sbdscoe.comsbdscoe.com/sbds-ssr-2016.pdf2 self appraisal report submitted by: shaheed baba deep...

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SELF APPRAISAL REPORT Submitted By: SHAHEED BABA DEEP SINGH COLLEGE OF EDUCATION

AHERWAN (FATEHABAD) HARYANA

SHAHEED BABA DEEP SINGH COLLEGE OF

EDUCATION, AHERWAN

( A SIKH MINORITY COLEEGE)

NAAC ACCREDITAION REPORT

2016

VILLAGE-AHERWAN, TEHSIL-RATIA, DISTRICT-FATEHABAD

HARYANA (125051)

2



CONTENTS

Sr.

No.

TITLE Page No.

1. Preface 6

2. Introduction of profile of the college 7

3. Fee Structure and Syllabus 8-10

4. Part-I : Institutional Data

A. Profile of the Institution

B. Criterion-wise Inputs

11-14

15-44

5. Part-II : Evaluative Report

1. Executive Summary

2. SWOC Analysis

3. Criterion wise analysis

Criterion I: Curricular Aspects

Criterion II: Teaching-Learning and Evaluation

Criterion III: Research , Consultancy and Extension

Criterion IV: Infrastructure and Learning Resources

Criterion V: Student Support and Progression

Criterion VI: Governance and Leadership

Criterion VII: Innovative Practices

45-51

52-53

54-217

6. Appendices:

Teacher Education Scenario

Mapping of Academic Activities of the Institution

Declaration by the Head of the Institution

Other Mandatory Documents

218-220

221

222

223-236

3



IN MEMORY OF SHAHEED BABA DEEP SINGH JI

Baba Deep Singh ji is one of the most honoured Martyrs in Sikh history. He was the

founder of the Shahid Misl (group) as well as of the Damdami Taksal (Damdama school

of learning). He spent most of his life as a custodian of the Panth. Not only was he a

brave and fearless soldier but a very intelligent scholar also who had mastered several

languages.

Baba Ji was born in January, 1682. He was the son of Bhai Bhagata Ji and Mai Jeoni Ji, a

Sikh couple living in Pahuvind, Amritsar. Baba Ji's parents were hard-working Sikh

farmers. He was named Deepa (light). From about 12 years of age, he grew up around the

tenth Guru, Guru Gobind Singh Ji in Anandpur Sahib. He learnt Gurmukhi (Punjabi script)

and several other languages from Bhai Mani Singh and other Sikh scholars. It was here that

he learnt the art of horsemanship, hunting and the use of the bow and other weapons. At the

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age of eighteen, he received 'Amrit' from the Panj Pyare at Anandpur Sahib on Vaisakhi day

and took an oath to serve as one of Waheguru's warriors (Akal Purakh Dee Fauj). With his

new name, Deep Singh also learnt that Sikhs are meant to always help the weak and needy,

and to fight for truth and justice.

Guru Gobind Singh Ji recited the entire Granth Sahib to Bhai Mani Singh Ji and Baba Deep

Singh Ji while they wrote the text. Baba Deep Singh Ji hand-wrote five more copies of the

Holy Scriptures. Four copies were sent to Sri Akal Takht Sahib, Sri Takht Patna Sahib, Sri

Takht Hazur Sahib, and Sri Takht Anandpur Sahib. Another copy was prepared by Baba

Deep Singh Ji in Arabic script and sent to the Middle East.

In 1707, Baba Deep Singh Ji joined Banda Singh Bahadur to fight for the freedom of

Punjab. They fought together in the battle at Sirhind-the city in which Guru Gobind Singh

Ji's two younger sons had been killed. During the battle, Baba Deep Singh Ji beheaded

Wazir Khan. Later, when the Sikh forces were reorganised into twelve mists (groups),

Baba Deep Singh Ji was appointed in charge of the Shaheedi division.

In 1755, when India was attacked by Ahmad Shah Abdali, the emperor of Afghanistan,

Baba Deep Singh Ji and his men freed much of stolen goods and liberated the prisoners,

returning them to their homes. Ahmad Shah Abdali was able to escape to Lahore. In 1757,

Jahan Khan, his General, proceeded to Amritsar with heavy artillery. Many Sikhs died

fighting to defend Sri Harimander Sahib but unfortunately the Gurdwara and its surrounding

buildings were demolished and the Sarovar was filled with dirt and debris. Sri Harimander

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Sahib was then closed to all Sikhs. Baba Deep Singh Ji took a vow not to come back alive,

without freeing the Gurdwara from the Mughals.

Although Baba Deep Singh Ji was seventy-five years old, he still had the strength of a

young warrior. Baba Deep Singh Ji fought with his 18-ser khanda (weighing about 32 tbs.).

During the clash, one of the Mogul commanders, Jamal Khan, attacked Baba Deep Singh Ji.

As they fought, both men swung their weapons with great force, leaving both of their

heads separated from their bodies. Baba Deep Singh Ji immediately stood up, holding his

head on his left palm while holding his khanda upright in his right hand and continued

fighting till he reached Sri Harmandir Sahib. He bowed his head at the Prikarma

(rectangular walkway) and lay there as a Martyr.

Baba Deep Singh Ji's shaheedi incited the Sikhs to continue to fight against Mogul

oppression for many years. Even today, he is a symbol for all Sikhs how to live and die with

dignity.

6



PREFACE

Under the kind patronage of Mrs. Sharanjeet Kaur, a great visionary and

philanthropist, S.B.D.S. College of Education feels honored in welcoming the peer team

of National Assessment and Accreditation Council and takes it an opportunity for

Assessment of its achievements in all-round development, both in academic and

infrastructural fields. Its team of dedicated teachers headed by the Principal has always

aspired for excellence, making no compromises en route with quality of teaching,

comparable to the best. The inspection by the Honorable peer team consisting of eminent

scholars will surely guide us to further improve proficiency. This report is prepared

according to the instructions laid down by NAAC. The Self-appraisal Report has been

prepared in two parts. In Part-1, an attempt has been made to present the profile of the

institution and relevant information to each question related to the criterion. In Part-II, all

the seven criteria have been reported in descriptive form.

To prepare this report a committee of four members has been constituted. The

report has been finalized with utmost sincerity, honesty and collective efforts of the

faculty members. An attempt has been made to study and record all facts and features

which contributed to quality maintenance and enhancement during the last three years as

per guidelines of Chaudhary Devi Lal University and norms of National Council of

Teacher Education.

In the present report we tried our level best to meet the demands as laid down by

NAAC. The college is committed to the core values of NAAC.

7



S.B.D.S COLLEGE OF EDUCATION, AHERWAN (RATIA)

Annexure-I

Profile of the Institution

(Point-11)

The State Education Act has provision for autonomy but is applicable only in the case of

those institutions which are covered under the Grant-in-Aid scheme of the Govt. (The

aided colleges get 95% grant on the salary of the sanctioned posts of Teaching and Non-

Teaching Staff).

This College is being run under the self-financing scheme of the Govt. and the Govt. has

included it under Sikh Minority Status Institutions Under Article 30 (1): The Constitution

of India. The management of this college, however, is favorably inclined to apply for the

autonomous status whenever the Govt. extends the provision to cover the colleges being

run under the self-financing scheme.

Principal

8



S.B.D.S COLLEGE OF EDUCATION, AHERWAN

(RATIA)

Annexure-II Criterion I: Curricular Aspects

Point 2 (b)

Fee Charged per Programme

B.Ed. Programme: Fee prescribed for 1st year only: Rs. 44,000/- + other annual charges of C.D.L.U, Sirsa as detailed below:

Sr.

No.

Particulars Self-financing College

From CDLU, Sirsa Students from other

Universities

1. Registration -- 1000

2. Sports 150 150

3. Youth Welfare 100 100

4. Eligibility 100 100

5. HHF 10 10

6. R.K. Fund 70 70

7. Youth Red Cross Fee 60 60

8. Examination Fee 500 500

9. Alumni 100 100

10. Migration -- 100

11. Continuation 500 --

12. Other Charges* ---- ----

13. Development Charges 2190 2190

Grand Total 3780 4380

D.Ed. Programme

Rs.25,800/- per annum as fixed by the board.

9




(RATIA)

Annexure-IV (a)

Criterion I: Curricular Aspects (Point 5)

Number of methods/ elective options (Programme wise)

D.Ed.

All Subjects are compulsory.

Paper-I: Education in Emerging India

Paper-II: Educational Psychology

Paper-III: Teacher Function at the Primary Stage

Paper-IV: Matrbhasha (Hindi) Shikshan Prashikshan ke Udesheya

Paper-V: Teaching of English

Paper VI: Teaching of Mathematics

Paper VII: Teaching of Environmental Studies (Social Studies-EVS-I)

Paper VIII: Teaching of Environmental Studies (Social Studies-EVS-II)

Paper IX: Teaching of Health and Physical Education

Paper X: Teaching of Art Education and Creative Works

Paper-XI: Co-curricular Activities, Community works, Games, Sports and School Exp.

Programme.

Principal

10




(RATIA)

Annexure-IV (b)

Criterion I: Curricular Aspects (Point 5)

Number of methods/ elective options (programme wise)

B.Ed. –Year-I

PAPER Nomenclature

I Childhood and Growing Up

II Contemporary India and Education

III Learning and Teaching

IV Assessment for Learning

V & VI Pedagogy of School Subject I

V &VI Pedagogy of School Subject II

Enhancing Professional Capacities (EPC) Practicum

EPC 1 Reading and Reflecting on Texts

EPC 3 Critical Understanding of ICT

Year II

PAPER Nomenclature

VII Knowledge and Curriculum

VIII Creating an Inclusive School

IX Language Across the Curriculum

X Understanding Discipline and Subjects

XI Gender, School & Society

XII Option Course

Any Two of the following:

1. Work Education

2. Health and Physical Education

3. Yoga Education

4. Peace Education

5. Guidance and Counselling

Enhancing Professional Capacities (EPC) Practicum

EPC 1 Reading and Reflecting on Texts

EPC 3 Critical Understanding of ICT

11



PART – I: INSTITUTIONAL DATA

A) Profile of the Institution

1. Name and address of the Institution:

Name : SHAHEED BABA DEEP SINGH COLLEGE OF EDUCATION

Address : VILLAGE- AHERWAN

City : RATIA

District : FATHEABAD

State : HARYANA

Pin Code : 125051

2. Website www.sbdscoe.com

3. E-mail Address [email protected]

OFFICE

Name Telephone Number

With Std Code

Fax No E-mail

Principal

Dr. Mamta Choudhary 01697- 261482 01697-261282 [email protected]

Self – Appraisal Co-ordinator

Dr. Shweta Arora

01697-261482 --- [email protected]

Residence

Name & Address Tel.No. Mobile No

Principal

Dr. Mamta Choudhary,

H.No.3 , Choudhary Colony, Bighar

Road,Fatehabad 01667-221509 098124-46424

Self – Appraisal Co-ordinator

Dr. Shweta Arora ----------- 9466684712

http://www.sbdscoe.com/

mailto:[email protected]



12



Chaudhary Devi Lal University, Sirsa

H.No.- 30, Surya Enclave, Fatehabad

4. Location of the college

Urban Semi-urban Rural Tribal

Any other (Specify and indicate) 5. Campus area in acres : 5 Kanals

Shaheed Baba Deep Singh College is a part of integrated campus of Shaheed Baba Deep Singh

Medical Sciences and Welfare Society, Ratia. An area of 5 Kanals demarcated specifically for this

institution apart from sharing a host of other infrastructure facilities on the campus like

playgrounds and cafeteria.

6. Is it a recognized minority institution? Yes No

7. Date of establishment of the college

Month & Year

8. University / Board to which the institution is affiliated

9. Details of UGC recognition under sections 2(f) and 12B of the UGC Act.

Not Yet.

10. Type of Institution:

A. By Funding

i. Government

ii. Grant-in-aid

MM YYYY

09 2007

√

√

13



iii. Constituent

iv. Self – financed √

v. Any other (Specify and indicate)

B. By Gender

i. Only for Men

ii. Only for Women

iii. Co-education √

C. By Nature

i. University Dept.

ii. IASE

iii. Autonomous College

iv. Affiliated College √

v. Constituent College

vi. Dept. of Education of a 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

Annexure - I

12. Details of Teacher Education programmes offered by the institution:

√

√

14



Sl. No. Level

Programme/

course

Entry

Qualification

Nature of

award

Duration Medium of

instruction

i.

Primary/ Elementary

- - Certificate - -

D.ED. 10+2 Diploma 3 Years Hindi

- - Degree - -

ii.

Secondary/ Sr.

Secondary

- - Certificate - -

- - Diploma - -

B.Ed. Graduate Degree 2 Year (w.e.f.

sep. 2015)

Hindi &

English

13. Give details of NCTE recognition (for each programme mentioned in Q 12 above)

Level Programme/

course

Order No. & Date Valid upto Sanctioned

Intake

Primary/

Elementary D.Ed.

F.NRC/NCTE/HR-1327/2008/58004

21st August, 2008 - 50

Secondary/ Sr.

Secondary B.Ed.

F.NRC/NCTE/F73/HR-

915/2007/28629

22nd September, 2007

Revised Recognition Order-

F.NRC/NCTE/HR- Common

Orders/2015/110946

05/06/2015.

- 100

15



B) CRITERION-WISE INPUTS

CRITERION I: CURRICULAR ASPECTS

1. Does the Institution have a stated

Vision

Mission

Values

Objectives

2. Does the Institution offer self –financed Programme(s)?

If Yes,

a) How many programmes?

b) Fee Charged per programme :

1. B.Ed. Annexure - II

2. D.Ed.

3. Are there programmes with semester system?

(YES) 4. Is the Institution representing/ participating in the curriculum development/revision processes

of the regulatory bodies?

If yes, how many faculties are on the various curriculum development/vision committees /Board

ofUniversities/regulating authority?

Yes √ No

Yes √ No

Yes √ No

Yes √ No

Yes √ No

Yes √ No

Two

48380.00

25800.00

D.Ed.

ONE

16



8. Are there programmes with faculty exchange / visiting faculty?

No

9. Is there any mechanism to obtain feedback on the curricular aspects from the

o Heads of practice teaching schools Yes √ No

Academic peers Yes √ No

Alumni Yes √ No

Students Yes √ No

Employers Yes √ No

10. How long does it take for the institution to introduce a new programme within the existing

system?

ONE YEAR

5. 5. Number of methods /elective options (programme wise)

D.Ed.

11 Annexure – III-A

B.Ed. 32 Annexure – III-B

6.55 666. Are there Programmes offered in modular form

Yes -- No √

Number

-----

7. 7. Are there Programmes where assessment of teachers by the students has been introduced

Yes √ √ No ----

Number Two

Yes √ NO --

Number 2

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11. Has the Institution introduced any new courses in teaching education during the last three years?

12. Are there courses in which major syllabus revision was done during the last five years? (D.Ed. Course – Annual System to Semester System)

13. Does the Institution develop and deploy action plans for effective implementation of the

curriculum?

14. Does the Institution encourage the faculty to prepare course out lines?

Yes --- NO √

Yes √ NO ---

Number 2

Yes √ NO ---

Yes √ NO ---

18



CRITERION II: TEACHING –LEARNING AND EVALUATION

1. How are students selected for admission in to various courses?

a) Through an entrance test developed by the institution

1.

b) Common entrance test conducted by the university/ government

2.

c) Through an interview

3.

d) Entrance test and interview

4.

e) Merit at the qualifying examination √

f) Any other (specify and indicate)

2. Furnish the following information (for the previous academic year):

a) Date of start of the Academic year 1Sept., 2014

5.

b) Date of last Admission. 25 Sept., 2014

6.

c) Date of closing of the Academic year July, 2015

7.

d) Total Teaching Days 210

8.

e) Total Working Days 225

3. Total number of students admitted for the session 2014-15

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Programme Number of students Reserved Open

M F TOTAL M F TOTAL M F TOTAL

D.Ed. 15 35 50 3 18 21 12 17 29

B.Ed. 43 56 99 26 19 45 17 37 54

4. Are there any overseas students?

If yes, how many

5. What is the ‘unit cost’ of teacher education programme?

a) Unit cost excluding salary component

b) Unit cost including salary component

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

during the previous academic session

Programme Open Reserved

Highest Lowest Highest Lowest

(%) (%) (%) (%)

D.Ed. 70.00 55.60 73.60 51.20

B.Ed 74.80 50.00 75.00 46.00

7. Is there a provision for assessing student’s knowledge and skills for the programme (after

admission)?

8. Does the Institution develop its academic calendar practicum?

9. Time allotted (in percentage)

Yes ---- NO √

Number ----

11560.56

82750.48

Yes √ NO ----

Yes √ NO ----

20



Programmes Theory Practice Teaching Practicum

D.Ed. 70 20 10

B.Ed. 70 20 10

10. Pre-practice teaching at the institution

o a) Number of pre-practice teaching days 1 6

b) Minimum number of pre-practice teaching lesson 2 0 Given by each students

11. Pre-practice teaching at the school

o a) Number of Schools identified for practice teaching 1 0

b) Total number of practice teaching days 1 6 c) Minimum number of practice teaching 3 2 lesions given by each students

12. How many lessons are given by the student teacher in simulation and pre practice teaching in

classroom situations?

Number of lessons in simulation 10

Number of lessons in pre practice teaching

02

13. Is the scheme of evaluation made known to students at the beginning of the academic session?

14. Does the Institution provide for continuous evaluation?

15. Weight age (in percentage) given to Internal and external evaluation

Yes √ NO ----

Yes √ NO ----

21



Programme Internal External

D.Ed. 20% 80%

B.Ed., 20 % 80 %

16. Examinations

A Number of sessional tests held for each paper 2

B Number of assignments for each paper 2 2

17. Access to ICT (Information and Communication Technology)

Particulars Yes No

Computers √ -

Intranet √ -

Internet √ -

Software/Courseware (CDs) √ -

Audio resources √ -

Video resources √ -

Teaching aids &other related materials (lab) √ -

Member ship of DELNET √ -

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

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

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

Yes √ NO ----

Number ALL

Yes √ NO ----

Compulsory √ Optional ---

22



CRITERION III: RESEARCH, DEVELOPMENT AND EXTENSION

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

Number 2 13.33 % Complete

Number 3 20.00 % Pursuing

2. Does the Institution have ongoing research projects?

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

Funding agency Amount (Rs.) Duration (Years) Collaboration, if any

College ------------ 6 Months ----------

3. Number of completed research projects during last three years

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

(Mark √ for positive and X for negative response)

o Teachers are given study leave √

o

o Teachers are provided with seed money -

o

o Adjustment in teaching schedule √

o

o Providing Secretarial support and other facilities √

o

o Any other (specify and indicate) -

5. Does the institution provide financial support to research scholars?

Yes √ NO ----

One

Yes √ NO ----

23



6. Number of research degrees awarded during the last 5 years

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

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

Journals Yes No Numbers

√ --- 2

National Journals- referred

papers non referred papers √ --- 14

Academic articles in reputed

magazines/news papers

---- √ --

Books

--- √ ---

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

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

Faculty Students

National Seminars 29 ----

International Seminars ---- -----

Any other Academic Forum

11. What types of instructional materials have been developed by the institution?

(Mark √ for yes and X for no)

a. Ph.D. 2

b. M. Phil. 3

Yes √ NO ----

Yes √ NO ----

Number 2

24



o Self-instructional materials √

o

o Printed materials √

o

o Non-print materials (e.g. teaching aids/audio-visual, multimedia, etc.)

√

o

o Digitalized (Computer aided instructional materials) √

o

o Any other (specify and indicate) -

12. Does the institution have a designated person for extension activities?

If yes, the nature of the post.

Full time

Part time

Additional Trainer are appointed for cultural and other co-curricular activities.

13. Are there NSS and NCC programmes in the institution?

14. Are there any other outreach programmes provided by the institution?

15. Number of the other curricular/co-curricular meets organized by other academic agencies/NGOs on

Campus

16. Does the institution provide consultancy services?

Yes √ NO ----

Yes --- NO √

Yes √ NO ----

5

Yes √ NO ----

25



In case of paid consultancy what is the net amount generated during last three years.

17. Does the institution have networking/linkage with other institutions/organizations?

Local level √

State level √

National level √

International level √

Free Consultancy

26



CRITERION IV: INFRASTRUCTURE & LEARNING RESOURCES 1. Built – up Area (in sq.mts)

3398.40 Sq. Mtrs.

Annexure – VI

2. Are the following laboratories been established as per NCTE Norms?

a) Methods lab Yes √ No -

b) Psychology lab Yes √ No -

c) Science Lab (s) Yes √ No -

d) Education Technology lab Yes √ No -

e) Computer lab Yes √ No -

f) Workshop for preparing Teaching aids Yes √ No - 3. How many Computer terminals are available with the institution?

4. What is the Budget allotted for computers (purchase and maintenance) during the previous academic

year?

5. What is the Amount spent on maintenance of computer facilities during the previous academic year?

6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous

academic year?

35

75,000/-

17,660/-

16,400/-

27



7. Budget allocation for campus expansion (building) and upkeep for the current academic

session/financial year?

8. Has the institution developed computer aided learning packages?

9. Total number of posts sanctioned

Staff Post

Principal 01

Teaching (Lecturer) 10

Supporting Staff 5

Non-teaching 5

10. Total number of posts vacant

Open Reserved

M F M F

Teaching 1 - - -

Non-teaching - - - -

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

Open Reserved

M F M F

Lecturer 3 4 --- 1

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

Open Reserved

M F M F Lecturer --- 02 -- --

c. Number of teachers from

Same state 10

Other state ---

1,90,000/-

Yes ---- No √

28



12. Teacher student ratio (program-wise)

Programme Teacher Student Ratio

D.Ed. (100) 1:9

B.Ed., (100) 1:14 13. a. Non-teaching staff

Open Reserved

M F M F

Permanent 3 2 -- --

M F M F

Temporary - - - -

b. Technical Assistants

Open Reserved

M F M F

Permanent 01 01 --- ---

M F M F

Temporary 01 --- --- ---

14. Ratio of Teaching-non-teaching staff 15. Amount spent on the salaries of teaching faculty during the previous academic session (% of total

expenditure)

16. Is there an advisory committee for the library?

17. Working hours of the Library

On working days

On Holidays

During Examinations

5:2

26,89,968/-

Yes √ NO --

8

5

4

29



18. Does the library have an Open access facility?

19. Total collection of the following in the library

a. Books 9026

- Textbooks 6047

- Reference books

131

b. Magazines

20

c. Journals subscribed

-Indian journals 18

-Foreign journals 02 d. Peer reviewed journals

10

e. Back volumes of journals

121

f - Information resources

Online journals/e-journals

8

CDs/DVDs

13

Video Cassettes

00

Audio Cassettes

10

Data Base -1

1

20. Mention the

Total carpet area of the Library (in sq.mts)

130.30 sq.mts

Seating capacity of the Reading room

50 Students 21. Status of automation of Library

Yet to initiate

Partially automated

Fully automated

√ 22. Which of the following services/facilities are provided in the library?

Circulation

√

Clipping

√

Bibliographic compilation

√

Reference

√

Information display and notification

√

Yes ---- NO √

30



Book Bank

√

Photocopying

√ Computer and Printer

√

Internet

√

Online access facility

√

Inter-library borrowing

√

Power back up

√

User orientation/information literacy

√

Any other (please specify and indicate)

23. Are students allowed to retain books for examinations?

24. Furnish information on the following

Average number of books issued/returned per day

30

Maximum number of days books are permitted to be retained

By the students

1 week

By the faculty

2 weeks

Maximum number of books permitted for issue

For students

05

For faculty

10 Average number of users who visited/ consulted /month

200

Ratio of library books (excluding textbooks and book bank facility) to the number of students enrolled

1:3

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

budget of the institution

5.38%

Yes √ NO ----

31



26. Provide the number of books/Journals/Periodicals that have been added to the library during

the last three years and their cost.

2012-2013 2013-2014 2014-2015

Number Total cost

(In Rs.)

Number Total cost

(In Rs.)

Number Total cost

(In Rs.)

Text Books 934 66,375/- 299 58,366/- 385 58,292/-

General Books 190 - 141 - 201 -

Journals/Periodicals/

Magazines

22 10,488/- 43 28,373/- 44 32,746/-

Reference Books 43 - 29 - 12 -

Dictionaries 3 - 4 - 4 -

Newspaper ( Weekly) 1 - 1 - 1 -

Newspaper (Monthly) 240 - - - - -

Encyclopedia 10 - 05 - 15 -

32



CRITERION V: STUDENT SUPPORT AND PROGRESSION

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

Programmes 2012-2013 2013-2014 2014-2015

D.ED 0 1 1

B.ED. 0 2 1

2. Does the institution have the tutor-ward/ or any similar mentoring system?

If yes, how many students are under the care of a mentor/ tutor?

3. Does the institution offer Remedial instruction?

4. Does the institution offer Bridge courses?

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

B.Ed.

2012-13 2013-14 2014-15

Pass percentage 99.00 95.75 88

Number of first classes 72 78 79

Exemplary 04 02 --

performances(Gold

Medal and university

ranks)

- - -

D.Ed.-I

2012-13 2013-14 2014-15

Pass percentage 98.50 97.50 99.50

Number of first classes 97.50 98.25 99.50

Exemplary 81.00 78.00 80.00

performances(Gold


ranks)

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

Yes √ NO ----

14

Yes √ NO ----

Yes -- NO √

33



D.Ed. –II

2012-13 2013-14 2014-15

Pass percentage 96.50 98.00 98.50

Number of first classes 96.00 96.50 97.00

Exemplary 84.00 87.00 81.50

performances(Gold


ranks)

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

6. Number of students who have passed competitive examinations during the last three years (provide year wise data)

2012-2013 2013-2014 2014-2015

NET - 01 -

SLET/SET - - -

HTET 10 07 04

CTET 06 05 03

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

Financial Aid Course 2012-2013 2013-2014 2014-2015

(i) Govt. Scholarship B.Ed. 18 11 13

D.Ed. 11 10 07

(ii) Merit cum-means scholarship

B.Ed. - - -

D.Ed. - - -

(iii) Fee concession B.Ed. 27 37 41

D.Ed. - - -

(iv) Loan facilities B.Ed. - - -

D.Ed. - - -

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

9. Does the institution provide residential accommodation for?

10. Does the institution provide hostel facility for its students?

Yes √ NO ----

Faculty Yes NO √

Non teaching staff Yes √ NO ----

Yes √ NO

34



11. Does the institution provide indoor and outdoor sports facilities? Sports Fields Indoor sports facilities

Gymnasium 12. Availability of rest rooms for women

13. Availability of rest rooms for men

14. Is there transport facility available?

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

16. Give information on the Cultural Events (Last Year data) in which the institution participated/

organized.

ORGANIZED PARTICIPATED

Yes No Number Yes No Number

Inter-collegiate √ 1 √ 4

Inter University √ 0 √ 0

National √ 1 √ 0

17. Give details of the participation of students during the past year at the university, state,

regional, national and international sports meets.

If yes number of students residing in

hos hostels:

Men -----

Women 6

Yes √ NO ----

Yes √ NO ----

Yes --- NO √

Yes √ NO ----

Yes - NO √

Yes √ NO ----

Yes √ NO ----

35



Participation of students

(Numbers)

Outcome

(Medal achievers)

State -- --

Regional -- --

National -- --

International -- --

18. Does the institution have an active Alumni Association?

If yes, give the year of establishment

19. Does the institution have student association/council?

20. Does the institution regularly publish a college magazine?

21. Does the institution publish its updated prospectus annually?

22. Give the details on the progression of the students to employment/further study (Give percentage) for last three years

2012-13 2013-14 2014-15

Higher studies 16 26 46

Employment (Total) 12 06 06

Teaching 12 04 01

Non teaching - 02 --

Yes √ NO ----

2012

Yes √ NO ----

Yes √ NO ----

Yes √ NO ----

36



23. Is there a placement cell in the institution?

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

2012-13 2013-14 2014-15

12 07 08

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

Academic guidance and Counseling Yes √ No

Personal Counseling Yes √ No

Career Counseling Yes √ No

Yes √ NO ----

37



CRITERION VI: GOVERNANCE AND LEADERSHIP

1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any other similar body/committee?

2. Frequency of meetings of Academic and Administrative bodies:

Last year

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

Maternity Leave Yes √ No

Concession for staff ward Yes √ No

Study Leave Yes √ No

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

three years.

2012-13 2013-14 2014-15

0 2 0

5. Furnish the following details for the past three years.

Yes √ NO ----

Governing body / Management 4

Staff Council 5

IQAC/Or any other similar body/ Committee 2 2

Internal Administrative bodies contributing

to quality improvement of the institutional

processes. (Mention three most important

bodies) 3

38



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

any other recognized Organization.

----

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

Institution

2012-13 2013-14 2014-15

National

--- 01 ---

International

--- -- --

c. Number of faculty development programmes organized by the institution.

d. Number of seminars/Workshops/Symposia on Curricular development, Teaching learning,

Assessment etc. organized by the institution.

2012-13 2013-14 2014-15

2 1 --

e. Research development programmes attended by the faculty

2012-13 2013-14 2014-15

0 0 0

f. Invited/ endowment lecturers at the institution

2012-13 2013-14 2014-15

2 4 5

6. How does the institution monitor the programme performance of the teaching and non – teaching

staff?

2012-13 2013-14 2014-15

2 2 4

39



a. Self Appraisal

Yes √ No

b. Student assessment of Faculty performance Yes √ No

c. Expert assessment of faculty performance Yes √ No

d. Combination of one or more of the above Yes √ No

7. 7. Are the faculty assigned additional administrative work?

Yes NO

√

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

2 Hours

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

For Previous academic session

Grant-in-aid ---------------

Fees 64,21,760/-

Donation ---------------

Self funded courses ---------------

9. Expenditure statement (for last two years)

Total sanctioned Budget 13-14 14-15

% Spent on the salary of faculty 3215292/- 3312098/-

% Spent on the salary of non –teaching employees 426477/- 836198/-

% Spent on books and journals 35934/- 51783/-

% Spent on development activities (expansion of building) 2250000/- 1147500/-

% Spent on telephone, electricity diesel and water 262800/- 264680/-

% Spent on maintenance of building sports facilities, hostels, 48800/- 51449/-

40



residential, complex and student amenities etc.

% Spent on maintenance of equipment , teaching aids,

contingency etc.

17764/- 21448/-

% Spent on research and scholarship(seminars, conferences,

faculty development programs, faculty exchange, etc)

15780/- 19700/-

% Spent on travel 1350/- 2778/-

Any other(specify and indicate) University & Board Expenses 392000/- 394700/-

Newspaper, Magazine & Stationary Expenses 34560/- 36500/-

Advertisement Expenses 121000/- 122200/-

Total expenditure incurred 6821757/- 6261034/-

10. Specify the institutions surplus/deficit budget during the last three years? (Specify the amount in the

applicable boxes given below)

Surplus in Rs. Deficit in Rs.

2,77,550/- ----------------

3,32,843/- ----------------

160726/- -----------------

11. Is there an Internal Financial Audit Mechanism?

(Purchase Committee- Bursar) 12. Is there an External Financial Audit Mechanism?

13. ICT/Technology supported activities /Units of the institutions:

Administration Yes √ No

Finance Yes √ No

Student Records Yes √ No

Career Counseling Yes √ No

Examination/Evaluation/Assessment Yes √ No

Yes √ NO

Yes √ NO

41



Aptitude Testing Yes √ No

Seminar/Conference

Yes √ No

14. Does the institution have an efficient internal coordinating and monitoring mechanism?

15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-teaching staff?

16. Are all the decisions taken by the institution during the last three years approved by a competent

authority?

17. Does the institution have the freedom and the resources to appoint and pay temporary / ad hoc

guest teaching staff?

18. Is a Grievance Redressal mechanism in vogue in the institution?

19. Are there any ongoing legal disputes pertaining to the institution?

20. Has the institution adopted any mechanism / process for internal academic audit / quality checks?

21. Is the institution sensitized to modern managerial concepts such as strategic planning, teamwork,

decision making, computerization and TQM?

Yes √ NO

Yes √ NO

Yes √ NO

Yes √ NO

a) for teachers √

b) for students √

c) for non teaching Staff √

Yes NO √

Yes √ NO

Yes √ NO

42


AHERWAN (FATEHABAD) HARYANA 42

CRITERION VII: INNOVATIVE PRACTICES 1. Does the institution have an established Internal Quality Assurance Mechanism?

2. Do students participate in the Quality Enhancement of the Institution? 3. What is the percentage of the following student categories in the institution?

Course B.Ed.

Session 2015-16

Category Men Men % Women Women %

SC 7 7 7 7

ST - - - -

OBC 8 8 12 12

Phy. Challenged - - - -

Gen Category 16 16 49 49

Rural 22 28

Urban 9 41

Course D.Ed.

Session 2015-16

Category Men Men % Women Women %

SC 2 4 3 6

ST - - - -

OBC 6 12 15 30


Gen Category 4 8 20 40

Rural 11 22 26 52

Urban 1 2 12 24

Yes √ NO

Yes √ NO

43



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

B.Ed. Course

Session 2015-16

Category Teaching Staff Teaching Staff % Non-Teaching

Staff

Non-Teaching

Staff

SC 01 - 02 -

ST - -

OBC 00 - 01 -

Women 06 - 02 -


Gen Category 07 - 02 -

Rural 01 - 03 -

Urban 07 - 02 -

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

D.Ed. Course

Session

Category Teaching Staff Teaching Staff

%

Non-Teaching

Staff Non-Teaching

Staff

SC 00 - 02 -

ST 00 - - -

OBC 01 - 01 -

Women 03 - 02 -


Gen Category 04 - 02 -

Rural 01 - 03 -

Urban 03 - 02 -

44



6. What is the percentage incremental academic growth of the students for the last two

batches?

Academic Growth of the B.Ed., students

Category At Admission On Completion of the Course

B.Ed. Batch-I Batch-II Batch-I Batch-II

2012-2013 2013-2014 2012-2013 2013-2014

M F M F M F M F

SC

06 16 03

12 06 16 03 12

BC 03 07 06 15 03 07 06 15

OBC 02 05 01 04 02 05 01 04

SBC 00 04 00 03 00 04 00 03

Gen Category 19 38 12 44 19 38 12 44

Rural 21 56 13 56 21 56 13 56

Urban 09 14 09 22 09 14 09 22

As this is one year course, the strength at the time of admission and completion do not vary.

45



Executive Summary

S.B.D.S. College of Education, Aherwan, Ratia was established in 2007 with B.Ed.

unit, subsequently, the D.Ed. programme was added in 2008. It is owned and managed by

the S.B.D.S. Medical Science and Welfare Society with the prime objective of preparing

efficient and committed teachers for our country, with special emphasis on their moral

growth and development. The college aims to make the students to illuminate the world and

dispel all sorts of darkness around them. The quest for excellence is highlighted in the

vision and mission of the institution.

The college is affiliated to Chaudhary Devi Lal University, Sirsa and is

recognized by the NCTE vide letters no. F.NRC/NCTE/F73/HR-915/2007/28629 dated 22

August, 2007 (for 100 seats of B.Ed course), and No. F.NRC/NCTE/HR-1327/2008/58004

dated 21 September, 2008 (for D.Ed Course). The college is a co-educational institution.

The institution was conferred Sikh Minority Status by the National Commission for

Minority Educational Institutions in 2010 (Memo. No. 01/44-2011 dated 26th November,

2011). The admissions to B.Ed. and D.Ed. course are made at institutional level. The

college follows the B.Ed. curriculum prescribed by the affiliating University viz. C.D.L.U.

Sirsa, while the college follows the D.Ed. curriculum prescribed by the State Council for

Educational Research and Training (SCERT), Haryana.

The college is situated at the main road from Fatehabad to Ratia at village

Aherwan. Aherwan is small, calm and prosperous village. It is surrounded by Agriculture

produce of Rice, Grain and Cotton. The local people are mainly small scale farmers.

The vision of the college is Enlightenment, Excellence and Service through quality

education. This institution offers professional courses, which help to develop intellectually

competent, morally upright, psychologically integrated and socially committed teachers for

service in the emerging world scenario of education. The teaching research, extension

service and consultancy provided in the college aim to generate a new work culture for

improving the practices of education. The institution utilizes all the available resources for

experimentation and innovation, which lend a hand in achieving and sustaining excellence

in teacher education. The college has been pursuing the twin policy of expanding vertically

as well as horizontally. Expansion in either direction has, of course, never been attempted at

46



the cost of quality. Additions and expansions have always been made in the relevant

infrastructural facilities as well as keeping with the norms and standards fixed by the UGC,

the NCTE and the Chaudhary Devi Lal University, Sirsa to which the institution is

affiliated.

This institute provides an environment which is fully conducive to all academic

pursuits while offering many faculty development schemes for the teachers to participate in

national and international conferences, seminars and workshops etc. The College has

Principal and 10 permanent faculty members and two faculty members on adhoc basis.

Presently there are two Ph.D. holders as faculty members in the institute and one is

registered for the same. Three faculty members have completed M.Phil and one faculty

member has been registered for M.Phil. and four faculty members have qualified NET

exam. The institute building is situated on a piece of land measuring 5 kanals and has a

built-up area of 36580 Sq. Ft. This is polythene free institution. Community service is a

very significant service in the institute which is evidenced from the large number of

activities organized by the students and faculty in nearby villages.

The college enjoys a sound rapport with its practice teaching schools and other

local educational Institutions. It maintains its cordial relationship with District Education

Office, local bodies and the district administrative authorities. It maintains well-tuned

collaboration with various Govt. and Non Govt. agencies viz. Council for teacher Education

(Haryana State Chapter), Red Cross Society, District Women Cell, Priya and Disha

organizations, Lions International, Rotary International, Bharat Vikas Parishad and City

Welfare Club. It has established linkages and collaboration with Indian Youth Hostel

Association and AIAER.

The institute has a computerized library, well stocked with specialized books,

national and international journals apart from daily newspapers, popular magazines etc. it

has a well-developed and a well-managed reference section housing encyclopedias,

handbooks, manuals, dictionaries etc. It has a computer searchable database which contains

bibliographic records of books, serial and thesis, accessible through DELNET. Full text of

e-journals is also accessible to the faculty.

Apart from imparting instruction to the students, the institute also pays special

attention to inculcate human values and grooming its students for a bright career. It

47



continuously strives to develop students realize their potential while acquiring professional

knowledge. A counseling cell has been created to conduct workshops on personality

development and communication skills for the students and to prepare them for job world.

The Chairperson of the trust is easily accessible, highly understanding, a great

inspiration, motivator and a guiding force. The Principal of the institute gives advice,

direction and support to the staff that is responsible for the proper working of the institute.

Health services are provided to the students and staff through Nursing College of

the same society situated on the campus. The Healthcare facility is available free to all the

students of the campus. Free dental check-up, Eye check-up, Hemoglobin and Health

Insurance camps are arranged in the college from time to time.

The key differentiator of this college is to focus on overall development of the

students, to equip them not only in academic contents but also make them good human

beings, who would be pride of the nation and would make a mark wherever they go in their

future so that they bring repute not only to themselves but also to their alma-mater.

Criterion –I

The College is affiliated to Chaudhary Devi Lal University, Sirsa. The college

follows rules and regulations prescribed by the University. As an affiliated self

financed College, the College plays a vital role in curriculum development process and

sends its suggestions to the University for Modification and up- gradation of syllabus of

B.Ed. from time to time. The curriculum is based on the vocational needs of the students.

Interdisciplinary approach is a regular practice in transacting the curriculum in this

college. They are provided opportunities to undertake group projects, social surveys,

preparation of documentation and literacy surveys. Programmes like oral presentation

and seminars are organized for the enrichment of interpersonal relationship and team

work among the student teachers. An IQAC has been functioning in the college to ensure

quality sustenance and enhancement measure in curricular aspects. For quality

enhancement, stress is laid on using Information and Communication Technology (ICT)

in teaching learning process. The faculty members are motivated to use Power Point

presentation and LCD projectors to teach the contents to B.Ed. students. B.Ed. students

48



are advised to prepare computer assisted lesson plans for teaching practice and final skill

in teaching examination. Institution provides facility of Hobby Classes such as Music and

Art classes. The teacher trainees are encouraged to participate in various activities,

sharing responsibilities and involvement in community programmes. The best teacher

trainees are duly awarded and appreciated before the faculty and students for displaying

their various abilities. Special care is provided to physically challenged students in the

form of availability of wheel chair, provision of monthly stipend, extra facilities in

libraries in future.

Criterion - II

As the college is a Sikh minority educational institute, the admissions are made on

institutional level as per the directions from affiliating university. This college makes all

possible endeavors to introduce measures which promote and enhance the sense of dignity of

learning profession. Right from the day of student’s entry into college portals, the entire focus

is turned on orienting them towards honing their pedagogical skills. The students are involved

in a variety of school-based activities without any discrimination of sex. An anti-racist and

anti-based learning environment is provided to the students. Innovative teaching learning

method to teach variety of students and meet their diverse needs is adopted. The students are

encouraged to apply their knowledge and skills to design certain projects.

As a supplement to class work, the teachers motivate and encourage students to give

demonstrations on a skill or a topic of their choice. Guest lectures are organized on current

issues so that students can keep pace with the latest development in their subjects. The student

learning is supplemented with discussions, seminars, assessments and workshop of short

duration. The barriers to student learning are identified at appropriate points of time. The

barriers are identified through the students’ feedback regarding various aspects of learning.

To remove the barriers the students are provided conducive environment both from physical

as well as academic point of view.

Criterion- III

49



To promote research in the field of education and to extend this service to

stakeholders including research workers, teachers, teacher educators and educational

administrators, the institution has established a Centre for Innovation Research and

Development (CIRD) which functions under the research committee of the College.

Institutionalization of Action Research is one of the good practice/innovation in the field of

Research Department of CIRD. It collects the problems taken up by the students during their

teaching practice for the purpose of their action research and compiles them in the form of

booklet. This booklet is then distributed to the practicing and neighboring schools to solve

their day to day problems. Research abstracts of M.Ed. /M.A. (Edu.) and M.Phil. of the

faculty Members are compiled . The college provides various facilities to its students and

faculty members for research projects as fully automated library, Wi-Fi facility, financial

support, study leave etc. The college is collaborating with schools and NGO’s for consultancy

and extension services. The college has a very good record in extension activities.

Criteria- IV

The college is endowed with adequate physical facilities to support teaching learning

process. All classrooms are spacious and well-ventilated. Each classroom has enough seating

capacity. Various laboratories have been established to help the students in their academic

pursuits. The college has a fully furnished Science lab, Psychology lab, Computer lab/

Technology lab and Modern media lab. ICT facilities connect the learning community of the

college to the global knowledge and information. The college provides free internet access to

all the students and faculty. It encourages students to use multimedia to construct and convey

knowledge through web browsing, downloading, uploading and blogging. The college has

augmented the infrastructure to keep with the academic growth and other requirements. . The

institute has adequate building accommodation to house all the academic programmes offered

at the campus.

The college lays utmost importance on co-curricular activities. The college has a

number of clubs and associations. The college has a well stocked and fully automated library.

50



Criteria - V

The institution has several healthy traditions which contribute to the creation of rich

campus environment that promotes. The teaching faculty provides stress-free environment to

the teacher trainees. College organizes educational tours, field trips, remedial teaching classes

etc. besides classroom teaching to empower the teacher trainees with knowledge and skills.

Ample opportunities are given to the students to participate in the community work such as

Tree plantation, Awareness camps, rallies, Workshops, visits to Old Age Home and Special

Schools etc. Feedback from students on campus is given due consideration. A provision of

‘Earn and Learn Scheme’ is provided by the college to interested students. Students are

involved in different clubs and committees. The best students in various fields are honored at

the end of the session.

The college always maintains good rapport with student-teachers for their

progression and keeps the data regarding their competencies, qualification and other related

information.

Institution has a placement cell, Career guidance and counseling is given to students.

Criterion VI

This institution is run on the most open democratic and participative lines. The

entire administrative and academic work is decentralized and delegated to different

functionaries for smooth, orderly and conducive functioning of the college. At the college

level, there is full flow of inter-departmental and inter-disciplinary interaction and exchange.

Any academic activity planned by one department in its natural course becomes an entire

college affair; thanks to prevailing ethos of cooperation.

The management and head of the college pays special attention to ensure that charges and

responsibilities are duly revised and rotated to ensure the optimum outputs.

Criterion VII

The college has provided an ambience for innovation. The emphasis is laid on

revising and updating teaching methodology is accordance with the changing needs of

51



society, industry and knowledge explosion. The digital library, CIRD, Collaborations with

national and international organizations, linkages with school sectors and community,

involvement of faculty in national and international seminars and conferences, their

contribution towards research work in journals for enhancing the capacity of the students to

learn their active engagement in learning and self motivation through assignment, projects,

discussions, seminars, and team teaching and peer teaching are symbolic of the engagement

of the institution with innovation and qualitative initiations.

52



SWOC ANALYSIS

Shaheed Baba Deep Singh College of Education, Aherwan was set up in 2007 as B.Ed.

College and a year after D.Ed. course was added in 2008. The College endeavors to prepare

its students for fulfilling careers by enabling them to realize their full potential and by

inculcating in them the spirit of intellectual enquiry, independent thinking and an ethical

mindset. The main goal of the college has been to lead the student to a wholesome life by

nurturing in them the human qualities as well as the professional abilities to emerge as the

responsible teacher and citizen of this globalized world.

STRENGTHS

Participative Management.

Conducive working environment both for faculty and staff leading to faculty and staff

retention.

Activities undertaken to promote social welfare and inculcate a sense of social

responsibility.

A fully automated Library to provide literary demands of students and staff.

Steps taken foster values of the new global scenario such as Quality consciousness,

eco-friendliness and sustainable development and love for fellow men.

Maintenance of effective discipline.

High degree of social accreditation in the community ground.

Ragging free campus.

Use of Innovative teaching.

Emphasis on social, moral and holistic development of students.

WEAKNESSES

Institute is not a degree awarding body.

Non availability of modern Auditorium and Conference Hall.

The college has no hostel facility for boys.

53



OPPORTUNITIES

The faculty is encouraged to apply for major and minor research projects.

Social empowerment through Jan Chetna Manch, Nature club & Red Ribbon Club.

Self reliance of student’s through guidance & counseling cell.

Since our college is a part of SBDS Group of Institutions that gives an opportunity to

call the experts from School and Nursing College when the need arises.

The college has the potential and immense scope for new courses.

CHALLENGES

Students with diverse background with diverse needs.

Recruiting highly experienced faculty.

Mushrooming of educational Institutions in the surrounding areas.

54



CRITERION I: CURRICULAR ASPECTS

1.1 CURRICULAR DESIGN AND DEVELOPMENT

1.1.1 State the objectives of the institution and the major considerations addressed by

them? (Intellectual, Academic, Training, Access to the Disadvantaged,

Equity, Self-development, Community and National Development, Issue of

Ecology and Environment, Value Orientation, Employment, Global Trends

and Demands, etc).

OBJECTIVES

1. To achieve excellence in Teacher Education.

2. To impart latest knowledge of Teacher Education to the students

3. To provide a sound background in theory and Practice of Teacher Training

4. To help the socially disadvantaged to come up in the main stream of the society.

5. To provide assistance to our student’s to become intellectually competent and

academically enriched teachers by using the training facilities provided in the

Institution.

6. To empower the teachers providing activities for the development of self,

community and the nation.

7. To create awareness about the issues of ecology and environment.

8. To impart quality and value based education.

9. To enable the students to fetch fruitful employment.

10. To prepare teachers and teacher educators as per the global trends and demands.

55



1.1.2 Specify the various steps in the curriculum 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 buddies)

The college follows rules and regulations prescribed by Chaudhary Devi Lal

University, Sirsa to which it is affiliated.

As an affiliated self financed College, the College plays a vital role in

curriculum development process and sends its suggestions to the University for

Modification and up- gradation of syllabus of B.Ed. from time to time. For this purpose,

the Principal of the College holds a series of meetings with the faculty members, seeks

their suggestions, and sends the suggestions to the University for Curricular

Development and its revision, where necessary.

The Principal was nominated on Academic Council of the Kurkshertra

University during the term 2006-2008.

The Principal was nominated by Vice Chancellor of Chaudhary Devi Lal

University, Sirsa as member of UG Board of studies during the term 2012-2013.

Feedback is received from Faculty members, students, alumni, employees and experts

from time to time.

We try our best to align the curriculum with the Institutional goals and

objectives.

1.1.3 How are the global trends in teacher education reflected in the curriculum

and existing courses modified to meet the emerging needs?

The objectives of the teacher education are translated through the academic

programmes, research and extension activities of the college by incorporating

innovative and experimenting ideas of the faculty members and the students. The global

trends in teacher education are reflected in the curriculum through ICT, Inclusive and

Environmental Education.

56



The students are motivated to nurture creative and research ideas in these areas.

They are oriented to develop research observational insight and recording skills. The

teachers of this college are also actively engaged in research work in these broad areas.

Modification in the existing course and curriculum of B.Ed. has been initiated to

meet the emerging needs of the global trends in teacher education. It is now a two year

course and the main features of the revised curriculum are as under:

The syllabus is divided in nine compulsory papers, four in 1st year and five in 2nd

year.

To enhance professional capacities four practical papers (EPC) two in each year

have been added. It reflects enhancement of knowledge in B.Ed. course. Time

growth has been utilized by these courses.

All the teaching subjects are divided into four groups instead of two groups.

Six optional subjects have been introduced, out of which the student has to opt any

two subjects.

The curriculum is based on the vocational needs of the students. They are

provided opportunities to undertake group projects, social surveys, preparation of

documentation and literacy surveys. Programmes like oral presentation and seminars

are organized for the enrichment of interpersonal relationship and team work among the

student teachers. The college provides hand-on training in preparing teaching aids and

make use of technical devices like Smart Boards (Interactive white Boards) LCD and

LED projectors and OHP in all the optional subjects. Action research and practicums

are given in order to develop the inquisitive minds and develop research skills in our

students.

1.1.4 How does the institution ensure that the curriculum bears some thrust on

national issues like environment, value education and ICT?

Modified curriculum as discussed in caption 1.1.3 it will bear thrust on national

issues like Environment, Value Education and ICT. However, the various steps taken to

address the different issues are as under:

57



Environment:-

The college has an effectively functioning Nature Club. Campus cleaning and

beautification, gardening, planting the saplings etc. are some of the SUPW activities

offered by the institution. The Nature Club organizes various programmes to create

awareness about Nature, the evils of pollution, and exploitation of Nature by man. Nature

club shows CD’s related to environmental problem.

The World Environment Day is observed in all its solemnity. The Ozone Day,

Earth Day, etc. are also observed in the college. Members of the Tourism Club organize

trips to various destinations. Environment sanitation programmes are conducted with the

active participation of student community in the cleaning activities. Seminars and various

eco-friendly activities are also held in the college. Documentaries on ‘Water Pollution’

and ‘Say No to Polythene’ are prepared by the students. The College level students’

seminar on “Save our Mother Earth” was held on 28th November, 2014. One brochure

was prepared by nature club.

Value Education

Emphasis is given on value education among the teacher trainees by integrating

values in the curriculum transaction.

The House meeting is a regular feature of the college. House meeting is held on every

Thursday. Each House organizes morning assembly and that is conducted with a view

to inculcate values among the students by conducting prayers, moral talk, faculty and

Principal’s address to the students.

The institution has established Spiritual Cell which organizes various activities to

inculcate the values. The students practice values by providing food to the destitute

and by visiting old-age homes, special schools, rehabilitation centers, etc. The

teachers are the role models for the students in the respect. Spiritual rejuvenation

programmes are conducted by eminent personalities every year.

Value Education sessions are conducted every week for inculcating values like

fraternity, equality and secularism in the minds of the learners. We impart training to

the students to be respectful in their behavior and to have faith in the fundamental

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rights and duties of an Indian citizen. We are keen on preparing the students for life so

as to face its challenges and hardships with courage and conviction.

College organizes a Give Center where those who cannot afford gifts can get clothes,

toys & other items. This is a place where people can find gifts to give to other people.

Information and Communication Technology

In B.Ed. course, Information and Communication Technology has been

introduced as Compulsory Practical Paper. It provides wide scope for teacher trainees to

learn the use of technology and its relevance. The college has a modern Media lab And

Language lab, to improve the communication skills of its students. The college Library is

fully automated, free internet service is provided in the Library, Computer lab, Faculty

room, etc. LCD projector is available in Computer lab and Multi-purpose Hall.

B.Ed. students undergo one week Computer Literacy Training programme. They

are motivated to give their practicing lessons with the help of computer i.e. Power Point

presentation. The college offers three months certificate course in basic computer

application skills.

The college level seminar on “Use of Power Point Presentation in Teaching Learning

Process” was organized for B.Ed. students on October 27-28, 2013.

A seminar on “Use of ICT in Teaching” at college level for students of B.Ed was

organized on 17th Nov. 2014.

A PowerPoint Presentation on “Use of ICT in Teaching” was organized on 25th Nov.

2015.

1.1.5 Does the institution make use of ICT for curriculum planning? If yes give

details.

Yes, the College makes use of ICT for curriculum planning. Free internet facility

is provided to the students and the staff. Following elements of ICT have been included

in the curriculum:

Preparation of Lesson Plans(Power Point presentation)

Firsthand experience of handling various ICT equipments

Preparation of Self Instructional Material

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Preparation of Slides and Transparencies

The faculty members are using ICT equipments i.e. LCD projector and

OHP for curriculum transaction. The teachers are instructed to teach their respective

classes by Power Point presentation at least twice in a week. The use of ICT in teaching

learning process is the need of the hour. The students are convinced that in schools the

young students are frequently using ICT. Therefore, they must familiarize themselves

with the use of ICT in their lesson planning.

1.2 ACADEMIC FLEXIBILITY

1.2.1 How does the institution attempt to provide experiences to the students so that

teaching becomes a reflective practice?

The institution plans and executes varied teaching learning experiences in order to make

teaching learning a reflective practice.

After the completion of the unit, students are invited for brain storming sessions

which enable the teacher trainees to develop their reflective thinking. The

Incharge faculty member conducts this session.

Class seminars are conducted to develop the reflective thinking among students.

They are encouraged to clarify their doubts with the presenter of the paper. In

this process the teacher Incharge works as a moderator.

Micro teaching workshops are organized in order to train the students in the use

of micro skills.

Research competencies are developed in class room teaching irrespective of

subject areas. Action Research is taught as a full-fledged subject to the teacher

trainees. The college has brought out a publication in this regard.

1.2.2 How does the institution provide for adequate flexibility and scope in the

operational curriculum for providing varied learning experiences to the

students both in the campus and in the field?

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The institution provides adequate flexibility and scope in the operational

curriculum for providing varied learning experiences to the students both in the campus

and in the field in the following ways:

For B.Ed. students, there is enough scope for flexibility in transacting the

curriculum. The B.Ed. students have to choose any two content cum method

course from Group ‘A’, ‘B’ C’ and ‘D’. There are five options in Group ‘A’

four options in Group ‘B’ three options in Group ‘C’ and also three options in

Group ‘D’. Students have variety of options and they are allowed freedom to

select the option of their choice. The list of each group ‘A’ ‘B’’C’ and ‘D’ is

given below:

Group A:

Teaching of Hindi

Teaching of English

Teaching of Punjabi

Teaching of Sanskrit

Teaching of Physical Science

Group B:

Teaching of Home Science

Teaching of Commerce

Teaching of Science and Technology

Teaching of Arts

Group C:

Teaching of Economics

Teaching of Computer Science

Teaching of Music

Group D:

Teaching of Life Science

Teaching of Social Studies

Teaching of Mathematics

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In 2nd year course of B.Ed., a variety of options are available for students in which they

have to choose two papers as per their interest. The flexibility has resulted in mastery

over skills to the desired standards.

The college offers following papers :

Work Education

Health And Physical Education

The students are allowed to change their options within a week.

To develop the desired skills, values and attitudes in pupil teachers, work education

and School based activities are included as noted below-

1. Work Education:

i) Agriculture

ii) Gardening

iii) Tailoring and Embroidering

iv) Toy Making

v) Chalk Making

vi) Fruit and vegetable products and Preservation.

2. School Based Activities :

i) Development of CCE

ii) Development of Learning Material along with instructional aids

iii) Administration of various activities and functioning of the School

iv) Reporting about school internship.

Pupil teachers are given opportunities to improve their assignments, lesson

plans, practice teaching-micro teaching, mega teaching, sessional work

(pedagogical skill development) etc, within a stipulated time limit.

1.2.3 What values 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?

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The institution follows the syllabi framed by CDLU, Sirsa. The institution

organizes value added activities regularly. The development of the core personality traits

and human values; however constitutes an integral component of the co-curricular

activities. To develop the skills of students, the college has well developed language lab.

The college has introduced communication skill classes and made attendance compulsory

for all the students. The college has tie up with “The Magical English Speaking Centre”

for communication skills and personality development classes. This institution lays a very

special emphasis on this aspect of teacher education. A brief mention is outlined below:

For developing Communication skills

The institution holds elocution contest, debates, symposia and

seminars etc.

Organizes workshops of development of CV/Bio-data, writing skills, manners

and etiquettes etc.

Present Thought for the Day on the white board, Quotations on the walls.

After day prayer the latest important news are read and noble ideas from

various scriptures are read.

Talks and lectures on the life history or philosophy of prominent national

leaders like Mahatma Gandhi, Swami Dayanand, Shaheed Bhagat Singh,

Swami Vivekanand, Pandit Jawahar Lal Nehru and other are also given.

ICT Skills

In the beginning of the session, teacher trainees are given a two-day orientation

for the use of technology in classroom instruction. Students are motivated to use

technology in teaching during the B.Ed. course. After this, a workshop on integration of

technology is organized for the teacher trainees. In the workshop, the following items are

covered:

Fundamental/basics of Computer.

MS-Office (MS-Power Point, MS-Word, MS-Excel) Net-surfing and E-mail.

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Open discussion takes place with the teacher trainees on their experiences during

the workshop.

Before taking up the preparation of the lesson plans, teacher trainees are divided

into subject-wise groups. Then the students in each group have hand on experience in the

use technology in teaching in a variety of ways like demonstration, animation, quiz,

interactive presentation etc.

Besides teacher-trainees, teacher- educators also use technology in their

presentation in seminar and conferences, Extension Lectures and developing multimedia

material as well.

Life Skills

Institution organizes various activities that help the students to leave a healthy and

fruitful life such as:

Inculcation of Moral Values by Spiritual Cell

Personality Development Programmes

Coaching of NET, STET, HTET etc.

For developing Community Orientation Skills, the college undertakes:

Organization of Rallies to sensitize the citizens about social problems like save

water, protection of environment, say no to polythene bags, save energy, Helmet

rally, Pasting Radium Stickers/reflection to vehicles.

Holding of Camps like Blood donation, Blood group checking, Health checkup,

Hemoglobin checkup, Eye checkup and Dental checkup etc.

Arranging First Aid and Home Nursing Training every year.

Arranging Regular visits to Schools for differently abled students in Fatehabad,

Hisar and Sirsa districts.

Holding Competitions in writing essays on social issues and community problems.

Holding group discussions on local community problems like Dowry, Female

Feticide, Legal Rights, Domestic Violence etc.

For developing Social Responsibility, the institution arranges-

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Participation of faculty members and teacher trainees in the Literacy Mission

(Sakshartha Abhiyan)

Regular visits to the Old Age Home named ‘Baghban’ where teacher trainees

render their services in activities like planting trees, distributing fruits and serving

meals from time to the inmates.

Distribution of clothes to the poor and needy by “Cloth Bank” of the Institution.

Participation of students in ‘Pulse Polio Abhiyan’ at all the booths in Fatehabad

and Ratia along with Doctors of Civil Hospital.

Students’ work under Community Care Project- “Jan Chetna Manch” with City

Welfare Club, Fatehabad which is known for dealing with Health, addiction

problems and education.

1.2.4 How does the institution ensure the inclusion of the following aspects in the

curriculum?

i) Interdisciplinary/Multidisciplinary

ii) Multi-skill development

iii) Inclusive education

iv) Practice education

v) School experience/internship

vi) Work experience/SUPW

vii) Any other (specify and give detail)

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

incorporated).

Interdisciplinary/Multidisciplinary

Interdisciplinary approach is a regular practice in transacting the curriculum in this

college. The teaching of various subjects in the syllabus, like Education in Emerging

Indian Society, Psychology of Teaching and Learning, Contemporary India and

Education and Childhood & Growing up etc. as per new syllabus entail interdisciplinary

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approach whereas in case of research Methodology and Statistics, college follows

multidisciplinary approach for curriculum transaction. Faculty members having different

types of specialization use interdisciplinary/multidisciplinary approach in teaching.

Multi-skill development

Students are engaged in various work experience programes for developing

creative skills. Students are assigned field work and projects to develop their

communication and social skills. With the help of language lab, the students get

opportunities for communication skill developments. Remedial teachings arranged for

needy students in Communicative English every year. In addition to the service of the

English teacher, we seek the help of former students who are well versed in English. For

their skill development, college organizes workshops on Micro teaching (for teaching and

development), Preparing Teaching Aids (for mastery in teaching aid preparation),

preparation of Power Point presentations, pedagogical skill development, writing

research papers for research report writing skill). The skills boost up the confidence level

of the students so that they can use their skills in the field effectively.

Inclusive education

The college also provides scope for inclusive education. For differently abled students, a

resource room has been created in the college, which has been equipped with:

Wheel Chair

Crutches

Abacus

Hearing aids

A water cooler is available for them on ground floor. While framing the time table

and making allotment of classroom, it is ensured that the differently abled students

are allotted rooms on the ground floor. They are also encouraged to participate in

curricular and extracurricular activities with the normal students so that they may

join the main stream of the college.

Exposure of teacher trainees to the problems faced by the differently abled children

by visiting the special school being run for them named ‘Disha’. The college

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provides the facility of wheel chairs to its physically challenged students besides

annual stipend of Rs 1000/ per year to them. The college library has books on Braille

for blind students.

Practice Teaching

In first year course of B.Ed., ten days training programme includes eight micro-

teaching skills observed by the concerned subject educators in each teaching subject. It

also includes training of the student teacher through two mega lessons in simulated

conditions in each teaching subject. After this students undergo practice teaching

programme and teach 32 lessons i.e. 16 in each subject including discussion lessons. 17

days teaching practice is conducted in six schools. Every student teacher presents one

lesson in each of the teaching subject daily. The teacher Incharge is assigned a school to

observe the pupil teachers. In the final year of B.Ed. course, student teachers will have to

undergo four months intensive internship programme which will naturally produce

trained teachers.

School Experience/Internship

During practice teaching session, the students are attached to an experienced

teacher in any of the school nearby. They are trained in various teaching strategies from

motivation to evaluation and consolidation. Teacher trainees are involved in day-to-day

working of the school as a whole. They are instructed to prepare the records like

attendance, home work record, time table, report cards, school leaving certificate etc.

Besides these, they have to conduct morning assembly and organize co-curricular

activities. They have to be present in the school from morning till the last period.

A specially designed Student Teacher’s Diary is provided to each student. The

diary includes the profile of the school, environmental background of the school, details

of the classes taken, remarks by the school teacher and teacher educators as well as by the

Head of the school and the Principal.

Work Experience/SUPW

Work Experience, being an optional subject in the curriculum also ensures

development of work related skill experiences in a variety of ways:-

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The activities under socially useful productive work are effectively carried out

under the leadership of the faculty. SUPW in the college incorporates the following

different programmes:

Surveys- student teachers conduct social surveys to study various social issues.

Literacy classes- students under the guidance of their teacher educators conduct literacy

classes for the illiterate and the semi-literate.

Awareness programmes – various programmes are held at the college to create

awareness on issues like AIDS, Eye donation, Blood Donation, Life Style Diseases,

Women Empowerment, Human Rights, etc. among the students.

Hospital visit – Student teachers visit the local hospitals and have talks with the patients

and authorities.

Preparation of Teaching Aids – the student teachers prepare charts, models, etc. that

can facilitate the teaching-learning process. These aids are distributed among the local

schools and teachers.

Free tuition to poor students – The student teachers offer tuition to the pupils (in

neighboring schools and orphanages) who are weak in studies and not able to afford

tuitions.

Campus Beautification – The student teachers help in the beautification of the college

campus.

Interior Decoration – The student teachers are trained in preparing articles that can be

used in decorations.

Special School visits – The student teachers visit special schools and interact with

inmates and provide support for their learning.

‘Best out of Waste Management’ is the slogan of the campus.

Candle Making, Chalk Making and Jewelry making, soft toys making workshops are

regularly organized to develop and enhance the creativity of teacher trainees.

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1.3 FEEDBACK ON CURRICULUM

1.3.1 How does the institution encourage feedback and communication from the

students, Alumni, Employers, Community, Academic peers and other

stakeholders with reference to the curriculum?

The institution seeks feedback and suggestions from various stakeholders with

reference to curriculum:

All the students of B.Ed. and D.Ed. have been divided into 4 groups known as

Houses. The House In charge seeks suggestions of the students on existing curriculum

and reports to the Principal for the further actions.

The institution collects the feedback in an informal way during Alumni and parents

meet. Since they are one of the stakeholders; they provide proper feedback and

practical suggestions for revision of the curriculum.

The college organizes the exhibitions on learning resource material (A.V. Aids)

prepared by its pupil teachers. The school teachers and educational administrators are

invited to visit the exhibition. The Principal of the college discusses with them the

type of skill and knowledge they except from students and how do they rate the

students of this college.

The college also organizes the extension lectures by eminent Educationists. They are

also requested to give their suggestions for up- gradation of the existing curriculum.

Institute collects informal feedback from community members of adopted village

Aherwan time to time.

1.3.2 Is there mechanism for analysis and use of the outcome from the feedback to

review and identify areas for improvement and the changes to be brought in

the curriculum? If yes, give details on the same.

Yes, there is a mechanism to analyze the feedback received on curriculum. The

college records the feedback and suggestions given by its students and other stakeholders

for existing curriculum. The curriculum review committee reviews the feedback and

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suggestions to identify the areas for improvement. These identified areas and suggestions

are sent to the University for further Consideration for suitably incorporating in the

curriculum.

1.3.3 What are contributions of the institution to curriculum development?

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

The college plays a significant role in the development of the curriculum. On the

basis of suggestions and feedback from different stakeholders, the suggestions and

feedback are sent by the college to the University for up gradation of the existing

curriculum from time to time.

1.4 Curriculum Update

1.4.1 Which courses have undergone a major curriculum revision during the last

five years? How did these changes contribute to quality improvement and

students satisfaction? (Provide details of only the major changes in the content

that have been made).

The institute is affiliated to Ch. Devi Lal University, Sirsa and transacts the

course curriculum designed by the University. During the last five years all the courses

have undergone a major curriculum revision. However, the college has sent proposals to

revise the syllabus of B.Ed. according to the need of the society. The syllabus of B.Ed.

regarding groups of teaching has been modified by the University and is implemented.

B.Ed. syllabus was revised in the session 2010-11. After revision there were five

compulsory courses instead of four. The newly added subject is for Paper-IV, IV-A

(School Management and Curriculum Development) and IV-B (Inclusive Education). In

every compulsory paper many new topics were included and major changes were brought

in all the teaching subjects and Paper- V (Information, Communication and Educational

Technology). Some new options were added under Paper III-B and Practical subjects.

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Community based projects were added under Paper VIII-B. Again in 2015, a major

change is introduced in B.Ed. curriculum by NCTE making the course a two year

program and the full syllabus is changed accordingly by Chaudhary Devi Lal University,

Sirsa.

1.4.2 What are the strategies adopted by the institution for curriculum revision and

update? (Need assessment, student input, feedback from practicing school etc.)

For the purpose of curriculum revision and its updating, the Principal of the

college holds meeting with the students of the college and tries to get their views about

the changes to be made in the curriculum. The Principal and the staff members meet the

Teachers, Principal and Management of school during practice teaching and get feedback

regarding current B.Ed. syllabus and try to get the information about what type of

curriculum revision and update they require from the coming generation of the teachers.

1.5 Best Practices In Curricular Aspects

1.5.1 What is the quality sustenance and quality enhancement measure undertaken

by the institution during the last five years in curricular aspects?

An IQAC has been functioning in the college to ensure quality sustenance and

enhancement measure in curricular aspects.

For quality enhancement, stress is laid on using Information and Communication

Technology (ICT) in teaching learning process. The faculty members are motivated to

use Power Point presentation and LCD projectors to teach the contents to B.Ed.

students.

B.Ed. students are advised to prepare computer assisted lesson plans for teaching

practice and final skill in teaching examination.

ICT Department of Institution offers Three Month Certificate Course free of cost and

students are required to pay only Rs. 50/- for Registration. Response is adequate.

For quality sustenance, a committee of senior teachers is constituted by the Principal

to keep a check on quality in teaching and curriculum transaction.

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Programme of “Earning while learning” is available for deserving students.

Students having knowledge of computers are given cash incentives and remuneration

for helping the teaching faculty and non teaching staff in various ways.

Documentaries on social problems are prepared by students such as ‘Water Pollution’

and ‘‘Say ‘No’ to Polythene’’ etc.

Surveys on Health and Education Economics status done by teacher trainees and

project reports are prepared.

Institution provides facility of Hobby Classes such as Music and Art classes.

The teacher trainees are encouraged to participate in various activities, sharing

responsibilities and involvement in community programmes. The best teacher

trainees are duly awarded and appreciated before the faculty and students for

displaying their various abilities.

Special care is provided to physically challenged students in the form of availability

of wheel chair, provision of monthly stipend, extra facilities in libraries in future.

1.5.2 What innovations/best practices in “Curricular Aspects” have been planned/

implemented by the institution?

The use of ICT in curricular planning and implementation has been focused and

constructive steps taken in this regards.

Student presentations are supported by use of ICT.

Faculty Members infuse ICT in curriculum transaction.

Faculty Members use innovative practices like brain storming, cooperative teaching

and collaborative teaching.

The College has planned to publish a ‘Research Journal’ on Education to provide a

platform to the students as well as teachers and teacher educators to share their

researches with the outer world.

In the direction of cultivating scientific attitude, institution has planned to establish a

‘Science Park’.

College has planned to establish departmental libraries in future.

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CRITERION II: TEACHING –

LEARNING AND EVALUATION

2.1 Admission Process and Students Profile

2.1.1 Give details of the admission processes and admission policy (criteria for

admission, adherence to the decisions of the regulatory bodies, equity, access,

transparency, etc.) of the institution?

One unit of hundred seats for B.Ed. course has been sanctioned by NCTE/CDLU. Ours

is a Sikh Minority College approved by Haryana Government, Admission of all seats is

made at institutional level on 50:50 basis for general and Sikh community. Eligibility

conditions are same for General Category and Sikh Community Category- 50% marks

either in Bachelor’s Degree or in Master’s Degree from CDLU or from Equivalent

Universities either in Bachelor’s degree or Master Degree from CDLU or Equivalent

universities. For SC/ST, Blind/ Physically handicap and visually impaired eligibility

requirement is 45%. The registration return is prepared and sends to university according

to norms.

For a unit of 50 students of D.Ed. all the students are given admission at institutional

level on 50:50 bases for General and Sikh community. Eligibility conditions are same

for General Category and Sikh Community. 50% marks in Senior Secondary or its

equivalent examination. For SC/ST, Blind/ Physically handicap and visually impaired

eligibility requirement is 47.5%. Stream wise selection of students list is prepared and

duly reported to State Council for Education Research Training (SCERT), Gurgaon

(Haryana).

2.1.2 How are the programmes advertised? What information is provided to

prospective students about the programs through the advertisement and

prospectus or other similar material of the institution?

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Advertisements are published in local and national newspapers, T.V news channels

and on the web site of college.

The counseling schedules are also posted on the website of the College.

The prospective students are informed about the fee structure. How to fill the form of

application, criteria of admission, minimum eligibility criteria for admission,

procedure of admission and counseling are explained through advertisement and

prospectus.

Through advertisement the students are also informed about the last date of filling up

the form and its submission, the date of counseling and from where the prospectus can

be obtained.

2.1.3 How does the institution monitor admission decisions to ensure that the

determined admission criteria are equitably applied to all applicants?

To ensure that the determined admission criteria are equitably applied to all

applicants, the institution monitors admission decisions in the following manner:

As the institution is affiliated to Chaudhary Devi Lal University, Sirsa the norms and

standards of regulatory body are given due consideration.

The students are admitted to the B.Ed. course based on the guidelines laid down by

the University.

The D.Ed students are admitted to the course based on the guidelines laid down by the

State Council of Education Research and Training (S.C.E.R.T.) Gurgaon, Haryana.

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

student population admitted to the institution. (e.g. individuals of diverse

economic, cultural, religious, gender, linguistic, backgrounds and physically

challenged)

Following are the strategies adopted by the institute to retain the diverse student

population admitted to the institution:

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Festivals and important days of all sections of society and celebrated by student

teachers. Every student is encouraged to share and represent his / her culture and

participate in various cultural activities.

Students of different cultural background study in the college. Students are given

chance to lead the group for various activities, irrespective of caste and culture.

Lectures are arranged by inviting experts who have specialization in special education

field to deal with physically challenged students.

For differently abled students, there is a resource room. While framing the time table

and making allotment of classroom, it is ensured that they are allotted room on the

ground floor. They are also encouraged to take part in the co-curricular and

extracurricular activities so that they can join the main stream. They are given special

stipends by the institution.

The college has an SC/ST monitoring cell to safeguard the privileges of the scheduled

caste and the scheduled tribe students. The institute assists the economically weak

student teachers by facilitating them to avail state stipends/ scholarships as per Govt.

rules. The additional numbers of library books are issued to them from Book Bank.

Uniforms are also provided to economically weak teacher trainees.

In the wake of ragging atrocities in some of the institutions in the state, an

institutional level anti-ragging committee for curbing ragging has been established in

the college. It helps serving the physically challenged students from the mischief of

ragging. The Anti-Ragging Day is observed every year on December 5.

The institution assists economically weak students by facilitating them with

concession in fee and transportation charges. The concession is given in view of

diverse economic needs of the students and is without any bias of cultural, religious,

gender and linguistic background.

2.1.5 Is there a provision for assessing student’s knowledge/needs and skills before

the commencement of teaching programmes? If yes give details on the same.

There is a provision for assessing students’ knowledge, needs and skills before the

commencement of teaching programs, described as under: -

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Every academic session is begins with orientation program. The students are engaged

in discussion regarding course structure and schedule and this helps in Judging the

knowledge, needs and skills of prospective teachers.

B.Ed. students offering Teaching of English are given a written test as well as oral test

after the orientation programme. Those who are found deficient in certain aspects are

given remedial classes to improve their English.

There is a provision of House meeting in the time table. Each House comprises one

Senior Teacher Incharge and one member teacher. Every teacher is assigned fifteen

students. During meeting, the Teacher Incharge asks the students to perform some

activities on individual basis. By this way, the Teacher Incharges assess the strong

points and weak points of students’ personality.

The student’s knowledge in their respective subjects is assessed by the teaching

faculty through personal interview; Written and oral tests are organized in the class.

The College Admission Form contains particular columns requiring the students to

mention their interest in games, sports, co curricular activities and hobbies etc. It

facilitates the college faculty to know the learners’ interests and natural inclinations.

2.2 CATERING TO DIVERSE NEEDS

2.2.1 Describe how the institution works towards creating an overall environment

conducive to learning and development of the students?

The Principal addresses all the newcomers on the Orientation Day and explains the

academic programmes of the year. All the students are acquainted with the ethos and

culture prevalent on the campus. This programme gives an opportunity to the student

to ask thought provoking questions and clear the doubts.

The institution prepares the academic calendar well in advance before the

commencement of the session which goes a long way in planning the classroom

sessions and activities of the college.

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Course committee and Coordinators oversee the delivery of course, preparation of

lesson plans by the various faculty members and setting of the session papers.

The faculty members maintain a course file for their respective courses which

includes course plan, lecture note, syllabi, old question papers, assignments,

evaluation pattern and attendance.

Workshops are held for material development and for inculcating various skills

among student teachers. Training workshops are organized on development of

pedagogical through Microteaching and Mega-teaching.

The poor and meritorious students are given fee concessions and scholarships to

promote and inspire their academic interests and orientation. It strengthens the

scholastic ambience and pedagogical consciousness among the rest of the students.

Interactive and participatory approach is adopted in transaction of theory.

Concerted efforts are made to integrate theory and practice.

Continuous assessment of students at regular interval is done through class tests,

assignments, unit tests etc.

Teaching learning process through practices such as use of charts, pictures, internet,

field work, seminars, terminal examinations become a complete exercise.

Tutorials in various subjects, where the students are given an opportunity to work out

assignments, case studies and engage in group discussions.

The institution creates a quality consciousness through various agencies.

There is a provision of mentoring system for the counseling of the students.

E-Learning provides benefits to students to have the relevant skills and information in

hand.

Value addition programmes such as computer literacy, language skill enhancement

programmes are offered to the students.

The college organizes its own student development programmes from time to time,

consisting of seminars, workshops, extension lectures etc.

The institution adheres to the examination system of its affiliating University by

holding various tests such as terminals, project work, internal assessment and annual

evaluation.

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2.2.2 How does the Institution cater to the diverse learning needs of the students?

The institution caters to the diverse learning needs of students through the following

devices:

The institute conducts orientation programme for the students. The principal and all

the faculty members address the students to give a road map of the activities of the

institution including the transaction of curriculum to be conducted in whole of the

year to cater to the diverse learning needs of the students.

The planning and organization of learning programme is done by Committee headed

by the Principal.

Students are given the choice to select the particular paper based on their area of

interest.

Field experience and teaching practice are developed in such a way that the students

acquire the knowledge, skills and values related to diversity.

Activities cover participation in community services e.g. blood donation camp,

cleanliness of slum areas, educating the children of laborers.

The advanced learners are given special assignments to learn more through individual

discussion beyond classes. Such learners are given case studies, conducting seminars,

quiz programmes, social surveys, literacy classes and preparation of documentaries

etc. to satisfy their quest for learning.

The weak students are identified on the basis of class performance, exam

performances and informal discussions and are provided with extra coaching to

enable them to make up their deficiency.

Remedial classes and tutorial classes are organized for slow learners. Slow learners

get more attention like repeated teaching, face to face corrections and additional

coaching etc.

A resource room is available for physically challenged students. Remedial classes are

conducted as per their need.

A college has mentoring system. The class coordinators provide the guidance and

counseling to the student mentors. The student mentor works in each section in

respect of regular conduct, students grievances etc.

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2.2.3 What are the activities envisioned in the curriculum for student teachers to

understand the role of diversity and equity in teaching learning process?

The College aims at teaching for diversity and equity by providing a variety of learning

experiences such as:

The student teachers are trained to be sensitive to individual needs and individual

differences.

Institutional engagements with local communities are another key to supporting and

enhancing student diversity.

Introductory lectures as ‘How to introduce yourself’, ‘Healthy Life’ lead to great

changes in students as well as in the faculty members.

Life skill curriculum including Self-Management, Creative Problem Solving, Career

Planning, and Computer based Technology etc.

Teacher divides the students in small groups so that all students can participate and

speak up freely in a larger setting.

The students are involved in a variety of school-based activities without any

discrimination of sex. They play diversified role and understand the concept of

diversity.

An anti-racist and anti-based learning environment is provided to the students.

Appropriate instructional strategies are adopted by the institution suiting to the

requirements of all the students.

2.2.4 How does the institution ensure that the teacher educators are

knowledgeable and sensitive to cater to the diverse student needs?

The faculty members are qualified according to norms of UGC / NCTE and

Choudhary Devi Lal University, Sirsa.

To fulfill the diverse needs of the students with multicultural backgrounds, staff with

multicultural background is recruited. Students from Delhi, Punjab, U.T. Chandigarh,

U.P., Orissa and H.P. are on roll of this college.

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Extension lectures are organized from time to time to ensure that teacher educators

get acquainted with the diverse needs of the students.

Faculty members mentor the students for their academic and cultural persuits.

Faculty exchange programmes are organized to acquire the knowledge, skills and

values related to diversity.

Faculty members attend workshops and seminars to know the current trends and

challenges which enable them to meet the diverse needs of teacher trainees.

2.2.5 What are the various practices that help student teachers develop knowledge

and skills related to diversity and inclusion and apply them effectively in

classroom situation?

The classrooms and courses are actively managed, so that all students with diverse

needs are welcomed and supported in their efforts to learn.

Additional and different kind of support is given to gifted and talented students to

meet their high expectations. For Example -TA/DA is given to attend the seminar at

state, national and international level.

In the inclusive classrooms, students with diverse needs are given opportunities to

interact with students from all walks of life.

Visit to Old Age Home, Braham Kumari Ashram, Disha-school for Special children

etc. are the part of co-curricular activities to inculcate values among teacher trainees.

Visit to villages such as Bhirdana and Banawali from where ancient sculptures and

other items were found, to enhance the knowledge of students.

Students are regularly taken to small industries like candle, chalk and Brick

industries to enhance their creative and thinking.

Visit to Slum Areas, Telephone Exchange, and Banks etc. helps the student teacher to

know various different concepts which they can apply in class room situations.

Convenient teaching styles are practiced as per the age, skill level, cultural

background, physical ability, gender, race and ethnicity of students.

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2.3 Teaching-Learning Process

2.3.1. How does the institution engage students in “active learning”? (Use of

learning resources such as library, web site, focus group, individuals projects,

simulation, peer teaching, role-playing, internships, practicum, etc.)

The institution promotes active learning amongst students by different techniques such

as:

Student participation in various activities in and beyond the classroom.

Visual learning in teaching and learning process as pictures, diagrams, graphs,

schematics, demonstration etc.

Problem centered and student driven activities.

The students are encouraged to apply their knowledge and skills to design certain

projects.

Assessment tests are conducted to provide immediate feedback.

Small groups as tutorial groups, subject-centered groups are formed to focus on

individual growth and development.

As a supplement to class work, the teachers motivate and encourage students to give

demonstrations on a skill or a topic of their choice.

The presentation of case studies based in direct interaction and observation of the

differently abled children.

The teacher acts as facilitator and resource person.

Students and faculty have easy access to e-journal facility in the college library.

Guest lectures are organized on current issues so that students can keep pace with the

latest development in their subjects.

The college also prepares teachers for the community while making their training

relevant to ground realities of social life. The college has ‘community orientation’ in

its functioning by establishing linkage with City Welfare Club, Fatehabad. It is an

NGO that is working for “Health, Education and Addiction problems”. It has

launched a Community Care Project- ‘Jan Chetna Manch’ in the college.

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Active Learning Practices

1. Conducted workshop on chart preparation and displayed collection of sample charts.

2. Prepared albums of resource materials to teach Mathematics.

3. Prepared power point of biographies and contributions of great mathematicians.

4. Conducted workshop on preparing power point presentation.

5. Preparation of resource materials (video clippings-down loaded)

6. Collection of web site address and details for references.

7. Collection of resource materials from magazines and news papers.

8. Prepared Quiz material

2.3.2 How ‘learning’ is made student-centered? Give a list of the participatory

learning activities adopted by the institution and those, which contributed to

self-management of knowledge and skill development by the students?

Learner centered approaches are integrated in transaction of the curriculum to enable the

student teachers to active participants in the learning process. To make learning more

active and student centered, students are divided into small groups and the constructive

mode of teaching is practiced. Various techniques are adopted for ensuring participatory

and student centered learning.

Teacher educators teach through student centered methods like discussions,

assignments, project work, seminar etc.

Students consult teachers for their personal, academic and vocational problems.

Quiz, group discussion, debates and poetry competition are held from time to time.

Participatory learning activities such as public lectures by eminent persons with the

support of the principal.

The student learning is supplemented with discussions, seminars, assessments and

workshop of short duration.

Teacher trainees conduct action research on various topics of current relevance during

the teaching practice /internship period.

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2.3.3 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.

Traditional as well as latest learning methodologies.

Co-operative learning

Collaborative Learning

Brain Storming

Inductive-Deductive approach is used in generalizing the concept.

Learning is done through observation of immediate and remote phenomena.

Problem Solving approach, Project method.

2.3.4 Does the institution have a provision for additional training in models of

teaching? If yes, provide details on the models of teaching and number of

lessons given by each student.

As per curriculum of B.Ed., instead of practicing different models of teaching,

students are required to practice different skills of teaching during microteaching. The

teacher trainees are required to master the teaching skills in definable, observable,

measurable and controllable form till they attain perfection in the use of the skills.

2.3.5 Do 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.

During the first phase of teaching practice, micro-teaching skills are organized by the

institution.

Emphasis is laid on pedagogy by organizing orientation programmes to prepare lesson

plan on micro teaching skill by the faculty members.

Demonstration lessons presented by the Principal and teacher-educators are observed

by the students.

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The teacher educators use projected teaching aids like, OHP and LCD to create

effective and motivating environment.

Practice is provided for preparing micro lesson plans in four skills, Questioning,

Introducing the Lesson, Stimulus Variation, illustration with example as per

University Curriculum. Apart from these following micro skills are taught to them –

skill of using black board, skill of demonstration.

The student teachers follow the micro teaching cycle and deliver lessons on different

skills.

Micro-lessons on four skills are observed by the peers.

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

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

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

Practice Teaching in schools is a systematically planned and well arranged

programme. The practice teaching plan is developed in cooperation with the school

authorities and mentor teachers. The Principal personally visits the practice teaching

schools and makes arrangement for the programme and checks by surprise visits.

The practice teaching is carried out in both Government and Non-Government

schools.

During practice teaching, each student participates in morning assembly of the school,

organizes cultural activities.

Each student delivers thirty lessons.

Two Discussion lessons are delivered in addition to thirty lessons.

One discussion lesson is conducted in the college before commencement of real

teaching. There for two lessons in each methodology course per day are delivered by

each student’s teacher during teaching practice.

Observation is done by the teacher educator for monitoring the performance of

students.

Each student teacher observes ten lessons of their peers and gives feedback.

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A supervisor/ mentor teacher is assigned to a group of almost 16-18 student teachers.

At practice teaching mentor teacher observes almost 32 – 36 lessons per day.

The school teachers also give feedback to the student teachers as and when they have

vacant period.

Students use teaching aids during their practice teaching.

The facilities available in the schools are also utilized by the students during practice

teaching.

At the end of the practice teaching each student teacher prepares a report known as

School Report which contains record of morning assembly, daily attendance, school

leaving certificate, time table, co-curricular activities organized during practice

teaching.

2.3.7 Describe the process of Block Teaching/Internship of student in vogue.

Block teaching in school is arranged by the institution.

Block teaching is planned for 16 continuous working days. All the student teachers

give two lessons per day.

Schools are allotted keeping in mind the place of residence of the student teacher.

Supervision and evaluation of practice teaching is done by the teacher educators of

the institution.

Teacher educators make efforts to understand and solve the difficulties faced by

student teacher during practice teaching sessions.

Suggestions in the form of observations are given in the notebook.

Internship of students (as discussed in caption 1.2.4 under practice teaching)

2.3.8 Are the practice teaching sessions/plans developed in partnership,

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

details on the same.

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Yes; the practice teaching plans are developed in partnership, co-operatively

involving the school staff and mentor teachers. The first phase including micro teaching

and mega teaching is carried out with the help of mentor teacher. The second phase

including real teaching is carried out with mentor teacher as well as with school staff.

During micro teaching session, the students are explained how to prepare micro

lesson plans. During microteaching session, the mentor teacher helps the students

about the source (the text books prescribed by the State Central Board for particular

class) material to be referred for improving their teaching plans.

During mega teaching session, the students prepare lesson plans for 20 minutes

duration and for the specific class. They learn how to prepare questions for testing the

previous knowledge of the students, how the lesson is to be developed so as to ensure

active participation of the students, what to write and how to write on chalk board.

Many other points are also explained by the mentor teacher to the student teachers.

During real teaching practice, the student teachers are sent to schools with their

mentor teacher. The mentor teacher after conducting a meeting with the Principal of

school and concerned subject teacher instructs the student teachers to prepare lesson

plans. The student teachers are asked to keep in mind the locality, the age, mental

level, interest, need etc. of the students while preparing the lesson plan. The

suggestions given by the staff members, subject teachers and the Principal of school

are given due importance for preparing teaching plans.

Teacher trainees are assigned responsibilities in organizing the following curricular,

co-curricular programmes and develop their managerial skills at school during their

practice teaching.

Maintenance of records and registers

Management of Library

Teacher Trainees undergo process of acquiring the needs and problems of school

students to deal with them through common observation and action research.

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Thus, the practice teaching plans are developed in partnership, co-operatively

involving the school staff and mentor teachers and student teachers to make the system

perfect.

2.3.9 How do you prepare the student teachers for managing the diverse learning

needs of students in schools?

Feedback by the Principal and faculty members is given to the student teachers with

regard to managing the diverse learning needs of the students in the schools.

Certain programmes are held to offer challenging opportunities for growth and

development of school students.

In order to have good interaction with the students, the institution arranges literacy

programmes, debate, declamation and fine arts competitions during practice teaching.

Emphasis is placed on the development of teaching and communication skills in the

students.

Micro teaching sessions are organized in simulated conditions to understand and

solve the difficulties faced during teaching practice sessions.

2.3.10 What are the major initiatives for encouraging student teachers to use/adopt

technology in practice teaching?

Keeping in mind the current trends and demands, the student & teachers are trained

to prepare instructional material in the form of Power Point Presentation.

Training is also provided in preparation of charts, models, transparencies etc.

The institution encourages the students to develop teaching aids like Charts, Models,

Maps and Picture Cut-outs in their regular practicing schools.

The college allows the student teachers to use the OHP and LCD projector for

demonstration lessons. They are taught about how to prepare, handle and use various

kinds of teaching aids and technological equipments.

Efforts are made by the college to give awareness to student teachers about

Information Technology and Computers.

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Student teachers are provided help in selecting the topic, content matter and

appropriate teaching aids to make their lesson effective one.

2.4 TEACHER QUALITY

2.4.1 Are the practice teaching plans developed in partnership, co-operatively

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

Already explained in point 2.3.8

2.4.2 What is the ratio of student teachers to identified practice teaching schools?

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

The ratio of student teachers to identified practice teaching schools varies from

16 to 18. While identifying the school for practice teaching, following points were taken

consideration:

Availability of computer, OHP, LCD Projector etc. in schools.

Availability of English medium students.

Availability of Music, Home Science, Punjabi, Sanskrit students in the school.

2.4.3 Describe the mechanism of giving feedback to the students and how it is used

for performance improvement.

The feedback is provided to students throughout the session in the following ways:

The college has mentoring system. The class coordinators give the assessment of

students to the Principal in respect of their classroom performance. The Principal

oversees the performance of the students from time to time and takes appropriate

measures for improvement.

Group discussions, seminars, project method, giving assignments, viva-voce in

different subjects are some of the measures adopted to improve the performance of

students.

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The feedback is provided through House meeting, assembly and other functions

being organized by the College to inculcate values among the students.

Regarding their theory papers, the feedback is provided through their answer scripts

and by discussing the mistakes generally committed by them.

During micro teaching, rating scale is used to make about students to know which

component of skill he has practiced or not.

During mega teaching, the students are provided feedback by the teacher concerned

as well as by the peer group. Main observation points are recorded on the lesson plan

notebook of student teacher.

During real teaching practice, the students are given feedback by telling them orally

as well as by writing main points in their lesson plan notebook.

2.4.4 How does the institution ensure that the student teachers are updated on the

policy directions and educational needs of the schools?

The institution ensures that the student teachers are updated in the knowledge on the

policy directions and educational needs of the schools through seminars held by the

institution from time to time.

As the College is affiliated to Chaudhary Devi Lal University, so the policies laid

down by the University are taken into consideration.

Newspaper clippings of educational needs are displayed on the display board for the

students.

2.4.5 How do the students and faculty keep pace with the recent developments in the

school subjects and teaching methodologies?

The students and faculty keep pace with the recent development in the school subjects

and teaching methodology through:

Discussion in the class about the concerned subject.

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Going through the syllabus prescribed by the state board/CBSE/ICSE during lesson

plan preparation.

Seminars and extension lectures delivered by the guest faculty.

By organizing various literacy functions on the topics related to the school

curriculum.

Journals, news papers and various magazines in the library.

Faculty keep abreast of recent development in their subject by attending seminars,

conferences, workshops, symposia and contributing articles to journals of national

repute, maintaining contact with departments of affiliating University, visiting

institutions of national repute.

2.4.6 What are the major initiatives of the institution for ensuring personal and

professional/career development of the teaching staff of the institution

(training/organizing and sponsoring professional development activities,

promotional policies, etc?)

The initiatives have been taken by the institute for ensuring personal and

professional/career development of the teaching staff of the institution. These are:

Faculty development programme on communication skills on 8-9 March, 2013.

National Seminar on “Social and Ethical issues in Teacher education” on 7 June,

2013.

Workshop on “Microteaching skills” 28- 29 October, 2013.

One day Orientation programme on the theme “School Education in 21st Century” on

28 February, 2014.

Personality Development Programme on 8-9 March, 2014.

Faculty development programme on ‘Learning disability and Brain gym’ on 9 June,

2014.

One day Orientation programme on the theme “seven Billion Acts of Goodness” on

27 September, 2014.

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Workshop on “Microteaching skill and teaching competency” on 18-19 November,

2014.

Personality Development Programme on 6 -7 January, 2015.

One day Orientation programme on the theme “Tension Free Life” on 24 February,

2015.

Fine Arts workshop 6th to 8th May, 2015.

Guest lectures by eminent speakers:

Eminent Speaker Topic Date

Advocate Mr. Vinay Sharma Legal Literacy 10th December, 2012

Dr. Shashi Bindu Sharma,

Principal, NCE, Sirsa

Life Philosophy of Aurbindo

Ghosh

24th April, 2013

Mrs. Anju Gijawani,

Principal, Karnal School

Personality Traits 14th February, 2015

Dr. K K Sharma, President,

CTE

Action Research 16th February, 2015

Dr. Rama Bansal, Skin

Specialist

Skin Diseases 5th March, 2015

Moreover, the faculty members are encouraged to participate in national and international

seminars, conferences, writing articles for journals of national repute, maintaining

contacts with departments of affiliating University. They are permitted to provide

consultancy to school teachers and they are encouraged to pursue Ph.D.

2.4.7 Does the institution have any mechanism to reward and motivate staff

members for good performance? If yes, give details.

The institution is concern about the progression of the faculty members.

The management of the institution encourages and motivates the staff members in

their professional development through certificate of appreciation.

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The Management honored them by way of presenting the mementoes and cash prizes

at various functions.

2.5 EVALUATION PROCESS AND REFORMS

2.5.1 How the barriers to student learning are identified, communicated and

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

teacher quality, etc.)

Various barriers are addressed in different manners. These are as follows:

For Conducive Environment:

The students are provided conducive environment both from physical as well as

academic point of view.

By providing noise and pollution free campus.

By ensuring the cleanliness of rooms and campus that makes the students mentally

prepared to be present in College and take interest in studies.

Conducting periodical tests.

Need based guidance and counseling for the student teachers.

Teaching by discussion and exposition method. Topics are discussed in the class with

active involvement of the students. Varied needs of students are addressed in suitable

ways. Remedial teaching is followed up after analysis of house exam course.

Wherever the student is wrong, he/she is rectified in a gentle manner. Teachers are

instructed not to pass sarcastic remarks.

The students have a direct access to the Principal. The students having any problem

can meet the Principal any time and can put forth their problem. The problems are

listened carefully. When the problem is not genuine or it is beyond the control of

College, they are convinced and they leave the Principal office as satisfied persons.

For Infrastructure:

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The College possesses an imposing building and excellent infrastructure. It is not

disturbed by the main road traffic.

Every class room is well furnished and has ample source of light. The benches and

desks are in required quantity. Therefore, every student has a comfortable seating

arrangement.

All class rooms are architecturally designed in such a way that the voice of teaching is

clearly audible to all the students and the writing board is clearly visible from all

angles. Even a teacher can have clear visibility of all students and can identify the non

attentive students immediately.

Seminar Hall is well equipped with chairs, lecture stand and other required

equipments. It is ensured that all students pay attention and are actively involved.

For Access to Technology:

The college has a software based Language Lab where the students are given

opportunity to listen and improve their pronunciation. The students come to know

about the speech defects and are motivated to rectify them. They are given chance to

enhance their vocabulary.

The Computer Lab is well equipped and is spacious enough to accommodate a large

number of students. Thus, every care is taken to give chance to all students for hands

on experiences on computer desk. They are motivated to prepare lesson plans on

computer.

Educational Technology Lab is well equipped with latest gadgets like Television,

Overhead Projectors, LCD Projectors, CDs and AV cassettes. The students are given

training of using the equipments in teaching learning process.

Internet facility is available to work on-line. The students have an easy access to the

vast world of knowledge and information.

Multipurpose hall is spacious enough to make students sit comfortably and prepare

their charts, models etc.

In Library the students and faculty have an easy access to journals, magazines in

addition to books. This helps the students to broaden their horizon of cognitive

abilities.

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Teacher’s Qualification and competence:

Every teacher is highly qualified and is engaged in one or the other Academic work.

The teachers do their best to become the role model of students. The teachers help in

solving the problems of students and channelizing their energy towards perfection.

The teachers take initiative for preparing their lectures, completing the task assigned

to them in the best possible way.

Every teacher is serious towards performance of the duty assigned to him/her.

During employment period they are offered every facility for improving their

qualifications and are given incentives after they acquire higher qualification.

2.5.2 Provide details of various assessment/evaluation processes (internal

assessment, mid-term assessment, term end evaluations, external evaluation)

used for assessing student learning?

In the beginning of each session, the total contents of each subject are divided into

three terms: September to December, January to March and April to June.

In each term, certain numbers of units are covered. Each teacher educator conducts, a

unit test in his/her class in order to facilitate learning and to get the feedback from

students about teaching and learning.

In the middle of the session, house tests are conducted in which more than 65% of

syllabus in each subject is covered for the purpose of examination. It helps to ensure

quality of teaching and understanding of student teachers. Wherever, there is a

gap/shortcoming, timely remedial measured are adopted.

Students are assessed through regular sessional tests and annual examination.

Projects, seminars and presentations are also taken up.

The affiliating University has introduced the unit based curriculum. The candidates

are required to answer questions from each unit. The candidates are free to apply for

re-evaluation if they desire so.

As the college is affiliated to Chaudhary Devi Lal University, Sirsa the educational

and examination reforms done by University and are taken care of from time to time.

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The college prepares the students for University examinations, first of all by the

completion of syllabi and then 7 days time is given for preparation and revision before

they appear for University examination. Whenever there are internal exams, house

test, the answer scripts are shown to the students after evaluation.

There is an internal assessment component of 20/10 marks which is prescribed by the

University. The evaluation of internal marks is done by the subject teacher concerned.

Whenever there is grievance, same is sorted out by the Principal.

2.5.3 How are the assessment/evaluation outcomes communicated and used in

improving the performance of the students and curriculum transaction?

The basic purpose of doing the internal evaluation is to use the outcome for evaluation

for improving the performance of students. For improving the performance of the

students, the following steps are taken:

The marked answer sheets are given to the students to give them the opportunity to

look into their performance and take steps for improvement.

When the students have seen their performance, the subject teacher discusses about

each and every question –attempt made by majority of the students and tells the right

way to answer those questions.

Then the students are offered opportunity to discuss with the teacher at individual

level.

The students who get 1st, 2nd and 3rd position in house examination are given awards

on the Annual Day function.

Under achievers are identified and the concerned teachers workout their solutions.

Remedial classes are organized in tutorial periods the remove the weakness.

The students are given two assignments in each subject and then the performance of

each student teacher is monitored.

Besides this, the record of every student teacher in every activity is maintained.

The evaluation of Annual Examination papers is done by Chaudhary Devi Lal

University, Sirsa. After the declaration of result by the University on its web site.

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Detailed Mark Cards are dispatched to the college concerned. The students collect

their DMCs from the College.

2.5.4 How ICT is used in assessment and evaluation processes?

ICT is used in assessment and evaluation processes in the following manner:

The attendance, the marks obtained in the unit test and the house examination are

fed to the computers for compiling and preparing reports and for sending the reports

to their parents.

2.6 BEST PRACTICES IN TEACHING LEARNING AND EVALUATION

PROCESS

2.6.1 Detail on any significant innovation in teaching/learning/evaluation introduced

by the institution?

The institution has introduced following significant innovations in the field of

teaching/learning and evaluation:

Organizing Personality Development Programme: The institution has Development

Cell. This cell organizes various functions of cultural and literary interest. Talent

search programme and Morning assembly are two such programmes.

During Talent Search Programme, various activities are organized by the institution.

The participants are made to prepare for their best performances and all other students

are motivated for their active participation in the different programmes of the College.

Morning Assembly is theme based. The institutional values are practised during

morning assembly. These values are:

Contributing to national development

Quest for excellence

Develop inner qualities like honesty, punctuality, co-operation and truthfulness

Develop self-discipline thus emphasis is laid upon the fact that each as part of

personality of student gets developed.

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Every activity revolves around these values.

Action Research has been set in motion as one of the thrust areas. The first initiative

is that institution has compiled the research studies conducted by the teacher trainees

under the guidance of faculty.

The institution has its ‘Think Tank’ in which bright and creative students along with

faculty are enrolled. ‘Think Tank’ conducts specific activities like:

Presentation of a review of a popular book before the students and faculty.

Writing ‘My Philosophy of Life’ to access and evaluate about one’s own self.

Writing three ‘Resolutions’ in the New Year-

Resolution for Self Development

For Teaching Profession

For the Country

Think Tank suggests novel ideas/schemes to the institution for its further growth.

Field work is assigned to students in order to develop various skills.

“Socio Economic Survey” has already been completed by the students so far.

2.6.2 How does the institution reflect on the best practice in the delivery of

instruction, including use of technology?

The institution reflects on the best practice in the delivery of instruction by use of

technology. It can be summarized as follows:

Internet facility in the Computer Lab and Language Lab.

Well equipped Computer Lab/ technology Lab with advanced electronic gadgets.

Innovative teaching learning method to teach variety of students and meet their

diverse needs.

Provision of e-journals in the library to carry out research work.

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CRITERION: III- Research, Consultancy &

Extension

3.1 PROMOTION OF RESEARCH

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

education?

The institution constantly motivates its teachers to take up research in education in

following manner:

Teachers are encouraged to attend seminars, conferences, workshops, etc.

Adjustment in teaching schedule is usually made to help the teachers involved in

research.

Faculty members are encouraged to participate and present their research papers in

national and international conferences for which they are provided academic leave.

The institution holds seminars and workshops which facilitate the interaction with

other experts.

The institutional profile and the website of institution highlight the achievements,

expertise and laboratory facilities to attract active researchers as faculty members.

Research ideas through normal teaching, innovation and field work are encouraged.

Teachers are provided with various facilities such as free internet access, online e-

resources, research journals etc for motivating them to take up research seriously.

‘Centre for Innovation and Research & Development’ (CIRD) has been established in

the college for promoting research.

Teachers are encouraged to acquire higher qualification like M.Phil, Ph.D.

3.1.2 What are the thrust areas of research prioritized by the institution?

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The thrust areas of research prioritized by the institution are as under:

Environmental Education

Information and Communication Technology

3.1.3 Does the institution encourage Action Research? If yes give details on some of

the major outcomes and the impact.

Yes, the institution encourages action research with clear objectives in mind and

achievable outcomes and impact. It is actively promoted by the institution. In the field of

Educational Technology, it is compulsory for every student to undertake Action Research

on existing problems in the schools faced by teachers/students/administrators. This

Institution published a project on “Action Research”.

Objectives

To make teacher trainees research oriented.

To develop quest among teacher trainees for bringing excellence in their work.

To change the outlook of teacher trainees in solving class room problems.

To make improvements in school practices.

To bring qualitative output of teaching-learning process by adopting scientific method

in classroom activities and related evaluation.

Description

Before going for the teaching practice, the teacher trainees are provided with the

conceptual knowledge of action research which covers the following areas:

Concept of action research

Objective of action research

Characteristics of good research worker

Areas of action research

Paradigm for action research project/steps of action research with example.

Significance of action research

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After this, open discussion takes place with the teacher trainees and they are motivated

and inspired to conduct research on the problems which they actually will face in their

regular class room teaching.

The Outcome and Impact

Developed problem solving ability and scientific attitude among teacher trainees.

Made the teacher trainee research minded.

Helped teacher trainees in improving the efficiency of their teaching.

The quality of teaching-learning process was improved.

Teacher trainees were able to solve the day to day problems of school teaching.

3.1.4 Give detail of the conference seminar/workshop attended and organized by the

faculty members in last five years.

The detail of various Conferences/ Workshops/ Seminars and other Academic Events

attended by various faculty members are as under:

Dr. Mamta Chaudhary, Principal :

Presented Paper in “Importance of Work Education in the Present B.Ed. curriculum”

in One Day National Seminar on May 3, 2009 organized at Rashoba College of

Education, Sirsa.

Presented Paper on “New Methodology for Assessment and Accreditation of

Educational Institutions” in Two Day National Workshop on January 30-31, 2010

organized at M.M. College of Education, Fatehabad.

Presented Paper on “The topic sampling in Research on Emerging Trends in

Educational Research: Status, issues and Ethics” in Two Day National Workshop on

March 22-23, 2010 organized at JCD (PG) of Education, Sirsa.

Presented Paper on “Teacher like Quality for Excellence in Education on Quality

Teacher Education in Modern Era” in one day national Seminar on April 17, 2010

organized at Tulsi College of Edcuation for Women, Ambala city.

100



Presented Paper on “Education and Modernization on Professional Ethics, Moral

Values and Character Building” in two day national Seminar on May 1-2, 2010

organized by Tirupati College of Education, Ratia

Participated in Two day National seminar on “Challenges in Library Service in

Digital Era” organized by M.M. Postgraduate College, Fatehabad on 3rd & 4th

December, 2010.

Presented Paper in One Day National Seminar on “Social and Ethical issues in

Teacher Education” on June 7, 2013 organized at Shaheed Baba Deep Singh College

of Education, Aherwan.

Participated in Two Day National Seminar on “Women Empowerment: Challenges

and Solution” at Guru Jambheshwar University of Science and Technology, Hissar on

February 20-21, 2014.

Presented Paper in Two Day National Conference on “Role of Arya Samaj in

Education” on March 28-29, 2014 at Dayanand Postgraduate College, Hisar

Participated in Two Day National Seminar on “Global Trend in Education” on July

18-19, 2014 at Saraswati College of Education, Madlauda.

Participated in Two Day National Workshop on “Teacher Education” organized by

Council for Teacher Education Haryana State Chapter (CTE) on November 1-2, 2014

at Gurukul, Kurukshetra.

Participated in One day National Seminar on “Reforms in Teacher Education in 21st

Century”, on March 12th, 2016, organized by Department of Education, Chaudhary

Devi Lal University, Sirsa.

Dr. Shweta Arora, Assistant Professor in Teaching of Hindi:

Presented Paper on “Education and Modernization on Professional Ethics, Moral

Values and Character Building” in two day national Seminar on May 1-2, 2010

organized by Tirupati College of Education, Ratia

Participated in One day National Seminar on “Preparation of Research Proposal” on

March 23, 2011 organized by Manohar Memorial College of Education, Fatehabad.

101



Participated in One day National Seminar on “Educational Journalism” on June 11,

2012 organized by Manohar Memorial College of Education, Fatehabad.

Participated in Two Day National Seminar on “Reforms in Indian System of

Education with special reference to Youth and Teachers for Social and National

Development” on March 16-17, 2013.

Participated in One day National Seminar on “Contribution of Literature towards

Holistic Education” on March 24, 2013 organized by Rashoba College of Education,

Sirsa.

Presented Paper on “Human Values in Teacher Education” in One Day National

Seminar on “Social and Ethical issues in Teacher Education” on June 7, 2013

organized at Shaheed Baba Deep Singh College of Education, Aherwan.

Presented Paper on “Female Foeticide- A Social Crime” in One Day National

Seminar on “Voice Against Female Foeticide” on February 29, 2016 organized by

JCD Institute of Business Management, Sirsa.


and Solution” on February 20-21, 2014 at Guru Jambheshwar University of Science

and Technology, Hissar.

Presented Paper on “Information and Communication Technology: An effort Towards

Quality Education” Two Day National Seminar on March 28-29, 2014 at Dayanand

Postgraduate College, Hissar.

Participated in Two Day National Seminar on “Global Trend in Education” on July

18-19, 2014 at Saraswati College of Education, Madlauda.

Mr. Budh Singh, Assistant Professor in Teaching of English:

Presented Paper on “Teacher Education in 21st Century Perspective” in One Day

National Seminar on May 24, 2009 organized at Shri Guru Harkrishan College of

Education, Jagadhri.

Participated in Two Day National Seminar on “Higher Education: Need for Priam

Variate Reforms” on August 3 & 5, 2009 organized at AIAER.

102



Presented Paper on “Professional Ethics and Accountability in Teacher education” in

Two Day National Seminar on January 23-24, 2010 organized at Ch. Kapoori Ram

College of Education, Mahawati, Panipat.

Participated in Two Day National Seminar on “New Methodology for Assessment

and Accreditation of Educational Institutions” on January 30-31, 2010 organized at

M.M. College of Education, Fatehbad (Hry.).

Participated in One Day National Seminar on “Learning Theories: Strategies of

Motivation & Learning Styles” on April 30, 2010 organized at Akash College of

Education, Kalirawan, Agroha.

Presented Paper on “Professional Ethics, Moral Values and Character Building” in

Two Day National Seminar on May 01-02, 2010 organized at Tirupati College of

Education, Ratia, Fatehabad (Hry.).

Presented Paper on “Elementary School Education: Problems and Perpectives” in

Two Day National Seminar on May 08-09, 2010 organized at Defence P.G. College

of Education, Tohana, Fatehabad (Hry.).

Presented Paper on “Higher Education Issues, Challenges and Problems” in Two Day

National Seminar on May 22-23, 2010 organized at Mata Harkhi Devi College of

Education for Women, Odhan, Sirsa (Hry.).

Presented Paper on “New Dimensions in Education for Teacher Educators” in Two

Day National Seminar on October 19-20, 2010 organized at Baba Farid College of

Education, Deon, Bathinda (Pb.).

Participated in Two Day National Seminar on “Teacher Empowerment and

institutional Effectiveness” on November 1 & 3, 2010 organized at AIAER.

Participated in Two Day National Seminar on “Professional Development of Teachers

and Teacher Educators” on November 12-13, 2010 organized at AIAER.

Presented Paper on “Revisiting Teacher Education in the 21st Century” in Two Day

National Seminar on November 13-14, 2010 organized at D.S. Gurukul College of

Education for Women, Derabassi, Mohali, (Pb.).

Presented Paper on “Quality Perspectives in Curriculum Development for Teacher

Education” in Two Day National Seminar on November 26-27, 2010 organized at

Maharishi Dayanand college of Education, Abohar (PB)

103



Participated in One Day National Seminar on “Continuous and Comprehensive

Evaluation Scheme” on December 6, 2010 organized at Rashoba College of

Education, Sirsa.

Presented Paper on “International Sociological Association/ RC-23Indian

Sociological Society/ RC-13” in Two Day National Seminar on March 12-13, 2011

organized at Indore Christian College, Indore (MP).

Presented Paper on “Indian political Economy Association” in Two Day National

Seminar on October 29-30, 2011 organized at Chaudhary Devi Lal University, Sirsa.

Presented Paper on “Teacher Education in Global Perspective” in One Day National

Seminar on April 29, 2012 organized at Mata Harkhi Devi College of Education for

Women, Odhan, Sirsa (Hry.).

Participated in One Day National Seminar on “Educational Journalism” on June 11,

2012 organized at M.M. College, Fatehabad

Presented Paper on “Contribution of Literature towards Holistic Education” in One

Day National Seminar on March 24, 2013 organized at Rashoba College of

Education, Sirsa.

Presented Paper on “ICT- Effective Integration of Technology in Education &

Research” in One Day National Seminar on January 22, 2013 organized at Jyoti B.Ed

College, Abohar (Pb.).

Presented Paper on “Reforms in Indian System of Education with special reference to

Youth and Teachers for Social & National Development” in Two Day National

Seminar on March 16-17, 2013 organized at National College of Education, Sirsa.

Participated in One Day National Seminar on “Social and Ethical issue in Teacher

Education” on June 7, 2013 organized at Shaheed Baba Deep Singh College of

Education, Aherwan.

Dr. Abha Shukla, Assistant Professor in Teaching of Social Studies:

Participated in One Day National Seminar on “Value Education” on April 15, 2012 at

Samarth Prithviraj Chauhan Degree College, Baghpat (UP).

104



Participated in Two Day National Seminar on “Present Scenario on Indian Higher

Education with Reference to Role of Media, Socio- Political & Cultural Environment

Change” on March19-20, 2013 at D.A.V. (PG) College, Muzaffar Nagar (UP).

Participated in One Day National Seminar on “Contribution of Literature Towards

Holistic Education” on March 24, 2013 at Rashoba College of Education, Sirsa.

Participated in Two Day National Seminar on “Educational Journalism” on May 17-

18, 2013 at M.M. College of Education, Fatehabad.





and Solution” on February 20-21, 2014 at Guru Jambheshwar University of Science

and Technology, Hissar.

Participated in Two Day National Seminar on “Format of Lesson planning and

Secondary in Different Discipline” on February 20-21, 2014 at D.A.V. (PG) College,

Muzaffar Nagar (UP).

Participated in Two Day National Conference on “Role of Arya Samaj in Education”

on March 28-29, 2014 at Dayanand Postgraduate College, Hissar




Mrs. Manjeet Kaur, Assistance Professor in Teaching of Science

Participated in One Day National Seminar on “Integration of National Concerns in

Teacher’s Education Curriculum” on 8th October 2010, at Guru Dronacharya College

of Education, Bhuna.

Participated in One Day National Seminar on “Family Structure & Children’s

Education Outcomes” on 27 February, 2012 at Surya (P.G.) College of Education,

Baliala, Tohana.

105



Participated in One Day National Seminar on “Financial Inclusion in India” on 28th

February, 2012 at K.T. Government College, Ratia.

Participated in Two Days National Seminar on “Impact of E-Waste Management

Review” from 20-22 May, 2012 at Jan Nayak Chaudhary Devi Lal Memorial College

of Engineering”.

Participated in Two days National Seminar on “Shikshak Ki Prerna aur Abhivyakti

Vidyalaya Parivesh Mein” from 29-30 April, 2013, at Jan Nayak Ch. Devi Lal (PG)

College of Education, Sirsa.

Participated in “National Workshop & Educational Journalism” from 17-18 May,

2013, at M.M. College of Education.

Participated in One Day National Seminar on “Social & Ethical Issues in Teacher

Education” on 7th June, 2013 at S.B.D.S. College of Education.

Mrs. Shalini Garg, Assistant Professor in Education

Presented Paper on “Women Empowerment: challenges and solution” in Two Day

National Seminar on February 20-21, 2014 at Guru Jambheshwar University of

Science and Technology, Hissar

Presented Paper on “Role of Arya Samaj in Education” in Two Day National Seminar

on March 28-29, 2014 at Dayanand Postgraduate College, Hissar.

Mrs. Kavita, Assistant Professor in Education

Presented Paper on “Adhunik Samay Mein Gandhivadi Darshan Ki Prasangikta” in

one day National Seminar on 26th March, 2015 at Arya PG College, Panipat.

Participated in 6 days workshop on “Capacity Building of Women Managers in

Higher Education” from 2nd February to 7th February, 2014 at Kurukshetra Univarsity,

Kurukshetra.

Participated in 4 days workshop on “Computer Application and Research” from 17th

September to 20th September, 2014 at Kurukshetra University, Kurukshetra.

Presented Parer on “Mahilaon ke Prati Rajya ke Kalyankari Samajdayitv” in Two

days National seminar on 24th February 2014 to 25th February, 2014 at Kurukshetra

University, Kurukshetra organized by Public administration Department.

106



Presented Paper on “Vartman Yug mein Dr. Ambedkar ke Vicharon ki Prasangikta”

in Two Days National Seminar on 26th November to 27th November, 2013 at

Kurukshetra University, Kurukshetra.

Presented Paper on “Role of Arya Samaj in Education” in Two Day National Seminar

on March 28-29, 2014 at Dayanand Postgraduate College, Hissar.

Ms. Parveen Rani, Instructor of Work Experience

Participated in ‘Two day National Seminar on “New Methodology for Assessment

and Accreditation of Education Institution” on ---- 30-31, 2010 organized by Manohar

Memorial College of Education, Fatehabad.

Participated in One day National Seminar on “The role of management of college in

quality Assurance” April 15, 2010 organized by Manohar Memorial College of

Education, Fatehabad.

Participated in Two day National Seminar on “Literature of Margin in English: Dalit,

Sub Alternate Minority” on May 28-29, 2010 organized by Manohar Memorial

College of Education, Fatehabad.



Sirsa.




Mr. Shalinder Kumar, Assistant Professor in Teaching of Commerce



Sirsa.

Participated in One Day National Seminar on “Social and Ethical issues in Teacher

Education” on “Human Values in Teacher Education” on June 7, 2013 organized at

Shaheed Baba Deep Singh College of Education, Aherwan.

107



Mr. Narender Kumar, Assistant Professor in Teaching of S.S.T.

Presented a paper on “Role of Education for Nation” in National Seminar, held at

CH. R.R. Memorial College of Education, Ellenabad, Sirsa (Hry.).

Presented a paper on “Human Values and Teacher Education” in National Seminar,

held at Shaheed Baba Deep Singh College of Education, Aherwan,Fatehabad

(Harayana).

Presented a paper on “Globalization and Teacher Education” in National Seminar,

held at Department of Education, MDU, Rohtak(Hry.).

Presented a paper on Role of “ICT in Teacher Empowerment in” National Seminar,

held at Shah Satnam Ji College of Education, Sirsa (Hry.).

Presented a paper on “Flexible Learning Environment for New Generation with

Special Reference to Indian Context” in National Seminar, held at Guru Gobind

Singh College of Education for Women, Giddarbaha, (Panjab.).

Presented a paper on “Rashtra Basta Hai Yuva Mein” in National Seminar held at

Rashoba College of Education, Sirsa (Hry.).

Presented a paper on “Quality Enhancement in Teaching and Learning Process via

ICT” in National Seminar held at Gaur Brahman College of Education, Rohtak

(Hry.).

Presented a paper “on Strategies for betterment of elementary education” in

International Seminar, held at Ramgadiya College of Education, Phagwara (Panjab).

Presented a paper on Yoga; “A New Trends in Education” in National Seminar, held

at Ch. Devi Lal University, Sirsa (Hry.).

Participated in One Day National Seminar on Challenges Before Schools held at

Rashoba College of Education, Sirsa (Hry.).

Participated in Two Day Orientation Programme on National Curriculum Framework

for Teacher Education organized by Department of Education MDU, Rohtak (Hry.).

Participated in Two Day National Conference of New Public Administration Society

of India (NEPASI) held at CH. Devi Lal University, Sirsa (Hry.).

Participated in Two Day National Seminar-Cum-Workshop on Dr. Rabindra Nath

Tagore: Eduicational Perspectives and Practices held at Oxford Girls College of

Education, Uklana Mandi, Hisar (Hry.).

108



Participated in One Day National Workshop on Educational Journalism organized by

Manohar Memorial College of Education, Fatehabad (Hry.).

Participated in Two Day National Workshop on Micro Teaching Lesson Plan and

Practices by Meera College of Education, Mansa (Panjab.).

Participated in Two Day National Workshop on Educational Journalism organized by

Manohar Memorial College of Education, Fatehabad (Hry.).

Participated in One Day National Seminar on Natural Languages and Computer

Science organized by Department of Computer Science and Applications held at CH.

Devi Lal University, Sirsa (Hry.).

Participated in One Day National Seminar on Role of Information and

Communication Technology in Education organized by Arya Group of Colleges held

at Hissar (Haryana).

Participated in One day National Seminar on “Reforms in Teacher Education in 21st

Century”, on March 12th, 2016, organized by Department of Education, Chaudhary

Devi Lal University, Sirsa.

Mr. Krishan Kumar, Lecturer in Teaching of English

Presented paper on “Quality Education in School: Special References to

Women” in Two day National Seminar, organized by Allahabad University,

Allahabad.

Participated in Two day National Seminar on “Global Trend in Education” organized

by Saraswati College of Education, Madlauda.

Presented paper on “Importance of ICT in Education” in Two Day National Seminar,

organized by Shah Satnam Ji College of Education, Sirsa.

Presented paper “Psychological Development of Students In and Outside classroom”

in Two Day National Seminar, organized by Ideal Institute of Management And

Technology School of Law (G.G.S.S) Inderaprastha, Delhi.

Presented paper on “Women Empowerment: Role of Women in Present Era” in Two

Day National Seminar, organized by Guru Jambeshwar University, Hisar.

Presented paper on “Educational Journalism” in Two Day Seminar, organized by

Manohar Memorial College of Education, Fatehabad.

109



Ms. Sapna, Lecturer in Teaching of English

Participated in Two day National Workshop on “New Mothodology of Assessment

and Accreditation of Higher Educational Institutions by NAAC” from 20-21 April,

2010 at DMA National College of Education, Sirsa.

Presented Paper in One day National Seminar on “Critical Analysis of the Present

B.Ed. Curriculum” on 3 May, 2009 at Govt. Polytechnic College, Sirsa.

Participated in Two day National Seminar on “Emerging Trends in Educational

Research: Status, Issues and Ethics” held on 22-23 March, 2010 at JCD (P.G.)

College of Education, Sirsa.

Participated in Two days National Workshop on “New Methodology for Assessment

and Accreditation of Educational Institutions” held on 30-31 January, 2010 at

Manohar Memorial College of Education, Fatehabad.

Ms. Suman Lata, Lecturer in Teaching of Hindi



Sirsa.




Mrs. Lalita Rani, Instructor in Fine Arts

Participated in Two Day National Seminar on “Educational Journalism” on May 17-

18, 2013 at M.M. College of Education, Fatehabad.


Education” on “Human Values in Teacher Education” on June 7, 2013 organized at

Shaheed Baba Deep Singh College of Education, Aherwan.

110



Mr. Rashpal Singh, Lecturer in Foundation Course



Education, Aherwan.

Mr. Rohtash Kumar, Lecturer in Teaching of Social Studies



Education, Aherwan.

Participated in Two Day National Seminar on “Tagore: Education and Naturalism”

organized at Oxford Girls College of Education, Uklana Mandi, Hisar.

Mrs. Parul Rani, Librarian






Education, Aherwan.

Mr. Abhe Singh, Instructor in Health and Physical Education






Education, Aherwan.

111



3.2 RESEARCH AND PUBLICITATION OUTPUT

3.2.1 Give details of instructional and other materials developed including teaching

aids and/or used by the institution for enhancing the quality of teaching

during the last three years.

The various instructional and other materials developed or used by the institution are

detailed below:

Self instructional material

Print material such as:

Lesson Plans

Charts (900 approx)

Flash Cards (70)

Transparencies (90)

Preparation of documentaries on different subject areas like ‘Water

Pollution, ‘‘Say ‘No’ to Polythene’’ etc. with the help of students.

Quiz Material is prepared by the Department of ICT with the help of students.

Non-Print materials such as Models (45)

Power-Point Presentation (100)

Publications released by the Institution

Brochure on ‘Save Environment’ was published by Eco Club of the Institution.

To inculcate values among student teachers, Spiritual Cell collects some thoughts

from news papers and publishes in a form of booklet named ‘Jeewan Darshan’.

Album depicting the Picture Life History of Shaheed Baba Deep Singh Singh Ji.

Institution published its Magazine named ‘Deep Samriti’ to enhance the creative

ability of students.

Abstracts of research studies undertaken at Post Graduate level (M.A/M.Ed.) by the

staff members are compiled.

112



3.2.2 Give details on facilities available with the institution for developing

instructional materials.

The various facilities available with the institution for developing instructional materials

are as follows:

The institution has a well equipped Computer Lab with 25 computers connected in

LAN as well as in WAN which is used for development of self instructional materials,

Power Point presentations and computer assisted learning material. The Lab is also

equipped with Projector, OHP and White Board.

Fully equipped software based Language Lab with internet connection.

Three periods per week in the time table are allotted for preparation of teaching aids.

Free internet service for students and faculty round the clock for all the 365 days.

Multipurpose room for fabricating teaching aids.

Well equipped library with following facilities:-

Text Books and Reference Books

Journals/Periodicals, magazines and Newspapers

E- Journals.

Computers

Audio and Video Cassettes

Internet

Resource materials on digital media such as CDs.

3.2.3 Did the institution develop any ICT/technology related instructional

materials during the last five years? Give details.

Yes, the institution has developed following ICT/technology related instructional

materials:

PowerPoint Presentations(100)

Readymade Audio cassettes and CDs on various topics of English and Hindi (05)

113



Quiz material on various topics to enhance the teacher trainees’ awareness.

3.2.4 Give details on various training programmes and/or workshops on material

development (both instructional and other materials)

a. Organized by the Institution

b. Attended by the staff

c. Training provided to the staff

The institution organized training programme on instructional material development

for the pupil teachers in which they were trained by the faculty members to prepare

various teaching aids such as charts, transparencies and models (26-03-2013).

The institution organized Teaching Aid Exhibition on 13-05-2013.

Exhibition of Fine Arts organized on 24th December, 2015.

Every year a Workshop is organized by our Fine Art Instructor on “Preparing Teaching

Aids” before the teaching practice starts.

Workshop is organized every year on “Best out of Waste” by our Fine Art Instructor,

where students learn to prepare different types of Pen Stands, Wall Hangings and other

creative items.

A workshop on development of language games to teach pronunciation and Inter

Communication Skills was conducted by English teacher educator Mrs. Reetu Malik

on 16th September, 2014.

Faculty conducted a workshop on developing question bank on different subjects

under the guidance of Prof. K.K. Sharma (President, CTE, Haryana State Chapter on

26-04-2015).

114



3.2.5 List of journals in which the faculty members have published papers in the

last five years.

Name of

Teacher

Topic of the Research paper Detail of the Journal in which

Research paper has been

contributed

Dr. Mamta

Chaudhary

1) Open & Distance

Education: Emerging

Trends & Possibilities.

2) Gandhi Vs Modern

Civilization.

3) Valuing Process and

Value Education.

Name- “University News”

(A weekly journal of

higher education)

Page No. 1 to 5

Vol. 46, No. 16

April 21-27, 2008.

ISSN No. 0566-2257

“Drashta Research Journal” (A

quarterly journal)

Page No. 337 to 340

Vol. 3, No. 11

June to August, 2014

ISSN No. 2277-2480

“Paripex- Indian Journal of

Research.

Vol. 3, Page No. 69-70.

Date- 7th July, 2014.

ISSN No. 2250-1991

115



Mr. Budh

Singh

4) Swami Dayanand

Saraswati: His vision

of Education.

1) “Impact of Technology

On Social Change &

Development”

2) “Privatization of

Teacher Education”

3) “Need of Professional

Ethics in Teacher

Education”

4) “Technology in

Teacher Education- An

Innovative Approach”

5) “Qualitative Teacher

“Role of Arya Samaj in

Education” Proceedings

National Conference.

ISBN No. 978-81-925840-4-1

‘Emerging Trends in

Social Sciences’ (A

quarterly journal)

Vol. 02 , No. 05

ISSN No. 2277-8624

“The Journal of Advance

Education” (Review Journal)

Vol. 4, No. 1

ISSN No. 0974-6498

“Global Education Society

and Development” (An

International Journal of

Academicians)

Page No. 49

Vol. 2, No. 1

ISSN No. 0975-1319

April- June 2010

“Innovate- Lead –Succeed

Percept & Practice”

ISBN No.- 978-81-910125

“Emerging Issues & Challenges

116



Dr. Abha

Shukla

Mrs. Shalini

Garg

Ms. Kavita

Education : A way to

sustainable

development”

6) “Investment in

Education for National

and Economic

Development”

1) “Indian Education

System: What need to

Change”

1) “Arya Samaj and

D.A.V. movement:

Educational & Social

dimensions.

1) “ Bhartiya Rajneeti

in Education” (Global &

Indian Perspective).

Vol. 05

ISBN No. 978-81-7487-811-3

“Reforms in Indian

system of Education”

with special reference

to youth and teachers

for Social and National

Development.

ISBN No. - 978-93-80144-

61-0

“Reflections in Education”, A

Multidisciplinary Journal.

Date- September, 2014.

Page No. 15-17, Vol.2, No.1

ISSN No.-2348-7267.

Date- 28 April, 2014.

ISBN No. 9780-81-925840-4

-1

‘ Pramana Research

117



Mr. Abhe

Singh

Mein Dalito Ki

Sthiti”

2) “Bharat Mein

Ubharti Hui

Parwarti;

Naxalwad”

3) “Swami Dayanand

Sarasvati Ke

Shiksha Par Vichar”

1) “Role of Haryana

Govt. to Development

& Promote Sports in

Haryana”

2) “Adhyatmik Vikas:

Ekmev Marg”

Journal’

Year- 3, Issue- 10

Page No. - 510-514

Date- October to December,

2013

ISBN No. 2249-2976

‘Drashta Research

Journal’

Year- 3, Issue- 9

Page No. 278-288

Date- December to February,

2014

‘Arya Journal’

Year- 1, Issue- 1

Page No. 53 to 55

Date- March – May, 2014

‘PARIPEX- Indian

Journal’

Vol. 03

ISSN No. 2250-1991

‘International Research

Journal of

Management

Sociology &

Humanities’.

118



Ms. Amisha

Garg

Mr.

Narender

Kumar

1) “Major Symbols in

R.K. Narayan’s

“The Guide””

1) “Functioning of School

Management

Committees

2) “Rashtra Bhasha Hai

Yuva Mein”

3) “Flexible Learning

Environment for New

Generation with

Special Reference to

Indian Context”

4) “Role of Information

&Communication

Technology for Rural

Development in the

Present Indian Society”

Vol. - 05

ISSN No. 2277-9809.

‘ PARIPEX- Indian

Journal of Research’

Vol. 03

ISSN No. 2250-1991

“The Journal of Advance

Education”

Vol. 12 issue 1

ISSN No.- 0974-6498

“Swami Vivekananda on

Education”

ISBN 978-81-9061087-2 First

Edition.

“Parkash (published by Guru

Gobind Singh College of

Education, for women)”

ISSN 2348-0904. Volume -

1,no.2 (page no.77-83)

“Research Journal of Human

Development (A Peer

Reviewed An International

Journal)”

ISSN No. 2348-5183. Volume 1,

Number-4.

119



5) “Value Patterns Among

B.Ed and D.Ed

Students”

6) “A critical study on

environment awareness

among private and

government

polytechnic students”

“Academicia An International

Journal”

ISSN No. 2249-7137. Volume 4,

Issue no.10,Impact

fector;SJIF2013=5.099 , 2

014

“Reflections in Education (A

Multidisciplinary Journal)”

ISSN No. 2348-7267,Volume 2,

Number-1, 2014.

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

members in last five years.

The faculty members have been facilitated with the following awards:-

The Principal of the College Dr. Mamta Choudhary received the best teacher Award

Instituted by Danik Bhaskar, 2012.

The Principal of the college Dr. Mamta Choudhary is a Member of UG Board of

Studies University and is member in University inspection team, having been

nominated by Vice Chancellor of Chaudhary Devi Lal University, Sirsa.

The Principal has been nominated as member of research committee by Vice-

Chancellor of J.J.T. University, Jhunjhunu, Rajasthan.

120



Four members of the faculty along with the principal received best teacher award by

Mrs. Avantika Tanwar wife of Sh. Ashok Tanwar Member of Parliament, Sirsa on 8th

March, 2013.

Dr. Mamta Choudhary and Dr. Abha Shukla honored by City Welfare Club Fatehabad

for contributing in community work on 13th January, 2014.

3.3 CONSULTANCY

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

details.

The institution extends its expertise for consultancy services to educational institutions

and organizations in the following manner:

Holding conferences on professional/technical skills in teaching, Microteaching,

Guidance and Counseling.

Deputing the faculty to hold consultation sessions with head/manager of local schools

for improving school education.

Deputing the faculty to act as resource persons in orientation programmes for teachers

and heads of schools and colleges.

To provide counseling through guidance cell to children of nearby villages.

The faculty members provide free consultancy to various departments of SBDS

College on projects related to research methodology.

The pupil teachers are encouraged to tutor younger kids to improve their reading and

writing skills.

3.3.2 Are faculty/staff members of the institute competent to undertake

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

steps initiated by the institution to publicize the available expertise.

121



Yes, the faculty members of the institute are competent to undertake consultancy. Their

areas of competency are education and the subjects of their post graduation. They

provide consultancy to students of B.Ed. / D.Ed./ M.A Education/ M.Ed.

3.3.3 How much revenue has been generated through consultancy in the last five

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

member and the institution?

This is a college of Education. Consultancy is done in the field of education with a

sense of devotion to the cause of education and no fee is charged by the staff for it.

3.3.4 How does the institution use the revenue generated through consultancy?

Revenue is not generated.

3.4 EXTENSION ACTIVITIES

3.4.1 How has the local community benefited from the institution? (Contribution

of the institution through various extension activities, outreach

programmes, partnering with NGO’s and GO’s)

The philanthropic activities of the Institution have a long lasting effect on the community.

The community by and large recognizes the extension activities of the institution. It

improves the local linkages and gives awareness to the community on basic issues and

ads to the goals of National Development. The institution has organized various

extension activities, outreach programmes etc. for the benefit of local community. The

details are as follows:

Extension activities:

The distribution of free medicines (calcium and iron) to the residents of surrounding

villages aims towards the National goal of “Health for All”.

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The faculty members encouraged the pupil teachers for educating the children of

laborers’ working in the nearby village. As many as 8 children of laborers’ working

in the campus are being educated by our students.

The pupil teachers were taken to slum areas around and nearby villages. They met

the villagers and interacted with them. They asked the reason for being not educated.

The pupil teachers emphasized upon the need of education in today’s world and

motivated them to learn and educate their family.

Participation of students in ‘Pulse Polio Abhiyan’ program initiated by the Govt.

from time to time.

A blood donation camp was organized by the institution on Sept 12, 2012. The

students were motivated to donate blood and were asked to encourage other for

donating blood. In this camp 70 Unit of blood donated by majority of Girls for noble

social cause. The pupil teachers explained to others, the importance of donating

blood and how it saves the life of others.

The pupil teachers are encouraged to plant the trees and take care of them.

Importance of “Van Mahotsava” is told to the students. Various competitions are

organized by the institution on (Slogan writing, chart making competitions etc)

As part of the extension activities of the college a library for rural mothers has been

established in village Aherwan.

Population Education and Health and Hygiene Awareness:

Seminars, Slogan writing competitions and various competitions organized on

the theme of ‘Population Education’ (10-11-2011).

A procession was organized for the theme ‘Save the Girl Child’ and ‘Female

Foeticide’ (8-03-2014).

Extension lecture by Specialized doctor and Lecturers of S.B.D.S. Nursing

College were organized with the theme ‘Health and Hygiene’ (01-12-2015).

Outreach Programmes:

The pupil teachers and members of the faculty are carrying out the outreach

programme in the following manner:

Providing training, placement and counseling to student teachers.

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Imparting training on selected language skills to the school children/teachers.

Extending help to the teachers of adopted school with regard to updating their

teaching competencies in different school subjects while holding seminars and

workshops.

Distributing audio-visual aids among neighboring schools.

Anti Smoking Movement in the village Aherwan and Mehmra on 1st June, 2014.

Awareness camp about health at village, Aherwan (1st Dec. 2014).

Helmet rally and Pasting stickers on vehicles (12th Jan. 2014).

Fruits and Biscuits distribution at Civil Hospital, Ratia on 16th Dec. 2015.

Distribution of clothes by cloth bank on 24th December, 2015.

Partnering with NGOs and GOs:

The institution is dealing with NIFAA (National Integrated Forum of Artists and

Activists) the programmes are planned and executed by the institution in collaboration

with Universities i.e. CDLU, Institute like DIET, Professional body organizations like

Council for Teacher Education(CTE) Haryana state Chapter .

3.4.2 How has the institution benefited from the community? (Community

participation in institutional development, institution-community networking,

institution-school networking, etc.)

The Institution has been benefited by the community in various ways:

Institution-school networking:

During practice teaching, all teacher trainees interact well with the school. Besides

classroom teaching, each pupil teacher is supposed to take part in the morning

assembly of the school, organize certain activities in the school and conduct action

research. Thus the student teachers interact with school/community to study their

emerging needs and provide appropriate solution to their problems.

Institution-community networking:

As the pupil teachers interact with the students after being given training, they

perform well in teaching and thus help them in their placement.

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Moreover, broader prospective regarding teaching develops during community

interaction. The pupil teachers learn to tackle the students according to their need and

psychology. When pupil teacher come in contact with the community, variety of students

interacts with them and thus their communication skills are improved. ‘Community

Awareness Programme’ is organized. The pupil teachers are taken to various areas and

are given chances to interact with various communities. The students come to know about

the flaws of ways of thinking that led to illiteracy among those people and are thus able

to organize various programmes leading to development of community. City welfare

club, Fatehabad launches a programme “Jan Chetna Manch” in the college to solve the

social problems. Punjabi Sabha Hospital, Fatehabad, which is a charitable organization,

organized a dental check-up camp in the institution every year.

Members from the local community are nominated in the various committees of

the cells constituted by the college.

They provide feedback and suggestions for the improvement of the programmes

and quality of instructions provided by the college at large.

Community participation in Institutional development:

Schools are invited to visit the institution and several of teaching aids are exhibited. The

schools are allowed to select teaching aids for their schools. Their suggestions are also

welcomed to improve the work done by the students and the programme organized by

institute.

Time to time heads and staff of the schools are invited in the institute to give their views

about improvement in curriculum and other school activities that are availed by the

institution during teaching.

After teaching practice, a thanks giving party is organized by pupil teachers with school

authorities. Principal of the College makes it a point to attend the party and expresses

gratitude to the school head as well as staff members. The views regarding the

improvement in organization of teaching practices, discipline among school students,

preparation and utilization of teaching aids by school teachers are exchanged with the

pupil teachers.

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3.4.3 What are the future plans and major activities the institution would like to

take up for providing community orientation to students?

The future plans and major activities that will be taken up are as follows:

Establishing N.S.S. unit within the institute.

To broaden the scope of educating down trodden people of nearby community

areas.

Increasing the scope of community service programmes.

Adult education programmes.

Provision for support to differently abled persons.

Organizing ‘Nukkad Natak’ to show the social evils related to education and to

make people aware of them.

Organization of workshops to develop communication skills in teachers and their

personality development.

3.4.4 Is there any project completed by the institution relating to the community

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

The institution has completed following projects related to community development:

Socio Economic Educational Survey of Village Aherwan

Two documentaries on the topic “Say No to Polythene”, “Water Pollution”.

3.4.5 How does the institution develop social and citizenship values and skills

among its students?

In a professional institution, especially in a college of education, sensitization and

development of social and citizenship values and skills is one of the major

objectives. This institution has adopted a number of practices through which a skill

of civic responsibility is inculcated. They are stated below:

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While charting out programmes like House meetings and morning assembly,

different responsibilities are assigned to the student teachers. They get opportunity

to organize programmes independently under the guidance and supervision of the

House Incharge.

The student teachers are assigned different responsibilities in organizing

educational tours.

The student teachers share different responsibilities in organizing Inter College

Meets in skill-in-teaching, preparing teaching aids, drawing and painting, collage

making, dance, poem recitation etc.

Through the celebration of Republic day, Independence day, celebration of

festivals/celebration of important days like Guru Purav, Christmas, conducting

Environment Awareness programme, Energy Conservation Awareness Programme,

Observance of AIDS and Diabetes’ day, etc. the institution strives to develop social

and citizenship values and skills among its students.

3.5 Collaborations

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

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

such linkages.

The institution has established linkage with various national level organizations such as.

GOs

Ch. Devi Lal University

Kurukshetra University, Kurukshetra

Maharishi Dayanand University, Rohtak

State Council for Educational Research and Training

District Institute of Educational training (DIET)

Block Institute of Educational Training (BIET)

All India Association for Educational Research

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Youth Hostels Association of India (YHAI), affiliated to the International Youth

Hostel Federation. Movement based on two basic urges in the youth- love in the

youth, love for the unknown, which includes desire for adventure and desire to

make friends.

NGOs

NIFAA (National Integrated Forum of Artists and Activists)

Bharat Vikas Parishad, Fatehabad

City Welfare Club, Fatehabad

Women Organization for HIV/AIDS, Fatehabad

Council for Teacher Education (CTE), Haryana State Chapter

Special Schools in Sirsa and Fatehabad District.

3.5.2 Name the international organizations, with which the institution has

established any linkage in the last five years? Detail the benefits resulted out

of such linkages.

The institution has established linkages with Lions Club, Fatehabad and Rotary

Club, Fatehabad (International organizations). The students residing in the slum

areas of the city are distributed various items like books, stationery, uniforms,

blankets, medicines etc. by the institution in collaboration with Rotary Club, Ratia.

The details of benefit which resulted out of above linkages are as under:

Curriculum development: The experience, interaction and feedback gained

from linkages help in identifying the new emerging and job oriented areas which

should be included in the curricula so as to contextualize them.

Teaching: The linkages with reputed institute, NGOs and Govt. agencies help in

arranging faculty exchange and academic development.

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Training: The linkages help in graining experience, interaction and feedback

regarding various teaching skills.

Research: These linkages help the teachers to acquire the knowledge and the

skills requirfed to complete their research work. Such collaborative research also

helps in developing new academic contacts.

Consultancy: Linkages with these organizations help to organize various

seminars and workshops on currents issues to make the community aware about

these issues. The linkages help to develop national and international competency

and expertise in our students and members of the family.

Extension: The linkages with National Organization and the University

departments lead to the development of new and innovative programmes. The

linkages of the institution promote extension activities directly beneficial to the

community in terms of health awareness programs, education of the rural

masses, environmental awareness and current social issues etc.

Publication: The linkages provides platform for faculty members to publish

their article in journals of National and International repute. The members of the

faculty are involved in publication with co-authorship of the City Welfare club,

Fatehabad. (Under process)

Student Placement: All the students get trained with experienced hands in

relevant schools during their practice teaching.

This helps in better understanding of the schools. The institution has established

a placement cell for promotion of linkages between the institution and the school

in order to cater to the needs of the schools and better placement of our students.

3.5.3 How did the linkages if any contribute to the following:

Curriculum Development

Teaching

Training

Practice Teaching

Research

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Consultancy

Extension

Publication

Student placement

Already explained in point 3.5.1 and 3.5.2

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

School-Community networking).

The institution has established extensive linkages with the school sector in respect of

practice teaching, placement of the students, research and extension activities. The

College has linkages with following schools:

Govt. Boys Sr. Sec. School, Aherwan

Govt. Girls High School, Aherwan

Govt. High School, Hamjapur

Govt. Sr. Sec. School, Kamana

Govt. Boys Primary School, Aherwan

Govt. Girls Primary School, Aherwan

Govt. Primary School, Hamjapur

Govt. Boys Primary School, Kamana

Govt. Girls Primary School, Ratia

Mahatma Gandhi Primary School, Ratia

Swami Dayanand Sr. Sec. School, Ratia

Mother India Convent School, Ratia

Bharti Niketan School, Ratia

Sun Rise Sr. Sec. School, Phoolan

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3.5.5 Are the faculty actively engaged in schools and with teachers and other

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

give details.

Yes; the members of faculty are actively engaged in schools and with teachers and

other school personnel to design, evaluate and deliver practice teaching. The Principal

of the institution appoints teacher educators in different schools during practice

teaching session. All the concerned faculty members discuss and plan out whole

practice teaching schedule with the head of the school. They actively collaborate with

teachers and other school personnel to design the time table of student teachers,

evaluation of student teachers, organizing certain activities in the school, etc. Moreover

the faculty members interact with school to study their emerging needs and provide

appropriate solutions to their problems.

3.5.6 How does the faculty collaborate with school and other College or

University faculty?

The institution has a large number of linkages of research and extension activities. Such

linkages help in training the faculty in the field of research and extension programmes

in series of society. Such activities also provide value addition to the academic

programmes of the institution. The faculty members collaborate with school and other

College or University faculty in following ways:

The linkages with reputed schools, college and other universities help in

academic development.

Faculty from institution and other College or University is involved in teaching

and soft skills development.

Extending help to the teachers of adopted schools with regard to updating their

teaching competencies in different school subjects.

Holding seminars, conferences and workshops on research and latest trends in

education.

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Conducting guidance and counseling sessions.

Organizing short term orientation and competency building programmes.

Organizing special lecture series in collaboration with experts from school and

other College or University faculty to improve the quality of research in teacher

education.

The institution provides consultancy services to other institutes/schools with

regard to selection of teacher/staff.

The faculty of the college is involved in extending expertise to the local

practicing schools and others as well with regard to the improvement in the class

room teaching and share issues and the problems of schools with the head of the

institutions.

3.6 BEST PRACTICES IN RESEARCH, CONSULTANCY AND EXTENSION

3.6.1 What are the major measures adopted by the institution to enhance the

Quality of Research, Consultancy and Extension activities during the last

five years?

To enhance the quality of Research, Consultancy and Extension activities the institution

has adopted following measures:

For Research activities

Members of the faculty are encouraged to undertake individual research projects.

Faculty members without doctoral degree are encouraged to do Ph.D. They are

provided financial assistance in this regard.

Staff guides the pupil teachers to conduct action research in school setting during

practice teaching.

The institution has constituted research committee consisting of senior faculty

members to monitor, enhance and promote the research activities.

For Consultancy services

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Regular meetings with the Heads/Manager of local schools for improving school

education.

Deputing the faculty to act as resource persons in orientation programmes for

teachers and heads of schools and Colleges.

Conducting guidance and counseling sessions in local schools.

For extension activities

Extension activities are an integral part of teaching programmes in the

institution.

Members of the faculty are encouraged to participate in extension activities.

3.6.2 What are significant innovations/good practices in Research? Consultancy

and Extension activities of the institution?

Research

To promote research in the field of education and to extend this service to

stakeholders including research workers, teachers, teacher educators and

educational administrators, the institution has established a Centre for Innovation

Research and Development (CIRD) which functions under the research

committee of the College.

Institutionalization of Action Research is one of the good practice/innovation in

the field of Research Department of CIRD. It collects the problems taken up by

the students during their teaching practice for the purpose of their action research

and compiles them in the form of booklet. This booklet is then distributed to the

practicing and neighboring schools to solve their day to day problems.

Research abstracts of M.Ed. /M.A. (Edu.) and M.Phil. of the faculty Members

are compiled .

Consultancy:

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The institution has established linkage with schools for research, training,

campus placement and consultancy.

Extension:

Extension programmes like Adult Education, Blood Donation Camp, and AIDS

Awareness etc are periodical and annual features of activities of the institution.

The various extension programmes are planned and executed by the institution in

collaboration with national and local organization such as CTE, City Welfare

Club, Fatehabad, C.D.L.U and other Professional bodies, etc.

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Criterion IV:

Infrastructure and Learning Resources

4.1. Physical Facilities

4.1.1. Does the institution have the Physical infrastructure as per NCTE norms? If

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

infrastructure. Enclose the master Plan of the building.

The college is endowed with adequate physical facilities to support teaching

learning process. Besides excellence in academic pursuits, the college is

committed to ensure all round development of the stakeholders. The college has

a total built up area of 36580 Sq. Ft spread over two floors. The institution has

well furnished, spacious and excellent physical infrastructure according the

NCTE norms. The college has developed the following infrastructural facilities

in its campus and tastefully designed building :-

Principal’s Office

General Office

Girls Common Room

Visitor Room

Kitchen

Seminar Hall

Guest Room

Computer & Technology Lab

Science and Math Resource Centre

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Modern Media/ Language Lab

Fine Arts Resource Center

Prayer Room

Ladies Staff Room

Psychology Lab.

Social Studies Lab.

Sports and Physical Education Resource Center

Gents Staff Room

Guidance & Counseling Cell and Placement Cell

Multipurpose Hall

Library

Airy and Ventilated Class Rooms

Playgrounds

Generator Room

Parking

Canteen

Residential Facility for menial staff

Girls Hostel (Sister Institution)

Day Care Centre (Sister Institution)

All classrooms are spacious and well-ventilated. Each classroom has enough

seating capacity. Various laboratories have been established to help the students in

their academic pursuits. The college has a fully furnished Science lab, Psychology

lab, Computer lab, Technology lab and Modern media lab. The different

laboratories are functioning under the supervision of a Teacher Incharge. The

college has 35 computers and there are 25 computers in the computer lab.

The college provides free internet access to all the students and faculty.

Local Area Network in the college is connected to Library, Principal’s room,

Computer lab, office, staffrooms of B.Ed., and D.Ed. Broadband Internet

Connection is available in all these places. It encourages students to use multimedia

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to construct and convey knowledge through web browsing, downloading,

uploading and blogging.

4.1.2 How does the institution Plan to meet the need for augmenting the

infrastructure to keep pace with the academic growth?

The college has augmented the infrastructure to keep with the academic growth and

other requirements. New infrastructure is added when there is a need related with

academic growth. The institute has adequate building accommodation to house all the

academic programmes offered at the campus. The college does its best to give

maximum facilities to the students and staff.

4.1.3 List the infrastructure facilities available for co-curricular activities and

extracurricular activities including games and sports.

The college lays utmost importance on co-curricular activities. The college has a

number of clubs and associations. Efficient faculty members supervise the activities of

these clubs and associations. Campus Utsav, the inter house cultural competitions, etc

are conducted in the college. Multipurpose hall gives an opportunity for the students to

develop their cultural abilities and skills. The infrastructural facilities available for co-

curricular and extracurricular activities are given below.

Multipurpose Hall (Fitted with Public Address System)

Fine Arts Resource Centre

Computer Lab/ Technology Lab

Psychology Lab

Modern Media Lab/ Language Lab

Science & Math Resource Centre

Library

Outdoor and Indoor Game Facilities

Display Boards

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LCD/LED projectors and OHP

4.1.4 Give details on the physical infrastructure shared with other programmes of

the institution or other institutions of the parent society.

Some Physical infrastructure of the college is shared with other institutions been

run by the same management for educational, cultural and social activities, e.g. our

language lab and computer lab are shared with our model school students. The

multipurpose hall is shared for educational and cultural activities of our nursing

college and by local community. We shared the playground of the SBDS Public

School. The college class rooms are used on holidays for coaching classes of UGC

NET/HTET/CTET.

4.1.5 Give Details on the facilities available with the institution to ensure the health

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

facilities for man and women canteen, health center etc.)

Health Centre: The college takes special care of the physical and mental hygiene of

students through yoga, guidance and counseling, medical checkup, etc. The

college has first aid and restroom facilities. The staff is trained in first aid and

first aid kit is updated regularly.

Medical Camps: Medical Camps/checkups are arranged at regular intervals in the

college. Experienced Doctors are invited for the check-up. A health club

functions in this college under the leadership of health & physical education

Teacher. The club organizes blood donation camps, yoga classes, meditation,

medical checkups, poster exhibitions, seminars and classes on various health

related topics.

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Cafeteria: The College has a small cafeteria. Coffee/Tea Vending Machine is installed

where tea, coffee etc. are provided. Facility for small snacks is also available in

the cafeteria. A water cooler is installed on the ground floor for students.

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

rooms. Occupancy details, recreational facilities including sports and

games, health and hygiene facilities, etc.

The students of the three institutions of SBDS Society (Shaheed Baba Deep Singh

Medical Sciences & Welfare Society, Ratia) viz. SBDS College of Nursing, SBDS Sr.

Sec. School & SBDS College of Education share the hostel facilities . The College

provides hostel facility for girls with special emphasis on cleanliness, comfort and

convenience. The hostel is situated within the campus. The mess hall is spacious and

hygienic. The hostel has 103 rooms. All the rooms are well furnished with tables, chairs

and other furniture besides comfortable beds. There is dining hall with capacity of 100

students and a common hall is provided with T.V. and necessary furniture. Each room is

well ventilated and provided with a ceiling fan.

4.2 Maintenance of Infrastructure

4.2.1 What is the budget allocation and utilization in the last three years for the

maintenance of the following? Give justification for the allocation and unspent

balance if any.

The infrastructure is well maintained. There is provision for infrastructure maintenance in

the budget. We use the funds in the best possible manner for strengthening and

maintaining the physical and instructional infrastructure, such as buildings, ICT facilities,

Laboratories, Library, Learning Resource Centre, etc. The purchase Committee of the

college purchases equipments according to the budget. The institution appoints staff for

the maintenance and repair of computers, equipments etc. whenever required. Technical

personnel are engaged on remunerative basis for the maintenance of computer and other

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machine. The college staff does regular internet checking and normal maintenance. Other

repairing work such as repair of computer, furniture, fixtures, plumbing, electrical

fittings, etc are taken care of by the plumber and electrician regularly appointed by the

college. The college uses its funds in the best possible manner. The budget allocation and

utilization of funds in the last three years are given below:

Budget Allocation: Budget for last five years attached.

4.2.2 How does the institution plan and ensure that the available infrastructure is

optimally utilized?

The physical and instructional infrastructure such as building, ICT facilities, laboratories,

library and other allied infrastructure of the college are well maintained and strengthened

from time to time by providing necessary finances and human resources. It is also

ensured that they are accessible to and utilized by the staff and students on regular basis.

The infrastructure of the college is optimally used for conducting all curricular, co-

curricular and other activities. The Library, Computer/Technology Lab, Modern Media

Lab, Psychology Lab etc. are optimally used by the students by making necessary

arrangements in the timetable. The staff and students of the college optimally use the

broadband internet without any payment. The multipurpose hall is used for organizing the

state and national seminars. All the cultural programmes, festivals celebration, inter-

college competitions, debates, etc. are conducted in the seminar hall & multipurpose hall.

Digital Library and DELNET connections are very helpful to the students and the faculty.

The play ground is used in the evening and also during the physical education practical

periods.

4.2.3 How does the institution consider the environmental issue associated with the

infrastructure?

Our management takes ample care of the environmental issues associated with the

infrastructure of the college. The campus is clean and green. We have a beautiful

garden and lawn inside the campus. Our supporting staff always keeps the campus very

clean. The college organizes ‘Campus Cleanliness’ programmes every year. This

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creates awareness among the students about the importance of cleanliness in the

campus. All students participate in the programme. Students are divided into groups

and each group cleans the area allotted to it. Classrooms and halls are fully cross-

ventilated with ample windows which provide natural light and are airy so as to

minimize the energy consumption. Water cooler and water purifier ensure non polluted

drinking water.

4.3 Library as a Learning Resource

4.3.1 Does the institution have a qualified librarian and sufficient technical staff to

support the library (material collection and media/computer services)?

The library and Information Centre of the college is situated on the top floor. It has

adequate material in terms of Books, Journals, other learning materials and facilities for

technology aided learning which enables students to acquire information, knowledge

and skills required for their study. The library offers its services to about 250 users

comprising teacher trainees and teaching and non-teaching staff of this college. The

library has a key role in supporting the academic activities of the institution by

establishing, maintaining and promoting library and information service. We have a

well ventilated, well lighted and spacious library with good seating arrangements.

The library functions under the supervision of a qualified Librarian and two members of

the supporting staff. The information centre has 4 computers. For the convenience of

the readers, Xerox facility including printing has also been provided in the library. One

Xerox copier is available in the library. Notice board is placed outside the library and

another one inside the reading room to facilitate display of important information.

The library provides unlimited free internet access to staff and students. Faculty

members frequently use the internet for their research work, preparing lesson and

seminars, publications etc. For an effective and user friendly library, all students are

registered as members after filling the prescribed application form. We issue a

maximum of five books each to B.Ed. students and D.Ed. students. Each book is issued

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for 14 days. Books in Reference section and journals are issued for overnight use.

Renewal of issued books is possible unless the books are reserved. The students

belonging to the economically backward classes can get more books and for longer

duration than regular students via book bank facility. Members of the Alumni

Association, Practicing School Teachers, Research in various departments 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.

4.3.2 What are the library resources available to the staff and students? (Number

of books-volumes and titles, journals national and international, magazines,

audio visual teaching-learning resources, software, internet access, etc.)

The Institutional Library has a number of books, journals (National and International),

Magazines, E-Magazines, Newspapers, CDs, DVDs, Video Cassettes, Audio-Video

teaching learning resources, Software, Internet Access etc. Details are given below: -

Particular Quantity

General Books 1674

Text Books 10336

No. of Titles 3368

Gifted Books 565

Journals 22

International Journals 04

Gifted Journals 10

Magazines 25

Gifted Magazines 07

Newsletters 05

E-resources 184

Book Bank 110

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Clipping File (clipping file of education and research oriented articles/ papers/

materials published in newspapers, journals and also a copy of downloaded

article from internet).

Question paper: Question papers of B.Ed and D.Ed are arranged year wise, and

kept in the library.

Braille Collections: We have 20 Braille collections based on textbooks and

handbooks at school level. It is of great use to the blind students of our college.

CD’s and DVD’s, Audio Cassettes, VCD etc.

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

various Library resources for adequate Access, relevance, etc. and to make

acquisition decisions? If yes, give details including the composition and

functioning of Library committee.

The institution has a mechanism to systematically review the various library resources for

adequate access, relevance etc. For this, the Library Advisory Committee meets twice a

year. It helps the librarian in carrying out the administration of the library more

effectively. The committee comprises the Principal as Chairperson, Librarian as

Convener, four members of the teaching staff and one student representative. The

structure is given below:

Sr. No. Name Designation

1. Dr. Mamta Chaudhary Chairperson

2. Dr. Shweta Arora Convener

3. Mrs. Kavita Member

4. Mrs. Shalini Gargg Member

5. Mrs. Parul Rani Member Secretary

The committee is empowered to review the various library resources. It recommends all

matters related to the organization and services of the college library. The library

advisory committee has instituted a Best Library User Award for the best student user.

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4.3.4 Is your Library computerized? If yes, give details.

Yes, the library is computerized. Internet facility is also available for faculty and

students.

4.3.5 Does the institution library have Computer, Internet and Lazier Printer? If

yes, give details on the access to the staff and students and the frequency of

use.

The institution’s library has all the facilities like computers, Internet Laser printer,

Scanner, Photo copier, Barcode reader. The staff and students have easy access to

them.

4.3.6 Does the institution make use of Inflibnet /Delnet /IUC Facilities? If yes, give

details.

DELLNET facility makes the college library a rich source of information for easy

access of DELLNET database and services. This facility promotes and shares its library

resources with other institutional members of DELNET. The faculty uses the

DELLNET database for research programmes and related activity.

4.3.7 Give details on the working days of the library? (Days the library is open in

an academic year, hours the library remains open per day etc.)

The library remains open on all the working days for 8 hours. Extension in library hours

is possible during examinations on request. Students are using the library during their

library period, free periods and intervals. Separate library periods are allotted for B.Ed.

and D.Ed. students for optimum utilization of the library.

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

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As soon as the new arrivals are received in the library, the Librarian gives information

to staff and students in the following manner:

The jacket of the new arrival is displayed in the library on notice board.

A circular is issued for information of staff and a Notice is displayed on the

Students’ Notice Board.

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

facility utilized by the students?

Book Bank facility in the college is established for the economically backward students.

Four books related to the syllabus are issued to the students for the whole academic

session and taken back after the final theory exam.

4.3.10 what are the special facilities offered by the library to the visually and

physically challenged person?

Extension in period of issue is given by the Principal as per requirement of each student

of such category. Braille Books have been made available in the library for visually

challenged students.

4.4 ICT as Learning Resources:-

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

hardware, internet connectivity, access, audio visual, other media and

materials) and how the institution ensures the optimum use of the facility.

We have adequate computer facilities and other learning resources with easy access,

processing, and dissemination of knowledge and ideas. ICT has made the teaching and

learning process easier and efficient for the faculty and students of the college.

ICT facilities available in the Institution are as under:

Hardware:-

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Company of

Computer

Micro

Processor

Type

H.D.D

Configuration

Monitor/LCD C.D Drive

D.V.D

Drives

Quantity

Assembled Intel 80GB/320

GB

20” 5 20

IBM/HCL Intel 80GB/320

GB

12” 10 10

Laptop ACER 360GB ---- 5 5

Peripherals:-

Scanner

Speakers

Laser Printer

T.V

V.C.D

Tape Recorder

LCD Projector

Digital Camera

Handy Cam (Movie Camera)

OHP

Epidiascope

C.C.TV. Camera

Software:-

All the computers are installed with following system:-

Window-XP Professional OS, window7, along with Microsoft office 2010 Package

installed in all the computers. For security and anti-virus protection, computers are

installed with MacAfee, Norton antivirus free software which is available free on the

web. One Antivirus K7 purchased, this is 3 PC user anti-virus.

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4.4.2 Is there a provision in the curriculum for imparting computers skills to all

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

An arrangement is in place in the college to impart computer skills to all the students

once a week turn by turn. All students are exposed the computer education by means of

a paper in the syllabi which covers skills in the following ways

Operating System

Application of computer in learning

Computer in Testing.

The contents of the papers enable the students to acquire the major skills in Microsoft

office, One week’s complete training is given to the teacher trainees every year under

which the student-teachers can learn about Paint, Notepad, WordPad, Microsoft word,

Microsoft excel, Microsoft Power Point, different kinds of cards.

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

new technologies/ICT in curriculum transactional processes?

The institution keeps pace with the technological innovations taking place in the field of

ICT. The institution makes use of modern technology in class room instructions as

under:-

ICT is a part of B.Ed. and D.Ed. curriculum. It is used as a tool for doing

assignments, data collection, documentation and conducting research.

Teachers extensively use ICT for preparing learning resources and updating the

teaching notes.

We use the ICT Technologies such as computer, laptop, internet, websites, LED

and LCD Projectors, Interactive White boards, Digital camera, CDs, DVDs,

library automation software etc.

We strive to develop a new generation of teachers who are capable of employing

technology in all phases of academic, administrative and research programmes.

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4.4.4 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).

An integral part of our curriculum is the practice teaching/internship which provides the

students with firsthand experience of the actual classroom situation. Students are sent to

schools for their teaching practice semester. Teacher trainees are trained to use

computers, LCD Projectors, LED Projectors, OHP and internet for developing lesson

plans and its effective transaction.

The college has adequate number of classrooms, laboratories, library and computer

facility and other learning resources. All the classrooms are equipped with adequate

furniture and ICT facilities.

One portable public address system is also available in the college. For practice

teaching students are using the CD ROMS based on school subjects, which are

available in the library. College has sufficient computers for making power point

presentation slides. The students use computers in the classrooms, library and computer

lab. Free Internet Access is allowed to all students and faculty of the college.

The student teachers use and adopt technology for preparing and planning regular

lesson plans.

Students make use of available equipments for producing various teaching aids.

They use the internet for searching materials and pictures related to their lesson

and submissions.

The teachers too search on the internet for different pictures for the transaction of

the content.

Students collect material and pictures for weekly seminars and for competitions.

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4.5 Other Facilities:-

4.5.1 How is the instructional infrastructure optimally used? Does the institution

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

resource in education to the institutions (Beyond the programme) to other

institutions and to the community.

The institution has adequate instructional infrastructure which is used for institutional

growth, academic growth as well as for use of other institutions of the parent body,

students and the community in general. Human resources working in department of ICT

regularly provide their services to other institutions. The department of ICT organizes

various workshops such as “Three month certificate course” and basic Courses of

computers for staff members, students, Alumni, faculty of practicing schools and for

the community members. The teaching learning takes place at the institution by using

OHP (over head projectors), and LCD in class rooms. The Institute provides the

facilities of E-learning in the teaching learning process.

4.5.2 What are the various audio-visual facilities/materials (CDS, audio and video

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

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

them for learning including practice teaching?

Various audio visual facilities are provided in this college. The college is equipped with

30 Desktop Computers, 5 Laptops, 1 Interactive whiteboard, 2 LCD Projectors, 2

OHPs, 1 Video camera, Digital Camera, VCD Player, 1 DVD player, T.V., Slide

Projector etc. students are encouraged to use these audio visual facilities in their

teaching learning process.

Audio cassettes

VCDs

Photographs

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Posters

Transparencies

In addition, the Aids such as Models, Charts, Games, and Pictures are also available for

teaching through different methods.

In Computer Lab, the students generally watch films related to their study or of general

interest. The Incharge issues audio visual materials for preparing their multimedia

lessons. The faculty also uses these materials for their teaching.

4.5.3 What are various general methods are available in the laboratories of the

institution? How does the institution enhance the facilities and ensure

maintenance of the equipment and other facilities?

The institution has Computer/ Technology Lab, Social Studies Lab, Psychology Lab,

Science and Mathematics Lab, Fine Arts Resource Centre & Health and Physical

Education Resource Centre. The concerned faculty in the institution takes care of the

equipments and makes sure that these are in the working condition. The students are

guided by the faculty about when and how to utilize the material in the laboratories.

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

sports, transport etc. available with the institution.

There is one Multipurpose Hall for organizing co-curricular activities. The cultural

programmes are held from time to time in the college. It is used as venue for holding

seminars and workshops. The hall is used for daily prayers and also for holding small

get together functions like introduction and farewell parties. Various musical

instruments like Harmonium, Tables, Dholak etc. are made available to the students.

The sports material like Weighing Machine, Multipurpose Machine, Shot Put, Discus,

Javelin, lezium, Dumbbell, Cricket Set, iron rod and weights and equipments needed

for different sports is available in the college.

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4.5.5 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 class-rooms are well equipped with facilities for the use of latest teaching

technologies. All the classes have provision to connect the audio-visual equipments

available in the institute. The class-rooms are equipped with overhead projector (OHP),

Epidiascope, LCD projectors and computers whenever required. Electrical point is made

available in each room to make use of electrical gadgets and other equipments.

4.6 Best practices in Infrastructure and learning Resources.

4.6.1 How does the faculty seek to model and reflect on best practices in the

diversity of instruction, including the use of technology?

It is an article of faith with the faculty of this institution to make all possible

endeavors to keep pace with the latest innovations in the field of information and

communication technologies (ICT). They use it to communicate, to create, to

disseminate, to store and manage information. The ICT is the very heart of our

Institution and its use is at the very core of our Institutional framework. In

addition to this there is a great range of rapidly evolving technologies such as

LCD Screens, digital camera, local Area Network (LAN), Internet and CD

Rom’s and DVD’s etc.

Informal and Non formal Educational activities are also offered by the

Institution. Additional instruction is offered by faculty to provide computer

education to local people, alumni members, faculty of practicing schools and

students. This helps the students not only in acquiring teaching skills but also in

developing ICT competencies to develop quality in teaching. The programme

has attracted public commendation. It helps in increasing the employment

prospects.

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The college library makes use of computers and other equipments like over head

projector, LCD system as an effective application of ICT in library operation.

Library facility is also provided to the alumni members and other members of

the community.

The members of the library committee select a set of books which include

mainly life sketches of eminent personalities, autobiographies and award

winning literature. Students enroll in this competition at their own will.

Systematic and planned book issuing is monitored. Perceptions of individual

readers of each book are recorded in writing. The winners are appreciated and

given cash prizes.

The college makes use of the competencies of the faculty in conducting

computer and other workshops for the faculty and the students to integrate

technology instructions.

The faculty participating in various seminars and workshops in the other colleges

gives a brief presentation of their experiences of learning with the Principal, the

faculty and the students. It enables the staff to share new ideas on the local

schools. NGO’s and Ashrams as per their need.

4.6.2 List of innovative practices related to the use of ICT, which contribute to

quality enhancement.

The entire faculty has an access to internet facility in the Library and the Staff Room

whereby they try to have a better understanding of technical operations and other

emerging technologies. The teachers’ plan and design effective learning environment

with the help of technologies. They make presentations like demonstration of Micro

Teaching skills, Seminars, lectures through LCD. We have well furnished ICT,

Computer Lab and Language Resource Centre in which all the computers are connected

with LAN. The institution tries to meet a diverse need of learners by adopting

innovative practices in use of ICT.

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The Institute provides Training of Basic Computer courses to the teachers as

well as to the students every year.

The Institution pays for the training courses pursued by the Non Teaching staff.

The college makes arrangements for obtaining professional training programme

for the enhancement of their knowledge and for strengthening the computer

skills.

The students are extended the facility of earning while learning. The students

provide their help in the general office, library and ICT Resource Centre in their

free periods. They also assist computer beginner students during their course.

They are given handsome remuneration in lieu of their dedicated services.

ICT department of Institution offers Three Month Certificate Course free of cost

and students are required to pay a nominal amount of Rs 50/- for Registration.

4.6.3 What innovations/best practices in ‘Infrastructure and learning Resources

are in vogue or adopted / adapted by the institution?

The Institution always tries to follow and adopt good practices/innovations prevalent

anywhere in infrastructure and learning Resources. Some of them are mentioned here

under

Use of slides in computer presentation during workshops. Seminars and

classroom leaching.

The Intercom connectivity has been introduced to facilitate the flow of

communication between faculty, non-teaching staff and the library thus

enhancing the efficiency of the institute.

Preparation of Documentary on some social evil every year is the target of

Institution.

The college treats its infrastructure as the commodity of the entire community.

The physical infrastructural facilities like the Stage, Seminar Room and the

sprawling playgrounds are most often used for various programmes and

functions by town-based organizations and the NGO’s. The learning resources

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like the ICT etc. are made available to the local schools whenever any demand is

made. This Institution is thus an active partner in the general development of the

society.

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CRITERION v: Student Support &

Progression

5.1. Student Mentoring & Support

5.1.1 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?

This college makes all possible endeavors to introduce measures which promote and

enhance the sense of dignity of learning profession. Right from the day of student’s

entry into college portals, the entire focus is turned on orienting them towards honing

their pedagogical skills.

The Morning Prayer Assembly (MPA) marks the beginning of component of every

day. It lends an aura and evokes feelings of piety in the learners about their task at

hand off building up their professional expertise and competencies.

Talent search, Quiz programme and career guidance programmes conducted by the

institution to create the preparedness in students for the programme are enough to

ensure that they receive appropriate academic and professional advice through the

commencement of their professional education programme.

5.1.2 How does the institution ensure that the campus environment promotes

motivation, satisfaction development and performance improvement of the

students?

The institution has several healthy traditions which contribute to the creation of rich

campus environment that promotes. These traditions/practices are reported as

under:

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The teaching faculty provides stress-free environment to the teacher trainees.

Easy accessibility of teachers is available to students for guidance. They are

always encouraged with personal attention. There is a special provision of a

tutorial period to address the specific difficulties of each individual student.

Student’s grievances and problems are redressed by a special committee

constituted by the college. The committee comprises the members of faculty and

general office.

A Student’s Council (SC) is constituted with the faculty members to assist and

motivate them in the planning of various activities.

Personality development programme is undertaken through Sports Council,

Yoga Club, Spiritual Cell and Fine Arts Club. Special lectures are arranged on

personality development.

All the students are required to follow the code of the uniform to instill a spirit of

oneness and equality obliterating all distinction.

The college has instituted various awards along with cash incentives in different

realms of college activity to foster and encourage the competitive urge in the

students.

Students getting a position among the top ten students of University Merit List

are rewarded cash prize of Rs. 11000/- .

College Colors and Roll of Honor are given to the outstanding students excelling

in sports and co-curricular activities.

An annual stipend of Rs. 1000/- is provided to every physically handicapped

studens. The poor and needy ones are offered free woolens and shoes.

Other stipends/ Scholarships

S.B.D.S Scholarship Award for the students who secures the highest score in the

B.Ed. Final Examination

Dr. Virender Siwatch Scholarship Award for the outstanding student of the year.

Mr. Jagjeet Singh Memorial Scholarship Award for the needy, meritorious, Sikh

students with the leadership potential.

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Dr. Dashmesh Scholorship Award for the members of Alumni Association.

Mr. Naresh Kumar Scholaship Award for students who secures achiever heights

marks in house exam.

Ms. Shabina Scholarship Award for the remarkable performance in academic

matters.

Mr. Parveen Garg Schorarship Award for the best Library user of this year.

Mr. Kamaldeep Singh Scholarship Award for the best athlete of the year.

Mrs. Shalini Garg Scholarship Award for the best performer in Extension

Activities.

Stipend to differently abled students.

Meritorious Girl Student award.

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

possible reason for the drop out. Describe (if any) the mechanism adopted

by institution for controlling the drop out?

Drop – out rate after admission in last five years is given below:

Year Admitted Drop out

Male/Female

2010-11 100 3

2011-12 100 5

2012-13 98 4

2013-14 100 1

2014-15 100 1

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Nine students had left the course for joining higher studies, five students dropped

out due to personal and family problems. In case of family problem, the parents,

guardians and relatives are called and counseled, so that teacher trainees could

complete the course successfully.

5.1.4 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?

Following services and facilities are provided to the student-teachers:

Guidance and Counseling Cell keeps on organizing Workshops, Seminars and

Mock Interviews to offer assistance to the student about SLET/NET and other

competitive examinations conducted by the government and other agencies.

Cuttings and clippings from newspapers are displayed on the Board in the college

library highlighting the students about jobs vacancies and higher education

opportunities. Journals and Magazines giving employment news are also made

available to the students.

Several students appear in different competitive exams. As many as twenty three

students as per our information have passed Haryana Teacher Eligibility Test

(HTET) and nine students have passed Central Teacher Eligibility Test (CTET)

and ten students have passed Punjab Teacher Eligibility Test (PTET) and are

well settled in Govt. jobs.

5.1.5 What percentage of students on an average goes for further studies/ chooses

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

The college is trying to put a mechanism in place to keep track of its alumni after the

completion of their course in this college according to available information, the

progression rate to employment is approximately 75% and for further studies 25%.

Some of the students after completing their Master’s Degree in Education (M.Ed.) have

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been appointed as Lecturers in Colleges. A substantial number of the students join

higher studies for doing M.A., M.Phil and Ph.D. courses in respective P.G.

departments of the universities and colleges.

11.1.6. Does the institution provide training and access to library and other

education related electronic information, audio / video resources,

computer hardware and software related and other resources available to

the student teachers after graduating from the institution? If yes, give

details on the same.

Yes, the students are provided training to have access to library and also to make use of

audiovisual resources like Interactive Board, OHP, slide multimedia presentation, TV

and to take seminars related to their subject areas. In the beginning of the session,

Librarian conducts a special Orientation Programme to train them in using the reference

books and to make the maximum use of the library. Classification methodology is

informed to them. Computer skills are also developed.

5.1.7 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.

Yes, institution has a placement cell. More than 60% passed out students have got

benefits from the cell. Campus interview is also arranged. Career guidance and

counseling is given to students. Eligible and willing students are guided properly and

they have got appointment in private institutions.

The Cell collects Bio-data (CV) from student-teachers and sends in response to school

whenever a demand comes from them in this regard. The college always maintains

good rapport with student-teachers for their progression and keeps the data regarding

their competencies, qualification and other related information.

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5.1.8 What are the difficulties (if yes) faced by placement cell? How does the

institution overcome these difficulties?

We do not come across any difficulties through our placement cell.

5.1.9 Does the institution have arrangements with practice teaching schools for

placement of the student teacher?

Many Student teachers get placement through recommendations of the college faculty

during teaching practice in schools based on students’ performance.

The practice teaching schools on analyzing the efficiency of our students’

performance make reservation and invite our students on their own accord.

The Placement Cell keeps complete record of students’ professional profile.

Student teacher’s competencies are identified during teaching practice which is

shared by the staff of the school and the college faculty.

The college maintains full liaison with all the practicing schools through mutual

coordinative approach.

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

institution to the placement cell?

Human Resources are management members, alumni association members and

teaching faculties.

ICT’s and computer LCD are provided for giving directions and storing data.

Substantial amount is allotted by the management as financial resource.

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5.2 Student Support

5.2.1 How are the curricular (teaching – learning processes), co-curricular and

extracurricular programmes planned, (developing academic calendar,

communication across the institution, feedback) evaluated and revised to

achieve the objectives and effective implementation of the curriculum?

For effective implementation of curriculum, the teachers of B.Ed. programme

prepare course outlines in their concerned subjects to be taught by them. These outlines

are prepared well in advance before the commencement of the classes and monthly and

weekly planning is accordingly done. The outline consists of micro teaching and

simulation activities. The availability of resource and time is kept in view while planning

the outline. The whole programme is planned in such a way that there remains enough

scope for carrying out revision of certain important topics and conducting practical

activities.

The college prepares academic calendar for the educational programmes

before the commencement of the new session. Regarding co-curricular activities, a list of

activities is prepared by the Cultural Committee after discussing with the other staff

members. The academic calendar is planned strategically on the basis of previous year’s

experience and decisions regarding various activities are taken through consensus in the

meeting of staff council.

5.2.2 How is the curricular planning done differently for physically challenged

students?

Regular meetings are organized with physically challenged students as well as their

parents to know about their problems and requirements. They are encouraged and

motivated to overcome their inferiority complex, deficiency and gain the confidence.

Such students are given special opportunity to take part in all the activities with their

peers. The physically challenged students are also encouraged to learn about various

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skills through work experience such as Chalk- making, Candle making, Interior

Decoration, Drawing & Painting, Gardening etc.

5.2.3 Does the institution have mentoring arrangements? If yes how is it

organized?

Yes, the students of the institution are divided into groups known as Houses (Tutorial

Groups). Each tutorial group consists of 15 student-teachers with one member of

faculty as mentor. For the whole year, this group remains with the mentor, who acts as

counselor, advisor, friend, philosopher and guide to the student-teachers of their tutorial

group.

The tutorial meetings are held regularly and consistently to keep close interaction with

the student teachers and understand their needs and requirements.

Student teachers are free to meet and take advice of their mentor any time. They have

an informal and frank relationship with the mentor to the extent of discussing even their

personal problem. Each student teacher’s record is maintained and updated regularly.

5.2.4 What are the various provisions in the institution, which support and

enhance the effectiveness of the faculty in teaching and mentoring of

students?

The college allows its teachers to attend various Workshops, Seminars, Talks and

Conferences for enhancing the effectiveness of faculty like Intel programme, Computer

Literacy, for their all round development.

5.2.5. Does the institution have its website? If yes, what is the information posted

on the site and how often is it updated?

Yes, the institution has its own website. Following information is given on the website

and it is updated from time to time.

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Website:

Brief history of the institute.

Vision, Mission, objectives and values of the college.

Eligibility criteria for admission.

Admission policy and process.

Syllabi of the university followed by the college.

Academic calendar.

Student’s handbook.

Infrastructural facilities.

Photographs of various wings/sections of college.

Cells and clubs of the college.

Constitution of various committees.

Learning resource centres.

List of Members of Governing body.

Other Mandatory documents

5.2.6 Does the Institution have a remedial programme for academically low

achievers? If yes, give details.

Yes, the institution has a remedial programme for academically low achievers.

Measures adopted are as under:

Coaching classes

Additional tests

Mark Sheet is sent to the parents

Extra classes are taken by the respective faculty members. Repeated tests and home tests

are conducted and the marks sheets are sent to their parents.

All faculty members are involved in students’ counseling both academically and

personally. Tutor Incharge of each student gives counseling periodically based on their

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progress. Their personal problems are also discussed. Peer groups help in the

improvement of slow learners.

5.2.7 What specific teaching strategies are adopted for teaching? (a) Advanced

learners and (b) Slow Learners.

Advanced learners:

For advanced learners challenging assignments are given. They are asked to

have access to library and websites. They are asked to conduct seminars on the

general topics and topics of B.Ed course. Term projects are given to the students.

Branch wise club activities are conducted by the advanced learners every month.

Competitions are conducted.

Slow Learners:

For slow learners, interaction classes are conducted. Repeated weak student’s

classes are taken by the faculty members. Demonstration classes are conducted.

Frequent class tests are conducted for the academic development. They are motivated to

actively participate in all curricular and extracurricular activities with allurement of

prizes.

5.2.8 What are the various guidance and counseling services available to the

students? Give details.

Guidance and counseling services available to the students are given as under:

Every member of faculty is given a group of students. Group tutorials are held

periodically in which individual problems of students are discussed and remedial

measures are suggested and adopted.

Experts in counseling are invited to deliver special talks on the nature of problems

of the youth and children and remedial measures are brought to the notice of the

teacher trainees.

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The college has a provision to display clippings and cuttings on various human

problems, issues and concerns. Information on career related matters is made

available to students regularly.

5.2.9 What is the grievance redressal mechanism adopted by the institution for

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

The college has a Grievance Redressal Cell which takes up the students’ problems and

resolves them to their satisfaction.

The Grievance Cell (GC) comprises the following:

Chairperson

Member Secretary

Three students’ representatives (Male & Female)

The Grievance Cell performs the following functions:

Receives student’s grievances/problems.

Discusses grievance with the students.

Provides solution and guidance to the student-teachers regarding their grievance

and problems.

The student teachers can voice their complaints. through their representatives.

They can register their grievance officially in writing or a simple letter.

They can directly talk to the Principal or their mentor if the matter is urgent.

They can also drop their complaints in the complaint box, which is opened by

the Principal only.

For the serious complaints Management in consultation with the Principal and

Students Representatives analyzes the situation and takes appropriate actions.

Some of the major grievance redressed/settled/resolved in the last two years as

under:

Improvement in the existing infrastructure was made for better facilities,

as desired by the students-teachers.

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More time was provided for practice in Computer Lab during morning

hours before the college schedule starts.

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

monitored and advised?

The progress of the candidate is monitored in different ways at different stages, as

discussed below:-

After evaluating the assignments of student teachers, subject teacher reviews the

specific points in the monthly meetings.

During and after the practice of micro-teaching and real teaching,

All supervisors provide feedback to the student-teachers.

After the house examinations, the students with low marks are given special

coaching and counseling.

After every internal test, the progress is monitored and the student teachers are

advised on different points.

5.2.11. How does the institution ensure the students’ 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, student-teachers are exposed to the

following programmes at the Institution:

Introducing to basic concepts–relating to teachers’ competency like analysis of

teaching and learning, micro-teaching, feedback reinforcement, etc.

Orientation to various steps in micro-teaching.

Discussion on types (Positive & Negative) of feedback in microteaching.

Guidance in preparing lesson plan and use of teaching aids in the lesson.

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Giving constant feedback/moral support to the students by the college

supervisor.

Student-teachers are also directed to observe lesson of their peers.

Organizing workshop on Preparation and use of Teaching Aids. Follow up

support is provided in the form of:

Practice Teaching: - The Teacher Trainees are provided follow up support

during practice teaching program which includes guidance & feedback from the

teacher educators and observers. Every teacher educator acts as a mentor to a

group of pupil teachers he observes each and every lesson and provides verbal &

written feedback during the practice teaching in simulation and in real situations.

Peer students and school teachers also play an important role in providing

feedback during practice teaching in real situation.

Admission

Micro-Teaching

Internship Training

Macro-Teaching

House Exam

Theory Exam

Practical Exam

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5.3. Student Activities

5.3.1. Does the institution have an Alumni Association? If Yes, then i) list the

current office bearers, ii) give the year of last election, iii) list Alumni

Association of last two years, iv) give details of the top ten alumni

prominent position, v) give details on the contribution of alumni to the

growth and development of the institution.

The Institution has an Alumni Association of old students. The list of office –bearers is

given below:-

Gurdas Singh President

Monu Vice – President

Priyanka Secretary

Jaswinder Kaur Joint Secretary

Rajwinder Kaur Treasurer

1. Give the Date of the last election.

1st June, 2014

2. List Alumni Association activities of last two years.

During the last two years the Alumni Association has organize following

activities:

Book donation to our juniors

Acted as an ambassador for admission

Book donation to the college library

3. Give details of the top ten alumni occupying prominent position.

o List of top ten Alumni occupying prominent position is given below:-

1. Dr. Deepak - Principal at ABSS Inst. of Tech, Meerut

2. Monika - Guest Lecturer G.G. College, Ratia

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3. Anita - Pursuing Ph.D in Science at Guru

Jambeshwar Uni. Hisar

4. Sukhpal - Patwari (Dealing Hand of Land Documents)

5. Satish - Patwari (Dealing Hand of Land Documents)

6. Minakshi - Principal at Shanskar school, Bhuna

7. Sukhjeet Kaur - Principal G.D. Jyoti, Ratia

8. Jyoti - Trained Graduate Teacher Govt. School,

Aherwan.

9. Chinderpal Kaur - Astt. Librarian, Govt. School, Budhlada

10. Rohit - Lecturer, Govt. Girls College, Ratia.

During a brief span of seven years since its inception in the year 2007 this institution

has a creditable record in terms of its alumni holding good position in the field of

teaching.

Contribution made by Alumni for growth and development of the Institution:

A good number of our trained students have found places on the teaching staff of

various schools. Those working in institution situated in our immediate vicinity work as

ambassadors of goodwill for this college. They render their grateful services when our

current student teachers go to school under their charge for teaching practice. Those

alumni who are working in administrative positions like Heads of Schools actively

involve their Alma Mater for recruitment purposes by informing the institution about the

vacancies existing in their schools.

Alumni lend a helping hand at times of different awareness camps, festivals, seminars

and workshops.

5.3.2 How does the institution encourage students to participate in extracurricular

activities including sports and games? Give details on the achievements of

students during the last two years.

Students proficient in sports and extracurricular activities are identified at the time of

admission itself and circular to this effect is issued. Interested students are motivated to

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practice in their chosen events for 45 minutes in the evening after the teaching work is

over. Based on the interest and talent they are selected in the Talent Search

Competition. The selected students then represent the college in the Inter collegiate

sports and cultural activities. They are given extensive practice by the coach/physical

director in the morning and evening hours. They are given good nourishment by the

college. The winning students are honored by the college on Annual Athletic Meet and

College Convocation with special prizes and certificates.

We conduct Sports week in order to ensure that all the students and staff participate.

Staff members help in the conduct of sports events with the help of Physical Directors.

The winners are given prizes, shields, trophies, championship cups and certificates on

the celebration of the sports day. Students who participate in extracurricular activities

are awarded cash prizes and participation certificates by the college.

5.3.3 How does the institution involve and encourage students to publish material

like catalogues, wall magazines, college magazine and other material. List

the major publication / materials brought out by the students during the

previous academic session.

The institution involves and encourages students to publish various materials. The

institution provides the students vast opportunities to express their views and ideas

about current problems and other burning issues through Wall Magazines. Each

club and subject society brings out its own Wall Magazine. For the college

magazine also students’ Editors are directed to invite the material from talented

students in the respective subjects/sections and are given due space in the

magazine.

List of major publications/materials brought out by the students during the

previous session.

During teaching Practice students perform ‘Action Research’ and after that best

researches are compiled in the form of booklet.

In order to bring out the latent creative skills of the students, the college publishes

its Annual Magazine ‘Deep Samriti’. It has four sections- Hindi, English, Punjabi

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and Sanskrit. Students actively contribute their views in the form of articles and

pictures.

‘Jeevan Darshan’ a collection of spiritual thoughts from Dainik Bhaskar.

Booklet of quiz material on different topics.

Photo album and biographies of Mathematicians.

Photo Album of ‘Shaheed Baba Deep Singh Ji’.

5.3.4 Does the institution have a student council or any similar body? Give details

on- constitution, major activities and funding.

The Institution has a Student’s Council for active participation of students in the

administrative functioning of the college. The House representatives are selected in a

democratic way. Two students from each section are selected as representatives. The

details of the activities organized by Student Council are given below:

Assembly for one hour on every Thursday.

Inter House Competitions in 4 houses of the students in the college.

Being members of different committees they help in organizing variety of activities in the

college campus.

5.3.5 Give details of the various bodies and their activities (academic and

administrative), which have student representation on it.

The working of this institution is very transparent. Students represent almost all the

bodies such as:-

1. Student’s Council

2. Morning Assembly Committee

3. Discipline Committee

4. Sanitation/ Cleanliness Committee

5. Seminar committee

6. Environment Committee

7. Infrastructure Committee

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8. Campus Beautification Committee

Each Committee has a student Representative who co-ordinates the work under the

guidance of the faculty In-Charge of various activities. They assist in making

arrangements and in providing professional advice for our Institution through the

Head of the Department and our faculty members. Final form is based on the

administration feedback collected from the academic and administrative bodies.

5.3.6 Does the institution have a mechanism to seek and use data and feedback from

its graduates and from employers to improve the preparation of the

programme and the growth and development of the institution?

Yes, Regular feedback on teaching, course facilities are taken from the students and

faculty members are individually briefed on the outcome of the finding. Each mentor

obtains feedback from the students. Outgoing students also provide feedback on the

courses. Alumni are asked to leave their feedback. Personal interaction of teachers

with parents and a general meeting organized, involving them to help us to collect

feedback. Placement coordinator collects an analysis feedback from prospective

employers.

5.4 Best Practices in Students support and Progression.

5.4.1 Give details of institution best practice in student support and progression?

The college is always ready to help the student teachers in their personal,

difficulties. The following practices are adopted by the college:

The students have been benefitted by the scheme of insurance and the premium by the

institution.

Ample opportunities are given to the students to participate in the community work

such as Tree plantation, Awareness camps. Rallies, Workshops, visits to Old Age

Home and Special Schools etc.

EMAIL ID’s of all students have been prepared by ICT department.

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Sports students are given first preference.

Feedback from students on campus is given due consideration.

Feedback on teachers is also considered for improving the quality of teachers.

‘Earn and Learn Scheme’.

Conduct of talent search for the freshers.

Encouraging the students to take part in Inter-College cultural events.

Establishment of tutorial systems for the benefit of students on academic and personal

counseling.

There is an established Alumni Association.

Parents are informed about the student’s progress.

Counseling is given to parents and students.

Parents Teachers Meeting is conducted once in a year.

Emergency meeting is held during inspections and celebrations.

Students are involved in different clubs and committees.

Almost every function of our country is celebrated to inculcate the integrity of our

nation.

The best students in various fields are honored at the end of the session.

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CRITERION VI : Governance & Leadership

6.1 Institutional Vision and Leadership

6.1.1 What is the institution’s stated purpose, vision, mission and values? How are

they made known to the various stakeholders?

VISION

Enlightenment, Excellence, and Service Thorough Quality Education

MISSION

1. To educate and empower the future teachers with knowledge & Skills to be

global educators.

2. To generate a new work culture for improving the practice of education

through teaching research and extension.

3. To achieve and sustain excellence in teacher development through

experimentation and innovation

4. To foster values of the new global scenario such as Quality consciousness,

5. Eco-friendliness and sustainable development and love for fellow men.

6. To promote faith in God and uphold Sikh idles.

Objectives

1. To achieve excellence in Teacher Education.

2. To impart latest knowledge of Teacher Education to the students

3. To provide a sound background in theory and Practice of Teacher Training

4. To help the socially disadvantaged to come up in the main stream of the

society.

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5. To provide assistance to our student’s to become intellectually competent

and academically enriched teachers by using the training facilities provided

in the Institution.

6. To empower the teachers providing activities for the development of self,

community and the nation.

7. To create awareness about the issues of ecology and environment.

8. To impart quality and value based education.

9. To enable the students to fetch fruitful employment.

10. To prepare teachers and teacher educators as per the global trends and

demands.

Values

1. Contributing to the development of the society.

2. Inculcation of value system among the students.

3. Inculcating global competencies among students.

4. Promoting the use of technology.

5. Quest for excellence and its achievements.

6. Promoting transparency.

7. Promoting work culture.

6.1.2. Does the mission include the institution’s goals and objectives in terms of

addressing the needs of the society, the students it seeks to serve, the school

sector, educational institution’s traditions and value orientations?

The parent Society of this Institution is imbued with strong and missionary zeal and is

motivated by high and lofty ideals of service to society and nation. It is absolutely free

from mercenary impulses. The entire orientation, thinking and working of this

Institution is, therefore, directed towards realizing its stated purpose and dreams into

reality. It is constantly striving to take full care of all components and sectors in

meeting their requirements in every possible manner. At no point of time does it

deviates from serving the needs of society. All the institutions of run by the society

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(S.B.D.S. College of Education, S.B.D.S. College of Nursing & S.B.D.S. Sr. Sec.

School) are perfect in addressing the needs of the society, the students it seeks to serve

the school sector, educational institutions traditions and value orientation.

6.1.3 Enumerate the top management’s commitment, leadership role and

involvement for effective and efficient transaction of teaching and learning

processes (functioning and composition of various committees and board of

management. B.O.G, etc) .

Governing body/ Board of Governors of S.B.D.S. Medical Sciences and Welfare

Society:-

Governing body/ Board of Governors

Board of governors comprises of President and 10 members as per constitution

prescribed by the Government with Principal as Ex-officio Member Secretary. The

board of Governors manages the affairs of S.B.D.S. College of Education through

Committees and Administrative Departments comprising Principal, Members of faculty

and Non- teaching staff:-

Committees

Grievance cell

Career Guidance committee

Library Committee

Cultural Committee

Staff Council

English Club

Quiz Club

Science Club

Fine Arts Club

Placement Cell

Sports Club

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Administrative Departments

Admission Department

Account Department

Purchase Committee

The management is committed to provide high quality academic programmes,

training activities and research facilities in higher education.

Proper infrastructure and modern technology is given by the institution to achieve

the higher grades in teaching learning process. Sufficient buildings and well equipped

classrooms, recent innovative teaching aids, library and laboratory facilities, play grounds

are provided for students. The management in nut shell is fully cooperative and fulfils

every requirement recommended by the Principal.

6.1.4 How does the management and head of the institution ensure that

responsibilities are defined and communicated to the staff of the institution?

The running of an educational institution like any other entity is always a

collective and collaborative endeavor. Each and every member of faculty and the non-

teaching staff is assigned duties and responsibilities congruent with each individual’s

capacity and capability. Such distribution of work is done with deliberate care. After the

duty list is circulated and noted down collectively in the staff council meetings by the

staff, it is assumed that the same arc observed solemnly by one and all. The Principal

always takes the management in confidence with the duties assigned to the staff and

activities being undertaken in the institution.

6.1.5 How does the management/head of the Institution ensure the valid

information (front feedback and personal contacts etc.) is available for the

management to review the activities of the institution?

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The management concentrates on all activities of the institution. The activities of

the institution are reviewed by the management periodically. Necessary guidance and

valuable suggestions are given for effective functioning of the institution. The Head of

the institution collects information by way of feedback through several channels. She

functions as a bridge between the management and other stakeholders including the

student teachers and the general public. It is one of the fundamental duties of the

Principal to put forth and share the collected information with the Board of Governors

to review and improve the activities of the institution. Meetings of the Board of

Governors are held quarterly and every functioning of the college is reviewed

thoroughly.

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

achieving the vision / mission and goals?

Through feedback given by the students about the staff members, the Principal

of the institution helps in identifying the barriers. Barriers are eliminated by love and

service. The students can directly contact the Chairperson through the suggestion box

and anytime over phone and in person as the urgency demands. From the letters and

feedback given by students, Secretary and their members of the Managing body take

decision to cover up the deficiencies, if any.

6.1.7 How does the management encourage and support involvement of the staff

for improvement of the effectiveness and efficiency of the institution

processes?

The Management of this college understands the value and need of quality

teachers for laying sound foundations of nation building. They have a vision and hold

clear concepts in this regard. They always show their keenness in involving the staff in

improving the efficiency of the college based on their practical experience and wisdom.

The management encourages and supports to improve the efficiency of the staff

as explained below:

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Gives full freedom to plan and execute curricular and co-curricular activities.

Encourages the staff members to impart the quality education and update their

own knowledge by participating in various programmes like seminars, workshops,

conferences etc. by giving duty leave (with T.A./ D.A.)

Holds Periodical review meetings to have a glance over their performance and

converses with the staff to satisfy their demands, if any.

On important occasions like Annual Day celebrations the Management honors the

Principal, faculty members, non-teaching staff and meritorious students in

recognition of their valuable achievements or services rendered by them in their

respective field of work.

Honors the staff members for improving their qualifications like Ph.D. or NET.

6.1.8 Describe the leadership role of the head of the institution in governance and

management of the curriculum, administration, allocation and utilization of

resources for the preparation of students.

The Head of the institution charts outline of syllabus, lesson plans and timetable

and work load of each staff member well in advance. Based on the workload, the work is

allotted so that students utilize the maximum resources available in abundance. For extra-

curricular activities and sports faculty members are selected for assignment as per their

interest and talent imbibed in them.

The Principal as the Head of the institution leads the students and staff towards

the vision. She fulfills this role through constant consultation and interaction with the

Staff Council, Administrative staff and those involved in policy decision. She motivates

and inspires the faculty and the students. She acts as a bridge between the management,

staff members and the students.

Performance in Action:

To create conducive educational environment

To have a clear vision for giving quality education

To have academic planning for the whole year.

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To conduct regular staff meetings and various committees meetings and monitor

the degree of implementation of the plans.

To introduce innovative educational practices in institution.

To ensure the organizational structures and clearly define the authority and the

responsibilities and accountability involved therein.

To develop appropriate mechanisms for monitoring and evaluating success.

To develop skills in solving problems and decision making.

To educate teachers on quality concepts, team building, and leadership skills.

To evaluate the implemented innovation and make modifications and refinement

in the light of experience.

6.2 Organizational Arrangements

6.2.1 List the different committees constituted by the institution for management

of different institutional activities. Give details of the meetings held and the

decisions made, regarding academic management, finance, infrastructure,

faculty, research, extension and linkages and examinations during the last

year.

For effective management of curricular, co-curricular and extra-curricular activities the

institution has constituted various committees. The following table gives a detailed

account of the meetings of various committees held and decisions taken during the

session 2014-15:-

Sr.

No.

Name of the committee Incharge

CURRICULAR

1. Advisory Committee Dr. Mamta Choudhary

2. Steering Committee Dr. Shweta Arora

3. Admission Committee Mrs. Shalini Garg

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4. Time Table Dr. Shweta Arora

5. Teaching Practice Mrs. Kavita

6. Examination Committee Mrs. Shalini Garg

7. Discipline Committee Mr. Rashpal Singh

8. Library Committee Mrs. Parul Rani

9. Tour and Excursion Committee Mr. Sukhbir Mehra

10 Alumni Association Mr. Rohtash Kumar

11 English Literary Association Mrs. Ritu Malik

13 Internal Quality Assurance Cell Dr. Abha Shukla

14 Centre for Innovation, Research

and Development

Mrs. Shalini Garg

CO-CURRICULAR

15 Sports Committee Mr. Abhe Singh

11 English Literary Association Mrs. Sapna

17 Hindi Sahitya Sabha Dr. Shweta Arora

19 Grievance Redressal Cell Mrs. Manjeet Kaur

20 Women Cell Dr. Shweta Arora

21 Literacy Cell Mr. Ravikant Garg

22 Nature Club Mr. Abhe Singh

23 Red Ribbon Club Mrs. Kavita

Each Committee holds regular meetings. Proceedings of some committees meetings

held are illustrated below:

1. Advisory Committee (2014-15)

Members Present in the meeting

i. Dr. Mamta Chaudhary (Principal)

ii. Dr. Shweta Arora (Convenor

iii. Dr. Abha Shukla

iv. Mrs. Shalini

v. Mrs. Kavita

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Decisions taken in the Meeting:-

a) Meeting was held on 28/9/2014and decisions were taken as

under:-

- It was resolved that a proper curriculum for the session will

be provided to the students.

- It was resolved that the revision will be done after the

completion of the syllabus.

2. Steering Committee (2014-15)

Members present in the meeting:-

i) Dr. Mamta Chaudhary

ii) Dr. Shweta Arora

iii) Mrs. Shalini Garg

iv) Mr. Sukhbir

v) Mrs. Kavita

Decision taken in the meeting:

a) Meeting was held on 29/09/2014 and it was decided that Faculty

members should assist the Principal for accreditation purpos1es.

3. Admission Committee (2014-15):-

Members present in the meeting

i) Dr. Shweta Arora

ii) Mr. Abhe Singh

iii) Mr. Rashpal Singh

Decision taken in the meeting:

a) Meeting was held on 03/08/2014 and it was resolved that a

schedule be designed for advertisement to be published in the

newspapers for admissions.

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b) Meeting was held on 09/09/2014 and it was resolved that the

prospectus of the college along with admission form be displayed on

the college website to facilitate the students seeking admission in the

college.

4. Time –Table Committee (2014-15):-


i) Dr. Shweta Arora

ii) Mr. Rashpal Singh

iii) Dr. Abha Shukla

iv) Mr. Rohtash Kumar

Decision taken in the Meeting:

a) Meeting was held on 13/09/2014 and it was resolved that classes

of the students for the session 2014-15 should start in the month of

October and the Time- Table should be transparent leaving no point

of clash of teachers taking their respective subjects.

5. Teaching Practice Committee (2014-15):-


1. Dr. Abha Shukla

2. Dr. Shweta Arora

3. Mr. Sukhbir Singh

4. Mrs. Kavita

Decisions taken in the meeting

a) Meeting was held on 28/10/2014 and it was resolved that the

Teachers be deputed on Teaching Practice and they be asked to

take the students well- prepared in the school and ensure that

class is taken by them to the satisfaction of Class-Teacher.

6. Tour and Excursion Committee (2014-15):-

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Members of the committee present in the meeting:-

o Mr. Ravikant Garg

o Mr. Rashpal Singh

o Mr. Abhey Singh

Decisions taken in the meeting:-

a) Meeting was held on 21/02/2014 and it was resolved that staff

put on duty for educational trip being arranged shortly should

ensure proper discipline amongst the students and take keen

interest in making the Trip a success.

6.2.2 Give the organizational structure and the details of the academic and

administrative bodies of the institution.

The organizational and administrative structure of the Institution is as follows:

Principal- the Principal is the administrative and academic head of the Institution.

Principal’s Advisory Council- comprises five senior members of the faculty.

Staff Council

Academic Council

Heads of Departments

College Bursar

Sports Committee

General office and Accounts Branch with experienced Head clerk and accountant.

Supporting Staff under proper supervision of Head Clerk.

Library under experienced librarian.

6.2.3 To what extent is the administration decentralized? Give the structure and

details of its functioning.

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This institution is run on the most open democratic and participative lines. In order to

make optimum use of every member’s creative potential the entire administrative and

academic work is decentralized and delegated to different functionaries for smooth,

orderly and conducive functioning of the college. The academic and administrative

bodies function with full freedom and without shackles or hassles from any quarter.

This structure of administrative dispensation fosters harmonious relationship amongst

the college work force which further kindles a collective effort on their well-knit team.

The decentralized mode is the best impetus to synergy the core potential of every

individual of the college set up.

The Principal and the management members take care of the infrastructure and its

maintenance, financial support and creation of assets. Every member of staff complies

orders, understands their responsibilities and paves way in the smooth functioning of the

college.

6.2.4 How does the institution collaborate with other sections/ departments and

school personnel to improve and plan the quality of educational provisions?

Institution has a healthy interactions, tele-talk and exchange of faculty members to

enhance the quality of education. We conduct seminars, workshops and Group

discussion; there will be a chance for students and staff members of different

departments to share their knowledge. During Teaching practice there starts a tie and

interaction between the institution and various schools. Exchange of faculties as guest

lecturers further improves the co ordination.

6.2.5 Does the institution use the various data and information obtained from the

feedback in decision-making and performance improvement? If yes give

details.

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Yes, the institution uses the various data and information obtained from the feedback

and letters from suggestion box in decision-making and performance improvement.

Data are discussed in meeting and then incorporated and implemented.

6.2.6 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).

This college maintains a friendly, warm and homely atmosphere. The size of the staff

although small, yet it is compact and ideally manageable. There pervades an air of

harmony and homogeneity among the staff. The management treats the faculty as the

fulcrum of teaching system. It, therefore, invests in them by way of sponsoring them to

attend various academic development programmes like seminars, conferences,

workshops, symposium, training programmes, orientation and refresher courses to

various places. The faculty of this college believes that knowledge shared is knowledge

multiplied. At the college level, there is full flow of inter-departmental and inter-

disciplinary interaction and exchange. Any academic activity planned by one

department in its natural course becomes an entire college affair; thanks to prevailing

ethos of cooperation. Thus the concept of peer learning gets automatically buttressed.

The overall and cumulative impact of such culture is bound to throw up fresh insights

and innovative breakthroughs that help the college administration to formulate and

adopt improvement measures.

6.3 Strategy Development and Deployment

6.3.1 Has the institution an MIS in place, to select, collect align and integrate data

and information on academic and administrative aspects of the institution?

Yes, The College collects feedback about teachers from students, parents and also

views received through suggestion box, and the same is used for better administration

and academic reforms by the management.

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

accomplishment and sustaining the changes resulting from the action plans?

This Institution is a self-financing organization. The main source of income is

the fees collected from students. However, the Society has sufficient funds to support

the institution.

As regards the allocation of human and financial resources for accomplishment

and sustaining the changes resulting from action plans, the Management has an OBSC

(Office-Bearers Sub Committee) which is fully competent to take any administrative or

financial decisions. Whenever any change in the annual allocations of funds is

necessitated, this body of office-bearers invites the concerned personnel including the

Principal, Bursar and the Accountant of the college for a meeting along with the

proposals. As the Management is locally based, the decisions can be taken promptly

and the tasks in hand can be accomplished without any constraints. Certain matters

involving policy decisions got confirmed subsequently in meetings of Governing Body

of the Society.

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

implementation of the mission and goals, planned and obtained?

Sufficient human resources and equally balanced financial resources are required for the

implementation of the mission and goals, which are planned and obtained. Through

advertisement and call letters candidates are called for interview, selection panel

promptly selects the experienced, qualified and educated staff members and the vacancies

are filled. At the time of admission, fee structure as decided by the university is

implemented. Various committees in the institution monitor the different activities. Staff

members are allotted admission work, cultural work; sports work etc., depending upon

the potential of each.

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6.3.4 Describe the procedure of developing academic plan. How are the practice

teaching school teachers, faculty and administrators involved in the

planning process?

Principal develops the academic plan in consultation with the management. This plan

is circulated amongst the staff and students. Academic plan is planned well in advance

even before the closing of the current academic year. The report and feedback gathered

from practice teaching school teachers are also considered. Faculty is given full

freedom to discuss on all issues. Similarly, the administrative staff members are given

opportunities to interact and finalize the duty list. Audit of accounts is got done by the

statutory auditor i.e. C.A soon after the close of the financial year.

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

individual employee’s contribution for institutional development?

The objectives are communicated by circular to all the faculty members and

implementation is got ensured through them. Every individual has responsibility

and he/she is accountable for the task assigned for the institutional development.

Contributions made by each noted on records. Those found extra ordinarily

efficient and honest are suitably rewarded.

6.3.6 How and with what frequency are the vision, mission, and implementation

plan monitored, evaluated and revised?

Review is conducted along with the staff at the end of the month. Suggestions to

clear the pending items are taken in to account. Academic achievement of the students is

monitored by the Principal, and the staff members by periodical tests, competitions etc.

vision, mission and implementation of plan is monitored, evaluated and revised

periodically.

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6.3.7 How does the institution plan and deploy the new technology?

Technological innovations are necessary for qualitative teaching programmes.

The institution offers computer education as a special component to keep pace with

the challenges of modern era. Equipments like epidiascope, OHP and LCD projector,

audio/video players, slide projectors, documentary/film shows, internet etc. are used

extensively in the teaching learning process.

Faculty members not only encourage student teachers to adopt use of technology

in classroom teaching but also use technology in their respective field of teaching and

extra co-curricular activities.

6.4 Human Resource Management (H.R.M)

6.4.1 How do you identify (the faculty development needs and career progression

of the staff?

The Principal arranges development programmes for the staff members. They are

given free time for improving their qualification like doing Ph.D. and NET. The

Principal also recommends staff members to attend workshop and seminars for which

the Management bears their traveling expenses. The achievements made by them are

given due weightage while reporting and reviewing the Annual Confidential Report,

which are duly mentioned by them in their self appraisal Performa.

6.4.2 What are the mechanisms in place for performance assessment (teaching,

research, service) of faculty and staff? (Self-appraisal method

comprehensive evaluations by students and peers) . Does the institution use

the evaluations to improve teaching, research and services of faculty and

other staff?

The institution uses evaluation of performance assessment of teaching, research

and extension service for improving the teaching and research in faculty. Feedback

from students and self appraisal report from the staff members and the principal

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commands to the same are processed, assessed statistically through the principal. The

Head of the Institution plans out academic programme taking into consideration

students’ feedback.

6.4.3 What are the welfare measures for the staff and faculty? (Mention only

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

The management recognizes the values of teachers and gives utmost importance to the

needs of the teaching community of the college. The following welfare measures are

provided to attract and retain the best minds in teaching.

Institution provides Facility of Free Insurance of Rs. 50,000/- to all the faculty

members. Non Teaching Staff students and class IV employees.

Wards of staff getting education in this institution are given fee concession in

education.

Sponsorship on duty (OD) is allotted for all members who present papers in

seminars and workshops. They are even paid traveling expenses.

The female staff members are given maternity leave up to 6 months.

6.4.4 Has the institution conducted any staff development programme for skill up-

gradation and training of the non-teaching staff? If yes, give details.

Yes, the institution has conducted staff development program as under:

Staff development programmes are conducted every year by the Principal and

resource persons in the beginning of the year.

Staff members are encouraged to participate in in-service programme conducted

by the Government, DIET, etc.

Teachers are encouraged for pursuing higher education like Ph.D. and NET and

after achievement they are suitably rewarded.

Non-Teaching staff is also deputed to visit other organizations for their training

and these training courses are funded by the institution.

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6.4.5 What are the strategies and implementation plans of the institution to recruit

and retain diverse faculty and other staff who have the desired

qualifications, knowledge and skills (Recruitment policy, salary structure,

service conditions) and how does the institution align these the

requirements of the statutory and regulatory bodies (NCTE, UGC.

University, etc.)?

They are appointed by the management after being scanned by a panel of experts

including the Chairman, Executives, Principal, and Subject Expert, and are paid

salary as per norms of University and govt. the most experienced staff is given

highest start.

The qualified staff is retained in the institution by providing them conducive

academic atmosphere. They enjoy freedom to excel in their field of expertise.

Their achievements are highlighted at appropriate forums. They also provide

consultancy to local schools and other colleges of education and community as

per their request.

Distinctions achieved by the faculty and honor brought to the institution, are

acknowledged and rewarded with appreciation letters and cash prizes.

6.4.6 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 and ad-hoc faculty are recruited when regular faculty proceeds on

study leave or avails long leave on health grounds. They are paid consolidated

salary whereas the regular faculty is placed in the running grade as per the

government / university norms. The work-load is required to be in consonance

with the norms fixed by the affiliating university.

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6.4.7 What are the policies, resources and practices of the institution that support

and ensure the professional development of the faculty? (E.g. budget

allocation for staff development, sponsoring for advanced study, research,

participation in seminars, conferences, workshops, etc. and supporting

membership and active involvement in local, state, national and

international professional associations).

The Institution motivates faculty members for professional development. Faculty

members participate in various state and national level seminars, workshops,

conferences etc. TA/DA is paid by the Institution and they are officially

sponsored by the Institute.

The institution encourages faculty members to undertake minor and major

research projects of their interest and provides seed money to meet out the

financial expenditure incurred on the project.

The Institution has life membership of professional bodies like Council Teacher

Education (CTE), All India Association for Educational Research (AIAER) for

all round professional development.

Leave allotment and class arrangements is altered if necessary. Some

programmes like, First aid, Fire Safety Workshop and Blood Donation Camp

etc. are under taken in collaboration with NGOs of State/National level like

Rotary International, Lions International Club, Bharat Vikas Parishad. The

faculty working in the programme is suitably given appreciation by those

NGO’S.

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

Functional office, instructional and other space to carry out their work

effectively).

Well furnished staff room

Separate room for Faculty members to prepare their lessons, with all comforts

Library facility

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Award and rewards for the achievement

Maternity leave

Study leave

Intercom

Computer and Internet facility

Fee concession for wards

6.4.9 What are the major mechanisms in place for faculty and other stakeholders

to seek information and/or make complaints?

Frequent meetings are conducted for stake holders by the faculty. Suggestion boxes

are link between the management/ institution and the stake holders for redressing

grievances.

6.4.10 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.

Based on the qualification, experience and the inborn skills along with the work

schedule of time table and mentor’s job, staff members are involved in

curriculum work and also in other activities (academic and extra-circular). Staff

members visit the teaching practice schools. Tutor Incharge gives the required

guidance and counseling to the students under the care.

6.4.11 Does the institution have any mechanism to reward and motivate staff

members? If yes, give details.

The institution rewards its faculty members by way of appreciating their work on the

occasion of special programmes organized by the Society or college. On annual

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function of the institution the Principal highlights the achievements of its faculty while

presenting the annual report on the occasion.

6.5 Financial Management and Resource Mobilization

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

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

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

No, institution does not get any financial support from the government. It is a self-

financing institution. Revenue is collected from students’ fees and support from

Management Funds.

6.5.2 What is the quantum of resources mobilized through donations? Give

information for the last three years.

No donation is collected.

6.5.3 Is the operational budget of the institution adequate to cover the day today

expenses? If no, how is the deficit met?

Yes, there is an adequate budget to cover the day to day expenses.

6.5.4 What are the budgetary resources to fulfill the mission and off equality

programs? (Budget allocations over the past five years, depicted through

income expenditure statements, future planning, resources allocated during

the current year and excess/deficit).

Expenditure statement for the last five years is enclosed.

6.5.5. Is the account regularly? If yes, give the details of internal and external

audit procedures and information on the outcome of last two audits. (Major

pending audits pare. Objectives raised and dropped)

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The accounts are regularly audited. The internal audit is done annually by the bursar

appointed from the faculty and external audit is done by the Chartered Accountant

(Statutory Auditor) hired by the management at the end of each financial year.

6.6 BEST PRATICES IN GOVERNANCE AND LEADERSHIP

6.6.1 What are the significant best practices in Governance and leadership carried

out by the institution?

Scholarship, free education to the wards, PF contribution facility non-teaching

staff is made available. All functions and organization are carried out through small

committee which is headed by the staff members’ and convener. Convener is guided by

the principal. Governing bodies function freely. Self appraisal report submitted by the

staff is evaluated. Students’ evaluation on teachers is considered. The prospectus

contains all the details of the college. Suggestion box suggests suggestions. Workshop

and training programmes is organized for the teachers.

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CRITERION VII:

INNOVATIVE PRACTICES

7.1 INTERNAL QUALITY ASSURANCE SYSTEM

7.1.1 Has the institution established Internal Quality Assurance Cell (IQAC)? If

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

undertaken.

Yes, the institution has established Internal Quality Assurance Cell (IQAC). The

detailed information regarding internal quality assurance cell is as under:

Year of establishment -2012

Composition of IQAC-

Mrs. Sharanjeet Kaur, (Management Representative) -Chaiperson

Dr. Mamta Choudhary, (Principal) -Convener

Dr. Shweta Arora (Asstt. Prof.) -Member

Mr. Narender Kumar (Asstt. Prof.) -Member

Dr. B. L. Batra -External Mem.

Mr. Naib Singh Mander -External Mem.

Major Activities Undertaken:

The mechanism for internal quality checks in an educational institution plays a vital

role for enhancing its efficiency, effectiveness and productivity. The internal quality

assurance cell has adopted certain practices to maintain quality in institutional

programmes. These are described as below:

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Invariably all the programmes are planned and executed in such a manner that

each programme is a success. The comments, observations and suggestions of

the faculty are solicited to plug the bottlenecks, if any.

After the completion of each and every programme/activity/function, the review

meetings are held to assess the strength and weakness of the programme.

In the review meetings, critical points, constructive suggestions and observations

are received from the faculty and the same are incorporated for the improvement of the

quality of programme especially related to curricular programmes, finance and

development of the college.

7.1.2 Describe the mechanism used by the institution to evaluate the achievement

of goals and objectives.

The institution has developed a well knit coordinating and monitoring

mechanism to evaluate the achievement of goals and objectives. It functions through

decentralization of powers and shared responsibilities. All the programmes of the

institution are executed in team spirit. Each member of the faculty is assigned specific

job to be accomplished in a stipulated span of time. The progress report is received

either individually or in the meetings of staff council. Necessary help and co-operation

is provided by the Principal and other senior members of the staff Evaluation of

achievement specific goals and objectives of the institution is made in the following

manner:

Analysis of Examination results.

Suggestions / Feedback from various Stakeholders.

Academic calendar which includes schedule of the year step by step.

7.1.3 How does the institution ensure the quality of its academic programmes?

The institution has developed the following mechanism for the quality assurance of its

academic programmes:

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The emphasis is laid on revising and updating teaching methodology is

accordance with the changing needs of society, industry and knowledge

explosion.

The institution is promoting interdisciplinary research to enhance the quality of

research.

Teaching through Power Point, better access to internet has enabled faculty

members to provide more of real time and challenging assignment to the

students.

The institution promotes the faculty members and students to organize seminars.

Quality of its academic programme is ensured through, monthly tests,

assignment, seminars, and preparatory test.

Students are engaged in SUPW work such as making greetings cards, files,

flowers, bags of handmade sheet, soft toys, tie&die work, wooden articles and

embroidery articles etc.

7.1.4 How does the institution ensure the quality of its administration and

financial management processes?

The institution ensures the quality of its administration and financial management

processes in the following ways:

Transparency in all matters concerned with staff and students.

To ensure quality of the faculty, merit is considered the major criterion for

recruitment and no other influences are entertained by institution. The institution

has devised a system by which different achievements of the applicants applying

for lecturer post e.g. Ph.D., NET/SLET, Publications, Experience and marks

scored at different levels are given due consideration. In this way, the objectivity

is maintained, outside influences are minimized and the subjectivity of the

interview is reduced.

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The Principal monitors and acts as bridge between management and staff

members. Staff members in turn act as link between students and the Principal.

Feedback is collected from the students and the staff members.

Administrative department maintains documentation for all major activities.

From time to time different faculty development programme, such as seminars

and orientation programmes are organized by the Institution.

The faculty members are always encouraged to participate in

National/International level seminars.

7.1.5 How does the institution identify and share good practices with various

constituents of the institution?

The institution identifies and share good practices with the various constituents

of the institution by getting their views in the form of feedback from time to time. The

students give their feedback through feedback form meant for this purpose and also

during the Houses meetings. Staff gives feedback in the staff meetings where faculty

members interact and express their own achievements and limitations and also share

their views. Similarly the management shares the ways and means for the betterment of

the institution in the meeting in which the Management, Principal of the institution and

Staff representative interact and gives their views regarding best practices.

Individual faculty members are encouraged to do intensive practice and new

ideas and practices are introduced in teaching skills and teaching learning process.

Training programme like model preparation, teaching aids preparation and SUPW is

important.

7.2 INCLUSIVE PRACTICES

7.2.1 How does the institution sensitize teachers to issue of inclusion and the focus

given to these in the national policies and the school curriculum?

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The institution sensitizes teachers to issue of inclusion and the focus is given to

these in the national policies and the school curriculum in following ways:

Through discussions on issue of inclusive education.

Through extension lectures.

Giving examples of distinguished persons with disabilities and their contribution

to the society.

The institution consciously makes efforts to recruit staff members from

disadvantaged community for security and maintenance of premises. Value

education is incorporated in our teacher education system according to NPE

1986. Lifelong learning is encouraged by engaging the students to utilize the

library resource to the maximum.

Periodical updated innovative practices are implemented now and then. Instead

of stuffing the mind of the students, the habit of enquiring and reasoning is

taught.

Good environment with all physical facilities is provided. So Classroom

interaction is made to the satisfaction of student-teachers.

7.2.2 What is the provision in the academic plan for students to learn about

inclusion and exceptionalities as well as gender differences and their impact

on learning?

There are following provisions in the academic plan for students to learn about

inclusion and exceptionalities as well as gender differences and their impact on

learning:

The knowledge regarding various disabilities, gender differences and their

impact on learning is imparted to the students while teaching the following

subjects :

Psychology of Teaching and Learning, Childhood and Growing up.

Inclusive Education

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Secondary Education and School Management, Contemporary India and

Education.

Guidance and Counseling.

Discussions are organized for the teachers and student on:

Different types of disabilities, identification, causes and prevention.

How to help the children with disabilities in classroom and at home.

Gender difference and their impact on learning.

Holding Seminars, Extension Lectures.

Organizing debates, discussions, declamation contests, speech, symposia etc.

Students are encouraged to collect information about the children with

disabilities in their own locality and their rights to education.

It is included in the academic plan to take the students along with the faculty

members to those institutions which are catering to the needs of special children at

places like Sirsa, Hisar etc. The college is a co-educational institution so there is no

gender bias or discrimination. The girl students feel secure and safe. A visit to H.I.V.

centre and orphanage is arranged every year.

7.2.3 Detail on the various activities envisioned in the curriculum to create

learning environment that foster positive social interaction, active

engagement in learning and self-motivation.

The various activities envisioned in the curriculum to create learning

environment that foster positive social interaction, active engagement in learning and

self-motivation are detailed as under:

Self esteem is encouraged and good habits and moral values are inculcated.

Staff and students are extensively involved in most of those activities by

spending time and at certain times by spending money also.

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For enhancing the capacity of the students to learn their active engagement in

learning and self motivation through assignment, projects, discussions, seminars,

and team teaching and peer teaching is ensured.

Holding seminars and programmes like skill-in-teaching.

Extension lectures by the experts in different fields are arranged to provide

exposure to the pupil teachers.

Organizing cultural activities and community services by the student teachers.

The faculty members encourage the pupil teachers for educating the children of

laborers working in the nearby villages, as many as 8 children are educated by

our students.

Encourage students to participate in social activities like Blood donation camps,

Tree plantation etc.

Extension activities like health and hygiene campaigns and environmental

education campaigns for the neighboring villages are regularly arranged.

Whenever there is free period student go to library for self-study.

There are different Houses in the institution. Members meet once a week in the

institution and hold group discussions.

Developing core competencies in prospective teachers through curriculum

activities and skill-in-teaching.

Practicing new innovations in teaching.

7.2.4 How does the institution ensure that student teachers develop proficiency

for working with children from diverse backgrounds and exceptionalities?

The student teachers develop proficiency for working with children from diverse

backgrounds and exceptionalities through several subjects included in the

curriculum like Psychology of Teaching and Learning, Inclusive Education and

Educational and Vocational Guidance.

The institution also organizes special lecture series and educative programmes

on disabilities for student teachers. Further, the institution sensitize students on

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the issue of disabilities and right to education for all children through

discussions, audio-visual aids, giving information and examples of distinguished

persons with disabilities.

Organization of the remedial classes in “English communication skills” for those

who are weak in English language.

Personality development classes are organized for overall development of

students.

The student-teachers participate in several programs and develop a cordial

association with all kinds of people from various backgrounds. They are also

trained to meet the needs of the village people.

With this valuable addition, rural background students are brought at par with

others.

7.2.5 How does the institution address to the special needs of the physically

challenged and differently-abled students enrolled in the institution?

The institution addresses to the special needs of the physically challenged and

differently-abled students enrolled in the institution in following manner:

Regular counseling with parents.

Referral services for medical treatment, if needed.

Development of daily living skills in the students so that they become

independent in social aspects of their daily life.

Provision of resource room for physically challenged and differently-abled

students.

For physically challenged students and differently-abled students, additional

books and reading materials are issued on long term basis. The library staff

assists such persons in obtaining specific documents and other materials for

reference.

For the visually challenged students, personalized services are provided.

Providing financial assistance /scholarships.

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While framing the time table differently abled students are allotted the room on

ground floor.

Encourage to participate in curricular and co-curricular activities with the normal

students so that they may join the main stream of the college.

Remedial classes as per their needs.

7.2.6 How does the institution handle and respond to gender sensitive issues

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

sensitive issues)?

The institution handles and responds to gender sensitive issues (activities of women cell

and other similar bodies dealing with gender sensitive issues) in the following ways:

The institution has a Women cell for keeping a check on any untoward

incidence. Women cell of the institution look into the problems faced by girl

students and members of the faculty. The members of the Women cell discuss

the problems with the authorities and provide appropriate suggestions.

Women day is celebrated in the institution every year in which various

competitions like debates, declamations and speech on emerging women

problems and issues are organized.

Subjects like Teaching of Home Science, Gender School and Society, Drama

and Art in Education are included in the curriculum keeping in view the interest

of girl students and Gardening for boy students.

The campus is well balanced in both the genders; it seems a stage has come

when no special efforts would be needed for gender balance.

7.3 STAKEHOLDER RELATIONSHIPS

7.3.1 How does the institution ensure the access to the information on

organizational performance (Academic and Administrative) to the

stakeholders?

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The access to the information on organizational performance (Academic and

administrative) to the stakeholder is ensured by the institution in the following ways:

Regular meetings are arranged by the institution with stakeholders.

The Stakeholders are involved in the decision making process related to all

academic programmes of the institution.

The institution from time to time organizes various debates, group discussions

and Guest lecturers etc. involving different stakeholders.

The Institution maintains record of e-mail IDs of all the students and alumni for

providing necessary information regarding organizational performance.

The Institute involves students, alumni and employers for taking feedback on

academic programmes. This feedback is incorporated in all future programmes.

Relationship with Schools and Society

We have cordial relationship with the schools of Ratia and Fatehabad.

List of Schools – already discussed in criterion 3rd point 3.5.4

The needs of the society are also taken into consideration and awareness given e.g.

1. Helmet Rally

2. Pasting stickers to vehicles (Regularly Organized) in nearby villages.

Relationship with Parents

Parents-Teachers Meetings are conducted and their opinion is collected

regarding their ward’s performance. Mentors call the students to give reasons for the

low performance. If the students find the subject tough, steps are taken to make them

enter the comfort zone.

We also get good guidelines for campus requirement and about the feedback of

the students and steps are taken to meet their requirements.

7.3.2 How does the institution share and use the information/data on success and

failures of various processes, satisfaction and dissatisfaction of students and

stakeholders for bringing qualitative improvement?

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The Institute has developed a strong relationship with their Stakeholders.

Regular meetings are arranged by the institution. The students and stakeholders are

provided equal opportunities to put forward their demands and issue for the welfare of

the institution. The various programmes and processes are revised as per feedback

received from students and other stakeholders. There are certain formal and informal

situations where students and stakeholders interact and share the information data on

success and failures of various processes.

In the background of obtained feedback, necessary changes are made for

bringing qualitative improvement.

Students also provide feedback about their learning experiences from the faculty

at the end of the session. This feedback is very useful in knowing students’ expectations

from the institute. Suggestions are discussed and analyzed. Institute tries to take

necessary steps to improve.

Satisfaction of the students and stakeholders:

Best infrastructural facilities are made available

Campus can be seen healthy and clean

Gardens are well maintained

Strict discipline system is followed. Competent faculty and cordial students

teacher relationship is found

Safety and security in the college is ensured

Reputation of the institution with good academic performance and academic

achievement gives more satisfaction for the students.

Well equipped library and Internet facilities are available.

Good organization of seminars, workshops and guest lectures are to their

satisfactions.

Co-curricular activities develop the holistic personality of the students.

Mobile phone is prohibited.

Open and Spacious playground can be seen

Audio Visual based teaching and learning methodology is followed

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The students are trained in the indoor games like chess, carom, and Table tennis

and so on.

Students feel comfortable with our canteen facilities.

Periodical monitoring and personal care is given to the students.

Counseling and guidance is also given, whenever needed

Innovative approaches are practiced to develop the student skill in maintaining

the Indian values, traditions and ethos.

Encouragement and motivation is given to the students to organize co-

curricular activities

Quality and efficient delivery of the curriculum is very much satisfied

Better academic results is also a good satisfaction

Continuous improvement in teacher quality through various innovative teaching

creative thinking and learning methods.

Suggestion box is kept

Feed back is collected

Dissatisfaction of the students and stakeholders:

Mobile Phones are restricted inside the campus but students are willing to use it

To improve the rural students spoken English extra classes may be arranged.

7.3.3 What are the feedback mechanism 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?

To collect data from students, professional community, alumni and other

stakeholders on programme quality, following feedback mechanism are used:

Oral feedback is taken at regular intervals during the academic session. At the

end of each academic year, prescribed feedback forms are collected from

students and through suggestion boxes.

The college faculty collects information from the head of schools.

By holding alumni meet every year.

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All the students have been divided into 04 Houses. The House incharge/seeks

suggestions of the students on existing curriculum and reports to the Principal

for further actions.

The institution takes the feedback from the stakeholders in board meetings.

These views are reflected in at the time of planning. In addition to above

informal feedback is periodically taken from the stakeholders.

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BEST PRACTICES OF INSTITUTION

Community Service

“You make a living by what you get. You make a life by what you give.”

- Abraham Lincoln

In S.B.D.S. College of Education, community service is an integral part of

student life. We believe that it is a key component in the development of a responsible

and caring global citizen.

We hope that, through community service we can empower each student with a strong

sense of civic duty to their communities, empathy and compassion, and a keen ethical

understanding of the world. Through these characteristics they will become responsible

and caring contributors to both their local and global community.

In addition to becoming an empowered global citizen, we want to help foster creativity

and diversity in student’s lives so that they will better be able to meet the challenges they

face. Through a multitude of projects students will be able to not only grow, but also

reflect on the positive changes in their community and themselves.

Think Globally, Volunteer locally

Need for Community Service

“Feel Good”- Community Service is that “feel good” activity that many want to

accomplish, but don’t spare the time for. With everyone so busy with family and work, it

is sometimes tough to make volunteering a priority.

Small investment large benefits: By volunteering a few hours a month, people can have

a huge impact with just a small investment of their time. Volunteer activities can include

events such as park and street cleanups, local school projects, serving food at your local

food pantry, helping with youth activities, and more. These services not only make our

society look good but also give an inner satisfaction that we can’t buy with money.

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Volunteering not only makes an impact on the students, but it impacts their family

and friends directly. With social media being so ubiquitous these days, group

volunteering with friends can spread like wildfire across networks, which will create a

positive word of mouth on the volunteer experiences.

Participation in Workplace Volunteering- Various different NGO’s are working in the

society and college is the best way to join and become a part of these groups for students.

Not only the students can take advantage but they can invite family members and friends

as well to take part in group activities during work hours to get the most out of it.

Objectives of Community Service

o To develop strong moral responsibility among the students.

o To promote active citizenry.

o To experience success and build self confidence.

o To develop desirable traits such as self discipline.

o To develop a sense of rootedness.

o To prove opportunities for the students to learn beyond the classroom.

o To inculcate school values through experimental activities.

o To develop a sense of volunteer to develop a lifelong habit of community

involvement among the students.

The Practice

This institution endeavors to achieve its objectives in this regard in various ways as

mentioned below:

The students have been divided into 4 Houses. All the House Incharges make plan

and implement different programmes and activities to do community service for

mankind.

Spiritual Cell of the college organizes lectures by eminent personalities from various

walks of life for doing community services. It organizes visit and excursions to

different social, historical, economical, religious and educational institutions.

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The college students visit Old Age Home “Baghban” in Fatehabad, and try to be

familiar with elder persons to know their personal experiences and tackle their

problems.

“Jan Chetna Manch” of the College organizes various activities throughout the year in

collaboration with “City Welfare Club, Fatehabad”.

Health and physical education instructor delivers demonstration on health and

exercise in various schools time to time.

College organizes a “Give center” where those who cannot afford gifts can get

clothes, toys, money banks, flowers pots, wall-hangings, greeting cards, handmade

jewellery, napkins, bags and handmade sheets and other items. This is a place where

people can find gifts to give it to needy people.

The college also works in collaboration with some International Lions & Rotary

Clubs/NGOs, engaged in social, cultural, sports and other community welfare

programmes’.

The college staff as well as the students contributes to help the needy & poor students

as well as the accidental victims. It serves as a practical example of social and moral

responsibility.

With the concept of “EK KADAM SAWACHTA KI AUR” all the staff members and

students clean the college premises on every Wednesday and maintain the cleanliness.

The college organizes public awareness camps in nearby villages. Through these

camps we try to make people aware of social problems & health consciousness.

“Donate Blood save a Life” with this motto Blood donation camps are organized in

the college campus once a year, the students and the staff of the college give a great

contribution in the spirit of humanity & cooperation.

The college students visit general hospitals of Ratia & Fatehabad to distribute the

fruits to the patients in polite manners.

College organizes Literacy Drive to educate rural mothers in Aherwan, Alipur Barota,

Mehmra and other nearby villages.

College has established Library for Rural Mothers at “Gurudwara Sahib” at Aherwan.

College donates Teaching Aids to various schools every year.

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“Rally & March” are organized to aware the society about social evils likes “Female

Foeticide” and “Right to Equality”. Many other social problems are solved through

community services by the college.

The Nature Club of the College organizes a Plantation Camp in Gurudwara Sahib,

Church, Old age home and Govt. Schools in Aherwan and other nearby villages and

towns.

“Polio Drive” is organized by the Science Club of the College with the concept of

“Do boond Zindagi Ki”.

Every Year College organizes a trip to visit “Special school” and fruits are distributed

among the children by the students and staff of the college.

“Helmet Rally and Pasting stickers on vehicles” is organized by the College to aware

the people about benefits of helmet while driving a two-wheeler and be safe from road

accidents.

The Management and Principal of the College distribute Clothes- Blankets, socks,

caps, etc to needy poor people living roadside, children in govt. schools, and nearby

villages. This distribution is made every year under the auspices of ‘Cloth Bank’ of

the college.

Activities Undertaken:

1. “Blood donation camp” at College Campus on 16th July 2013.

2. Polio Drive “Polio Divas” on 20-22 January, 2013, on 25th Feb 2014 and on 19th

Jan to 21 Jan 2014 at all the villages of Ratia town.

3. Plantation at Old Age home “Baghban”, Fatehabad on 24th Dec 2013 at

Gurudwara Sahib, Aherwan on 22nd March 2014 and at Church, Aherwan on 10th

Oct 2014.

4. Beti Bachao Beti Padhao” on Women’s Day on 08th Mar 2014 in Aherwan Village

and at Mehmra Village on 23 Jan 2015.

5. Distribution of Fruits at Govt. Hospital, Ratia on 24th May 2014 and 17th

December, 2015.

6. Cleanliness Camp at Aherwan Village on the occasion of Gandhi Jayanti 2 Oct

2014.

7. Awareness Camp on World Aids Day on 01st Dec 2014.

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8. Distribution of Fruits and Gifts to Children at Special Schools in Sirsa district on

23rd Dec2014.

9. Water conservation Rally on “Save Water Save Life” 24 Mar 2015

10. Cloth distribution by Cloth Bank at remote areas, near bus stand and brickyard on

26th Dec 2014 and 24th Nov 2015, at Govt. Primary School, Nikkuana on 11th

January, 2016 and near model town Ratia on 26th January, 2016.

11. “Jan Jagrukta Camp” about Health at Arorvansh Dharamshala, Fatehabad in

collaboration with City Welfare Club, Fatehabad on 31st May 2015.

Impact:-

1) Students have become more responsible towards their role in the society.

2) The faculty of S.B.D.S. College of Education has got success in motivating

students to perform social duties.

3) Students of S.B.D.S. have become active participants in each and every

community as well as volunteer works.

4) Students are joining NGOs to serve community.

5) The whole SBDS Family is now self disciplined, Self-Confident as well as

dedicated towards their duties for family as well as society.

6) All are joining their hands to eradicate various social evils from society.

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Polythene Free Institution

Our Planet Our Responsibility!!!

India’s polythene consumption is at one of the highest point in the world. School and college

campuses are often the source of enormous amount of polythene and plastic pollution and the

hazardous effect of polythene is well known but still we all are failing to stop using them

because we are habitual. But now people have to change and there is need for polythene free

environment. Keeping this in mind, our Principal Dr. Mamta Chaudhary came with the

concept to make our college a ‘Polythene Free Campus”. Polythene free campus is a global

community of university, college and school campuses working towards reducing their

polythene footprint.

The goal of the project is to measurably reduce the polythene pollution in our campus, with a

special focus on the reduction and ultimately the elimination of plastic bottles, polythene

bags, plastic straws and utensils and polythene food packaging. Students and faculty have

identified polythene pollution as a key concern, and are taking action to confront the issue.

That means doing different things for campus, from hosting a polythene free event to ending

bottled water sales across the campus.

Need for Polythene Free Campus

If students today want to change the world they’re going to live in tomorrow, let them!

College students are taking up the challenge of saving the Earth for themselves and college is

helping them choosing their path for a better future for them to live in.

The 19th of November is celebrated as ‘Polythene free Campus’ and all the students and

faculty made their efforts to control the polythene pollution in the campus.

Polythene- A curse on environment!

Polythene creates toxic pollution at every stage of its existence (manufacture, use and

disposal). Polythene is a material that earth cannot digest, every bit of polythene and plastic

that has ever been created still exist, very small amount recycled as its recycling is costly, so,

mostly become the toxic particulate matter in the environment. Polythene and plastic breaks

into small particles that attract other toxic chemicals. These particles are injected by the fauna

as land contaminated food chain. The harmful chemicals leached by polythene in the blood

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streams and tissues of almost every one of us including new born babies. Consumption of

disposal polythene bags and bottles stars and so forth has spiraled out of control. These items

are used in seconds, hours or days, but they remain last forever. Most of the polythene waste

is land filled. Recycling of polythene is costly and doesn’t prediction of virgin polythene

products. Polythene and plastic pollution is a collation in global alliance towards a world free

from plastic and polythene and its toxic impacts on humans, animals and the environment.

Objectives of the Practice:-

1) To sensitize the students as well as the common people about the harmful effects

of polythene.

2) To make the campus polythene free, enrich it with variety of plants.

3) To ensure sustainable development, so that future generation won’t suffer.

4) To make our environment toxin free.

5) To inculcate in students love for nature and enjoy the beauty of nature.

6) To inculcate the sense of social responsibility amongst the students and ultimately

saving our planet.

The Practice:-

Shaheed Baba Deep Singh College of Education launched a green drive by

clearing polythene and plastic for making the campus a ‘polythene free zone’ in the first

week of November, 2014. The staff, faculty and students started the project in direction

of the Principal Dr. Mamta Chaudhary by stopping the use of polythene bags or bringing

polythene in any form to the campus. College has imposed ban on use of polythene bags

and plastic items having one time use such as plastic cups, glasses and plates that are

non-biodegradable.

In order to make the campus free of polythene and plastic, college made an organized

strategy to be done in various different steps. To initiate the practice, our college decided

to arrange a proper waste management system, since the campus was so dirty with the

dumping of polythene and plastic waste everywhere. A sequence of activities was

planned with the help of the faculty, staff and students in following steps:-

Step 1:-

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Around 150 students were selected from B.Ed. and D.Ed. classes were divided into five

groups and were allotted to clean various areas in the campus. Faculty and staff were in

charge of these groups. The campus cleaning day was much effective, since the students

could collect almost the entire plastic waste from the campus. The collected non-

degradable waste was taken by the municipal authorities.

Step 2:-

Compost pit and waste bin-

A compost pit was made by the students for depositing biodegradable waste. 2 cylindrical

iron waste bins were made for depositing the paper and plastic waste. Once in a week, the

students sort out the polythene and plastic waste and it was taken by the municipality.

Step 3:-

Awareness campaign

On 1st December 2014, an awareness campaign was conducted by a group of active

students and faculty members, starting by speaking a few words in each class in the

campus about health and the need to keep the campus neat and clean from polythene and

plastic and then campaigning in the nearby villages as well, aware them about the

dangers caused by polythene.

Step 4:-

Anti plaster poster making competition:-

5 students were selected from each class and were allowed to prepare two posters each.

The best 3 posters were awarded and were displayed on different walls. The posters

remind the students often about the need to maintain campus clean and beware of

polythene and plastic. Posters and awareness notices were displayed in every nook and

corner of the campus.

Various programmes were organized by the college to prevent the use of polythene, some

of them may be listed as:-

1. Documentary on ‘Say no to Polythene’ was prepared by some active students

along with faculty.

2. Oath taking ceremony was organized on 13th January 2014, on the occasion of

‘Lohri’ festival to ban the use of polythene items and avoid using them anywhere

as much as possible. Jute bags were distributed among the students.

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3. Awareness camp and rally was organized in nearby villages and cities by

spreading its message on this theme. Shopkeepers and customers were informed

about the ‘Environment Protection Act 1986’ (29 of 1986) section 25 by,

according to which the use of polythene is strictly banned by the Haryana

government since 27th November 2010.

4. To get better ideas for this project, an essay competition on the ‘Bad effects of

polythene on the nature’ was conducted on 6th January 2015, and from there we

got many different views from different students.

5. The major problem was what could be the substitute? So, to solve this, On 19th

February 2015 ‘Paper bag making’ competition was organized in the campus in

which students from S.B.D.S College of Education, S.B.D.S. College of Nursing

and S.B.D.S Sr. Sec. School participated and about 1000 paper bags were made

and these bags are then distributed in canteen, store and hostel in the campus.

6. On 5th June 2014, plantation was done by students and faculty members in the

campus as well as by the roadside to maintain eco-friendly atmosphere. A rally

was organized by the students and slogans of “Each one, Teach One, Plant one”

were sung by the students.

7. On the occasion of ‘World Environment Day’ on 5th June 2015, Principal Dr.

Mamta Chaudhary appreciated the work done in by the students and staff members

to make the campus polythene free and urge for that each and every festival shall

be celebrated in eco-friendly manner.

On the occasion of ‘World Environment Day’ Principal Dr. Mamta Chaudhary

declared the institute as polythene free and a signboard saying ‘Polythene Free

Institute’ was put outside the campus.

Obstacles Found:-

1. Jute bags and paper bags are not easily available for general purpose.

2. People are so much habitual of using polythene for holding almost everything that

it’s not easy to change quickly.

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3. Liquid material like milk, packed food and juice etc. cannot be packed into jute or

paper bag and it is costly to use tin or metal pot for them each time.

4. The polythene bags are easily and readily available with every shopkeeper and are

supplied free of cost.

5. People are habitual to use polythene bags when they do shopping and don’t like

carrying bags with them from home that are made of paper or jute.

6. Lack of availability of willing and committed volunteers to launch the campaign

on massive scale.

7. Illiteracy is also one of the big obstacles in spreading this message among

villagers.

Impact of the Practice:-

1. College campus has become polythene free.

2. No member of S.B.D.S institute uses polythene bags to carry their books and other

material.

3. Eco-friendly Celebrations- The students are always alert to make all celebrations

eco friendly. Whenever a party is conducted, the students make sure that plastic

glasses and wrappers were not brought to the campus.

4. The signboard outside our campus ‘Polythene-free Institute’ continues to attract

attention from passerby.

5. Students and staff members inspire their family members, relatives, friends and

other people not to use polythene.

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Annexure – I (i)

S.B.D.S. COLLEGE OF EDUCATION, AHERWAN

Teacher Education Scenario in Haryana

The NCTE has laid down guidelines regarding quantum of infrastructural,

instructional and learning resources for setting up a Teacher Training Institution. The Govt. of

Haryana allowed the private sector to open and run Teacher Training Institutions named

Colleges of Education in the year 2003.

The Colleges of Education under the self-financing scheme have mushroomed in

Haryana. Till a few years ago, the number of Education Training Colleges (B.Ed.) did not

touch even the double digit whereas the present number has already crossed a figure 500.

These colleges are affiliated to three major affiliating universities of Haryana viz.

Kurukshetra University, Kurukshetra , Maharishi Dayanand University, Rohtak and

Chaudhary Devi Lal University, Sirsa. The administrative and academic bodies of these

universities have framed statutes, rules and regulations to govern them.

The Teacher Training Colleges in Haryana fall in the following 3 categories:-

1. Govt. Colleges of Education.

2. Non-Govt. Aided Colleges of Education

3. Self-financing Colleges of Education

The Govt. and Universities have laid down separate norms with regard to

Managing Bodies and Selection Committees for recruitment of Teaching and Non-

teaching staff in the above 3 categories of the colleges. The Non-Govt. aided colleges are

given 95% Grant-In-Aid and they are required to abide by the rules and regulations

almost like the Govt. Colleges.

Governing Body of Self-financing Colleges:

The Governing Body of the self-financing colleges of Education is named as

Board of Governors comprising President of the Society/Trust and 5 members of the

Society/Trust and other 5 from other fields detailed below:-

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Educationist Members-2

Industrialist Members-1

Corporate Member-1

Member concerned with social cause-1

Selection Committee

The scheme of Governing Body and mode of selection of Teaching & Non-

teaching staff is different in the Self-financing colleges.

Selection of Teaching and Non-teaching staff is to be made by the Convener and

members appointed by the Department of Education of the University.Proceedings of the

Selection Committee are then approved by the Dean of Colleges and communicated to

the college concerned.

Every college is required to appoint one Principal and 7 Lecturers for each unit of

100 students and issue appointment letters after the communication regarding the

approval of the proceedings of the Selection Committees by Dean of Colleges is received.

A few colleges impart education for M.Ed. course also.

Besides the B.Ed., M.Ed. course the NCTE accords for starting course for D.Ed./

Elementary Education. One unit consists of 50 seats and minimum condition of eligibility

for admission is 10+2. The SCERT/Board of School Education, Haryana is the

sanctioning authority for this programme. The course of study is also approved by them.

The mode of selection of Teachers is the same as for B.Ed. faculty. There are 19 Govt.

and 14 Minority Institutions in Haryana.

The Fee structure of B.Ed. course for the 1st year is prescribed by the University.

Presently it is fixed at Rs. 48380/- payable in 4 installments by the students. The fee fixed

for D.Ed. course is Rs. 25800/- p.a.

For admissions to B.Ed. course the colleges follow the procedure prescribed by

the affiliating University and for D.Ed. course, the counseling is done by SCERT and

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merit list is prepared on the basis of marks obtained in 10+2 examination by the students.

Stream wise distribution of seats is as under:-

Stream % of seats allotted

Arts 35%

Science 35%

Commerce 28%

Vocational Education 02%

If seats in Science stream remain vacant, the same are converted into

commerce stream and vice versa. If seats in all the three streams viz. Science, Commerce

and Vocational Education remain, the same will be converted into Arts stream seats.

Position of selection of Principal and staff is still different in respect of self-financing

colleges which have recognition as Minority (Sikh/Minority). Whereas the same strength

ie. 1 Principal and 7 lecturer for the unit is appointed as per the norms fixed by NCTE

and concerned University, but the selections are made by the college by appointing

selection committee at its own level after issuing advertisement in the newspaper and

taking applications in response there to.

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Mapping of Academic Activities

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Declaration by the Head of the Institute

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Certificate of Compliance

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