REACCREDITATION APPRAISAL REPORTgcer.in/NAAC 2014-15.pdfSelf—appraisal of Govt. College of Education, Ratnagiri SSR for Accreditation for 2nd Cycle by NAAC 2 PREFACE It gives me

REACCREDITATION APPRAISAL REPORT

OF

GOVT. COLLEGE OF EDUCATION RATNAGIRI Boarding Road, Ratnagiri-415612

Submitted to

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL An Autonomous Institution of the University Grants Commission

P. O. Box. No. 1075, Nagarbhavi, Bangalore - 560 072, India

FOR REASSESSMENT AND REACCREDITATION

Reported by

Dr. P. M. MOHITKAR Principal

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

GOVERNMENT COLLEGE OF EDCATION RATNAGIRI (CTE) CONDUCTED BY GOVT.OF MAHARASHTRA

Website: www.gcer.in E-Mail: [email protected] Phone No. (02352) 222221, Fax No. (02352) 224650

http://www.gcer/mailto:[email protected]

Self—appraisal of Govt. College of Education, Ratnagiri

SSR for Accreditation for 2nd

Cycle by NAAC 1

I N D E X Sr.No. Topic Page No.

PREFACE 2

INTRODUCTION 3

PART I: INSTITUTIONAL DATA

A) PROFILE OF THE INSTITUTION 5

B) CRITERION-WISE INPUT

Criterion I: Curricular Aspect 8

Criterion II: Teaching Learning & Evaluation 11

Criterion III: Research, Consultancy & Extension 14

Criterion IV: Infrastructure & Learning Resources 18

Criterion V: Student Support & Progression 23

Criterion VI: Governance & Leadership 27

Criterion VII: Innovative Practices 32

PART II: EVALUATIVE REPORT

1 EXECUTIVE SUMMARY 34

2 CRITERIAN-WISE ANALYSIS

Criterion 1 Curricular Aspect 36

Criterion 2 Teaching Learning & Evaluation 45

Criterion 3 Research, Consultancy & Extension 61

Criterion 4 Infrastructure & Learning Resources 73

Criterion 5 Student Support & Progression 88

Criterion 6 Governance & Leadership 103

Criterion 7 Innovative Practices 138

3 LIST OF ANNEXURES 151

4 ANNEXURE 1 to 8 151 to 195



Cycle by NAAC 2

PREFACE

It gives me immense pleasure to present our Re-Accreditation Report of

the institution, Government College of Education Ratnagiri NAAC for

reassessment and reaccreditation/Accreditation 2nd cycle. We have taken

sincere efforts and made honest introspection while preparing SAR/RAR. The

drive behind the process of passing through reassessment and reaccreditation

is the thrust of self realization.

All the members of the institute trust in dynamism with respect to

performance, developing infrastructural & instructional facilities to execute

excellent teacher training semester wise curriculum. We are ever trying to

surge always ahead in the pursuit of excellence. The academic year 09-10 to 13-

14 is under consideration with reference to digital information given in

SAR/RAR. Other additional information is duly acknowledged.

Our SSR/RAR is exactly in consonance with the guidelines laid down in

the new Manual for Self Appraisal of Teacher Education Institutions published

by both NAAC. We have faith in getting reaccreditation from an esteemed

body like NAAC is a matter of pride and privilege for us.

The institution has developed up to the expectations for achieving

higher most re-accreditation by the NAAC, I in the capacity of Principal

honestly submit SSR/RAR of Government College of Education, Ratnagiri.

Place: Ratnagiri

Dated: 5 Dec, 2014.

Dr. P.M. Mohitkar Principal

Govt. College of Education Ratnagiri



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INTRODUCTION

Government College Of Education, Ratnagiri is the pioneer institution

imparting Teacher Education since establishment; the institute is committed to

achieve its vision, mission, values and objectives as follows.

Vision: SA Vidya ya Vimukyate.

Mission: To bring quality & excellence in teacher education

Values: To make the student-teachers responsible and reliable citizens.

Objectives: To make competent & devoted teachers.

We know very well that the process of re-accreditation is not an external

regulatory mechanism or an outside superior judgment. A rigorous process of

evaluation by an autonomous, friendly guiding body like NAAC will enable us

to understand ourselves better. The process also enables us to get friendly

suggestions to attain that which is required in the direction of excellence. With

the revolution of Information and communication Technology (ICT) the world

of higher education has become extensively competitive, Teacher education can

never be an exception to these challenges. In view of these challenges,

assessment and accreditation by an esteemed body of NAAC will be of

immense assistance for quality enhancement at the institutional level. Further,

recognition by NAAC will assure students and parents and help them in

making a decision in the selection of teacher training institute.

On the guidelines given in the new manual for self appraisal of Teacher

Education Institutions, we have prepared RAR. At the institutional level a

committee for preparing RAR is formed. All the members of RAR writing

committee have taken interest and efforts keenly and sincerely. Co-operation

from both teaching and non teaching colleagues can never be ignored.

Acknowledging the Principal of the institution Dr. P.M. Mohitkar for his

potential administration and wise guidance are admitted as the duty of the

coordinator.



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The Principal of Government College of Education, Ratnagiri and

coordinator of the IQAC submit the RAR to the NAAC with the hope that

institution will meet the expectations of excellence for best recognition. We

ourselves will keep tuned with the objectives, values, mission, vision and goal

our institute. We will strictly adhere to the objective of developing teaching

professionals who will serve for the society and nation as a catalyst of change.

To conclude, the decision of NAAC will be welcomed heartedly.

Prof. G. M. Mane.

Coordinator, IQAC



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PART I - Institutional Data

A. Profile of the Institution 1. Name and address of the institution : Government College of Education

Ratnagiri Boarding Road, Ratnagiri 415612. Maharashtra State

2. Website : www.gcer.in

3. For communication : Govt. College of Education, Ratnagiri

Boarding Road, Ratnagiri.415612. Dist: Ratnagiri, Maharashtra State E-Mail : [email protected]

Office:

Name

Telephone

Number with

STD Code

Fax No E-Mail Address

Head/Principal

Dr. P. M. Mohitkar

O2352/222221

Mob. 9422157898

02352-

224650

[email protected]

Vice-Principal - - -

Self - appraisal

Co-coordinator

Prof. G. M. Mane.

02352-222221

Mob. 9890875069

02352-

224650

[email protected]

Residence:

Name Telephone Number

with STD Code Mobile Number

Head/Principal

Dr. P. M. Mohitkar

02352-222221

9422157898

Vice-Principal - -

Self - appraisal Coordinator

Prof. G. M. Mane.

02352-222221

9890875069



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4. Location of the Institution:

Urban Semi-urban Rural Tribal Any other (specify and indicate)

5. Campus area in acres: 10.2 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:

University of Mumbai

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

Month & Year

2f

Month & Year

12B

10. Type of Institution

a. By funding i. Government ii. Grant-in-aid iii. Constituent

iv. Self-financed v. Any other (specify and indicate)

b. By Gender i. Only for Men

ii. Only for Women iii. Co-education

College is run by State Govt. of Maharashtra

MM YYYY

May 1965

MM YYYY

Aug 1974

MM YYYY

Aug 1974



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c. By Nature i. University Dept. ii. IASE iii. Autonomous College Iv. Affiliated College

V. Constituent College

Vi. Dept. of Education of Composite

College

vii. CTE

viii. Any other (specify and indicate)

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

Sl. No.

Level Programme/ Course

Entry Qualification

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 - -

B.Ed. (Regular)

Any Graduation

Degree Course

1 Year Marathi

iv) --”--

B. Ed. (Distance education)

YCMOU

For in-service Teachers

Degree Course

2 Years Marathi

iv. Post Graduate

Regular –Nil

- - - -

v. Other (specify)

MS-CIT Not prescribed

Certificate 3 Month English/Marathi/Hindi and any regional lang.

vi. PG (Distance Education)

PGRP (YCMOU)

Any Graduation

PG Degree course

1 & ½ year

Marathi



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

Level Programme Order No. & Date Valid up

to

Sanctioned

Intake

Pre-primary - - - - Primary - - - -

Secondary/ Sr. secondary

B.Ed.

(Regular)

1 year degree

Course)

1)WRC/5-6/2k/10197

Dt/ 1st Dec, 2000&

2)No WRC/ 2-32/

113147/ 72/ 2005/4968

Dt/17th

May 2005

Up to

2005

From

2005 &

onwards

80 ---- ----------

20 seats

increased

(Total : 100)

-‘’-

B.Ed.(Distance education) 2 years degree course

Registered with YCMOU

Nashik from the year

1991

Continu

ed

From 91

40 for each

batch

Post Graduate - - - -

Other (specify) MS-CIT (3 Months )

Registered with MKCL

Center code 29210013

Continu

ed from

2000

As per

Registration

PGRP Registered with YCMOU

Since 2010-11

From

2011

82+59

B) Criterion-wise inputs

Criterion I: Curricular Aspects:

1. Does the Institution have a stated

Vision

Mission

Values

Objectives

2. Does the institution offer self-financed programme(s)?

If yes,

a) How many programmes?

b) Fee charged per programme

3. Are there programmes with semester system

(There is Semester Examination system CBS&GS)

Yes

Yes No

Yes No

Yes No

Yes No

-

-

Yes No



Cycle by NAAC 9

4. Is the institution representing/participating in the curriculum

development/ revision processes of the regulatory bodies?

If yes, how many faculties are on the various curriculum

development/vision committees/boards of universities/regulating

authority?

Principal Dr. P. M. Mohitkar had worked as a senate member of R. T. M.

Nagpur University from 2-01-2011. He had served on Board of Studies in

education & Faculty of Education during 2005 to 2010. He had also worked

as member of B. Ed curriculum Review committee, B. Ed & M. Ed

ordinance committee of R.T.M Nagpur Uni. Nagpur.

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

D.Ed.

B. Ed. (Regular)

M.Ed. (Full Time)

M.Ed. (Part Time)

Any other (specify and indicate)

6. Are there Programmes offered in modular form

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

been introduced

8. Are there Programmes with faculty exchange/visiting faculty

--

Seven Methods &Six Electives

-

Yes No

-

Yes No

Yes No

Number --

Yes No

Number 01

Number Three per each course



Cycle by NAAC 10

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

the

Heads of practice teaching schools

Academic peers

Alumni

Students

Employers

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

within the existing system?

11. Has the institution introduced any new courses in teacher education

during the last three years?

P. G. Course in subject Communication (In collaboration of YCMOU, State Govt. & ISRO)

12. Are there courses in which major syllabus revision was done during the

last five years?

13. Does the institution develop and deploy action plans for effective

implementation of the curriculum?

14. Does the institution encourage the faculty to prepare course outlines?

It takes time required for necessary administrative process completion.

yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Number

(One) B. Ed syllabus is revised from the year 2008-09. Some optional subjects are introduced in 2011. Semester pattern with credit based system and Grading system has introduced from 11-12.

Yes No

Yes No

Yes No



Cycle by NAAC 11

Criterion II : Teaching-Learning and Evaluation :

1. How are students selected for admission into various courses?

a) Through an entrance test developed by the institution

b) Common entrance test conducted by the

University/Government

c) Through an interview

d) Entrance test and interview

e) Merit at the qualifying examination

f) Any other (specify and indicate)

(50% weightage for common entrance test & 50% for merit at the

qualifying examination)

(If more than one method is followed, kindly specify the weight ages)

2. Furnish the following information (for the previous academic year):(2013-14)

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 (excluding Practice teaching & Exam) :

e) Total working days :

3. Total number of students admitted :

Programme Number of students Reserved (Including OBC & SBC)

Open

B.Ed 1 year Course: M F Total M F Total M F Total

B.Ed.(Regu): 09-10 45 55 100 39 31 70 06 24 30

B.Ed.(Regu): 10-11 40 60 100 26 24 50 14 36 50

B.Ed.(Regu): 11-12 21 79 100 17 51 68 04 28 32

B.Ed.(Regu): 12-13 29 71 100 23 49 72 06 22 28

B.Ed.(Regu): 13-14 27 73 100 20 51 71 07 22 29

4. Are there any overseas students?

If yes, how many?

Yes No

15 July, 2013

31-08-2013

30th

May, 2014.

193

235



Cycle by NAAC 12

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. Ed. Regular Programme)

b) Unit cost including salary component

(B.Ed Regular programme)

(Please provide the unit cost for each of the programme offered by the institution as detailed at Question 12 of profile of

the institution)

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

considered for admission during the previous academic session

Programmes

Open Reserved

Highest

(%)

Lowest

(%)

Highest

(%)

Lowest

(%)

D.Ed. - - - -

B.Ed. (13-14)

For Open :

above 50 %

50% (As per

NCTE Norms)

For reserved:

(ABOVE 45 %)

45% (As per

NCTE Norms)

7. Is there a provision for assessing students’ knowledge and skills for the

programme (after admission)?

There is a talent search interview schedule in the beginning of the year.

Student’s replies were noted in the format. It helps to know hidden potential of

the individual.

8. Does the institution develop its academic calendar?

Yes No

Year 2010-11: Rs. 51540/-

Year 2011-12: Rs. 76220/-

Year 2012-13: Rs. 63880/-

Year 2013-14: Rs. 94220/-

Year 2010-11: Rs. 4870/-

Year 2011-12: Rs. 3700

Year 2012-13: Rs. 5580/-

Year 2013-14: Rs. 9460/-

Yes No



Cycle by NAAC 13

9. Time allotted (in percentage)

Programmes Theory Practice Teaching Practicum Other

D.Ed. - - - -

B.Ed.( Regular) 50 % 16.67 % 8.33 % 25%

M.Ed. (Full Time) - - -

M.Ed. (Part Time) - - -

10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days :

b) Minimum number of pre-practice teaching

Lessons given by each student :

11. Practice Teaching at School

a) Number of schools identified for practice teaching:

b) Total number of practice teaching days :

c) Minimum number of practice teaching

Lessons given by each student :

12. How many lessons are given by the student teachers in simulation and pre-

practice teaching in classroom situations?

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

academic session?

14. Does the institution provide for continuous evaluation?

30

20

12

12

10

No. of Lessons In simulation/Micro teaching

No. 00

No. of Lessons Pre-practice teaching

(7)No. 1 for each method

Yes No

Yes No



Cycle by NAAC 14

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

Programmes Internal External

D.Ed. - -

B.Ed. Curriculum 50% 50 %

M.Ed. (Full Time) - -

M.Ed. (Part Time) - -

16. Examinations

a) Number of periodical tests held for each paper :

b) Number of assignments for each paper :

17. Access to ICT (Information and Communication Technology) and technology.

Access to ICT Yes No

Computers Yes -

Intranet - No

Internet Yes -

Software / courseware (CDs) Yes -

Audio resources Yes -

Video resources Yes -

Teaching Aids and other related materials Yes -

Any other (specify and indicate) Network Access Centre (NAC)

Yes -

UGC-NRC Centre - -

Interactive Board - -

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

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

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

Compulsory Optional

Criterion III: Research, Consultancy and Extension:

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

strength

Number 0 3 50 %

0 1

- -

0 2

Yes No

Yes No

Number: Course MS-CIT



Cycle by NAAC 15

2. Does the Institution have ongoing research project?

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

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

3. Number of completed research project during last three years.

Nil

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

education? (Mark for positive response and X for negative response)

Teacher are given study leave

Teacher are provided with seed money

Adjustment in teaching schedule

Providing secretarial support and other facilities

Any other specify and indicate

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

Yes No

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

faculty)

a) Ph.D. 1

b) M. Phil. 1

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

Yes No

(There is Action research project activity in B.Ed. regular program. Our

institution also support student research project under PGRP distance

education program from 2011-12.)

Yes No

Funding agency Amount(Rs) Duration (years) Collaboration, if any

- - - -



Cycle by NAAC 16

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

Yes No Number

International journals: (Research paper published in International seminar proceeding)

Yes - 02

National journals : Research papers Published in National level conferences proceeding

Yes - 24

Academic articles in reputed magazines/ news papers (State level Research papers & Articles)

Yes - 14

Any other: (Articles /res. papers in other magazine or souvenir) (Other Magazines)

yes - 10

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

Yes No -

Number 3

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

Faculty Students

National seminars

International seminars

Any other academic forum

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

institution?

(Mark for ‘’yes and ‘X’ for no)

Self-instructional materials

Print materials

Non-print materials (e.g. teaching

Aids/audio-visual, multimedia, etc)

Digitalized (Computer aided instructional materials)

Question bank


(Note: Handouts of ‘literature’, ‘Jagar janivancha’ have developed by the

institution)

20

00

06



Cycle by NAAC 17

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

Yes No

If yes, indicate the nature of the post.

Full-time Part-time Additional charge

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

Yes No

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

Yes No

Outreach programs under SUPW & Social & Educational camp organize

every year for cleaning the campus. The trainees co-operate in the

orientation program.

15. Number of other curricular / co-curricular meets organized by other

academic agencies / NGOs on Campus

16. Does the institution provide consultancy services?

Yes No

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

three years.

17. Does the Institution have networking / linkage with other institutions /

organizations ?

Local Level University Sub Centre, P.T. Schools & G.J.College, Education Dept Z.P., DPDC, General Hospital, PWD, Regional Office of Hr. Edn., DIET, Alumni, & as such

State Level SCERT, MKCL, MSBTE, SSC & HSC Board, Other Universities, Divisional. Regional office of Office of Hr. Education, UGC (WRC)

National Level

NCTE, NAAC, NCERT,MHARD, UGC, etc.

International Level

-

2 meets every year

For the National Seminar Rs 10,000- Received from Finolex Industries. Alumni Association also supports us.



Cycle by NAAC 18

Criterion IV: Infrastructure and Learning Resources

1. Built-up Area (in sq. mts.): (Total land area 48592 Sq. Mt.)

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

a) Methods lab Yes No

b) Psychology lab Yes No

c) Science Lab(s) Yes No

d) Education Technology lab Yes No

e) Computer lab Yes No

f) Workshop for preparing

teaching aids Yes No

3. How many Computer terminals are available with the institution?

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

during the previous academic year?

5. What is the Amount spent on maintenance of computer facilities during the

previous academic year?

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

facilities during the previous academic year?

7. What is the Budget allocated for campus expansion (building) and upkeep

for the current academic session/financial year?

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

3423 sq. mts.

5

0.06 lakh

Rs.41.00 lakh

1.89 lakh (during the year 11-12)

0.01 lakh

Yes No



Cycle by NAAC 19

9. Total number of posts sanctioned Total

Teaching

Non-teaching

(Sanctioned posts are not category wise as the college is run by Govt.)

10. Total number of posts vacant Total

Teaching

Non-teaching

11. a. Number of regular and permanent teachers Open Reserved

(Gender-wise)

Lecturers

Readers

Professors

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

Lecturers

Readers

Professors

c. Number of teachers from Same state

Other states

6

-

M F M F

3 1 2 -

M F M F

- - - -

M F M F

-- - - -

M F M F

1 1

M F M F

- - - -

M F M F

M/F F M F

09

12

M/F F M F

03

06



Cycle by NAAC 20

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

D.Ed. -

B.Ed. 1:14

M.Ed. (Full Time) -

M.Ed. (Part Time) -

13. a. Non-teaching staff Open Reserved

Permanent

Temporary

b. Technical Assistants Permanent

Temporary

14. Ratio of Teaching – non-teaching staff

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

16. Is there an advisory committee for the library?

17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility

19. Total collection of the following in the library

a. Books

- Textbooks

1:1

Yes No

7 hours

As per need

Yes No

20823

18530

As above

M F M F

- -

M F M F

- -

62.80 %

- - 5 -

1

M F M F



Cycle by NAAC 21

- 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

- Film strip/map, charts/Globes/handout

20. Mention the total carpet area of the Library (in sq. mts.)

Seating capacity of the Reading room

21. Status of automation of Library

Yet to intimate

Partially automated

Fully automated.

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

2160

06

19

19

133 encyclopedias

01

42

01

26

121.00 sq.mt.

25

307+114+4+4



Cycle by NAAC 22

Power back up

User orientation /information literacy

Any other (please specify and indicate)

23. Are students allowed to retain books for examinations?

24. Furnish information on the following

Average number of books issued/returned per day

Maximum number of day’s books are permitted to be retained

by students

by faculty

Maximum number of books permitted for issue

for students

for faculty

Average number of users who visited/consulted per month

Ratio of library books (excluding textbooks and book bank

facility) to the number of students enrolled.

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

institution.

26. Provide the number of books/ journals/ periodicals that have been added

to the library during the last three years and their cost.

I II III

N0. Total cost (in Rs.)

No. Total cost (in Rs.)

No. Total cost (in Rs.)

Text books 2 85 - - 27 5,544

Other books Ref. & Encycl)

44 74,905 1 100 21 4,774

Journals/ Periodicals

04 1,500 02 2,000 19 12,000

Any others specify and indicate

657 1,42,848 129 35,654 8 408

5

15 days

Yes No

0.5

1:25

216

7 days

03 Books

15



Cycle by NAAC 23

Criterion V: Student Support and Progression

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

Programmes Year 1 Year 2 Year 3

D.Ed. - - -

B.Ed. 2% 2% 2%

M.Ed. (Full Time) - - -

M.Ed. (Part Time) - - -

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

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

3. Does the institution offer Remedial instruction?

4. Does the institution offer Bridge courses?

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

B.Ed. course One year

(Semester wise)

2011-12 2012-13 2013-14

Total Appeared 98 98 98

Pass percentage 97% 95% 96%

Number of first classes 11% 21% 21%

Number of distinctions - - -

Exemplary performances

(Gold Medal and university ranks)

- - -

Yes No

Yes No

Yes No



Cycle by NAAC 24

6. Number of students who have passed competitive examinations during

the last three years (provide year wise data)

NET

SLET/SET

Any other (specify and indicate) MPSC Passed.

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

the past three years.

Financial Aid 11-12 12-13 13-14

Merit Scholarship -- ---- -

Merit-cum-means scholarship

- - -

Fee concession - -- -

Loan facilities - - -

Any other specify GOI & Free Ships

68 72 71

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

9. Does the institution provide Residential accommodation for:

Faculty

Non-teaching staff

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

If yes, number of students residing in hostels

Men

Women

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

Sports fields

Indoor sports facilities

Gymnasium

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

I

1

2

II

3

3

III

1

1

2 - 1

8

-



Cycle by NAAC 25

12. Availability of rest rooms for Women

13. Availability of rest rooms for men

14. Is there transport facility available?

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

experience?

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

institution participated/organized.

Organized Participated

Yes No Number Yes No Number

Inter-collegiate - No - - - -

Inter-university - - - - - -

National - - - - - -

(Excluding college day celebration)

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

university, state, regional, national and international sports meets.

Participation of students (Numbers)

Outcome (Medal achievers)

University 01 -

State - -

Regional - -

National - -

International - -

18. Does the institution have an active Alumni Association?

If yes, give the year of establishment

Yes No

Yes No

Yes No

Yes No

2005

Yes No



Cycle by NAAC 26

19. Does the institution have a Student Association/Council?

20. Does the institution regularly publish a college magazine?

21. Does the institution publish its updated prospectus annually?

22. Give the details on the progression of the students to employment/further

study (Give percentage) for last three years

Approximately Year 1(%) Year 2(%) Year 3(%)

Higher studies 30% 35% 40%

Employment (Total) 25% 22% 17%

Teaching

Non teaching

20% 20% 15%

05% 2% 2%

Source: (Discussion in alumni meeting & get-together of respective batches)

23. Is there a placement cell in the institution?

If yes, how many students were employed through placement cell during the

past three years.

1 2 3

Interview conducted but placement information is not available

24. Does the institution provide the following guidance and counseling

services to students? Yes No

Academic guidance and Counseling

Personal Counseling

Career Counseling

Yes No

Yes No

Yes No

Yes No



Cycle by NAAC 27

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

Staff council Four monthly

IQAC/or any other similar body/committee Twice in year

Internal Administrative Bodies contributing to quality improvement of the

institutional processes. (mention only for three most important bodies)

1)Local advisory committee for extension

activities(Sec)

Twice in a year

2)Women redressal cell (Protection against creed) yearly

3)Library advisory committee Twice in year

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)

(GIS/GPF/DCPS/Festival Advances/LTC/Home town etc.

4. Number of career development programmes made available for non-

teaching staff during the last three years

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

Yes No

1

Yes No

Yes No

Yes No

Yes No

Yes

No



Cycle by NAAC 28

b. Number of teachers who were sponsored for professional

development programmes by the institution

National

International

c. Number of faculty development programmes organized by the

Institution:

d. Number of Seminars/ workshops/symposia on Curricular

development, Teaching- learning, Assessment, etc. organized by the

institution

e. Research development programmes attended by the faculty

f. Invited/endowment lectures at the institution

Any other area (specify the programme and indicate)

-Organized Personality Development for staff & students (13-14)

-Organized Teacher accountability toward society program (13-14)

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

a. Self-appraisal

b. Student assessment of faculty performance

c. Expert assessment of faculty performance

d. Combination of one or more of the above

e. Any other (specify and indicate)P.T. Schools feedback:

(In addition above institution monitor the performance of staff In the periodical

meetings organized by the Head of the Institution & department.)

7. Are the faculty assigned additional administrative work?

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

Yes No

Yes No

Yes No

Yes No

10 Hours

Nil

Nil

3

2

2

Nil

02

Yes No

Yes No



Cycle by NAAC 29

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)

9. Expenditure statement (for last two years) (Rs in lakhs): Year 1 Year 2

(2012-13) (2013-14)

Total sanctioned Budget (Income)→→ 151.30 132.12

% spent on the salary of faculty 28.27% 52.34%

% spent on the salary of non-teaching employees 12.45% 10.47%

% spent on books and journals 00.27% 00.04%

% spent on developmental activities (expansion of building)

50.49% 25.38%

% spent on telephone, electricity and water 01.58% 01.60%

% spent on maintenance of building, sports facilities, hostels, residential complex and student amenities, etc.(State plan 12-13: Roofing/Hostel Rs(2.49)+ Minor work Rs.(1.00) (State plan 13.14: Mess tables1.17+Elec.0.99+Inver 0.25 =(2.42) and +Minor work: Rs. (1.00)

02.45% 02.53%

State Non-Plan: 2013-14: (Rs. In Lakh) 1) Salary: 65.56 2) Other: 09.16

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

Total: 74.72

State Plan:1)Office: 02.42

2)Gr. for Building Const. 28.00

3)Gr. For water Tank Const. 06.25

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

Total of Grant in aid: 113.39 lakhs

Nil

Nil

1) Maintenance allowance sanctioned by SW

&TD Dept. under GOI Scholarships which

Distributed amongst BC/OBC students etc:. Rs 03.06

2) Maintenance of Building: Rs.01.00

1)Tution fees collected Rs. 5.58

2)Tution Fees reimbursed from

SW/TD Dept. Rs.Dept: Rs.8.56

3) Other college fees (PLA): Rs.0.54

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

Total fees: Rs.14.68 (Note: Amount of tution fees credited to Govt. Treasury)



Cycle by NAAC 30

(2012-13) (2013-14)

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

02.03% 04.85%

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

01.94% 02.27%

% spent on travel 00.11% 00.32%

Any other (specify and indicate) Gymkhana expenditure UGC Equipment: Rs

00.13% 00. 28%

00.20%

Total expenditure incurred 142.65 134.95

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. 2011-12:

2012-13:

2013-14: 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


(Functional NAC centre is available.)

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

(+) Rs. 15.00 lakh -

(+) 8.65 lakh -

- (-) Rs. 2.83

Yes No

Yes No

Yes No

Yes No



Cycle by NAAC 31

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

mechanism?

15. Does the institution have an inbuilt mechanism to check the work

efficiency of the non-teaching staff?

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

approved by a competent authority?

17. Does the institution have the freedom and the resources to appoint and pay

temporary/ ad hoc / guest teaching staff?

18. Is a grievance redressal mechanism in vogue in the institution?

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

Yes No



Cycle by NAAC 32

Criterion VII: Innovative Practices

1. Does the institution have an established Internal Quality Assurance

Mechanisms?

2. Do students participate in the Quality Enhancement of the Institution?

3. What is the percentage of the following student categories in the

institution?

Category(2014-2015) Men(21) % Women(70) %

A SC 02 2.19 17 18.68

B ST 03 3.30 00 00.00

C OBC/SBC/DT,NT 10 10.98 27 29.67

D Physically challenged

E General Category 06 6.60 24 26.37

F Rural 17 20

G Urban 03 52

H Any other ( specify) - - - -

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

Category

(Regular 6 + CHB 2)

Teaching

staff

% Non-teaching

staff

%

A SC (out of 6) 01 12.50 01 14.29

B ST (-‘’-) 00 00 01 14.29

C OBC/NT (-‘-) 01 12.50 03 42.86

D Women (-‘-) 01 12.50 00 00

E Physically challenged 00 - 01 14.29

F General Category(-‘-) 03 66.66 00 00

G Any other( specify) on

CHB Basis

02(out of 8)

25.00 01 14.29

Yes No

Yes No



Cycle by NAAC 33

5. What is the percentage incremental academic growth of the students for the

last two batches?

Category11-12 At Admission On completion of the course Batch I(12-13) Batch II(13-14) Batch I(12-13) Batch II(13-14)

SC (20) 20 (00.00) 15 –(25.00) 19 –(05.00) 15 (00.00)

ST (04) 06 +(50.00) 05 –(16.67) 06 (00.00) 04 -(20.00)

OBC(44) 46 +(04.54) 51 +(10.86) 46 (00.00) 50 - (1.96)

Physically challenged(0)

01 +(100.00) 01 (00.00) 01 (00.00) 01 (00.00)

General Category(32)

28 -(12.50) 29 + (03.57) 28 (00.00) 29 (00.00)

Rural (49) 56 (14.28) 61+(8.93) 55 - (1.79) 61 (00.00)

Urban (49) 43 (-12.25) 37 (-14.00) 42 – (2.33) 37 (00.00)

Any other ( specify)

00 00 00 00



Cycle by NAAC 34

Part II: The Evaluative Report

Executive summary

The Government College of education, Ratnagiri is the pioneer institute

imparting teacher education in konkan region. A glorious history since 1863, which

institution had recognized as a ‘Government English High school’. The eminent

scholars namely Shri. C.V.Joshi, Vishnushastri Chiplunkar, and P.V. Kane worked as a

teacher and Mr. Ramakrishna Bhandarkar worked as a Head Master of the school. In

the year 1965, this ‘Government Secondary Teacher College’ has further known as

‘Government College of Education ‘Ratnagiri.

The abundant greenery in rainy season and specious calm and quite

atmosphere helps for creating academic excellence. The existence of an institution has

become a matter of proud for every citizen of not only Ratnagiri but also to every

Konkani’s. It is like a colored feather in the education Crown of Konkan region.

A Government of Maharashtra founded, funded & runs this institute which is

established in July 1965. And it is permanently affiliated to Mumbai University,

Mumbai. It is functioning under common formulated Govt. policies, regulations and

order in respect of staff, students, academic, administrative and financial functions.

The college also is abiding by the affiliating University in respect of these parameters.

While working under twin authority its does pose certain challenges. Actually, it is an

opportunity for the institution to get the best out of these. For example College has

succeeded to get resources & administrative guidance & financial assistance from the

State Government for the development of infrastructural facilities and the academic

guidance from the parent University.

The supporting and funding agencies towards institutional development

funded by UGC under five year plans. The college has made significant contribution

in the field of teacher education and extension services justifying the investment of

public funds. It is a unique example of socio-provincial harmony owing to the working

teaching & non-teaching staff from each region of Maharashtra state. The institutional

establishments, salaries, transfers etc. are being regulated at three levels as regional,

state & secretariat and the regular faculty is working in the institution. Each faculty

member is well experienced and qualified.



Cycle by NAAC 35

With the awareness of keen efforts for brighter future we always plan our

working system regarding practice teaching & internship program. Practice teaching is

the major field based experience in teacher training. To experience schools and pupils

therein, practice teaching schools are selected as per need of curriculum for the

practice teaching & internship program. The institute remains in co-operative touch

with schools. Practice teaching & internship in different schools supports the

objectives and goals of the institute.

We know that the teacher training institution is an organization with having

community relation. The institute assures the improved qualitative teacher education

to every trainee teachers. The social activities, gathering, rallies, co curricular

programs, extension activities, distance programme of Y.C.M.O.U. Nashik, Programs

of the college become the media for an institute to maintain healthy relationship with

community.

Every institution exists with certain objectives and goals. In order to achieve

these every organization has to keep pace with the changing time, needs and trends in

the surroundings. To lead as renowned teacher training institute of the current century

we are ever ready to accept the challenges and implement positive changes towards

betterment of teacher training programme. The teacher education programme affected

due to the various canvas of opportunities in the corporate world. Such practical

challenges occur in this field and we stick to stand the vision, mission and the

objectives preset for achieve excellence in Teacher Education.

The institute has been successful in optimizing the use of all infrastructural

facilities and effective human resource management. The college is achieving

excellence in providing updated, modular, semester wise segregated teacher training

programme.



Cycle by NAAC 36

Criterion – Wise Analysis

Criterion I – Curricular Aspects

1.1 Curricular Design and Development:

1. State the objectives of the institution and the major considerations addressed by them?

Government college of Education, Ratnagiri. is working with its major

objective of producing devoted, competent teachers. The intellectual,

academic and training objective of the institute is to impart curriculum

of Mumbai University qualitatively.

The institute also offers in service training programme to the high school

of Ratnagiri district in addition to B.Ed. regular programme. The teacher

aspirants are oriented with the subjects of global trends and demands

through optional subjects and co-curricular activities.

2. Specify the various steps in the curricular development processes.

We execute the B.Ed. Curriculum of Mumbai University. The institute

alone is not involved in the curricular development process. The faculty

member participated in the orientation for the revised curriculum given

by Mumbai University.

3. How are the global trends in teacher education reflected in the curriculum and existing courses modified to meet the emerging needs?

From the academic year 2008-09 the syllabus of the B.Ed. regular course

is reconstructed with the inclusion of optional subjects like Computer in

education, environmental education, Action Research, Guidance and

Counseling, Education for Rural Development etc. The syllabus is

further reconstructed in the year 2011-12 for semester system. In the year

2013-14 the semester system is modified by equal distribution of courses.



Cycle by NAAC 37

Above mentioned changes in the B.Ed. curriculum reflects global trends

and meets the emerging needs.

4. How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education and ICT?

National issues like environment, value education and ICT are offered

as optional and core subjects in the curriculum. Use of ICT is

compulsory for all students by making compulsion for submission of

computer assisted lessons in power point mode. ICT in Education is a

separate theoretical course included in the syllabus.

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

Curricular planning is done at University level but whenever opinions

are expected or demanded by the teaching faculties, they use ICT to

accomplish the same, through email, access to websites, letter drafting,

fax, telephonic communication, etc. Academic planning of the institution

is displayed on the college website and publishes in annual report.

1.2 Academic Flexibility :

1. How does the institution attempt to provide experiences to the students so that teaching becomes a reflective practice?

Student teachers are given freedom to suggest drawback or lacunae or

recommendations related to teaching if any. The suggestions or

recommendations are collected through Principal or Senior most teacher

of the college. This experience of the student teachers makes the

teaching as the reflective practice. Frequent meeting of Principal, staff

members and Representative of the student teachers are organized to

review teaching process.



Cycle by NAAC 38

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?

Instruction by teaching faculty, seminars, Self Learning, Open Book

Assignment, guest lecturers etc. prove the scope of providing varied

learning experiences to the teacher aspirants in the operational

curriculum at the campus. various rallies, field visits, Educational trips,

Internship programme etc. are organized in order to provide varied

learning experiences to the students in the field.

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 value added course like PGRP (Post Graduation Research

Programme) in subject communication and Educational communication

for the year 2012-2013. This institute conducts MS-CIT course for the IT

benefit of trainees through the NAC centre.

The institute had arranged Shikshakbhan tay Samajbhan programme.

Workshop on scientific attitude, workshop on personality Development

for teacher trainees. Self Defense training programme for female teacher

trainees. The special orientation programme on “Child Helpline”. The

expert in the medical field provides the assistance on various issues like

Health and Hygiene, Diet, and skin diseases etc. The student trainees

interact with themselves and community as well as teaching faculty.

These activities help to develop communication skill, life skills, social

responsibilities and community orientation. This year special program is

arranged for adolescent and their parents. The changing social scenario

and the role of the parents were discussed with experts. The Alumni

Association helps to arrange such programmes.



Cycle by NAAC 39

4. How does the institution ensure the inclusion of the following aspects in the curriculum? Interdisciplinary/Multidisciplinary, ii. Multi-skill development, iii. Inclusive education, iv. Practice teaching, v. School experience / internship, vi. Work experience /SUPW, vii. Any other (specify and give details)

The institute plan out the programme as per guidelines laid down in the

University curriculum. The teacher training curriculum of Mumbai

University constitutes all the aspects listed in this question. Some of the

programmes where different aspect have been incorporated may be as –

1) Teaching own method.

2) Lesson observation of diff. Subject other than own method.

3) Organization of programmes of special days as Teacher days.

Marathi BhashaDin, Geography Day, International Women’s Day,

Environment day, Maharashtra Day, etc.

4) Participation in inter collegiate, other organizational competitions

5) Arranging competitions on behalf of Alumni organization.

6) Production of articles of social utility under SUPW.

7) Social work – cleaning campaign.

8) Plantation programmes. etc.

1.3 Feedback on curriculum:

1. How does the institution encourage feedback and communication from the Students, Alumni, and Employers, Community, Academic peers and other stakeholders with reference to the curriculum?

Generally, curriculum is determined by the affiliating University-

Mumbai and the institution has to follow it. The institute has no scope to

encourage feedback and communication from the students, alumni,

employers, community, academic peers and other stakeholders directly

with reference to the curriculum. But principal of the college encourage

it & conveys the communication from the staff members, students,

alumni and regional /divisional officers of the dept. in this respects



Cycle by NAAC 40

frequently in the concerned University meetings & departmental

meetings.

In the staff council meetings we deliberately discuss and develop the

feedback questionnaire for students. The Registered Alumni Association

conducts academic activities for teacher trainees and helps the

qualitative implementation of the curriculum. The performance

appraisal of the employees is approved by the Department of Higher

Education. The oral feedback in extension activities is taken by

participants.

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.

No, there isn’t any statutory mechanism for analysis and use of the

outcome from the feedback to review and identify areas of improvement

and the changes to be brought in the curriculum at college level. The

staff members identify the area of improvement in syllabus and

commutated to the BOS.

3. What are the contributions of the institution to curriculum development? (Member of BOS /sending timely suggestions, feedback, etc.)

The staff members identify the area of improvement in syllabus and

commutated to the BOS.

As for the development of curriculum at university levels are conserved

following contribution of principal of the institute can be mentioned.

Principal Dr. P. M. Mohitkar had worked on Board of Studies in

education & Faculty of Education, R. T.M. Nagpur University Nagpur

during 2005 to 2010. He had also worked as a member of B. Ed

curriculum review committee, B. Ed & M. Ed. ordinance committee

during his tenure. He had provided the information pertaining to the



Cycle by NAAC 41

feedback from faculty members, students and alumni in concern

university.

1.4 Curriculum update :

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

The B.Ed (Regu.) curriculum of affiliating Mumbai University has been

renewed from the year 2008-09 and periodically updated from time to

time at University level.

In optional courses International Education, Inclusive Education these

two electives are added in the curriculum. In core courses major changes

occurs due to the challenges in the changing learning environment.

National Knowledge commission is reflected in Educational

Management. New trends in Education

And NCF as revised in 2009 is the integral part of the core courses.

Constructivist Approach is reflected in all teaching Methods. The

content of communication modes modified in ICT in Education. The

Life skill Education (WHO-10 components) leads the role of family and

school in the Education for the social harmony. The ALS (Alternative

Learning System) for emerging Indian society works as a social

equalizer.

In the B.Ed. curriculum of Open University, a major change occurs in

2007 with the introduction of additional paper named changing roles of

teacher part A -Action Research and Part B - computer Education.

Both changes in the curricula of regular and open universities contribute

towards up gradation of curriculum and quality improvement as well as

student satisfaction. The fundamental information regarding each of



Cycle by NAAC 42

change has been incorporated into the curriculum which helps to update

itself.

2. What are the strategies adopted by the institution for curriculum revision and update? (Need assessment, student input, feedback from practicing schools etc.)

Mentionable strategies could not be adopted by the

institution for curriculum revision and update but expert resources

are invited as per need to interact with the students. This is

accompanied by interaction with experts from societies on current

important issues.

1.5 Best practices in curricular aspects.

1. What is the quality sustenance and quality enhancement measure undertaken by the institution during the last five years in curricular aspects?

The institute had given proposals for development purposes and major

or remarkable percentage of sanctioned grant or fund is spent upon

library, laboratories, computers and NAC Centre. The unlimited

internet facility is provided for all the stakeholders. This enables quality

sustenance and quality enhancement in curricular aspect.

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

Since last five years the institute has implemented the practice of ‘Team

Teaching’ for the core and elective courses. The state and National Level

seminars organized based on updated curriculum. Human resource

management for implementation of curriculum Effectively. The

systematic way of completion of practicum includes scholastic and field

work.



Cycle by NAAC 43

Additional information:

1. The main evaluative observation/suggestion made in the first assessment

report with reference to curricular aspect is as follows:

The college could suggest other ways of providing for flexibility taking into

consideration student interest job opportunities etc.

The college has been acted upon this suggestion that, at the time of selection of

second methodology & optional subjects the students’ choice and job

opportunities available or its scope is taken into consideration. The eligibility

rule frame work is followed while selecting second methodology & optional

papers.

There is no flexibility provided in respect of core subject as there is a uniform

syllabus of the University for all the Colleges of education which are under the

jurisdiction of affiliating university. The flexibility is provided in respect of non

core subjects i.e. optional & methodology subjects. The student teachers are

given freedoms to opt their optional and methodology subjects.

2. The following major quality sustenance and enhancement measures

undertaken by the institution since the previous assessment and accreditation

are as follows:

1) Formation of IQAC at institutional level.

2) Entry level of students is evaluated for communication skill, discipline,

social behavior developing confidence, singing and playing instrument,

educational and creative craft skill etc.

3) Continuation of MS-CIT course.

4) The college has taken lead for the field work of Distance mode

M.Ed.Course...

5) PGRP in subject Communication from2012-2013 and 2013-2014. year.

The program is of duration of two academic years.

6) The college has established Network Access Centre 1999-2000.

7) In the Internship Programme innovative teaching methods employed

such as creative techniques, Games, Constructivist Approach, Team



Cycle by NAAC 44

Teaching, Brainstorming, Problem solving, Gig saw, Role play etc. by

teacher trainees. The workshop, seminars are considers for quality

enhancement in curricular aspects.

The Action Research/Project conducted on various sociological,

Psychological, Managerial, Environmental, Educational, Scientific, etc.

8) Seminar & tutorials are also preferred by staff members. Teacher

aspirants are given scope to give seminar on the topics of his/her own

interest. There was a compulsion of seminar. Book Review enriches the

archetypes of knowledge.

9) Tutorials in examination environment are taken up by all the faculty

members after giving the units for self study



Cycle by NAAC 45

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?

The admission process for B.Ed. Course in Maharashtra State is

centralized one. The teacher aspirant students are selected on the basis

of the merit at qualifying examination and CET score combined. (50 %

weightage for each).The Director of Education (Higher Education)

Maharashtra State, Pune is competent authority to give admission to the

B.Ed course (Regular) in the Government, Non-Government aided

&unaided Colleges of Education in the state of Maharashtra after

conducting the common Entrance Test (CET), through centralized

admission procedure on the basis of merit in accordance with the

University and as per Government Resolution.

The process of admission is computerized and digitalized. The process

of admission is network-Web based which offer transparency at every

level of admission process. The admission processes give opportunity

for qualifying students from all sectors of societies. Thus admission

policy is confirmed at state level. The students are admitted in the

institution with strict adherence to the rules framed out for admission by

centralized admission process. The rules/ordinance framed by Mumbai

University in this regard is also applicable for admission in institution.

2. How are the programmes advertised? What information is provided to prospective students about the programs through the advertisement and prospectus or other similar material of the institution?

The admission program is advertised by publication in leading

newspapers in each administrative divisions of the state of Maharashtra.



Cycle by NAAC 46

The programme of admission includes online registration of students

followed by common entrance test (CET), publication of merit list, filling

option for forms preference to the colleges, allocation of students in

three rounds and college level scrutiny of documents for eligibility.

3. How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants?

At the institutional level admission committee looks after fulfillment of

admission criteria whether they are equally applied to all applicants.

The category, method merit verification is done for eligibility of

admission. The students are critically verified for methods to be selected.

They are admitted only upon finding eligible for admission as per the

rules.

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)

Diversity in the student population is retained (the process of admission

is centralized at the state level.) Almost all types of diversities in the

society are taken into consideration while allotment of seats to every

institution in the state. Therefore the institute represents the model of

society with regard to diverse economic, cultural, religions, gender,

linguistic backgrounds and physically challenged.

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 provision for assessing student’s knowledge needs and

skills before the commencement of teaching programme.

The four skills and one bridge lesson were selected in a system of

controlled practice that makes it possible to concentrate on specific

teaching behavior and to practice teaching. The microteaching cycle



Cycle by NAAC 47

includes the demonstration-discussion-planning-teaching-feedback-

replanning-reteaching.

The workshop of pedagogical Analysis (content and methodology) is

conducted for understanding the relation with the core elements, values,

curriculum analysis, syllabus and textbook analysis etc.

In simulated lesson student teachers apply models like Concept

Attainment and Role play, techniques like problem solving, brain

storming, games.

The trainees are given a subject test/content knowledge test to judge the

depth of subject. The student securing less that 40% scoring are advised

to study secondary, graduate level books. Those students who fail to

secure the minimum scoring they reappeared for the Content

knowledge test and then they qualify the internal practicum.

Student teachers apply various skills and blended teaching methodology

used in the class room by Simulated Lesson. To cope up with the new

trends in education content cum Methodology workshop was

organized. Lesson planning with theoretical background of

methodology was interwoven together in Pedagogical Analysis

Workshop.

According to calendar activity students are required to prepare

instructional material one each from special Methods and use it during

practice teaching and submit it. The suggested categories were as

follows: Specimens, Boards, Charts, Models, Diagrams, Relia, Cartoons,

Study Kits, Cutouts, Mobiles, Photographs, etc. The theory, practical and

types of instructional material were introduced to the students through

the creation of Instructional Material workshop. Before entering into

practice teaching, the students should observe some demonstration

lessons of teachers and lecturers. The arrangements were done at two



Cycle by NAAC 48

levels, the demonstrations by college lecturers and some lessons by

experienced teachers in schools in Model Lesson.

The hidden potential of the student teachers were known through ‘talent

search’ programme which is held in the very beginning of the year.

2.2 Catering to Diverse Needs

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

The time table prepared on the guidelines of UGC-NCTE norms gives

space for every activity of Mumbai University curriculum. The time-

table not only include teaching learning subjects but it covers cultural,

games, social work, psychopracticals, Open Book Assignment, Book

Review, Seminar, Action Research/project work, SUPW, Community

work etc.

Efforts are taken continuously to update the institution at all the levels

or aspects. Above mentioned both efforts of the institution make the

institution conclusive for learning and development of the students.

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

Each and every aspect of curriculum is plan fully executed and the

institution has adopted techno-friendly attitude which help to cater to

the diverse learning needs of the students.

3. What are the activities envisioned in the curriculum for student teachers to understand the role of diversity and equity in teaching learning process?

Introduction of the trainee students with expert resources of diff. Fields

and allotment of equal responsibility to teacher aspirants during guest

lectures, celebration of special days and variety of co-curricular activities

these are the activities envisioned in the curriculum for student teachers



Cycle by NAAC 49

to understand the role of diversity, equity in teaching learning process.

The rotational system regarding holding responsibilities in three Houses

viz, Swatantry, Samata, Bandhuta. The three Clubs viz, Literature,

Science and Environment further boost up this vision.

4. How does the institution ensure that the teacher educators are knowledgeable and sensitive to cater to the diverse student needs?

The Meritorious students were guided specially and the remediation

does for academically weak students. The nearby school for Internship,

shuffling of the class room for practice teaching, special facility provided

for examination, freedom for wearing uniform for the convenience of

differently able students. The teacher educators of institution write

articles in various periodicals.

The program of lesson is planned in such a way that trainee students get

aware of types of schools, its locality as well as students learning in such

schools.

The teacher educators of institution write articles in different types of

periodicals. Many of them participate in seminar, symposia at every

level and also present the paper on the subject of their interest. During

the teaching most of the faculty members advised to discuss national-

international issues/events of the subjects concerned. In this way the

institution insures that the teacher educators are knowledgeable. The

provision of individual or group guidance by the faculty member in the

table gives opportunity for the students to approach him towards the

teacher educators. The student teachers get the guidance regarding

his/her problems. The effort helps to develop sensitive compassionate

relation between student teachers and faculty members.



Cycle by NAAC 50

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?

Professional project, self study, orientation sessions, seminar, guest

lectures, lesson, psycho practical’s, semester pattern exam system,

SUPW activity, health education programme, etc. are the various

practices that help the student teachers to develop knowledge and skills

related to diversity and inclusion and apply them effectively in

classroom situations.

2.3 Teaching-Learning Process

1. How does the institution engage students in “active learning”? (Use of learning resources such as library, web site, focus group, individual projects, simulation, peer teaching, role-playing, internships, practicum, etc.)

The time table of the institute itself has provision for active learning;

some special periods are reserved for social work, playing & cultural

activities. Orientation & workshops for Micro-Teaching lesson,

Simulation, Model lesson demonstration, preparing teaching aids, etc. is

organized year to years. The teaching tools such as use of computer

with unlimited package of internet avail in the institution.

The spare time of students is utilized for use of learning resources as

library, NAC (ICT) center, & psychological laboratory for their

experiments.

2. How ‘learning’ is made student-centered? Give a list of the participatory learning activities adopted by the institution and those, which contributed to self-management of knowledge, and skill development by the students?

Seminar of every core paper is arranged by staff members. The choice of

topic / chapter / sub unit is student centered. Simulated teaching or

micro teaching is scale down teaching encounter. The trainee students

divided into 6 -8 groups. Each group contains 10-12 students. Each



Cycle by NAAC 51

student selects a unit/sub unit suitable for core skill. During the

delivery of micro lesson by student teacher peer group teacher play the

role of school students. The delivery of the lesson is followed by

feedback by the peers under the guidance of the faculty member which

develops self-management of knowledge & skill by the students.

Willingness of student is considered to deliver a speech on topic of

interest in co-curricular activities. Transactions of library are according

to student ease. Use of computer and technology is also as per spare

time of students. Assignment activities are student centered. Submission

work of every core subject and optional paper as well as methodology

papers also are given sufficient time so that learning happens to be

student centered.

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.

Self study of self pace, self discipline, self governance, and student

focused submission work are mentionable innovative approach adopted

by the institute which provide enriched experiences that ensure effective

learning teaching. This is based on Thorndike’s Trial-error learning

theory.

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.

Though there is no provision of models of teaching in the syllabus of

Mumbai University, Mumbai some of our staff members use suitable

models of teaching during orientation workshops. I.e. Model lesson

workshop. This workshops a real time experience for trainees because

school students are invited to the college for actual classroom

environment. The no. of lessons given by each student is said to be few



Cycle by NAAC 52

but they are not counted under special heads of models of teaching. But

distance education curriculum /vocational B. Ed course contains special

work shop as an essential innovative teaching trend.

5. Does the student teacher use micro-teaching technique for developing teaching skills? If yes, list the skills practiced and number of lessons given by each student per skill.

During the orientation & workshops the first workshop is of Micro

teaching skills for analysis of teaching process. Micro teaching work

shop arranged for two weeks during which following skills are practiced

by each trainee students.

Chalk Board Writing Skill

Explanation Skill

Questioning Skill

Stimulus variation Skill

Bridge Lesson

In all teachers aspirant students give 10 lessons (5 of each of two opted

methods) in teaching & Re-teaching form. One bridge lesson comprising

of at least three skills are also taken by every trainee students. The

lessons are followed immediately by bridge lessons which develop

teaching confidence in terms of time along with skill of teaching.

6. Detail the process of practice teaching in schools. (Lessons a student gives per day, lessons observed by the teacher educators, peers/school teachers, feedback mechanism, monitoring mechanisms of lesson plans, etc.)

The process of practice teaching in practice teaching school is a major

program of B.Ed. curriculum. Each of the students gives lesson of his

first opted subject at the beginning. The time-table of practice teaching is

planned mostly in relevance with the school time table. Care is taken

that every student takes one lesson per day; very frequently the no. of

lessons given by students exceeds not more than two.



Cycle by NAAC 53

The practice teaching lessons in school are monitored by both subject

teacher of school and method teacher/teacher education. The feedback

is given by teacher educator to improve the teaching quality of teacher

trainee.

The initial 2-3 practice teaching lessons are observed by the methods

teachers only. The remaining practice teaching lessons are observed by

different teacher educators of the institution. The feed back in dual form-

strength & weakness is given in the remarks forms.

Observation of practice teaching lessons by peers of the same

methodology is practiced with printed formats. Peers also give feedback

wherever necessary.

The programme of practice teaching in any school is monitored by Head

Master of school or supervisor senior teacher of concerned school. The

principal of the college visits during the period of practice teaching

program. The staff & Head master of practice teaching school give

feedback.

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

Internship programme: The students get the direct experience as to

daily routine in school. It includes how to conduct prayers. Knowledge

regarding the framing of the time table. What to do at proxy periods.

How to maintain record- su

Documents

REACCREDITATION APPRAISAL REPORTgcer.in/NAAC 2014-15.pdfSelf—appraisal of Govt. College of Education, Ratnagiri SSR for Accreditation for 2nd Cycle by NAAC 2 PREFACE It gives me