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INTRODUCTION
It gives us great pleasure to submit the self-appraisal report of
our college to NAAC for assessment and accreditation. Since inception,
our Institution has been taking care of quality enhancement and
improvement in higher education. The institution gives more
emphasis on creating the qualitative prospective teachers and provides
them good service opportunities. We always apply new trends and
technology in teaching learning process.
The SAR shows the execution of all the activities related to
teaching learning process, through which we come to and realized our
strengths and weaknesses.
The institution achieves the core values, goals and mission by
adopting and performing various activities.
We honestly believe that NAAC will enable us to procure a
third person impression of our position. Accreditation will help us to
create our own identity. We have an honest feeling that the process of
self-appraisal will guide us for our future development.
Dr. Shri. Shivaji Bapu Patil.
Principal
Vasantrao Naik Shikshanshastra
Mahavidyalaya, Kolhapur.
Hon. Dr. Manikrao Salunkhe, V.C.
Shivaji University, Kolhapur, Speaks
on Teachers Day
Hon. Mrs. Varsha Deshpande
Member of Mahila Dakshata Samiti,
Maharashtra State
Flag Hoisting on 26th
Jan, 2007 at
Kalamba Central Prison, Kolhapur
Inauguration of D.S.M. Course Of
Y.C.M.O.U. Nasik by Hon. Bhagwanrao
Salokhe (MLC)
Started Building Construction on
July 2007
Social Work Camp
Yoga Campaign
Parents Meeting
Indian Red Cross Rally
Blood Donation
Traditional and Cultural Activities
Hon. Vijay Jadhav, Associate Editor,
Daily Sakal, Hon. Mr. Sambhajirao
Devane, Dy. Mayar of KMC, Kolhapur
PART – I Profile of the College
INDEX
Sr. No. 1
TOPICS PART – I THE SELF APPRAISAL REPORT
PAGE NO.
A) Profile of the College 1
B) Criterion-wise Inputs 6
1. Curricular Aspects 6
2. Teaching-Learning and Evaluation 10
3. Research, Consultancy and Extension 15
4. Infrastructure & Learning Resources 20
5. Student Support and Progression 27
6. Governance and Leadership 33
7. Innovative Practices 40
2 PART – II THE SELF APPRAISAL REPORT
A) Executive Summary 47
B) Criterion – wise Reports 54
1. Curricular Aspects 54
2. Teaching-Learning and Evaluation 66
3. Research, Consultancy and Extension 92
4. Infrastructure & Learning Resources 109
5. Student Support and Progression 126
6. Governance and Leadership 139
7. Innovative Practices 171
3 PART – III APPENDICE 181
PART I
FORMAT FOR SELF – APPRAISAL REPORT
PROFILE OF THE COLLEGE
1. Name and address of the institution:
VASANTRAO NAIK SHIKSHANSHASTRA
MAHAVIDYALAYA,
853, Vidya Vasant Park, New Kalamba Naka, Near Bapuram
Nagar, Kolhapur - 416007
2. Website URL
http://www.vnsm.info/edu/vnsm
3. For communication:
Office
Name
Telephone
Number with
STD Code
Fax No E-Mail Address
Head/Principal -
Patil Shivaji Bapu 0231-2322116 0231-2322116 [email protected]
Self - appraisal
Co-ordinator
Chafodikar
Dhananjay Joti
0231-2322116 0231-2322116 [email protected]
Residence
Name Telephone Number
with STD Code
Mobile
Number
Head/Principal - Patil Shivaji Bapu 0231-2630809 09822054148
Self - appraisal Co-ordinator -
Chafodikar Dhananjay Joti 09921294001 09922770566
4. Location of the Institution: Urban Semi-urban Rural Tribal
5. Campus area in acres:
6. Is it a recognized minority institution? Yes No 7. Date of establishment of the institution:
Month & Year
8. University/Board to which the institution is affiliated:
9. Details of UGC recognition under sections 2(f) and 12(B) of the
UGC Act.
Month & Year 2f
MM YYYY
July 2003
MM YYYY
- -
Shivaji University, Kolhapur, Maharashtra
0.45 acres
Month & Year 12B
10. Type of Institution
a. By funding i. Government ii. Grant-in-aid iii. Constituent
iv. Self-financed
b. By Gender i. Only for Men ii. Only for Women iii. Co-education c. By Nature i. University Dept. ii. IASE iii. Autonomous College iv. Affiliated College v. Constituent College vi. Dept. of Education of Composite
College vii. CTE
11. Does the University / State Education Act have provision for
autonomy?
Yes No If yes, has the institution applied for autonomy? Yes No
MM YYYY
- -
12. Details of Teacher Education programmes offered by the institution:
Sl. No.
Level Programme/ Course
Entry Qualificat
ion
Nature of Award
Duration Medium of
instruction
i) Pre-primary
Certificate
Diploma
Degree
ii) Primary/ Elementary
Certificate
Diploma
Degree
iii) Secondary/ Sr. secondary
Certificate
Diploma
Degree
iv. Post Graduate
Diploma
B.Ed. Any Basic
Graduate Degree 1 Year Marathi
v.
Other (specify)
Certificate
Diploma
Degree
13. Give details of NCTE recognition (for each programme mentioned in Q.12 above)
Level Programm
e
Order No. &
Date
Valid
upto
Sanctione
d Intake
Pre-primary
Primary/Elementary
Secondary/ Sr.secondary
Post Graduate
B.Ed. WRC/2-
32/49/2003/316
1
July 7th, 2003
Regula
r
100
Other (specify)
B) Criterion-wise inputs Criterion I: Curricular Aspects 1. Does the Institution have a stated
Vision
Mission
Values
Objectives
2. a) Does the institution offer self-financed programme(s)?
If yes,
a) How many programmes?
b) Fee charged per programme
3. Are there programs with semester system
4. Is the institution representing/participating in the curriculum development/ revision processes of the regulatory bodies?
If yes, how many faculty are on the various curriculum development/vision committees/boards of universities/regulating authority.
5. Number of methods/elective options (program wise)
D.Ed.
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
One
Yes
No
-
08
03
B.Ed.
M.Ed. (Full Time)
M.Ed. (Part Time)
Any other (specify and indicate)
6. Are there Programs offered in modular form
7. Are there Programs where assessment of teachers by the students has been introduced
8. Are there Programs with faculty exchange/visiting faculty
Yes No
Number
Yes No
Number
Yes No
Number
-
-
Y.C.M.O.U. NASHIK, MAHARASHTRA D.S.M.
-
3
08
9. Is there any mechanism to obtain feedback on the curricular
aspects from the
• Heads of practice teaching schools
• Academic peers
• Alumni
• Students
• Employers
10. How long does it take for the institution to introduce a new
programme within the existing system?
The institution introduces a new program within the existing
system every year fifteen days or depends on program.
11. Has the institution introduced any new courses in teacher
education during the last three years?
12. Are there courses in which major syllabus revision was done during the last five years?
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Number
Yes No
Number
01
-
13. Does the institution develop and deploy action plans for
effective implementation of the curriculum?
14. Does the institution encourage the faculty to prepare course
outlines?
Yes No
Yes No
Criterion II: Teaching-Learning and Evaluation 1. How many students are selected for admission into various
courses?
a) Through an entrance test developed by the institution
b) Common entrance test conducted by the
University/Government
c) Through an interview
d) Entrance test and interview
e) Merit at the qualifying examination
2. Furnish the following information (for the previous academic
year):
a) Date of start of the academic year
b) Date of last admission
c) Date of closing of the academic year
d) Total teaching days
e) Total working days
* - Total Working Hours = 1260, Daily Working hours = 06.
Total working days = 1260 / 6 = 210 Days.
3. Total number of students admitted
Programme Number of students
Reserved Open
M F Total M F Total M F Total
D.Ed. - - - - - - - - -
B.Ed. 49 51 100 25 23 48 24 28 52
M.Ed. (Full Time)
- - - - - - - - -
M.Ed. (Part Time)
- - - - - - - - -
15th July, 2008
26st Aug 2008
30th Apr 2009
210
210*
4. Are there any overseas students?
If yes, how many?
5. What is the ‘unit cost’ of teacher education programme? (Unit cost
= total annual recurring expenditure divided by the number of
students/ trainees enrolled).
a) Unit cost excluding salary component
b) Unit cost including salary component
6. Highest and Lowest percentage of marks at the qualifying
examination considered for admission during the previous
academic session 2008-2009
Programme
Open Reserved
Highest
(%)
Lowest
(%)
Highest
(%)
Lowest
(%)
D.Ed.
B.Ed. 72.68% 46.00% 63.34% 42.36%
M.Ed. (Full Time)
M.Ed. (Part Time)
7. Is there a provision for assessing students’ knowledge and skills
for the programme (after admission)?
i.e. – I ) Content knowledge related to School subject - written &
oral test.
II) Testing various skills by presentation.
8. Does the institution develop its academic calendar?
Yes No
-
35,300.00
8,903.26
Yes No
Yes No
-
9. Time allotted (in percentage)
Programmes Theory Practice Teaching
Practicum
D.Ed.
B.Ed. 47.64 32.71 52.36
M.Ed. (Full Time)
M.Ed. (Part Time)
10. Pre-practice teaching at the institution
a) Number of pre-practice teaching days Micro Teaching Simulation b) Minimum number of pre-practice teaching lessons given by each student
11. Practice Teaching at School
a) Number of schools identified for practice teaching b) Total number of practice teaching days c) Minimum number of practice teaching lessons given by each student
12. How many lessons are given by the student teachers in
simulation and pre-practice teaching in classroom situations?
No. of Lessons In simulation
02 No. of Lessons Pre-practice teaching
05 + 01 = 06
02 Days
14 Days
08 Days
08
42 Days
29 lessons
13. Is the scheme of evaluation made known to students at the
beginning of the academic session?
* - Orientation of B.Ed. Syllabus
14. Does the institution provide for continuous evaluation?
* - Providing feedback related to theory and practice.
15. Weightage (in percentage) given to internal and external
evaluation
Programme Internal External
D.Ed.
B.Ed. 52.36 47.64
M.Ed. (Full Time)
M.Ed. (Part Time)
16. Examinations
a) Number of sessional tests held for each paper
b) Number of assignments for each paper
Yes * No
Yes* No
02
02
17. Access to ICT (Information and Communication Technology) and technology.
Yes No
Computers Yes -
Intranet Yes -
Internet Yes -
Software / courseware (CDs) Yes -
Audio resources Yes -
Video resources Yes -
Teaching Aids and other related materials
Yes -
O.H.P Yes -
Slide Projector Yes -
L.C.D. Projector (Epson) Yes -
Handy Camera (Sony) Yes -
18. Are there courses with ICT enabled teaching-learning process?
19. Does the institution offer computer science as a subject?
If yes, is it offered as a compulsory or optional paper?
Compulsory Optional
Yes No
- -
Yes No
Number 03
Criterion III: Research, Consultancy and Extension
1. Number of teachers with Ph. D and their percentage to the total
faculty strength
1. * - Four Teachers are Ph.D. degree holders
2. One Teacher has submitted Ph.D. thesis.
Number of teachers with M.Phil. and their percentage to the total
faculty strength
2. Does the Institution have ongoing research projects?
If yes, provide the following details on the ongoing research projects
Funding
agency
Amount (Rs) Duration (years) Collaboration, if
any
3. Number of completed research projects during last three years.
Yes No
Number % 04 * 50%
Number % 02 15%
-
4. How does the institution motivate its teachers to take up research
in education? (Mark ����for positive response and X for negative response) � Teachers are given study leave
� Teachers are provided with seed money
� Adjustment in teaching schedule
� Providing secretarial support and other facilities
5. Does the institution provide financial support to research scholars?
6. Number of research degrees awarded during the last 5 years.
a. Ph.D.
b. M.Phil.
c. Ph.D Thesis Submitted
7. Does the institution support student research projects (UG &
PG)?
Action Research is carried out under the support of institution
providing Digital Library.
Yes No
Yes No
�
X
X
�
04
02
01
8. Details of the Publications by the faculty (Last five years)
Yes No Number
International journals Yes 4
National journals – Non referred papers
Yes
21
Academic articles in reputed magazines/news papers
Yes 5
Books Yes 32
Any other (specify and indicate) Yes
9. Are there awards, recognition, patents etc received by the
faculty?
10. Number of papers presented by the faculty and students (during
last five years):
Faculty Students
National seminars
International seminars
Any other academic forum
Yes No
Number 08
05
-
-
-
-
-
11. What types of instructional materials have been developed by the institution? (Mark `����’ for yes and `X’ for No.)
Self-instructional materials Print materials Non-print materials (e.g. Teaching Aids/audio-visual, multimedia, etc.) Digitalized (Computer aided instructional materials) Question bank
12. Does the institution have a designated person for extension
activities?
If yes, indicate the nature of the post.
Full-time Part-time Additional charge
13. Are there NSS and NCC programmes in the institution?
14. Are there any other outreach programmes provided by the
institution?
15. Number of other curricular/co-curricular meets organized by other academic agencies/NGOs on Campus
Yes No
Yes No
�
�
�
�
�
10
Yes No
16. Does the institution provide consultancy services?
In case of paid consultancy what is the net amount generated during last three years.
* - Family Consultancy and Guidance Bureau, Kolhapur.
17. Does the institution have networking/linkage with other institutions/ organizations?
Local level Yes
State level Yes
National level Yes
International level Yes
free consultancy
Yes * No
Criterion IV: Infrastructure and Learning Resources
1. Built-up Area (in sq. mts.)
2. Are the following laboratories been established as per NCTE Norms?
a) Methods lab Yes No
b) Psychology lab Yes No
c) Science Lab(s) Yes No
d) Education Technology lab Yes No
e) Computer lab Yes No
f) Workshop for preparing teaching aids Yes No
3. How many Computer terminals are available with the
institution?
4. What is the Budget allotted for computers (purchase and
maintenance) during the previous academic year?
5. What is the Amount spent on maintenance of computer facilities
during the previous academic year?
07
20000/-
840.88 Sq.mts.
5000/-
6. What is the Amount spent on maintenance and upgrading of laboratory facilities during the previous academic year?
7. What is the Budget allocated for campus expansion (building) and upkeep for the current academic session/financial year?
8. Has the institution developed computer-aided learning packages?
9. Total number of posts sanctioned Open Reserved
Teaching
Non-teaching
10. Total number of posts vacant Open Reserved
Teaching
Non-teaching
11. a. Number of regular and permanent teachers Open Reserved
(Gender-wise)
Lecturers
Readers
Professors
M F M F
04
M F M F
M F M F
M F M F
06
M F M F
05
02
03
01
02
05 02
02
14182/-
20000/-
Yes No
b. Number of temporary/ad-hoc/part-time teachers (Gender-wise)
Open Reserved
Lecturers
Readers
Professors
c. Number of teachers from same State
Other states
12. Teacher student ratio (program-wise)
Programme Teacher student ratio
D.Ed.
B.Ed. 1:12
M.Ed. (Full Time)
M.Ed. (Part Time)
13. a. Non-teaching staff Open Reserved
Permanent
Temporary
M F M F
M F M F
M F M F
M F M F
2 1 2
1
03
08
b. Technical Assistants Permanent
Temporary
14. Ratio of Teaching – non-teaching staff
15. Amount spent on the salaries of teaching faculty during the previous academic session (% of total expenditure)
16. Is there an advisory committee for the library?
17. Working hours of the Library
On working days
On holidays
During examinations
Working hours of library is 10.30 a.m. to 01.30. p.m.
1.30 p.m. to 2.30 p.m. short recess
2.30 p.m. to 6.00 p.m.
During examination 10.00 a.m. to 06.00 p.m.
Yes No
M F M F
M F M F
01
2:1
61.18%
08
08
18. Does the library have an Open access facility?
Teachers, Trainees are permitted for open access to search and
to refer the books.
19. Total collection of the following in the library
a. Books
- Textbooks
- Reference books
b. Magazines
e. Journals subscribed
- Indian journals
- Foreign journals
f. Peer reviewed journals
g. Back volumes of journals
h. E-information resources
- Online journals/e-journals
- CDs/ DVDs
- Databases
- Video Cassettes
- Audio Cassettes
Enclosed Library Appendix –
20. Mention the
Total carpet area of the Library (in sq. mts.)
Seating capacity of the Reading room
Yes No
3378
968
106
1
07
126
03
108.12 Sq.mts
60
17
-
21. Status of automation of Library
Yet to intimate
Partially automated
Fully automated
22. Which of the following services/facilities are provided in the
library?
Circulation
Clipping
Bibliographic compilation
Reference
Information display and notification
Book Bank
Photocopying
Computer and Printer
Internet
Online access facility
Inter-library borrowing
Power back up
User orientation /information literacy
Any other (please specify and indicate) *
* - 1) People of the Local area
2) D.S.M., M.Ed. M.Phil, and Ph.D Students of the Shivaji University, Kolhapur & Y.C.M.O.U. Nasik
23. Are students allowed to retain books for examinations?
More than four Books to each teacher trainees are issued.
Yes No
24. Furnish information on the following
Average number of books issued/returned per day
Maximum number of days, books are permitted to be retained
by students
by faculty
Maximum number of books permitted for issue
for students
for faculty
Average number of users who visited/consulted per month
Ratio of library books (excluding textbooks and book bank
facility)to the number of students enrolled
25. What is the percentage of library budget in relation to total budget
of the institution
Approx. 40-50 Teacher trainees
07
15
4
5
15
1:32
0.0073%
26. Provide the number of books/ journals/ periodicals that have been added to the library during the last three years and their cost.
I
2006-2007
II
2007-2008
III
2008-2009
Number Total cost
(in Rs.)
Number Total cost
(in Rs.)
Number Total cost
(in Rs.)
Text books 156 3906/- 92 2238/- 49 847/-
Other books 153 25514/- 218 20636/- 62 12450/-
Journals/
Periodicals
16 3340/- 18 3800/- 20 4000/-
Any others
specify and
indicate (CD’s)
126 6300/-
Criterion V: Student Support and Progression
1. Programme wise “dropout rate” for the last three batches
Gender wise dropout rate after admission in the last five years is as follows : Male / female wise column
Year Dropout Rate
Passing Rate
Failure Rate
M F M F
2003-2004 - 58 39 5 3
2004-2005 - 61 25 6 5
2005-2006 - 60 37 1 2
2006-2007 - 59 37 2 2
2007-2008 - 55 40 4 1
2008-2009 - 47 45 1 7
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?
Yes No
Yes No
Yes No
1:13
5. Examination Results during past three years (provide year wise data)
UG PG M. Phil
I
2005-
06
II
2006-
07
III
2007-
08
IV 2008-09
I II III I II III
Pass
percentage 42 34 33 51
Number of
first classes 56 61 60 38
Number of
distinctions - - 02 03
Exemplary performances
(Gold Medal and university ranks)
6. Number of students who have passed competitive examinations during the last three years (provide year wise data)
NET
SLET/SET
MPSC
I II III
1
1 2
2
2
2
2
7. Mention the number of students who have received financial aid
during the past three years.
Financial Aid I (2005-
06)
II (2006-
07)
III (2007 -
08)
IV (2008-
09)
Merit Scholarship - - - -
Merit-cum-means
scholarship - - - -
Fee concession - 13 - 1
Loan facilities 10 12 15 6
Students Welfare fund 2 2 2 1
8. Is there a Health Centre available in the campus of the institution?
We provide medical help by hiring a private medical doctor whenever required in the campus.
9. Does the institution provide Residential accommodation for:
Faculty
Non-teaching staff
10. Does the institution provide Hostel facility for its students?
If yes, number of students residing in hostels
Men
Women
11. Does the institution provide indoor and outdoor sports facilities?
Sports fields
Indoor sports facilities
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
-
-
Yes No
Gymnasium
12. Availability of rest rooms for Women the Institution has
provided well equipped rest rooms for women.
13. Availability of rest rooms for men
The Institution has provided well equipped rest rooms for men
too.
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/organised.
Organised Participated
Yes No Number Yes No Number
Inter-collegiate - - - - - -
Inter-university - - - - - -
National - - - - - -
Any other (specify and indicate)
- - - - - -
Yes No
Yes No
Yes No
Yes No
17. Give details of the participation of students during the past year at the university, state, regional, national and international sports meets.
Participation of students
(Numbers)
Outcome
(Medal achievers)
State - -
Regional - -
National - -
International - -
18. Does the institution have an active Alumni Association?
If yes, give the year of establishment
19. Does the institution have a Student Association/Council?
20. Does the institution regularly publish a college magazine?
21. Does the institution publish its updated prospectus annually?
Yes No
Yes No
Yes No
Yes No
2008-2009
22. Give the details on the progression of the students to employment/further
study (Give percentage) for last three years
Year 1
(%)
2006-07
Year 2
(%)
2007-08
Year 3
(%)
2008-09
Higher studies 50% 70% 61%
Employment (Total) 79% 65% 39%
Teaching
Non teaching
23. Is there a placement cell in the institution?
If yes, how many students were employed through placement
cell during the past three years.
24. Does the institution provide the following guidance and
counseling services to students? Yes
No
• Academic guidance and Counseling
• Personal Counseling
• Career Counseling
1
2005-06 2006-07 2007-08 2008-09
04 03 02 04
Yes No
Criterion VI: Governance and Leadership
1. Does the institution have a functional Internal Quality Assurance
Cell (IQAC) or any other similar body/committee
2. Frequency of meetings of Academic and Administrative Bodies: (last year)
Governing Body/management 12
Staff council 4
IQAC/or any other similar body/committee 12
Internal Administrative Bodies contributing to quality
improvement of the institutional processes. (mention only
for three most important bodies)
9
3. What are the Welfare Schemes available for the teaching and non-
teaching staff of the institution?
Loan facility
Medical assistance
Insurance
*Other (specify and indicate)
* - The Welfare scheme is available for the teaching & Non- Teaching Staff of institution i.e. Group Gratuity Scheme and Employees Provident Fund.
4. Number of career development programs made available for non-teaching staff during the last three years
Yes No
Yes No
Yes No
Yes No
2005-06
03
2007-08
02
2006-07
03 2008-09
03
Yes No
5. Furnish the following details for the past three years
a. Number of teachers who have availed the Faculty Improvement Program of the UGC/NCTE or any other recognized
Organization
b. Number of teachers who were sponsored for professional development programs by the institution
National
International
Regional
c. Number of faculty development programs organized by the Institution:
d. Number of Seminars/ workshops/symposia on curricular development,
Teaching- learning, Assessment, etc. organized by the institution
e. Research development programs attended by the faculty
f. Invited/endowment lectures at the institution
• Question Bank,
• Establishment of Science Mandal, Language Wangmay Mandal (Marathi, English, Hindi), Geography Club
08
02
08 08 08
08 08 08
06 06 06
03 03 03
10 15 15
02
• Cultural Activity
• Social Activity – Gram Swachhata Abhiyan
• Survey
• Economics, Commerce Forum – Earn And Learn Scheme
6. How does the institution monitor the performance of the teaching and non- teaching staff?
a. Self-appraisal
b. Student assessment of faculty performance
c. Expert assessment of faculty performance
d. Combination of one or more of the above
7. Are the faculty assigned additional administrative work?
If yes, give the number of hours spent by the faculty per week
8. Provide the income received under various heads of the account by
the institution for previous academic session
Grant-in-aid
Fees
Donation
Self-funded courses
Any other (specify and indicate)
Yes No
Yes No
Yes No
Yes No
Yes No
35,30,000.00
Expenditure statement (for last two years)
Year 1(06-07) Year2(07-08) Year3(08-09)
Total sanctioned Budget 3595134.00 3747204.00 3734614.50
% spent on the salary of faculty 60.20% 62.92% 63.18%
% spent on the salary of non-teaching employees
10.87% 12.21% 12.87%
% spent on books and journals 0.47% 1.13% 0.53%
% spent on developmental activities (expansion of building)
8.90% 16.01% 13.38%
% spent on telephone, electricity and water
0.56% 0.90% 1.21%
% spent on maintenance of building, sports facilities, hostels, residential complex and student amenities, etc.
0.14% 0.03% 0.03%
% spent on maintenance of equipment, teaching aids, contingency etc.
0.56% 0.12%
% spent on research and scholarship (seminars, conferences, faculty development programs, faculty exchange, etc.)
% spent on travel 0.23% 0.19% 0.26%
%Repair, Stationary, office Exp., printing, Typing & Xerox, postage, Advertisement, Maharashtra State Unaided Mahavidyalay, D.D. Commission, Honorrarium, Meeting Exp., Affiliation Fee, Legal fee, Website, Audit fee, Depreciation
5345, 23997, 34475, 13881, 12212,774, 5582,5000,90,600, 3414.50,7537,40500,800, 5000,3000, 57085, 6.66%
1255,14324.50,25394, 8857, 697.50, 712, 32880, 2203, 147, 800, 6739,10348, 25000, 2700, 3000, 87077, 1050, 1330 , 2425 , 6.05%
1380,23048, 35485.50,23383,9636,1406,1000,37849,75, 1523.50,2621.50,30100,,6100,3000,99492 8.39%
Surplus 11.07%
Total expenditure incurred 100.00% 100.00% 100.00%
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.
2006-07 2007-08 2008-09
11. Is there an internal financial audit mechanism?
12. Is there an external financial audit mechanism?
13. ICT/Technology supported activities/units of the institution:
Administration
Finance
Student Records
Career Counseling
Aptitude Testing
Examinations/Evaluation/
Assessment
* Any other (specify and indicate)
* - Library Record, Other Miscellanies
14. Does the institution have an efficient internal co-ordinating and
monitoring mechanism?
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
15,46,708.00/-
4,40,500.00/-
3,95,400.00/-
Yes No
Yes No
Yes No
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? a) for teachers
b) for students
c) for non - teaching staff
19. Are there any ongoing legal disputes pertaining to the institution?
20. Has the institution adopted any mechanism/process for internal academic audit/quality checks?
21. Is the institution sensitised to modern managerial concepts such as strategic planning, teamwork, decision-making, computerisation and TQM?
Yes No
Yes No
Yes No
Yes No
Yes No
Yes No
Criterion VII: Innovative Practices
1. Does the institution has an established Internal Quality Assurance Mechanisms?
2. Do students participate in the Quality Enhancement of the Institution?
3. What is the percentage of the following student categories in the institution?
2008-09
Category Men % Women %
a SC 07 07% 07 07%
b ST 01 01%
c OBC 05 05% 09 09%
D Physically challenged
01 01%
E General Category 24 24% 28 28%
f Rural
g Urban
h VJNT 12 12% 06 06%
i SBC 01 01%
Yes No
Yes No
4. What is the percentage of the staff in the following category?
Category Teaching staff
% Non-teaching staff
%
a SC 2 22% 2 33%
b ST - - - -
c OBC - - - -
d Women 3 33% 1 16%
e Physically challenged
- - - -
f General Category 7 77% 4 66%
g Any other ( specify)
- - - -
5. What is the percentage incremental academic growth of the
students for the last two batches?
Category At Admission On completion of the course
2007-08 2008-09 2007-08 2008-09
SC 26% 14% 26% 14%
ST 03% 01% 03% 01%
OBC 14% 14% 14% 14 %
Physically challenged
- 01% - 01%
General Category
39% 52% 39% 52%
Rural
Urban
Any other ( specify) VJNT
18% 18% 18% 18%
SBC - 01% - 01%
PART –II Self Appraisal Report
PART II THE SELF APPRAISAL REPORT
PRELUDE
This College has born in the struggle against injustice, bureaucracy and
dirty game of politics. It was struggle to save education, save college and for
providing need of education to society. There are certain historic events which
leave a deep impression on the life of every teacher involved in this
movement. The momentous events leading to establish this institution and
college are as under.
Before starting this college by our society, Shri Shahu Chhatrapati
Shikshan sanstha, Dasara Chowk, Kolhapur. had been running this college
since 1984 to 2000. The National Council for Teacher Education (NCTE)
Western Regional Committee (WRC) Bhopal had visited this College on 17th
Dec 1999. This committee had found out major deficiencies related to
mismanagement of this college and directed to fulfill all there deficiencies.
But the previous management has failed to fulfill it. Due to this non fulfillment
, the NCTE Bhopal refused the recognition of this college vide their letter
dated 26th
May 2000. The appeal filed by the old management, against the
refusal order passed by NCTE, WRC, Bhopal, was rejected too by the NCTE
New Delhi. This was great shock to the old management of this college. For
this de-recognition the college was automatically closed. Due to this closure
the old management terminated the services of all teaching and non teaching
staff. All staff had become jobless and throughout. Due to throwing out from
employment all the staff suffered from traumatic experience as well as
financial problems. In this critical situation, it was the prime duty of all the
faculty to protect the college, Which was the need of time, society and all of
us for protect the college, which was the need of time, society and all of us.
For protection of college, we all the faculty members of the college have
established educational society under Bombay, Public trust Act 1950 and
Society Registration Act 1860 namely Shikshanshastra Adhyapak Shikshan
Sanstha, Kolhapur. Thereafter we forwarded the proposals under sec 92 (b) of
Maharashatra University Act 1994 for transfer of management of this college
to Shivaji University, Kolhapur and Government of Maharashatra for prior
approval to this transfer. We also forwarded an application, on 16th
February
2001, to NCTE Bhopal for permission for re-opening of this college. NCTE,
Bhopal directed through its letter dated 19th
March 2001, to get no objection
certificate from the department of school education, Govt. of Maharashatra
and to complete all the formalities regarding transfer of management on or
before 31st Dec 2001.
The meeting held on 26th
January 2001 of the Management council of
Shivaji University decided to send a proposal regarding the transfer of
management of this college. Further in this meeting the sub-committee was
also appointed under the Chairmanship of Pro Vice- Chancellor Dr
V.M.chavan for discussing with the state Govt. And to push for faster decision
of the Govt. This sub-committee had met with state Govt.on 17th
Aug 2001
and requested to issue no objection certificate for the transfer of management.
We have submitted various request letters to the University, State Govt. and
N.C.T.E Bhopal and request all these authorities to grant permission to re-
open this college. But none of these authorities had taken cognizance of our
request. The institution had not left any alternative other than to knock the
doors of Hon. High court. Hon. High court had directed to Govt. to take an
appropriate decision in accordance with law. As per the direction given by the
Hon. High court, the State Govt. issued a no objection certificate containing
illegal conditions on 2002. We requested to the State Govt. to wash out the
imposed unreasonable and illegal condition. But the State Govt. had not
considered our request. Again we had knocked the door of Hon. High Court.
Hon. High Court issued interim relief against the operation, exhibition
and implementation of the order passed by Dy. Secretary to the Govt. in
August, 2002, so far as it imposes conditions on which no objection certificate
was granted. The Hon. High Court further directed to NCTE to process the
application without insisting for the period and will take appropriate action in
accordance with law. By this order of the Hon. High Court the unreasonable
conditions imposed by the Govt. were washed out.
As per the order passed by the Hon. High Court the University granted
the transfer of management proposal by the letter dated 25th
May, 2003. God
honest and that was our first reward our sincere / efforts.
The NCTE, Bhopal has also started the process of recognition. The
committee of NCTE had inspected the infrastructure of our proposed college
and recommended to grant for recognition. According to this recommendation
the NCTE, Bhopal had issued a recognition to this college, from the year
2003-04 with an annual intake of 100 students.
After the recognition of NCTE and sanction the transfer of
management the University permitted to give admission to the students
through their letter dated 7th
July 2003. The college had admitted 100 students
and started its first academic session from 1st August 2003. Further the
university permitted to transfer the management vide its letter dated 26th
May,
2003.
After completion of all the above mentioned formalities, we submitted
the proposal for affiliation to the university on 16th
June, 2003. Though all the
formalities completed and the order of the Hon. High Court was inexistence,
the university authority was trying to reject the affiliation. The bureaucracy of
the university was trying to crush us. The university had not accepted
eligibility forms and examination forms of the students. The list of approved
teachers had not given to us, which was requirement for NCTE. Furthermore
adverse news were published in local daily Newspapers. It is a better example
of working against the pressure and their dirty politics.
Due to all the improper and illegal activities of the university, unrest
was created between the students studying in our college. All these students
were went on hunger strike and started agitation at the doorstep university
from 27th
January, 2004. Due to these agitation the bureaucratic nature of the
university authority had bent on 30th
January, 2004 and struggle succeeded.
University had given affiliation as well as NCTE had given final recognition.
In this way our college completed all the formalities by fighting against unjust
bureaucracy and dirty politics.
Let us recapture the fervor which characterize our struggle and work
with dedication for a new revolution which will energize whole teacher
movement and inspire us to answer the call of our society regarding education.
We will continue to raise our voice against injustice everywhere.
Our college have been running at Kalamba Girls Highschool,
Kalamba, Kolhapur during2003-2007 . As per the NCTE norms our
institution had purchased 15000 sq.ft. area for college building . The
construction of double storeyed building started on 2006. The construction of
building work completed by the month of February 2007, thereafter our
college have been shifted in the New Building on March 2007.
Our institution has adopted Central Admission Process which is
governed by Govt. of Maharashtra. The admission process of our institution
had considered for taking the admission of B.Ed. students those who passed
Govt. CET since 2005 onwards. Our admission process is purely transparent
i.e. according to merit-wise, subject-wise, caste-wise.
The salient features of our college are as follows.
1. Well equipped infrastructure
2. Well qualified teaching staff
3. Full content Library
4. Inspiring environment.
5. Healthy learning and teaching interactions.
6. The academic growth of our college is above 95% in an average.
A) EXECUTIVE SUMMARY
Vasantrao Naik Shikshanshastra Mahavidyalya run by the
shikshanshastra Adhyapak Shikshan Sansthas Kolhapur. Our institution is
teacher oriented. Institution has run by the one year full time degree course.
The criteria for admissions are strictly on the basis of the norms laid down by
the Shivaji University Kolhapur & as per the rules of Govt. of Maharashatra.
The college started in the academic year 2003-2004. It is one year
Marathi medium full time degree course. The Institution has approved and
fully qualified staff.
The Institution has clearly stated and communicated purpose, vision,
mission and values. The institution develops the action plans to achieve the
objectives and effective implementation of the curriculum.
According to the academic planning, micro-teaching workshop,
simulation lessons, evaluation workshops, demonstration of practice teaching,
time table of practice teaching schools, models of teaching, content-cum-
methodology, preparation and presentation of IT lessons, Evaluation Tests and
examinations these experiences should be provided to the prospective
teachers.
Admission process is carried by Director of Higher Education through
CET. Admission process is authorized by MKCL. Admission process of Govt.
of Maharashtra is found to be crystal clear. The information is provided to the
prospective teachers about the program through the advertisement and
prospects which is given by Govt. of Maharashtra.
The programs are advertised by Govt. of Maharashtra in leading news
papers, web site, T.V., Radio which is benefited to prospective teacher.
The institution works towards creating an overall environment
conducive to learning and development of prospective teacher by providing
different types of –
(a) Teaching methods i.e. lecture, discussion, demonstration,
different methods of self studies and models of teaching.
(b) Techniques such as seminars, symposium, team teaching
(c) Models of teaching etc.
The Activities envision for prospective teachers to understand the role
of diversity and equity by providing various types of workshops namely
micro-teaching, evaluation, demonstration, models of teaching, content-cum-
methodology and IT lesson. Even though institute has provided additional
reference books, internet facility, ICT facility to the teacher educator as well
as prospective teachers too. Prospective teachers are made aware Indian
constitution which they have to teach and they have to be custodian of values.
Prospective teachers to strengthen their knowledge and skill through different
types of workshops. To fulfill upgrade knowledge institution granted
permission to the all teacher educators to attend workshops, seminars,
conferences, symposiums, publications and research work.
Institution engages prospective teachers in active learning as
(a) Additional questions are given on theory papers.
(b) Particular units for self study.
(c) Specific topic for paper presentation.
(d) Preparation of objective types of theory papers.
(e) Preparation of assignments / tutorials.
(f) Library work.
(g) Preparation of action research
(h) Planning of practice teaching lessons.
(i) Using Internet etc.
Learning is made prospective teacher centered Institution has adopted
participatory learning activities which includes presentation, seminar,
workshop, panel discussion, social work, socially useful productive work,
internship practice teaching, research work and cultural programs, co-
curricular activities.
On the basis of NCTE norms, the decision has been taken for the ratio
of teacher educator i.e. 1+7, therefore hundred prospective teachers are
divided into 7 groups. So it makes easy to provide proper guidance to them.
The mechanism of giving feedback / guidance to the prospective teachers by
asking questions on theory papers, given suggestions by correcting home
assignments, given feedback by observing class-room teaching behavior of
them.
The institution provided for improving teachers quality through
observation and proper guidance such as observation of prospective teachers
pre-behavior then providing relevant feedback again observation of
prospective teachers post-behavior and finally giving feedback on the basis of
desired behavior / performance improvement for all the activities which are
conducted in the institution.
Assessment / evaluation process are used for assessing / evaluating
prospective teachers’ learning into two phases i.e. internal assessment and
external assessment.
In internal assessment, micro-teaching lesson is done in workshop for
fourteen days. Class-room teaching i.e. practice teaching lessons are 22 in
number; each teaching method has eleven practice lessons. Models of teaching
is done in workshop for selected two models of teaching. Content-cum-
methodology is completed in workshop in a week. IT lesson is considered by
using information technology which is presented in peer groups. Practical
work which is related to teachers personality development work is completed
in working with community based program, social useful productive work,
physical and health education, creativity and educational aids, practical related
to theory course is done by considering theory papers assignment and internal
examination. Practical related to teacher’s function is done through internship
for fifteen days. Action research work is evaluated using five point scale by
giving out of fifty marks.
In external assessment, practice teaching examination has done in
second/ third week of February in the respective practice teaching schools. It
includes oral examination related to practicum work in the group of two
internal examiners and two external examiners. The assessment / evaluation
outcome communicated and used in improving the performance of the
prospective teachers.
Our Institution has adequate physical infrastructure facilities available
to run the B.Ed program. Infrastructure facilities elicit data on the adequacy
and optimal use of t he facilities available in an institution to maintain the
quality of academic and other related activities on the campus. It also
requires information on how every constituent of the institution students,
teachers and staff benefit from them.
The physical and instructional infrastructure such as building, ICT
facilities, Laboratories, Learning Resource Centre, other allied,
infrastructure of the institution are well maintained and strengthened
from time to time by making available necessary finance and human
resources. It also ensured that they are accessible and utilized by the staff and
the students on regular basis.
The library has adequate holding in terms of books, journals, other
learning materials and facilities for technology aided learning which enable
students to enquire information. The computer facilities and other learning
resources are available in the institution for its academic and administrative
purpose and accessible to staff and students.
The institution provision for inclusion of knowledge and skills related
to ICT are reflected throughout the curriculum, instruction practices, field
experience, tests, practices teaching and assessment and evaluation system of
the institution. Several examples material and media products necessary to
create and provided right kind of learning experiences are also used and
developed by the student and the teachers. The faculty extensively employs
technology in developing such instructional materials. The teacher
effectiveness of the B.Ed. program and the institution faculty and the students
have adequate access to various print and electronic information resources.
Our Institution assesses prospective teachers for different skills
through various academic practicals and to develop personality. Institution has
various community based programs such as social service, SUPW, physical
and health education and other skills as per curriculum. The Institution
motivates prospective teachers in teaching learning activities such as
personality development, sustainable development and performance
improvement to assign through internal practical examination and
assignments. Even Institution provides opportunity to prospective teachers
related to placement of jobs.
The Institution ensures about prospective teachers to participate in
various curricular, extracurricular and co-curricular activities which provides
learning opportunities leading their intellectual and holistic development.
Our institution have well established Internal Quality Assurance Cell
(IQAC). The meetings of the IQAC are held from time to time and serious
attention has been paid to drawbacks and suggestions, recommendations. The
major activities taken by institution are various computer courses as well as
Y.C.M.O.U. courses, regional seminars, various programs collaborate with
lead college, curricular and co-curricular activities, social work etc. These
activities reflect institution’s goal ‘Duritache Timir Jao’.
Our institution provides various additional certificate courses for
students as well as for faculty members. Our faculty members have attended
orientation and refresher programs on education organized by U.G.C. at
various Universities and academic staff college. Our institution always tries to
be innovative. Our staff members have participated in redesigning or
modifying Shivaji University’s B.Ed. curricular. While implementing B.Ed.
curriculum staff member applies various educational aids.
Our institution tries continuous assessment of student. For this our
institution have an annual planning of test and exams. We also arrange
activities envisioned in the curriculum to create learning environment that
foster positive social interaction, active engagement in learning like various
types of lessons, workshops, tutorials, planning, psychological experiments,
action research, personality development programs, SUPW etc. The institution
ensure that student teacher for working with children from diverse background
and exceptionalities through various projects, researches etc. To handle gender
sensitive issues the institution has established cells as well as committees.
Through website parents meet and alumni the institution ensure for stake
holder access of information. To enhance quality of administration and
financial management institution follows strictly Shikshan Shulk Sammittee’s
rules and norms of NCTE. It also shares good practices with various
constituents of the institution with the help of meetings and feedback.
B) CRITERION-WISE REPORT
CRITERION I - CURRICULAR ASPECTS
1.1 Curricular design and development :
1) State the objectives of the institution and the major considerations
addressed by them? (Intellectual, Academic, Training, Access to
the Disadvantaged, Equity, Self development, Community and
National Development, Issue of ecology and environment, Value
Orientation, Employment, Global trends and demands, etc.)
Objectives:-
To enable the prospective teachers to:
a) Develop the understanding of the concepts and nature of
education.
b) Motivate to reflect the values in daily behavior.
c) Help to understand the skillful use of various agencies of
growth and development.
d) Encourage to become a good democratic citizen of emerging
Indian society.
e) Help to become a good teacher for effective teaching for the
need of the society.
f) Strengthen attitude to enrich living standards of disadvantage
people.
2) Specify the various steps in the curricular development processes.
(Need assessment, development of information database pertaining
to the feedback from faculty, students, alumni, employers and
academic experts, and formalizing the decisions in statutory
academic bodies).
Specify the various steps in the curricular development process:
Curricular development is authorized by BOS of (faculty of
education) Shivaji University, Kolhapur.
3) How are the global trends in teacher education reflected in the
curriculum and existing courses modified to meet the emerging
needs?
The global trends in teacher education reflected in the
curriculum such as foundation of philosophical, sociological and
psychological, aspects in education, school management and
administration and issues of ecology and environment, trends in ICT.
The existing course modified to meet the emerging needs
related to theory and practicum.
4) How does the institution ensure that the curriculum bears some
thrust on national issues like environment, value education and
ICT?
The institution ensures that the curriculum bears some trusts
national issues as environment, value Education and ICT.
1) Environment :
Under the guidance of WWF environment games were
arranged in the college premises. All prospective teachers and
teaching staff were participated in environmental games. WWF has
arranged the field visit at Lake KALAMBA for observation and
study the ecology and environment.
2) Value Education :
The institution conducts morning assembly, national festivals,
cultural activities, social work and religious festivals to inculcate
values among prospective teachers.
3) ICT :
• To develop practice teaching lesson plan and IT lesson through
different multimedia applications and internet facility.
• To facilitate to prospective teachers the institution arrange
lectures of resource persons and gives opportunity to
prospective teachers using ICT techniques in peer group and
real class-room situation.
4) Social Activities :
• Provide the awareness of social issues like Women’s
Empowerment, Gram Swachhata Abhiyan, National
Integration, Family Life Education and Blood Donation as well
as to rescue from Alcoholic, Tobacco, Mental disorder etc.
5) Does the institution make use of ICT for curricular planning? If
yes give details.
ICT for curricular planning:
The institution makes the use of ICT for planning of workshops
such as Annual planning of academic year, Micro-teaching, Simulation
lessons, Evaluation, Demonstration of practice teaching, Time table of
practice teaching schools, Models of teaching, Content-cum-
methodology, Preparation and presentation of IT lessons and
Evaluation tests and examinations.
1.2. Academic Flexibility
1. How does the institution attempt to provide experiences to the
students so that teaching becomes a reflective practice?
The institution attempts to provide experiences to the
prospective teachers through various workshops as follows:
• Micro-teaching skills and integrated lesson.
• Simulation teaching by given feedback immediately.
• Preparation of practice lesson using teaching methods,
techniques, devices and maxims of teaching through evaluation
workshop.
• Demonstration lesson for classroom teaching.
• To make aware of content (content analysis) and use of
different teaching methods.
• Orientation and discussion of content-cum-methodology and
models of teaching for classroom teaching.
• During the internship, school experience, co-curricular and
extra-curricular activities are conducted.
• Internet facility to strengthen world wide information in real
class-room situation.
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?
The institution provides the flexibility in learning experiences to
prospective teachers as follows:
• To choose optional paper. (Paper –v)
• To select their second teaching method.
• To select the content for micro-teaching skills.
• To prepare school time-table for block- teaching.
• To select the unit for annual lesson.
• To use references, periodicals and news papers.
3. What value added courses have been introduced by the institution
during the last three years which would for example: Develop
communication skills (verbal & written), ICT skills, Life skills,
Community orientation, Social responsibility etc.
The institution has introduced value added course as follows:
• Community orientation and social responsibility- Institution
arranges regional level seminar every year.
• Institution have developed computer course program for B.Ed.
prospective teachers, awareness the ICT skills orientated.
4. How does the institution ensure the inclusion of the following
aspects in the curriculum?
a) Interdisciplinary/Multidisciplinary
b) Multi-skill development
c) Inclusive education
d) Practice teaching
e) School experience / internship
f) Work experience /SUPW
g) Any other (specify and give details)
(Also list out the programmes/courses where the above aspects
have been incorporated).
The institution ensures the inclusion of the following aspects in
curriculum as follows:
A) Interdisciplinary/ Multidisciplinary :
Theory papers are co-related with the subject and other
subjects as well as school subjects interlink within the subject and
other subjects.
B) Multi-skill development :
Fig. No.1 Multi-Skill development
C) Inclusive Education:
• Sarva Shiksha Abhiyan
• Opportunity has given to the handicapped prospective
teachers.
D) Practice Teaching:
Practice teaching is organized different level of the
schools.
E) School Experiences / Internship:
To develop different types of teaching experiences and
life skills related to teaching.
F) Work Experience/ SUPW:
To develop the prospective teachers attitude, approach
of socially useful productive work.
Writing
Teaching
Learning
Listening
Reading
Speaking MULTI SKILLS
1.3 Feedback on Curriculum
1. How does the institution encourage feedback and
communication from the Students, Alumni, Employers,
Community, Academic peers and other stakeholders with
reference to the curriculum?
The institution encourages feedback from the prospective
teachers with the help of practical of micro teaching, demonstration
lessons, practice lessons, models of teaching, simulation, IT lessons
etc.
Alumni :
The alumni meeting has arranged for receiving
feedback and communication by written feedback
documentation about the academic and administrative work of
institution.
Employers :
Employers determine the educational objectives of institution.
During the meeting with employers, the guidance and
counseling is provided related to institution curriculum.
Community and Suggestion :
Feedback and suggestion are received from the community for
prospective teachers’ educative progress.
Academic Peers :
Workshops related to curriculum has observed and provided
feedback and communication.
Stakeholders :
The feedback is received in remarks.
2 Is there a mechanism for analysis and use of the outcome
from the feedback to review and identify areas for
improvement and the changes to be brought in the
curriculum? If yes give details on the same.
Mechanism for analysis and use of the outcome from
the feedback as follows :
Fig. No. 2 Mechanism of feedback
Receiving
Feedback
Analysis of
Feedback
Review
Identity
Areas for Improvement
Changes to be made
Provided opportunity to improve concerned.
3 What are the contributions of the institution to curriculum
development? (Member of BOS/ sending timely suggestions,
feedback, etc.)
The institution has motivated the staff who were BOS
member to attain the curriculum development. These are as
follows:
1 .4 Curriculum Update
1) Which courses have undergone a major curriculum revision
during the last five years? How did these changes contribute to
quality improvement and student satisfaction? (Provide details of
only the major changes in the content that have been made).
The curriculum is developed by BOS (education) Shivaji
University, Kolhapur 2008 on words. Equal weightage has given to the
– theory and practicum.
Sr.
No. Name of The faculty Member Subject Year
1 Dr. Shri. Suryabhan
Raghunathrao Pawar. Education 19991-1992
2 Dr. Shri. Shivaji Bapu Patil. Commerce 17-03-2008 To
18-03-2008
3 Smt. Suhasinee Vishwasrao
Ghugre Geography
17-03-2008 To
18-03-2008
2) What are the strategies adopted by the institution for curriculum
revision and update? (need assessment, student input, feedback
from practicing schools etc.)
The strategies are adopted by Shivaji University for curriculum
revision and update.
1.5 Best practices in curricular Aspects.
1) What is the quality sustenance and quality enhancement measures
undertaken by the institution during the last five years in
curricular aspects?
The quality sustenance and quality enhancement measures
undertaken by the institution during the last five years in curricular
aspects are as follows:
a) Institution allows M.Ed. students for department of education, Shivaji
University, Kolhapur.
b) Institution arranges free legal advisory camps.
c) Institution provides library facility for local community.
2) What innovations/best practices in ‘Curricular Aspects’ have been
planned/ implemented by the institution?
1) Class-room paper presentation is done according to the
units for the related papers which is presented in the class-
room. Panel discussion is arranged for the points which are
covered related to presented paper. All the prospective teachers
are encouraged to participate in the discussion.
2) Prospective teachers are distributed in the group. Each
group has received particular units which are related to the six
theory papers for note making. These notes are circulated
among the prospective teachers.
CRITERION II - TEACHING LEARNING AND
EVALUATION
2.1 ADMISSION PROCESS AND STUDENT PROFILE:
1. Give details of the admission processes and admission policy
(criteria for admission, adherence to the decisions of the regulatory
bodies, equity, access, transparency, etc.) of the institution?
Admission process is carried by Director of Higher Education,
Govt. of Maharashtra, by conducting CET. Admission process is
outsourced by MKCL. Govt. has given authority to MKCL for B.Ed.
CET and admission process.
2 How are the programmes advertised? What information is
provided to prospective teachers about the programmes through
the advertisement and prospectus or other similar material of the
institution?
The information is provided to the prospective teachers about
B.Ed. admission programmes through the advertisement in news
papers and Govt. website and prospectus given by Central Admission
Process Committee, Director of Higher Education Pune, Maharashtra.
The Criteria for taking B.Ed. admission process has based on
according to Merit wise, subject wise and as per constitutional reserve
quota.
3 How does the institution monitor admission decisions to ensure
that the determined admission criteria are equitably applied to all
applicants?
The Institution admits the prospective teachers who have
passed the Government CET. The prospective teachers are enrolled in
institution through MKCL.
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 )
The institution admits the candidates allotted by the central
admission authority. The advertisement publishes central admission
process committee as per Government rules. The institution does not
adopt any other strategy of admission process. The Government of
Maharashtra publishes advertisement in leading news papers, website,
radio and television. In the given advertisement the information is
provided to the prospective teachers.
5 Is there a provision for assessing student’s knowledge / needs and
skills before the commencement of teaching programmes? If yes
give details on the same.
Yes, there is a provision for assessing prospective teachers
knowledge, skills before the commencement of teaching performance.
The test of twenty marks on school subjects. Questions are asked on
theory papers orally. As per their performance they are distributed in
various groups.
2.2 Catering To Diverse Needs –
1 Describe how the institution works towards creating an overall
environment conducive to learning and development of the
students?
Institution works towards creating an overall environment
conducive to learning and development of prospective teachers as –
Classroom Facility:-
• Teaching methods:–
Lecture, discussion, different methods of self-study.
• Techniques –
Seminars, symposium, workshop, team-teaching
• Models of teaching
• Field-trips.
• Teaching through games.
Infrastructional Facility
• Library facility
• Group discussion
• Surprise / Dissonant Test
• ICT facility
• Internet facility
2 How does the institution cater to the diverse learning needs of the
students?
• Arranging guest lecturers by renowned educationist
• Providing reference books.
• Individual guidance and counseling
• Giving direction to distribute units of B.Ed. syllabus for drawing
notes to circulate among the prospective teachers.
• Providing special guidance for upper and lower grade prospective
teachers.
• Surprise-test related to theory papers.
• On the spot-test related self-study units.
3 What are the activities envisioned in the curriculum for student
teachers to understand the role of diversity and equity in
teaching learning process?
Various Types of Workshops -
Micro-teaching, Evaluation, Demonstration, Models of
teaching, Content-cum-methodology, IT Lesson.
Micro-Teaching workshops are conducted with the
sophisticated tools i.e. AV aids.
Evaluation workshops are conducted after micro-teaching
workshop, to prepare year plan, unit plan, unit test and practice
teaching lesson plans.
On the basis of evaluation workshop, demonstration of practice
teaching lessons are given in the light of real class-room situation in
the schools near about.
Simulation teaching workshops are organized done on the basis
of practice teaching lesson. It is related to their teaching methods in
peer group.
Orientation and lectures are given on models of teaching viz
role playing, concept attainment, inductive thinking, advance organizer
and enquiry model for real class-room teaching.
Lectures are organized on content-cum-methodology. The
practice teaching lessons are conducted in real class-room situation in
the school near about.
IT lesson are given by using information technology in peer
group which is related to first teaching method.
Appendix - 5.5 B.Ed. syllabus
4 How does the institution ensure that the teacher educators are
knowledgeable and sensitive to cater to the diverse student needs?
The institution has provides additional reference books, internet
facility, ICT facility to the teacher educators. The institution send to
them to attend the workshops, seminars, conferences, symposium.
Different learning abilities of students to give personal guidance.
5 What are the various practices that help student teachers develop
knowledge and skills related to diversity and inclusion and apply
them effectively in classroom situations?
Various practices are provided for prospective teachers to
strengthen their knowledge and skills such as micro-teaching,
simulation teaching, models of teaching, CCM, IT lesson. The lectures
are given on theory and practicum which are useful to apply in real
class-room situation.
2.3 Teaching – Learning Process –
1 How does the institution engage students in “active learning “?
(Use of learning, resources such as library, web site, focus group,
individual projects, simulation, peer teaching, role-playing,
internships, practicum, etc.)
The institution engages prospective teachers in active learning
as follows:
1. Additional questions for homework are given which are related
theory papers.
2. Particular units are given for self-study.
3. Specific topics are given for paper presentation.
4. Preparation of objective types questions with the help of
prospective teachers.
5. Tutorials are given.
6. Library work.
7. Preparation of action research.
8. Preparation of practice teaching lesson plans.
9. Collection of related information about lesson plans.
10. Using Web-sites to various references.
11. Teaching practices are done in peer group as well as in role playing
and simulation situations.
12. Extra guidance related to theory papers providing extra reference to
students for notes, providing additional information through
internet service.
13. During the internship prospective teachers are divided into seven
groups.
Planning of internship is as follows.
INTERNSHIP FRAMEWORK
Fig.No.3 Planning of internship
Meeting –
orientation &
Discussion
Planning of
Time-Table
Division of
Work
Guidance
Related to
Practice –
Teaching
Lessons Using
different
Methods
Preparing of Lesson Plans Related To
Methods, Techniques, Maxims, Teaching Aids
Class-Room Teaching Using
Innovative Trends In Schools System With
Co-Ordination
Getting Information About Administration,
Office Records And
Function Of Schools
2 How is ‘learning‘ made student-centered ? Give a list of the
participatory learning activities adopted by the institution and those,
which contributed to self- management of knowledge, and skill
development by the students?
The institution has adopted participatory learning activities which
contributed to self management of knowledge and skill development by
the prospective teachers
Cultural programs & co-curricular programs
Research work
Practice Teaching
Internship
Socially useful
productive work
Social work
Panel Discussion
Workshop
Seminar
Presentation
PROSPECTIVE TEACHER
Fig.No.4 Prospective Teacher centered learning
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.
The instructional approaches and experiences provided for
ensuring effective learning using innovative approach / developed
method is given in following figure:
Fig.No.5 Effective Learning Approach
1 Selection Of Any Topic With The Help Of Prospective Teachers
2 Group work division Prospective Teachers For Writing Particular Papers.
3 Guidance And Providing References For Writing Particular Papers.
4 Presentation Of Particular Papers.
5 Panel Discussion Related To Presented Particular Paper
6 Preparation Of Objective Type Questions And Essay Type Questions
7 Discussion Regarding Both Types Of Questions
8 Test Related To Topics
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.
Yes, Institution have a provision for compulsory training in
models of teaching. Models of teaching has done through workshop.
During the workshop , orientation of models of teaching, differentiate
the teaching methods and models of teaching. Among them concept
attainment and advance organizer, only two models of teaching are
used for teaching by prospective teachers.
5 Does the student teachers use micro-teaching technique for
developing teaching skills? If yes, list the skills practiced and
number of lessons given by each student per skill.
Yes, Micro-teaching skills are as follows:
i) Set Induction.
ii) Explanation.
iii) Basic Questioning.
iv) Stimulus Variation.
v) Black-board writing.
Each prospective teacher has given a micro lesson in teach and
re-teach phase per skill.
6 Detail the process of practice teaching in schools.(Lessons a
student gives per day, lesson observed by the teacher educators,
peers/school teachers, feedback mechanism, monitoring
mechanisms of lesson plans etc.)
The process of practice teaching in schools is as follows:
Prospective teacher gives one lesson per day in the beginning.
After completing four or five lessons, prospective teacher gives two
lessons as per teaching methods in a day. Remaining lessons are
completed during the internship. Per day eight lessons are observed by
each teacher educator. The practice lessons are observed and recorded
by prospective teachers according to their teaching methods. The
feedback is given to the prospective teachers who have completed
class-room teaching on that day only according to observation matrix.
The feedback is given as below:
1. During recesses.
2. After the school is over.
Monitoring mechanisms of lesson plans as follows:
1. Distribution of units.
2. Discussion related to units and teaching aids.
3. Guidance for lesson plan.
4. Checking and correction of lesson plans.
5. Finalization of lesson plans.
7 Describe the process of block teaching/ internship of students in
vogue.
The process of internship is as follows:
1. Distribution of hundred prospective teachers into seven groups.
2. Each group selects head master, supervisor, class teachers,
heads of different committees like physical education, cultural,
time-table etc.
3. According to school time table, the units of school subjects are
distributed.
4. Guidance is given for preparing lesson plans.
5. Preparation lesson plans of different methods by using teaching
aids, AV aids and IT aids.
6. Observation and feedback given to each prospective teacher
after completing his/her classroom teaching.
7. Arrangement of sports, cultural activities, intellectual tests.
8. Listing of winners and prize distribution.
9. Write a report of internship.
10. Report of internship is presented in the college.
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.
Practice teaching sessions are developed co-operatively
involving the school staff and mentor teachers -
1. Additional references are given for preparing lesson plans.
2. Guidance is given for presenting the content in the classroom.
3. Particular teaching aids, AV aids, scientific equipments,
geographical instruments are provided.
4. Feedback is taken about class-room teaching.
9 How do you prepare the student teachers for managing the diverse
learning needs of students in schools?
Teacher educators inspire the prospective teachers for
managing diverse learning needs of students in schools -
1. Giving guidance of the content.
2. Preparation of lesson-plan.
3. Motivating to use AV aids, IT aids, teaching aids.
4. Provide use of references, examples and low density of
information.
5. Provide better explanation of concepts.
6. Solve school students’ difficulties.
7. Make the school students to participate in the teaching learning
episode.
8. Increase the interactions.
9. Take proper interactive decisions.
10. Motivate the class for learning through open-ended questions,
open discussion and active participation in interactions.
10 What are the major initiatives for encouraging student teachers to
use/ adopt technology in practice teaching?
The major initiatives for encouraging prospective teachers to
use/adopt technology in practice teaching are-
1. Demonstrate prospective teachers slide show for understanding
the use of technology in real class-room situation.
2. Training is given for preparing practice teaching lesson using
technology.
3. Prepare practice teaching lesson using technology.
4. Individual presentation of practice teaching lesson using
technology in real class-room situation.
5. Evaluation of given presentation by prospective teachers.
6. The practice teaching lesson is modified or made additional
information related to that particular subject using technology.
2.4 TEACHER QUALITY-
2 What is the ratio of student teachers to identified practice teaching
schools? Give the details on what basis the decision has been
taken?.
On the basis of NCTE norms, the decision has been taken for
the ratio of teacher educators i.e.1+7. The ratio of prospective teachers
as per teacher educator is approximately in fourteen number. Therefore
100 prospective teachers are divided into 7 groups.
3 Describe the mechanism of giving feedback to the students and
how it is used for performance improvement.
The mechanism of giving feedback to the prospective teachers
as follows:
a) By asking questions to their comprehensive knowledge about
philosophical, sociological, psychological, school
administration and management, use of technology, innovative
trends in Education.
b) Home assignments are corrected by giving suggestions as to
use references, writing style etc.
c) In the light of home assignment, the feedback is given for mid-
term and preliminary examinations as consider about asset of
questions, weightage of merits, style of writing, eradication of
lacunas/ inadequacies.
d) Micro-teaching, simulation teaching, practice teaching, IT
teaching lessons are observed by giving relevant feedback.
To increase the teacher quality the following steps are to be considered
as follows:
Fig.No.6 Steps of Improving Teachers Quality
Prospective Teachers'
Pre Behavior
Observation And
Relevant Feedback
Prospective
Teachers’
Post
Behavior
Observation and Feedback of
Post Behavior on Basis of
Desired Behavior/Performance
Improvement
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 the prospective teachers are updated on
the policy direction and educational needs of the schools as follows:
a) To follow school time-table
b) To take given unit / subunit by school
c) To prepare lesson plans
d) To use references, teaching aids, ICT
e) Punctuality
f) Full preparation for classroom teaching
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 methodologies as
using –
a) Multimedia packages
b) Internet facility
c) Reflective thinking techniques
d) Resourceful teaching
e) 3 P’s in teaching – Planning, Perception, and Performance
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 major initiatives of the institution for ensuring personal
and professional / carrier development of the teaching staff of the
institution are as follows –
a) Encouraging for research development
b) Attending orientation and refresher courses
c) Attending seminars, workshops, symposium and conferences.
d) Organization of seminars.
e) Permission is granted for personal publications.
f) Institutional training in communication and skills and other
things.
7) Does the institution have any mechanism to reward and motivate
staff members for good performance? If yes, give details.
The institution has mechanism to reward and to motivate staff
members for excellent performance like to honor and to congratulate
the particular staff member.
2.5 EVALUATION PROCESS AND REFORMS –
1 How are the barriers to student learning identified, communicated
and addressed? (Conducive environment, infrastructure, access to
technology, teacher quality, etc.)
A) The barriers to student learning are identified as –
a) From the prospective teachers themselves
b) By teacher trainees’ observation
c) From the peer groups
d) By grievance committee operation
B) To solve the barriers to student learning as –
i) Conducive environment –
a) Strengthen library facility
b) Provide internet facility
c) Availability of study-rooms
ii) Infrastructure –
The institution has provided infrastructure facilities
such as
a) Well furnished classroom
b) Special guidance rooms
c) Teaching Methodology rooms
d) Digital library
e) Study room
f) Ladies common room
g) Boys common room
h) Water, Electricity power and Sanitation
iii) Access to technology-
• Adequate internet facilities are available to run the
course.
• Open access to library
iv) Teacher quality-
a) To motive for higher education about resourceful
teaching.
b) To update knowledge.
c) To attend refresher courses.
d) To provide proper guidance and counseling.
2 Provide details of various assessment /evaluation processes
(internal assessment, midterm assessment, term end evaluations,
external evaluation) used for assessing student learning?
Various assessment / evaluation processes are used for
assessing prospective teachers’ learning as follows:
A) Internal assessment –
1) Micro –Teaching :
Micro- Teaching lessons have done in workshop as follows:
Mechanism of Micro-Teaching –
Guidance and
preparation of
Micro-lesson
plans
Presentation of
Five minutes
Micro - Skill
(Teach)
Observation
and Recording
of Micro -
Lesson
Providing Feed
Back According
to Observation
matrix
Observation,
Feedback and
Recording of
Micro - Lesson
Presentation of
Five minutes
Micro - Skill
(Re-Teach)
Preparation of
Micro-lesson
plans
(Re-Teach)
Providing Feed
Back According
to Observation
matrix
Fig.No.8 Mechanism of Micro-Teaching Session
Marking system –
Thirty (30) marks has assigned for five micro-lessons as
follows.
5 Skills Integrated lesson Report writing Total
20 05 05 30
(5x4)
2) Simulation teaching-
Simulation teaching has done after micro-
teaching workshop completed. Prospective teachers are
divided according to their first teaching method. Each
prospective teacher completes two simulation teaching
and they are given feedback.
The marking system of simulation teaching as:
First Teaching Method + Second Teaching Method = Total
05 + 05 = 10
3) Class-room Teaching –
With co-operation from schools practice teaching lessons
are arranged, each prospective teacher lesson per teaching method
11 + 11 = 22 practice teaching lessons. Each lesson is observed
using observation matrix. Marking system is as total 110 marks.
4) Models of Teaching –
Models of teaching is done in workshop. This part is
related to theory paper no. 5 section I (unit-2) Two models of
teaching are selected for training. Activities are conducted as
follows:
Fig.No.9 Process of Models of Teaching
Marking system is as below:
Models of teaching has evaluated out of 20 marks.
5) Content – Cum- Methodology –
Content-cum-methodology is completed in workshop. It is done
in a week. The lectures are arranged on related topics of content-cum-
methodology. The activities are carried on as follows:
Fig.No.10 Process of Content-Cum-Methodology
Orientation and
lectures
Guidance of two
lessons of content-
cum-methodology
Two lessons are
taken in practice
teaching schools.
Orientation and
discussion related
to one models of
teaching
Demonstration of
one models of
teaching
Teaching by
prospective
teachers in peer
groups
Preparation of
teaching plans
related to models
of teaching
Marking system is as below:
Two lesson plans + Two practice teaching = Total
10 + 5+5 = 20
(Integrated) (Per lesson)
6) Information Technology:
IT lesson is considered by using information
technology. It is expected that the teaching must be related to
first teaching method.
During six hours period, orientation and teaching
related to IT lesson according to the given eight stages:
Each IT lesson is 15 to 20 minutes for teaching.
Mechanism of IT lesson as:
1) The practice work is done using computers.
2) Prospective teachers are divided into group i.e. approximately ten
prospective teachers to each teacher educator.
3) The teaching of IT lesson is done in peer groups.
Marking system is as follows:
1) Use of information technology
related to content enrichment 10
2) Planning using MS-Office and Multimedia
Applications 10
3) Real Teaching 10
Total 30
These thirty (30) marks converted into ten marks.
B) Practical related to teachers personality development.
The practical work which are related to teachers’ personality
development as follows:
1) Working with community based program
2) Socially useful productive work.
3) Physical and health education.
4) Creativity and personality development program
5) Education aids.
Marking system for each practicum carries twenty marks i.e. total 100
marks.
C) Practical related is theory course:
It is done by considering theory papers, assignment
( per paper – two means per section one) and internal
examination.
The marking system is as follows:
1) Practical related to six theory papers 60
2) Assignment (per paper two tutorials) 20
3) Internal examination. 20
Total 100
D) Practical related to teacher’s function:
I) 1 Internship is completed within fifteen days in the month
of January.
2 The practice teaching lessons are completed along with
unit tests.
3 Prospective teachers are received real experience of
school activities.
Marking system is as follows:
1 Prayer & Blackboard Writing 05
2 One bulletin teaching 05
3 Planning of co-curricular programs 05
4 Planning of Sports 05
5Observation of Class-rooms, Library & office Records 05
6 Preparation of time-table 05
7 Participation in work experience /RSP/NCC/SW 05
8 Narration of received experiences, responsibilities
and report writing 15
Total = 50
II) Action Research:
Mechanism of action research work:
1 Orientation, guidance and discussion related to research
problem.
Marking system is as:
Using five point scale by giving out of fifty marks.
B) External assessment:
Practice teaching Examination:
Mechanism of External Evaluation
It is done in the second / third week of February.
1 Teacher educators as internal examiner having experience of
ten years.
2 Ten years experienced school teachers are as external
examiner.
3 Prospective teachers are divided into groups i.e. fourteen
prospective teachers approximately.
4 Observation and evaluation of prospective teachers’ classroom
teaching has done.
5 Oral examination related to practicum work in the group of two
internal examiners and two external examiners.
Marking system as follows:
Practice teaching (40+40) = 80
Oral examination = 20
Total 100
3 How are the assessment/evaluation outcomes communicated and
used in improving the performance of the students and curriculum
transaction?
The Assessment / evaluation outcomes communicated and used
in improving the performance of the prospective teachers and
curriculum transaction
Assessment / evaluation is done related to theory papers and
practical works is displayed on bulletin board, by showing their
examination papers, oral discussion, suggestions about their
performance.
4 How is ICT used in assessment and evaluation processes?
The ICT is used for assessment and evaluation process as
follows
1) Micro-teaching lessons, practice-teaching lessons, CCM
lessons, IT lessons are recorded.
2) Open discussion related to internal examination according to
paper.
2.6 Best practice in teaching – learning and evaluation process:
1 Detail on any significant innovations in
teaching/learning/evaluation introduced by the institution?
Training is given to prospective teachers for asking different
types of questions in the class-room teaching.
CRITERION III -
RESEARCH, CONSULTANCY AND EXTENSION
3.1 Promotion of Research
3.1.1 How does the institution motivate its teachers to take up research
in education?
The institution motivates our teachers to take research in
education as follows:
• Giving study leave.
• Adjustment in time table.
• Providing library facilities.
• Facilitates internet, computer, photocopying facilities and audio-
visual aids etc.
The institution also promotes the facilities to take participation
in M. Phil. and Ph.D. In our institution out of eight faculty
members four staff members have completed Ph.D. Three members
have completed M. Phil.
3.1.2 What are the thrust areas of research prioritized by the
institution?
The thrust areas of research prioritized by the institution are the
teacher education, educational psychology, educational technology,
vocational education, value education etc.
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 prospective teachers for action
research in various school subjects in present practices. The major
outcomes and impact are as follows:
• Understand the relation between scientific thinking and research.
• Acquaint with different types of researches in education.
• Identify and aware about the problems in present school system.
• Understand the research methodology solving the problems of present
school system.
• Understand the process of data analysis.
• Undertake a project for conducting action research in future.
3.1.4 Give details of the Conference / Seminar / Workshop attended
and/organized by the faculty members in last five years.
The institutional faculty members have attended conferences,
seminars and workshop at International, National, State and Regional
level and have presented papers.
Appendix 5.14 List In Progress Bio data Conference/ workshop/
seminars.
The institution has organized regional seminar as follows:
Sr. No. Name of the Social Activities Year
1 Women’s Foeticide 3 January 2008
2 Women’s Empowerment 3 January 2009
3 Indian Democracy and Assaults on
Medias 3 January 2010
3.2 Research and publication 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 institutional faculty members have developed instructional
material including teaching aids used by the institution for enhancing
the quality of teaching.
3.2.2 Give details on facilitates available with the institution for
developing instructional materials?
The institution facilitates graphics, audio-visual aids, computer,
internet, reprographic material, encyclopedia, hand books, science
laboratory, geography laboratory etc. for developing institutional
materials.
Sr No. Descriptions Numbers
1 No. of Books (Tittles -
1878) 3378
2 Ref. Books 106
3 Text Books 968
4 Journals
(Nationals) Magazine 18
5
Audio/Visual cassette-
CD-
Reserves
3
126
6
Learning Resumes
software (Self made
software)
1
7 Internet access Broadband
Laboratory Details-
Sr.
No. Laboratory Available Materials
1 Psychology 1) Draw-a- Man test (Marathi)
2) Passalong Test.
3) Koh’s Block Design Test
4) Adjustment Inventory by Dr. Palsane.
(Marathi)
5) Interest Inventory by or palsane
(Marathi)
6) Children Personality Questionnaires by
Dr. Medha Kumthekar. (Marathi)
7)Emotional Intelligence Scale by S K
Mangal (English)
8) Study Habit Inventory by Dr. Palsane .
(Marathi)
9) Photographs of Psychologists – Colored
10) Stop Watches
11) Psychological Experiment Material
2 Science Appendix – 5.12 list of Scientific Equipment
3 Technology Appendix – 5.13 List of ICT aids
3.2.3 Did the institution develop any ICT/technology related
instructional materials during the last five years? Give details.
No, The institute did not develop any ICT/technology related
instructional materials during the last five years.
3.2.4 Give details on various training programs 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 has organized various training programs and
workshops on instructional material development as follows:
a) Organized by the institution as Micro-teaching,
Simulation teaching, Content-cum-methodology, Models of
teaching, Information technology, Socially useful productive
work and Educational aids
b) Attended by the staff such as INTEL program, Orientation and
Refresher course, Personality development and Preparation of
self instructional material.
c) Training provided to the staff
The institution has organized one day training program
on information and communication technology based lesson
plans.
3.2.5 List the journals in which the faculty members have published
papers in the last five years.
The institutional faculty members have published papers in the
various journals. Appendix - 5.15 List of paper publications
3.2.6 Give details of the awards, honors and patents received by the
faculty members in last five years.
The faculty members have received the awards, owners and patents
as follows:
• M.Ed. recognization, M.Phil. recognization, Ph.D.
recognization.- Dr. S.R.Pawar
• Awarded for COURT Ph.D. presentation, M.Ed. recognization,
M.Phil. recognization – Smt. S.V. Ghugre.
• Awarded departmental research fellowship and M.Ed.
recognization – Dr.M.S.Patil.
• M.Ed. recognization – Dr.S.B.Patil.
3.2.7 Give details of the Minor / Major research projects completed by
staff members of the institution in last five years.
The college doesn’t come in the preview of UGC’s 2(f) and
12(B), hence we do not have any major / minor projects.
The institutional faculty members have not completed any
minor and major project last five years.
3.3 Consultancy
3.3.1 Did the institution provide consultancy services in last five years?
If yes, give details.
Yes, The institution has provided consultancy service in the last
five years as follows:
• Placement Cell
• Guidance and counseling for higher education
• Additional coaching classes for B.Ed., M.Ed. Entrance Test
• Research students (B.Ed., M.Ed., M.Phil. and Ph.D.)
• In-service teachers
• YCMOU Nasik (D.S.M., M.Ed., M.Phil. and Ph.D.)
The experts of faculty members are made alumni available not only to
the current students but to the available to ex-students of the college as
well as their friends and other students.
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 publicise the available
expertise.
The institutional faculty members have note undertaken any
consultancy and the steps initial to publicise the available experience.
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?
Not Applicable
3.3.4 How does the institution use the revenue generated through
consultancy?
Not Applicable
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 institution has provided various extension along with
NGO’s and GO’s to the local community as follows:
• Practice teaching schools
• Department of Education, Shivaji University, Kolhapur
• DIET, Kolhapur
• Bhartiya Shikshan Mandal
• Andhashradha Nirmulan Samiti, Kolhapur
• World Wide Fund, Kolhapur Section
• Grampanchayat, Kalamba
• Shivaji University Teacher Association, Kolhapur
• Mahila Federation, Kolhapur
• All India Association for Educational Research.
• Maharashtra State Secondary Teacher Education Association
• YCMOU Nasik
• All India Educational Technology Association
All faculty members are involved in the extension activities in
various capacities based on their interest and expertise as resource
persons, examiners, experts, cancellers, observers, interviewer. In the
institution the faculty members and prospective teachers jointly plan
and execute the extension activities such as nature club, science club,
teachers day, Gandhi Jayanti, National Science Day etc.
Interaction with school community :
In practice teaching schools the prospective teachers have
arranged Environmental Programs, Human Right Awareness, Rasta
Suraksha Saptah, Cultural Programs, related to social problems etc.
Social Work :
The institution has adapted foster village namely Halsawade
through this social extension activities has done, Nirmal-gram
Swachhata Abhiyam, Andhashradha Nirmulan, Tree plantation and
awareness about small family pattern.
Environmental Awareness :
From August 2003 the institution has formed environment club
along with WWF which meets regularly to discus and disseminate
information about various environment issues, conduct exhibition,
displays, important and vital information on the bulletin board, slide
shows etc.
Public Health and Community Service :
• Blood donation camp
• Aids awareness
• Family life education
3.4.2 How has the institution benefited from the community?
(Community participation in institutional development,
institution-community networking, institution-school networking,
etc.)
Community has participated in the constitution development
through-
• College development fund
• Advertisement giving / collected by the various firms, shopkeepers,
organizations delegates etc. for college magazine (VASANT).
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 the institution would like
to take up for providing community orientation to students are as
follows:
• To development institute – community by networking
• To provide counseling centre
• To foster institution – school networking
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 not carried out any community development
project.
3.4.5 How does the institution develop social and citizenship values and
skills among its students?
Students of different faculties and subjects study for the
educational course interacting and learning from each other and
enriching their personality. Take up personality development activities
and enable to develop as wholesome individuals to face challenges and
compete in world market and still be humane be able to mould the
future citizens of the country as wholesome and humane individuals.
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 national level organization such as –
• All India Association for Educational Research
• Maharashtra State Secondary Teacher Association
• All India Educational Technology Association
• Counsel for Teacher Education (CTE)
• NCTE
• Y.C.M.O.U. Nasik
• DIET
• SCERT
• Staff Academic Colleges of various universities
• Shivaji University, Kolhapur
The institution has established linkages in the last five years with
AIAER, NCTE, YCMOU Nasik, SCERT, AIET, CTE, Academic Staff
Colleges etc. The institution has benefitted such linkages as follows:
• Guidance for research.
• To attended given opportunity to work as expert and external
examiners.
• Publications of various articles.
• Given opportunity to present papers.
• For orientation and refresh our knowledge through refresher
course.
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 establishes linkages with organization such as
follows:
• MKCL – For the admission of the prospective teachers.
• Red-Cross collaboration with Indian Red-Cross – Training
of life-skills and leadership and development of social
attitude and awareness.
• WWF- Sustain flora and fauna environment.
3.5.3 How did the linkages if any contribute to the following?
• Curriculum Development
• Teaching
• Training
• Practice Teaching
• Research
• Consultancy
• Extension
• Publication
The institution has contributed following linkages as follows:
• Curriculum development :
The institution follows the syllabus prescribed by the Shivaji
University, Kolhapur.
• Teaching :
The institution encourages the teacher educators to supplement
the lecture methods of teaching methods. Such as symposium,
workshops and seminars on topics related to the theoretical
components.
• Training :
The institution encourages the teacher educators to attend the
training, workshops etc. organized by various national organizations.
• Practice Teaching :
The institution maintains good relationship with schools. The
institution is able to carry on its practice teaching and community work
smoothly because of the co-operation it receives from the schools and
the community.
• Research :
The institution acts as resource centre for in-service teachers,
B.Ed. colleges affiliated to Shivaji University, Kolhapur. The members
of the faculty acts as research experts of various universities at
National level ( in Research and recognition for M.Phil dissertations
and M.Ed. dissertation refrees). The institution undertake action
research. IT enables every student teachers to develop research
attitude.
• Consultancy :
The institution has provided consultancy service for job
placement, M.Ed. admission, B.Ed., M.Ed. Entrance examination
guidance. Research students In-service Teachers etc.
• Extension :
The faculty members are involved in the extension activities in
various capacities based on their interest and expertise as resource
persons, examiners, experts, counselors, observers, Interviewer.
• Publication :
The institution has published an annual magazine ‘VASANT’.
The prospective teachers are also encouraged to express their views
and opinion which are published in the college magazine.
The institutional faculty members have published various books,
articles in magazines and periodicals, self instructional material etc.
• Student Placement :
The institution maintains record of the details of prospective
teachers methods and specialization and when the other institution
contact the our college the information is provided from the office
record and help in the placement. At institutional level the faculty
members individually / personally provide information in the other
institutions / students and help in the placement of the students.
3.5.4 What are the linkages of the institution with the school sector?
(Institute-school-community networking)
The institution has developed a very good academic bridge
with practice teaching schools through class-room teaching, internship
and action research. The institution has a great potential and scope in
community services we do that through medium of various activities.
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 faculty activities engaged in schools and with teachers
and other school personnel to design, evaluation and deliver practice
teaching as Permission, Mutual co-operation for time-table and various
activities, Observation, Supervising and feedback, Evaluation, Peer
group descriptive written and oral feedback, Reforming and
development.
3.5.6 How does the faculty collaborate with school and other college or
university faculty?
The faculty has collaborated with school through practice
teaching, Internship, action research. The faculty has collaborated with
other colleges through Lead college programmes.
The members of the faculty act as research experts, examiners, paper
setters, experts, observers of various universities at national level (in
research and recongnition for M.Phil dissertations and M.Ed.
dissertation refrees and also through attending conferences, workshops,
seminars, symposium, orientation and refresher courses organized by
these organizations.
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?
At present the institution are not able to adopt the major
measures to enhance the quality of research, consultancy and
Extension activities. But in future the institution would like to take up
for providing or adopting the measures to enhance the quality of
research consultancy and Extension activities.
3.6.2 What are significant innovations / good practices in Research,
Consultancy and Extension activities of the institution?
The institution encourages the student teachers to participate
and contribute to the welfare are make to aware of the different
problems issues related to behavioral problem in children, The foresaid
activities promote experimental learning to the student teachers. The
institution encourages to take need based workshops for benefit of
community. The institution is generally alert to any calamity around
and it responds spontaneously .
CRITERION IV -
INFRASTRUCTURE AND LEARNING RESOURCE
4.1 PHYSICAL FACILITIES:-
1. Does the institution have the physical infrastructure as per NCTE
norms? If yes, specify the facilities and the amount invested for
developing the infrastructure. Enclose the master plan of the
building.
Our institution provides the physical infrastructure as per
NCTE norms for B.Ed. students. Facilities and amount invested for
development of the infrastructure is given bellow.
Appendix – 5.6 Enclosed the Master Plan of the Building
Appendix – 5.8 Expenditure on Building construction
Sr.
No. Infrastructure Particular
Area (In Sq.
Mtr)
1. Principal’s Room 4.50 X 3.69
2. Office 4.50 X 3.69
3. Staff Room 4.50 X 6.00
4. Lecture cum Multipurpose Hall 9.37 X11.54
5. Method Room-1 4.50 X6.00
6. Method Room- 2 4.50 X6.00
7. Method Room-3 4.50 X6.00
8. Geography Laboratory 10.67X5.31
9. Library 9.37 X11.54
10. Reading Room 10.67X5.311
11. Psychological Laboratory 10.67X5.31
12. Science Laboratory 10.67X5.31
13. Computer Lab 4.50X3.69
14. A/V Room 10.67X5.31
15. Rest Room-Ladies 4.50X3.69
16. Rest Room-Gents 4.50X3.69
17. Gents Toilet-2 04.50X3.69 WC
18. Ladies Toilet-2 01.52 WC
19 Technology Lab 10.67 X6.00
2. How does the institution plan to meet the need for augmenting the
infrastructure to keep pace with the academic growth?
The Institution adequate above infrastructure facilities available
to run the B.Ed. Programs efficiently. Constant augmentation of the
infrastructure to keep pace with academic growth of the institution.
The different rooms in the college are also optimum utilization for
� Conducting workshop and seminar
� Cultural activities
� Exhibition, eradication of AIDS and environment and different
social problems.
� Group discussion
� Micro-teaching workshop
� Models of teaching workshop
� Content cum methodology workshop
� Simulation teaching
� Student and teacher trainees use computer lab for Internet and
classroom teaching
� The lecture hall has been specially designed and equipped for
better sound quality
� Mic system
� Library- maximum resources like encyclopedias, Dictionaries,
and various journals through library. The college has a
resourceful library equipped with a large no. of reference
sources regular books and journals.
� Psychology laboratory-experiment in psychology are conducted
in the psychology laboratory which is equipped various tests, as
per NCTE norms.
� Technology-the technology cell monitors the use and the
regular maintenance of the electronic equipment.
3. List the infrastructure facilities available for co-curricular
activities and extracurricular activities including games and
sports.
Following infrastructure facilities are available for co-curricular
activities and extra co-curricular activities in the institute.
Appendix - 5.6 Master plan of the institution, 5.16–Letter About College Ground
4. Give details on the physical infrastructure shared with other
programmes of the institution or other institutions of the parent
society or university.
Not Applicable
5 Give details on the facilities available with the institution to ensure
the health and hygiene of the staff and students (rest rooms for
women, wash room facilities for men and women, canteen, health
center, etc.)
The institution has facilities to ensure the health and hygiene of
the staff and students.
Sr. No. Hygiene Facilities Sq. Meter
1. Women’s Rest
Room
4.50X3.69
2. Gents Rest Room 4.50X3.69
3. Ladies Toilet 01.52 WC
4. Gents Toilet 04.50X3.69 WC
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.
No.
4.2 Maintenance of Infrastructure-
1. What is the budget allocation and utilization in the last five years for
the maintenance of the following? Give justification for the allocation
and unspent balance if any.
• Building
• Laboratories
• Furniture
• Equipments
• Computers
• Transport/Vehicle
The institution is the budget allocation and utilization in the last five
year for the maintenance of the following -
Sr.
No.
Particulars Allocated Budget
Rs.
1. Building 3,024,939.00
2. Laboratories 23,925.00
3. Furniture 4,70,422.00
4. Equipment 1,35,858.00
5. Computers 97,000.00
6. Transport,
Vehicle 3,000.00
2. How does the institution plan and ensure that the available
infrastructure is optimally utilized?
Library facilities can be availed by the students and the faculty from
10.30 to 6.00. Students access the reading room facilities for preparing
• Lecture Notes
• Practice teaching lesson
• Project and assignment
• Library facilities extended to-
• Resource persons
• Ex-students
• Local peoples
• YCMOU Students
• The classroom and psychological Laboratory is assessed to the
students for carryout the following activities
• Conducting workshop and seminar
• Exhibition
• Group discussion
• Micro-teaching workshop
• Peer teaching
• Remedial teaching
The students are provided all the facilities for computer assignments
on educational software during their free time before and after regular
college hours.
The college lecture hall is utilized for various workshops, seminars,
lectures and musical programs. All the facilities have been provided by
the management for conducting various social educational activities.
3. How does the institution consider the environmental issues associated
with the infrastructure?
The institution considers the environmental issues associated with the
infrastructure as following.
� Plantation of trees
� Clean and non-polluted campus, periodical cleaning
� Addicted free campus
� Removal of plastic etc.
4.3 Library as a Learning Resource-
1 Does the institution have a qualified librarian and sufficient
technical staff to support the library (materials collection and
media/computer services)?
a) The institution has appointed a qualified Librarian and sufficient
technical
staff to support the library.
Sr.No. Name of the
Person Designation Qualification
1.
Shri. Jirage
Gurudas
Maruti
Librarian M.Com.,
M.Lib.Sc.
2. Shri. Kamble
Vilas Shripati Assistant B.A.
b) Following library resources available to staff and students-
• Circulation
• Clipping
• Reference
• Borrowing from other libraries
• Information display and notification
• Computer and Printer
• Internet
• Online access facility
• Inter-library borrowing
• Power back-up
• User orientation /information literacy
• Library service for local area people
• D.S.M., M.Ed. M.Phil, and Ph.D Students of the Shivaji
University, Kolhapur & Y.C.M.O.U. Nasik
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.).
Total library collection till today as follows:
Sr No. Descriptions Numbers
1 No. of Books (Tittles -
1878) 3378
2 Ref. Books 106
3 Text Books 968
4 Journals
(Nationals) Magazine 18
5
Audio/Visual cassette-
CD-
Reserves
3
126
6
Learning Resumes
software (Self made
software)
1
7 Internet access Broadband
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 library committee to check and review
various library activities. The Library Committee have five members
which designated as follows.
1) Principal - Shri Patil S.B. (President)
2) Librarian - Shri.Jirage G.M. (Secretary)
3) Lecturer - Sou. Patil M.S. (Member)
4) Lecturer- Shri.Pawar S.R. (Member)
5) Sr. Clerk- Sou. Rokade V.V. (Member)
The Library Committee Meeting are held twice in a year.
Mainly the basic function of the library committee is as follows.
1. To allocate fund for library books and various resources.
2. To select the proper books and library materials.
3. To check and review library books and resources.
4. To write off outdated (out of syllabus) and torn out books.
5. To held library meetings.
4) Is your library computerized? If yes, give details.
Yes, Our library is partially computerized. The institution has
purchases a Library Software; the data feeding of reference books, text
books, periodicals has been done. The remaining work of
computerization is in progress. Using this software employee, teacher
trainee, prospective teachers handle library books transactions.
5) Does the institution library have Computer, Internet and
Reprographic facilities? If yes, give details on the access to the staff
and students and the frequency of use.
Yes, The institution Library have a computer. Now the data
feeding work is in progress. The library has a broad band internet
facility. All prospective teachers and teacher trainees use Internet
regularly. Register is maintained for record near about 20-25 students
were use internet for their need.
6) Does the institution make use of Inflibnet/Delnet/IUC facilities? If
yes, give details.
We did not avail the facility of inflibnet/Delnet/IUC. We have
made own library software.
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.)
Working Hours of the Library- 8 hrs.
Working days - 6 days.
Working time - 10.30 a.m. to 1.30 p.m.
1.30 p.m. to 2.30 p.m. Short Recess
2.30 p.m. to 6.00
On Holidays, Peon who is on duty should provide the books as
per the student’s requirement.
8) How do the staff and students come to know of the new arrivals?
The new arrival of books list and cover page of books are
affixed on Bulletin Board. Sometimes librarian orally tells about new
arrivals to the staff & students.
9) Does the institution’s library have a book bank? If yes, how is the
book bank facility utilized by the students?
No, But maximum books and references are provide to the
prospective teachers and teacher trainees.
10) What are the special facilities offered by the library to the visually
and physically challenged persons?
Special facilities offered by the library to the visually and
physically challenged persons as follows-
1. Four reference books issued permanently for one academic
year.
2. Other than four any two more books issued for 15 days period.
3. No fine for them
4. Three textbooks are issued for one academic year.
4.4 ICT as Learning Resource-
1. Give details of ICT facilities available in the institution ( Computer
lab, hardware, software, internet connectivity, access, audio visual,
other media and materials) and how the institutions ensures the
optimum use of the facility.
The prospective teachers and teacher trainee use ICT materials in
classroom teaching and practice teaching. ICT facilities such as computers,
hardware, software, internet connectivity, access, A/V aids are available.
2. Is there a provision in the curriculum for imparting computer
skills to all students? If yes give details on the major skills included
Our institution provision in the curriculum for imparting computer
skills to all prospective teachers.
� Use of MS Word and power point
� Surfing Internet facilities
� Use of computer in practice teaching
� Preparation C.D., D.V.D.
3. How and to what extent does the institution incorporate and make
use of the new technologies/ICT in curriculum transactional
processes?
The institution incorporates and makes use of new technology /
ICT in curriculum in transactional processes in the following:
� For Preparation of lectures
� Prospective teachers preparing the lesson plan and IT lesson
� Admission process
� Filling of all Universities Online forms i.e. Admission forms,
Exam. Forms
4. What are major areas and initiatives for which student teachers
use /adopt technology in practice teaching? (Developing lessons
plans, classroom transactions, evaluation, preparation of teaching
aids)
Major areas and initiatives for which student teachers use
adopted technology in practice teaching.
� Developing lesson plans
� Classroom transactions
� Evaluation process
� Preparation of teaching aids
4.5 Other Facilities-
1. How is the instructional infrastructure optimally used? Does the
institution share its facilities with others for e.g.: serve as
information technology resource in education to the institution
(beyond the program), to other institutions and to the community.
Our institution is makes optimum use of instructional
infrastructure
a) Maximally Teacher Trainee and Prospective Teachers use in
classroom teaching O.H.P., M.S. Power point Window, L.C.D.
Projector, Slide Projector
b) Various seminars, cultural activities and physical education
material are available in our institution which is used
workshops and seminars.
c) The instructional material and information technology
resources are made available to other institution and to the
community.(e.g. Shivaji University M.Ed. Students, N.G.Os-
REDCROSS, Environment program of WWF)
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?
The various A/V materials is available in our institution,
maximally Teacher Trainee and Prospective Teachers are using in
classroom teaching e.g.
3) What are the various general and methods Laboratories available
with the institution? How does the institution enhance the facilities
and ensure maintenance of the equipment and other facilities?
Various general and methods laboratories available in our
institution, these are as follows:
Sr.
No. Laboratory Available Materials
1 Psychology 1) Draw-a- Man test (Marathi)
2) Pass a long Test.
3) Koh’s Block Design Test
4) Adjustment Inventory by Dr. Palsane.
(Marathi)
5) Interest Inventory by or Palsane
(Marathi)
6) Children Personality Questionnaires by
Dr. Medha Kumthekar. (Marathi)
7)Emotional Intelligence Scale by S K
Mangal (English)
8) Study Habit Inventory by Dr. Palsane .
(Marathi)
9) Photographs of Psychologists – Colored
10) Stop Watches
11) Psychological Experiment Material
2 Science Appendix – 5.12 List of Scientific Equipment
3 Technology Appendix- 5.13 List of ICT aids
The Institution enhances the facilities and ensures the
maintenance time to time. Our institution take maintenance services
from other companies.
4) Give details on the facilities like multipurpose hall, workshop,
music and sports, transports etc. available with the institution.
Following facilities are available in our institution –
Sr.
No. Particular Available Facilities
1 Multi-Purpose
Hall
Mic, Music System, T.V., A/V
Aids, LCD-Projector, OHP, Slide
Projector, Handy-Cam, Projector
Screen
2 Workshop Bench, Chairs, Tables etc.
3 Music Harmonium, Tabala etc.
4 Sports
Cricket Kit, Carom, Holly ball,
Foot ball, Tennis Kit, Iron
Throwing ball, chess etc.
5 Transport Bicycle
6 Social Work Sickel, hoe, pickaxe
5) Are the classrooms equipped for the use of latest technologies for
teaching? If yes, give details. If no, indicate the institution’s future plans
to modernize the classrooms.
Yes, The equipped latest technology using the
classroom teaching in our Institution. Further plan for the
Institutional multipurpose hall is use for activities like as
follows:
a) Educational Examination
b) Social Activities
4.6 Best practices infrastructure and learning resource
1) How does the faculty seek to model and reflect on the best
practice in the diversity of instruction, including the use of
technology?
Faculty uses the technology material and ICT facilities as
follows
• Effective model lesson and micro-teaching lessons in
classroom.
• Effective admission process.
• Effective administration process.
• Effective library work.
2) List innovative practices related to the use of ICT, which
contributed to quality enhancement.
List for innovative practices related to use of ICT as
micro-teaching, classroom teaching, practice teaching, content-
cum-Methodology, models of teaching, role playing,
Evaluation workshop and various seminars and workshops.
3) What innovations/best practices in ‘Infrastructure and
Learning Resources’ are in vogue or adopted/adapted by the
institution?
The following resources are the adopted in our institution
• Survey of education-M.B.Buch
• Marathi Encyclopedia
• Encyclopedia of Trends in Education
• The International encyclopedia of teaching and teacher
education – Dunkin M.J.
• Science Encyclopedia
• Various Dictionaries
CRITERION V -
STUDENT SUPPORT AND PROGRESSION
5.1 Student Progression:
1 How does the institution assess the students’ preparedness for the
programme and ensure that they receive appropriate academic
and professional advise through the commencement of their
professional education programme (students pre-requisite
knowledge and skill to advance) to completion?
The institution has assessed the prospective teachers prepared
for skill advise through various academic practical’s and to develop
personality institution has various community based programs as social
service, SUPW, physical and health education and other as per
curriculum. The institution has assessed theory course through papers
assignment and internal examination and practical course through
internship and action research.
The procedure is adopted for assessing the various skills of
prospective teachers as follows:
Assessment of
skills Feedback and
Representation Presentation by
prospective
teachers
Orientation of
various skills Demonstration by
Teacher Educator
Preparation of skills
by prospective
teachers
5.1.2 How does the institution ensure that the campus environment
promotes motivation, satisfaction, development and performance
improvement of the students?
To motivate prospective teachers faculty introduces various
facilities available in infrastructure for success. The institution satisfy
prospective teachers through preparation for job placement after the
completion of B.Ed. course. We help for personality development and
performance improvement through internal practical examination and
assignments.
5.1.3 Give gender-wise drop-out rate after admission in the last five
years and list possible reasons for the drop out. Describe (if any)
the mechanism adopted by the institution for controlling the drop
out?
The gender wise drop-out rate after admission in the last five
years and still this year is absolutely zero. So it is not necessary to
adopt the mechanism for controlling drop-out.
5.1.4 What additional services are provided to students for enabling
them to compete for the jobs and progress to higher education?
How many students appeared/qualified in SLET, NET,
Central/State services through competitive examination in the last
two years?
We have a committee with five members for this unit, help the
prospective teachers to get a position at various places. This is
achieved by providing advertisement from Employment News weekly,
magazines etc. on the college glass notice boards.
The institution facilitated library, internet, personal guidance
and consulting for higher education.
5.1.5 What percentage of students on an average go for further studies/
choose teaching as a career? Give details for the last three years?
The percentage of students an average goes for further studies 8
% to 9 % and more 50 - 60 % to join their services at the different
educational levels.
5.1.6 Does the institution provide training and access to library and
other education related electronic information, audio/ video
resources, computer hardware and software related and other
resources available to the student teachers after graduating from
the institution? If yes give details on the same.
Yes, The institution provides the library services to the current
and former prospective teachers and to local readers also. Even the
Institution provides various ICT aids.
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.
No, the institution does not provide placement services. But
only guidance provides to the needy prospective teachers. This is
achieved by providing advertisements from news papers and
employment news weekly, magazines etc. on the college glass notice
boards. The institution also contacts with the needy students on cell /
landline phone. See in answer no. 3.1.4
5.1.8 What are the difficulties (if any) faced by placement cell? How
does the institution overcome these difficulties?
No, The Institution does not have placement cell.
5.1.9 Does the institution have arrangements with practice teaching
schools for placement of the student teachers?
No, due to schools management policy.
5.1.10 What are the resources (financial, human and ICT) provided by
the institution to the placement cell?
The institution does not provide any resources to the placement
cell. A teacher educator is appointed to provide advertisement in
leading news papers and Employment News.
5.2 Student support
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?
The institution has achieved the objectives and effective
implementation of the curriculum through annual planning of college
and curricular activities.
The academic calendar is the blue print reflecting the activities
of the college. There is a special committee comprising of principal
and tow faculty members for preparing the academic calendar. The
entire years academic and administrative work is allotted to the
different faculty members in advance. The work load is equally
distributed among all faculty member. The time table is prepared
keeping in mind the norms, prescribed by NCTE.
2 How is the curricular planning done differently for physically
challenged students?
More emphasis has given for physically handicapped
prospective teacher as follows:
To provide comfortable seating arrangement, and teaching
methods at the ground floor, library facility by library attendant,
practice teaching lesson should be arranged in the school near about or
on the bus route. At the time of annual examination provision of writer,
extra time given as per Shivaji University’s rules and regulation.
3 Does the institution have mentoring arrangements? If yes, how is it
organized?
Yes, the institution have mentor arrangements.
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 Institution makes provisions for subject wise teaching aids
and equipments.
5 Does the institution have its website’? If yes, what is the
information posted on the site and how often is it updated?
Yes, Institute update all information about institution on web
site i.e. “ http:// www. vnsm. Info /edu/vnsm”. It is regularly
updated. Eg. Students yearly rank holder list, yearly audit reports,
infrastructure of institution, local management committee, standing
committee, various types of photographs, yearly plan, all types of
courses information and its fee structures, faculty information etc.
6 Does the institution have a remedial programme for academically
low achievers? If yes, give details.
Yes, the institution provides special guidance through faculty
members for the low achievers. e.g. Content test, assignment,
additional guidance and counseling, other than this question banks of
the subjects and question papers of last five years are provided. Panel
discussion, extra home assignments are given.
7 What specific teaching strategies are adopted for teaching
a) Advanced learners and b) Slow Learners
Specific Teaching strategies:
a) Advanced Learners :
For advance learners there are self learning material, some
topics through seminars, supervised study.
b) Slow Learners :
For the slow learners diagnostic test remedial teaching,
correction assignments, additional guidance along with feedback, use
of pair share techniques, question bank per subject, given to the related
/ concerned subject.
8 What are the various guidance and counseling services available to
the students? Give details.
The institution and teacher educators provide guidance and
counseling to prospective teachers on various aspects such as
interaction in the class, practice teaching lessons in the school and
performance in the examination.
9 What is the grievance redressal mechanism adopted by the
institution for students? What are the major grievances redressed
in last two years?
The institution has appointed the grievance and standing
committee to solve the grievances of prospective teachers.
The suggestion box is maintained to solve the grievance of
prospective teachers. Every Saturday it is opened and steps are taken to
solve them with the help of student teachers.
10 How is the progress of the candidates at different stages of
programs monitored and advised?
The progress of the prospective teachers is monitored through
the various workshops micro-teaching, demonstration lesson, models
of teaching, CCM, IT lesson and simulation teaching.
11 How does the institution ensure the students’ competency to begin
practice teaching (Pre-practice preparation details) and what is
the follow-up support in the field (practice teaching) provided to
the students during practice teaching in schools?
The institution arranges self introduction of prospective
teachers in introductory lectures. To ensure that he is at least graduate
of any faculty and to give the details of B.Ed. curriculum (Theory and
practice). The subject teacher has given the details information annual
planning and weekly time-table.
To arrange the workshop of micro-teaching demonstration
lessons. Simulation lessons and guidance for lesson planning.
5.3 Student Activities.
3.1 Does the institution have an Alumni Association? If yes,
(i) List the current office bearers
(ii) Give the year of the last election
(iii) List Alumni Association activities of last two years.
(iv) Give details of the top ten alumni occupying prominent
position.
Give details on the contribution of alumni to the growth and
development of the institution.
Yes, The institution have as alumni association. (
REGISTRATION NO. 1860, Maharashtra/26782/Kolhapur Date
09/04/2010)
3.1.1 List the current office bearers.
X-Student alumni association
“Vasantrao Naik B.Ed. college Maji Vidyathi Sangh, Kolhapur”
The member of alumni association as follows:
Sr. No. Name of X-student Designation
1 Gaikwad Deepmala Dadaso President
2 Redekar Amit Pundlik Vice-President
3 Patil Pandhrinath Keraba Secretory
4 Disoza Peter Poul Treasurer
5 Salunkhe Sheetal Shamrao Member
6 Ghodake Nishigandha Ramchandra Member
7 Kamble Jotiram Rajaram Member
3.1.2 Give the year of last election
Alumni association member are selected in 2007-2008
3.1.3 First Alumni association has decided the objectives and purpose of the
Alumni.
• To have interaction and rapport with the former students.
• To establish linkages between the present and the former
students.
• To offer help and guidance for overall development of alumni.
• To seek contribution from the alumni for the growth and
development of the college.
• To arrange cultural and social activities and lectures of eminent
personalities with the help of alumni.
In the annual convention of alumni on 02/04/2004. The
committee of the office bearers was formed.
The Plan of action for year was prepared.
3.1.4 Details of the top ten alumni occupying prominent position as
follows.
Sr.No.
Name Of The
Occupying Alumni
Students
Place Of
Employment
Year Of
Prospective
Teachers
1 Sou. Swami Usha
Nilesh
Kanya Mahavidyalaya,
Miraj 2003-2004
2 Mr. Wadingekar
Uttam Balaso
Mahaveer
Mahavidyalaya,
Kolhapur
2005-2006
3 Mr. Bhuyekar Sandeep
Mahadev
Kendirya Navodaya
Vidyalaya, Chattisgad 2005-2006
4 Jadhav Megha
Shivajirao
Chh.Shahaji School
Kolhapur 2005-2006
5 Mane Ram Pandurang Amboli Saineek
School, Sawantwadi 2006-2007
6 Malagunde Rajaram
Yashwant
Rajapur D.Ed. college,
Rajapur. 2006-2007
7 Mukekhan Sameena
Mehboob
G.K.G. College,
Kolhapur 2006-2007
8 Kumbhar Gajanan
Vitthal
Karmveer Bhaurao
Patil college, Solapur 2007-2008
9 Rane Abhijeet Maharashtra 2007-2008
Santram Highschool, Kolhapur
10 Pisal Pandurang
Sampatrao
Mahaveer Jr.College
of Science, Kolhapur 2007-2008
11 Kumbhar Santosh
Mahadeo
Rayat Shikshan
sanstha, Satara. 2007-2008
3.1.5 Alumni students gave the proper guidance to the new
prospective teachers. New professional courses. Ex. D.Ed., D.S.M.,
M.Ed. and M.A. education, M.Phil. in Education, Alumni students
have donated some reference books.
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.
The institution encourages prospective teachers to participate in
extracurricular activities which are debating, essay writing and sports.
• Lead college essay writing competition – “Sujata Navalgi”
stood first
• Indian Red-Cross – Cricket competition – trophy winner
5.3.3 How does the institution involve and encourage students to publish
materials like catalogues, wall magazines, college magazine, and
other material. List the major publications/materials brought out
by the students during the previous academic session.
The Institution involves and encourages to the prospective
teachers to publish their own literary material as follows:
1) Sandeep Bhuyekar – Environmental Education.
2) Narayan Rajguru – Swapna Surabhi, Swapna Kali.
3) College magazine – VASANT- Some prospective teachers.
5.3.4 Does the institution have a student council or any similar body?
Give details on – constitution, major activities and funding.
Yes, The Institution establishes a student council as per the
Shivaji University terms and conditions. Every year student council
arranges various activities and institution provides funds as per need.
• Conduct and active participation in cultural activities, social
work according to house wise.
• To execute excursion trip.
• To execute lectures of resource persons.
• Active participation in various workshops, seminars and
symposium.
• Discussion and salvation of prospective teachers’ problems
of academic, administrative and personal.
5.3.5 Give details of the various bodies and their activities (academic
and administrative), which have student representation on it.
The institution establishes various bodies and their activities
including student representatives. Please see in criterion no. 6.2.2.
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, the institution has a mechanism and seek and use data and
feedback from prospective teachers for the progress of development of
present practices in the institution.
The Employers (Sanstha)
Meetings are arranged to discuss various issues about
improvement of program and growth of the institution. The employers
also give verbal guidance for the improvement and development of
Institution.
5.4.1 National scheme
1 Give details of institutional best practices in Student Support and
Progression?
The institutional best practices in student support and
progression as follows.
To encourage the awareness of national schemes that is –
Participation in empowerment of women’s, Movement small family
pattern, Awareness of literacy, to adopt the village under “Gram
Swachhata Abhiyan”, W.W.F. and Indian Red Cross programs.
Criterion VI - Governance and Leadership
6.1 Institutional Vision and Leadership
6.1.1 What are the institution’s stated purpose, vision, mission and
values? How are they made known to the various stakeholders?
The institution cherishes purpose, mission, values and vision
too.
MOTTO - “DURITACHE TIMIR JAO”
(LET VANISHES DARKNESS FROM THE LIFE)
VISION -
The Important Thing Is To Show The Prospective Trainers
The Direction In Which To Go,
To Teach Him To Find His Own Path,
To Retrace It, To Continue It And To Guide Him To Think.
MISSION –
� To attain national educational goals and objectives.
� To extend Philosophical, Sociological, Psychological,
Environmental, Cultural, Ethical, Aesthetic views through Education.
� To strengthen academic enrichment, administrative and managerial
techniques.
� To stimulate teaching performance for promotion of qualities of
teaching learning and evaluation skills, methods and techniques.
� To familiarize to use Information and Communication Technology.
� To encourage research oriented attitude among prospective teachers.
� To conduct various activities for personality development.
VALUE FRAMEWORK –
� Inculcating virtues among prospective trainees.
� Stimulating prospective trainees for creative and reflective thinking.
� Strengthening teaching competencies and life skills through training.
� Boosting prospective trainees for learning core subjects.
� Promoting prospective trainees to use Information and
Communication Technology.
� Developing awareness of co-education among prospective trainees.
6.1.2 Does the mission include the institution’s goals and objectives in
terms of addressing the needs of the society, the students it seeks to
serve, the school sector, education institution’s traditions and value
orientations?
Yes, The mission includes the institution’s goals and objective in
term of addressing the needs of society, the prospective teachers,
school sector, educational institution as follows.
Attaining national goals and objectives.
1) Extending different views related to philosophical, sociological,
psychological, cultural, environmental etc.
2) Stimulating teaching qualities, skills, methods and techniques.
3) Using information and communication technology.
4) Conducting various activities for personality development.
6.1.3 Enumerate the top management’s commitment, leadership role
and involvement for effective and efficient transaction of teaching
and learning processes (functioning and composition of various
committees and board of management, BOG, etc.)
The top management’s commitment, leadership role and
involvement for effective and efficient transaction of teaching and
learning progresses are as follows
� To provide financial and support for conducting symposium and
workshops.
� Permission is granted to the staff for attending conferences,
seminars, and workshops etc.
� Teaching staff of institution are allowed to complete their research
work .
� The top management’s commitment ensures to the teaching staff
about their services in the institution.
� Provide the physical facilities to the prospective teachers such as
well-equipped library, separate study-room, Internet facility etc.
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?
Responsibilities are defined and communicated to the staff of
the institution as follows
� As per the year plan of institution, the division of academic work
load is distributed among the teaching staff.
� Academic meetings are arranged for discussion related to
responsibilities of teaching staff.
6.1 .5 How does the management/head of the institution ensure that valid
information (from feedback and personal contacts etc.) is available
for the management to review the activities of the institution?
The management/head of the institution ensures that the valid
information from feedback and personal contact is made available as
follows.
A) Administrative activities:
� Developing the physical facilities i.e. developing the
campus.
� Developing internal facilities i.e. Method wise photos of
great scientist, great leaders, great historical events etc.
� Developing furniture i.e. glass bulletin, service counter in
the library etc.
B) Academic activities
� Through the personal contacts doubts and difficulties are
discussed related to lecture of workshop.
� Lectures related to workshop are observed and given
feedback for the particular lecture.
� According to the received feedback each teacher educator
and prospective teachers improve their quality in teaching
learning process.
� Open discussions are arranged by the prospective teachers
for minimizing their doubts and difficulties.
6.1.6 How does the institution identify and address the barriers (if any)
in achieving the vision/mission and goals?
The institution identifies and addresses the barriers in achieving
the vision/mission and goals such as prospective teachers attendance is
noticed very less due to natural or calamity.
6.1.7 How does the management encourage and support involvement of
the staff for improvement of the effectiveness and efficiency of the
institutional processes?
The management encourages and support involvement of the
staff for improvement of the effectiveness and efficiency of the
institutional processes are as follows
� Conducting and completing their research work.
� Arranging conferences, workshops symposium seminars etc
� Attending the conferences, workshops, symposium, seminars
etc.
� Permission is granted to the non-teaching staff to attend the
various training programs.
� Permission is granted to the teaching and non-teaching staff to
improve their qualification.
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 leadership role of the head of institution in governance and
management is as follows.
� For the curriculum development of B.Ed syllabus on 17th
,18th
,March 2008.
� For Administration attending the workshop which is sponsored by
lead college on 14th
,15th
December 2009.
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.
The different committees constituted by the institution for
management of different institutional activities are as follows.
1. Internal Quality Assurance Cell (IQAC):
The meeting of the IQAC was held on 20th
June 2009.
The members of IQAC are capable of shouldering the
responsibilities of generating and promoting academic and
social awareness among all the stakeholders in the institution.
They all have academic, social and public work background
and have a great zeal in developing the area of society. Also
they have devotion and commitment to fulfill procedural
details. The members of management and the IQAC always
strives will starve to provide possible educational amenities to
their stakeholders like students, parents, society and finally to
the nation.
2 Local Management Committee
The meeting of the local management committee was
held on 10th October, 2009. In this meeting decision made are
as follows.
• The proceeding of last meeting is read and sanctioned.
• To take decision about recruitment of lecturers.
• To review the activities of NAAC cell.
• To sanction budget of 2009-10
3 Library Committee
The library committee meeting is held two times in a year. The
basic function of the library committee is as follows.
• To allocate fund for library books and various resources.
• To select the proper books and library materials.
• To check and review library books and resources
• To write off outdated (out of syllabus) and form and books
• To arrange library meetings
4 Gymkhana Committee:
The meeting was held on 18th September 2009. The
decisions in the meeting are as follows:
• Gymkhana committee established for 2009-10
• Various types of academic committees formed.
5 Annual planning Committee:
The meeting of Annual planning committee was held on
22th June 2009. The decisions taken are as follows:
• Annual plan decided
• Day to day timetable finalized
6 Art Circle Committee:
The meeting of the art circle was held on 13th
July 2009.
• To arrange lectures of experts for the different subject
• To prepare students for elocution competition
7 Community Service Committee:
The meeting of the community service committee was
held on 14th
July 2009.
• To create social awareness and arrange programs like
plantation, adopt village for its development, arrange
programs for women empowerment, HIV-AIDS awareness,
health campaign, disaster management etc. and keep its
record.
8 Program of development committee:
The meeting was held on 15th
July 2009
• To take decision for paperless administrative office work.
• To update all official documents e.g. internet, E-mail, ID
etc.
9 Examination committee:
The meeting was held on 23th June 2009.
• First term examination timetable decided and each section
of the paper will carry 50 works also decided.
• Second term examination timetable decided and each
section of the paper will carry 50 marks, other than above
committees, there are other committees like:
� Apex Committee.
� Data Collection Committee.
� Publicity Committee.
� Competitive Examination, Guidance and Employment
Committee.
� Self Financing Courses Committees.
� Administrative Development Committees.
� Science Forum.
� Campus Development Committees.
� Trip and Hiking Committee.
� Cultural and Health Improvement Cell Committee.
� Magazine and Wall Paper Committee.
� Alumni and Parents Association Committee.
� Woman Empowerment Cell Committee.
� Students Welfare and Health Development Committee.
� Admission Committees etc.
10 Apex Committee:
Apex committee plans the matter related to educational
and all-round development of the institution. It studies the
reports of other committees and guides them, correspondents
with NAAC, collects NAAC accreditation fees and use fee for
prospective teacher’s welfare.
11 Publicity Committee:
Publicity Committee publishes news in various news
papers about programs arranged in institution and keep record
of news and photos.
12 Competitive Exam- Guidance & Employment Committee:
The committee gives information about sources of
employment advertisements and access placement services to
needy, give knowledge of higher educational opportunities and
arrange lectures of experts.
13 Administrative Development Committee:
Renovate muster, affiliate with office, prepare update
staff list, collect data in tabular format and provide information
to respective persons immediately, reorganization of official
work such as name boards of non-teaching staff, receives self
assessment forms, feedback of staff from prospective teachers
and display staff board.
14 Science Forum Committee:
It arranges lectures, guidance of experts from various
fields. Eradication of superstition and environment awareness
programs, Collaborate with B.A.R.C.
15 Campus Development Committee:
Develop campus as per need to provide ladies room and
parking facility and play ground. To evaluate about achieved goals and
begin new courses.
16 Trip and Hiking Committee:
To arrange visits for environment awareness and hiking
for prospective teachers.
17 Cultural and Youth festival Committee:
To arrange cultural programs like birth and death
anniversaries of great leaders, give honors to merit prospective
teachers.
18 Time-Table and Presenty Committee:
To prepare subject wise time-table at the beginning of
academic year and execute it. Provide presenty sheet to follow-
up presenty regularly. Take decision about irregular
prospective students.
19 Magazine and Wallpaper Committee:
On National days and other different programs
exhibiting wallpapers. Publish proceeding of institutional
various committees in annual magazine. Writings of
prospective teachers are receives for publishing in annual
magazine.
20 Alumni and Parent Association Committee:
Collect information of former prospective teachers of
last two years. Organize them and keep record and contact.
21 Women Empowerment Cell Committee:
Establish Sexual Harassment Cell and execute it.
Arrange programs for women empowerment.
22 Students Welfare and Responsibilities of the Committee:
Institution creates a student welfare fund and use it for
needy prospective teachers and keep record. Arrange heath
camp for prospective teachers.
23 Staff Academy and Staff Secretary Committee:
Arrange lectures for teacher educators, non teaching
staffs of experts. Keep record and collect information about
activities and programs in the institution. Solve the problems of
the staff time to time.
24 Computer Up gradation and Maintenance Committee:
Classified data collected from various committees and
make available as per need. Design and update website of
institution. Create and Implement software for office work.
25 Admission Committee:
Prepare list of admitted prospective teachers and
separate them as per teaching methods.
6.2.2 Give the organizational structure and the details of the academic
and administrative bodies of the institution.
The organizational structure and the details of the academic and
administrative bodies of the institution are as follows.
Annual College Working Committees
1) Internal Quality Assurance Cell ( IQAC) :
1 Dr. S. B. Patil. Chairperson
2 Shri. T V Swami. President of Management
3 Shri. G.M Jirage. Sanstha Representive
4 Sou.V.V.Rokade. Administrative Officer
5 Dr.R.L.Rajgokar. Educationist Local Society
6 Shri. S.G. Patil. Educationist Local Society
7 Shri. D. J. Chafodikar. Coordinator
8 Smt. S. V. Ghugare. Member
9 Dr. S. R. Pawar. Member
10 Dr.Sou. M. S. Patil. Member
2) Apex Committee :
3) Library Committee :
4) Gymkhana Committee :
1 Dr. S. B. Patil Chairpeson
2 Shri. D. J. Chafodikar Co- ordinator
3 Dr. S. R. Pawar Member
1 Shri. G. M. Jirage. Librarian
2 Dr S. B. Patil. Member
3 Dr. Sou. M. S. Patil. Member
4 Shri. D.R. Chavan. Student
5 Sou. S. S. Patil. Student
1 Dr. S. B. Patil. Chairman
2 Shri. A. K. Deokate. Member
3 Sou. M.R. Sirdesai. Member
4 Shri. S. B. Muddanna Student
5 Mrs. T. V. Banage. Student
5) Annual Planning Committee :
6) Arts Circle Committee:
7) Community Services Committee :
8) Data Collection Committee :
1 Dr. S. B. Patil. Chairman
2 Dr Sou.M. S. Patil. Member
3 Shri. D. J. Chafodikar. Member
1 Smt. S. V. Ghugare. Chairman
2 Shri. A. K. Deokate. Member
3 Sou. M. R. Sirdesai. Member
4 Shri. M. B. Bhosale Student
5 Sou. S. R. Uppadhye Student
1 Dr. S. B.Patil. Chairman
2 Dr. A. R. Patil. Member
3 Sou. M. R. Sirdesai Member
4 Shri. P. V. Wadkar. Student
5 Sou. S. M. Joshi. Student
1 Dr. S. B. Patil. Chairman
2 Dr. Sou. M. S. Patil. Member
3 Mr. G. M. Jirage. Member
4 Mr. S. S. Dhamange Student
5 Ms. P.P. Pauskar Student
9) Publicity Committee :
10) Competitive Exam- Guidance & Employment Committee :
11) Administrative Development Committee :
12) Science Forum Committee :
13) Campus Development Committee :
1 Dr. S. B. Patil. Chairman
2 Mr A. K. Deokate. Member
3 Ms. M. R. Sirdesai. Member
4 Mr. S. M. Kale. Student
5 Ms. P. P. Deshpande Student
1 Dr. S. B. Patil Chairman
2 Smt. S.V.Ghugare Member
3 Dr. S. R. Pawar. Member
4 Mr. S. S. Huljanti Student
5 Ms. S. S. Kudache Student
1 Dr. S. B. Patil. Chairman
2 Dr.Sou. M.S.Patil Member
3 Shri.G.M.Jirage Member
1 Smt. S. V. Ghugare. Chairman
2 Dr. S. B. Patil. Member
3 Dr. Sou. M. S. Patil. Member
4 Mr. V. R. Harale. Student
5 Ms. V. D. Kakade. Student
1 Smt. S. V. Ghugare Chairman
2 Shri D. J. Chafodikar Member
3 Mr. G. M. Jirage. Member
14) Trip Committee :
15) Cultural Committee :
16) Time Table & Presenty Committee :
17) Examination & Test Committee :
18) Magazine & Wall paper Committee :
4 Mr. A. P. Gavade. Student
6 Ms. R. V. Kale Student
1 Shri. D.J Chafodikar. Chairman
2 Shri A.R. Patil. Member
3 Ms. M. R. Sirdesai. Member
4 Mr. S. S. Dhamanage Student
6 Ms. K. K. Bhoite Student
1 Dr. Sou. M.S. Patil. Chairman
2 Mr. A. K. Deokate. Member
3 Ms. M. R. Sirdesai. Member
4 Mr. N. M. Rajguru. Student
5 Ms. M. A. Shinde Student
1 Dr. S. B. Patil Chairman
2 Mr. A. R. Patil Member
3 Mr. A. K. Deokate. Member
1 Smt. S. V. Ghugare. Chairman
2 Dr. A. R. Patil. Member
3 Mr. A. K. Deokate Member
1 Dr. S. B. Patil. Chairman
2 Dr. Sou. M. S. Patil. Member
19) Alumni & Parents Association Committee :
20) Woman Empowerment Cell Committee :
21) Students Welfare & Health Development Committee :
22) Special Cell Committee :
3 Mr. A. K. Deokate. Member
4 Mr. R. A. Kamble. Student
5 Ms. A. A. Bhosale. Student
1 Mr . D .J . Chafodikar Chairman
2 Mr. A. K. Deokate Member
3 Dr. A. R. Patil Member
4 Mr. A. Redekar x-student
5 Ms. D. D. Gaikwad x-student
1 Smt. S. V. Ghugare. Chairman
2 Dr. Sou. M. S. Patil. Member
3 Ms. V. V. Rokade. Member
4 Ms. P. P. Patil. Ladies Representative
Student
5 Ms. V. P. Waghurdekar Ladies Representative
Student
1 Dr. S. B . Patil. Chairman
2 Mr. D. J. Chafodikar Member
3 Dr. A. R. Patil Member
4 Mr. P. B. Rasale. Student
5 Ms. V. V. Jadhav. Student
1 Dr. S. B. Patil. Chairman
2 Dr. Sou. M. S. Patil. Member
3 Mr. D. J. Chafodikar. Member
4 Mr. G. M. Jirage. Member
23) Staff Academy & Staff Secretary Committee :
24) Computer up gradation & Maintenance Committee :
25) Admission Committee :
26) IQAR Committee :
6.2.3 To what extent is the administration decentralized? Give the
structure and details of its functioning.
The administration is decentralized in above given various
committee function
5 Mr. V. P. Dange. Member
6 Ms. M. M. Mujumdar. Member
1 Dr. S. B. Patil. Chairman
2 Dr. S. R. Pawar. Member
3 Mr. A. K. Deokate. Member
1 Dr. Sou. M. S. Patil Chairman
2 Mr. M. R. Sirdesai Member
3 Mr. G. M. Jirage Member
1 Dr. S. B. Patil. Chairman
2 Shri.D. J. Chafodikar Member
1 Dr. S. B. Patil. Chairman
2 Mr. D. J. Chafodikar. Co-ordinator
3 Smt. S.V. Ghugare. Member
4 Dr. S. R. Pawar. Member
6.2.4 How does the institution collaborate with other
sections/departments and school personnel to improve and plan
the quality of educational provisions?
The institution’s collaboration with other institution is as
follows.
� J. P. Naik Department of Education. Shivaji University
Kolhapur
� S.P.S College of Education, Sangli (Lead College).
Cooperating Schools like:
� Rajashari Shahu Highschool, Kanerkar Nagar, Kolhapur.
� Anandibai Sardai Highschool, Salokhe Nagar, Kolhapur.
� Ujalaidevi Highschool, Ujalaivadi, Kolhapur
� Kolhapur High School, Kolhapur
� Vidyapeeth Highschool & Jr. College, Kolhapur
� Indian Red Cross Society (NGO)
� W.W.F.
� Vocational Guidance And Selection Institute.
� Y.C.M.O.U. Nasik
� State Govt. Of Maharashtra etc.
These help us to improve and plan the quality of educational
provisions.
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.
Yes, The institution uses the various data and information
obtained from the feed back in decision – making and performance
improvements. The feedback which helps for decision making and
performance improvement is as follows.
� To increase number of books.
� Facility of study room.
� Availability of computer, Internet facility.
� Individual guidance.
6.2.6 What are the institution’s initiatives in promoting co-operation,
sharing of knowledge, innovations and empowerment of the
faculty? (Skill sharing across departments’ creating/providing
conducive environment).
The institution organizes various activities in order to promote
cooperation, sharing of knowledge, innovations and empowerment of
the faculty in the following ways:
1 Various guest lectures to guide on various subjects.
2 The faculty members have attended various conferences,
seminars and work shops
3 The faculty also attended orientation and refresher Courses.
6.3 Strategy Development and Deployment
6.3.1 Has the institution an MIS in place, to select, collect align and
integrate data and information on academic and administrative
aspects of the institution?
Yes, The institution has an MIS in place to select collect align
and integrate data which is already computerized. The academic and
administrative aspect of the institution is well available on computer
which is from the partially paperless data point of view. The processes
from admission till evaluation all take place through computer.
6.3.2 How does the institution allocate resources (human and financial)
for accomplishment and sustaining the changes resulting from the
action plans?
The institution arranges lectures and guidance of scholars in
different specialized fields e.g. personality development, research
awareness participate in different social activities as Indian Red cross,
blood donation camp, Seminar on women empowerment.
6.3.3. How are the resources needed (human and financial) to support
the implementation of the mission and goals, planned and
obtained?
The resources are needed to support the implementation of the
mission and goals by providing internal as well as external human
resources throughout the year according to the academic year plan of
the institution. Financial resources supports within the institutional
fees.
6.3.4 Describe the procedure of developing academic plan. How are the
practice teaching schoolteachers, faculty and administrators
involved in the planning process?
• The institution has yearly academic plan. Year plan has various
important issues, which is decided with the discussion with faculty
members. The responsibilities throughout the year are distributed
in various committees and heads. All the faculty members help to
accomplish them.
• In the practice teaching school teachers’ role is important. School
teachers actively cooperate and participate in planning, so the three
constituents are integrated in the planning process. Administrators
give the guidelines and as per the guidelines given by the school
teacher faculty for implementation of the planning process.
6.3.5 How are the objectives communicated and deployed at all levels to
assure individual employee’s contribution for institutional
development?
Administration try to communicate objectives to the
employee’s individually in written and orally too. Time to time to
deploy it employee’s have in service training which assure contribution
towards institutional development. To establish various types of
committees for promoting academic work smoothly. To succeed
objective employee’s try to co-ordinate between institution and other
constituents.
6.3.6 How and with what frequency are the vision, mission and
implementation plans monitored, evaluated and revised?
The institution arranges various types of programs, workshops
and seminars to nourish and to evaluate mission and vision. It is
monitored by administrator with the help of faculty members. It is
revised through the feedback at faculty members flexibly.
6.3.7 How does the institution plan and deploy the new technology?
The institution always encourages the use of technology
according to universal changes. The institution has LCD projector,
slide projector, Internet broad band service computer, facility backup
system. With the help of these things prospective teachers prepare IT
lessons, models lessons, practice lessons etc.
6.4 Human Resource Management
6.4.1 How do you identify the faculty development needs and career
progression of the staff?
Administrators frequently arrange academic meeting with
faculty members. The institution identifies faculty development needs
and career progression of the staff. The institution prepares the
program of action which is related to carrier progression. The program
of action includes such as in service training, attending workshops,
seminars and conferences etc.
6.4.2. What are the mechanisms in place for performance assessment
(teaching, research, service) of faculty and staff? (Self–appraisal
method, comprehensive evaluations by students and peers). Does
the institution use the evaluations to improve teaching, research
and service of the faculty and other staff?
• The performance assessment is done through the self appraisal and
feedback, self appraisal assess academic development of research,
experience and training. Research project is carried out by faculty
as well as innovative contribution in teaching, extension work
participation in corporate life etc.
• The institution uses evaluation to improve teaching, research and
service of the faculty and other staff. Our four faculty members
have obtained Ph.D. degree and two faculty members M. Phil.
degree, which helps to improve qualitative effect on results also.
Our institution runs Diploma in School Management Course
(YCMOU) which includes action research. Our faculty members
give guidance successfully and also actively participate in
extension work and community service i.e. Gram Swachhata
Abhiyan, National Literacy Mission, Blood Donation Camp.
University and NGO’s arrange the staff development programs.
Our staff actively participates in the programs and gets benefited.
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 welfare measures for the staff and faculty include
Provident Fund , Gratuity, Teacher’s Benevolent Fund (TBF) , General
and Life Insurance.
6.4.4 Has the institution conducted any staff development programme
for skill up-gradation and training of the teaching and non-
teaching staff? If yes, give details.
The institution has conducted programs like
1. Personality Development Programmers
2. Yoga Education
3. Physical Education.
4. Stress Management Program
5. Games and Simulation
6. Social Activities
7. Healthy interaction between faculty members and outsider
professionals for skill up gradation and training of the teaching
and non teaching staff.
6.4.5 What are the strategies and implementation plans of the
institution to recruit and retain diverse faculty and other staff who
have the desired qualifications, knowledge and skills (Recruitment
policy, salary structure, service conditions) and how does the
institution align these with the requirements of the statutory and
regulatory bodies (NCTE, UGC, University etc. )?
The institution recruits and retains diverse faculty and other
staff according the rules and regulation of NCTE,UGC and
Government of Maharashtra. Salary structure and service conditions
are applied as per the UGC and Govt. of Maharashtra.
6.4.6 What are the criteria for employing part-time/Adhoc faculty? How
are the part-time/Adhoc faculty different from the regular faculty?
(E.g. salary structure, workload, specializations).
The criteria for employing adhoc faculty are not different from
regular faculty. The essential criterion for regular faculty is as follows:
National eligibility test / state eligibility test shall be compulsory for
appointment at the entry level of assistant professor, subject to the
exemption to the degree of Ph.D. in respect of those persons obtaining
the award through a process of registration, course-work and external
evaluation as have been / or may be laid down by the U.G.C. through
its regulations from time to time.
NET / SET shall not be required such master’s programs in disciplines
for which there is no NET / SET.
6.4.7 What are the policies, resources and practices of the institution
that support and ensure the professional development of the
faculty? (E.g. budget allocation for staff development, sponsoring
for advanced study, research, participation in seminars,
conferences, workshops, etc. and supporting membership and
active involvement in local, state, national and international
professional associations).
The institute encourages and motivates its faculty members for
active participation in national, state, regional workshops, conferences
and seminars in order to assists their professional development.
6.4.8 What are the physical facilities provided to faculty? (Well-
maintained and functional office, instructional and other space to
carry out their work effectively).
The physical facilities provided by institution are as follows:
a) Separate cubical for faculty members with a comfortable seating
arrangement.
b) Audio-Visual Aids
C) Supportive Library Resources.
D) Furniture and Fixture.
e) Study-room facilities and other essential equipments etc.
6.4.9 What are the major mechanisms in place for faculty and other
stakeholders to seek information and/or make complaints?
The major mechanisms in place for faculty and other
stakeholder to seek information are many.
a) The box file content and circulars and important documents
attached to this file.
b) Notice board, bulletin board
c) Important notices take signed
d) Meeting as per needs to inform important issues.
The student in the institution can also seek information with the help of
a) Notice book, Bulletin board
b) Suggestion box
To make complaint there is complaint box kept in to the office.
6.4.10 Detail on the workload policies and practices that encourage
faculty to be engaged in a wide range of professional and
administrative activities including teaching, research, assessment,
mentoring, working with schools and community engagement.
The work load policy is as per University syllabus. The work
load policy and practices that encourage faculty members to be
engaged in a wide range of professional and administrative activities
including teaching, research, assessment, monitoring, working with the
schools and community are as follows:
a) Annual plan
b) Time table for various workshops and activities.
6.4.11 Does the institution have any mechanism to reward and motivate
staff members? If yes, give details.
Yes, The institution has mechanism to reward and motivate
staff members. The mechanism is as follows:
a) Encourage the participation for workshops, seminars and
conferences and individual courses.
b) Orientation and Refresher Courses.
6.5 Financial Management and Resource Mobilization -
1. Does the institution get financial support from the government? If
yes, mention the grants received in the last three years under
different heads. If no, give details of the source of revenue and
income generated
Our Institution is on permanent non-grant basis and has
permission for 100 students as intake capacity. All admissions are
given through Central Admission Process by the Government of
Maharashtra. Shikshan Shulka Samiti decides the fee structure of
professional colleges. The main financial resource is from the
admitted students in the form of tuition fees.
2. What is the quantum of resources mobilized through donations?
Give information for the last three years.
Institution does not accept any kind of donation.
3. Is the operational budget of the institution adequate to cover the
day-to-day expenses? If no, how is the deficit met?
Shikshan Shulka Samiti has decided tuition fee. This tuition
fee is enough to cover day-to-day/annual expenses of the college. If
there is any deficit, we submit the proposal to Shikshan Shulka Samiti
to increase the tuition fee.
4. What are the budgetary resources to fulfill the missions and offer
quality programs? (Budget allocations over the past five years,
depicted through income expenditure statements, future planning,
resources allocated during the current year, and excess/deficit)
Our institutions main budgetary resource is granted through
student’s tuition fee.
5. Are the accounts audited regularly? If yes, give the details of
internal and external audit procedures and information on the
outcome of last two audits. (Major pending audit paras, objections
raised and dropped).
Yes, Our Institutions annual accounts are audited by Shri.
Shankar Shrikrishna Kulkarni (C.A.) for the last two years no major
pending audit paras, objections raised and dropped by them.
6. Has the institution computerized its finance management systems?
If yes, give details.
The institution has adopted computerized finance management
systems. The details are as follows:
1. Receipt & Payment a/c
2. Income & Expenditure a/c
3. Balance Sheet
6.6 Best Practices in Governance and Leadership
1. What are the significant best practices in Governance and Leadership
carried out by the institution?
The best practices in Governance and Leadership are as follows:
Sr.
No.
Name of the Product Where to join
1. Shri. Malgunde
Rajaram Yashwant
D.J. Sardeshpande D.Ed.
college, Rajapur.
2. Shri. Sonawale Amol
Gowardhan
N.D.Patil College,
Kolhapur
3. Shri. Ingawale Sharad
Balasaheb
Azad College of
Education, Satara
4. Sou. Shinde Sumitra R. D.C. Narake JR. College,
Kuditre
5. Shri. Shetake Sarjerao
Haibati
New College, Kolhapur.
6. Shri. Kolekar
Krushnadev Bhagappa
Modern College, Jawala
7. Sou. Gaikwad
Deepmala Dadaso
D.Y. Jr. College,
Kolhapur
8. Shri. Kamble Samrat
Rajaram
Kendriya Vidyalaya,
Arunachal Pradesh
9. Shri. Pawar Dhanaji
Rajarm
Rajapur College,
Rajapur.
10. Shri. Khalokar Mangesh
Kashiram
Mahatma Phule
Vidyalaya, Khamgaon
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.
As a quality sustenance measure and quality up-gradation,
institution have established Internal Quality Assurance cell (IQAC)
long back in the year 2003-2004 as per the constitution and guidelines
provided by the NAAC, Bangalore. Since quality enhancement is a
continuous process, active participation and suggestions of all the
members will keep this process ongoing. The members of this
committee are sincerely of the opinion that the stakeholder’s viz.
prospective teachers, parents, society members should get benefited
through the organization. Quality enhancement incorporates with aims,
objectives and goals decided by institution.
The members of the IQAC are capable of shouldering the
responsibilities of generating and promoting academic and social
awareness among all the stakeholders in the institution. They have
academic, social background and have a zeal in developing this area of
society according to their background. They have devotion and
commitment to fulfill procedural details. The members of management
and members of the IQAC strive to provide possible educational
amenities to their stake holders like prospective teachers parents,
society.
The meeting of the IQAC is held from time to time and all the
activities performed in the previous year were reviewed extensively.
The most of the drawbacks are overcomes and suggestions are fulfilled
to maximum extent. We know our weakness and discrepancies and
serious attention has been paid towards suggestions and
recommendations made by committee. It was resolved unanimously
that all the previous working staff committees will remain in action for
another year which was constituted in earlier academic year.
7.1.2 Describe the mechanism used by the institution to evaluate the
achievement of goals and objectives.
Institution’s motto is “Duritache Timir Jao”. According to
motto institution try to enlighten knowledge of prospective teachers
related to goals and objectives. To evaluate achievements of goals and
objectives mechanism is used by observing their teaching-learning
performance, receiving feedback about demonstration and workshops.
Teacher educator’s feedback is received at the end of second term and
general feedback is received when the annual result is declared.
7.1.3 How does the institution ensure the quality of its academic
programs?
The institution ensures the quality of its academic programs are
as follows:
The demonstrations are considered by teacher educator s as per
their last years experiences and received feedback.
Lectures are presented by considering interaction i.e.
prospective teachers as well as teacher educators using IT aids and
techniques. To maintain the quality in examination discussions are held
after the midterm examination, preliminary examination and tutorials.
Lectures are arranged by practicing various types of teaching methods
such as group discussion, symposium and panel discussion, self study
etc.
Guest lectures are invited for guiding innovative approaches
related to different faculties. Institution organizes regional seminars to
strengthen prospective teacher’s current knowledge.
Our faculty members have been attended orientation and
refresher courses on education, organized by UGC, sponsored
Academic Staff College. So they can use their acquired knowledge in
guiding prospective teachers.
The department of Economics carried out successfully earn and
learn scheme, best out of waste.
7.1.4 How does the institution ensure the quality of its administration
and financial management processes?
The Administrative process of institution is computerized. All
Data concerning administration is available on computer.
Administration is heading towards partially paperless office as well
from admission till evaluation all processes take place through
computer software.
The institution runs its financial processes with the help of
Shikshan Shulk Samittee allotted fee of hundred students. It is Rs.
38,300.00 per student. The salary, building rents, office and other
expenses, furniture, library facility, cultural programs, travelling
allowances, essential typing, xerox, examination expenditure, honorary
pays etc. were paid from the collection of fees.
7.1.5 How does the institution identify and share good practices with
various constituents of the institution.
The institution identifies and shares good practices with various
constituents of the institution with the help of meetings of the faculty.
In the meeting, annual academic and administrative decisions were
taken with discussion and consent with every constituent of the
institution. 600 marks are allotted for practical work in B.Ed. course.
Whenever there are such lectures or demonstration related to practical
work all members attend it and give feedback for improvement and try
to complete it with co-operation.
7.2.1 How does the institution sensitize teachers to issues of inclusion
and the focus given to these in the national policies and the school
curriculum.
To sensitize teachers to issues of inclusion and the focus is
given to these in the national policies and the school curriculum. The
library is the main source of such information. There are university
level magazines and other related issues which help to update
knowledge about national policies. To review the school curriculum
internet is also available well in hand. These sources help faculty to
have information.
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 is well planned provision in the academic plan for
students to learn about inclusion and exceptionalities the institution
arranged Lecturer of Mr. G. S. Dhavan to improve ways of writing and
other important lecture is of Mr. N. H. Patil (Founder of Surajya
Foundation) on personality development program.
To sensitize prospective teachers about gender difference, we
have every year seminar on gender related issues. It is held on 3rd
January every year on memorial day of “Savitribai Phule”. On this day
institution evokes various gender issues and invites scholars and
experts to address students. The institution has organized a regional
level seminar in 2007-2008 for women empowerment on “Women
Foeticide”, in 2008-2009 participation of “Women In Panchayat Raj”
and in 2009-2010 “Indian Democracy and Assaults on Medias”.
Principal Mrs. Mangala Badadare-Patil and New Shahaji Law College
has guided our prospective teachers about constitutional provisions.
Indian Red-Cross society oriented our prospective teachers about life
skills.
7.2.3 Detail on the various activities envisioned in the curriculum to
create learning environments that foster positive social interaction,
active engagement in learning and self-motivation.
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 as follows:
� It includes – lessons as Micro-Teaching, Simulation,
Bridge lesson, Practice Teaching, Observation of
lessons, content cum methodology, Models of teaching
etc.
� Prepare Teaching aids/ instructional material.
� Internship in school, evaluation workshop.
� Terminal exam, Tutorial, lessons according to first and
second methodology, viva-vow
� Unit test, Unit planning, Year planning
� Psychological Experiments
� Socially useful productive work / Work experience
� Cultural Social activities
� Action Research
� Co-curricular activities
� Physical Education, Health education
� Creativity and personality Development.
� Practical related to every subject
� Annual Magazine “VASANT”
� Evaluation Workshop, Information Technology based
lesson.
7.2.4 How does the institution ensure that student teachers develop
proficiency for working with children from diverse backgrounds
and exceptionalities?
The institution ensures that student teachers develop
proficiency for working with children from diverse background and
exceptionalities with the help of programs like practice teaching in the
school actually and the action research and project, practical’s related
to various theoretical subjects.
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 looks carefully to the needs of physically
challenged and differently able prospective teachers enrolled in the
institution. Though such prospective teachers are very rare in the
institution, whenever, there is practice teaching activity, institution
tries to make available nearby schools for them as well as peer
assistance also provided. The institution’s classrooms are also on the
ground floor.
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)?
To handle and respond gender sensitive issues the institution
cell has established following committees:
1) Sexual Harassment Prohibition Cell
2) Grievance Committee
3) Gymkhana Committee
4) Student Committee
7.3 Stakeholder Relationship
7.3.1 How does the institution ensure the access to the information on
organizational performance ( Academic and Administrative) to the
stakeholders?
The institution ensures the access to the information on organization
organizational performance, academic and administrative to the
stakeholders through formulation of the website.
As well as through parent’s and alumni meet.
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?
The institution shares and uses the information on success and
failures of various processes, satisfaction and dissatisfaction of
students and stakeholders for bringing qualitative improvement
through:
1) Self appraisal of faculty members
2) Feedback from students for the faculty members
3) Feedback from students for the institution.
4) Feedback from alumni.
5) Feedback from Parents.
7.3.3 What are the feedback mechanisms in vogue to collect, collate and
data from students, professional community, Alumni and other
stakeholders on program quality? How does the institution use the
information for quality improvement?
The institution receives feedback from last three year. The
alumni, stakeholder, honorary guests and visitors they give feedback
which are taken into notice.
As per feedback the institution tries to improve qualitatively.
The institution flexible to adopt change suggestions and feedback.
PART –III Appendices
SECTION C – APPENDICES
Sr.
No. Particulars
Page
No.
1 Sample Questionnaires for feedback from
Students 182
2 Sample Formats for Teacher Appraisal Report 184
3
Value Framework for Assessment of Higher
Education Institution and Suggested
Parameters
195
4 Data Sheet to record the “Best Practice” 196
5 Documents to be annexed with the Self-
appraisal Report
5.1 No objection certificate of Govt. of
Maharashtra 200
5.2 Letter for transfer of management to Shivaji
University 201
5.3 Recognition letter of NCTE, Bhopal 202
5.4 Institutional academic calendar and time table 204
5.5 A copy of the syllabus 206
5.6 Master plan of the institution 215
5.7 Sample of student feedback on curriculum and
faculty 216
5.8 Audit income and expenditure statement 219
5.9 University result for previous academic year 224
5.10 Graphical Result of Last Six Years 228
5.11
Sample of feedback on Practice teaching by
Teacher educators, by peers and staff of
practice teaching school
229
5.12 Science Equipment List 231
5.13 Electronic Material (ICT) List 233
5.14
List In Progress Bio data Conference/
workshop/ Seminars attended by the staff
members
236
5.15 List of faculty members have published papers
in the various journals 254
5.16 Letter about college Ground 256
Value Framework for Assessment of
Sr.
No. Values / Goals Suggested Parameters / Activities
1 Contribution to
National
Development
1. National festivals like 15th Aug, 26th Jan
2. Celebration of Birth Anniversary eminent
persons
3. Celebration of Various types of Din i.e
Marathi Din , Geography Din,
Constitution Day.
4. Active participation of Nirmal Gram
Abhiyan At.post Halsavade Tal.Karveer
2 Fostering Global
Competencies among
Students
1. Orientation of Life Skills
2. Slide Show of Global Warming,
Environmental awareness etc.
3 Inculcating Value
System in Students
1. Caring Action Research Secondary School
level
2. Symposium Women feticide
3. Free Legal adversary companion Low
awareness
4. Presentation of Housewise culture
programme
5. School experience programme (SEP)
4 Promoting the Use of
Technology
1. ICT/ET/IT internet/ used in Library and
office routine work
5 Quest for Excellence 1. Micro-Teaching, Rating Scale, Feedback
2. Library extension activities
3. Indian Red cross –campaign
Higher Education Institution and Suggested
parameters.
DATA SHEET TO RECORD THE “BEST PRACTICES”
Campaign of Indian Red Cross Society, Kolhapur.
Participation in the campaign are as follows-
1. Peer group of prospective teachers enrolled in Vasantrao Naik
Shikshanshastra Mahavidyalaya, Kolhapur.
2. Orientation of ten lifeskills for representative of prospective
teachers.
3. Orientation of ten lifeskills for all prospective teachers by
representative prospective teachers.
4. Workshop on HIV/AIDS youth peer education program
5. Rally of World Aids Day
6. Sports competition in 32 schools and 32 colleges in Kolhapur
District.
7. Campaign of Blood Donation
Objectives of the Practice
To enable to:-
1 Increase awareness through ten lifeskills about HIV/AIDS
among youth
2 Reduce stigma and discrimination of people living with
HIV/AIDS in the society.
3 Provide emotional support to the sufferers.
4 Inspire people to donate their valuable blood for surviving
precious human lives.
5 Motivate to responsive society for active participation in
Campaign.
Practice
During the campaign of Indian Red Cross society, Kolhapur
organized following practices such as
1 Coordinator of the campaign delivered a lecture on the
awareness about HIV/AIDS amongst youth. During the
interactions, the present situation in the society related to
HIV/AIDS, Causes, reality, effect on the society,
reestablishment of sufferers such topics were discussed.
2 Ten trained prospective teachers presented ten life skills
to reduce stigma and discrimination of people living with
HIV/AIDS in the institution. The life skills were discussed as
self awareness, empathy, problem solving, decision making,
effective communication, critical thinking, creative thinking,
interpersonal relations, coping with emotions and coping with
stress.
The discussion was closed by solving the doubts and
difficulties related to HIV/AIDS amongst youth .
3 Workshop which was held on19th January, 2010 in our
Institute. In this workshop shri. Yuvraj Dabade had given the
words which was related to Worldwide scope of the RedCross
Society, their functions, activities etc. He further presented
India’s major contribution in this field.
4 On 1st December, 2009 the worldwide Aids was
celebrated in Kolhapur organized by Rotary Club, Kolhapur,
Chapter. Majority of our prospective teachers participated in
the rally.
5 Sports competition was organized by Rotary Club,
Kolhapur Chapter under the guidance of Indian Red Cross
Society, Kolhapur. This sports competition was arranged in 32
schools and 32 colleges in Kolhapur District. On 5th December,
2009. Our college won the sports competition and honored first
prize.
6 Blood donation campaign was organized with kind
collaboration
Indian Red Cross Society, and our Institution on the auspicious
day of Netaji Subhashchandra Bose birth Anniversary on 23 rd
January 2010. Majority of the prospective teachers and teaching
staff as well as non-teaching staff actively participated in the
campaign.
Obstacle
Adequate information did not received by the sufferers of
HIV/AIDS amongst youth while survey in our adopted village
namely Halsawade, Taluka karvir, District Kolhapur.
To overcome this obstacle sufficient information was
asked by the sufferers’ family members, relatives and friend
circles related to HIV/AIDS . The guidance had given to the
particular sufferers’ for their diagnosis of HIV/AIDS to be
confirmed in Chatrapati Pramilaraje Rugnalay, Kolhapur.
Impact
The impact of the Campaign is as follows.
1. Prospective teachers attitude totally changed related to
HIV/AIDS.
2. Due to awareness of HIV/AIDS, prospective teachers ready to
serve the sufferers’.
3. Majority of the prospective teachers willingly donated their
valuable blood to survive the human lives.
4. Prospective teachers started their social work in the responsive
society to prevent and precautions against HIV/AIDS.
5. Hon’ble Simarin Sir, Zonal Manager, Worldwide Red Cross
Society, Germani, Hon’ble Abdullah Ahmed, Head of the
Indian Red Cross Society, New Delhi; Hon’ble Pallavi Kale,
Head of IRC, Maharashtra State, and Hon’ble Yuvraj Dabade,
Incharge of IRC, Kolhapur District, visited our Institution
because of our kind cooperation and major contribution in this
campaign.
Resources
1 Yuvraj Dabade, Incharge of IRC, Kolhapur District
2 Charushila Kanase, Associate
3 Pallavi Kale, Head of IRC, Maharashtra State,
4 Net facility
5 Secondary source
Contact Person for the further Details:-
1. Dr.Shri. S.B. Patil,
Principal, Vasantrao Naik Shikshanshastra Mahavidyalay,
Bapuramnagar, Kolahpur.
2. Dr. Shri. A.R. Patil
Lecturer, Vasantrao Naik Shikshanshastra Mahavidyalay,
Bapuramnagar, Kolahpur.
SHIVAJI UNIVERSITY, KOLHAPUR Degree of Bachelor of Education (B. Ed.)
(Ordinance, Regulations and Curriculum for the Degree of Bachelor Education)
O. Ed. A Candidate for the Degree of Bachelor of Education (B. Ed.) Must be a
Graduate of this University of a University recognized by this University in any faculty (Art/Social Science/Science/Commerce) In addition a candidate after Graduation should have:
I. Kept two terms (the first and the second) of lectures on the theory and
practice of education in a college of education affiliated to this
university for the purpose of B.Ed. Degree.
II. Completed a course of practical work, extending over two terms to the
satisfaction of the head of the institution in which candidate is
studying, consisting of -
a. Attendance at demonstration lessons and discussion lessons
inclusive of micro lessons, simulation lesson, lesson based in
models of teaching, content cum methodology and one lesson
based on information technology.
b. Observation of technology as follows :
1. Micro lessons 10 (2 in each skills)
2. Integrated lessons – 01
3. Class room lesson – 22
c. Teaching practice of 10 micro teaching lessons and one
integrated lesson and two lessons based on simulation
teaching one lesson based on information technology on peer
group, two lessons based on using models of teaching and two
lessons based on content cum methodology, 29 lessons
distributed over different standards of a recognized secondary
school, recognized higher secondary school selected by the
approval of the management council.
d. Attendance at assignment under examination conditions
e. Practical work in connection with working with community
based programme, physical and health education and related
to six theory papers.
f. Organization and participation in creativity and personality
development programmes.
g. Participation and organization in socially useful productive
work and educational aids.
h. Appearance of the internal examination.
i. Completion of the internship programme and action research
j. Appearance at practice teaching examination.
R. Ed. – 01:
The examination for the degree of B. Ed. Will be conduct only
once in the academic year i.e. in the month March/April.
A. The examination for the degree of B.Ed. will consist of two parts.
Part – I Theory Course (600 Marks)
Part – II Practicum Course (600 Marks)
B. The B.Ed. examination will be of 1200 marks
Part – I Theory Course : written examination consisting of six
papers each of three hours duration carrying 100 marks
each. (600 Marks)
Part – II Practicum Course : The practicum course consisting of
(*) College Work:
A. Practicum Teaching
(200)
1) Micro teaching 30
2) Class room teaching – twenty two practice lessons 110
(11 in each of the two selected subjects)
3) Simulation teaching (two lessons) 10
4) Content cum methodology (two lessons) 20
5) Models of teaching (two lessons) 20
6) Information technology (one lesson for special method) 10
B. Practical Related to Teachers Personality Development (100)
1) Working with community based programme 20
2) Socially useful productive work 20
3) Physical and health education 20
4) Creativity and personality development programme 20
5) Educational aids 20
C. Practical Related to Theory Papers
(100)
1) Practical related to six theory papers 60
2) Assignment (per paper two tutorials) 20
3) Internal examination (in March) 20
D. Practical Related to Teachers Function
(100)
1) Internship 50
2) Action Research 50
E. Practice Teaching Examination
(100)
1) Two lessons 80
2) Oral examination 20
R. Ed. – 02: The following shall be the Theory course of study for B. Ed.
Examination.
Part – I: Theory course (written examination) in Part I candidates will
be examined in the following papers-
Paper – I Education in emerging Indian society
Paper – II Development of learner and teaching learning process
Paper – III Secondary and higher secondary education- History, issue and
school management
Paper – IV Essential of educational technology and information
technology
Paper – V Trends in education and an electives
Section – I Trends in Education
Section – II Elective (any one of the following)
1. Alternative education
2. Career information and career guidance
3. Education of children with special needs
4. Action Research
5. Environmental Education
6. Value Education
7. Population Education
Paper – VI Specialization in Methodology of any Two School Subjects
Marathi, Hindi, English, Urdu, Sanskrit, History, Geography,
General Science, Mathematics, Economics, Commerce
R. Ed. – 03:
A candidate for the examination in Part I, in Part II or in both must
apply to the Register by January 15th of the year with certificate required by
O. Ed. – I through the head of institution in which he has received training.
The equivalence of the pre-revised course (2003) with the revised
course (2008)
Pre – revised course (2003) Revised Course (2008)
B. Ed. Part – I B. Ed. Part – I
B. Ed. Part – II B. Ed. Part – II
As per practice, two more chances following the last regular
examination of the pre-revised course (2003) will be given to repeater
students i.e. for the examination to be held in 2009 and 2010
The equivalence of the papers shall be as follows
Pre – Revised (2003) Revised Course (2008)
Paper – I Paper – I
Paper – II Paper – II
Paper – III Paper – III
Paper – IV Paper – IV
Paper – V Paper – V
Paper – VI & VII Paper – VI
R. Ed. – 04:
The marks of the B. Ed. Part – II practicum course shall be converted
into grades.
Standard of Passing:
O. Ed. – 02:
To pass the B. Ed. Examination, a candidate must obtain :
i. at least 40 % marks in each theory paper and 50% marks in the
aggregate of all the theory papers.
ii. at least 50% marks in each practicum head, the heads shall be as
follows:
Head – A Practice Teaching
1. Micro teaching 30
2. Class room teaching 110
3. Simulation teaching 10 200
4. Content cum methodology 20
5. Models of teaching 20
6. Information technology 10
Head – B Practical Related to Teachers Personality Development
1. Working with community based programme 20
2. Socially useful productive work 20
3. Physical and health education 20 100
4. Creativity and personality development programme20
5. Educational aids 20
Head – C Practical Related to theory course
1. Practical related to theory papers 60
2. Assignment (per-paper two tutorials) 20 100
3. Internal examination (March) 20
Head – D Practical Related to Teachers functions
1. Internship 50
2. Action research 50 100
Head – E Practice Teaching Examination
1. Two lessons 80 100
2. Oral Examination 20
Total : 600
At least B grade in practicum taken together -Such a candidate shall be
declared to have passed B. Ed. Examination in second class. Such a successful
candidate who obtain:
A) At least 60% mark in the aggregated of all the theory
papers taken together and at least ‘A’ grade in the Part – II
shall be declared to have passed the B. Ed. Examination in first
class.
B) At least 70% marks in the aggregate of the theory
papers and at least A+ Grade in the Part- II shall be declared to
have passed the B. Ed. Examination in first class with
distinction.
C) A candidate who has passed in either B. Ed. Part-I or
Part-II and declared failed, may be exempted at his option,
from appearing therein at a subsequent attempt, but a
candidate availing himself of such exemption shall not be
eligible for first class, first class with distinction and merit list.
Grade assigned to Part-II shall be carried over to the
subsequent examination for which the candidate is appearing.
A candidate whose grade in Part-II is carried over shall be
eligible only for second class.
D) A candidate who has obtained minimum 50% or more
marks in
any theory paper of B.Ed. Part-I examination shall be eligible
to claim exemption in that paper. A candidate claiming
exemption will not be eligible for first class, first class with
distinction and merit list.
General Objectives of B.Ed. Course (Teacher Education
Programme):
The General objectives of B.Ed. course (Teacher Education
Programme) are given below:
Candidate under training to become a teacher at a stage of
secondary education/higher secondary education after satisfactory
completion of a programme should be able to-
1) Promote capabilities for including national values and goals as
enshrined in the constitution of India.
2) act as agent of modernization and social change.
3) Promote social cohesion, international understanding and
protection of human rights and rights of the child.
4) Become competent and committed professional willing to
perform the identified tasks.
5) Use competencies and skills needed for becoming an effective
teacher.
6) Sensitize students about emerging issues, such as
environment, population, gender equality, legal literacy etc.
7) Cultivate rational thinking and scientific temper among
students,
8) Develop critical awareness about the social realities among
students and
9) Use managerial and orgnisation skills in school.
Specific Objective:
To enable the prospective teacher to:
1) Understand the nature, purpose and philosophy of secondary
education:
2) Develop among teachers an understanding of the psychology
of their pupils;
3) To understand the process of socialization;
4) Acquire competencies relevant to stage-specific pedagogy,
Curriculum development, its transaction and evaluation;
5) Make pedagogical analysis of the subjects they are to each at
the secondary stage;
6) Develop skills for guidance.
7) Foster creative thinking among pupils for reconstruction of
knowledge;
8) Be acquainted with the factors and force affecting educational
system and classroom situation;
9) Be acquainted with the educational needs of special groups of
pupils;
10) Utilize community resource as educational inputs;
11) Use communication skills and modern information technology
for school purposes;
12) Develop aesthetic sensibilities in students.
13) Develop the skills of action research.
WEIGHTAGE ACCORDING TO COURSES
Working days: 210 Total working Hours-
1260
Daily working hours 6 Theory: 600 Practicum:
600
Periods per Section.2
Course Paper and Section
Title Name of Paper and section. Marks Hours Weightage in terms of time in hours %
Part-I Theory Course.
I Education in Emerging Indian Society. Section-I. Philosophical foundations of Education Section .II. Sociological foundations of Education.
100 50 50
3.97 3.97
II Development of Learner & Teaching learning process. Section-I. Development of Learner. Section-II. Psychology of Learning & Teaching.
100 50 50
3.97 3.97
III Secondary and Higher Secondary Education.- History, Issues and school management. Section-I Secondary & Higher Secondary Education- History and Issues. Section-II. School Management.
100 50 50
3.97 3.97
IV Essential of Educational Technology and Information Technology.
100 50 50
3.97 3.97
Section-I. Essential of Educational Technology. Section-II. Information Technology.
V Trends in Education and Electives. Section-I. Trends in Education. Section-II. Electives.
100 50 50
3.97 3.97
VI Specialisation in methodology of any two School Subjects. Section-I. First Method. Section-II. Second Method.
100 50 50
3.97 3.97
Total Part-I 600 600 47.64
PART-II- PRACTICUM COURS
Course Paper and
Section
Title Name of Paper and section.
Marks Hours
Weightage in terms of time in hours %
A College Work.
1 Micro-Teaching 30 84 6.67
2 Class room Teaching 110 214 16.98
3 Simulation Teaching 10 10 0.79
4 Content-Cum. Methodology 20 30 2.38
5 Models of Teaching 20 22 1.75
6 Information Technology 10 06 0.47
7 Working with community based programme.
8 Socially Useful productive work 20 10 0.79
9 Physical and Health education 20 10 0.79
10 Creativity and personality Development Programme.
20 10 0.79
11 Educational Aids 20 10 0.79
12 Practical related to theory papers
60 40 3.17
13 Assignment (Per paper-2) 20 30 2.38
14 Internal Examination 20 30 2.38
15 Internship 50 72 5.72
16 Action Research 50 22 1.75
(B) Practice teaching Exam. Two lessons Oral examination.
80 20
50 3.97
Total Part-II 600 660 52.36
Grand Total Part-I & II 1200 1260 100.00
Result
Graphical Result of Last Six Years
84
86
88
90
92
94
96
98
2004 2005 2006 2007 2008 2009
Percentage
84
86
88
90
92
94
96
98
2004 2005 2006 2007 2008 2009
Percentage
Sample feedback on practice teaching by teacher
educator, peers and staff of practice teaching
schools
The final exam of B.Ed. part II of Vasantrao Naik Shikshanshastra,
Kalamba, Kolhapur had taken place from the date 14 Feb, 2009 to 21
Feb, 2009 report of present practically and annual lessons as following:
a) Practice Teaching
1) Report of Micro-Teaching workshop
2) Lesson plan file/ classroom teaching
3) Models of teaching
4) Content-cum-methodology
5) Information technology based lesson
6) Simulation teaching
b) Personality Development program
1) Social service
2) SUPW
3) Physical and health education
4) Personality and creativity development
5) Teaching aids
c) Practice related to theory papers
1) Practical related to every paper
2) Tutorials
d) Annual practice lesson
1) Practice lessons of first and second methods
Above all practical’s had been completed satisfactorily. The
things observed about the annual practice lessons were as
follows:
1) In English, Hindi and Marathi subjects student teacher use
various teaching aids effectively, planned lessons skillfully.
2) In History, student teachers use teaching aids intelligently.
In some lessons role play and dramatization like skills also
used.
3) In Science, student teachers did various experiments with
the help of demonstration methods.
4) In Geography teaching other teaching methods, techniques,
devices also used easily.
5) For Commerce and Economics actual objects with teaching
aids used as well as lecture and discussion methods used
effectively.
6) Overall observation shows that students are confidant in
using various teaching aids skillfully.
Following instructions given to B.Ed. student teachers as:
1) Student teachers should increase depth knowledge.
2) Student teachers should planned time well.
3) Student teacher should be active in teaching learning process
as per content.
4) Student teacher should use suitable techniques and teaching
aids in teaching.
Principal
Vasantrao Naik
Shikshanshastra
Mahavidyalaya, Kolhapur
LIST OF SEMINAR / CONFERENCES / WORKSHOPS
ATTENEDED BY THE STAFF MEMBERS
DR. SHRI. SHIVAJI BAPU PATIL –
SR.
NO. NAME OF COURSE PLACE
ORGANIZED
BY YEAR DURATION REMARK
1
Educational
Technology
Conference
Shiroda,
Goa.
A.I.A.E.T. New
Delhi. 1988
22-12-88 To
24-12-88 -
2
Educational
Technology
Conference
Kolhapur
A.I.A.E.T. New
Delhi & Dept.
Of Edu. S.U.
Kolhapur
1989 04-11-89 To
05-11-89 -
3
Workshop in
Computer Aided –
Instruction
Kolhapur Dept. Of Edu.
S.U. Kolhapur 1990 5-4-90 -
4
Conference Of
Linkage & Training
Technology
Nasik Gokhale Edu.
Sty. Nashik 1990
14-12-90 To
16-12-90
5 ORIENTATION
COURSE
Bombilim
, Goa
A.S.C. Goa
University 1991
04-03-91 To
30-03-91
First
Orientati
on
6
Workshop On
Preparation & Use of
instructional Material
Kolhapur Dept. Of Edu.
S.U. Kolhapur 1991
16-08-91 To
17-08-91 -
7 Workshop on
Effective Teaching Kolhapur
Dept. Of Edu.
S.U. Kolhapur 1991
04-10-91 To
06-10-91 -
8
Educational
Research
Conference
Pune
A.I.A.E.R. &
M.S.E.R.T.
Pune
1991 13-12-91 To
15-12-91 -
9
Workshop on B.Ed.
curriculum
Reconstruction
Sangli
S.P.S.
College,
Sangli
1992 10-01-92 To
12-01-92
10
Educational
Research
Conference
Kolhapur Dept. Of Edu.
S.U. Kolhapur 1992
06-06-92 to
07-06-92
11
Workshop on
Content-Cum-
Methodology
Barshi
College of
Education,
Barshi
1992 19-09-92 to
21-09-92
12
Teacher Educators
Conference
M.S.S.T.E.A.
Solapur
K.C. College
of Education,
Solapur
1992 26-12-92 to
27-12-92
13 Workshop on Value
Education Kolhapur
Dept. Of Edn.
S.U. Kolhapur
Bahubali
Vidyapeeth,
Bahubali
1993 21-03-1993
14
Workshop of
Preparation of
Instructional Material
Kolhapur Dept. Of S.U.
Kolhapur 1993
29-03-93 to
03-04-93
15
Workshop of Writing
instructional Material
for Optional Subject
at B.Ed. Course
Kolhapur Dept. Of S.U.
Kolhapur 1993
21-08-93 to
23-08-93
16 Workshop on Total
Literacy Campaign Kolhapur
Dept. Of
Adult &
Continuous
Edu. &
Extension
Work, S.U.
Kolhapur
1993 07-09-93
17 Manasshastra
Conference Pune
Marathi
Manasshastra
Parishad,
Pune
1994 10-01-94 to
12-01-94
18
Workshop On
Information
Technology
Kolhapur
Institution of
Information
Technology,
Madras
1994 23-03-94 to
25-03-94
19
Workshop on
Preparing the self
Instructional Material
Kolhapur Dept. Of Edn.
S.U. kolhapur 1994
28-03-94 to
31-03-94
20 REFRESHER COURSE
IN EDUCATION Kolhapur
Dept. Of Edn.
S.U. kolhapur 1995
12-06-95 to
09-07-95
1st
Refreshe
r Course
21
Workshop on
Environmental
Awareness
Kolhapur Dept. Of Edn.
S.U. kolhapur 1995
05-10-95 to
06-10-95
22
Maharashtra
Council for Edu.
Administration
Conference
Kolhapur Balchitrawani
, Pune 1995
23-12-95 to
24-12-95
23 REFRESHER COURSE
IN EDUCATION Goa
A.S.C. Goa
University 1996
26-09-96 to
16-10-96
2nd
Refreshe
r Course
24
Excellence in
Teacher Edu.
Conference
Sangli
M.S.S.T.E.A. &
S.P.S. College
Sangli
1998 10-01-98 to
11-01-98
25
Workshop on Use of
Computer Statistical
Analysis in
Educational
Research
Kolhapur Dept. Of Edn.
S.U. kolhapur 1999
26-03-99 to
27-03-99
26
Workshop on
Question Bank
Development for the
M.Ed. Course
Kolhapur Y.C.M.O.U
Nashik 1999
31-08-99 to
02-09-99
27
Workshop on
Preparation of
Higher Level
Questions M.Ed.
Course (Optional
Papaers)
Kolhapur Dept. Of Edn.
S.U. kolhapur 1999
04-10-99 to
05-10-99
28
Higher Secondary
Teacher in service
Training
Kolhapur H.S.C. Board,
Kolhapur 2000
08-05-2000
to 17-05-
2000
29 Serva Shikshan
Mohim Kolhapur
S.M.T.T. G.ovt.
College,
Kolhapur
2004
15-03-2004
to 19-03-
2004
30 Serva Shikshan
Mohim Kolhapur
S.M.T.T. G.ovt.
College,
Kolhapur
2004
22-03-2004
to 26-03-
2004
31
Marathi
Manasshastra
Parishad
Kolhapur
Rajaram
College,
Kolhapur
2004
01-11-2004
to 03-11-
2004
32 Practice Teaching Kolhapur Dept. Of Edn.
S.U. kolhapur 2004 27-11-2004
33 M.Ed. Ext.Examiner Kolhapur
Y.C.M.O.U.
Nashik & S.U.
Kolhapur
2006 09-02-2006
34
Serve Shiksha
Abhiyan Research
Evaluation & Control
Workshop
Kolhapur
Education
Officer,
(Primary) Z.P.
Kolhapur
2006
03-01-2006
to 04-01-
2006
35
Participation In
Sahitya Sammelan
For Criminals
Kalamb
a Jail,
Kolhapur
Maharashtra
Kamgar
Kalyan
Sahitya
Parishad
2007 20-01-2007
36 National Seminar on
field Action Program Sangli
Mahatma
Gandhi Study
Centre S.U.
Kolhapur
2007 13-01-2007
37
Local Inquiry
Committee for
affiliation
College
of Edu.
Peth
Vadgao
n
Dept. Of Edn.
S.U. kolhapur 2007 01-02-2007
38
Local Inquiry
Committee for
affiliation
Dr.D.Y.P
atil
College
of
Educatio
n,
Gargoti
Dept. Of Edn.
S.U. kolhapur 2007
39
Local Inquiry
Committee for
affiliation
Mahila
College
of Edu.
Shree
Shahu
Market
Yard,
Kolhapur
Dept. Of Edn.
S.U. kolhapur 2007
40
National Symposium
on Padmabhushan
Dr. J.P. Naik & Edu.
Policy
Kolhapur
Dept. of Edu.
& DSW, Shivaji
University,
Kolhapur
2007 08-09-2007
41
Regional Seminar on
women’s foeticide &
Empowerment –
Social Problem
Kolhapur
V.N.College
of Education,
Kolhapur
2008 04-01-2008
42
State Level Seminar
on National
Knowledge
Commission
Vita,
Dist.
Sangli
Modern Edu.
Society, Vita 2008 12-01-2008
43 Nirmal Gram
Swachhata Abhiyan
Halsawa
de, Dist.
Kolhapur
Grampancha
yat,
Halasawade
2008
22-01-2008
to 23-01-
2008
44
Local Inquiry
Committee for
affiliation
College
of Edu.
Kagal
Dept. Of Edn.
S.U. kolhapur 2008 04-03-2008
45
Curriculum
Reconstruction B.Ed.
(Commerce Method)
Kolhapur
Board
Studies,
Shivaji Uni.
Kolhapur
2008
17-03-2008
to 18-03-
2008
46 Workshop on NAAC
Reaccredidation Kolhapur
SUTA, Shivaji
University,
Kolhapur
2008 15-03-2008
47
Workshop on
Teachers Training
Program
Kolhapur
SUTA, Shivaji
University,
Kolhapur
2008
13-12-2008
to 14-12-
2008
48
Regional Seminar on
participation of
women’s in
Panchayat Raj
Kolhapur
V.N.College
of Education,
Kolhapur
2009 03-01-2009
49
Local Inquiry
Committee for
affiliation
D.K.Shin
de
Collge
of Edu.
Gadhing
laj
Dept. Of Edn.
S.U. kolhapur 2009 Jan-2009
DR. SHRI. SURYABHAN RAGHUNATHRAO PAWAR :
SR.
NO. NAME OF COURSE PLACE
ORGANIZED
BY YEAR DURATION REMARK
1
Educational
Technology
Conference
Dept. Of
Edu. Shivaji
University
South Chapter
AIET New Delhi 1989
04-11-89 To
05-11-89
2 Orientation Course Bombolim
Goa
A.S.C. Staff
Academic
Collage Goa
1990 25-06-90 To
21-7-1990
3 Refresher Course Bombolim
Goa
A.S.C. Staff
Academic
Collage Goa
1996 26-09-96 To
16-10-96
4 Refresher Course Pune
University
A.S.C. Staff
Academic
Collage Pune
University
1999 01-03-99 To
27-03-99
5 Refresher Course
Dept. Of
Edu. Shivaji
University
Shivaji
University 2004
17-11-04 To
07-12-04
6 Second Annual
Conference Kolhapur
M.C.E.A.
Balchitrawani,
Pune
1995 24-12-95
7
19th Annual
Conference
Excellence In
Teacher Education
Sangli
M.S.S.T.E.A.
S.P.S. College
Of Education,
Sangli
1998 10-01-98 To
11-01-98
8 21st National
Conference Kolhapur
A.I.E.R. Dept.
Of Edu. Shivaji
University
2007 29-01-07 To
31-01-07
9 Construction Of B.Ed.
Syllabus Sangli
S.P.S. College
Of Edu., Sangli 1992
10-01-92 To
12-01-92
10
Workshop Of
Preparation Of Self
Instructional Material
On Trends Of
Education
Kolhapur
Dept. Of Edu.
Shivaji
University
1992 05-12-92 To
07-12-92
11 Workshop Of
Computer Literacy Kolhapur
Dept. Of Edu.
Shivaji
University
1990 05-03-90 To
07-03-90
12
Workshop On Self
Instructional Material
In Educational
Psychology
Kolhapur
Dept. Of Edu.
Shivaji
University
1993 29-03-93 To
03-04-93
13
Workshop Of
Preparation Of Self
Instructional Material
On Population
Education
Kolhapur
Dept. Of Edu.
Shivaji
University
1993 21-08-93 To
23-08-93
14
Workshop Of
Preparation Of Self
Instructional Material
On Planning And
Organization Of
Teaching History
Kolhapur
Dept. Of Edu.
Shivaji
University
1994 28-03-94 To
31-03-94
15
Workshop On
Environmental
Education
Kolhapur
Dept. Of Edu.
Shivaji
University
1995 21-01-95
16
Workshop On
Environmental
Awareness
Kolhapur
Dept. Of Edu.
Shivaji
University
1995 05-10-95 To
06-10-95
17
Workshop On
Curriculum Framework
On Teacher Education
Proposed By N.C.T.E.,
Bhopal
Kolhapur
Dept. Of Edu.
Shivaji
University
1997 20-03-97 To
21-03-97
18 Training Of Education
For Adolescents Pune
M.S.C.E.R.T.
Pune - 30 1998
21-09-98 To
25-09-98
19
Resource Person For
Junior Collage
Teachers For
Placements
Kolhapur
MSSC Board,
Kolhapur
Region
1999 14-05-99 To
23-05-99
20 Workshop On
Practice Teaching Kolhapur
Dept. Of Edu.
Shivaji
University
2004 27-11-04
21
National Workshop
On Psychological
Testing
Kolhapur
Dept. Of Edu.
Shivaji
University
2005 30-09-05 To
01-10-05
22
Participated In
Sahitya Sammelan
For Criminals
Kalamba
Jail,
Kolhapur
Maharashtra
Kamgar
Kalyan Sahitya
Parishad
2007 20-01-2007
23 Workshop On Suicide
Of Farmers Kolhapur
Shivaji
University 2008 28-10-2008
24
Workshop On Right
To Information Act
And Co-Ordination
Between Affiliated
Colleges And
University
Administration
Kolhapur Shivaji
University 2006 18-03-2006
25
Workshop On Co-
Ordination University
And Collage
Administration
Kolhapur Shivaji
University 2007 24-08-2007
26 Workshop On NAAC
– Reaccreditation Kolhapur
Shivaji
University 2008 15-03-2008
27
Workshop On “Laws
On Atrocities Against
Women And Role Of
Teachers”
Kolhapur SUTA Womens
Cell Kolhapur 2008 27-01-2008
28
Regional Seminar On
Women’s Foeticide
And Empowerment –
A Social Problem.
Kolhapur VNSM,
Kolhapur 2008 04-01-2008
29 Nirmal Gram
Swachhata Abhiyan
Halswade,
Tal.Karveer
, Dist.
Kolhapur
Gram
Panchayat At
Halswade,
Tal.Karveer,
Dist. Kolhapur
2008
22-01-2008
To 23-01-
2008
30
Participation of
Women In Panchayat
Raj
V.N.S.M.
Kalamba,
Kolhapur
V.N.S.M.
Kalamba,
Kolhapur
2009 03-01-2009
SMT. SUHASINEE VISHWASRAO GHUGRE :
SR.
NO. NAME OF COURSE PLACE
ORGANIZED
BY YEAR DURATION REMARK
1 Orientation Course Kolhapur GOA Univ.,
GOA 1989
11-5-89 To 7-
6-89 -
2
Orientation Course
for four year B.A.
B.Ed. (Integrated)
Course
Gargoti,
Kolhapur
Dept. Of Edu.
S.U. Kolhapur 1989
17-6-89 To
19-6-89 -
3 Regional Seminar of
A.I.E.R.T. Kolhapur
Dept. Of Edu.
S.U. Kolhapur 1989
4-11-89 To
6-11-89 -
4
Orientation Course
for four year B.A.
B.Ed. (Integrated)
Course
Gargoti,
Kolhapur
Dept. Of Edu.
S.U. Kolhapur 1990
7-9-90 To
9-9-90 -
5
Orientation Course
for four year B.A.
B.Ed. (Integrated)
Course
Gargoti,
Kolhapur
Dept. Of Edu.
S.U. Kolhapur 1991
8-9-91 to
10-9-91 -
6
Seminar on Short-
term & Long-Term
Teacher Education
program courses in
Phy. Education
Kolhapur Dept. Of Edu.
S.U. Kolhapur 1992
23-1-92 To
25-1-92 -
7 Workshop on M.Ed.
Practical Work Kolhapur
Dept. Of Edu.
S.U. Kolhapur 1992
16-3-92 To
18-3-92 -
8
5th Annual
Conference on
A.I.A.E.R.
Kolhapur Dept. Of Edu.
S.U. Kolhapur 1992
6-6-92 to
7-6-92 -
9 Workshop on M.Ed.
Course
Auranga
bad
Y.C.M.O.U.,
Nashik 1993
18-10-93 To
19-10-93 -
10
Seminar On Marathi
Manasshastra
Parishad
Pune Dnyanprabo
dhini, Pune 1994
10-1-94 To
12-1-94 -
11
workshop On
preparation of
Environmental
Awareness Test for
B.Ed. Trainees,
Environmental Edu.
Project II 1995-97
Kolhapur Dept. Of Edu.
S.U. Kolhapur 1996 29-01-96 -
12 Refresher Course GOA Goa Univ.
Goa 1996
26-9-96 to
16-10-96
13
Workshop On
Curriculum frame
work on Teacher
Edu.
Kolhapur Dept. Of Edn.
S.U. Kolhapur 1997
20-3-97 To
21-3-97 -
14
Resourse Person on
Higher Secondary in
Service Teacher
Kolhapur
Vivekanad
College,
Kolhapur
1999 5-5-99 To
7-5-99 -
15
Recourse Person on
Higher Secondary in
Service Teacher for
Geography Subject
Kolhapur
Vidyapith
Highschool
and Jr.
College
1999 27-05-99 to
5-06-99 -
16
Workshop on
Preparation of
Higher Order
Questions for M.Ed.
Course (Optional
Subjects) of Shivaji
University
Kolhapur Dept. Of Edn.
S.U. Kolhapur 1999
4-10-99 To
5-10-99 -
17
National Workshop
On Environmental
Edu. And Teacher
Edu.
Kolhapur Dept. Of Edn.
S.U. Kolhapur 1999
23-12-99 to
24-12-99 -
18 Paper Setting For
M.Ed. + PGRP Nashik
Y.C.M.O.U.
Nashik 2000
07-02-2000
To 09-02-
2000
-
19
Lecturer in Education
(Geography
Methodology)
Ichalaka
ranji,
Kolhapur
S.U. Kolhapur 2000 2000 To
2002 -
20
Resourse Person for
Teaching method &
Technique for
Geography Subject
Rukadi,
Kolhapur
Raj.Shahu
Arts &
Commerce
College,
Rukadi,
Kolhapur
2002 30-6-02 -
21 U.G.C. Refresher
Course Kolhapur
Dept. Of Edn.
S.U. Kolhapur 2004
17-11-04 To
7-12-04 -
22 Workshop On
Practice Teaching Kolhapur
Dept. Of Edn.
S.U. Kolhapur 2004 27-11-04 -
23
Resource Person at
Higher-secondary In
Service Teachers for
minority Subjects
Kolhapur
Vivekanad
College,
Kolhapur
2005 1-6-05 to
5-6-05 -
24
Appeared for the
Ph.D. Aptitude Test
(PAT)
Pune Univerisity Of
Pune 2005 06-02-2005 -
25
National
Symposiumn
Padmabhushan Dr. J
P Naik & Educaiton
Policy
Kolhapur Dept. Of Edn.
S.U. Kolhapur 2007 08-09-07 -
26
Workshop on
Development Of
Question Bank For
M.Ed. Course
Nashik Y.C.M.O.U.
Nashik 2007
17-09-07 To
18-09-07 -
27
Workshop on Laws
on Atrocities against
women and role of
teachers
Kolhapur
Shivaji
University
Teachers
Association
2008 27-01-08 -
28
Workshop On
Distance For
Preparation of
Education Self
Instructional
Materials
Kolhapur Dept. Of Edn.
S.U. Kolhapur 2008 16-02-2008 -
29
Workshop On
Question Bank
Development For
M.Ed. Course
Nashik Y.C.M.O.U.
Nashik 2008
17-03-2008
To 19-03-
2008
-
30
Meeting Of
Maharashtra Rajya
Pathyapustak
Mandal, Pune
Pune Balbharti,
Pune 2008
26-05-2008
To 28-05-
2008
-
31
National Conference in
Geography On
Regional Imbalance in
Rural Development : A
Post – Independence
Scenario
Gargoti,
Kolhapur
K.H.College,
Gargoti & S.U.
Kolhapur
2008
29-11-2008
To 30-11-
2008
-
SHRI. DHANANJAY JOTI CHAFODIKAR :
SR.
NO. NAME OF COURSE PLACE
ORGANIZED
BY YEAR DURATION REMARK
1 Orientation Course Goa Goa University 1999 03-11-99 To
30-11-99 ‘A’
2 Refresher Course Aurangab
ad,
Aurangabad
University 2008
06-03-2008
To 27-03-
2008
‘A’
3 SIBER Workshop on
Research Techniques Kolhapur
SIBER,
Kolhapur 2005
16-12-2005
To 17-12-
2005
4 Psychological Testing
Dept. Of
Edu. Shivaji
University
Shivaji
University 2005
30-09-2005
To 01-10-
2005
5
Regional Seminar On
Women’s Foeticide
And Empowerment –
A Social Problem.
Kolhapur VNSM,
Kolhapur 2008 04-01-2008
6 Nirmal Gram
Swachhata Abhiyan
Halswade,
Tal.Karveer
, Dist.
Kolhapur
Gram
Panchayat At
Halswade,
Tal.Karveer,
Dist. Kolhapur
2008
22-01-2008
To 23-01-
2008
7
Bhartiya Swatantra
Chalwal –
M.K.Gandhi, Br.Jeena
& Dr.Babasaheb
Ambedkar Bhumika
Aurangab
ad,
Aurangabad
University 2008
12-03-2008
To 13-03-
2008
8 Teachers Training
Program Kolhapur
SUTA,
Kolhapur 2008
13-12-2008
To 14-12-
2008
9 Court 2006
Shivaji
University,
Kolhapur
Shivaji
University 2006
06-10-2006
To 07-10-
2006
10
Participation of
Women In Panchayat
Raj
V.N.S.M.
Kalamba,
Kolhapur
V.N.S.M.
Kalamba,
Kolhapur
2009 03-01-2009
8 21st National
Conference Kolhapur
A.I.E.R. Dept.
Of Edu. Shivaji
University
2007 29-01-07 To
31-01-07
9 Construction Of B.Ed.
Syllabus Sangli
S.P.S. College
Of Edu., Sangli 1992
10-01-92 To
12-01-92
10
Workshop Of
Preparation Of Self
Instructional Material
On Trends Of
Education
Kolhapur
Dept. Of Edu.
Shivaji
University
1992 05-12-92 To
07-12-92
DR. SMT. MANISHA SUHAS PATIL :
SR.
NO. NAME OF COURSE PLACE
ORGANIZED
BY YEAR DURATION REMARK
1
International
Conference of AIAER
on research issues in
education for peace
and development
Amritsar
Khalsa
College of
Education
2003
20-03-2003
To 22-03-
2003
2
National Workshop
on strengthening
teachers education
Kolhapur
Dept. of
Education S.U.
Kolhapur
2003
17-01-2003
To 18-01-
2003
3
National Seminar on
Performance
Management in
teacher education
Kolhapur
Dept. of
Education S.U.
Kolhapur
2003
19-09-2003
To 20-09-
2003
4
Workshop in
Preparing the self
instructional material
Kolhapur
Dept. of
Education S.U.
Kolhapur
1994
06-03-1994
to 09-03-
1994
5
Workshop on Visual
communication for
education and R & D
Kolhapur
Dept. of
Education S.U.
Kolhapur
1994
23-03-1994
To 25-03-
1994
6
Workshop on
environmental
education
Kolhapur
Dept. of
Education S.U.
Kolhapur
1995 21-01-1995
7
Workshop on
Excellence in
practice teaching
Kolhapur
Dept. of
Education S.U.
Kolhapur
1998
03-04-1998
to 04-04-
1998
8
Workshop on
developing Skill of
Anchoring
Kolhapur
Woman
Education
Center, S.U.
Kolhapur
2005
29-07-2005
to 30-07-
2005
9 Workshop on
Practice teaching Kolhapur
Dept. of
Education S.U.
Kolhapur
2004 27-11-2004
10 Workshop on sexual
harassment Kolhapur
Vishakha Kruti
Samiti and
Bharati Law
College,
Kolhapur
2003 10-08-2003
11
Workshop on
Question paper
structure
Kolhapur
Vina Anudanit
B.Ed. College
Management
Association
Kolhapur
2006 19-02-2006
12
Conference on
strengthening
Population and
Development
Education
Kolhapur
Dept of Adult
Education,
S.U. Kolhapur
2007 14-02-2007
13
Workshop on INTEL
TEACH PRESERVICE
PROGRAM
Kolhapur
Mahavir
Mahavidyalay
a Kolhapur
2007
25-07-2007
To 31-07-
2007
14
Regional Seminar On
Women’s Foeticide
And Empowerment –
A Social Problem.
Kolhapur VNSM,
Kolhapur 2008 04-01-2008
15 Nirmal Gram
Swachhata Abhiyan
Halswade,
Tal.Karveer
, Dist.
Kolhapur
Gram
Panchayat At
Halswade,
Tal.Karveer,
Dist. Kolhapur
2008
22-01-2008
To 23-01-
2008
16
Participation of
Women In Panchayat
Raj
V.N.S.M.
Kalamba,
Kolhapur
V.N.S.M.
Kalamba,
Kolhapur
2009 03-01-2009
17
Participation in
regional seminar on
attack on Mass media
and Indian
Democracy
V.N.S.M.
Kalamba,
Kolhapur
V.N.S.M.
Kalamba,
Kolhapur
2010 03-01-2010
18
Workshop on Laws on
Atrocities against
women and role of
teachers
Kolhapur
D.B.R.K.Colleg
e of
Commerce,
Kolhapur
2008 27-01-2008
19 Workshop on teacher
trainee program Kolhapur
Dept.
Mathematics,
S.U. Kolhapur
2008
13-12-2008
to 14-12-
2008
20 workshop on “Lagna
Tuza Rang Kasa” Kolhapur
Balak Manch
Sanvedana,
Lacki Bazar
and
Innovative
Computer
Education,
Kolhapur
2009 06-03-2009
21 Workshop for principal Kolhapur S.U. Kolhapur 2008 10-10-2008
22
Workshop on Self
instructional
development
material
Kolhapur
Dept. of
Distance
learning,
Kolhapur
2008 17 -12-2008
23
Conference of
Maharashtra Council
for educational
Administration Bal
Chitrawani, Kolhapur
Kolhapur Kolhapur 1995
23-12-1995
to 24-12-
1995
24
Marathi Manasshastra
Parishad 8th
conference
Kolhapur Kolhapur 1994
10-01-1994
to 12-01-
1994
25 Seminar on Four pillars
of education Kolhapur
SNDT College
Kolhapur 2006
04-03-2006
to 05-03-
2006
26 Seminar on
Constructivism Vita, Sangli
Modern
Education
Society’s
College of
Education,
Vita, Sangli
2009 10-01-2009
27
National Workshop on
Trends in education
Globalization and
privatization
Kolhapur
Dept. of
Education S.U.
Kolhapur
2002
18-10-2002
to 19-10-
2002
28
National Workshop on
Strengthening
Teachers Education
Kolhapur
Dept. of
Education S.U.
Kolhapur
2003
17-01-2003
To 18-01-
2003
29
National Conference
on “Pursuit of
Excellence”
Baramati
Vidya
Pratishthan’s
College of
education,
Vidya nagari ,
Baramati
2007
02-03-2007
to 04-03-
2007
30
National Symposium
on Padmbhushan J.P.
Naik and Education
Policy
Kolhapur
Dept. of
Education
and DSW S.U.
Kolhapur
2007 08-09-2007
31
International
Conference on
Education for
sustainable
development
Adipur,
Kuchchh,
Gujrat
AIAER at
Dada
Dukhayal
College of
Education
Adipur
2007
14-09-2007
to 16-09-
2007
