involve themselves in the organization of different activities class incharge for supervise study, value education class, moral education classes conducting diagnostic- remedial teaching child study, action research,etc. and provide personal guidance and counseling. They are intended to learn the pattern of organization of practice teaching schools. Each student thus the project in major philosophies and its practice in school, in the school they submit the report. The teacher trainer involves themselves in the organization of arts and sports programmes, organization of the school library various clubs, PTA meeting preparation of NEWS letters etc. apart from the subject teaching lessons. During two academic year the pupil teacher have to stay in the school for internship of 20 weeks pupil teachers have to give 20 and 35 lesson in each optional subjects paper in B.Ed. and S.S. respectively. Along with the lessons they will practice following activities in the school: Activities: 1. Observation of lesson delivered by experienced teachers and staff of the college. Criterion II : Teaching-Learning and Evaluation 77

90 2. Planning units and lessons. 3. Discussion of lesson plans, unit plans and lessons given (including criticism lesson) 4. Organization and participation in co- curricular activities. 5. Setting follow up assignment. 6. Evaluation in terms of educational objectives use of teachers made tests & administration of standardized tests. 7. Blackboard work. 8. Practical work connected with school subjects. 9. Preparation and use of audiovisual aids related to methods of teaching. 10. Experimental and laboratory work in sciences, home-science, Geography and other subjects of experimental and practical nature. 11. Study of the organization of work and activities in the school. 12. Observation and assistance in the health education programme. 13. Observation and assistance in the guidance programme. 14. Maintenance of cumulative records. 15. Techniques of teaching in large classes. During the internship programme the pupil teacher have to complete Block Teaching diary. In this diary pupil teacher (B.Ed) prepare 15 method based subjects lessons and write reports on all the activities conducted in the school besides these activities he/she also submit the report of any features of school/case study/action research. At the end of the internship programms, prize distribution ceremony and valedictory function are held to acknowledge the cooperation received from the head of the institution as part of the tradition of over college, head master and the staff members of the schools are invited and headmaster is the chief guest of such function. Feedback is collected from the students, staff in principal of the school for further improvement. Criterion II : Teaching-Learning and Evaluation 78

91 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. Yes, in the first week of academic session a lot of brainstorming is done to discuss various aspects of academic programme. One of the most important aspects of practice teaching is to plan out different teaching programmes. Considering the academic calendar of both the school and the college, the faculty in-charge of the practice teaching programme conducts meeting with the principal to chalk out the programme and prepare a tentative lists of schools, which is given NOC by District Education Office and then the message is communicated to various school principals. The college has the privilege of always receiving positive response from the principals of various practicing schools. All the practicing schools warmly welcome the faculty in-charge of the practice teaching. The faculty in-charge approaches them with letter of intimation to visit the school as well as for preparing time table. Many a times, the principal or the supervisor requests to incorporate their special requirements, which are given due priority and taken into consideration. Relevant information necessary for practice teaching programme is collected by the group leader of the pupil teachers during visit of that school. 9 How do you prepare the student teachers for managing the diverse learning needs of students in schools? An orientation programme for all the students every year at commencement of each programme, the curriculum, syllabus, rules and regulations, infrastructure, library, ICT facilities, evaluation scheme, clubs, association, co-curricular activities etc. are explained to the students as part of the orientation programme. An interaction programme with the former students under the auspicious of the 'alumni association' is arranged to acquaint the students with the institution, course and the profession. A printed copy of the syllabus is given to each student in the first week of the course itself. The structure of the semesters in (M.Ed) credits, hours, weightage, credit point etc. course offered, criterion for internal evaluation, details of practical work etc. are given in detail in the printed syllabus. The annual calendar prepared with all details regarding the vision, mission, goals, Criterion II : Teaching-Learning and Evaluation 79

92 objectives the course, profiles of the institution, faculty, rules, regulations, working days, co curricular activities, SUPW, Test and evaluation, educational tour facilities, extension programme etc. is distributed among the students. The master degree in education (M.Ed) programme is for a period of two years regular full time consisting of four semesters viz. Semester -I, II, III and IV each year shall comprise of two semesters Viz. Odd and even semesters, odd semesters shall be from July to December and even semesters shall be from January to May. In the B. Ed syllabus paper I - Childhood and growing up, the pupil teachers identify the diverse needs of the learners. During the teaching of theory, at the time of interactive discussion, pupil teachers get an overview of learners with special needs. We prepare our pupil teachers in every aspect for managing the diverse learning needs of the students in schools. To fulfill the educational needs of the school students, we put emphasis on the materials prepared by them. Our faculty members ensure that whether our pupil teachers have prepared their lesson planning according to the unit given or not they have prepared their teaching aids according to the strength and size of the class or not; they are able to justify various needs of average, poor and brilliant students or not; the size of the letters on black board. Moreover, our pupil teachers pay necessary attention in the seating arrangements, especially for short-sighted and physically challenged pupil teachers. For the above all the aspects, our faculty members remain alert and keep on providing suggestions to our pupil teachers. Our college had arranged for film viewing like Taare Zamin par, 'Bhag Milka Bhag', 'Chalk and Duster' and Black to the pupil teachers to demonstrate how to handle such physically and mentally challenged learners. 10 What are the major initiatives for encouraging student teachers to use/adopt technology in practice teaching? Our College faculty and student teachers use ICT for curricular planning, information regarding the latest trends in the curriculum of Teacher Education in gathering through the internet and the necessary updates are made. We use educational technology for all the scholastic and co-scholastic programms. The Teacher is a multimedia learning packages, instructional materials PPT, LCD Criterion II : Teaching-Learning and Evaluation 80

93 Projector, OHP and interactive whiteboard are used by our teacher in the teaching learning process. Students teachers use the library effectively internet is widely used by the teachers and students, students use the internet for preparing assignments, projects and seminars. Different laboratories science, technology modern media, computer, psychology and language lab function in the college. The concern subject teacher uses these laboratories in the teaching learning process. Modern era is an era of information technology. The pupil teachers are given ample opportunities to become technologically efficient as we have a well furnished computer laboratory where they get lots of exposure. In the world of electronics and internet, the pupil teachers have to face the school students not with formal teaching but through the lively process of teaching-learning through technology. In B. Ed and Shiksha Shastri paper EPC-3: Critical Understanding of ICT is the compulsory subject. It is made mandatory for rest of the pupil teachers to become computer educated through extra coaching. The faculty gives them guidance how to plan, prepare and use ICT for lesson planning. The class is divided into groups for attending the computer laboratory sessions. 2.4 Teacher quality 1 What is the ratio of student teachers to identified practice teaching schools? Give the details on what basis the decision has been taken? Out of 38 staff members (B.Ed and M.Ed, Shiksha Shastri) more than 50% member are Ph.D degree, NET/SLET cleared. 4 faculty members are research guides in University of Rajasthan. 23 research scholar are pursuing Ph.D under them. More than 50% of the faculty members have an additional master's degree in different subjects. For an academic year the intake of pupil teachers in B.Ed. and Shiksha Shastri [B.Ed. Sanskrit] is and M. Ed is 35. There are 38 faculty members including the principal. The faculty and the pupil teacher ratio is 1:15 according to the NCTE norms. For subject teaching this ratio is 1:25 according to NCTE norms. In our institution total subject teacher are 16 and number of pupil teacher s is = 367. Thus, the ratio of teacher and student is approximately 1:23. For practice teaching Criterion II : Teaching-Learning and Evaluation 81

94 19 schools are engaged every school does not have the capacity of practice teaching equally so practice teaching in charge with consultation of headmaster of practice teaching schools makes a plan to distribute pupil teacher in various school. In under mention school pupil teachers are distributed as follows rules: List of the Schools: S.No. School Name 1. Govt. Senior Secondary School, Durgapura JAipur 2. Govt. Senior Secondary School, Bajaj Nagar, Jaipur 3. Govt. Secondary School, Hasanpura, Jaiour 4. Govt. Secondary School, Jaidiya, Rajbhawan, Civil Line, Jaipur 5. Govt. Secondary School, Hathroi, Jaipur 6. Govt. Secondary School, Mahesh Nagar, Jaipur 7. Govt. Secondary School, Modikhana, Jaipur 8. Govt. Senior Secondary School, Jagatpura, Jaipur 9. Govt. Senior Secondary School, Gaitor, Jagatpura, Jaipur 10. Govt. Upper Primary School (Middle), Sindhi, Sanganer, Jaipur 11. Govt. Upper Primary School (Middle), Shivnani, Sanganer, Jaipur 12. Govt. Upper Primary School (Middle), Kathputli Nagar, Jaipur 13. Govt. Upper Primary School (Middle), Bajaj Nagar, Jaipur 14. Govt. Senior Secondary School, Adarsh Nagar, Jaipur 15. Govt. Upper Primary School (Middle), Baisgodam, Jaipur 16. Govt. Senior Secondary School, Rooparampura, Jaipur Govt. Upper Primary School (Middle), Bhagwati Nagar, Kartarpura, Jaipur Govt. Upper Primary School (Middle), Mohanpura Kachchi Basti, Jagatpura, Jaipur 19 Apex International School, Lal Kothi, Jaipur Practice teaching school selected keeping in mind the distance within the radius of the college. The college selects a school based on their schedule and mutual convenience of the pupil teachers, our college and the school. Criterion II : Teaching-Learning and Evaluation 82

95 We ensure teacher quality by appointing qualified teacher educators. There are 13 teaching subjects in our college. We have subject teacher educators according to NCTE norms, i.e. 1:25 for some subjects. We have two teacher educators according to subject and experience. We have one gold medalist and two sliver medalist teachers. 2 Describe the mechanism of giving feedback to the students and how it is used for performance improvement. We have adopted the following mechanism for giving feedback to the pupil teachers for the improvement of their performance: The faculty in charge of a group establishes a rapport and confidence among students. Our pupil teachers receive oral and written feedback for their tentative lesson plans. These feedbacks help them to improve their performance. During practice teaching, our pupil teachers receive feedback from our faculty members on the lessons given at schools. The teachers observe lessons and provide their remarks regarding the lesson planning, use of teaching aids, interaction with pupil teachers in the classroom and provide feedback in a written form. The feedback received from the peer group as well as from faculty is used for their future lesson planning. It helps our pupil teachers avoid repetition of mistakes, and help to improve the quality of their performance. We encourage them by displaying model lesson plan of brilliant pupil teachers on notice board. Our faculty members encourage our pupil teachers for healthy competition by creating such environment. More over we conduct remedial classes for weaken students to improve their academic performance. 3 How does the institution ensure that the student teachers are updated on the policy directions and educational needs of the schools? The existing B. Ed, Shiksha Shastri (B.Ed Sanskrit) & M.Ed syllabus deals the policy direction and educational needs of the school. The pupil teachers are Criterion II : Teaching-Learning and Evaluation 83

96 encouraged to refer to various magazines and journals, which have detailed articles on policy direction and educational need of the school. With a view to updating our pupil teachers on the policy directions and educational needs of the school, our college follows this mechanism: The development of education in India from 1948 to 2015 University education commission , Secondary education commission , Indian education commission national education policy Rammurty Committee (1990), Yashpal Committee (1993) revised national education policy (1992), NCTE & NCTF (2009), NKC (2006), NCFTE RTE SSA, MLL, RMSA, CCE, Navodaya Vidhalaya Model School. 4 How do the students and faculty keep pace with the recent developments in the school subjects and teaching methodologies? Students Teacher's and faculty members used multimedia learning as instructional materials, LCD Projectors, OHP, Visualizer and interactive white board etc in the teaching learning process. The pupil teachers and the faculty members of this college keep pace with the recent development in school subjects and teaching methodologies in the following manner: Practice teaching schools are contacted for the updated developments in school curriculum and a meeting is arranged with the subject teachers of that school for selecting units. Our pupil teachers are allotted units and the time table, and are made to draw rough lesson plans. Our pupil teachers are encouraged to utilize reference books and teaching aids for classroom presentation. Our pupil teachers are encouraged to make optimum usage of library, educational materials, internet, and websites to prepare their lesson plans. Our faculty helps our pupil teachers to prepare Innovative method based lessons plan as problem solving, programme learning, project method, play method etc. Criterion II : Teaching-Learning and Evaluation 84

97 Our pupil teachers make use of role play and dramatization in the classroom teaching. They arrange an exhibition according to the needs of the unit and try to provide information pertaining to their subjects. Besides guidance and cooperation of our faculty members, our pupil teachers consult the subject teachers of the schools regarding use of available teaching aids in classroom teaching. Moreover, they seek co-operation of school authority and of school students during block teaching programmes for their productive contribution. Seminars, workshops, guest lectures, expert talks, symposium are organized every year. 5 What are the major initiatives of the institution for ensuring personal and professional/career development of the teaching staff of the institution (training, organizing and sponsoring professional development activities, promotional policies, etc.). For the personal and professional career development of the teaching staff of our college, the management is always eager to depute the faculty members in different programmes. It is fully aware about various training programmes organized at the national, state and local level. They are permitted to attend refresher courses, orientation programmes, presentation of papers in seminar and workshop, etc. They are given duty leave and even the fees for the same are paid by the college. The management supports the faculty members and sponsors them to participate in national and international seminars. 6 Does the institution have any mechanism to reward and motivate staff members for good performance? If yes, give details. The management facilitates the staff member for their good performance during the annual day celebrations. The college appreciates the work or achievement of the faculty member in the prayer assembly and also acknowledges the same in the print media through press-note in newspapers as well as college publication entitled UTTKARSH. Our college is always ready to help the faculty members in their professional up-gradation, developmental programme and other welfare activities. Criterion II : Teaching-Learning and Evaluation 85

98 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.) All the pupil teachers admitted to our college come from diverse disciplines, economic, cultural and religious background and environment, which leads to varied work culture and environment in most of the Teacher Education Colleges. They have undergone diverse experience of teaching learning during their previous education. On joining our college when they encounter completely different environment and drastic change in their learning style, mostly they are pleasantly surprised. To acclimatize them to the new environment they are encouraged to prepare their personal notes and express themselves before the group. Their difficulties are identified through classroom discussions, inspiring story sessions or informal chat with the faculty members within and outside the classrooms. The environment in our college is friendly, tension free and relaxed. They feel free to meet the principal and the faculty members for academic interaction. They also feel comfortable to approach the faculty members or their mentor about their personal difficulties. The barriers to learning are also identified through their talent hunts internal tests, submission tasks, micro, macro and practice teaching. The concerned teachers and mentor point out their difficulties and errors and give them concrete suggestions for further improvement. Through peers and the supervisors observations, feedback are discussed in the group. Errors committed in the unit test, submission tasks and internal tests are highlighted. The common errors and mistakes are discussed in the general class as well as with the pupil teacher individually. The computer course is designed to help the pupil teachers in their submissions and research work. The college, on the other hand, identifies the difficulties related to adopting new technologies and addresses them adequately. By using technology for learning purpose they gain immense confidence. Criterion II : Teaching-Learning and Evaluation 86

99 The faculty members too use computer and use technology for effective teaching. The faculty member upgrades the tasks and activities with the help of technology. 2 Provide details of various assessment/evaluation processes (internal assessment, mid-term assessment, term and evaluations, external evaluation) used for assessing student learning? To achieve the course objectives our college supervises the overall performance of the pupil teachers. During the academic year the learners have to submit many submissions and give one internal test for B.Ed. and one internal test for Shiksha Shastri [B.Ed.-Sanskrit]. There are 7 papers and two EPC's in B.Ed part -1. Each paper carries ainternal assessment of 20 or 15 marks. Internal assessment includes class test of 10 or 5 marks and submission of 10 marks There are 8 papers and two EPC's in Shiksha Shastri each paper carry internal assessment of 20 or 10 marks. Internal assessment includes one class test of 10 marks and submission work of 5 or 10 marks. The examination for both the degrees of B. Ed. and Shiksha Shastri [B.Ed Sanskrit] consists of : Part I : Theory of Education Part II : Teaching Practice and Practical Work/Internship The teaching practice for B.Ed carry 225 marks comprising of : 1. Internal assessment : 150 marks 2. External examination : 75 marks. The internship for Shiksha Shastri carry 350 marks comprising of Teaching practice 1. Internal Assessment : 125 marks 2. External marks : 125 marks School Activities: 1. Internal Assessment : 50 marks 2. External marks : 50 marks Board of Examiners for Teaching Practice: As far as practicable, each candidate will be examined by at least one examiner of his stream. The Board will consist of two external examiners and Principal or his Criterion II : Teaching-Learning and Evaluation 87

100 nominee. The names of internal examiners may be proposed by the principal of the college. Internal Assessment Scheme: Internship B.Ed part 1 The distribution of 150 marks of internal assessment is as under: SL. NO. ACTIVITIES MARKS FOR B.Ed. 1 Micro Teaching 10 [5 skills] each skill of 2 marks 2 Regular Practice Teaching including unit test 20 3 Criticism Lesson 20 [each subject of 10 marks] 4 Observation 15 [a] Criticism lesson [b] Demonstration [c] Ordinary lesson 5 Teaching Aids 20 [for Arts Students 04 in each method subject] [for Science Students 02 teaching aids and practical in each method subject] 6 Practical in the Audio Visual equipment [to be evaluated by Audio Visual in-charge] 7 Attendance/seminar/Workshop 20 8 Internship [block practice teaching] [a] teaching of method subjects -15 x 1 = 15 [b] social participation in group 10 [c] participation in all activities of school Criterion II : Teaching-Learning and Evaluation 88

101 [d] report of any feature of school/case study/action research -15 Grand total 150 Both part I and II consists of internal and external examinations. According to the Rajasthan University, weightage of ratio between theory and practical assessment [internal and external] is : The detailed scheme of internal and external examination, part I and II is as follows. Theory Assessment Scheme: (B.Ed Part - I) Paper Course Code Title of the Paper I B.Ed-01 Childhood and Growing Up II B.Ed-02 Contemporary India and Education Evaluation External Internal Practical Total III B.Ed-03 Learning and Teaching IV B.Ed-04 Language Across the Curriculum V B.Ed-05 Understanding VI B.Ed. 06 VII a B.Ed-07 (a) (b) Disciplines and Subject Knowledge curriculum(part-1) Pedagogy of Criterion II : Teaching-Learning and Evaluation 89 and a School Subject (part-1), Ist & IInd Year(candidate shall be required to offer any two papers from the following other for part-2). 1. Hindi 2. Sanskrit 3. English 4.Urdu 5. History 6. Economics 7.Civics for part-1 &

102 8. Geography 9.Social Studies 10. Mathematics 11.Physics 12.Chemistry 13. Biology 14. General Science 15.Home Science 16.Commerce (Business Studies) 17. Commerce (Financial Accounting) 18. Drawing and Painting 19. Music Graduation in Art, Science& Commerce students shall have to offer any two teaching subjects studied at graduation level atleast for two years for paper vii (a) (b). 20* PSYCHOLOGY 21* SOCIOLGY 22*COMPUTER 23* RAJASTHANI * An additional pedagogy course ( for a school subject other than that chosen for course 7 (a &b) at secondary level, or the same school subject secondary level ) at the high EPC-1 EPC-1 Reading and Reflecting on Texts ( Task and Criterion II : Teaching-Learning and Evaluation 90

103 Assignment for Courses) E EPC-2 EPC-2 Drama and art in N education G AGEMENT WITH THE FIELD: Task and Assignment for Courses 1-6(a), 7(a) (b) & EPC- 1, EPC-2, * EPC- *ENHANCING PROFESSIONAL CAPACITIES Total Marks-650 Internship Shiksha Shastri part I The distribution of 175 marks of internal assessment is as under: SL. NO. ACTIVITIES MARKS FOR B.Ed. 1 Micro Teaching 05 [5 skills] each skill of 1 marks 2 Preparation of lesson plan 05 (Unit daily and yearly) 3 Regular Practice Teaching including unit test 70 4 Criticism Lesson 10 [each subject of 10 marks] 5 Observation 10+10=20 Teachers' Peer Groups 6 Teaching Aids 05 7 Report Writing on School Activities 10 8 School activities 50 Grand total 175 Theory Assessment Scheme Shiksha Shastri Part - I Paper Course Title of the papers Course Evaluation Criterion II : Teaching-Learning and Evaluation 91

104 No. Code category External Internal Total I SS 101 II SS 102 III SS 103 IV SS 104 V SS 105 VI SS 106 VII SS 112 Childhood Growing Up Contemporary and Education Learning Teaching and India and Language Across the Curriculum Understanding Disciplines Subject and Gender School and Society Philosophical Social aspects of Education VIII SS 113 Sanskrit Teaching EPC - 1 Core Perspective Core Perspective Core Compulsory Core Compulsory Core Compulsory Core Compulsory Core Perspective Compulsory Pedagogy Sanskrit Sambhasan Skill Reading and Reflecting on Texts EPC - 2 Drama and Art in Education B.Ed. Part-I final examination scheme: [i] Theory assessment 650 [a] Theory paper 495 [b] Sessional work & Test 155 [ii] Practical assessment/internship 225 [a] Internal assessment 150 [b] External assessment 75 Total Shiksha Shastri Part-I final examination scheme: [i] Theory assessment 750 [a] Theory paper 570 Criterion II : Teaching-Learning and Evaluation 92

105 [b] Sessional work & Test 180 [ii] Practical assessment/internship 350 M.Ed - [a] Internal assessment 125 [b] External assessment 125 [c] School Activities 100 Internal 50 External 50 Total The Master degree in education programme is for a period of two years regular full time consisting of four semesters: (Semester - I, II, III, IV). Each year shall comprise of two semesters. The credit and semester system was introduced at M.Ed level in the current year ( ). In the new curriculum the weight age of internal and external evaluation for theory papers as 25 and 75% respectively. Each semester has one ISB which is assessed internally. Programme Outline of M.Ed Semester-I Paper I II Course Evaluation Course Title Credits Code External Internal M.Ed-01 M.Ed-02 Psychology of Learning and Development Total 100 Historical, Political and Economical Perspective III M.Ed-03 Educational Studies IV M.Ed-04 Introduction to Research Methods Criterion II : Teaching-Learning and Evaluation 93

106 ISB - I *ISB I Communication and (Inter expository Writing: Semester Part I - Review of Related Break) Literature on any area of Education Research. Part II- Self Development Programme (Any Two) 1. Personality Development- Meaning Criterion II : Teaching-Learning and Evaluation 94 type, Factors, Approaches, Techniques enhance personality 2. Communication Skills- components, to the Meaning, types, barriers and ways of improving C.S. and its importance 3. Creative writing Skills Meaning, Types, forms Techniques elements, and to improve the C.W. Skills 4. Decision making Skills- Meaning, Types, steps involved in decision making, Techniques to improve the D.M. Skills. 5. Interpersonal Skills- Meaning, Techniques Types, to improve & its 01-2x

107 importance. 6. Managerial Skills- Meaning, Characteristics, competence & its Importance. 7. Research Skills- Meaning, Characteristics, Types, components, ways of improving R.S. and its importance 8. Analytical Skills - Meaning, Characteristics, Techniques improve Analytical Skills. Types, to the 9. Time Management - Meaning, Characteristics, Types, components, ways of improving T.M. and its importance. Total Aggregate of Semester I 1 credits = 12 hours Total Credits = 16+2 = 18 Credit Total hours = 18x12=216hrs Total Marks 100 x 4 = 400 ISB I Marks. Semester-II Course Evaluation Paper Course Title Credits Code External Internal V M.Ed-05 Philosophy of Education Total 100 VI M.Ed-06 Sociology of Education Criterion II : Teaching-Learning and Evaluation 95

108 VII M.Ed-07 Curriculum Studies VIII M.Ed-08 Teacher Education ISB-II *ISB-II Course of Professional Development A. Dissertation Work:- Synopsis Presentation of Research Study - (PPT) Seminar on Tools development related to current issues in Educational areas. B. Internship in TEI 100 i. Prepare, Administration and Standardize 1 x 25 of any one 1 x 25 Psychology Test. ii. Case Study on basis of 1 x 25 Individual differences iii. Observation of 1 x 25 One Educational Training institution and its Report writing. iv. Development Skills to maintain Institutional Office records. Total Criterion II : Teaching-Learning and Evaluation 96

109 Aggregate of Semester II Total Credits = = 22 Credit Total hours=22x12=264hrs Total Marks 100 x 4 = 400 ISB II Marks. Paper IX X Course Code 09 M.Ed- M.Ed- 10 Semester-III Course Title Specialization on courses :- On the basis of two levels i.e Elementary Education, Secondary and Sr. Secondary Education) (Any One)-opt any one following paper with one level (a) Pedagogy of Science Education (b) Pedagogy of Mathematics Education (c) Pedagogy of Language Education (d) Pedagogy of Social Science Education Specialization on courses (Any one) i. Guidance and Counseling - I ii. Curriculum Pedagogy and assessment -I iii. Education Policy, iv. Economics and Planning - I Educational Management, Administration Leadership-I and v. Education Technology I Credits External Evaluation Internal Total Criterion II : Teaching-Learning and Evaluation 97

110 vi. Theme based on XI XII XIII ISB III 11 M.Ed- M.Ed- 12 M.Ed - 13 ISB III Institutional (Any one ) Strengths a) Life Long Education-I b) Value Education and Human Rights-I c) Peace Education-I d) Yoga Education-I e) Inclusive Education-I Advanced Research Methods Teacher Education Internship (Practicum Work with B.Ed. Students) Seminar, Workshop, Conference (attend & organize), Project, Lecturers, Discussion, Tutorials, Team Teaching, Two P.P.T. Presentation on Current Educational Issues, Evaluation Techniques A. Dissertation (2 Credit) i. Data Collection ii. Introduction 04-10x10=1 Criterion II : Teaching-Learning and Evaluation 98 of Excel/SPSS for Data Analysis iii. Presentation by students of statistical techniques used in data analysis using Excel/ SPSS B. Academic Writing (2 Credit) i. Abstract writing of two published

111 research papers ii. Library based Self directed study notes ( any two topics) Total Aggregate of Semester III Total Credits = = 24 Credit Total hours=24x12=288hrs Total Marks 500 ISB II Marks. Semester-IV Paper Course Code Course Title Credits Evaluation External Internal Total XIV M.Ed-14 Specialization on courses:-on the basis of two levels i.e Elementary Education, Secondary and Sr. Secondary Education (Any One) opt any one following paper with one level (a) Pedagogy of Science Education (b) Pedagogy of Mathematics Education (c) Pedagogy of Language Education (d) Pedagogy of Social Science Education Practical Work- Project work on topics of above papers Criterion II : Teaching-Learning and Evaluation 99

112 XIII M.Ed-14 Part ( A) Specialization on courses (Any one) i. Guidance and Counseling - II ii. Curriculum Pedagogy and assessment -II iii. Education Policy, Economics and Planning - II iv. Educational Management, Administration and Leadership-II v. Education Technology II vi. Theme based on Institutional Strengths (Any one) a) Life Long Education-II b) Value Education and Human Rights-II c) Peace Education-II d) Yoga Education-II e) Inclusive Education-II Practical Work- Project work on topics of above papers Dissertation - Dissertation writing - Dissertation (Presubmission Presentation) - Final Presentation and Viva-Voce Total Criterion II : Teaching-Learning and Evaluation 100

113 Aggregate of Semester IV Total Credits = 16 Credit Total hours=16x12=192hrs Total Marks 400 Total Credits = Sem-I + Sem-II + Sem-III + Sem-IV = 80 credits Total Marks = = 2000 Marks Total hours = = 960hrs Evaluation of M.Ed. Examination 1. Each theory paper in semester I, II, III, & IV will carry 100 marks out of which 75 marks will be of theory paper and 25 marks to be assessed on sessional work. 2. In each semester the duration of each paper shall be three hours. Internship programme in semester III will carry 100 marks equivalent to one paper. 3. ISB-1: Semester-1 will be of 50 Marks, out of which 20 marks will be for Part I -Review of Related Literature on any area of Education Research and 30 marks will be for Part II- Self Development Programme. 4. ISB-2: Semester II will be of 150 Marks, out of which 50 marks will be for Dissertation Work and 100 marks will be Internship in TEI. 5. ISB-3: Semester III will be of 100 Marks, out of which 50 marks will be of Dissertation and 50 marks will be of Academic Writing marks will be carried in ISB I: Semester I, 50 Marks will be carry in ISB II Semester II, 50 Marks will be carried in Semester-IV. 100 marks out of which 50 of dissertation writing as external assessment, 25 marks of dissertation (Pre submission Orientation) as internal assessment & 25 marks of final Presentation and viva-voce as the external assessment. Our institution is expected to organize as many activities are listed below: (a) (b) (c) (d) Wall magazine (group work) Celebration of important days. Community work Participation in social, literary and sport activities (group work) (e) Practice in the use of audio visual equipments to all the stakeholders. (f) (g) Work experience related to some theory course. Other co curricular group and individual activities. Criterion II : Teaching-Learning and Evaluation 101

114 Throughout the year various academic, Co-curricular and extra-curricular activities are organized to include the above mentioned features of education. 3 How are the assessment/evaluation outcomes communicated and used in improving the performance of the students and curriculum transaction? The pupil teachers are assessed for practice teaching and submission task under various heads and one internal examination. The marks of various submissions and internal tests are displayed on the notice board. Answer sheets is shown to students and individual guidance is given to them, both by mentor teacher and method master. In general class the faculty members discuss and also offer valuable suggestions for improvement in their performance. 4 How is ICT used in assessment and evaluation processes? The Question papers of both the tests and submission tasks are prepared on computers. The marks of practice teaching/internship and internal assessment are entered in the computer at each stage. This not only helps us in organizing the data systematically but also taking corrective measures in proper time. Once the whole internal assessment is processed and displayed on the computer, the method master, mentor and the principal immediately give their feedback on the performance of the candidate. The weakness of students can be easily identified and referred to them. 2.6 Best practices in Teaching Learning Evaluation Process. 1 Detail on any significant innovations in teaching / learning / evaluation introduced by the institution? In B.Ed and Shiksha Shastri (B.Ed Sanskrit) Paper EPC-3 Critical Understanding of ICT is related to Computer Education. Our pupil teachers become fully acquainted with the use of computer and ICT in teaching. Pupil teachers are given extra coaching about computer skills in our computer laboratory, which is fully equipped with computers having upgraded configurations. Provision is made in the time table, such that all the pupil teachers get a slot of at least two hours per week to master the computer skill. Apart from Sanskrit Sambhasan English method pupil teachers, extra English and communication classes are also conducted to make the pupil teachers well versed with spoken and written English, which will further help them in reading foreign Criterion II : Teaching-Learning and Evaluation 102

115 journals on education. Every B. Ed and Shiksha Shastri (B. Ed Sanskrit) suppose to prepare two lessons from PPT mode. In M.Ed a paper of 4 credits related to practice teaching in B.Ed is introduced. Institutions adopted internship necessary component in M. Ed in which teaching helps in presentation of lesson plans and observations. Every year, quiz, seminar, paper presentation competition, elocution contest, essay competition, workshop on material preparation, Intercollegiate seminar are held on a regular basis. The college is always ready to apply innovative practices in teaching learning process. Innovative learner centered lesson plans using authentic materials are prepared in all the methods. 2 How does the institution reflect on the best practice in the delivery of instruction, including use of technology? In order to ensure the best practices in the delivery of instruction, our college keeps its vigilant eye on each curricular and co-curricular activity of our faculty members and trainees. The faculty members keep them updated with the latest trends of the academic world by referring to reference books. They make use of computers and ICT for classroom transaction. They themselves make use of internet for collecting latest information and encourage our trainees to do so. The use of computer for power point presentation is a regular practice. Quite often they use OHP and L.C.D. projector in a general class. Some of the faculty members prepare enrichment and authentic materials themselves and ask our trainees to use them for power point presentation. Thus, with methodical guidance, co-operation and encouragement of our faculty members, our pupil teachers are able to impart education in the best possible manner. Additional Information to be provided by Institutions opting for Reaccreditation / Re-assessment 1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Teaching Learning and Evaluation and how have they been acted upon? 2.1 Admission Process and Student Profile Admission is done through the entrance test conducted by the Pre teachers Education Test (PTET) and Pre Shiksha Shastri Test (PSST) Criterion II : Teaching-Learning and Evaluation 103

116 Publicity for admission is done by the state Government of Rajasthan through PTET and PSST. Equality and access are ensured by the PTET and PSST by following the governments reservation policy and regulation. 2.2 Catering to the Diverse Needs Advanced and disadvantaged learners are identified at the entry level and teachers are allotted 15 to 20 students for mentoring. The college is sensitive to the needs of differently abled students. Remedial classes are offered. 2.3 Teaching Learning Process The college follows the academic calendar of the two affiliating universities for the respective programs and the teaching learning and evaluation process is integrated with the same. Teaching programmes are planned in advance. Micro-teaching simulation, block teaching and preparation of lesson plans and teaching learning mareial (TLM) and IQ test for children are practiced. OHP, LCD and other electronic gadgets are used to supplement regular class room teaching gropu discussion, seminars and computer assisted learning are used in teaching methodology. 2.4 Teacher Quality 06 faculty are Ph.D holders, 03 faculty have M.Phil degree and 04 faculty have cleared NET/SLET examination. 05 faculty are persuing Ph.D. Teachers are appointed as per guidelines of the NCTE, the University of Rsjasthan and Jagadguru Ramanandacharya Rajasthan Sanskrit Univeristy. 2.5 Evaluation Process and Reforms System of continuous assessment of student teachers through micro teaching, practice teaching, teaching aids, block teaching and internal test is practiced. The examination/assessment system is transparent. Pupil teachers are shown the answer scripts of various internal tests conducted by the college. 2.6 Best Practices in Teaching Learning and Evaluation (if any) Innovative learner centred lesson plans using authentic materials prepared by the faculty enriches the knowledge and application skills of pupil teachers. Criterion II : Teaching-Learning and Evaluation 104

117 2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation. The comments of the NAAC team were highly motivated and appreciating. A wide extension in infrastrctucure, smart classrooms and all the facilities to suit the teacher training programs for the development of competencies in the global standard. Semester system in the M.Ed, 2 year B. Ed and Shiksha Shastri (B.Ed Sanskrit) programmes are introduced after the last accreditation. The changed system examination III credit point CCE and EPC, ISB has been adopted in various programe of teacher training. Ten faculty members are Ph.D holders. Six faculty members are pursuing Ph.D and 09 faculty members have cleared NET/SLET examination. The global trend of technology motivates the student teachers to utilize ICT as learning resource. Criterion II : Teaching-Learning and Evaluation 105

118 CRITERION - III RESEARCH, CONSULTANCY AND EXTENSION INDEX S. No. Content Page No. 1. PROMOTION OF RESEARCH RESEARCH AND PUBLICATION OUTPUT CONSULTANCY EXTENSION ACTIVITIES COLLABORATIONS BEST PRACTICES IN RESEARCH CONSULTANCY 133 AND EXTENSION ADDITIONAL INFORMATION FOR 134 RE-ACCREDITATION

119 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? This institution provides the various facilities and encourages the faculty members to take up research work in education. College facilitates its faculty members to participate in the seminars, symposia, workshops, orientation programmes organized, conducted and financed by Sanjay Shiksha Samiti. We encourage our pupil teachers every year to take up new action researches in different areas at M.Ed dissertation level. Ten faculty members hold doctoral degree. They are encouraged and assisted in terms of physical infrastructure, office space and even manpower if required for any research project. Six faculty members are pursuing Ph.D. in Education. Management provides them funds to purchase books, availability and access of computers, ICT gazettes and contingency for their research work. 2. What are the thrust areas of research prioritized by the institution? The thrust areas of research efforts at our college are- Study of the reasons, results and remedies for illiteracy in rural areas. Pupil teachers of M.Ed level have initiated and completed many research problems, which are based on action research on day-to-day academic and institutional problems. The College encourages the trainees to investigate the issues such as problems in the acquisition of language skills, inability to cope up with Mathematical and Scientific concepts, enrichment of vocabulary, and behavioral problems of secondary school children. Some quotable research areas are Philosophical bases of education, Social Science Education, Language Education, Value Education, Peace Education, Women Empowerment, Human Rights, Action Research, Teaching of Models, Educational Psychology, Inclusive Education and Education Technology. Criterion III : Research, Consultancy and Extension 106

120 3. Does the institution encourage Action Research? If yes, give details on some of the major outcomes and the impact. Yes, our college encourages Action Research. Action Research is one of the important research area. M.Ed students have conducted various Action Researches on various subjects. After first accreditation staff members Dr. Sunita Bharagva and Dr. Ratan Kumar Bhardwaj have aggressively completed under mentioned action researches which are as follows: Action Researches funded by Sanjay Shiksha Samiti, Jaipur S.No Project Researcher Dr. Bhargava Dr. Kumar Bhardwaj Dr. Kumar Bhardwaj Sunita Ratan Ratan Topic vkink izcu/ku ds izfr fo ky;h fo kffkz;ksa o ukxfjdksa dh tkx:drk dk v/;;u fofhkuu izdkj ds fo ky;ksa ds fo kffkz;ksa esa Hkkjrh; lal fr ds Kku dk rqyukred v/;;u jkt; ds fofhkuu 'ksf{kd vfhkdj.kksa dk 'ksf{kd fodkl esa ;ksxnku dk v/;;u Fund Alloted Status 7500@& Completed 7500@& Completed 9000@& Completed 4. Give details of the Conference / Seminar / Workshop attended and / organized by the faculty members in the last five years. Besides usual seminars, that are organized regularly, college organizes one National Seminar every year. The teachers actively participated in these seminars and presented their papers. National seminars organized and funded by the institution S.No. Title of the Seminar Dates 1. National Seminar on Planning Execution in Teachers Training Programme March, National Seminar on Research Methodology Feb National Seminar on Adolescene in the changing scenario of 12 Jan Society role of Education. Criterion III : Research, Consultancy and Extension 107

121 4. National Seminar on ^^f'k{kk dk vf/kdkj vf/kfu;e tkx:drk] fø;kuo;u,oa 7-8 March 2014 pquksfr;k ** 5. National Seminar on ^^f'k{kk ds lkekftd lanhkz** 13 Feb Discussion Seminar on M.Ed Syllabus University of Rajasthan 10 Dec Workshops organized and funded by the institution S.No. Title of the Seminar Dates 1. Workshop On Micro-Teaching Oct Workshop On Micro-Teaching Aug Workshop On Micro-Teaching Sep Workshop On Micro-Teaching Sep Workshop On Micro-Teaching. 26/11/15 to 02/12/15 Symposium organized and funded by the institution S.No. Title of the Symposium Dates 1. ^^vuqla/kku dh :ijs[kk** Oct ^^vuqla/kku dh :ijs[kk** Nov ^^vuqla/kku dh :ijs[kk** Oct ^^vuqla/kku dh :ijs[kk** Sept ^^vuqla/kku dh :ijs[kk** Oct The faculty members enthusiastically attended and presented papers in several Conferences, Seminars and Workshops. Details are as follows: List of International Seminars/Workshops/Conferences Attended by The Faculty Members Dr. Sunita Bhargava (Principal) Name of the Sponsoring Agency & Topic Venue Sub Topic J.R.N. Raj. Vidhyapeeth University, NCTE Sponsored International Conference on Promoting Social Cohesion Through Peace Education Jaipur National University, International Conference In Collobration with RECAM, Lokmanya Tilak Teacher s Training College Dabok, Udaipur (25 to 27 March 2011) Jaipur National University in School of ^^ lkekftd rukoksa dk lek/kku 'kkfur f'k{kk ** ^^izhkko'kkyh vf/kxe gsrq f'k{k.k uhfr;ksa Criterion III : Research, Consultancy and Extension 108

122 affiliated to Commonwealth Council of Education Education, Jaipur dh mikns;rk** Admin. And manage. And C.T.E. on Teaching and Learning : Challenges and Strategies Biyani Group of Colleges,Jaipur Global Trends and Challenges in Teacher Education (8April to 10 April 2011) Biyani Group of Colleges,Jaipur 17 Sep. to 21 Sep Global Trends and Challenges in Teacher Education Applicability and Relevance of Phycho education Testing in Human Life Harprasad Institute of Behavioural Studies, Agra September, 2013 Milestone for Better Pre School Education International education Conference IEC agra "Reforms in Examination and Evaluation (2E) and its Impact on Quality Education" RBS college, Agra and ISEE International education Conference IEC-2013-Agra Jan "Reforms in Examination and Evaluation (2E) and its Impact on Quality Education" 9th Indian Japan Bilateral Conference on Biyani Group of "Assessment process and Quality Enhancement in College, Jaipur Education Organization 15 Oct Agarwal PG College, International Conference on Education Policy for Sanganeri Gate, Jaipur strong Nation Jan 17-18, 2015 Biyani Girls B.Ed ICSSR Sponsored - "Role of Gender in Promoting College, Jaipur Quality Education" March 1-2, 2016 Prof. Gopinath Sharma J.R.N. Raj. Vidhyapeeth University, NCTE Lokmanya Tilak Sponsored International Conference on Teacher s Training Promoting Social Cohesion Through Peace College Dabok, Udaipur Education (25 to 27 March 2011) ß'kSf{kd laxbuksa ds xq.koùkk vfhko)zzu,oa ekiu izfø;kþ ^^lefkz f'k{kk & lefkz Hkkjr** "Role of Distance Education in Gender Equality" ^^ lkekftd rukoksa dk lek/kku 'kkfur f'k{kk ** Criterion III : Research, Consultancy and Extension 109

123 Dr. Ratan Kumar Bhardwaj Teaching and Learning : Challenges and Strategies Global Trends and Challenges in Teacher Education ICSSR Sponsored - "Role of Gender in Promoting Quality Education" Dr. Pratistha Purohit ICSSR Sponsored - "Role of Gender in Promoting Quality Education" Dr. Archana Mendiratta ICSSR Sponsored - "Role of Gender in Promoting Quality Education" Mrs. Sweta Bhargava Global Trends and Challenges in Teacher Education lefkz f'k{kk lefkz Hkkjr Efforts to make qualitative elementary education ICSSR Sponsored - "Role of Gender in Promoting Quality Education" Jaipur National University,Jaipur (8-10 April 2011) Biyani Group of Colleges,Jaipur (17 to 21 Sept. 2012) Biyani Girls B.Ed College, Jaipur March 1-2, 2016 Biyani Girls B.Ed College, Jaipur March 1-2, 2016 Biyani Girls B.Ed College, Jaipur March 1-2, 2016 Biyani Group of Colleges,Jaipur (17 to 21 Sept. 2012) Agarwal PG College, Jaipur Jan 17-18, 2015 HIBS Agra 26, 27 Sept Biyani Girls B.Ed College, Jaipur March 1-2, 2016 Effective Communication Skills Global Trends and Challenges in Teacher Education "Role of Distance Education in Gender Equality" ^^xq.koùkkiw.kz f'k{kk dh muukfr esa fyax dh Hkwfedk** ^^Hkkjrh; ifjizs{; esa 'ksf{kd {ks= es a fyax lekurk** Global Trends and Challenges in Teacher Education "Education Policy for Strong Nation" Efforts to make qualitative elementary education ^^Hkkjrh; ifjizs{; esa 'ksf{kd {ks= esa fyax lekurk** Criterion III : Research, Consultancy and Extension 110

124 Mrs. Bharti Vijay ICSSR Sponsored - "Role of Gender in Promoting Quality Education" Mrs. Chandan Jain "Building Competency Based Teacher Education in Global Perspective" lefkz f'k{kk lefkz Hkkjr Biyani Girls B.Ed College, Jaipur March 1-2, 2016 Biyani Girls B.Ed College, Jaipur 26 Sep, 2013 Agarwal PG College, Jaipur Jan 17-18, 2015 "Role of Distance Education in Gender Equality" "Building Competency Based Teacher Education in Global Perspective" "Education Policy for Strong Nation" List of National Seminars/Workshops/Conferences Attended by Faculty Members Dr. Sunita Bhargava (Principal) Topic Venue Sub Topic Pedagogical Strategies and Innovatons Do's and Don't Teacher Education Research Methology in Education Sponsered By UGC on Education Globlization Spon. By UGC on ^^jktlfkku esa ek/;fed f'k{kk dk ikb~;øe vksj thou ewy;** Alankar Mahila B.Ed. College, Jaipur (26-27 Feb. 2011) S.S. Jain Subodh Women s T.T. College (19-20 May, 2011) S.S.G. Pareek College of Education (8-9 Oct. 2011) Rajasthan Shikshak prashikshan Vidhya Peeth,Shahpura Bagh Jaipur, 21 to 23 jan Rajasthan Shikshak Prashikshan Vidhya Peeth,Shahpura Bagh Jaipur 17 to 19 March 2012 Team Teaching Do s and Don ts Historical Method in Research ^^orzeku f'k{kk ds leeq[k pquksfr;k ** ^^fgunh ikb~;øe ij vk/kkfjr ewy; foospu** Criterion III : Research, Consultancy and Extension 111

125 Sneh T T ^^fad'kksjkolfkk esa ^^fad'kksjkolfkk esa lkekftd lel;k,oa lek;kstu** Thrust Areas of Modern Research ßf'k{kk ds ek/;e ls lkal frd,oa usfrd ewy;ksa dk fodklþ College,Muhana,Jaipur 25 may 2012 Edu. Research organized by H.I. B.S. & Indian Psychometic & Edu. Research Association Sep Brif & Bright Teacher's Training College Vill &Post-Pdasoli NH-8 Dudu jaipur 21 april 2012 lkekftd lel;k,oa lek;kstu** ^^'kkjhfjd fodykax fo kffkz;ksa dk,d v/;;u** ßLkkaL frd o usfrd ewy;ksa ds fodkl esa f'k{kdksa dk fodklþ "Innovation in Education" "Adolescence in the changing scenario of society & Role of Education" dsunz izofrzr ;kstukurxzr nks fnolh; jk"vªh; dk;z'kkyk "Modalities of Social Learning : Process and Application "New Challenges in Education in Global World" "Teaching Learning Process: New Paradigam" "Utility of action dominated philosophy of the Gita in Education in 21st century" Bright Moon Teacher's Training College, Chomu, Jaipur 27 Feb Sanjay T T College,Lal Kothi,Jaipur 12 Jan Shri Agarsen PG College of Edu. Kesav Vidyapeeth Jamdoli, Jaipur (CTE) 1,2 March, 2013 Jain Vishva Bharti Institute, Ladnun 6-7 Oct Biff & Bright Teachers Training College, Dudu, jaipur 7 May, 2014 University of Rajasthan, jaipur Feb , 2015 Deepshiksha Teacher's Training College, ISI-17, "Innovation in Education" ^^cnyrs ifjos'k esa fd'kksjkolfkk rfkk f'k{kk dh Hkwfedk** vuqla/kku fof/k;k Psychological Basis of Social Learning "New Challenges in Education in Global World" ^^f'k{k.k vf/kxe o uokpkj** ^^ewy; vk/kkfjr f'k{kk** Criterion III : Research, Consultancy and Extension 112

126 Sitapura, Jaipur Dr. Kalpana Sanger Pedagogical Strategies & Innovations Computer Education should be made compulsory in Teacher Education Emerging Trends in Education Changing Behavior Pattern of Adolescents ^^fad'kksj ds losaxkred fodkl esa 'ksf{kd lalfkkuksa dh Hkwfedk** Dr. Ratan Kumar Bhardwaj Reflective and Explorative Trends in Education ^^lal r lkfgr; esa ukjh psruk** Globalization of Education Curriculum of Secondary Education in Rajasthan and Life Values 4 April, 2015 Alankar Mahila B.Ed College Jaipur Feb Rawat Mahila B.Ed College Jaipur Biyani girls College Jaipur May 2011 Jaipur 25 May 2012 Sanjay T.T. College, Jaipur 12 Jan ICG Institute of Educational research & Development,Jaipur (31 March 2011) UGC Govt. Shastri Sanskrit College,Mahapura, Jaipur (28-30 April 2011) UGC-Rajasthan Shikshk Parishikshan Vidyapeeth Shahpura Bag Amer Road,Jaipur Jan UGC-Rajasthan Shikshk Parishikshan Vidyapeeth Shahpura Bag Amer Road,Jaipur (17 to 19 March 2012) Pedagogical Strategies & Innovations Computer Education should be made compulsory in Teacher Education Emerging Trends in Education Changing Behavior Pattern of Adolescents ^^fad'kksj ds losaxkred fodkl esa 'ksf{kd lalfkkuksa dh Hkwfedk** Importance of ICT in Teacher Education ^^lal r lkfgr; esa ukjh psruk** ^^os'ohdj.k ds ;qx esa f'k{kd Nk= lecu/k** ^^lkekftd v/;;u esa fufgr 'ksf{kd f'k{kk ds ek/;e lkal frd,oa usfrd ewy;ksa dk Brif and Bright T T ^^ikb~;lgxkeh Criterion III : Research, Consultancy and Extension 113 ewy;**

127 fodkl College,Post-Padsoli,NH-8 fø;kvksa ds ek/;e ls Thurst Areas of Modern Educational Research lekt ds cnyrs ifjn` ; esa fd kksjkolfkk,oa f k{kk dh Hkwfedk ikb~;øe fuekz.k Dr. Archana Mahandiratta Adolescene in the changing scenario of Society role of Education Teaching Learning Process: New Paradigm. Integrated Approach in Teaching & Learning. Dudu,Jaipur 21 April 2012 Harprasad Institute of Behavioural studies (HIBS) Hardeep Enclave,Sikandra,Agra (28-29 th Sept. 2012) Sanjay T.T. College, Jaipur 12 Jan Shri Agrasen PG college. Jamdoli, jaipur 07 & 08 Oct, 2014 Sanjay T.T. College Jaipur 12 Jan University Of Rajasthan Jaipur Feb Brif & Bright T.T. College, Jaipur 22 April 2015 lakl frd usfrd ewy;ksa dk fodkl** Thurst Areas of Modern Educational Research ßfd kksjkolfkk& lel;k,,oa lek/kkuþ ^^ikb~;øe fuekz.k** Adolescene in the changing scenario of Society role of Education "Recent Development and Trends in Education" "Intergated Teaching for Effective Learning" Dr. Rita Jhajharia Research Methodology in Education Rajasthan main Secondary Education ka Syllabus & Jivan-Mulya Smt. Suman Sharma Research Methodology in Education S.S.G Pareek P.G. College, Jaipur 8-9 Oct Research Methodology in Education Raj. Shikshak Prashikshan Rajasthan main Vidhyapeeth Shahpura Bag, Secondary Education Jaipur ka Syllabus & Jivan March 2012 Mulya S.S.G Pareek P.G. "Utilization of survey College,Banipark method in Research" Jaipur Criterion III : Research, Consultancy and Extension 114

128 8-9 Oct Curriculum of Secondary Education in Rajasthan & Life Values ^^f'k{kk ds ek/;e ls lkal frd,oa usfrd ewy;ksa dk fodkl** Adolescene in the changing scenario of Society role of Education Integrated Approach in Teaching Learning Smt. Chandan Jain ^^f'k{kk esa xq.koùkk** Development of Cultural & moral values through Education Adolescene in the changing scenario of Society and role of Education Utility of Action Dominated Philosophy of the Gita in Education in 21 st Century Raj T.t. College Shahpura Bag Jaipur March 2012 Brif & Bright T.T. College, Jaipur 21 April 2012 Sanjay T.T. College Jaipur 12 jan Brif & Bright T.T. College, Jaipur 22 April 2015 Sanskar Bharti Manav Kalyan Sansthan, Jaipur Feb Brif & Bright T.T. College, Jaipur 21 April Jan DeepShiksha T.T. College Jaipur 4 April 2015 ^^lkekftd v/;;u esa fufgr 'ksf{kd ewy;** ^^usfrd o lkal frd ewy;ksa ds fodkl esa f'k{kdksa dh Hkwfedk** ^^orzekku le; esa fad'kksj o mudh lel;k** Integrated Approach in Teaching Learning ^^f'k{kk esa xq.koùkk** ^^usfrd o lkal frd ewy;ksa ds fodkl esa f'k{kdksa dh Hkwfedk** ^^fad'kksjk ds ekufld LokLF; ij cnyrs ifjos'k dk izhkko** ^^xhrk esa f'k{kk** Mr. Rajpal Singh Rathore Teacher Education & Women Empowerment Education in Vedic age & its Importance in Present Organization of Education for Adolescence in Modern Context S.I.P.E Jaipur Dec Rajasthan University jaipur March 2012 Sanjay T.T. College Jaipur Teacher Education & Women Empowerment Education in Vedic age & its Importance in Present Organization of Education for Adolescence in Modern Criterion III : Research, Consultancy and Extension 115

129 12 Jan Context Swami Vivekananda & Youth Psychological Base of Social Learning Smt. Shweta Bhargava Psycho-linguistics Association of India Adolescene in the changing scenario of Society role of Education Paradigms of Teacher Education in Present Context Utility of Action Dominated Philosophy of the Gita in Education in 21 st Century Mrs. Bharti Vijay Adolescene in the changing scenario of Society role of Education ^^f'k{kk ds ljksdkj** Globalization of Education Education Policy for Strong Nation Shiksha Darshan Shri Agrasen P.G. T.T. College Jaipur 3 Oct JVB Institute Ladnu 6 July 2013 H.I.B.S Agra 27 Sep Sanjay T.T. College Jaipur 12 Jan Balaji T.T. College Jaipur 8 March 2014 DeepShiksha T.T. College Jaipur 4 April 2015 Sanjay T.T. College Jaipur 12 Jan Keshav Vidhyapeeth jamdoli, Jaipur 15 Nov Vidhyasthli Mahila Shikshak Prashikshan Sansthan Jaipur 28 Feb Bhartiya Shikshan Mandal Jan Deep Shikha T.T. College Jaipur 4 April 2015 Swami Vivekananda & Youth Psychological Base of Social Learning Psycho-linguistics Association of India Adolescene in the changing scenario of Society role of Education Paradigms of Teacher Education in Present Context Utility of Action Dominated Philosophy of the Gita in Education in 21 st Century Adolescence Problem & Remedies ^^'kkafr f'k{kk** "Role of innovations in Globlization" Education Policy for Strong Nation Shiksha Darshan Criterion III : Research, Consultancy and Extension 116

130 Mrs. Sarita Sharma "Changing the quality of teacher education" Adolescene in the changing scenario of Society role of Education. Swami Vivekananda ka Darshanik Chintan" "Utility of action Dominated Philosophy of Geeta in Education in 21st century" Mr. Kuldeep Kaushik New Challenges in Education in Global World Mrs. Mosam Pareek Population Education and Environment. Applied Education Technology. ^^f'k{kd f'k{kk dh ToyUr pquksrh** Adolescene in the changing scenario of Society role of Education. Educational Philosophy of Swami Vivekananda. ^^f'k{kk ds lkekftd lkal frd ljksdkj** Teaching Learning Process: New Paradigm. Agarwal Shikshan Prashikshan Mahavidhyalaya, Jaipur 20 Feb Sanjay T.T. College Jaipur 12 Jan Agrasen P.G Education College, Jaipur 3 Oct DeepShiksha T.T. College Jaipur 4 April 2015 Brif & Bright T.T. College, Jaipur 7 May 2015 JVB University Ladanu 1 Feb JVB University Ladanu March 2011 Agrawal T.T. College Jaipur 20 Feb Sanjay T.T. College Jaipur 12 Jan Keshav Vidhyapeeth Jamdoli, Jaipur 3 Oct Keshav Vidhyapeeth Jamdoli, Jaipur 15 Dec University Of Rajasthan Jaipur Feb N.C.T.E + Quality Enhancing of Teacher Education ^^fad'kksj ds ekufld LokLF; esa cnyrs ifjos'k dk izhkko** "Swami vivekanand philosophical thinking" Geeta Darshan New Challenges in Education in Global World ^^tula[;k f'k{kk,oa i;kzoj.k** ^^'ksf{kd rduhdh dh orzeku esa izklafxdrk** ^^v/;kid f'k{kk dh ToyUr pquksrh** "Adolescence : Problems and Renedies" "Swami vivekanand philosophical thinking" ^^f'k{kk ds lkekftd lkal frd ljksdkj** ^^f'k{k.k vf/kxe o uokpkj** Criterion III : Research, Consultancy and Extension 117

131 Mrs. Poonam Shrivastav Women s Role:-Expectations and Identity Dr. Vinod Kumar Sharma ^^,dfoa'k'krdl; izfken'kds lal ijeijktka fodkl%** "Value Based Education in national Context" "Right to Education" Adolescene in the changing scenario of Society role of Education ^^;ksxra=s vu;'kkl=h;ijeijklq p fpùkhkwehuk eo/kkj.kk f=fnolh;k jkf"vª;k laxks"bh** ^^bz f'k{kk] f'k{kk esa uokpkj ds :i esa** Mrs. Babita Vaishnav Teaching & Learning Challenges & Strategies Education Policy for Strong Nation Education Philosophy of Swami Vivekananda Building Competency Based Teacher Education in Global Perspective Bright Moon T.T. College, Jaipur 27 Feb Kishangarh Govt. College, Jaipur Oct National Sanskrit Sansthan, Jaipur Oct Haribhau Upadhayay Mahila Shiskhan University, Jaipur March 2012 Sanjay T.T. College Jaipur 12 Jan National Sanskrit Sans than, Jaipur March 2014 Rajasthan Teacher Traning VidhyaPeeth, Jaipur 6-8 March 2014 JNU, Jaipur 8-10 April 2011 Bhartiya Shikshan Mandal Jan Shree Agrasen Snatkottar Shi. Mahavidhalaya, Jaipur 3 Oct Biyani Group of Colleges, Jaipur 26 Sep Women s Role:- Expectations and Identity ^^Hkkjrh; lal fr esa ewy; ifjorzu o fodkl** ^^Hkkjrh;laL rks ewy;kfu ifjorzua fodklpp** ^^f'k{kk dk vf/kdkj** ^^fad'kksjkolfkk esa ewy;** ^^lkaosfxd cqf) dk Lo:i** ^^f'k{kk esa 'ksf{kd rduhdh,d uokpkj** Teaching & Learning Challenges & Strategies Education Policy for Strong Nation Education Philosophy of Swami Vivekananda Building Competency Based Teacher Education in Global Perspective Criterion III : Research, Consultancy and Extension 118

132 Keshav vidhyapeeth Philosophy of life of Swami Philosophy of life of Swami Jamdoli, Jaipur Vivekananda Vivekananda 10 Aug ^^f'k{kk ds lkekftd lkal frd ljksdkj** Value Education in Context of Globalization Shree Agrasen Snatkottar Shi. Mahavidhalaya, Jaipur 15 Nov Vidyasthali Mahila shikshak Prashikshan, Jaipur 28 Feb ^^f'k{kk ds lkekftd lkal frd ljksdkj** Value Education in Context of Globalization List of State and University Level Seminars/Workshops/ Conferences Attended by Faculty Members Dr. Sunita Bhargava (Principal) Topic Venue Sub Topic District Institute of Education & Training (DIET), Goner, Jaipur "Gender Equality,Empowerment and Economic Growth" ^^dsunz izofrzr ;kstukurxzr nks fnolh; jk"vªh; dk;z'kkyk** ^^dsunz izofrzr ;kstukurxzr nks fnolh; jkt; LRkjh; dk;z'kkyk** S.S. Jain Subodh Women's PG College of Education, Near Airport Road,Sanganer,Jaipur (20-23rd March 2012) Shri Khandelwal Vaish PG Girls College, Jaipur 21 Dec Shri A. PG College of Edu. Keasv Vidyapeeth Jamdoli, Jaipur Dec Shri Agarsen PG College, CTE Jamdoli, Jaipur 7 to 8 Oct "Educational Implication of Effective teaching skills & Methods" "Gender Equalty Present status of Indian Women" Techniques of Education in Research ^^ikb~;øe fuekz.k** Criterion III : Research, Consultancy and Extension 119

133 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 teaching quality during the last three years. Our college insists the pupil teachers to develop educational and instructional materials. Every year we organize an exhibition in which the developed instructional material is displayed. Taking into consideration the latest possibilities our B. Ed and Shiksha Shastri trainees prepare these materials into C.D. form, which can be further used in their actual teaching at school level. At M.Ed level every trainee prepares PPT's to teach B. Ed classes in their practice teaching programme. They also develop projector based slides (Power Point) and transparencies. Our faculty members also have developed instructional material on instructional objectives and micro teaching. 2. Give details on facilities available to the institution for developing instructional materials? College has its own computer laboratory, science laboratory, library and teaching aids room, where our faculty and pupil teachers can develop instructional and other teaching-learning materials. Computers, CD Rom, DVD Writers, Scanners, Printers, Laptops, LCD Projectors, External Hard Disk, Memory cards and Pen drives are easily available in the institution to use and develop instructional material. 3. Did the institution develop any ICT / technology related instructional materials during the last five year? Give details. Yes, we prepare an ICT package of content based diagnostic test on for our forth coming pupil teachers. We also prepare various presentations for the different papers covering the syllabus of all the three courses. For this Institution increased the number of computers from 30 to 90. The students have been given training to develop instructional material, blogs and websites. 4. Give details on various training programs and/or workshops on material developments (both instructional and other materials). As a part of routine work, we guide our pupil teachers for the preparation of instructional and other materials and we arrange training programmes and Criterion III : Research, Consultancy and Extension 120

134 workshops especially to develop such materials. Our Faculty members have developed instructional material of objectives of teaching and micro teaching. Every year institution organizes workshops related to instructional material. 5. List the journals in which the faculty members have published papers in last five years. Faculty members have published their papers in various reputed Journals. A list of those journals is as follows: International Journals: 1. International Journal of Creative Research Thought (On line) Web site. ISSN Research Analysis Evaluation, International Indexed and Referred Reasearch Journal ISSN (Print, E ISSN ) 3. Sodh Sandesh (On line) ISSN National Journals: 1. Shiksha Mitra ISSN Shivira, Deptt of Education, Bikaner 3. Teachers Today, Deptt of Education, Bikaner State Level Journals: 1. Samaj-Dharm 2. Uthkantha, a Educational and Social Journal, Jaipur 3. Dainik Bhaskar, Jaipur 6. Give details of the awards, honors and patents received by the faculty members in last five years. Our faculty members have received vairus awards, honors and certificates from various institutions and NGOs where they offered their valuable services and expertise. They are as under: Sl. No. Name of the Faculty Member Award/honor/certificate Honored by Year 1. Dr. Archna Mendiratta Best Teacher Award SSS Jaipur Mr. Kuldeep Kaushik First Prize in Solo Race STTC, Jaipur Mrs. Sarita Sharma First Prize in Race STTC, Jaipur Dr. Sunita Bhargava Best Educational Indian 2012 Criterion III : Research, Consultancy and Extension 121

135 Sociologist Psychometric and 5. Mrs. Sarita Sharma 6. Mrs. Suman Sharma 7. Prof. Gopinath Sharma 8. Prof. Gopinath Sharma Third Prize in Dance Competition Third Prize in Dance Competition State Level Sanskrit Scholar Honor Shikshak Siromani UPADHI Educational Research Association Patna Subodh PG college, Jaipur Subodh PG college, Jaipur Rajasthan State Govt. Jaipur JRRS University, Jaipur Mrs. Mosam Pareek Gold Medal VMOU, Kota Dr. Ratan Kumar Bhardwaj 11. Mrs. Suman Sharma Shiksha Gaurav Prize Second Prize in the Solo Song Competition Youth Institution Jaipur State Level Inter College Competition Give details of the Minor / Major research projects completed by staff members of the institution in the last five years. The details of the Minor/Major research projects completed (Funded By Sanjay Shiksha Samiti, Jaipur) by staff members of the institution are given below: Minor Research Projects Funded by Sanjay Shiksha Samiti, Jaipur Dr. Sunita Bhargava S.No. 1. (From April 2011 to till this date) Topic vkink izcu/ku ds izfr fo ky;h fo kffkz;ksa o ukxfjdksa dh tkx:drk dk v/;;u Fund Allotted Status Session 7500@& Completed Nk=ksa dh fo ky; esa vf/kd la[;k esa vuqiflfkfr 9000@& Completed jktlfkku jkt; ds vuqlwfpr tutkfr,oa lkeku; oxz ds ek/;fed fo kffkz;ksa ds vkdka{kk Lrj,oa vkreleizr;; dk rqyukred v/;;u Study of Primary School Teachers Attitude towards Teaching Profession and Their Self 9000@& Completed @& Completed Criterion III : Research, Consultancy and Extension 122

136 Concept in Relation to Their age and 5. experience efgyk f'k{kk,oa lqj{kk ds izfr lekt ds n`f"vdks.k dk v/;;u On going Dr. Ratan Kumar Bhardwaj fofhkuu izdkj ds fo ky;ksa ds fo kffkz;ksa esa Hkkjrh; lal fr 1. ds Kku dk rqyukred v/;;u jkt; ds fofhkuu 'ksf{kd vfhkdj.kksa dk 'ksf{kd fodkl esa 2. ;ksxnku dk v/;;u Dr. Archana Mendiratta ^^mpp ek/;fed Lrj ds fokku ds fo kffkz;ksa esa vurjkz"vªh; 1. laxbuksa ds 'ksf{kd,oa LokLF; lecu/kh dk;zøeksa ds izfr tkx:drk dk v/;;u** Dr. Rita Jhajhria ek/;fed Lrj ds fo kffkz;ksa ds dqiks"k.k ds dkj.kksa dk 1. funku,oa mipkjkred O;oLFkk dk v/;;u Completed Completed On going On going After receiving affiliation to act 12B from UGC, our two senior faculty members have applied for assistance in minor research project scheme of UGC. Project Titles are as follows: 1. Dr. Sunita Bhargava - ",ulhvhbz ds ifjfu;e 2014 ds lanhkz esa jktlfkku ds fofhkuu fo'ofo ky;ksa }kjk fufezr ikb~;øe dk rqyukred v/;;ua** 2. Dr. Pratishtha Purohit - ^^vuqlwfpr tkfr ds fad'kksj Nk=ksa dh :fp;ksa] lek;kstu,oa HkXuk'kkvksa ds izfr izfrfø;k dk lektfefrd flfkfr ds lanhkz esa v/;;ua** 3.3 Consultancy 1. Did the institution provide consultancy services in the last five years? If yes, give details. Yes, this college provides consultancy services in the form of guidance and counseling for the preparation of PTET, PSST and PMET. Every year we arrange a one day seminar for human values, dignity and total quality management (TQM) in teacher education. The trainees are made aware about their responsibilities and human values through this seminar. The College also Criterion III : Research, Consultancy and Extension 123

137 organizes seminars for the awareness of environment, cleanliness, HIV/AIDS, road safety and women empowerment. 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 publicize the available expertise. Yes, the Principal and other three senior faculty members of the college are competent enough to undertake such sort of consultancy services. Here is a list of some of our activities implemented totally free of cost in our college campus in summer vacations: Sl. No. Name of the Faculty Member Nature of the services provided 1 Dr. Sunita Bhargava Psychology based consultancy 2 Prof. Gopinath Sharma IT based programs 3 Dr. Ratan Kumar Bhardwaj Courses and Curriculum 4 Dr. Pratistha Purohit Guidance and Counseling For B.Ed, Shiksha Shastri (B. Ed Sanskrit) and M.Ed students institution provide guidance and counseling as a compulsory program. These pupil teacher play a role to disseminate these services to next year futurist students those who wants to take admission in B.Ed, Shiksha shastri and M.Ed. 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? The activities given above have been done for the welfare of the society and in the interest of settling down our trainees in this cut-throat competition, is totally free of charge, hence we never feel it is a revenue generating activity. Though the consultancy is totally free, a token money for providing place, electricity and other facilities Rs. 100/- per candidate is charged by the candidates. 4. How does the institution use the revenue generated through consultancy? The Institute does not generate any revenue through consultancy. This service is free of cost, but for facilities Rs. 100/- is charged from the candidates. This was Rs. 5000/- and it was spent on various facilities. Criterion III : Research, Consultancy and Extension 124

138 3.4 Extension Activities 1 How has the local community benefited from the institution? (Contribution of the institution through various extension activities, outreach programmers, partnering with NGO s and GO s). College is linked with the Red Cross Society, Jaipur. Every year we organize blood donation camps and help them to collect a reasonable amount of blood bottles. Moreover, as and when required urgently, we arrange a blood donation camp at our college on short notice with the other important organization institution serves society for literacy, health, cleanliness and needy children. Our College organizes various programmes for the benefit of the local community as listed below: Umang (Handicapped NGO) for handicaped Children. Lions Club, Jaipur Support for the orphanage and slum area children. S.D.M. Hospital, Jaipur Help in treatment for BPL patients. Rotary Club, Jaipur - Support for the orphanage and slum area children. Pratham Rajasthan, Jaipur For literacy 2. How has the institution benefited from the community? (Community participation in institutional development, institutioncommunity networking, institution - school networking, etc.). Obviously, our college is benefiting from the community in many ways. We have been successful enough in establishing emotional bondage with our neighboring community to such an extent that the community stood by our college in the time of crisis or natural disaster. We certainly get moral support from the community in our curricular and co-curricular activities. The school community helps our pupil teachers for the completion of their practice teaching and block teaching programme. Eminent literary personalities and academicians visit our college and deliver lectures on various subjects. Faculty of the college also provides counseling for the teachers of practice teaching schools regularly for new methodology of teaching and use of ICT in teaching. Criterion III : Research, Consultancy and Extension 125

139 3. What are the future plans and major activities the institution would like to take up for providing community orientation to students? The Institution is providing services for the all round development of children of slum areas. Trainees regularly go to these places actively to motivate and help the children. 4. Is there any project completed by the institution relating to the community development in the last five years? If yes, give details. Yes, our former professor Dr. Chanda Tiwari completed a major project. Project title was ^^f'k{kkdehz ;kstuk rfkk lkeku; f'k{kk ;kstuk esa ewy;kadu izo`fùk;ksa dk rqyukred v/;;u** 5. How does the institution develop social and citizenship value and skills among its students? Our college provides several opportunities through its curricular and co-curricular activities to develop social and citizenship value and skills among its students by arranging prayer meetings, adopting Gandhian philosophy by celebrating several days and organizing Sahabhoj among our pupil teachers, organizing blood donation, HIV/AIDS awareness programmes, exhibition, visits to several institutions and public awareness rallies. College also organizes public awareness camps, environment protection week, Ozone day, My F.M., My Clean and Green India. College celebrates national days. As a part of day to day work our college trainees develop values like self-discipline, punctuality, courtesy, equality, justice, democracy, co-operative behavior and cleanliness. Arranging prayer meetings and singing national anthem is a every day feature of the college students 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. We organise various community services in collaboration with the organizations listed below: a. NCTE Criterion III : Research, Consultancy and Extension 126

140 b. Bansthali Vidhyapeeth University c. CTEs and IASEs of the state d. Lions Club, Jaipur e. S.D.M. Hospital, Jaipur f. Rotary Club, Jaipur g. Pratham Rajasthan. h. The Red Cross Society, Jaipur. i. Gram Bharti NGO The following activities and programmes are conducted in collaboration of the above agencies: a. Water Conservation Rallies b. Blood Donation Camp c. Tree Plantation d. Plants Conservation Rallies e. Book Fair f. Literacy Mission g. Cancer Awareness Rallies h. S.U.P.W. camps i. Yoga Camps j. AIDS awareness, etc. 2. Name the international organizations, with which the institution has established any linkage in the last five year. Detail the benefits resulted of such linkages. The College has not established any linkage with international organizations so far, but it has linked with various national and state level organizations. 3. How did the linkages if any contribute to following? Curriculum Development - According to NCTE regulations 2014 the curriculum of B. Ed, Shiksha Shastri and M.Ed have been changed. As a Cocoordinator of the BOS University of Rajasthan Principal Dr. Sunita Bhargava did a lot of work in framing the course content. She is subject expert, BOS member, resource person, paper setter and visiting faculty member of various universities. Criterion III : Research, Consultancy and Extension 127 out

141 Teaching: Faculty members are experienced and involved in teaching learning. They are doing their work enthusiastically. Some of them are guiding research work at PG and Ph.D Level. Training: The faculty members regularly participate in the training programmes organized by UGC, NCTE and other regulatory bodies. Practice Teaching: All of our faculty members actively participate in the practice teaching programme of our college. Research: We can proudly announce that our 10 faculty members possess doctoral degrees. Dr. Sunita Bhargava, Prof. (Dr.) Gopinath Sharma, Dr. Ratan Kumar Bhardwaj, Dr, Kalpana Senger, Dr. Mahesh Kumar Pareek, Dr. Pratishtha, Dr. Rita Jhajhria, Dr. Archana Mendiratta, Dr. Vinod Kumar Sharma and Dr. Yashwanti Gaur. The University of Rajasthan, Jaipur recognized our three faculty members as a Ph.D. Guide in Twenty-three research scholars are doing Ph. D. in Education under the supervision of these faculty members. List of Ph.D. scholars: S.No Name of Amit Scholar Chaddha Anju Susawat paul 3. Anil kumar 4. Anita Agarwal 5. Ashok Guide/ Supervisor Dr. Bhargava Dr. Kumar Bhardwaj Dr. Bhargava Sunita Ratan Sunita Dr. Pratistha Dr. Bhargava Sunita Topic Area Remark A Study of Teacher Efficacy In Relation to Spiritual Intelligence Professional Ethics Criterion III : Research, Consultancy and Extension 128 and Jhen~ Hkkxor iqjk.k esa fufgr ewy;ksa dk v/;;u A Study of Academic Performance in Relation to Study Habits, Achievement, Motivation and Intelligence mpp ek/;fed Lrj ds izfrhkk'kkyh fo kffkz;ksa dh vf/kxe 'ksfy;ksa dk miyfc/k Lrj ds lunhkz esa v/;;u egf"kz vjfoun dh lexz f'k{kk o bldh izklafxdrk dk v/;;u Values Values Psychol ogy Psychol ogy Philoso phy Rajeev Gandhi Fellows hip

142 Dr. Ratan NET and Banwari all eksykuk vcqy dyke vktkn ds Philoso 6. Kumar Teacher Meena 'ksf{kd n'kzu dk v/;;u phy Bhardwaj Quota 7. Bhagirath Raigar 8. Bhanwar Lal Himmat Raj Meena Mamta Sharma Monika Bhardwaj Pawan Sharma Prabhu Dayal Dr. Kumar Bhardwaj Dr. Bhargava Dr. Kumar Bhardwaj Dr. Kumar Bhardwaj Dr. Bhargava Ratan Sunita Ratan Ratan Sunita Dr. Pratistha Dr. Kumar Bhardwaj Ratan 14. Raju Sharma Dr. Pratistha 15. Sandeep Arora Dr. Bhargava Sunita vuqoxz f'k{k.k dk fo kffkz;ksa ds leizr;;kred cks/k vksj 'ksf{kd miyfc/k ij izhkko dk v/;;u mpp ek/;fed Lrj ds v/;kidksa vksj fo kffkz;ksa esa iztkrkaf=d ukxfjdrk dk Kku,oa vocks/k dk v/;;u Lokeh n;kuun ljlorh ds 'ksf{kd n'kzu dk v/;;u fad'kksjkolfkk ds fo kffkz;ksa ds thou ewy;ksa ij b.vjusv ls im+us okys izhkko dk v/;;u fad'kksj fo kffkz;ksa dh miyfc/k vfhkizsj.kk o lek;kstu ij muds vfhkhkkodksa dh vur% fø;k 'ksyh dks ds izhkko dk v/;;u fo ky;h f'k{kk esa f'k{kd LFkkukaUrj.k uhfr ds izfr f'k{kdksa ds vfhkerksa,oa dk;zdq'kyrk dk v/;;u ek/;fed Lrj ds eqflye leqnk; ds fo kffkz;ksa dh 'ksf{kd miyfc/k,oa 'ksf{kd vkdka{kk dk v/;;u ek/;fed Lrj ds fo kffkz;ksa dh vfkz'kkl= fo"k; esa leizr;;kred cks/k esa izr;; ekufp= fu:i.k fof/k,oa ijeijkxr fof/k dh izhkko'khyrk dk v/;;u ysafxx Hkwfedk dk fo kffkz;ksa ds vkre leeku ij im+us okys izhkko Psychol Criterion III : Research, Consultancy and Extension 129 ogy Values Philoso phy Educati on Techno logy Psychol ogy Teachi ng Manag ement and Skill Psychol ogy Teachi ng Method ology Psychol ogy Rajeev Gandhi Fellows hip JRF Rajeev Gandhi Fellows hip

143 dk v/;;u Satyaprakash Tiwari Soniya Yadav 18. Sumanlata Susheel Kumar Meena Swikriti Sharma Dr. Kumar Bhardwaj Dr. Bhargava Dr. Bhargava Ratan Sunita Sunita Dr. Pratistha Dr. Pratistha 21. Tejpal Dr. Pratistha Vinod Bhamboo Vinod Kumar Kumawat Dr. Kumar Bhardwaj Ratan Dr. Pratistha ftn~nw ".kewfrz ds 'ksf{kd n'kzu dk v/;;u ek/;fed Lrj ds v/;kidksa,oa fo kffkz;ksa dh ysafxd laosnu'khyrk,oa d{kkxr O;ogkj dk v/;;u ek/;fed Lrj ds v/;kidksa dh f'k{k.k izhkko'khyrk,oa lkseul; dk cuzvkmv ds lanhkz esa v/;;u mpp ek/;fed Lrj ds fo kffkz;ksa dh funsz'ku,oa ijke'khz; vko';drkvksa dk v/;;u mpp ek/;fed Lrj dh lkekftd v/;;u dh ikb~; iqlrdksa esa fp=ksa dk fo"k;olrq fo'ys"k.k eso tkfr ds ckydksa ds 'ksf{kd finms+iu ds dkj.kksa dk v/;;u futh fo ky;ksa esa f'k{kk vf/kdkj vf/kfu;e 2009 ds rgr izos'k ds izfr izcu/kdksa] f'k{kdksa,oa vfhkhkkodksa ds vfhker dk v/;;u jktlfkku esa iapk;rhjkt O;oLFkk ds vurxzr izkfkfed f'k{kk ds O;oLFkkiu,oa fodkl esa xzke f'k{kk lfefr dh Hkwfedk dk v/;;u Philoso phy Psychol ogy Psychol ogy Guidan ce and Counse ling Content & Curricu lum Psychol ogy Educati onal Manag ement Educati onal Manag ement Rajeev Gandhi Fellows hip Consultancy: All the staff members are involved in consultancy services. Extension: Our College organizes various extension programmes for the benefit of the society. We arrange spiritual lectures in which scholars of all religions participates and deliver lectures on various subjects. We also organise programmes for national integration and rallies for the awareness of illiteracy as well as the environment protection. Criterion III : Research, Consultancy and Extension 130

144 Publication: Standard book writing is a healthy practice of our faculty members. Our faculty members have published total 13 books during the last five years, out of them 10 books are ISBN titled. Published Books by the Staff Members S.No. Author/Editor Year Title of the Book Publisher ISBN Dr. Bhargav Dr. Bhargav Dr. Bhargav Dr. Bhargav Prof. Sharma Sunita Sunita Sunita Sunita Gopinath Dr. Ratan Kumar Bhardwaj Dr. Ratan Kumar Bhardwaj Dr. Ratan Kumar Bhardwaj 'ksf{kd rduhdh,oa d{kk&d{k izcu/k lelkef;d Hkkjrh; lekt esa f'k{kk 2016 cky;kolfkk,oa vfhko`f) Knowledge Curriculum jk[kh izdk'ku] Criterion III : Research, Consultancy and Extension 131 and fgunh@lal r Hkk"kk f'k{k.k v/;;u lkexzh ¼Mh-,M ds fy,½ - lal r f'k{k.k - f'k{kk euksfokku - tula[;k f'k{kk 9. Dr. Rita Jhajhria 2016 vuq'kklu,oa fo"k;ksa dh le> Dr. Mendiratta Dr. Purohit Dr. Gaur Archna Pratistha Yashwanti 2016 vuq'kklu,oa fo"k;ksa dh le> 2015 ikb~;øe,oa Hkk"kk 2015 dyk f'k{kk f'k{k.k vkxjk jk[kh izdk'ku] vkxjk jk[kh izdk'ku] vfjgar vkxjk f'k{kk izdk'ku] t;iqj e- iz- Hkkst [kqyk fo'ofo ky;] Hkksiky] f'k{kk t;iqj vfjgar izdk'ku] f'k{kk izdk'ku] t;iqj,pih HkkxZo cqd gkml] vkxjk vklfkk izdk'ku] t;iqj vklfkk izdk'ku] t;iqj jk[kh vkxjk vfjgar izdk'ku] f'k{kk izdk'ku] t;iqj

145 Mrs. Sweta jk[kh izdk'ku] Pedagogy of English Bhargava vkxjk 6 Our senior faculty member Prof. Gopinath Sharma edited a book on Hindi and Sanskrit language self-learning material for D.Ed. distance education published by M.P. Bhoj Open University, Bhopal in Student Placement: We have formal and informal system of making placements of our pupil teachers to the secondary and higher secondary schools. After passing B. Ed, Shiksha Shastri and M.Ed trainee of any institution can get counseling in relation to placement. This service is free of cost. 4. What are the linkages of the institution with the school sector? (School-community networking). Our college has wide ranging interaction with the school community. We are actively engaged in our practice teaching school programmes at secondary school level. Our networking with practicing schools has helped us in maintaining a close contact with grass root realities of classroom teaching since we have continued this practice for the last 28 years. Faculty members provide guidance to school teachers in the development of instructional material, in new teaching methods, enrich their knowledge and evaluation process. 19 schools and there teachers get help directly and indirectly in there day to day activity. 5. Are the faculty actively engaged in schools and with teachers and other school personnel to design, evaluate and deliver practice teaching? If yes gives details. Yes, our faculty interacts regularly with the school teachers and other school personnel to design evaluate and deliver teaching programmes throughout the year. Criterion III : Research, Consultancy and Extension 132

146 6. How does the faculty collaborate with school and other college or university faculty? Our faculty keeps in touch with teachers of secondary schools, through the practice teaching programme whole year. Through the following activities the faculties remained attached to other colleges and university faculties: 1. Faculty exchange programs 2. Guidance and counseling 3. Organization of seminars and workshops 4. Curricular and co-curricular activities 5. Organizing games and sports 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 lastfive years? We have a very vast library full of valuable books containing rich reading materials on various subjects. Not only academicians but the local people also visit our library and get benefited from our treasure of books. Hence, we make our linkage with the society very closely this way. We nominate our faculties at university level training programmes, seminars and workshops to enhance the quality of research, consultancy and extension work. University of Rajasthan, Jaipur has recognized our three senior faculty members as Ph.D. guide in Education. Twenty three candidates are doing their Ph. D. in their supervision. The thrust areas of Ph.D. are Philosophy of Education, Education Psychology, Educational Management and Educational Technology. The local community gets benefit from this institution through the contribution of various extension activities, community outreach programs and partnering with NGO's. The college provides carrier guidance and consultancy to the weaker section of the society. 2. What are the significant innovations / good practices, the Research, Consultancy and Extension activities in the institution? Faculty members and students of the college regularly participate in social work. The faculty provides consultancy for the preparation of PTET, PMET and PSST Criterion III : Research, Consultancy and Extension 133

147 in summer vacation to the students. The college library is utilized by the research scholars of other Universities and Institution. Schools and other educational institutions personal come to this institution for placement services. Organization of blood donation camps, awareness rallies, exhibitions and national day celebrations are regular features of the institution. Additional information for re-accreditation 1. What are the main evaluative observations/suggestions made in the first assessment report with reference to Research Consultancy and Extension and how have they been acted upon? Observations, suggestions and recommemdations in the previous assessment report Promotion of Research - Faculty is provided with academic support for pursuing M.Phil, Ph.D and research publications. Teachers are encouraged to attend seminars/workshops and conferences. 3.2 Rsearch and Publications Output - Three minor self and action research projects have been undertaken. Minimum publication in indexed journals. 3.3 Consultancy - Consultancy services are not provided by the college and there is a constitute a consultancy cell to organize and encourage consultancy activities. 3.4 Extension Activities - The extension activities of the college include community development, aids awareness programme, blood donation camps etc. All the extensions activities are done in collaboration with various NGO's like lions club, SDM hospital, rotary club and others. 3.5 Collaborations - The college has not established any formal linkages with national and international organizations excepting NCTE. Collaborations exist with about 16 secondary level schools for practice teaching. Criterion III : Research, Consultancy and Extension 134

148 2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous assessment and accreditation. After the first accreditation, the institution focused more, on research, publication and consultancy. The Nine minor research projects funded by Sanjay Shiksha Samiti were undertaken. Out of them six minor research projects have been completed. After receiving affiliation of Act 12B from UGC two minor projects have been submitted to its Bhopal office. Three staff members have been recognized as Ph.D guide by the University of Rajasthan, Jaipur. Total 23 candidates are doing Ph.D in various areas of education from this institution. Four Ph.D Scholars are getting Rajeev Gandhi Fellowship and one is getting JRF. Their work is regular and satisfactory. Regular consultancy services are being provided to BPL, SC, ST, OBC and Handicapped students in preparation of PSST, PMET and PTET. Collaboration with NGO's and National level social organizations has established. Staff members are regularly publishing their articles in Journals. After first accreditation our faculty member have published 13 books out of which eleven are with ISBN titled. Criterion III : Research, Consultancy and Extension 135

149 CRITERION - IV INFRASTRUCTURE AND LEARNING RESOURCES INDEX S. No. Content Page No. 1. PHYSICAL FACILITIES MAINTENANCE OF INFRASTRUCTURE LIBRARY AS A LEARNING RESOURCE ICT AS LEARNING RESOURCE OTHER FACILITIES BEST PRACTICES IN INFRASTRUCTURE AND 156 LEARNING RESOURCES ADDITIONAL INFORMATION FOR RE-ACCREDITATION 158

150 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. Though started with limited infrastructure facilities in 1986, the college has built up a state of art infrastructure. The college has a total built up area of sq. m spread over two blocks. Yes, the institution has well furnished, spacious and an excellent physical infrastructure as per NCTE norms, in terms of classrooms, library, laboratories, auditorium, seminar hall, multipurpose hall, playground, sports facilities and other amenities. In this college 200 pupil teachers of B. Ed, 200 pupil teachers of Shiksha Shastri [B. Ed.-Sanskrit] and 35 students of M.Ed receive their education. The classrooms are fully equipped with all facilities and are spacious and well-ventilated. Each classroom has enough sitting capacity, green board, almirah and lecture stand. The multipurpose hall, seminar hall and auditorium are fully developed with latest gadgets where all the functions are systematically arranged without any hindrance. The college has fully furnished chemistry, biology, psychology, computer/ Language, educational technology (ET), SUPW/Method laboratories and art & craft resource room. The different laboratories are functioning under the supervision of the teacher in charge. The college has total 100 computers, out of them 90 computers in the computer lab. A large playground is there for various sports and games.these infrastructural facilities are spread out in Vivekanand Block and Saraswati Block. The table below gives a clear idea of the above facilities in details: Room No. Wing A VIVEKANANAD BLOCK Particulars Area in feet A - 1 Reception/Administrative office 614 Sq. Feet A - 2 Store Room 204 Sq. Feet Criterion IV : Infrastructure and Learning Resources 136

151 Stairs 258 Sq. Feet A - 3 Auditorium (Hall) 3340 Sq. Feet Stairs 258 Sq. Feet A - 4 Dark Room 285 Sq. Feet A - 5 Canteen 72 Sq. Feet A - 6 Servant Quarter Sq. Feet Wing B B 1 Principal Chamber 507 Sq. Feet B 2 OSD Office 234 Sq. Feet B 3 Stairs Computer Lab & Language Lab (ICT/Human Resource) 258 Sq. Feet 735 Sq. Feet B 4 Class Room Sq. Feet B 5 Smart Class Room/Seminar Room 735 Sq. Feet B 6 Class Room Sq. Feet Stairs 202 Sq. Feet B - 7 Facilities [Boys] (Toilet and Drinking Water) 220 Sq. Feet B - 8 Facilities [Girls] (Toilet and Drinking Water) 100 Sq. Feet B - 9 Servant Quarter Sq. Feet Wing C C 1 H.O.D. Office 292 Sq. Feet C 2 Staff Room 399 Sq. Feet Stairs 258 Sq. Feet C 3 Class Room Sq. Feet C 4 Class Room Sq. Feet C 5 Class Room Sq. Feet C 6 Class Room Sq. Feet Stairs 202 Sq. Feet C - 7 Facilities [Boys] (Toilet and Drinking Water) 220 Sq. Feet C - 8 Facilities [Girls] (Toilet and Drinking Water) 100 Sq. Feet C - 9 Open Terrace 470 Sq. Feet Criterion IV : Infrastructure and Learning Resources 137

152 Wing D D 1 Examination Room/ HOD office 70 Sq. Feet D 2 Tutorial Room 717 Sq. Feet Stairs 258 Sq. Feet D 3 Class Room Sq. Feet D 4 Library & Reading Room (Central Library) 2205 Sq. Feet Stairs 202 Sq. Feet D 5 Facilities [Boys] (Toilet and Drinking Water) 220 Sq. Feet D 6 Facilities [Girls] (Toilet and Drinking Water) 100 Sq. Feet Wing E E 1 Class Room Sq. Feet E 2 Store Room 70 Sq. Feet Stairs 735 Sq. Feet E 3 Class Room Sq. Feet E 4 Class Room Sq. Feet E 5 Class Room Sq. Feet E 6 Class Room Sq. Feet Stairs 202 Sq. Feet E 7 Facilities [Boys] (Toilet and Drinking Water) 220 Sq. Feet E - 8 Facilities [Girls] (Toilet and Drinking Water) 100 Sq. Feet SARASWATI BLOCK Room No. Particulars Area in feet Wing D D - 1 Psychology Lab 510 Sq. Feet D - 2 Class Room Sq. Feet D - 3 Class Room Sq. Feet D - 4 Class Room Sq. Feet Facilities Stairs 230 Sq. Feet 180 Sq. Feet D - 5 Art and Craft Resource Room 580 Sq. Feet D - 6 Girls Common Room 570 Sq. Feet Criterion IV : Infrastructure and Learning Resources 138

153 D - 7 Class Room Sq. Feet D - 8 Class Room Sq. Feet D - 9 Class Room Sq. Feet D - 10 Class Room Sq. Feet D - 11 Class Room Sq. Feet D - 12 Class Room Sq. Feet D - 13 Staff Room 592 Sq. Feet Stairs Facilities (Toilet and Drinking Water) 266 Sq. Feet 340 Sq. Feet D - 14 Principal Chamber 600 Sq. Feet D - 15 ET Lab 712 Sq. Feet D - 16 Library (STC) 855 Sq. Feet E - Wing E - 1 SUPW/Methods Lab 510 Sq. Feet E - 2 Multipurpose Hall 1623 Sq. Feet Facilities Stairs 230 Sq. Feet 180 Sq. Feet E - 3 Class Room Sq. Feet E - 4 Class Room Sq. Feet E - 5 Curriculum Lab (Physics Lab) 1156 Sq. Feet E - 6 Curriculum Lab (Biology Lab) 1144 Sq. Feet E - 7 Curriculum Lab (Chemistry Lab) 1144 Sq. Feet E - 8 Boys Common Room 658 Sq. Feet Stairs Facilities (Toilet and Drinking Water) 266 Sq. Feet 340 Sq. Feet E - 9 Store Room 600 Sq. Feet E - 10 Class Room Sq. Feet E - 11 Class Room Sq. Feet E - 12 Class Room Sq. Feet First Floor Computer Lab 978 Sq. Feet Criterion IV : Infrastructure and Learning Resources 139

154 B- Wing Basement Ground Floor Health and Hygiene & Indoor Room Cafeteria Parking Guard Room Chairman Room Meeting Room Porch Area Frequent Lift facilities 4320 Sq. Feet 1260 Sq. Feet 2280 Sq. Feet 200 Sq. Feet 440 Sq. Feet 467 Sq. Feet 1385 Sq. Feet 64 Sq. Feet Information regarding facilities in different blocks: Rooms/Infrastructure Auditorium Office Principal's Room Seminar Hall / Smart Class Room Staff Room - 1 Class Room - 26 Laboratories - 07 Facilities Dark Room, Advance Light and sound system, Wooden stage, Public address system, AC, Heater and Chairs Computer, Internet, Phone, Fax machine, Printer, Chairs and Table, Almirah, Inverter and Washroom Computer, Internet, Phone, Fax, Printer, Chairs and Table, Almirah, Inverter, Trophies and Shields, Toilet Conference Table, Chairs, Computer and Projector, Interactive White Board Tables and Chairs, Almirah, Computer, Internet and Washroom Desk and Benches, Chairs, Lecture Stand, Notice Board, CCTV Camera, Computer and Projector are available in 6 Class room Almost all Lab equipments needed for each labs are available Library Adequate Books, Reference Books, Journals, Encyclopedia, Research Survey, Magazines, Tables and Chairs, Shelfs, Phone, Computer, Printer, Internet, Criterion IV : Infrastructure and Learning Resources 140

155 Notice Board Girls and Boys Common Room Multipurpose (Prayer Room) Indoor Room Canteen/Cafetria Hall Health and Hygiene Centre Tables, Chairs, Drinking water, Fan and Light, Reading material for leisure time Calm and Quite Atmosphere For Prayer, Mike, Computer and Projector Volley Ball, Basket Ball, Cricket, Bat and Wicket, Shuttle, Javelin, Tennis table Carom, Chess etc. Seating arrangements with snacks First aid equipments and medicines The master plan and account of amount invested on developing the infrastructure facilities by management i.e. Sanjay Shiksha Samiti are appended as enclosure. The details of hardware/equipments/apparatus used by the college are given below: S.No. 1. Desktop Computers 2. Laptop 3. Xerox Machine 4. Chairs and Tables 5. Alamirah 6. Boards (Green and White) 7. Science Lab Equipments 8. Psychology Lab Apparatus 9. ET Lab Equipments 10. Mike, Amplifier and Speakers 11. Camera/CCTV Camera 12. LED/LCD TV 13. Generator Equipments/Hardware 14. Time and Attendance Biometric Terminal 15. Physical Lab Apparatus Criterion IV : Infrastructure and Learning Resources 141

156 16. Fire Extinguisher 17. Battery and Invertors 18. LCD Projectors 2 How does the institution plan to meet the need for augmenting the infrastructure to keep pace with the academic growth? The institution has enough infrastructures for different activities and classroom interaction. These rooms are well ventilated with easy access to sunlight. The college has augmented the infrastructure to keep pace with the academic growth. New infrastructure is constructed at fourth and fifth floor of Saraswati block or renovated according to need and norms related to academic growth. The institution needs these requirements by the constant flow from management. 3 List the infrastructure facilities available for co-curricular activities and extra-curricular activities including games and sports. Co curricular activities: For co curricular activities like different day celebration, debates, cultural programmes, inter house and inter college competitions, exhibition of teaching aids etc. we have AC auditorium at ground floor and multipurpose hall at E wing of Saraswati Block. All the programms are conducted in the college auditorium and multipurpose hall under the guidance of Teacher in charge from faculty. Co-curricular activities give an opportunity for the students to prove their cultural abilities and skills. Extra-curricular Activities: For outdoor games and sports, the college has large playground as well as sports equipments. Playground is divided in different sections for playing cricket, Volleyball, Badminton and basketball etc. Moreover we have a large sq.ft. [164 x 114] terrace which could also be used for the variety of activities if need arises. For the indoor games we have indoor room at basement. Facilities for indoor games like table tennis, chess, and carom are also available. Criterion IV : Infrastructure and Learning Resources 142

157 List of sports equipments is given below:- Sl. No. Name of Equipment Stock in number 1 Volleyball 06 2 Table Tennis Racket 08 3 Table Tennis Racket 04 4 Badminton Net Nylon 02 5 Badminton Net Cotton 02 6 Javelin 600 gm 01 7 Javelin 800 gm 01 8 Chess Board 04 9 Chess Coin Carrom Board Carrom Board Coin Football Nivia Volleyball Nivia PU Badminton Packet Badminton Shuttle (Plastic) 2 Box 16 Badminton Shuttle (737) 1 Box 17 Badminton Shuttle (777) 02 Box 18 Volleyball Net Wire Volleyball Net Vixon Volleyball Pole 1 Pair 21 Table Tennis Net Table Tennis Net Vixon Table Tennis Ball 6 Box 24 Cricket Bat SG Cricket Bat Wicket Cricket Cricket Ball Cosco Cricket Ball (Vicky) Wicket k. Pads Pair 30 Leg Guard SS 2 Pair 31 Leg Guard 2 Pair Criterion IV : Infrastructure and Learning Resources 143

158 32 Basket Ball Nivia No Basket Ball Nivia No Whistle fox Carom powder 02 4 Give details on the physical infrastructure shared with other programmes of the institution or other institutions of the parent society or university. The Physical infrastructure of college is shared with our sister institution Apex International School for educational, cultural, social and sports activities. Our curriculum labs (Chemistry, Physics and Biology), one computer lab and play ground are shared with Apex International School for conducting programms. 5 Give Details on the facilities available with the institution to ensure the health and hygiene of the staff and students (rest rooms for women, wash room facilities for men and women canteen, health center. etc.) The college has health and hygiene room and restroom facilities. A separate and well furnished girls and boys common room is earmarked for female and male pupil teachers. Wash room facilities are available at all the floors of college. There are eight wash rooms, four for female and four for male. Drinking water cooler with RO system is also available at every wing in our college. Our college is situated at centre of the city, there is a govt. hospital, private hospitals, clinics and labs in close vicinity, the college does not have a health centre. The staff is trained in first aid and first aid kit is updated regularly. Besides, the college has adopted yoga education and health and physical education as one of the elective course for B. Ed and Shiksha Shastri (B.Ed Sanskrit) programme. To make awareness in students a blood donation camp yoga classes, medical checkup, rallies, Seminars and extension lectures on various health related issues are organized under the supervision of incharge teachers. The college has its own cafeteria, which is shared with our sister institution Apex International School. Facilities for tea/coffee and snacks are available in the cafeteria. Criterion IV : Infrastructure and Learning Resources 144

159 6 Is there any hostel facilities for students? If yes, give details on capacity, no of rooms. Occupancy details, recreational facilities including sports and games, health and hygiene facilities, etc. Our college is situated in the heart of the pink city, Jaipur. It being an urban area all the pupil teachers of our college prefer to commute hence they do not require hostel accommodation from the college. Even the management has the capacity to construct a hostel for boys and girls, but the need has not been arisen yet. If such need is felt in the future college will definitely provide hostel facility. 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. Our management does allocate funds for maintenance of infrastructure. There is provision for maintenance of infrastructure in the budget. We use the funds for strenghthing and maintaining the physical and instructional infrastructure, such as Building, Laboratories, Library and ICT facilities. The teacher in charge of different laboratories/committees maintain purchase register and give requirement to the purchase committee. The library books are purchased after the discussion with library committee. The institution calls technician for the maintenance and repair of computer and equipments on remunerative basis. Repairing of furniture, plumbing, electrical fitting is taken care of by the Contactors associated with particular items. 2 How does the institution plan and ensure that the available infrastructure is optimally utilized? The infrastructure of the institution is optimally used for conducting all curricular, co-curricular, extra co-curricular and other activities. The curriculum laboratories, computer lab, ET lab, Psychology Lab, library, etc. are optimally used by students by making arrangement in the time table. The auditorium is used for organizing seminars, workshops, symposia and extension lecture. All the cultural programme days' celebrations, festival celebrations, inter house and inter college competition, debates etc are also conducted in the auditorium. Every day prayer is conducted in multipurpose hall. Criterion IV : Infrastructure and Learning Resources 145

160 Meeting and discussion of staff members and students are organized in seminar hall. Digital copier, Xerox machine in the OSD office are use for taking printouts, photo state and scanning. Library and curriculum lab facilities are kept open from 9 am to 5 pm. Playground is used in regular practice and also during the practical period of physical education (elective paper). 3 How does the institution consider the environmental issues associated with the infrastructure? The college is situated in the middle surrounded by plants and garden which provides a pleasant atmosphere and also fights against polluted environment. The building is 10 acres away from the main road so there is no noise pollution of vehicles. The design and construction of our building is in a natural wind direction which provides environmental clean atmosphere. Classrooms and halls are fully cross ventilated with more windows which provide ample day light and air, therefore the consumption of electrical energy is very less in terms of this. The excellent environment in the well-maintained and well-equipped campus provides an ideal setting for the overall development of the stakeholders of this college. The college organizes campus cleanup programme every year. This creates awareness among the students about the importance of cleanliness. Water cooler and water purifier ensure non-polluted drinking water. 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)? The library functions under the supervision of qualified librarians. Mr. G.L. Sharma (M. Lib Science, M.A. Pol Sci.) and assistant librarian Mrs. Meenakshi are handling library efficiently. Our librarian Mr. G. L. Sharma has been working in our institution since Maintenance of registers is done very carefully. A peon also assists and helps in the arrangement of books and day-to-day functions of the library. There are six computers in the library for smooth function. There is a property counter at the corner of library to keep personal belongings of the users. We have separate reading room for research scholars and for teachers. Notice board is displayed outside the library to facilitate display of the important information. Criterion IV : Infrastructure and Learning Resources 146

161 For an effective an user-friendly library all students are registered as members after filling the prescribed application form. Identity card which support the library has been issued to the students. We issue three books to M.Ed students and two books to B.Ed students. Each book is issued for 15 days. Renewal of issued books is possible unless the book is reserved. Chances of stealing, hiding books, tearing pages are reduced through proper vigilance by CCTV Camera. The library borrower's card is issued after an orientation class conducted subject wise immediately after the admission. The students belonging to the economically backward classes can avail more books for longer duration via book bank facility than regular students via book facility. Members of the alumni association, practicing school teachers, researchers of various universities and beneficiaries of different coaching and consultancy services are allowed to use the library for reference with the permission of the principal. Reservation of books is allowed to users on request. Use of computers in the library is allowed after depositing address prove. 2 What is 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 College library has adequate holdings in terms of Books, Journals, Magazines, Encyclopedia, Dissertation, Other Learning materials and facility for technology added learning which enables students to acquire information, knowledge and skill in their study. The library offers its service to about 500 users comprising teacher trainees, M.Ed students, research scholar and teaching faculty. It supports the teaching and research programme of the college by maximizing access to information. The details of library resources are given below: Books : 9319 Text Books : 8529 Reference books : 0790 Book Bank Books : 0500 (approx.) Journals subscribed : Criterion IV : Infrastructure and Learning Resources 147

162 Indian Journals : 0044 Foreign Journals : 0010 Peer reviewed Journals : 0006 Back Volume Journals : 0115 M.Ed Dissertation : 0250 (approx.) Research Survey : 0022 Encyclopedia : 0011 Set (31 Volume) Magazines : 0009 News Paper : 0005 Braille Collection : 0009 E-Information Resources Online Journals : 0010 CDs & DVDs : 0704 Audio Cassettes : 0066 Braille Collection (Cassettes) : 0042 The library provides free internet access to staff and students. The Library has 06 computers one for librarian and five for users. All the computers are kept for internet access within the library. Library users can search the computerised bibliographic details of books, thesis, CDs, Bound Volumes, reference books, journals etc. through the OPAC (On-line Public Access Catalogue) service. One separate computer is provided to the users of the library for this service. The users can search the databases in different ways; Book- Author, Title, Subject, Classification Number, Keywords, Accession Number, Publisher, ISBN Journal- Title, Publisher, Vol. No. CD Title, Subject, Accession Number Criterion IV : Infrastructure and Learning Resources 148

163 3 Does the institution have in place, a mechanism to systematically review the various Library resources for adéquate Access, relevance, etc. and to make acquisition décisions. If yes, give details including the composition and functioning of Library committee. The Sanjay T T College has a mechanism to systematically review the various library resources. For this, college has library committee. The committee comprises of the principal as chair person, librarian as convener, two members from the teaching staff and one student representative. The structure is given below: Chairperson : Dr. Sunita Bhargava (Principal) Convener : Mr. G.L. Sharma (Sr. Librarian) Members : Dr. Ratan Kumar Bhardwaj (HOD - SS) : Dr. Rita Jhajhria (Assistant Professor) : President from M.Ed Student (Student Representative) The committee is empowered to review the various library resources. The committee normally meets twice in a year, and in some special cases extra meeting may be organized. It recommends all matters related to the organization and service of the library. The major responsibilities of the library committee are: 1. Framing and modifying the general rules and regulations for the proper functioning of the library, 2. Selection of books for purchase and issue orders for purchase them to the extent of the allocated budget, 3. Placing orders for subscribing useful magazines and periodicals, 4. To watch the proper maintenance of the library and to keep the library well equipped. 5. To make an availability of the library services to the maximum and optimum use by the staff and the pupil teachers. 4 Is your Library computerized? If yes, give details. The Library is fully computerized and has 6 computers with internet facility. Open Public access catalogue programme is installed. The record of issue and Criterion IV : Infrastructure and Learning Resources 149

164 return of books is maintained with the help of the locally prepared software. Online Searching (OPAC) consists different types of searches by Title, Author, Subject, Keyword, Accession Number, Call Number, Publisher, etc. In addition, it also gives an issue status of documents, list of copies, book details subject wise and Call Number wise, Member wise Issue details and list of books by a particular author, publisher, etc. 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. The college library has 6 computers. Computers are provided to the users of the library for OPAC service. The library provides free internet access to staff and students. It also provides reprographic facilities like photocopying and printing, for this one printer and a photocopier are available in the library. Students are using the library during their library periods, free periods and intervals. Separate library periods are allotted for B. Ed, SS and M.Ed Students. Almost all faculty members visit to the library every day. 6 Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give details. We are trying to install an Inflibnet/Delnet facility very soon to our college library. 7 Give details on the working days of the library? (Days the library is open in an academic year, hours the library remains open per day etc.) The library function from 9.00 am to 5.00 pm (8 hours) on working days. The library is open around 300 days yearly without interval. During examinations and vacations, our library is kept open. 8 How do the staff and students come to know of the new arrivals? The new arrivals are entered into the New Arrival Register. New books are displayed in the library on special rack and a list of new arrivals is displayed on the notice board at outside of the library. Criterion IV : Infrastructure and Learning Resources 150

165 9 Does the institution s library have a book bank? If yes, how is the book bank facility utilized by the students? Book bank facilities in the college established for economically backward students. The poor pupil teachers get books related to the syllabus for the whole year and return back after the final exam. Apart from these, they are issued books regularly from the library. The scheme of book bank is announced at the beginning of the academic year, so that they may become familiar with the Library process. 10 What are the special facilities offered by the library to the visually and physically challenged person? All required assistance is provided to the visually and physically challenged person in our college. There is provision to ensure assistance to them whenever requirement arises. Braille Language Book and Braille Materials based textbooks are available in our library. 4.4 ICT as Learning Resources:- 1 Give details of ICT facilities available in the institution(computer lab, hardware, internet connectivity, access, audio visual, other media and materials) and how the institutions ensures the optimum use the facility. Our college has well established computer laboratories with 90 computers, printers, LCD/LED projector and green board. All the computers have LAN/WAN, 2MB PS line facilities. Computer laboratory has facility to work in pairs on one computer as well as individually. The campus of the institution is WI-FI. The computer laboratory has two servers, Dual core and P-IV. All the computers have 18.5'' monitor and link with the internet connection. Students and faculty use multimedia such as text, graphics, videos, animation and sound to support the learning activities. Multimedia teaching learning process using LCD projector is effected in the regular classroom teaching. Some classrooms are also equipped with computer and projector. M.Ed students use computer throughout their course work. They use SPSS software for analyzing and interpreting their data collected for their thesis. Criterion IV : Infrastructure and Learning Resources 151

166 2 Is there a provision in the curriculum for imparting computers skills to all students? If yes, give details on the major skills included. It has been a major concern of the Univeristy of Rajasthan and J.R.R. Sanskrit University, Jaipur to integrate the educational technology in B. Ed and Shiksha Shastri (B. Ed Sanskrit) curriculum from Minor changes are also made in curriculum to include ICT in B. Ed level course in Educational Technology is a compulsory paper for B. Ed and Shiksha Shastri (B.Ed Sanskrit) students, where ICT is to be studied. From last year (2015) educational technology is included in III paper teaching and learning and in the paper EPC-3, Critical Understanding of ICT. Both the papers are compulsary and impart computer skills to the students. Curriculum of teaching and learning (Paper-III) and critical understanding of ICT (EPC-3) include understanding of basic concept of ET and ICT through theoritical knowledge and by doing practical work. Students learn the use of Microsoft word, Microsoft Excel, Microsoft Power Point, Communication (Internet and E- mail), Social learning for using interactive whiteboards, LCD and LED projector. As a part of ICT training B. Ed and Shiksha Shastri students do practice teaching with respect to preparation and presentation of lesson by power point. In the M.Ed curriculum, educational technology and ICT are included as special course (Elective Paper), student were trained in computer skills at B. Ed level course. There Sessional, practical work and ISB include use of ICT for power point preparation and presentation, and to develop analytical skills. The course is aimed at equipping the students with computer skills, analytical skills and soft skills which are the primary requirement for the employment. 3 How and to what extent does the institution incorporate and make use of the new technologies / ICT in curriculum transactional processes? Our B.Ed and Shiksha Shastri pupil teachers access internet and use power point presentation for lesson preparation and they make use of computer skills for doing sessional work and other submission. ICT as a part of M.Ed is used as a tool for doing assignment, data collection and conducting research work. Computer, LCD Projector, interactive white board is used regularly for teaching and learning. We also use our Educational Criterion IV : Infrastructure and Learning Resources 152

167 Technology Laboratory for the purpose of viewing film and educational programmes through educational CDs, DVDs and video cassettes. Time allocation is made in the timetable. Moreover, internet facility is also made available to the pupil teachers, M.Ed students and faculty throughout the day. Teachers use ICT for updating notes and to share power point presentation, activities and videos in the class room by the use of LCD and LED projector. 4 What are major areas and initiatives for which student teachers use/adopt technology in practice teaching? (Developing lessons plans, classroom transactions, evolution, and preparation of teaching aids). Student Teacher's are trained to use computer LED/LCD projector, OHP for developing and presenting lesson plan. They make use of computer laboratory or laptops in the schools for presentation of lessons. They also make use of technology for producing teaching aids. They surf on websites and use internet facility for searching materials, information and pictures related to content for lesson plan preparation. 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 an information technology resource in education to the institutions (Beyond the programme) to other institutions and to the community. The college has adequate number of laboratories, classrooms, library, multipurpose hall, seminar hall, auditorium and other learning resources. Instructional infrastructure is used for our academic growth and for organizing various curricular activities, as well as for other institution and for the community. Our college is a venue for assembly, Lok Shabha Election and for registration of voters, pulse polio abhiyan, making of adhar card, marriage registration certificate and other social work. The college classrooms are used on holidays and in the evening for coaching classes of various competitive examnations like REET. First Grade, NET, SLET, Ph.D Entrance etc. Our playground is used for organizing sports activities for near by community during the vacation Criterion IV : Infrastructure and Learning Resources 153

168 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 students teachers encouraged to optimally use them for learning including practice teaching? The college is facilitated with Computers, LCD / LED Projectors, Interactive white Board, OHP, VCD Player, DVD Player, TV, CDs and VCDs. Students are encouraged to use the facilities in the teaching learning process. Televisions, CD player, OHP, computer, LCD/LED projector are used during micro teaching, demonstration lesson, classroom teaching and at the time of practice teaching. It is mandatory for all pupil teachers to prepare at least two lession plan by using OHP and through Power Point Presentation. Test available in the psycho lab is being used during the sessional work of M.Ed and B.Ed students. Language lab is used to improve the pronunciation of students. The Curriculum labs (Biology and Chemistry) are used to issue material, apparatus and for preparation before conducting demonstration in classroom for practice teaching. The interactive white board is used to make a classroom presentation easy by integrating information. The students used computers in the computer lab and in the library. Auditorium, Seminar hall and multipurpose hall are used for conducting seminars, workshops, symposium and extension lectures and other activities. The institution has an educational technology laboratory where the pupil teachers generally watch films related to their study as well as of general interest. The teachers also use these materials for their teaching work. 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? Our college has various laboratories listed below: 1. Computer and Language Laboratory 2. Biology Laboratory 3. Chemistry Laboratory Criterion IV : Infrastructure and Learning Resources 154

169 4. Physics Laboratory 5. Psychology Laboratory 6. SUPW/Method Lab 7. Educational Technology (E.T.) Laboratory 8. Art and Craft Resource Room Computer and language Lab - The college has two computer labs with 90 computers, printers, projectors and green board. The pupil teacher makes the use of lab for preparing a power point presentation, project work and assignment. The computer lab is equipped with language lab. It has a number of audio, video cassettes, CDs and DVDs. Science Lab - Science laboratories have all the apparatus, instruments, teaching aids and chemicals required to perform and demonstrate the experiment prescribed in the syllabus of secondary and higher secondary level. Psychology Lab - Psychology lab has the entire test, including personality, creativity, intelligence, attitude, aptitude, anxiety, interest etc. It has apparatus related to experiment such as bhatia battery test, human maze learning, finger maze, electric memory drum, mirror drawing etc. SUPW/Method Lab - It has collection of teaching aids made by our pupil teachers in the last two years. Teaching aids like charts, models, hard board chart, picture books, scrapbooks are displayed subject wise. Articles made by students in the SUPW camp are also displayed in this lab. Educational Technology Lab- ET Lab has computer, projector, OHP, Camera, T.V., CD s, DVD s and green board. It is used for viewing films. Art and Craft Resource Room - Art and craft resource room is equipped with items made by our pupil teachers in the last two sessions. The concern faculty in-charge of the laboratories takes care of the equipments, apparatus and makes sure that they are in working conditions. The pupil teachers Criterion IV : Infrastructure and Learning Resources 155

170 and M.Ed students are generally guided by the faculty about when and how to utilize these laboratories. 4 Give details on the facilities like multipurpose hall, workshop, music and sports, transports etc. available with the institution. Our AC auditorium is fully furnished with advance light and sound system. We also have musical instruments and other equipments like a pair of tablas, a harmonium and a Dholak as traditional instruments to be used for cultural and other extra-curricular activities. Seminar hall has computer, interactive white board, conference table and chairs. Multipurpose hall is used for daily prayer and for conducting co-curricular activities. For sports, we have large open ground for outdoor games and one indoor room with facilities of indoor games. Our most of the pupil teachers are residing in the nearby places. The college is situated at the centre of city, public and private transports are easily available so we have only one bus for transportation of students. 5 Are the classrooms equipped for the use of latest technologies for teaching? If yes give details. If No, indicate the institutions future plans to modernize the classrooms. The classrooms are well equipped with facilities for the use of latest teaching technologies. All the classes have CCTV cameras and provision to connect the audio-visual equipments available in the institute. 5 Class rooms have computers with LED/LCD projectors. 4.6 Best practices in Infrastructure and learning resources. 1 How does the faculty seek to model and reflect on best practice in the diversity of instruction, including the use of technology? The teachers put their best efforts to have a better understanding of technology operations and emerging technologies. They seek latest knowledge to plan and design effective learning environment and experiences with the help of technology to carry out the diverse needs. Training in computer skills helps the pupil teachers not only in acquiring teaching skills but also in developing ICT program. Criterion IV : Infrastructure and Learning Resources 156

171 2 List of innovative practices related to the use of ICT, which contributed to quality enhancement. Faculty extensively use ICT for preparing learning resources and updating the teaching notes. Power point presentations are frequently used for classroom teaching. Our teacher also, implement curriculum plans to maximize pupil teacher learning process to use technology for effective assessment and evaluation. The teachers also surf various websites for a number of topics for the transaction of the curriculum. Our methods of teaching, designing courses and systems of evaluation are reviewed and transformed continuously to meet the challenges of globalization and revolution in information technology. Our pupil teachers adopt various innovating teaching methods for preparing lesson plans. They also make use of ICT to prepare working and non-working models, three dimensional hard board charts, scrapbooks, picture books, to make their teaching effective. They use internet facilities for searching authentic and useful materials and pictures related to content for their lessons or submissions. 3 What innovations/best practices in Infrastructure and learning Resources are in vogue or adopted / adapted by the institution? The institution has taken initiative to renovate or update over auditorium classrooms, laboratories, seminar hall and library for the better use of technology. Computerized library with OPAC and SPSS system help students for doing assignments, research work and project work. The institution has a standard software for biometric attendance of teaching and non teaching faculty. Most of the administrative activities such as admission process, scholarship, subject allotment, filling of examination form are computerized. The college has broadband unlimited internet connection, so internet access is very easy and is made available free of cost. Criterion IV : Infrastructure and Learning Resources 157

172 Additional information for re-accreditation 1. What were the evaluative observations made under Infrastructure and Learning Resources in the previous assessment report and how have they been acted upon? 4.1 Physical Facilities for Learning The college has a campus area of acres with a built up area of 2533 square meters. It has 10 classrooms, a multipurpose hall, science, psychology, computer, biology, physics and educational technology laboratories. There are facilities for indoor and outdoor sports and games which need further up-gradation. Infrastructure facilities are put to optimum use. 4.2 Maintenance of Infrastructure Budget is earmarked under different heads for maintenance. The college management takes care of the maintenance and repair work. 4.3 Library as Learning Resources The college library has titles, (7808 text books 730 reference books) 09 magazines and subscribes 39 Indian journals. The college has also subscribed for 10 foreign journals from January The library has an open access ststem which is computerized and functions from 9 am to 5 pm on all working days. The library committee takes care of the purchase of the books and journals. 4.4 ICT and Learning Resources 30 Computers are available in a computer laboratory with LAN/WAN with 2 MBPS lease line facilities. The college has a website and is updated periodically. Internet facility is made available to the pupil teachers and faculty. 4.5 Other Facilities Hostel facility is not available Vehicle parking, reprographic facility, staff room and rest rooms separately for boys and girls are available. Criterion IV : Infrastructure and Learning Resources 158

173 4.6 Best Practices in the development of Infrastructure and Learning Resources (if any) The campus has Wi-Fi connectivity. Optimum utilization of infrastructure facilities. After the last NAAC peer team visit the college has taken efforts to improve the infrastructure by renovating existing infrastructure or by consitruting new rooms and by providing extra facilities for sports and games. Library and computer laboratories are updated by installing more computer and facility for ICT. 2. What are the other quality sustenance and enhancement measures undertaken by the institution since the previous Assessment and Accreditation with regard to Infrastructure and Learning Resources? After previous assessment and accreditation, the institution took following steps to enhance quality sustenance with regard to infrastructure and learning resources. To meet out our academic growth, the institution has built extra classrooms on our campus and renovates some rooms to provide facility of ICT. Auditorium, seminar hall, method lab, principal room, staff room and office are renovated according to need. The outdoor games playground is extended and divided into different section eg: Volleyball court, Badminton court, Basket ball court, Cricket pitch, etc. For indoor games extra room is constructed in the basement with the facilities of indoor games. The students have participated in sports and games in college, inter college, state and national level. The Institution has installed software for biometric attendance of teaching and non-teaching staff. Purified drinking water and washroom facilities are made available at every wing of the college. Capacities of computer laboratories are increased by installing more computers (30 to 90) with latest technology and new version. The college library is updated by adding more books, journals, encyclopedia and computers the library has 6 computers with the facility of OPAC and SPSS software. Statistical analysis of data collected for M.Ed dissertation and research Criterion IV : Infrastructure and Learning Resources 159

174 work is possible through the net worked version of SPSS software. We are also trying to provide delnet service. Some of the classrooms are equipped with computers and LCD projectors to use multimedia such as text, graphics, animation, video and sound to support learning. Interactive white board (smart class) is used to to make learning easier and comprehensive. Educational technology laboratory has computer LCD Projector, Over Head Projector and Television. It is updated with more CDs, DVDs, Transparencies for viewing films, more over working and non-working models, 3D hard board charts, picture books, globe, maps, etc., prepared by our pupil teachers are used as teaching aids for teaching learning process. Infrastructure and learning resources are optimally used for conducting curricular and co-curricular activities like seminar, workshops, extension lecture, days celebration inter college competition etc. For all round development of our students. Criterion IV : Infrastructure and Learning Resources 160

175 CRITERION - V STUDENT SUPPORT AND PROGRESSION INDEX S. No. Content Page No. 1. STUDENT PROGRESSION STUDENT SUPPORT STUDENT ACTIVITIES BEST PRACTICES IN STUDENT SUPPORT AND 182 PROGRESSION ADDITIONAL INFORMATION FOR RE-ACCREDITATION 184

176 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 advice through the commencement of their professional education programme (students pre-requisite knowledge and skill to advance) to completion? The students preparedness for the programme is assessed by the institution from the orientation session at the commencement of the course. The initial support is established during orientation to maintain a cordial relationship between the students and Institution. The student teachers of the B. Ed, Shiksha Shastri and M.Ed are helped to gain through information about the whole programme. They are made aware of different sessions, dissertation, topics, lesson, examination system and some other tasks to be submitted by them during the whole year. The institution organizes co-curricular competitions/debates, workshop to assess the student's preparation for the programme and ensure that they receive appropriate academic and professional advice through the commencement of their professional education programme. 2 How does the institution ensure that the campus environment promotes motivation, satisfaction development and performance improvement of the students? The campus environment is positive, motivating and welcoming the students to take initiative so that they feel confident as well as relaxed to proceed further. The teaching learning process, co-scholastic activities through various houses, extension services, SUPW enhanced library facilities, participation in university and inter university level competition. IT oriented programs, celebrations of different festivals and awareness programes etc. ensure the performance improvement of the students. Thus, everyone is motivated to do his/her best. The College has several healthy traditions, which contribute to the creation of a campus environment that promotes motivation, satisfaction and all over improvement in the performance of our students at the end of the academic year. Criterion V : Student Support and Progression 161

177 a) Stress free environment of the institution. b) Easy accessibility of teachers for any sort of guidance. c) Infrastructural facilities of Library, well equipped Computer Lab, E.T. Lab, Science Lab, internet etc. d) Innovative ideas promoted by the principal and the faculty. e) Academic expertise and all round performance of faculty. f) Quick action on complaints. g) Students Council in collaboration with faculty for organization of various co-curricular and extra-curricular activities. h) Personality development programmes, Celebrations of various Days, Week and Religious meet. i) Inculcate of social, cultural and moral values through different activities. j) Inspiration to think creatively for planning and organizing curricular and co-curricular activities at the college as well as at the practice teaching schools. k) Healthy atmosphere to innovations and researches in the field of teachinglearning to face the global challenges in the new millennium. 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? The drop out rate is negligible during all the five sessions of the college, only those who get employment or have health problem leave the institutions before completing the course. The gender wise dropout rate of student during the last five years is given below: The drop-out rate after admission in the last five years in our college is as under: B.Ed - Years Admitted Drop out Gender Boys Girls Total Boys Girls Total Criterion V : Student Support and Progression 162

178 Shiksha Shastri [B.Ed. -Sanskrit] Years Admitted Drop out Gender Boys Girls Total Boys Girls Total M.Ed - Years Admitted Drop out Gender Boys Girls Total Boys Girls Total Reasons for drop-outs: 1. Pupil teachers who are selected for government job during mid session 2. Health Problem. Mechanism to control drop-out: The conducive and encouraging environment places a major role in it. 1. The college has started the orientation session with a view to minimize the dropout rate and to provide facilities to the pupil teachers to complete the course positively. 2. We have motivated drop out students to rejoin the B.Ed., S.S. / M.Ed. courses as an Ex-student next year. Criterion V : Student Support and Progression 163

179 4 What additional services are provided to students for enabling them to compete for the job and progress to higher education? How many students appeared / qualified in SLET/NET, Central / State services through competitive examination in the last two years? The institution provides career guidance to the students to enable them to enter a job especially in teaching. Guidance is also given to appear for competitive examinations like NET, SLET, REET and CTET etc. Coaching classes are conducted to prepare for the examinations. The learning materials for the competitive examinations prepared by the faculty of the college and external resource persons are kept in bound volumes and are effectively used by the students and the faculty. Examination NET SLET CTET RPSC M.Phil/Ph.D Our college provides additional facilities to the pupil teachers who wish to complete the job and other higher education as their career as under: 1. We have modest facilities at our college library. 2. We have a large number of reference books and our pupil teachers make ample use of them. 3. We also provide individual guidance to our pupil teachers pertaining to SLET/NET and other competitive examinations. 4. Moreover eligibility for lectureship has shifted the focus from SLET/NET examinations to M. Phil and Ph. D research due to the acceptance of these degrees by association of Indian Universities and U.G.C. 5 What percentage of students on an average go for further studies/choose teaching as a career? Give details for the last three years? The faculty motivates the students to go for further studies in keeping with the spirit of continuous and lifelong education of teachers. Criterion V : Student Support and Progression 164

180 A majority of our pupil teachers goes for teaching jobs. On an average, a good number of students after passing B.Ed, M.Ed and Shiksha Shastri [B.Ed.- Sanskrit] has got employment in various private educational institutions and government schools. Some of them apply for the Ph.D/M.Phil. etc. But a few get admissions as per the university norms for admission in post graduate study (i.e. merit at graduation and distribution of different categories). The statistical data of our college for the last three years is given below: B.Ed. Sr. No Year B.Ed Adm. Placement M.Ed. M.Phil Other Studies No.* % No.* % No.* % Shiksha Shastri [B.Ed.-Sanskrit] * No. of Students Sr. Year B.Ed M.Ed. M.Phil Other No Adm. Placement Studies No.* % No.* % No.* % * No. of Students Criterion V : Student Support and Progression 165

181 M.Ed Sr. No Year M.Ed Adm. Placement Ph.D M.Phil Other Studies No.* % No.* % No.* % * No. of Students 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. The Institution gives library books, audio-video resources to our former pupil teachers who are working in schools or have joined higher studies, whenever they require. We personally give individual guidance and issue required material to them for the preparation of NET, SLET and other Competitive Examinations. Computer hardware, software and other ICT facilities are easily available for our students. A list of our former students who have benefited from the ICT/other resources. Sr. No. Course Session Number of students (Approx) Session Number of students (Approx) 1 B.Ed S.S M.Ed Criterion V : Student Support and Progression 166

182 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 institution offers help to get placement in school and colleges, various colleges, school are in frequent touch with the institution and send letters to recruit teachers. Our placement cell was established in the year Our placement cell displays these letters on the notice board. We arrange campus recruitment at our college also. Many students teacher get selected through these interviews. Details of the services provided by the placement cell for the last two years. Year Service No. of Students benefited Guidance to enter teaching profession Guidance to enter teaching profession 395 During the last two years, many pupil teachers acquired job through the college as detailed below. Sr. no. Year B.Ed Admission B.Ed. + S.S.+ M.Ed Recruitment in % B.Ed. + S.S.+ M.Ed Procedure and the strategy we adopt is somewhat like this: 1. Various schools approach the principal and faculty and also during the block teaching faculty was approached informally for some of our outstanding pupil teachers. 2. We collect their C.Vs and whenever demand comes for job opportunities, we immediately contact our pupil teachers and send them for personal interviews. 3. As a result of this many pupil teachers get job offers. 4. Our college has 19 practicing schools up to the Higher Secondary levels. 5. The first preference is given to our meritorious students of our college. 6. We have built good rapport with our former pupil teachers who are employed. We are also in touch to know their progression. Criterion V : Student Support and Progression 167

183 7. The newly established placement cell maintains the data bank, which can be summarized as under : 8 What are the difficulties (if any) faced by placement cell? How does the institution overcome these difficulties? The placement services face many difficulties in recruitment in grant aided institutions, as they are not free to select candidates. There is an entrance examination for getting placement in government institutions and moreover they have to work for the fixed salary for two years. Private institutions are always in demand for good teachers due to competition and they approach us regularly. 9 Does the institution have arrangements with practice teaching schools for placement of the student teacher? As our practice teaching schools are granted aid by the government, they have to follow the rules and regulation laid down by the education department. They have to strictly follow the rules and regulations of the state government / Rajasthan Board/ CBSE Board. In these schools our pupil teachers are selected on an adhoc,or temporary basis as needed. But number of private schools frequently approach us for selection of better teachers. 10 What are the resources (financial, human and ICT) provided by the institution to the placement cell? We have established our placement cell in The placement service cell renders valuable services. The institutions support placement service cell by providing special room, computer and free internet service, human resource by assigning duties to staff members providing certain journals, periodicals etc. The important publications provided to the students are: 1. The employment news (Hindi and English) 2. Rojgar Sandesh 3. University NEWS 4. Hindi & English Daily news paper etc. Even the head and faculty members regularly render their services as resource persons in various schools and self finance college staff recruitment procedure. The documentation, communication and other administrative support have been given to them by our college administrative office. The infrastructure and other Criterion V : Student Support and Progression 168

184 electronic gadgets like computers, printers, stationery, etc. are being used by the placement cell. 5.2 Student Support 1 How are the curricular (teaching learning processes), co-curricular andextra-curricular programmes planned, (developing academic calendar, communication across the institution, feedback) evaluated and revised to achieve the objectives and effective implementation of the curriculum? Our college develops its yearly academic calendar and which is followed accordingly, to achieve the objectives and effective implementation of the curriculum. The schedule for the entire year is given in advance to teachers and students. Sometimes due to late admission or some natural calamity or government programme, there is some change in the schedule. The orientation programme is held during the first week of the very beginning of the year, so that the student teachers become familiar with the principles of practice teaching schools, lessons, block teaching and other social activity programmes. The student teachers are divided into groups and all the faculty members meet their students and guide them regularly. For, the whole year these students have to consult them. All the faculty members are in charge of curricular, co-curricular and extra-curricular activities. These activities are particularly planned out well in advance and are organized effectively. The in-charge faculty members of these activities guide the students for organizing various activities. Every month the faculty meetings are arranged in the principal s office where healthy discussion regarding executed activities, its barriers, problems and different strategies for further improvement is planned out. The students council also meets regularly. Different committees meet regularly and follow up the execution of work to the head. At the end of the year a general meeting is also held wherein different activities, suggestions and feedback reports are discussed at a great length. Evaluation of the previous year is discussed, too. The faculty members are encouraged to take up innovative programmes during the whole year. Pupil teachers who achieve higher percentage marks are assigned the work of teaching to the low achievers in their respective groups or individually. Students feedback is collected and the same are communicated to the concerned Criterion V : Student Support and Progression 169

185 faculty member. For the whole year students are encouraged and motivated to bring out their true potentials. We give them stress-free environment and a meaningful platform for all round development and to become a responsible and committed teacher. 2 How is the curricular planning done differently for physically challenged student? The institution provides special help for the physically challenged students, for blind pupil 'Braille', Audio cassette, etc. are available in our college library. According to the university admission criteria 3% students are supposed to get an admission who is physically challenged. They are, without any bias, equally treated well. They are supported by the head and faculty as facilitator. They are individually given guidance if needed. They are encouraged and motivated to overcome their inferiority and gain confidence. They equally take part in all the activities with their peers. Books and other related materials are given to them, which inspire them to gain self confidence. 3 Does the institution have mentoring arrangements? If yes, how is it organized? Yes, all the faculty members act as facilitators, mentors, counselors, advisors, friends, philosophers and guides for the pupil teachers. The groups consist of sixteen to eighteen pupil teachers and a faculty member as a mentor. For the whole year this group remains with the mentor. In the beginning the mentor s role is that of a counselor and then facilitator and gradually it goes on changing. They are free to meet and take the advice of the mentor any time. They have harmonious relationship with the mentor and many a times they frankly discuss their personal problems. The mentor monitors their academic career very carefully. The mentoring system helps them to solve professional and individual problems. For low achievers, extra guidance is given to them and if need arises, their parents are also called to enhance the impact of counseling. During internship program, they have a mentor teacher in the respective school. The teachers look after these students and give them first hand experience of school environment. The teachers render their assistance to students through special attention to the academic, personal and financial matters of the students. Criterion V : Student Support and Progression 170

186 4 What are the various provisions in the institution, which support and enhance the effectiveness of the faculty in teaching and mentoring of students? Our institution provides facilities/programs for supporting, enhancing the effectiveness of faculty in teaching and mentoring of students. These are as given below: 1. Participation in Refresher programs organized by University of Rajasthan. 2. Organized workshop/conferences etc. 3. Selection committees are constituted as per norms of NCTE, University of Rajasthan, Jaipur and J.R.R Sanskrit University, Jaipur The tutorial periods are held twice in a week in which students are provided members to guide and help them. 20 students are attached with the mentor, the experiences of the tutorials are discussed in staff meetings so that service may be made more effective - some programs are as follows: Participation in seminars, group discussion etc. Organization of workshops/conferences etc. Our college has various provisions to enhance the effectiveness of the teacher education process. All the faculty members use OHP, LCD, computers and audio visual aids for presentations. There is a computer laboratory, where students enhance their computer skills and learn how to use computer and internet. We have E.T. Room with a LCD projector. We have a library with a treasure of a large collection of books, magazines, journals as well as modest learning and reading facilities. We also have a method laboratory where pupil teacher are allowed to prepare and use teaching aids. 5 Does the institution have its website? If yes, what is the information posted on the site and how often is it updated? Yes, our college has its website. The institution has its own website from on words and is regularly upgraded ( There is a committee constituted by IQAC to update the website every year. The following information is given and it is updated from time to time. Brief history of the college Academic qualification of the faculty Criterion V : Student Support and Progression 171

187 Our vision Our mission Photographs Fee chart Infrastructural facilities Placement Information about Alumni Association. Information about the cultural activities-seminars/workshop etc. 6 Does the institution have a remedial programme for academically low achievers? If yes, give details. The institution provides remedial programs for academically low achievers. Teachers of the college and experts engage the classes before and after college hours and holidays. English and Sanskrit communication classes are also conducted at our institution. Following eminent personality had come in our institution for the conducting Sanskrit communication classes - Prof. Y.S. Ramesh, Dr. Pushpendra Kumar Jha and Mr. Om Prakash Sharma. We have remedial teaching/tutorial programmes for such achievers, but on the basis of their marks in the unit tests, mentor and faculty observations, we guide them individually. In examinations the low achievers performance is not up to the mark, i.e. incomplete answers, failing to comprehend questions and many mistakes. They are individually called and shown their mistakes and guide them properly to keep pace with other students. They are guided to write answers in points and systematically. 7 What specific teaching strategies are adopted for teaching? [a] Advanced learners and [b] Slow Learners. The institution adopts specific teaching strategies to cater to the needs of the advanced and slow learners. [a] Advanced Learners : Criterion V : Student Support and Progression 172

188 For the advanced students creative activities like projects, seminars, assignment preparation of the models, institutional materials, documentation, co-operative learning strategies, constructive paradigm, etc. are given. [b] Slow Learners: Special coaching classes and assistance are given by mentoring and remedial teaching programs. The faculty gives ample guidance to the low achiever. Easy accessibility of mentor is planned for guidance. This strategy helps both the advance and the slow learners to gain confidence. There is lots of interaction amongst both of them, which also leads to attachment and affection for each other. This helps in providing enough challenges to the advanced learners and the emotional and moral support to slow learners while counseling. 8 What are the various guidance and counseling services available to the students? Give details. Each pupil teacher is attached to the faculty member who is a counselor as well as a mentor. The mentor keeps the track of the student for the whole year. All the faculty members of our college encourage our students to discuss their professional and/or personal problems. A guidance and counseling cell functions in the college under the supervision of a competent senior teacher. A special room is arranged for the purpose. The cell provides personal, vocational and other guidance services. The students can freely approach this centre for guidance or counseling regarding various aspects of their life. The women counseling cell function under two lady teachers which is established in the college specially for solving the problems of girl students. 9 What is the grievance redressal mechanism adopted by the institution for students? What are the major grievances redressed in last two years? We have formed a well functioning Grievance Redressal Cell in our college any complaint/grievances/suggestions regarding students teachers facilities an strategies can be formed through the grievances box, placed at the entrance of the college. The grievance box is opened twice a month and the committee discusses the major issues in the meeting and are settled at the earliest. The Lesser number of grievances is reported during recent years. The Grievences Redressal Cell consists of the following members: Criterion V : Student Support and Progression 173

189 a. Dr. Sunita Bhargava : Principal b. Dr. Ratan Kumar Bharadwaj : Associate Professor c. Dr. Rita Jhajhria : Senior Lecturer d. Mr. Ramsingh Nandwal : Students Representative e. Miss Priyanshi Pareek : Students Representative. The following mechanism is quite open and reassuring: 1. The pupil teachers can voice their complaints through their representatives. 2. They can register their grievance officially by writing a simple letter. 3. They can directly talk to the principal or to the mentor if the matter is urgent. 4. They can also drop their complaints namelessly in the suggestion box. 5. However, to promote student welfare, the institution has introduced the following majors some of them are as follows. Those grievances which are noticed in the last two years are related to approach - For easy approach handicapped students lift service has been provided Extended building facilities by constructing a new one. Modernized the library facilities Installed new computers and software. Extended canteen and refreshment facilities Extended parking facilities for vehicles. 10 How is the progress of the candidates at different stages of programs monitored and advised? The progress of the student is monitored through test papers/assignments, micro teaching, sessionals, internal test, percentage of attendance and various cocurricular activities. Students are given thorough training in the methodology of the teaching through discussion and demonstration classes, criticism, lessons during internship/practice teaching, the teachers observes the classes of the student teacher and gives necessary feedback to the students. Evaluation of the heads of the institutions, teacher of concerned subjects and peer group. A specially prepared students teacher diary is given to the teacher trainees. The teacher trainees have to report their self reflection after taking each class in the student diary (in supervising the student teachers diary, teacher educator, M.Ed Criterion V : Student Support and Progression 174

190 trainees, head of the school, principal of the college). The diary is a valuable source of information regarding the performance and progress of the trainees. The progress of the candidate is monitored at different stages. 1. After the each semester in M.Ed., the mentor as well as the subject teacher reviews the suggestions in the meetings. 2. After microteaching all supervisors provide feedback to the principal. 3. After getting admission in B.Ed, Shiksha Shastri [B.Ed.-Sanskrit] and M.Ed the previous subject content knowledge is accessed to monitor and to advice accordingly. 11 How does the institution ensure the student's competency to being practice teaching (pre-practice preparation details) and what is the follow-up support in the field (practice teaching) provided to the students during practice teaching in schools? Before commencement of practice teaching, our students are exposed to the following programmes at our college; 1) Language warm up activities. 2) Orientation to micro teaching 3) Micro teaching feedback. 4) Demonstration lesson by faculty members and also by pupil teachers. Follow up support is provided in the form of: 1) Guidance in lesson plan session and 2) Constant feedback/moral support by our teacher mentors. 5.3 Student Activities Our Institution is a highly reputed college in the field of teacher s training college. It takes the responsibility of moulding the minds of thousand of students. The institution organizes various activities under different associations for the well being of the students. House wise sports, cultural and literary competitions are held every year. 1 Does the institution have an Alumni Association? If Yes, An Alumni association it provides opportunities for the former students to keep in touch with the institution. The Alumni association is a flaming torch for our Criterion V : Student Support and Progression 175

191 institution. The alumni members render valuable contribution to the growth and development of the institution. The Present office bearers of the Alumini association are- i) List of the current office bearers. Position Names Students of the Session President Mrs. Bharti Vijay Vice President Mrs. Raju Pansari Secretary Dr. Rita Jhajhria Joint Secretary Dr. Disha Pareek Treasurer Mr. Pramod Kumar Sharma Executive Committee Members: Ms. Laxmi Chipa Ms. Yogita Sharma Mr. Manoj Ms. Pooja Sharma Ms. Vinita Joshi Mr. Ramshankar Chippa Mr. Jayesh Sharma Mr. Rajendra Choudhary Mr. Sanjay Bairwa ii) Give the year of the last election. The last election took place on 5 January 2014 for three years. iii) List Alumni Association activities of the last two years. During the last two years we have organized following activities: 1. Annual meeting. 2. Lectures. 3. Farewell programme. 4. Debates, quiz, on the spot competition, poetry competition, folk dance, folk songs, essay writing, greeting, poster, slogan, mehndi, rangoli, fancy dress, painting, mono acting, occasional rallies, drama, etc during the last two years. Criterion V : Student Support and Progression 176

192 iv) Give details of the top ten alumni occupying a prominent position. Details of the top ten alumni occupying a prominent position. S.No Mr. Name of the Bairwa Mr. Sharma Alumni Rakesh Himanshu 3. Dr. Disha Pareek Mr. Devendra Kumar Bangali Mr. Roshan Lal Bairwa Mr. Kumar Sharma 7. Mr. Dattaram 8. Ms. Kumari Jangid Pramod Vandana 9. Mr. Satish Yadav 10. Mr. Kumar Meena Devendra Designation Deputy S.P. Place Sawai Madhopur, Rajasthan Students of the Session Deputy S.P. Alwar, Rajasthan First Lecturer Income Inspector Sr. (PCDA) Teacher Grade Tax Auditor Centre School First Lecturer Probationary officer, Centralized Bank Second Teacher in Grade Grade Second Teacher Navodaya School Jaipur, Rajasthan West Calcutta Bengal, Jaipur Misa, Guhawati Jaipur Jaipur Jaipur Jaipur v) Give details on the contribution of alumni to the growth and development of the institution. The alumni association venders valuable contribution to the growth and development of the institution its members help the college as resource person in scholastic and co- scholastic activities. Every year the college arranges a sharing of experiences session by alumni members to orient the future teachers regarding the roles and functions of teachers, social Criterion V : Student Support and Progression 177

193 leadership and up holding vision, mission, goals and objectives of the institution. The contributions of the alumni are listed below: 1) Constitute latest study material and technical inputs so as to improve the infrastructure and learning resources 2) Provide the feedback to reshape the present teaching and learning programmes to suit the new job requirements 3) Vital role of alumni is in developing a healthy atmosphere between themselves and the present students 4) They help in developing a feeling of brotherhood in the students 5) They inform the placement cell regarding vacancies in their school or other schools. 6) Sometimes they visit our college and interact with the present pupil teachers and talk about their experience and problems which they face in their respective schools. 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. Our college arranges scholastic and co-scholastic programs under various houses before the commencement of academic year the staff members sit together and chalk out the plan of action and this included in the college calendar. Each house in charge prepared a plan of action at the beginning of the academic year. In our college, activities of sports and games are conducted under the supervision of the director physical education. Competitions are held every year and certificates, trophies are given to the winner of various items. Competitions are three types - Individual, group and house wise. The students are divided into 7 houses. Championship is given to the house which scores the highest, individual championship for male and female are also given. Besides this sports and games competitions are held on some special Occasion/Celebration like kite flying competition on the occasion of the Makar Shakranti. Inter house cultural and sports activities are also held in our college as dance, drama, quiz, nukkar natak etc. The students are encouraged to participate every year in different events. Criterion V : Student Support and Progression 178

194 Achievements of the last two years as follows: Session Student Name College/University Activities Position Shailendra Laxmi Chipa Nisha Parrek Chotu Lal Bairwa Jayesh Kumar Shashank Dadich Asha Choudhary Jayesh Kumar Jayesh Kumar Jayesh Kumar Jakir Hussain Abbasi Yogita Sharma Indu Kumari Chotu Lal SSG Pareek TT College, Jaipur SSG Pareek TT College, Jaipur SSG Pareek TT College, Jaipur SSG Pareek TT College, Jaipur Bhawani Niketan T T College, Jaipur Saint Wilfred T T College, Jaipur Saint Wilfred T T College, Jaipur SS Jain Mahila PG College of Education, Jaipur SS Jain Mahila PG College of Education, Jaipur SS Jain Mahila PG College of Education, Jaipur SS Jain Mahila PG College of Education, Jaipur SS Jain Mahila PG College of Education, Jaipur Jaipur University, Jaipur National In Jashme -e- Jaipur- A Youth Jumbish Pravah NGO Slogan Competition Rangoli Competition Rangoli Competition Nukad Natak Competition Self Compose Poetry Competition Singing Competition Solo dance Competition Hasya Kavita Debate Competition Fancy Competition Essay Writing Competition Mehandi Competition Light Presentation Nukad Natak Light Presentation Nukad Natak II Position II Position II Position II Position I Position I Position I Position I Position II Position II Position II Position II Position I Position I Position Criterion V : Student Support and Progression 179

195 Inter-House Sports Meet Session Student Name Dipika Nagiya Madhu Ashok Kumar Prajapat Deshraj Meena College/ University STTC Jaipur STTC Jaipur STTC Jaipur STTC Jaipur Activities Level Position Shot Put Inter House I Position Long Jump Inter House I Position Shot Put Inter House I Position Long Jump Inter House I Position Inter University Sports Meet - Session Student Name Amit Kumar Dharmendra Chaudhary College/ University STTC Jaipur STTC Jaipur Activities Level Position Wrestling All India Inter University Participeded Wrestling All Imdia Inter University Participeded 3 How does the institution involve and encourage students to publish materials like catalogues.wall magazines. College magazine, and other material. List the major publication / materials brought out by the students during the previous academic session. Our college is very active since the inception of the college. The pupil teachers prepare a lot of material and they take out their own magazine. Other methods pupil teachers are involved in wall magazine. A wall magazine is there in our college, which yielded a huge pupil response. The editorial board manages this on a for rightly basis. Pupil teachers regularly write and display on the bulletin board according to their interest and hobbies. The college magazine publication is our regular feature, every year college publishes magazines 'UTKARSH'. It has three blocks Hindi/English/Sanskrit. All the B. Ed, Shiksha Shastri (B.Ed Sanskrit), Criterion V : Student Support and Progression 180

196 M.Ed students and faculty members, publishes their articles, poetry etc. in this magazine. 4 Does the institution have a student council or any similar body? Give details on- constitution, major activities and funding. Our college has a student council, there are six houses and under them, the students work and all the activities of the college are conducted systematically throughout the year. Arvind house Gandhi house Nehru house Radhakrishnan house Tagore house Vivekanand house Dayanand house For smooth functioning, a student council is constituted in our college. All programmes, elections and student s participation took place according to student council. At the end of the month, a meeting is conducted under the guidance of the principal of college to solve the student s problems. The president and vice president of the houses are elected in a democratic way. They act as the class representatives. The funding of the students council is provided by our college for various purposes, like Annual Day, Youth Week, Seminars and Sports Day. 5 Give details of the various bodies and their activities (academic and administrative), which have student representation on it. The pupil teachers of our college have representation in different houses. Each house has a president and a vice president who coordinates with the faculty in charge of various events, e.g., the Grievance Redressal committee looks into students grievance with close coordination with the principal. The Discipline Committee looks after the discipline of the college, etc. The bodies with students representatives are: 1. Grievance Redressal Cell Criterion V : Student Support and Progression 181

197 2. Students Council 3. Library Committee 4. Women Cell 5. Discipline Committee. 6. Anti ragging and Ethics Committee 7. Effective Placement services 8. Support of Associations like student council, PTA etc. Above mentioned academic and administrative committees have performed many activities as mention below: 1. Morning Assembly 2. Celebration of important historical days and festivals 3. Organization and participation in co-curricular activities. 4. Maintaining Discipline 5. Maintaining cleanliness of the campus. 6. Stress on campus beautification. 7. Co-ordination amongst the college administration and collegiate. 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? Through out the year the principal collects feedback from the pupil teacher similarly, we invite feedback from academic peers during their visit or attending the meeting in the college. A committee [IQAC] has been formed to analyze this feedback and to recommend the adoption and implementation of useful feedback suggestions. It certainly contributes towards the effective functioning of our college Best Practices in Student support and Progression. 1 Give details of institution best practices in student supports and progression? The college organizes one week orientation programme to the students about institution vision, mission, goals, objectives and value of teaching. We are always ready to help pupil teachers in their personal, economical or academic progression. We give them interdisciplinary learning experiences as they interact with pupil teachers and teachers from different disciplines. We give Criterion V : Student Support and Progression 182

198 ample opportunities to the students to participate in the community work. Our ultimate goal is to help these prospective teachers to develop a sense of competence to teach several subjects through innovative programmes for all round development of their personality. The dissertation abstracts of M.Ed students are completed for ready reference for new students joining the course. The research tools and innovative lessons prepared by the students for their research work are compiled. The projects undertaken by B.Ed/M.Ed/Shiksha Shastri students as a part of their syllabus also collected and compiled. All the publications of different authors are available in the library for reference. The career consultancy and placement services and career guidance classes are given by the staff to the school students and others in various institutions. The Curriculum framework is based on the vocational needs of the learner, students are provided opportunities to do group projects, social surveys documentation and literacy surveys. Further programmes like seminars and oral presentation are organized for the enrichment of inter personal relationships and team work among the student teachers. We provide hands on training in preparing teaching aids and the use of technological devices like smart board (Interactive white Board LCD and LED projectors and OHP in all optional subjects. Our college has such facilities to support our students in their progression and academic development as listed below: 1. Information collected from various academic institutions related to career guidance is circulated among students. 2. Remedial classes are conducted for academically weak pupil teachers. 3. Personality development classes are conducted by inviting prominent visiting and guest faculty. 4. Yoga classes are arranged for keeping our pupil teachers healthy. 5. E-learning facilities for our students. 6. Pupil teachers are awarded to their best activities. 7. Services like guidance and counseling are provided for academic matters and personal problems. Criterion V : Student Support and Progression 183

199 8. For the student s point of view, we have established a grievance redressal cell and students counseling for students functioning. 9. We every year organize sports and cultural activities and orientation programmes for pupil teachers. 10. Alumni are invited for interaction with the present students. 11. Our college regularly organizes educational tour. 12. Various functions are organized and festivals are celebrated in our college in order to significance progression of our pupil teachers in the avenue of the higher education. Additional Information to be provided by Institutions opting for Reaccreditation / Re-assessment 1 What were the evaluative observations made under Student Support and Progression in the previous assessment report and how have they been acted upon? 5.1 Student Progression Nearly 85% of the students opt for employment and the rest pursue higher studies. The dropout rate is very minimum (zero during ). The pass percentage of the students is high and many have taken first class and distinctions during the past three years. 5.2 Student Support College publishes its updated prospectus every year, which contains necessary information. Government scholarship for SC, ST, OBC and physically handicapped are available. The college has a counseling centre, Grievance redressal committee, placement cell and an Alumni Association. 5.3 Student Activities The college organizes and students participate in cultural events and sports meet. The institution publishes its annual magazine regularly. 5.4 Best Practices in Student Support and Progression (if any) Educational tour and field visits for pupil teachers are arranged by the college. Criterion V : Student Support and Progression 184

200 2 What are the other quality sustenance and enhancement measures undertaken by the institution since the previous Assessment and Accreditation with regard to Student Support and Progression? At present the college gives more priority to the student support system by providing scholarship, book bank facility value education, etc. The activitiesa ssociation, co-operation of parent, teacher association, student welfare services, curricular activities, modern library and laboratory full of equipments, etc. enable the college to function more efficiently than before, development oriented projects are undertaken by teacher and students. The teacher trainees develop their knowledge and competencies through the experience and research. The activities of the alumni association, co-operation of parent teacher association, student welfare services, remedial teaching programmes, value education, etc. which enable the institution to function more efficiently than before. The teacher trainees enrich their knowledge through the experiences at this college. The exposure they are gaining through the house wise activities, which help them to take up leadership roles effectively. Criterion V : Student Support and Progression 185

201 CRITERION - VI GOVERNANCE AND LEADERSHIP INDEX S. No. Content Page No. 1. INSTITUTIONAL VISION AND LEADERSHIP ORGANISATIONAL ARRANGEMENTS STRATEGY DEVELOPMENT AND DEPLOYMENT HUMAN RESOURCE MANAGEMENT FINANCIAL MANAGEMENT AND RESOURCE MOBILIZATION 6. BEST PRACTICES IN GOVERNANCE AND LEADERSHIP ADDITIONAL INFORMATION FOR 212 RE-ACCREDITATION

202 Criterion VI : Governance and Leadership 6.1 Institutional Vision and Leadership 1 What is the institution s stated purpose, vision, mission and values? How are they made known to the various stakeholders? Following are the purpose, vision, mission and values of the college: Purpose The college was established in the year with a purpose to spread the feel and zeal of literacy and academic awareness in the region by concentrating on full time quality teacher education program. The college strives itself into a high standard centre for teacher education with a difference. Programs offered by the college develop values among pupil teachers as teacher competency, love for all, patriotism, character building and dedication towards the profession. The Purpose of the institution is reflected in the objectives of our organization. Objectives: To nurture the inner urge for learning and development of positive attitude towards teaching profession. To impart quality teacher education among pupil teacher to enlighten, liberate and empower them. To develop the students by keeping in mind the global development in various fields, especially teaching-learning process in a multifaceted role. To acquaint with subjects and its application to curriculum transaction and evaluation. To prepare competent, committed and creative teachers who are ready to work locally and globally. To develop the inbuilt abilities of the students by providing them platform to take a leading role in different programmes, co-curricular activities and teaching learning process. To create awareness upon different issues like environment, female foeticide, pollution, population, communal harmony and national integration. Criterion VI : Governance and Leadership 186

203 To enhance creative and critical thinking by rewarding excellence in Vision curricular and co-curricular activities. The Vision of the college is to promote development of harmonious personality and to maintain Indian culture by providing value based teacher education. Mission The following goals have been laid down by the college to realize the vision and to fulfil the mission of the college: Healing touch with unique career Dynamic observation about aptitude, attitude and career To provide effective training Teaching through highly experienced core and by visiting guest faculty To provide hi-tech computer laboratory and modernise library To provide complete education and placement To conduct group discussions for developing personality, career and future life to face and accept the challenges Excellent academic results To prepare complete leaders through harmonizing the terminology and principles for using knowledge and skill of the advancement of human welfare Enhancing creativity and problem solving skills in students Providing teaching learning process interactive and participative Values We always insist upon the following values: 1. Truth and Honesty 2. Punctuality and Sense of responsibility 3. Patriotism and national integrity 4. Skills development 5. Dedication towards carrier 6. Development of good citizenship 7. Foster values of new global scenario Criterion VI : Governance and Leadership 187

204 The purpose, vision, mission and values are made known to various stakeholders through curriculum, co-curricular and extra-curricular activities. College prospectus, college calendar and college magazine, etc. are means of communication of our vision, mission, goals and objectives. After the admission, the student teachers are informed about the purpose, vision, mission, goals and values through the orientation program. The college has achieved its goals through an inspiring management, dedicated principal, committed faculty, administrative staff and motivated pupil teachers. 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? The mission includes the goals and objectives of our college in terms of addressing the needs of the society. The pupil teachers are made aware of these objectives, mission, vision and tradition of the college. It also plans out its academic programme and various activities, keeping in mind the stated vision, mission, values, objectives and traditions. We have several healthy traditions which contribute to the creation of the environment that promotes motivation, satisfaction and all over improvement in the performance of students at the end of the academic year. Our goal is to accelerate quality intensive knowledge for the holistic development of the student s intellectually, emotional, philosophical and spiritual aspects. The college encourages our pupil teachers to have clear understanding of value system. There is a provision in the syllabus to introduce values among pupil teachers, so that they can create opportunities to serve the society accordingly. Our college organizes certain value-based activities that not only bring awareness but also provide a platform for inculcation of values and help our pupil teachers to become good citizens and human beings. To inculcate values of democratic citizenship a fair selection procedure is carried out to establish students council that consists of the President and Vice President. Our mission is to develop intellectually competent, morally upright, psychologically integrated and socially committed teachers for service in the emerging world scenario of education. The goals of the institution include developing unique teachers who excel in global Criterion VI : Governance and Leadership 188

205 scenario and realize the Indian concept of Guru and 'Acharya' to create a strong affinity towards the national values, to reorient teacher education to the needs of the modern era, etc. Every year, we celebrate religious festivals to spread and develop the values like Sarvebhawantu Sukhinah, Sarve Santu Niramaya ¼losZHkoUrq lqf[ku% losz larq fujke;k½, unity, brotherhood, harmony among students etc. Various programs are organized to inculcate to moral values among students. The test series are organized and administered to make aware the students about the moral values, throughout the year. Programs to abolish the social evils are organized like exhibitions on scientific themes in the college regularly. 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, BOS, etc.). Sanjay Shiksha Samiti, Jaipur works with commitment, manages Sanjay Teachers Training College. The college is growing steadily. The motto of Sanjay Shiksha Samiti is Asatoma Sadgamaya, Tamsoma Jyotirgamaya' and it works accordingly. Sanjay Shiksha Samiti was established on and has been registered with the Office of the Charity Commissioner, Jaipur vide its Registration No. 22/65-66 with a prime aim of empowering rural students through professional training of education. The principal along-with the faculty members of our college and the executive body of the management lead this college to achieve higher levels of performance by virtue of effective and efficient transaction of teaching and learning process. Our college is always ready to apply innovative practices in teaching learning process. Faculty members are encouraged to contribute significantly in various academic activities like presenting papers at local, state, national and international level, publish articles in various journals of education and newspapers. The faculty members hold good positions in various academic organizations such as Board of Studies, syllabus committee and the panel of examiners of various universities. Faculty members contribution is not only restricted to our college, but also they contribute in community services by delivering motivational talks, participation on various Criterion VI : Governance and Leadership 189

206 community services, etc. They also provide services to the Rotary club, Lion's Club, Pratham Rajasthan, S.D.M. Hospital, Sahaj Yog, Red Cross society and many more. 4 How does the management and head of the institution ensure that responsibilities are defined and communicated to the staff of the institution? The college has been steadily growing and it has secured state eminence because of the commitment and leadership role of the management. The principal of our college prepares annual calendar with the consultation of faculty members. The responsibilities are assigned to the faculty members at the beginning of the every academic year. Faculty members share the responsibilities individually and support collectively for the effective execution of curricular, co-curricular and extra-curricular programmes. The principal conducts regular meetings with the staff members once in a month and also meet them to organise various programmes as per requirement. Following are the different programmes conducted successfully every year: Inspiring prayer and story session Bulletin Board Co-curricular activities in the college and outside the college Lecture series Celebration of special/significant days Microteaching, practice teaching, internship, SUPW camps, etc. Explanation of various submission Monthly regular meetings with the staff. The Library Committee plans the purchase of books, periodicals, magazines etc. according to the requirements. The suggestions offered by pupil teachers are discussed in Students and Academic Council of the college. The members of the Executive Committee of the management regularly remain present during institutional programmes and provide guidance. They also help and guide the principal and faculty members for the qualitative improvement of the entire teaching learning programme. The management provides financial support to update infrastructure and other facilities to the institution. A meeting of the staff Criterion VI : Governance and Leadership 190

207 is organized for detailed planning and work distribution. The responsibilities of the staff are well defined and conveyed systematically. The Work allotment of teaching and non-teaching staff is done on the basis of discussion in the beginning of every academic year. 5 How does the management/head of the institution ensure the valid information (from feedback and personal contacts etc.) is available management to review the activities of the institution? for the The management and the principal of the college take active part in the qualitative development in the progress of the college. The principal and members of the management take oral as well as, written feedback from the ongoing and alumni student teachers of our college. The principal and management also participate in deliberations at Grievance Redressal Cell and collect feedback and suggestions, thereby sort-out the difficulties of the faculty members and pupil teachers for smooth functioning of the college. For managing different activities college has constituted various committees. The main committees are internal quality assurance cell (IQAC), Planning Committee, Advisory Committee for Library, Research Committee for submitting project proposals, Committee for Academic Calendar, Guidance and Counseling Cell, Women Cell, Grievance Redressal Cell for staff and students, Anti-ragging Committee, Ethics Committee and steering committee. The managing committee meets, discusses and takes important decisions related to staff and students. The Chairman and the Seceratry convene the meeting of the staff once or twice a year to evaluate performance. 6 How does the institution identify and address the barriers (if any) in achieving the vision / mission and goals? In achieving the vision, mission and goals, some barriers are faced by the college. As the college is situated in an urban area, a majority number of students admitted to our college are of mediocre level. In the beginning of the academic year the college has to put in extra efforts in making the pupil teachers aware about the routine activities to be carried out throughout the year, as we have a diverse group which comprises of different disciplines and strata of the society. We overcome these barriers through a week long orientation programme, Criterion VI : Governance and Leadership 191

208 remedial teaching about the syllabus, different tasks and several activities. Various techniques and methods are adopted for identifying the barriers in achieving the vision and mission. The members of the faculty and administrative staff have frequent meetings (formal and informal) to discuss various matters of importance. Discussion organizes on the topics related to the all-round development of the members of the faculty and student. Teachers, students and the institution as a whole identify matters that hinder its progress, methods and techniques to adopt to meet various challenges, shortcomings and failures and address the obstacles if any, in achieving the vision/mission and goals and objectives of the institution. 7 How does the management encourage and support involvement of the staff for improvement of the effectiveness and efficiency of the institution processes? The management takes active participation in the functioning of the institution by way of motivation, rewards and honor. It has encouraged its staff to enhance their educational qualifications viz. Ph. D. degrees. For the improvement of the effectiveness and efficiency of the institutional processes, the management consistently encourages and support faculty members to participate in national and state level seminars, symposium, workshops, paper presentation etc. On important occasions like Annual Day celebrations or other important academic programmes, the management honours the principal, faculty members, administrative staff and meritorious pupil teachers as recognition of the valuable achievements or services rendered by them in their respective field of work. The management encourages and supports involvement of the staff in ensuring the efficiency and working of the institution. The college organizes development programmes to enrich Human Resource Development and Total Quality Management. Insititution encourages teachers to take up research, higher studies to improve their professional abilities. There is ICT facilities to the staff for research. Insititution provides all the needed facilities to staff members. Criterion VI : Governance and Leadership 192

209 8 Describe the leadership role of the head of the institution in the governance and management of the curriculum, administration, allocation and utilization of resources for the preparation of students. The management has given functional autonomy to the principal in all the matters except the policy matters. The principal monitors the programmes carefully. Under her leadership, teaching work, co-curricular and extra-curricular activities, other allied tasks and responsibilities are assigned to faculty members as per their subject/method and areas of expertise and interest. She also encourages faculty members to participate in seminars, workshops, symposium, etc. They are also encouraged for reviewing and writing lessons for textbooks. During the assignment of the various submissions, mature discussion is carried out for rich unanimous decision. The college follows the system of participative management so that the staff can express their opinions and suggestions freely. All the faculty members and administrative staff meet together under the leadership of the principal. The principal in consultation with staff members, assign specific duties to each member. All the employees uphold the vision and mission of the institution and work with the commitment for the cause of the teacher education. There is complete decentralization of administration process, which has resulted in the development of team-effort. Various programmes are assigned to the faculty members in rotation every year. The various assignments are allotted to faculty members under active interaction and monitoring of the principal as prayer talk, time-table, attendance, bulletin board, guest lectures talks, cocurricular and extra-curricular activities, practice teaching, submission of sessional work, grievance redressal cell, library, internal and external examination work, diagnostic and remedial teaching, tour, discipline, community work and placement. These above stated assignments help pupil teachers in their pre-service training. The principal conducts special meetings for improvement of weaker pupil teachers. Extra classes for low achievers are arranged till the annual examination. Workshops are conducted for personality development and interviews are organized for achieving better prospects. Criterion VI : Governance and Leadership 193

210 6.2 Organizational Arrangements 1. List the different committees constituted by the institution for the management of different institutional activities. Give details of the meeting held and the decisions made, regarding academic management, finance, infrastructure, faculty, research, extension and linkages and examinations during the last year. For the effective operation of curricular, co-curricular and extra-curricular activities our college consists, different committees for the management of different activities. The principal is a common member of all these committees. Committees are: Governing Committee Advisory committee Planning Committee Internal Quality Assessment Committee [IQAC] Students Council Counseling and Placement Cell Library Committee Ant ragging Committee Infrastructure Advisory Committee Quality Improvement Committee Alumni Association Committee Academic Peer Examination Cell Grievance Redressal Cell for Staff and for Students Parent-Teachers Meet Women Cell Research Committee Cultural committee Sports Committee Discipline Committee. The above stated committees are constituted in consultation with the principal of the college, faculty members and pupil teachers. Committees are framed in a Criterion VI : Governance and Leadership 194

211 democratic and most amicable way. Meetings of various committees are conducted twice/thrice in a year in order to plan and execute various programmes of the college. The principal arranges meeting of the administrative staff regularly. In order to execute the entire programme of the college the administration work is decentralized. At the beginning and the end of an academic year, a special meeting of staff-members is organized by the principal to chalk out the complete academic calendar for successful smooth functioning. Individual tasks are assigned to all the faculty members after a healthy discussion on all aspects of various academic activities. Following responsibilities and tasks are assigned to the faculty members: Orientation programme Micro-teaching [different skills] Practice teaching and block teaching Students development programmes Guest lecture programmes Prayer and inspiring story (daily) Celebration of special days and week Cultural, Co-curricular and Extra-curricular activities Submission work Paper-wise teaching programme Workshops Paper-wise Unit Tests. Our college being a self financed institution, it solely depends on the fee collected from the students. The development, establishment and maintenance of the infrastructure are taken care of by the management body by providing financial support as and when required. The college has sufficient and well-qualified faculty for its teaching programmes. It is always ready to adopt innovative practices. In order to remain in constant touch with recent trends faculties from various specialized fields are invited as resource persons and as guest speakers. The faculty too attends workshops and seminars for upgrading their knowledge. Criterion VI : Governance and Leadership 195

212 Research is an integral part of educational programmes. Pupil teachers are guided in various submissions like action research, case study, psychological test, environmental awareness tests, etc. Extension activities are planned and effectively executed. Following extension activities are provided by the faculty members. Motivational Programme for School Students Guidance to School Teachers Educational Guidance to Students Vocational Guidance Jury Members for various institutional activities Subject Experts, Resource Persons, Paper Setters, Translators, Mentors and Evaluators. 2 Give the organizational structure and the details of the academic and administrative bodies of the institution. Sanjay Teacher's Training College is affiliated with University of Rajasthan, Jaipur for B.Ed and M.Ed and Shiksha Shashtri [B.Ed.Sanskrit] with Jagadguru Ramanandacharya Rajasthan Sanskrit University, Jaipur. These Courses are run by the college according to syllabus offered by the above universities. Matters related to syllabus and other academic issues are considered by the university committees and administrative matters are settled by management committee of the institution. The organizational structure is as follows: Criterion VI : Governance and Leadership 196

213 For all academic issues (Related to Curriculum & Syllabus) Senate and Syndicate of the University Academic Council Research Board Faculty Board of Studies For Internal Administrative and Academic issues Management Principal Teaching Faculty Administrative Staff HOD (B.Ed) HOD (S.S.) HOD (M.Ed) Teaching Activities Administration (OSD) Librarian Cultural Committee [IQAC] Students Council Placement Cell Library Committee Infrastructure Advisory Committee Purchase Committee Financial Advisory Committee Quality Improvement Committee Alumni Association Examination Cell Grievance redressal Cell Parent-Teachers Meet Women Cell Sports Committee Discipline Committee Anti ragging Committee. Sr. Clerk Jr. Clerk Asstt. Lib. Peon Peon Criterion VI : Governance and Leadership 197

214 3 To what extent is the administration decentralized? Give the structure and details of its functioning. The administration of the college is fully decentralized.the various committees and sub committees are framed according to the tasks assigned to them to carry out the work smoothly. The sub committees examine the requirements for improvement/development of the college programmes and place them before the council for a final decision. The implementation of the same is carried out by the concerned sub committee after the consent from the superior authorities. The faculty is actively involved in decision making processes. The faculty members are members of various important committees. Thus, they are actively involved in the decision making process of the institution to sustain and enhance quality of Teacher Education imparted by the institution. We follow a system of participative management so that the staff can express their opinions and suggestions freely. The Principal in consultation with the staff members, assign specific duties to each member of the faculty. All the employees uphold the vision and mission of the institution and work with commitment for the cause of Teacher Education. The Administrative structure is presented in the answer of the previous question. 4 How does the institution collaborate with other sections / departments and school personnel to improve and plan the quality of educational provisions? Our college collaborates its activities with other sections, departments, schools, Government, Non-Government and Spiritual organizations. The college remains in constant touch with P.G. Department of Education, principals and teachers of other schools as well as education colleges and various university departments. The institution has strong links with the school sector. Practice teaching is conducted in local schools. The college organizes Inter School Science and Social Science Quiz competition for the students in practice teaching schools. The faculty members are in close contacts with the school community. During practice teaching, block teaching and internship programmes, they motivate and Criterion VI : Governance and Leadership 198

215 guide our students for effective execution of curricular, co-curricular and extracurricular activities. 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, during the academic session, pupil teachers feedback is collected and analysed. Feedback from parents, alumni, heads of the practice teaching schools, school teachers, etc are also analysed and changes are made. The institution utilizes all the available resources for experimentation and innovation, which helped in achieving and sustaining excellence in teacher development. Based on the outcome of such analysis, the principal holds meeting with staff members and plans out various programmes for the next year. 6 What are the institution s initiatives in promoting cooperation, sharing of knowledge, innovations and empowerment of the faculty? (Skill sharing across department s creating/providing conducive environment). The college provides platform for growth and development to all the faculty members and students. The friendly atmosphere creates a sense of belongingness and thus all activities are carried out in a pleasant atmosphere. The principal, faculty members and all pupil teachers share their views, knowledge, innovation, and creativity freely. The institution takes initiatives in promoting co-operation, sharing of knowledge, innovations and empowerment of the faculty. Sharing of information, new knowledge and experiences relevant to their respective fields of study among other members of the faculty is a usual practice here. 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? Formal Management Information System (MIS) is established in the premises of the college campus. The Data of students, staff, office and library are available in the Principal room. The institution has facilities to collect, assign, select, integrate and communicate data and information on academic and administrative aspects of the institution. Criterion VI : Governance and Leadership 199

216 2 How does the institution allocate resources (human and financial) for accomplishment and sustaining the changes resulting from the action plans? Our college runs under self-financed policy governed by the Office of the Commissioner of Higher Education, Rajasthan Government, Jaipur. The income from the fees is mainly utilized for the purposes of paying salary to the teaching and administrative staff. Moreover, our parent body generously donates the fund for the development and smooth functioning of the college. Our Management Council takes necessary decisions pertaining to up-gradation and modification of the infrastructure. Without management support, college finds it very difficult to sustain the quality in education with the existing infrastructure and manpower. In case of emergency, the management willingly contributes the required amounts. 3 How are the resources needed (human and financial) to support the implementation of the mission and goals, planned and obtained? For the implementation of the missions and goals, the principal and management prepare a plan in accordance with the rules and regulations of university and government bodies. The management has made ample arrangements for faculty members, supporting staff, infrastructure and financial commitments to achieve the mission and goals. As and when required, additional manpower is provided from the sister institution managed by Sanjay Shiksha Samiti, Jaipur. 4 Describe the procedure of developing an academic plan. How are the practice teaching school teachers, faculty and administrators involved in the planning process? The quality of any academic program depends on the proper and effective way of planning. At the end of the academic year, a special meeting of principal, faculty members and administrative staff is organized. Suggestions and observations are offered by pupil teachers, faculty members and administrative staff are discussed in the meeting. A healthy discussion is carried out and required innovations / improvement are planned out accordingly for the effective execution of academic and administrative operation of the college for the next academic year. The annual schedule is prepared according to the guideline of the principal and inputs received from the principals of practicing schools. At the beginning of the new academic session a work plan is made. Principal, faculty and administrative staff Criterion VI : Governance and Leadership 200

217 are involved in the planning process. The planning includes, curricular, cocurricular and extra-curricular planning. On the basis of this, annual calendar is prepared, printed and given to all staff and students. The co-curricular and extracurricular activities are planned according to the expectations of the society, community and the nation at large. The programmes of the year are conducted in accordance with the plan. All the faculty members perform their specific duties with full dedication. 5 How are the objectives communicated and deployed at all levels to assure individual employee s contribution for institutional development? Total Quality Management [TQM] is the prime concern of the college. The college is ready to utilize its human resources at its best by motivating faculty members to contribute significantly in various programmes. In the beginning of each academic year, the Director of the college holds a meeting of all the staff members. The objectives are communicated and deployed to all levels of employees. As per the directives and guidance with regard to objectives of college, the staff implements the same in the interest and performance of institution. The outcome of evaluation is discussed in the meeting of management and appropriate action is taken accordingly. The Insititution has clearly stated vision, mission, objectives and values. Clearly stated vision and mission, which reflect the teacher education goals and objectives, are deployed at all levels to assure individual employee s contribution towards institutional development. Thus, the individual employee s contribution for the institutional development is observed and ensured. 6 How and with what frequency are the vision, mission, and implementation plan monitored, evaluated and revised? The vision, mission and implementation plans are thoroughly discussed with the administrative authority, i.e., Sanjay Shiksha Samiti and necessary action plans are prepared in consultation with the principal of the college. Principal of the college holds meetings with faculty members and plans out an effective strategy for the effective implementation of the vision and mission. The suggestions offered by the students are collected from the suggestion box in the presence of Principal President of students council. After healthy discussion suggestion are Criterion VI : Governance and Leadership 201

218 communicated in the general class and strategies of implementing the same are communicated to the students and teachers. 7 How does the institution plan and deploy the new technology? Use of technology and technological innovations are necessary for qualitative teaching. It is the need of the hour. The college is well equipped with a modern media and language lab to improve the communication skills of its students. Whenever a new technology is available, we collect details about it. Its effectiveness and the uses are studied. The college offers computer education as a special field to keep pace with the modern era. Tools of Educational Technology like OHP, LCD projector, audio/video players, slide projectors, documentary/film shows, Internet, ICT etc. are used extensively in the teaching learning process. Our college computer lab is well equipped with 90 computers and offers LAN/WAN and Internet facilities. Faculty members not only encourage pupil teachers to adopt technology in classroom teaching but also use technology in their respective field of teaching and activities. 6.4 Human Resource Management (H.R.M) 1 How do you identify the faculty development needs and career progression of the staff? The principal motivates faculty members for the development and career progression. The faculty members contribute significantly at local, state and national level seminars, workshop, symposia and conferences. The management also motivates faculty members by organising quality improvement programmes at regular intervals and encourages the faculty to attend refresher courses and orientation programmes under the UGC career advancement scheme.the under mentioned faculty members have attended refresher and orientation courses organized by academic staff college of the universities: 1. Dr. Ratan Kumar Bhardwaj - Refresher Course organized by ASC, University of Rajasthan, Jaipur dated 05/09/2011 to 24/09/2011 on 'Education and Teaching Pedagogy'. 2. Dr. Kalpana Senger - Refresher Course organized by ASC, University of Rajasthan, Jaipur dated 23/07/2012 to 11/08/2012 on 'Educational Innovations'. Criterion VI : Governance and Leadership 202

219 3. Dr. Pratistha - Refresher Course organized by ASC, University of Rajasthan, Jaipur dated 05/09/2011 to 24/09/2011 on 'Education and Teaching Pedagogy'. 4. Dr. Mahesh Kumar Pareek - Refresher Course organized by ASC, University of Rajasthan, Jaipur dated 05/09/2011 to 24/09/2011 on 'Education and Teaching Pedagogy'. 5. Dr. Rita Jhajhria - Refresher Course organized by ASC, University of Rajasthan, Jaipur dated 22/07/2013 to 10/08/2013 on 'Education and Teaching Pedagogy'. 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 services of the faculty and other staff? We have adopted a mechanism to collect written and oral feedback from pupil teachers regarding syllabus, faculties, infrastructure, facilities and other aspect concerning the qualitative development. The principal plans academic programmes taking into consideration pupil teachers feedback. The faculty members prepare report of teaching, research and extension service and submit the same to the principal. Professional development of the faculty is the key aspect of all activities. Feedbacks are taken from the Headmasters of practice teaching schools assigned to the pupil teachers, with regard to the strength, weakness and performance level of pupil teachers and faculty in particular and institution in general. The inputs received from pupil teachers, faculty, practice teaching schools and other employes are analyzed for enhancing the academic and administrative process at the college and management level. The college has in built mechanism to check the work efficiency of the non teaching staff. Work allocation is done in the beginning of the every academic year. The principal conducts frequent meetings to analyze the work done in the office. Criterion VI : Governance and Leadership 203

220 3 What are the welfare measures for the staff and faculty? (Mention only those, which affect and improve staff well - being, satisfaction and motivation). Welfare of the human resource is also very important aspect of the HRM. The following facilities are provided to the staff and the faculty of our college: P.F. Facilities Loan without interest Timely payment of Salary through Cheque Telephone facility from the college Maternity leave First-aid facilities Use of Computers and Internet facilities Seminars/workshops Staff meetings are organized to solve their grievances Salary advances granted on demand Study leave are granted on demand Pleasant working environment Well furnished and spacious office with all required amenities Staff Group insurance The college also has welfare programs for both teaching and non-teaching staff providing rebate in fees to the wards of the staff members. In emergency half-day leave, facility is also available to the staff members. 4 Has the institution conducted any staff development programme for skill up-gradation and training of the administrative staff? If yes, give details. Yes, our college is always concerned about staff development. In order to meet the challenges of 21 st century, classroom teaching, technology based teaching- learning programmes are widely and wisely organized. For academic excellence as well as professional enrichment, the institution conducts National and state level seminars and workshops. In an evolving knowledge society, constant updating of theory and practice of teacher education is a pre-requisite to improve the quality of the teaching learning process, to sustain the quality of the output Criterion VI : Governance and Leadership 204

221 and to keep pace with the rapid changes in the educational and social scenario. The institution has a policy for training and retraining of the staff and to encourage specialized professional training. Teachers are encouraged to attend UGC sponsored refresher courses conducted by the Academic staff colleges to ensure Human Resource Development and Total quality management. The principal motivates faculty members to participate in developmental programmes. Below is the list of our faculty members who have participated in conferences, seminars, workshops and refresher courses in the last 3 years: Sl. No. Name of Faculty Seminar Conference Workshop Refresher course 1 Dr. Sunita Bhargava Prof. Gopinath Sharma Dr. Ratan Bhardwaj Dr. Kalpana Senger Dr. Archana Mendiratta Dr. Pratishtha Sharma Dr. Mahesh Kumar Pareek Dr. Rita Jhajhria Mrs. Suman Sharma Mr. Rajpal Singh Rathore Mrs. Chandan Jain Mrs. Sweta Bhargava Mrs. Mosam Pareek Mrs. Bharti vijay Mr. Kuldeep Kaushik Dr. Vinod Kumar Sharma Mrs. Babita Vaishnav The administrative staff too has attended computer-training programmes to upgrade their skills, from time to time. Criterion VI : Governance and Leadership 205

222 5. What are the strategies and implementation plans of the institution torecruit and retain diverse faculty and other staff who have the desiredqualifications, knowledge and skills (Recruitment policy, salary structure, service conditions) and how does the institution align these withthe requirements of the statutory and regulatory bodies (NCTE, UGC, University, etc.)? The faculty members and other staff members are recruited according to the requisite qualification prescribed by the UGC, NCTE, Government of Rajasthan, University of Rajasthan, Jaipur and J.R.R. Sanskrit University, Jaipur. Our college gives advertisement for widely publicity of the vacant posts according to the norms in Government approved newspapers. Faculty members are recruited purely on merit base. Management according to recruitment rules frame service rules. All the staff members bounded with the service rules as specified by the appointing authority. The staff members are retained in the institution by providing them conducive academic atmosphere and autonomy to excel in their field of expertise. The staff members are motivated by giving awards for their best performance. 6 What are the criteria for employing part-time/ ad-hoc faculty? How are the part-time/ Ad-hoc faculty different from the regular faculty? (e.g. salary structure, workload, specializations). Part-time / ad-hoc faculty is recruited when any of the regular faculty quit the service and vacancy arises. Part-time / ad-hoc faculty is allowed consolidated pay and appointment for such time, till the regular faculty has been appointed. Regular faculty is recruited in pay scale as per the workload and prevailing rules. While part-time / ad-hoc faculty is recruited on consolidated pay and for short period but for recruitment of regular faculty, the advertisement has to be given in leading newspapers and selection procedure must be completed by the selection committee constituted as per the prevailing rules. 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 Criterion VI : Governance and Leadership 206

223 membership and active involvement in local, state, national and international professional associations). The policy of our college with regard to professional development of the faculty is to encourage them for participation in seminars, conferences and workshops at the state as well as national level. The Financial assistance is provided to the faculty to meet the expenditure to be incurred on participation. The detailed information on participation in various state and national seminars, conferences and workshops are appended earlier. 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 staff is provided with well-furnished and equipped library, computer and E.T. laboratory, peaceful and spacious environment to carry out their work effectively. A well-maintained, functional office with furniture of good quality has been provided to the staff. Canteen, all modern amenities and other related facilities are also available to the faculty. The college provides staff rooms that are well lighted, well ventilated and having all basic amenities like lockers, water cooler, refrigerator, computers with high speed Internet connections, printers etc. The facilities provided to the staff include parking facility for vehicles, telephone facility in college, loan facility, refreshment facility, drinking water facility etc. The college has instructional infrastructure like Library, Language Lab, Psychology Lab, Computer Lab, Technology lab, Career Corner, Placement Cell and Guidance and Counseling centre. The institution has a spacious auditorium, seminar hall, guidance room, multipurpose hall, work experience section, sports room and activity room, etc. 9 What are the major mechanisms in place for faculty and other stakeholders to seek information and/ or make complaints? Faculty members are free to approach the principal for making any kind of suggestions and presentation. A suggestion box is also put-up in college premises to give suggestions and complaints. The information received from this input mechanism is discussed sincerely and resolved amicably. Criterion VI : Governance and Leadership 207

224 10 Details on the workload policies and practices that encourage faculty to be engaged in a wide range of professional and administrative activities including teaching, research, assessment, mentoring, working with schools and community engagement. Any good/ innovative practices, that institution would like to highlight under this key indicator. According to UGC statutory provision and rules and regulation of University of Rajasthan, Jaipur and J.R.R. Sanskrit University, Jaipur, each teacher has to work for 38 hours per week. Actual classroom teaching consists of seminar, workshop, supervision etc. For that 16 hours are allotted per week. Another 16 hours/week are assigned for assessment, testing, tutorial work, guidance for various programmes and for co-curricular and extra-curricular activities; submission assessment is also included in the allotted time. 8 hours/week are devoted for individual guidance given for research work, further reading and preparation for teaching programme, community work like social service scheme, etc. The institution provides academic assistance through tutorial programme and remedial teaching. Educationally disadvantage students get personal attention. Gifted students are identified at the very beginning of the course and are provided suitable additional work, projects, responsibilities etc. to cater their needs. Slow learners get more attention like repeated teaching, personal corrections, additional coaching, remedial programmes, etc. TQM workshops also organized to raise the awareness of all stakeholders and to encourage formation of positive attitudes. These workshops ensure accountability and transparency within the institution s activities. 11 Does the institution have any mechanism to reward and motivate staff members? If yes, give details. Yes, our college rewards faculty members by way of appreciating their work on the occasion of special programmes organized by the management of the college. Faculty members are motivated to train themselves for various college programme, where they share their responsibility so that they can get the experience of entire institutional programmes. The Principal also gives a confidential report to the management regarding the work efficiency of the faculty. Criterion VI : Governance and Leadership 208

225 List of faculty members, who have been honoured by the institution: S.NO. Name Designation Honoured/award 1. Dr. Sunita Bhargava Principal Best Principal 2. Dr. Ratan Kumar Bhardwaj Associate Professor Punctuality 3. Dr. Archana Mendiratta Assistant Professor Best Teacher Award 4. Dr. Pratistha Associate Professor Second Prize in Race 5. Mr. Kuldeep Kaushik Assistant Professor First Prize in Solo Race 6. Mrs. Sarita Sharma Assistant Professor First Prize in Race 7. Mrs. Sweta Bhargava Assistant Professor Second Prize in Race The college conducts special meetings to appreciate & congratulate the faculty when they published books, clears NET or SLET exams or when they completes Ph.D or any additional degree. On the annual day, the principal highlights the achievements of its faculty while presenting the annual report. 6.5 Financial Management and Resource Mobilization 1 Does the institution get financial support from the government? If yes, mention the grants received in the last three years under different heads. If no give details of the source of revenue and income generated. No, the college is a self-financed institution. The college is not receiving any kind of grant or financial assistance from government or any other agency. The fee received by students is the only source of income. There is no other source of revenue. If any problem occurs, the management compensates it from its own funds. 2 What is the quantum of resources mobilized through donations? Give information for the last three years. No resources mobilized through donations. 3 Is the operational budget of the institution is adequate to cover the day today expenses? If no, how is the deficit met? Yes, operational budget of the institution is adequate to meet the day-to-day expenses. Hence, in any case, any emergency occurs, Sanjay Shiksha Samiti, Jaipur that is our parent institution, meets the whole amount of the deficit. The institution has its own educational objectives and the principal as well as the management is always conscious for quality-based education. The financial Criterion VI : Governance and Leadership 209

226 planning of the institution ensures that no planned activity is withheld or dropped due to lack of funds. 4 What are the budgetary resources to fulfill the mission and offer quality programs? (Budget allocations over the past five years, depicted through income expenditure statements, future planning, resources allocated during the current years and excess/deficit). The budgetary resources in terms of pupil teachers fee are not so sufficient to fulfill the mission. The institution is conscious to its quality provisions and has a well-established functional internal quality assurance cell. The last 3 years budget allocation shows that the amount of fees received has only fulfilled the necessary requirements of the institution. Further details are depicted in the college balance sheet of last three years. 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 accounts of the institution audited regularly. The Management committee of the college has appointed Mr. Santosh Khandelwal as an internal audit officer having the qualification of Chartered Accountant on regular basis and Mr. Suresh K Gupta, Chartered Accountant has appointed as an external auditor. There are no major pending paras or points in audits. The auditors do not report any quotable objection in last two-year audits. 6 Has the institution computerized its finance management systems? If yes, give details. The college has computerized its finance management system for staff salary and other aspects. All types of receipts and payments are maintained only through computers and payments are made through banks. Criterion VI : Governance and Leadership 210

227 6.6 Best Practices in Governance and Leadership 1 What are the significant best practices in Governance and Leadership carried out by the institution? Some faculty members have worked as authors of standard books and other publications. The principal provides leadership in all curricular and co-curricular activities. She chairs all the meetings of the council, where she guides the proceedings in a democratic manner. In curricular planning and implementation, she is the key figure who supervises the process of course design and works as a liaison officer with the management. She interacts with the highest policy making body to ensure appropriate allocation and utilization of resources for the preparation of students. The institution adopts the centralized administration and participatory approach. In decision-making and in execution, transparency is always ensured. The responsibilities of every staff are communicated to them to ensure their role in the implementation of any given assignment. They are also informally counted so as to make them aware. The Institution has established a number of committees to deliberate on various quality related issues pertaining to teacher education. The recommendations of such committees are considered and implemented. The healthy and harmonious relationship between the staff and management gives multi-dimensional professional enhancement. The management takes initiative in sending the teaching and non-teaching staff to participate in the training programmes organized by various agencies including the government. The democratic administrative mechanism deep rooted in every activities of the college, is a model practice. Constant observation, evaluation, feedback, etc. by the principal and the management for the quality enhancement of the institution is also a good practice. Executive powers are delegated to the various committee conveners as they are given autonomy to plan and implement curriculum transaction for each course. They also receive all relevant feedback from the students, staff, Criterion VI : Governance and Leadership 211

228 parents and other stakeholders and place it before the principal in the monthly meetings. This has ensured a second line of effective leadership in the institutional management. Teacher s diary and work record are maintained by each member of the staff in which the details of the work done - teaching, preparation for teaching, assignment correction, testing/exam, tutorials, internship, library work, laboratory work, practical work/workshop, interaction with students, club activities, cultural programmes, project/seminar/research guidance, own reading, notes preparation, etc. are noted. The principal verifies the diary and record work regularly. Additional informations after first Accrediataion 1 What were the evaluative observations made under Governance and Leadership in the previous assessment report and how have they been acted upon? Observations, suggestions and recommendations in the previous report Institutional Vision and Leadership - assessment The vision and mission of the college is in consonance with the slated objectives of higher education. The principal and the management provide leadership and guidance in achieving the goals and objectives of the institution. 6.2 Organizational Arrangements - The governing body, staff council and other committees meet periodically. The management encourages the teachers to take part in workshops, conferences and faculty development programmes. 6.3 Strategy Development and Deploment - The networking of the practice schools and other academic activities are planned and executed. An integrated functional MIS to be developed and implemented. Criterion VI : Governance and Leadership 212

229 6.4 Human Resource Management - The management is sensitive to the human resource requirement to implement academic programmes and all the teaching positions are filled. Performances of the teachers are monitored through student feedback and self appraisals. Recruitment of staff is done as per government rules and NCTE. 6.5 Financial Management and Resource Mobilization - The college is a self-financed one and the financial resources are utilized well. Accounts are audited by internal and external auditors. There are no major audit objections. 6.6 Best Practices in Governance and Leadership (if any) - Participatory management is encouraged and welfare scheme like group insurance facility, medical facility for staff implemented. 2 What are the other quality sustenance and enhancement measures undertaken by the institution since the previous Assessment and Accreditation with regard to Governance and Leadership? The college is continually striving for excellence in all its endeavours with quality, democratic administration, motivated teachers and non teaching staff etc. The college has adequate infrastructure and learning resources to conduct the educational programs to facilitate trainees learning. The institution has a wellestablished functional internal quality management system. The institution governs on the principals of participation and transparency. The sources of the income are well known. The financial planning ensures that no planned activity is withheld due to lack of money. The Management committee of the institution arranges funds from own sources as well as from the annual fee. The management credits salary of the staff directly in their bank accounts. All the teaching and non-teaching staff members do their work with harmony and teamwork. Management and principal of the college ensure the policy of transparency and decentralization. The democratic administrative mechanism is deeply rooted in every activity of the college. Criterion VI : Governance and Leadership 213

230 CRITERION - VII INNOVATIVE PRACTICES INDEX S. No. Content Page No. 1. INTERNAL QUALITY ASSURANCE SYSTEM INCLUSIVE PRACTICES STAKEHOLDER RELATIONSHIPS 224 ADDITIONAL INFORMATION FOR 226 RE-ACCREDITATION

231 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 majoractivities undertaken. Yes, the college IQAC was established in Performance based education is the goal of our institution. The IQAC is constituted in the college with the view to maintain quality of teacher education program through cooperative efforts, involvement and effective implementation of the programs with the help of all the stakeholders. The Internal quality assurance cell (IQAC), of Sanjay Teacher's Training College, Lal kothi, Jaipur is committed to the multidimensional development with respect to quality of teacher education program. The IQAC comprises of the following members. Principal Secretary Advisor Administrative Teachers Representative Alumni Representative Stakeholder/Community Representative Employers/Industrialist External Experts Students Representative Dr. Sunita Bhargava Dr. Ravi Juniwal Prof. Gopinath Sharma Mr. D.R. Singh Dr. Kalpna Sengar Mrs. Raju Pansari Mr. S.D. Gupta Mr.Sunny Kapoor Dr. Radha Rani Sexana B.Ed/ Shiksha Shasrti Representative M.Ed Representative The Major functions of the IQAC are as follows: 1. To maintain quality, parameters for the various academic and administrative activities of the institution. 2. Ensuring progress of institution, stakeholders and obtaining their feedback. Criterion VII :Innovative Practices 214

232 3. Continuous monitoring and comprehensive evaluation to maintain quality of the teacher education programme. 4. To help our trainees in job opportunities specially the rural students and ensuring services of good quality teachers to the nation. The IQAC meetings are held twice in a year but if needed we can manage more than two meetings to discuss the various points which are necessary to implement in our programme to enhance the entire quality of our teachers training programms.. For the effective monitoring of these services, the IQAC has constituted four major cells. IQAC cell and their work is given under mention table: Research Cell Publication Cell Student Support U.G.C. Seminar Books Scholarship S.U.P.W Cell Extension Cell Research Committe Research Published Paper Awards Educational Tour Dissertation National/ International Article Published Counselling Programme Excursion Research Guide Publication of college Career Guidance Library Facilities magazine UTKARSH Research Seminar Placement Services Extension Lecture Consultancy Sovenieur Action Research & Research Projects Assignments Clubs Awarness Rallies Ph.D Thesis Projects Free Internet Use of websites facilities All these activities are organized and observed by in charge faculty members and monitored by the principal 2 Describe the mechanism used by the institution to evaluate the achievement of its goals and objectives. The major objectives of IQAC are: 1. To develop unique teachers who excel in the global scenario and realize the Indian concept of Guru. 2. To develop quality consciousness among teachers. Criterion VII :Innovative Practices 215

233 3. To promote educational research and extension. 4. To monitor administrative as well as academic, co curricular activities, extra curricular activities of the institution. 5. To develop role of value education. 6. To spread formal and informal education 7. All round development of the personality. 8. To develop creativity of writing. To achieve these goals, our college has prepared detailed plan of action for the successful implementation of its objective. The head of the college observes the academic programmes carefully. She guides, assists and inspires the faculty members in the implementation of the programmes. Management Level - The managing committee meets regularly to evaluate the performance and feedback of these activities. The management thoroughly studies the achievements of the college and remain in contact with the college for fulfilling the goals and objectives successfully. Annual Planning is done in the beginning of the year. The annual report budget accounts, future plans etc. are discussed and evaluated. Get feedback from various sources. To provide timely financial assistance to the institution. To provide suggestions and feedback for improvement of the entire working of the IQAC. College Level - Continuous evaluation of students is done through out the year by the all faculty member and Headmaster of concerned practice teaching school. Acdaemic calendar and Prospectus is prepared. Monthly meeting of the faculty with the class representative to evaluate the progress of the plan. The internship of the trainees at school is evaluated by using an evaluation performa prepared by the institution. Criterion VII :Innovative Practices 216

234 To monitor the administrative as well as academic, co-curricular extra curricular activities of the institution. To evaluate the overall academic performance of the institution. 3 How does the institution ensure the quality of its academic programmes? The institution ensures the quality of its academic programmes by providing the human resources, infrastructure and technical facilities. Academic programmes are distributed to various faculty in-charges according to their areas of interest. All co-curricular and extra-curricular activities are assigned to the concerned faculty members and they carried out the work assigned to them efficiently and to the best of their abilities. The management reviews the academic programmes and offers suggestion during its meeting and decides the strategies for qualitative improvement of the college. The management also encourages the faculty to participate in quality improvement programme such as orientation programme, refresher course, conference, workshop the national and international seminar etc. College and University both collectively thought about new regulation 2014 and prepared two-year programme of the curriculum of M.Ed, B.Ed and Shiksha Shastri accordingly. After preparing the draft, a seminar was organized by the institution in the chairmanship of Dean, faculty of education university of Rajasthan, convener, faculty members, Principals and Staff of various PG colleges and university discussed and redrafted with collectively consice in the presence of Promonient educationists. The institution yearly provides classes for preparation of NET/SLET/CTET/RTET/REET and other competitive exams. Development in the Library Services: The institution has a library council to monitoring the functioning of the library. The infrastructure and learning resources of the library are upgraded and free internet facility is provided. The insitiution provides the technical support to its academic programs.. A research consultancy service for teachers and researchers is started for faculty development under IQAC. Criterion VII :Innovative Practices 217

235 A student support service cell has functions in the college to provide the needs of the student, academic student representative groups are formed by the election process in a democratic way. The head of the college and the faculty members monitor this entire process. The students council comprises of: College principal(chair person) President of every house (7) Vice President of every house (7) Teacher in charge of every house (7) The complete batch of students is divided into various houses as under: 1. Arvind House 2. Gandhi House 3. Nehru House 4. Radhakrishnan House 5. Tagore House 6. Vivekanand House. 7. Dayanand House All these cells check out the detailed schedule, content, modus operandi of all activities under the guidance of the in-charge faculty by keeping activities in centre under the monitoring and coordination of the head of the college. 4 How does the institution ensure the quality of its administration and financial management processes? Based on the data of income and expenditure during the previous years, a budgetary plan is prepared by the management committee of our college. The head of the college communicates with the administrative staff on a regular basis and discusses the strategies of administration and financial matters on dayto-day basis. Every day the head of the principal monitors and reviews the work allotted to the administrative and supporting staff. Separate cash books are maintained. As ours is a self-financed college, all financial matters are managed by our management committee, which organizes audit of the financial matters time to time as an internal audit. After Internal Audit, there the external audit is Criterion VII :Innovative Practices 218

236 done by the Chartered Accountant Mr. S. K. Gupta. The C.A. s office issues a utilization certificate at the end of the financial year. 5 How does the institution identify and share good practices with various constituents of the institution? Our college visualizes good practices throughout the academic year for our academic programmes. Winner of various co-curricular, curricular, extra- curricular activities are given prizes, certificates and cash awards. Special achievements of the faculty members and students are also highlighted and published in leading newspapers like Rajasthan Patrika, Dainik Bhaskar, Daily News, Hindustan Times,Times of India and Annual college magazine UTKARSH. The students are given opportunity to express their views in the morning assembly in the form of thought for the day. During block teaching programme under the guidance of in-charge faculty member, the students conduct various activities and competitions; prizes are given to the winners i.e. school students in the form of gift, trophy, books and certificates of appreciation. Prizes are also given by the principal of school to our faculty in-charge and students in the form of gifts and certificates of appreciation. The student who has good teaching skill and with a good academic record, we provide suitable placement facility. 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? Inclusive education is a part of M.Ed, B.Ed and Shiksha Shastri programme. Our college organizes various activities, keeping in view the state and the national level policies. Under these policies we organize literary programme [saksharta abhiyan] each year, which includes programme like Street plays, Rallies, literacy drive for the aged people at the villages, Blood Donation Camps, World Environmental Day, World Blind Day, World AIDS Day, World Cancer Day, visit to Red Ribbon Express, Government Policy about saving Female Child. The institution aware its teachers to issue of inclusion by encouraging them to participate in seminars, workshop and conference. Criterion VII :Innovative Practices 219

237 The college celebrates world-disabled day every year. Lift facility is provided for physically challenged students. The number of the physically challenged students of the current academic year is: Year B.Ed M.Ed Shiksha Shastri But in some circumstances if they could not reach on higher floor, college conduct classes for them at the ground floor and there is a provision for extra classes also. Our college plays a leading role in supporting and spreading the benefits of various social schemes and policies announced by the government and associate itself in the implementation of the same with the help of the students. The institution organizes visit to special schools in the locality by its staff and student s example - Society for the welfare of mentally handicapped, Shri Nirmal Vivek a special school for mentally handicapped. The innovative approaches are implemented by faculty members through various publications. Through these novelties, various activities are designed for the students. Learning through fun, story telling and writing workshop are conducted regularly. Story writing/telling, street plays, poster making are organized to eradicate superstitions and social evils. The message of patriotism and sacrifice, peace and progress, humanity and brotherhood is developed through celebration of various national and religious festivals. 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? Our institution takes the responsibility of shaping the future teachers. At the beginning of the new academic year, we organize an orientation programme for our newcomers. In the orientation programme, we teach them to work in a team spirit essence of group work, pair work and develop leadership quality. The SUPW provides an opportunity for the students to reach out to the society, commitment and responsibilty towards society. Information about rules and regulation and discipline of our college, different prayers with their meaning, Criterion VII :Innovative Practices 220

238 significance of duties etc. are thoroughly discussed. Discussion of activities of various days celebration, etc. are carried out to give them in-depth feeling of the schedule. We prepare annual calendar for academic year and this schedule is strictly followed by all. Introduction of teaching staff to the students in orientation programme, doubts of students regarding, syllabus, question, queries of the students, etc. are discussed and solved by the faculties. 3 Detail on the various activities envisioned in the curriculum to createlearning environments that foster positive social interaction, engagement in learning and self-motivation. active Co-curricular activities are supposed to be an integral part of curriculum during the whole academic year, various activities are organized through which students are benefitted to live an enlightened social life. By means of various seminars, tutorial, discussion, counseling, interaction between students and faculty members thus, develop socialization. Microteaching, unit lesson, block teaching, cultural activities, develop the qualities of truthfulness, honesty, self confidence, patience, responsibilities, punctualities, leadership, adaptation, time management, sense of co-operation, sharing and caring. Thus, they develop their personality and professional skills and ultimately achieve the peak performance. They also prepare lesson plans, teaching aids, bulletin board, inspiring story, unit test, test items, blue print, psychological test, practical work, book review, etc. institute motivates the trainees to participate in such programs, which provide ample opportunities for learning out side. In respect to this curricular program, we have co-curricular activities for the development of our students various coscholastic programs are organized under various clubs from this year i.e Kautilya Ragini Sankalp Arogya Mission Marudhara Srijan The Quiz Club The Music Club The Oratory Club The Health Club The Science Club The Social Science Club The Language Club Our Criterion VII :Innovative Practices 221

239 Students organize various programmes after consultation of in-charge faculty. During the block teaching various activities like prayer, inspiring story, time table, making proxy period, arrangement of classroom activities, subject related activities, sports activities which foster healthy relation among our student. Programme of student activities provide opportunity to children for facing real situation service of community and independent decision beside it develops democratic citizenship. Our institution frequently organizes extension lecture timely. The college offers value education classes for the proper guidance of the students. 4 How does the institution ensure that student teachers develop proficiency for working with children from diverse backgrounds and exceptionalities? Each individual has a fundamental need to be acknowledged by others. He wants security.feeling of security should be given assurance by the society. Our students mainly come from rural backgrounds. The feeling of co-operation and co-existence the children coming from various atmosphere and to make them emotionally united so that the path of national integration may be developed. For that we divide our student teachers in such a way that each group is comprised with the students coming from various backgrounds. The supervisor of the group keeps track of the atmosphere and dialogues of the group and keeps himself always in close contact with the group. While preparing all the lesson plans and assignments care is taken to address the students from diverse background and different levels of mental capabilities. Remedial or extra coaching is incorporated for the students from the weaker group. Pupils, are brought to our college for the teaching training session like demonstration classes and criticism classes so that the students teacher get an opportunity to deal with real situation before going for internship in the school. 5 How does the institution address to the special needs of the physically challenged and differently-abled students enrolled in the institution? Special care of these students is taken by their respective faculty member according to their special need or limitations. Each faculty member tries to enhance the rate of educational achievement of each student by motivating him/her with special guidance and care. Favourable atmosphere is provided by Criterion VII :Innovative Practices 222

240 our college to encourage students in education. Faculty member in charge of Mentor Group takes care of the group for the whole year. The Mentor Group in charge works as a facilitator, friend, philosopher and a guide and takes atmost care of the physically challenged and disabled students for the whole year by making them feel and work without any sort of discrimination. Lift facility is also provided but in those circumstances if they could not reach on upper floors college conduct classes for them in the ground floor. For blind students, Braille material is available in our library.extra class facility is also provided them. 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)? Our college is a co-education institution, We have established women cell to solve the problem of girls.our college is quite sensitive towards gender issues.all those problems which are related to women are analysed and solved by women cell. Our institutions has formed women cell that solve the personal as well as focusing on gender issue and other burning issue related to women at the present time. Women cell also serves venue for enlightening the trainees on gender issues. Structure of women cell consists of two senior lady lecturers of the college and one girl representative from each course. Our institution organized time-totime extension lecture for the girl s awareness programme, in which we deliver information about gender issue. Our institution also formed grievance redressal cell. A cell guidance and counseling is also established for staff and student to tackle problem related to gender issue. The group of students gets regular advice/guidelines for their individual, social, financial and academic problems. Thus, their problems are reduced and they increase their educational achievements to their potential. If some sensitive issue occurs, which does not get solved by the Mentor teacher, it is brought to the notice of the Women Cell, which helps to solve the problem. Criterion VII :Innovative Practices 223

241 7.3 Stakeholder Relationships 1 How does the institution ensure the access to the information on organizational performance (Academic and Administrative) to the stakeholders? Our college maintains a transparent method of operation where all relevant information is shared with the stakeholder with a view to enhance the performance of an individual candidate and the college as a whole. Our institutions also maintain contacts with the stakeholders through the website of the college, interaction with employers and the head of the school. We keep live contacts with our former students. We regularly update their social-financial progress and more over we try to provide placement for job seeking students. We organize parents-teacher association meetings for discussion of behaviour, achievements, limitation of students as per necessity. Through electronic media,we telecast and publish various activities organized by our institution. All academic assignments, co-curricular, extra-curricular activities and administrative activities concerning stakeholders are planned and executed by taking them into confidence. Our college organizes Alumni Meeting wherein we discuss about individual achievements, feedback progress of the college and its future plans of actions for 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? The principal and the faculty members discuss the causes of failure and success of educational and non-educational activities on regular basis. Question Bank is prepared and discussed with the students to improve their performance. Remedial training programmes are organized in each session of every academic year. A special mechanism is established where as bright students seek counseling and guidance to the weak candidates of their group. Thus, peer-work is carrying out to enhance and share the success. Feedback reports are collected from the students for analyzing their strengths and weaknesses and administer corrective measures for enhancement of their overall performance. Criterion VII :Innovative Practices 224

242 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 QAC and IQAC committee also meet timely to analyze the feedback received. Student Evaluation Alumni feedback Parents feedback Practicing school teachers feedback Oral feedbacks are taken at regular interval during the academic sessions. At the end of each academic year, feedback forms is collected from the students through which we obtain opinions of students about academic and related activities, infrastructural facilities at college, conduct of non-teaching staff, teaching and counselling by teaching staff, educational programme, overall process of education, behaviour and guidance of principal, facilities of library etc. The feedback received from various stakeholders is discuss in the staff meeting and relevant committees. These feedbacks are used to plan the following academic year. In case, the students or staff members are hesitant to express their opinions in open, then there is a provision of suggestion box at the college Administrative Office, through which they can express their opinions, suggestion or grievances. We collect written suggestions about students from rural schools/areas during continuous education programme through teachers and principal of schools. The information thus collected is used as inputs for planning the academic activities on the campus and off the campus student teacher training programmes. The college also provides performa for evaluation of the teachers by student s curriculum and course evaluation, feedback from the practice teaching schools etc. Through Alumni Association, college alumnus is invited to the campus to interact and share their experience with the ongoing student teachers. Thus,our college is not only constantly updating the theoretical aspects of education, we are sincerely Criterion VII :Innovative Practices 225

243 committed to update the practice and practical aspects of our teaching and training programmes as per the ground reality and future needs. Additional Information to be provided by Institutions opting for Reaccreditation 1. How are the core values of NAAC reflected in the various functions of the institution? 7.1 Internal Quality Assurance System: IQAC exists which ensures quality check. IQAC should make attempts to institutionalize the best practices of the individual faculty. 7.2 Inclusive Practices: Orientation programmes, annual functions, celebration of days of national importance and cultural festivals develop the skill and knowledge of pupil teachers. The progress of all categories of students especially the SC and ST students are monitared. 7.3 Stakeholder Relationships: The involvement of the pupil teachers in outreach activities make the institution relevant to the neighborhood. Students satisfaction and the confidence of parents in the institution is seen. Our institution is committed to give best practice and achieve the highest standards in Performance, Quality and competency based teacher education and healthy tradition. We want to beat these high standards and go further because anything that can be done,can be done better. There are many dimensions to produce competent,knowledgeable, Highly skilled teachers, Who have the entrepreneurship awareness and will strive for excellence in value based education also provide ample opportunities to individuals in pursuing their tertiary education dreams and to develop human capital to fulfill the best teacher`s needs of the country and future by providing an environment for personal growth,opportunity,knowledge, exposure,personal attention and career direction empowered by superior latest technologies of teaching. Criterion VII :Innovative Practices 226

244 Instiutuion is attentive towards: 1 National Development:- The college contributes to national development by developing national values and prepare smart young teachers who are well trained to meet the changing needs of the time. Our institution ensure the all round development of its student by providing them information and training in the latest developments in the field of education. The trainees improve their knowledge and experience of teaching in their areas of specialization. Seminar, Workshop, Extension lecture provides adequate exposure to the trainees. Classes on the value based, literacy survey, assemblies conducted by students, conduct of various curricular and co-curricular program, celebration of national and international days etc. add to the varied experiences that the teacher trainee receives from our institution. 2 Global competency:- Our institution gives priority to build competent teachers. They provide training in communication skill and IT based techniques to enrich their teaching profession. 3 Value System:- Our institution gives importance on human values. The entire education Program aims at the practice and propagation of these fundamental values. The environment of the college helps to practice these values. The peaceful and respectful relationship between the various stake holders of the college bear witness to this. Value based education and extension lectures are conducted frequently by distinguished personalities of the society. Seminars, conferences and workshops are regularly conducted in our institution. The educational tour such as visits to historical places, special school, awareness rallies etc. help to inculcate values and be one with the real world out side. 4 Use of technology:- The teacher education program provided in the college is IT Based. Both members of faculty and the students avail the technological facilities in the college for conducting classes, seminars, projects, presentation and other co-scholastic activities. Criterion VII :Innovative Practices 227

245 The free internet services help the faculty as well as students in their research projects. The faculty member also uses social network like Blogs in the teaching learning process. 5 Quest for excellence:- Our institution makes changes as suggested by its stakeholders time to time, our college strives to keep latest development in the field of teacher education. We are in the path of development and excellence and we have to travel a lot to reach perfection. Criterion VII :Innovative Practices 228

246 III Mapping of the Academic Activities of the Institution

247 Mapping of the Academic Activities 229

248 Mapping of the Academic Activities 230

249 Mapping of the Academic Activities 231

250 IV Declaration by the Head of the Institution

251 Established in 1986, Accredited with B Grade by NAAC (2011) SAR-2016 Declaration by the Head of the Institution 232

252 APPENDICES

253 APPENDICES S. No. Contents Page No. 1. Photos Gallery 1 2. Certificate of NAAC Accreditation Institutional Data En-1 Home Page (Website) 19 En-2 Master Plan 20 En-3 Affiliation by the University [B.Ed, Shiksha Shastri (B.Ed Sanskrit) & M.Ed] 21 En-4 UGC Recognition Under section 2 (f) and 12 (B) 24 En-5 NCTE Recognition Letter 26 En-6 University Letters for Curriculum Development 32 En-7 Students Feedback on Assessment of Teachers 39 En-8 Faculty Exchange Programme 40 En-9 Revised Syllabus of B.Ed, Shiksha Shastri (B.Ed Sanskrit) and M.Ed 41 En-10 Academic calendar 164 En-11 Report on Minor Research Projects (4) 169 En-12 Students Participation in Cultural Events 178 En-13 Students Participation in Sports Competition Criteria I - Curricular Aspects (i) Teacher Education Scenario in Rajasthan 180 (ii) List of B.O.S. Members 182 (iii) M.Ed Curriculum Review 188

254 (iv) List of Paper setters 190 (v) (vi) List of Visitors in various institution NCTE - V.T. Members List Feedback Performa on Courses 191 (a) Peer Group 197 (b) Employers 198 (c) Alumni 199 (d) Head of Practice Teaching Schools 200 (e) Students (Trainees) Criteria II - Teaching-Learning and Evaluation (i) P.T.E.T., P.S.S.T. & P.M.E.T. Fees Structure 202 (ii) Time Table 204 (iii) Feedback Performa (a) Micro Teaching 207 (b) Orientation 208 (c) Practice Teaching 209 (vi) Performa for Evaluation of Practice Teaching by Teacher Educators, Peer Trainees Criteria III - Research, Consultancy and Extension (i) Ph.D. Holders and NET/SLET List of staff 214 (ii) Publications (International Journals - 04, National - 08, News Paper - 10 and Books - 13) 217 (iii) Award List 219 (iv) Extension Lecture 220 (v) Letter of Ph.D. Guide approval from university 224 (vi) Information Regarding ongoing UGC Project 227

255 7. Criteria IV - Infrastructure and Learning Resources (i) Lab wise List of Equipments and Materials (08) 228 (ii) Staff Detail (Teaching and Non Teaching) 258 (iii) List of Computer Equipments 272 (iv) No. of Book List in Library 277 (v) Library Feedback Performa 278 (vi) Sports Stock List Criteria V - Students Support and Progression (i) Drop Out Students List 280 (ii) List of Percentage pass student (last 5 years) 281 (iii) List of NET/SLET Students 282 (iv) Scholarship 283 (v) Financial Support 286 (vi) Cultural Activities (College and Inter college Competition) 287 (vii) Sports Activities (College and Inter college Competition) 288 (viii) Alumni List 289 (ix) Students List for Further studies Criteria VI - Governance and Leadership (i) Account Statements for Last Three years Criteria VII - Innovative Practices (i) List of Clubs 304

256 NAAC CERTIFICATE INFRASTRUCTURE 1

257 2

258 3

259 4

260 INTER COLLEGE COMPETITION 5

261 6

262 NATIONAL SEMINARS 7

263 EXTENSION LECTURE 8

264 ALUMINAI MEET 9

265 EDUCATIONAL TOUR AND VISIT TO BOOK FAIR 10

266 COMMUNITY SERVICES 11

267 12

268 ACTIVITIES IN SCHOOL 13

269 ACTIVITIES IN COLLEGE 14

270 CULTURAL ACTIVITIES 15

271 SPORTS 16

272 SUPW CAMP 17

273 18

274 19