YASHWANTRAO CHAVAN SCHOOL OF SOCIAL …ycssw.edu.in/Eventphoto/SelfStudyReport-2016.pdf · MSW Master of Social Work ... week, 10-day rural camp, ... Yashwantrao Chavan School of

Bhartiya Bhatke Vimukta Vikas va Sanshodhan Sanstha’s

YASHWANTRAO CHAVAN SCHOOL OF SOCIAL WORK

(Affiliated to Shivaji University, Kolhapur)

‘Sharadashram’

Jakatwadi, Satara-415002, Maharashtra

www.ycssw.edu.in, [email protected]

SELF-STUDY REPORT For 1st Cycle of Accreditation

Submitted To

National Assessment and Accreditation Council,

Bengaluru

http://www.ycssw.edu.in/

mailto:[email protected]

Self Study Report for 1st Cycle of Accreditation

Yashwantrao Chavan School of Social Work, Satara, Maharashtra Page 2

Preface

“Thousands of candles can be lit from a single candle, and the life of the

candle will not be shortened” – Buddha

Yashwantrao Chavan School of Social Work (YCSSW) is nestled among the

Sahyadri hills. The college, affiliated to Shivaji University, Kolhapur, was

started in 1994 by renowned author and social activist Padmashree Laxman

Mane under the banner of Bhartiya Bhatke Vimukta Vikas va Sanshodhan

Sanstha (BBVVSS), Satara. It is now an established rural college, offering

full-time Bachelor’s and Master’s programmes in Social Work. YCSSW is

recognized under 2f & 12b of UGC Act, 1956.

The Institute is named after late Shri.Yashwantrao Chavan, the first Chief

Minister of Maharashtra and the former Deputy Prime Minister of India.

Yashwantrao Chavan was jailed for participating in the Quit India movement

and was instrumental in setting up co-operatives for farmers in Maharashtra.

The vision of YCSSW is to impart higher education to marginalized

communities, and to develop it as a centre for consultancy and research in

Social Work. The Institute is committed to nurturing values of equality,

inclusiveness, human rights, social justice and transformation among students.

We are proud that YCSSW faculty and alumni have upheld the above values.

Preparation of the Self-Study Report (SSR) for the first cycle of accreditation

is a big step towards quality enhancement at YCSSW. The process started two

years ago, with the establishment of an Internal Quality Assessment Cell

(IQAC). The report was prepared by the Steering Committee and reviewed by

the IQAC Committee and Staff Council.

The SSR is an honest reflection of our efforts. The process has been enriching,

and has made us aware of our strengths, weaknesses, opportunities and

challenges. We are happy to welcome the NAAC peer team to our campus.

Dr Shaly Joseph,

December 30, 2015 In-Charge Principal



Steering Committee

Convenors

Dr. Shaly Joseph In-Charge Principal

Bhaishailendra Mane Vice-Principal

Coordinator

Jeevan Borate IQAC Coordinator

Drafting Committee

Pramod Muneshwar Faculty

Samata Mane Faculty

Sampada Sankpal Faculty

Pankajkumar Das Faculty

Vanita Kamble Faculty

Jitendra Chavan Librarian

Documentation

Dr.Vijay Mane Faculty

Dr.Manisha Shirodkar Faculty

Secretarial Assistance

Milind Kamble Clerk

Sonali Salunkhe Clerk

Poonam Jagdale Research Assistant (RRDC)

Ujjwala Shitole Faculty

Pooja Nikam Computer Instructor



Abbreviations

AFSR Action for Social Reform

AICUF All India Catholic Universities Federation

ASER Annual Status of Education Report

BBVVSS Bhartiya Bhatake Vimukta Vikas va Sanshodhan Sanstha

BoS Board of Studies

BSW Bachelor of Social Work

BPT Block Placement Training

CGC Child Guidance Clinic

CPT Concurrent Placement Training

CIP Capacity Improvement Programme

CSR Corporate Social Responsibility

DTNT De-Notified and Nomadic Tribes

EDC Entrepreneurship Development Cell

FCC Family Counselling Centre

FED Field Education Department

FESCOM Federation of Senior Citizens of Maharashtra

FGD Focused Group Discussion

FY Financial Year

GO Government Organisation

HRM Human Resource Management

IA Internal Assessment

ICDS Integrated Child Development Services

ICT Information and Communications Technology

IQAC Internal Quality Assurance Cell

ICSSR Indian Council of Social Science Research

ILL Inter-library Loan Service

INFLIBNET Information and Library Network

ISR Institute Social Responsibility

IUC Inter-University Centre

KILA Kerala Institute of Local Administration

LCS Lead College Scheme

LMC Local Management Committee

MIS Management Information System

MoU Memorandum of Understanding

MSW Master of Social Work

MPSW Medical and Psychiatric Social Work

NAAC National Assessment and Accreditation Council

NGO Non-Government Organization

NLIST National Library and Information Services Infrastructure for

Scholarly Content

NMEICT National Mission on Education through ICT

NYK Nehru Yuva Kendra



OBC Other Backward Castes

OPAC Online Public Access

PBAS Performance -Based Appraisal System

PG Postgraduate

PRI Panchayat Raj Institution

RRDC Research, Resource and Development Centre

SC Scheduled Castes

SEA Society Empowerment Activity

SET Skill Enhancement Training

SHG Self Help Group

SPT Summer Placement Training

SSR Self-Study Report

SWOC Strength Weakness Opportunity Challenges

ST Scheduled Tribes

TOT Training Of Trainers

UG Undergraduate

URCD Urban and Rural Community Development

VJNT Vimukta Jaati Nomadic Tribes

YCSSW Yashwantrao Chavan School of Social Work

*



Contents

Preface 2

NAAC Steering Committee 3

Abbreviations 4

Executive Summary 7

Profile of the Institution 15

Criteria-Wise Analytical Reports 25

Criterion I

Curricular aspects 25

2525

Criterion II Teaching-Learning and Evaluation 41

29

Criterion III Research, Consultancy and Extension Activities 66

Criterion IV Infrastructure and Learning Resources 99

120

Criterion V Student Support and Progression 116

Criterion VI

Governance, Leadership and Management 131

161

Criterion VII

Innovations and Best Practices 149

Evaluative Report of the Department 160

192

Annexure

Annexure I: Declaration by the Head of the Institution 183

Annexure II: Certificate of Compliance 184

Annexure III: Approval of courses of affiliating University 185

Annexure IV: Certificate of Permenent Affiliation 186

Annexure V: Certificate of 2(f) and 12 (b) 187

Annexure VI: LOI Application 188

Annexure VII: IEQA Application 189

Annexure VIII: XIth & XIIth plan Developmental Grant (Xerox) Annexure IX: AISHE Report

Annexure X: IQAC Committee

.



Executive Summary

The Institute’s school of thought is guided by the revolutionary ideas of

Mahatma Jotirao Phule, Chhtrapati Shahu Maharaj and Babasaheb Dr. B. R.

Ambedkar.

YCSSW gives thrust to inclusiveness, acceptance of diversity and creating a

culture of dialogue and understanding. These areas of national significance are

reflected in the day-to-day functioning of the Institute.

The highlights of criterion-wise analysis are described below:

Criterion I: Curriculum Design and Development

As YCSSW is the only college under Shivaji University offering BSW and

MSW courses, the Institute plays a key role in Social Work curriculum design

and development. YCSSW faculty members are actively involved in framing

the syllabus at the University level.

Syllabus revision workshops are organized on the campus, for which field

experts from the industry/NGOs/hospitals/rehabilitation centers, besides

subject experts from University/reputed colleges are invited. Based on their

recommendations, a draft of the revised syllabus is prepared and sent to the

University for Approval and incorporation.

The Institute allocates adequate funds to buy books and material to make the

teaching-learning process fulfilling and effective.

Criterion II: Teaching-Learning and Evaluation

At YCSSW, academic life is rigorous and the course structure is designed to

lay a firm conceptual foundation. The Institute believes each student is a

prospective change maker. Through carefully crafted interaction and activities

inside and outside the classroom, the Institute helps students discover their

innate capabilities.

Classroom learning is complemented by mandatory fieldwork of 15 hours a

week, 10-day rural camp, 10-day study tour, month-long Block Placement

Training (BPT), month-long Summer Placement Training (SPT), Skill-

Enhancement Training (SET), Intervention Research, school Social Work,

conference, workshop, seminar, Capacity Improvement Programme (CIP) and

guest lectures by field experts.



Students’ performances are regularly monitored. They are mentored by

respective class teacher and parent teacher, who acts as the student’s parent on

campus. Students’ academic performance is evaluated through class

assignments, home assignments, seminars, viva voce and debates. The CIP,

BPT, SPT and SET are aimed at helping students gain field experience and

acquire skills needed for Social Work practice. Students’ field events are

objectively evaluated regularly and used for their continuous improvement.

Fieldwork is evaluated continuously with external experts and internal faculty,

after which they give feedback to students for improvement.

Slow learners are given special attention and advanced learners are given

training to better themselves. Special coaching is given to SC/ST/OBC/VJNT

students for competitive examinations.

The Institute takes feedback from students and other stakeholders to

continuously upgrade academic and co-curricular activities.

YCSSW has a participatory learning approach where students are given the

opportunity to clear doubts and practice a ‘learning together’ approach by

bringing in innovation in learning and teaching.

As Social Work is a practice-based profession, the Institute has made Social

Work research a priority area in which students and faculty are trained.

Regular feedback is obtained from the Institute’s partner organizations like

NGOs, government organisations (GOs) and industries where students are

placed for fieldwork. This is part of adopting modern practices to impart

knowledge to students, teachers and other beneficiaries.

Criterion III: Research, Consultancy and Extension

The imparting of quality education at YCSSW is supported by research and

development. The college has a Research, Resource and Development Centre

(RRDC) which organizes intensive workshops on Research Methodology and

encourages faculty to take up field research projects.

Social Work research is a neglected area and RRDC concentrates on

promoting it. Realizing the importance of research in improving practice and

effectiveness of Social Work methods and interventions, RRDC gives thrust to

Social Work research. The research lab provides updates to students in

conducting research. The RRDC advisory committee has eminent persons on

its panel. The college invites eminent researchers to deliver lectures to

promote scientific temper and Social Work research.



YCSSW faculty members are involved in research projects of the government

and NGOs. Special attention is given to involve in research projects of

contemporary relevance to deal with social issues. National workshops on

Research Methodology are conducted. A research club of Social Work

professionals has been formed to promote Social Work research.

Faculty members publish research articles in journals and take up consultancy

work. As a part of institutional social responsibility (ISR), the Institute is

involved in extension activities in collaboration with other organisations.

The Institute strives to inculcate research culture among its staff. YCSSW

faculty members are given special training in research, which is sponsored

entirely by the Management. Working as a team, they organize workshops for

students. The Institute is in the process of getting recognition from the

University for a research centre.

Criterion IV: Infrastructure and Learning Resources

The 14-acre green campus has sytematically deigned infrastructure for

effective implementation of the curriculum. It has seven smart classrooms, a

seminar hall, a computer lab, reading room, a research centre, five lawns for

open-air classrooms, playground, multi-purpose meeting room and other

necessary facilities.

In keeping with the Management’s policy and to the maximum extent

possible, the infrastructure has been made eco-friendly. The main building is

constructed keeping in mind the Buddhist culture to suit the surrounding

biodiversity. Natural ventilation and lighting have been ensured to provide a

refreshing and peaceful learning environment. As the region is earthquake

prone, the building is made to withstand tremors. The library stocked with

quality books offers a rich learning resource for faculty and students. The

computer lab with N-computing and Wi-Fi allows students to connect with

knowledge centers around the world. The Institute has a video library where

learners can avail Social Work related videos. In the evening, music is played

on the campus to create a soothing environment.

Criterion V: Student Support and Progression

As the Institute is committed to serve the educational needs of students from

rural areas and poor socio-economic backgrounds, counselling sessions are

conducted for parents and students right from the enquiry stage to help them

understand the relevance and scope of the course. Special training sessions on

the entrance exam are conducted for SC/ST/DTNT/OBC students. Parents are

invited along with students at the time of admission interview. After

admission, all necessary details about the course, the Institute’s educational



policy, scholarships, freeships, programmes, course activities, job prospects,

avenues for further studies and other details are explained to students and

parents. As per Institute’s policy, students are called only by their first names

to help them learn in an environment that fosters equality.

Faculty members and external sponsors raise funds to support needy students.

The faculty takes special efforts to help slow learners. All these steps help

minimize student dropout.

The Institute provides career guidance and counselling to students to help

them plan their future. Some students go on to pursue M. Phil or PhD, and

clear MPSC, UPSC and other competitive examinations. Many of our students

are involved in social entrepreneurship.

The course is structured to ensure student participation in extension activities.

Emphasis is given to English communication and personality development to

boost their employability and confidence.

Criterion VI: Governance, Leadership and Management

The leadership, governance and Management of the institution are closely

monitored by the Local Management Committee (LMC) and IQAC.

Participatory management is practised. The open-door policy allows faculty,

students and parents to interact with each other. This interaction is the strength

of the Institute. All decisions are taken based on consensus. The

administration is transparent and flexible enough to accommodate changes, if

needed.

The administrative staff helps students in procedural matters. Modification in

leadership approach and administrative practices are done on a regular basis to

meet needs of students and the Social Work profession. All these are done

within the policy framework of the government, UGC and University

regulations.

The experienced LMC gives guidelines in areas of governance, leadership and

management. They mentor the team and motivate them to achieve excellence

in imparting quality education through best practices.

The Institute has introduced the role score card system to ensure quality of

teaching. All support is provided to faculty to upgrade their knowledge. The

Institute takes efforts to get funds from the UGC, University, ICSSR, Zilla

Parishad and other sources for overall development of the Institute.



Criterion VII: Innovation and Best Practices

YCSSW is known for innovation and best practices that directly or indirectly

benefit students, the community and the Social Work profession. Among the

Institute’s best practices are intervention-focused research centre, social

empowerment activities, preservation of biodiversity, observation of UN

decade of biodiversity, parent teacher (Balak-Palak) concept, the policy of

addressing students by their first names, value education, enrichment

programme for parents, no-vehicle day, daily prayer and Preamble recitation,

daily recitation of Jagar (movement-based songs), Manthan (an activity where

students’ views are sought on issues through the drop-box system and

responded to, if needed with help of external experts), celebration of the

Kerala festival of Onam, birthday celebration, class decoration by students,

wall-paper presentation every fortnight and Jano Apne Sanvidhan Ko (Know

Your Constitution) are some of the innovative practices.

SWOC Analysis of YCSSW

Strengths

Being the only college offering Bachelor’s and Master’s courses in Social

Work under Shivaji University, the Institute is actively involved in

curriculum design and development.

YCSSW has a systematic strategy for curricular planning and

implementation.

YCSSW goes beyond syllabi to provide value-addition through various

programmes to help students acquire skills needed for Social Work

practice.

Teachers are given practical and procedural support for effective

implementation of the curriculum.

Regular feedback from stakeholders helps enrich curriculum.

Institute has a transparent admission process.

Pre-entrance exam training is given to students of reserved category.

Institute has an inclusive admission policy.

Parent counselling is a unique part of admission process.

Technology-assisted teaching-learning process is used.

Students are mentored by respective class teachers and through the unique

‘parent teacher’ concept, where students are placed under teachers who act

as their parents on campus.

Learner-centric and participatory teaching is practised.

Extension centres help integrate theory and practice.

Institute is known for giving excellent fieldwork exposure to students. It

has a separate Field Education Department (FED) that coordinates all

fieldwork activities.

Students organize and take part in social action campaigns.



Qualified, efficient and experienced faculty are appointed as per

government norms.

Efficient and experienced support staff.

Faculty encouraged to adopt creative and innovative teaching methods.

Institute strictly adheres to academic calendar.

Students consistently secure top ranks in University.

Teaching and learning are influenced by revolutionary ideas of Mahatma

Phule, Chhatrapati Shahu Maharaj and Babasaheb Dr B. R. Ambedkar.

Association with eminent scholars, academicians and Social Work

practitioners helps Institute add value to the teaching-learning process.

Efforts are made to equip students with skills and qualities needed for

Social Work practice.

The Institute’s Research, Resource and Development Centre (RRDC)

coordinates research projects, consultancy services, training and

workshops.

Institute’s Research Lab and Research Club provide tips and resources for

students to carry forward and complete research work.

Faculty provide consultancy services to human service organizations.

Institute is involved in school Social Work through providing intervention

for problems of children in schools.

Institute has two Family Counselling Centers (FCCs) attached to police

stations in the district as extension projects. The FCCs, sponsored by the

Central Social Welfare Board, New Delhi, offer a platform for faculty and

students to gain hands-on experience in professional Social Work.

YCSSW has government grant-in-aid primary, secondary and higher

secondary Ashram Schools as extension projects. Institute has Memoranda of Understanding (MoU) with educational,

governmental and non-governmental organisations.

The 14-acre bio-diversity campus offers a peaceful ambience for

classroom learning, open-air classes, as well as after-class study for

students. The campus received the State Government’s Green Campus

Award.

Institute has adequate infrastructure which is put to optimum use.

The women’s hostel encourages enrolment of girls from distant places.

The user-friendly library has rich resources relevant to Social Work field.

Adequate facilities are provided for curricular and extra-curricular

activities, including sports.

ICT-enabled classrooms are provided.

Campus is Wi-Fi-enabled. The Capacity Improvement Programme equips students with knowledge

and skills needed for Social Work practice.

The suggestion box, Manthan box, Counselling Cell, Gymkhana Club and

Student Council are meant for student welfare. Institute has a functioning

Placement Cell.

Well placed alumni refer YCSSW students for fieldwork placements and



jobs. They share their experience to add value to the Institute’s Social

Work curriculum.

Stakeholders of the Institute provide scholarships to meritorious students

and financial aid to needy students.

Institute has experienced and devoted Local Management Committee.

Institute maintains good gender balance of students and faculty.

Institute achieved significant enrolment of students from

SC/ST/OBC/DTNT categories and rural areas.

As the Institute is a meeting point of social activists and thinkers in

western Maharashtra, faculty and students are exposed to diverse ideas and

views on current social issues through interactions with them.

The IQAC ensures quality of teaching, learning and administration.

Institute introduced the ‘Role Score Card’ system to track staff

performance.

Sessions by experts are organised for parents on parenting, health and

other issues.

Institute’s ‘Jaano apne sanvidhaan ko’ initiative creates awareness about

the Constitution.

Everyone is addressed only by their first names on the campus.

No Vehicle Day is observed on the last Wednesday of every month.

YCSSW is observing UN Decade of Biodiversity.

Students and faculty join the Morning Prayer, followed by the recitation of

the Preamble, and a unique pledge to lead a virtuous life.

Onam, the festival of Kerala, is celebrated on the campus as part of

national integration initiatives.

Society Empowerment Activity (SEA) is an Institute Social Responsibility

(ISR) initiative of YCSSW.

Weaknesses

Though YCSSW is involved in curriculum design, having to follow

University guidelines is a limitation.

Fieldwork agencies in Satara lack the professionalism and resources of

their counterparts in Pune, Mumbai and other cities.

Institute does not have additional facilities like health care centre,

gymnasium and swimming pool.

As Institute has no boys’ hostel, getting diverse group of students from

far flung areas is difficult.

Institute does not have guest house and auditorium.

Geographical location of Institute makes accessing uninterrupted

internet connectivity difficult.

As salaries are not disbursed on time from the government, it affects

morale of staff.

Integrated Management Information System (MIS) yet to be

streamlined.



Opportunities

Institute strives to and can become a centre of learning for students

from diverse sections and states, and contribute to national integration.

YCSSW can become a nodal agency in the region to initiate and

implement projects to tackle drought and other social issues, which

will sensitise students and encourage them to find solutions.

Institute has potential for expansion of field action projects.

Has potential for international student and faculty exchange

programmes.

Institute’s association with social activists gives it the opportunity to

get tribal students to enroll and thereby help their uplift.

Institute has scope to develop a centre for M. Phil. and Doctoral

programmes.

Existing training centre can be developed further.

Can start certificate courses in emerging fields of Social Work, such as

human rights and counselling.

Experience and resources of well-placed alumni can be better utilized

for institutional growth.

YCSSW can develop as a model Institute in Maharashtra for

professional Social Work education.

Challenges

As majority of the students are from rural areas, innovative ways have

to be found to make students proficient in English language, research

and reporting skills, and also to develop their soft-skills.

While the location of the Institute exposes students to issues of rural

India, it becomes a challenge in terms of giving them exposure to

professional Social Work of the kind practised in major cities.

Developing as a learning centre for social action/social movements.

Getting funds for library, infrastructure development and innovative

practices.

Recruitment of adequate staff on time.

*



Profile of the Institution

1. Name and Address of the College:

Name Yashwantrao Chavan School of Social Work

Address ‘Sharadashram’, Jakatwadi, Satara.

City Satara

Pin 415002

State Maharashtra

Website www.ycssw.edu.in

2. For Communication:

Designatio

n Name

Telephone

Numbers with

STD code

Mobile Fax Email

Principal

Dr.

Shaly

Joseph

O: 02162

284057

R: 02162

283564

89752

14074

02162

284057

shalyjoseph

@ycssw.edu

.in

Vice

Principal

Bhai

Shaile

ndra

Mane

O:02162

284057

R:02162

250556

98221

33237

02162

252321

bhaimane@

gmail.com

Steering

Committee

Co-

ordinator

Jeevan

Borate

O:02162

284057

R: NA

98220

66978

02162

284057

jeevanborate

@gmail.com

3. Status of the Institution:

Affiliated College

Constituent College X

Any other (specify) X

4. Type of Institution:

A. By Gender

For Men X

For Women X

Co-education



B. By Shift

Regular

Day

Evening x

5. It is a recognized minority institution?

Yes X

No

If yes specify the minority status (Religious/linguistic/ any other) and

provide documentary evidence.

6. Sources of funding:

Government X

Grant-in-aid

Self financing X

Any other X

7. a. Date of establishment of the college: 05/09/1994

b. University to which the college is affiliated /or which governs the college

Shivaji University, Kolhapur

(If it is a constituent college)

c. Details of UGC recognition:

Under Section Date, Month & Year Remarks(If any)

i. 2 (f) 01/02/2011 Annexure: 1

ii. 12 (B) 01/02/2011 Annexure: 1

d. Details of recognition/approval by statutory/regulatory bodies other than

UGC (AICTE, NCTE, MCI, DCI, PCI, RCI etc.) – NA

Under Section/

Clause

Recognition/Approval

details

Institution/Departmen

t Programme

Day,

Month

Year

Validity Remarks

i. - - - -

ii. - - - -



iii. - - - -

iv. - - - -

8. Does the affiliating university Act provide for conferment of autonomy (as

recognized by the UGC), on its affiliated colleges?

Yes X No

If yes, has the College applied for availing the autonomous status?

Yes X No

9. Is the college recognized?

A. By UGC as a College with Potential for Excellence (CPE)?

Yes X No

If yes, date of recognition: …………-………… (dd/mm/yyyy)

b. for its performance by any other governmental agency?

Yes X No

10. Location of the campus and re in sq.mts:

Location * Rural

Campus area in sq. mts. 55800 m2

Built up area in sq. Mts. 1965 m2

(* Urban, Semi-urban, Rural, Tribal, Hilly Area, Any others specify)

11. Facilities available on the campus (Tick the available facility and

provide numbers or other details at appropriate places) or in case the

institute has an agreement with other agencies in using any of the listed

facilities provide information on the facilities covered under the

agreement.

Auditorium/seminar complex with infrastructural facilities

Sports facilities

Play ground

Swimming pool X

Gymnasium X

Hostel

* Boys’ hostel



i. Number of hostels X

ii. Number of inmates

iii. Facilities (mention )

∗ Girls’ hostel

i. Number of hostels 01

ii. Number of inmates 12

iii. Facilities (mention ) Food (Breakfast, Lunch,

Dinner), Stay, Hot water for

bathing, Purified water for

drinking, Study Room, Sick

Room, News Papers, Internet,

i. Working women’s

Hostel X

ii. Number of inmates

iii. Facilities (mention )

i. Residential facilities for

teaching and non-

teaching staff (give

numbers available —

cadre wise)

X

ii. Cafeteria

iii. Health centre First aid, Inpatient, Outpatient,

Emergency care facility,

Ambulance……. Health centre Staff –

First Aid facility is available. In case

of emergency, transport facility is

made available; on-call doctors are

available to provide medical care.

Facilities like banking, post office, book Shops X

Transport facilities to cater to the needs of students and

staff—Private transport facility is made available in case of

such a need. X

Animal house X

Qualified doctor Full time X Part-time X

Qualified Nurse Full time X Part-time X



Biological waste disposal X

Generator or other facility for management/regulation of

electricity and voltage

Solid waste management facility

Waste water management

Water harvesting

12. Details of programmes offered by the college

(Give data for current academic year)

SI. No.

Programme

Level

Name

of the Progra

mme/ Course

Duration

Entry

Qualificati

on

Medium

of

instructio

n

Sanction

ed/ approve

d Student strength

No. of

students

admitte

d

1 Under-

Graduate BSW 3yrs HSC English 50 50

2

Post-

Graduate

MSW 2yrs Any

Degree English 60 66

13. Does the college offer self-financed Programmes?

Yes X No

If yes, how many?

NA

14. New programmes introduced in the college during the last five years if

any?

NA

15. List the departments: (respond if applicable only and do not list facilities

like Library, Physical Education as departments, unless they are also offering

academic degree awarding programmes. Similarly, do not list the departments

offering common compulsory subjects for all the programmes like English,

regional languages etc.)



Faculty Departments UG PG Research

Science

-

-

- -

Arts - - - -

Commerce - - -

Any Other

(Specify)

Humanities

Social work Social work Social work -

16. Number of Programmes offered under (Programme means a degree

course like BA, BSc, MA, M.Com.)

a) Annual system X

b) Semester system

c) Trimester System X

17. Number of Programmes with

a) Choice Based Credit System X

b) Inter/Multidisciplinary Approach

c) Any other (specify and provide details) X

18. Does the college offer UG and/or PG programmes in Teacher Education?

Yes X No

If yes,

a.Year of Introduction of the programme(s)……………… (dd/mm/yyyy)

and number of batches that completed the programme

NA

b. NCTE recognition details (if applicable) Notification No.:

…………………………………… Date: ………………… (dd/mm/yyyy)

Validity:………………………. .

NA

c.Is the institution opting for assessment and accreditation of Teacher Education

Programme separately?

Yes X No

19. Does the college offer UG or PG programme in Physical Education?



Yes X No

If yes,

A.Year of Introduction of the programme(s)………. (dd/mm/yyyy) and

number of batches that completed the programme

NA

b. NCTE recognition details (if applicable) Notification No.:

…………………………………… Date: ………………… (dd/mm/yyyy)

Validity:………………………. .

NA

c. Is the institution opting for assessment and accreditation of Teacher

Education Programme separately?

Yes X No

20. Number of teaching and non-teaching positions in the Institution

Positions

Teaching faculty

Non-

teaching

staff

Technical

staff Professor

Associate

Professor

Assistant

Professor

*M *F *M *F *M *F *M *F *M *F

Sanctioned by

the UGC /

University /

State

Government

Recruited

5 5 5 1

Yet to recruit 2 2 1 1

Sanctioned by

the

Management/

society or

other

authorized

bodies

Recruited

- - - - - 2 1

1

1 - 1

Yet to recruit - - - - - - - - - -

*M-Male *F-Female



21. Qualifications of the teaching staff:

Highest

qualification

Professor Associate

Professor Assistant

Professor Total

*M *F *M *F *M *F

Permanent teachers

D.Sc./D.Litt.

Ph.D. 1 2 3

M.Phil. 1 - 1

PG 3 3 6

Temporary teachers

Ph.D.

M.Phil.

PG 2 2

UG 1 1

Part-time teachers

Ph.D.

M.Phil.

PG

22. Number of Visiting Faculty /Guest Faculty engaged with the College. 12

23. Furnish the number of the students admitted to the college during the

last four academic years.

Categories

Year 1 Year 2 Year 3 Year 4

*M *F *M *F *M *F *M *F

SC 15 14 23 14 22 13 32 22

ST 1 - 1 - 2 - 3 -

OBC 16 10 16 12

19 12 16 14

General 50 37 33 33

43 29 47 27

Others 20 9 26 10 37 14 40 14

24.Details on students enrollment in the college during the current academic

year:

Type of students UG PG M. Phil. Ph.D. Total

Students from the same state where the college is

located

50 66 - - 116

Students from other states of

India

0 0 - - 0

NRI students 0 0 - - 0



Foreign students 0 0 - - 0

Total 50 66 - - 116

25. Dropout rate in UG and PG (average of the last two batches)

UG 7 per cent PG 6 per cent

26. Unit Cost of Education

(Unit cost = total annual recurring expenditure (actual) divided by total number of

students enrolled)

(a) including the salary component Rs. 46,105

(b) excluding the salary component Rs.7,961

27. Does the college offer any programme/s in distance education mode

(DEP)?

Yes X No

If yes,

a) is it a registered centre for offering distance education programmes of

another University

Yes X No

b) Name of the University which has granted such registration.

Yes X No

c) Number of programmes offered

Yes X No

d) Programmes carry the recognition of the Distance Education Council.

Yes X No

28.Provide Teacher-student ratio for each of the programme/course offered

14:1

29. Is the college applying for Accreditation:

Cycle 1 Cycle 2 Cycle 3 Cycle 4

X X X

Re-Assessment: NO

(Cycle 1refers to first accreditation and Cycle 2, Cycle 3 and Cycle 4

refers to re- accreditation)

30. Date of accreditation



* (applicable for Cycle 2, Cycle 3, Cycle 4 and re-assessment only)

Cycle 1:

Accreditation Outcome/Result….-…....

Cycle 2

Accreditation Outcome/Result…-….....

Cycle 3:

Accreditation Outcome/Result…-….....

* Kindly enclose copy of accreditation certificate(s) and peer team report(s)

as an annexure.

31. Number of working days during the last academic year. 242

32. Number of teaching days during the last academic year 182

(Teaching days means days on which lectures were engaged excluding the

examination days)

33. Date of establishment of Internal Quality Assurance Cell (IQAC)

22/05/2014

34. Details regarding submission of Annual Quality Assurance Reports

(AQAR) to NAAC.

AQAR (i) Not Submitted

AQAR (ii) -

AQAR (iii) -

AQAR (IV) -

35. Any other relevant data (not covered above) the college would like to

include. (Do not include explanatory/descriptive information): NA

*



Criteria-wise Analytical Report

Criteria I: Curriculum Design and Development

1.1. Curriculum Planning and Implementation Being the only college under Shivaji University offering Bachelor of Social

Work (BSW) and Master of Social Work (MSW) courses, the Institute is

actively involved in curriculum planning and development.

Suggestions from students, parents, experts and other stakeholders are

considered while planning the syllabus before it is sent to the University for

approval.

The college follows inclusive practices in admissions and academic and

extracurricular activities in tune with its vision, mission and objectives.

Academic activities are structured keeping in mind the learning differences of

students with special needs. The curriculum promotes national development,

fosters global competencies, and facilitates skill-development training to meet

the challenges of a competitive environment at national and global levels. It

promotes understanding of and concern for social and environmental issues,

and involvement in community service and research activities.

1.1.1 State the vision, mission and objectives of the institution, and describe

how these are communicated to the students, teachers, staff and other

stakeholders.

Vision To build a cadre of Social Work professionals who bring positive change in

the world.

Mission The mission is to provide a learner-centric environment where excellence in

Social Work education is the focus. YCSSW seeks to develop and foster

principled and competent professionals who understand the interrelatedness of

human needs, social structures and oppressive conditions that affect the

wellbeing of people.

Objectives of the Institution To impart Social Work education at the graduate and postgraduate

levels to groom competent Social Work professionals who can bring positive

change in the world

To conduct Social Research and Social Work research by involving

students so as to train them in methodologies and techniques of research

To undertake field action projects in Social Work and allied fields, and

to carry out the Institute’s social responsibility programmes



To maintain diversity among students and faculty for nurturing cultural

exchange and national integration

To organise lectures, seminars and workshops, and publish books and

papers to enrich knowledge base and disseminate current academic

information and messages

To collaborate with similar organizations and like-minded

professionals for academic excellence and professional growth

To take regular feedback from students and stakeholders to maintain

quality of teaching and learning

To maintain a green and sustainable environment on the campus, and

advocate for UN Decade for Biodiversity in western Maharashtra

The Vision, Mission and Objectives of the college are communicated through

following methods:

To students:

Through Prospectus, institution website, brochure, annual calendar and

fieldwork diaries. During admission enquiry, personal counselling is given to

students and parents. Freshers are introduced to the vision, mission and

objectives of the college at the induction programme. A common meeting of

students is held every year to update them about all activities and to align them

with the Institute’s vision and mission.

To Parents:

An orientation programme is held for parents and all those who come to the

campus at the time of admission. Details of the college are displayed on

electronic screens on the campus for them. A documentary on the college is

also shown. At parent-teacher meetings, the mission, vision and objectives of

the college are explained through PowerPoint presentation.

To Alumni: During annual and executive meetings of alumni, the vision, mission and

objectives of the college are revisited and suggestions sought on how to better

realise them.

To the Teaching and Non-teaching Staff: The mission, vision and objectives of the Institute are explained to teaching

and non-teaching staff at the time of recruitment by the Management

representative and the Principal. It is also explained during the induction

session. Every year, teaching and non-teaching staff review activities to fulfil

the vision and mission and see if modifications are needed.



To Other Stakeholders:

The vision and mission are displayed at the college entrance. It is also

conveyed to stakeholders who are invited to the college, and also through the

Institute website.

The vision, mission and objectives are also communicated to various

stakeholders through rural camps, study tours, network meetings with

fieldwork agency supervisors, field action projects, seminars, conferences,

workshops and get-togethers.

1.1.2 How does the institution develop and deploy action plans for effective

implementation of the curriculum? Give details of the process and

substantiate through specific example(s).

The college has adequate infrastructure to effectively implement the

curriculum. The teaching methodologies and facilities are in tune with the

needs of the Social Work profession. The distinguished faculty and dedicated

support staff work in tandem to achieve goals.

The below table explains the process of curriculum implementation:

Action Plan for Effective Implementation of Curriculum

1. Feedback and

evaluation

April: The IQAC Coordinator and Principal take

feedback from students on teaching-learning and

fieldwork practices. It is discussed in the Staff

Council meeting and steps are taken to effectively

implement the curriculum.

2. Subject allocation,

preparation of time

table and academic

calendar

April-May: Subjects are allocated at the Staff

Council meeting. Time table and academic calendar

are prepared in accordance with University exam

schedule.

3. Preparing teaching

plan and fieldwork

schedule

April-May: Faculty prepare the teaching plan and

fieldwork schedule and submit it to the IQAC

Coordinator, who review it and get approval from

the Principal

4. Semester I

July to October: Classes, fieldwork training, rural

camp, orientation visits and extra-curricular

activities conducted as per time table and academic

calendar

5. Exams November: Internal assessment (IA) and University

exams

6. Block Placement

Training (BPT) and

Skill Enhancement

Training (SET)

December: BSW and MSW final-year students sent

for month-long BPT in reputed

organizations/industries/hospitals across India;

BSW and MSW first-year students attend month-

long SET on campus



7. Semester 2

January-April: Classes, fieldwork training, study

tour, rural camp, orientation visits and extra-

curricular activities conducted as per time table

8. Exams May: Internal assessment and University exams

Besides personal mentoring, students are encouraged to work in teams. Stress

is laid on innovative strategies that involve experiential learning through

research, fieldwork, case studies and project work.

1.1.3 What type of support (procedural and practical) do the teachers receive

(from the University and/or institution) for effectively translating the

curriculum and improving teaching practices?

Shivaji University provides financial support for conducting

curriculum revision workshops.

YCSSW provides ICT-enabled infrastructure in classrooms, besides

laptops and PCs with internet and Wi-Fi facility for faculty. Faculty

development programmes are organised. Faculty members are sent for

national and international seminars, conferences, workshops and training.

They are encouraged and supported to publish research papers and to take up

Social Work extension projects and consultancy services. Computer literacy

courses are arranged for teachers on the campus. Consultants are made

available for faculty to seek guidance. Faculty members are given freedom to

bring innovative teaching methods and practices.

1.1.4 Specify the initiatives taken up or contribution made by the institution

for effective curriculum delivery and transaction on the Curriculum provided

by the affiliating University or other statutory agency.

Fieldwork: Since Social Work is a practice profession, emphasis is on ‘learning by doing’.

This is facilitated through fieldwork programmes under the supervision of

faculty. The following are the field work components:

Orientation Visits: As students are new to the Social Work programme, they are sensitized on the

typology and structural and functional aspects of human service organizations

through supervised institutional visits.

Concurrent Placement Training (CPT):

Students are placed in structured and unstructured agencies for CPT two days

a week to practice what they learnt in class.

Block Placement Training (BPT): Students are placed in various agencies

for one month to help them get a deeper understanding of Social Work

practice and prepare them for the job market.

Rural Camp: The 10-day rural camp exposes students to working in

community and allows them to experience group living.

1.1.5 How does the institution network and interact with beneficiaries such as



industry, research bodies and the university in effective operationalization of

the curriculum?

Networking and Interaction with Shivaji University: The Institute invites University authorities to various programmes. Experts from

the University are members on IQAC and RRDC advisory committees. They

are invited as resource persons for workshops and seminars for updating the

curriculum.

Networking and Interaction with Industries/NGOs: Regular and mutually beneficial interactions are held with industries and

NGOs. YCSSW collaborates with them in training, placements, consultancy,

supply of manpower, resource sharing, sponsorships, exposure visits, updation

of syllabus, knowledge sharing, collaborative workshops, conferences and

recruitment, among other things.

Networking and Interaction with Research Bodies: The Institute has MoUs with national institutions for collaborative research

projects. Eminent research experts are associated with the Institute’s research

centre. The Institute gets financial assistance from ICSSR to conduct

Research Methodology workshops for research scholars. The Management

also sponsors Research Methodology workshops.

Workshop on Curriculum Revision: A workshop on curriculum revision is organized periodically. Subject experts,

scholars and practitioners from the industry, research bodies, NGOs and

movement-based organisations are invited. Feedback on current trends in

Social Work is taken from NGOs, industries and other agencies where

students are placed for CPT and BPT.

In addition to the University-prescribed curriculum, relevant topics are

covered by field experts to enrich students’ knowledge. Interaction with

organisations gives students practical knowledge to compete in the job

market.

1.1.6 What are the contributions of the institution and/or its staff members

to the development of the curriculum by the University (number of staff

members/departments represented on the Board of Studies, student feedback,

teacher feedback, stakeholder feedback provided, specific suggestions etc.)?

After the University introduced the semester system in 2010, four faculty from

YCSSW were involved in framing the entirely new syllabi for BSW and

MSW.

Over the years revisions were made to the syllabus. The following are the

newly introduced subjects and YCSSW faculty associated with it:

Year New subjects introduced For class Syllabus

prepared by

2013 Population Trend & Gender Studies BSW V

Semester

Mr. Pankajkumar



Health & Social Work BSW V

Semester

Das, Assistant

Professor,

YCSSW NGO Management

BSW V

Semester

1.1.7 Does the institution develop curriculum for any of the courses offered

(other than those under the purview of the affiliating university) by it? If

‘yes’, give details on the process (‘Need Assessment’, design, development

and planning) and the courses for which the curriculum has been

developed.

The Institute has a computer centre – Sharada Infotech. Computer courses

have been started in collaboration with Yuva Jagar Pune, introduced by the

National Skill Development Corporation (NSDC) India. Though these

courses are optional, the Institute has developed syllabi for computer courses

for UG and PG.

1.1.8. How does institution analyze/ensure that the stated objectives of

curriculum are achieved in the course of implementation?

The Institute ensures curriculum goals are achieved in the following ways:

Organizing internal exams for BSW and MSW students to prepare them for

University exams

Evaluating knowledge and practical experience of students through

presentations and viva-voce taken by internal and external examiners

Making Institute resources available to stakeholders

Taking feedback during parent-teacher meetings

Encouraging students to attend seminars, workshops, conferences and

social programmes organized in the college and community

Sending faculty to orientation and refresher courses and Research

Methodology workshops

Reviewing syllabus completion in Staff Council meeting every month

Paying attention to fieldwork through separate Field Work Department

Taking student feedback during Student Council meetings and at open

house at semester-end

Stating Course Objectives and Outline in curriculum of every subject to

help teachers keep track of portions covered; Faculty feedback on this

given to the Principal helps validate students’ feedback on course

implementation of each subject.

1.2. Academic Flexibility

1.2. Academic Flexibility 1.2.1 Specifying the goals and objectives give details of the

certificate/diploma/skill development courses etc., offered by the institution.



The institution does not offer any other certificate/diploma/skill-development

course apart from the approved University programme. A few courses from

the distance education department are implemented, but on demand basis.

1.2.2 Does the institution offer programmes that facilitate twinning/dual

degree? If ‘yes’, give details?

As of now, there is no provision for twinning or dual degree. The Master of

Social Work programme has a provision for working executives from

designated organizations to join as sponsored candidates and complete the

coursework in four semesters.

1.2.3 Give details on the various institutional provisions with reference

to academic flexibility and how it has been helpful to students in terms of

skill development, academic mobility, progression to higher studies and

improved potential for employability. Issues may cover the following and

beyond:

Academic Flexibility:

The curriculum and courses prescribed by the University gives little scope for

academic flexibility. However, MSW first-year students can select

specializations of their choice from the Electives in the curriculum.

Progression to Higher Studies:

Special sessions are conducted for BSW students to prepare them for entrance

examinations, group discussions and interviews for higher studies. As a result,

a good number of BSW students get admission in other premier institutes

every year.

Range of Core/Elective options offered by the University and

those opted by the college:

o Human Resource Management (HRM)

o Urban and Rural Community Development (URCD)

o Medical and Psychiatric Social Work (MPSW)

Choice-based credit system and range of subject options:

University has not yet adopted the choice-based credit system.

Courses offered in modular form: None.

Credit transfer and accumulation facility: None.

Lateral and vertical mobility within and across programmes and

courses: None.

Enrichment courses:

Yes. Certificate course in HR practices and certificate course in computer.

Skill Development:

A majority of the students in YCSSW come from rural areas. Hence,

emphasis is given to skill development. CIPs are arranged for students,



where experts are invited to deliver lectures and conduct activities through

which students are imparted various skills. These sessions are arranged in

the beginning and towards the end of the academic year. Sessions in the

beginning of the academic year help them identify their weak areas and

overcome them. Later sessions refresh and update them with present needs

and trends.

Improved Potential for Employability:

Steps are taken to improve students’ employability. Sessions are arranged

on writing resumes and facing interviews to prepare them for jobs. As per

job market needs, extra topics are covered through guest lectures. As many

students are poor in English, special English communication classes are

arranged for them. The alumni provide feedback on current requirements

and trends. Overall development of the students is highly satisfactory and

they get jobs in national and international organizations.

Many organizations give excellent feedback about the Institute’s students,

especially about their commitment and learning attitude. It has been found

that career growth of YCSSW students is appreciable and a good number

of them get promoted to senior positions and play a leading role in national

and international organizations. Some students are employed in foreign

countries.

1.2.4. Does the institution offer self-financed programmes? If ‘yes’, list

them and indicate how they differ from other programmes, with reference to

admission, curriculum, fee structure, teacher qualification, salary etc.

As per Shivaji University norms, regular degree programmes cannot be

offered in the self-financing mode in an affiliated college. This has been a

serious constraint for the Institute.

1.2.5 Does the college provide additional skill-oriented programmes, relevant

to regional and global employment markets? If ‘yes’, provide details of such

programme and the beneficiaries.

Yes. YCSSW has been providing the following skill-development

programmes:

Edubridge course:

The Institute has a tie-up with Edubridge and conducts courses as per market

needs and the interest of students. Eighty per cent of students get enrolled and

pass the examination. The courses were in Retail Marketing, English

Communication, Interview Skills and Presentation Skills.

Computer Course:

Various short-term computer courses in collaboration with Yuva Jagar Pune

are introduced to give students computer literacy and enhance their

employability. Faculty members are also enrolled for various courses.



Global Excellence HR:

Certificate course on HR practices and legal compliance is offered to MSW

second-year students specializing in HRM, in collaboration with Global

Excellence HR. This enhances the employability of students.

Skill Enhancement Training (SET):

A month-long SET is held for students of BSW and MSW first year to help

them understand the practical realities of society and learn skills needed to

deal with social problems. Students are also sensitised on Constitutional

principles of equality, fraternity, liberty, scientific temperament, endeavour

and integrity. As Social Work professionals need to communicate with the

community they work in, students are given training in street-plays, Anubhav

Natya (skit), Chitra Katha (story through paintings), puppet show, lyrics

writing, singing issue-based songs and Chitra Geet (story narrated through

song). Documentaries screened include Big Bang, Universe, How the Earth

Was Made, Evolution: Ape to Man, Cave Man, Ice Man, Ice Age, Family Tree,

Grand Canyon, Bharat Ki Chap, Bharat Ek Khoj, India Invented, India

Untouched, Gujarat: Final Solution, The Lesser Human, Dalit Reclaiming

Identity, Kachra Kondi, SEZ, Kashasathi Potasathi and Ram Ke Naam Par.

Students are given training in filmmaking and photography.

Workshops are held on superstition eradication and gender equality. Training

is also given in Participatory Rural Appraisal (PRA) and Rapid Rural

Appraisal (RRA).

Leadership training: The Institute has an MoU with All India Catholic University Federation

(AICUF), Kerala to impart leadership training to students. It is conducted in

Kerala as well as at the Institute. Students from other colleges in Satara are

invited to participate in the training as the Institute believes in growing

through learning by sharing. Programmes/workshops are held for students of

other disciplines as part of the Institute’s social responsibility. YCSSW adopts

good practices of other institutes. The above initiatives facilitate professional

interaction with faculty of other institutes and contribute to national

integration.

Lead College Scheme:

Under Shivaji University, there is a scheme called Lead College Scheme

(LCS). A few colleges, together called a ‘cluster’, holding a meeting, and take

turns to conduct workshops/training for students, faculty and non-teaching

staff. The cluster has 13 colleges. On an average, faculty

members/students/non-teaching staff attend 26 workshops/training sessions.

All these are enriching and related to professional development of participants.



Selected students, teachers and non-teaching staff are sent for the training

sessions and workshops in turns and based on their need.

1.2.6 Does the University provide for the flexibility of combining the

conventional face-to-face and Distance Mode of Education for students to

choose the courses/combination of their choice? If ‘yes’, how does the

institution take advantage of such provision for the benefit of students?

Shivaji University norms do not provide for flexibility in combining

conventional face-to-face and distance mode of education.

1.3. Curriculum Enrichment

1.3.1 Describe the efforts made by the institution to supplement the

University’s Curriculum to ensure that the academic programmes a n d

Institution’s goals and objectives are integrated.

After assessing job market needs, faculty make a list of extra topics to be

covered through guest lectures, workshops and training sessions. Students are

encouraged to participate in these activities.

CIPs are arranged every month for all students on topics of contemporary

importance, with focus on issues such as violence, gender and national

integration. The contribution of social reformers is also discussed.

Nationally known activists are invited to interact with students on burning

issues, and motivate and sensitise them.

Guided by faculty, students hold rallies on important occasions and days to

create awareness in society. Students are trained in social action and they

participate in social action movements organized by eminent NGOs and

activists.

Important days like World Mental Health Day, International Yoga Day, AIDS

Day, Constitution Day, Youth Day and Women’s Day are observed with

participation of students and faculty. These programmes help students learn

event management. Students are given responsibilities from planning to

reporting and publishing news.

Birth and death anniversaries of eminent personalities, especially social

reformers like Shahu Maharaj, Savitribai Phule, Mahatma Jotirao Phule,

Babasaheb Dr B. R. Ambedkar, Chhatrapati Shivaji Maharaj, Lok Shahir

Annabhau Sathe and Yashwantrao Chavan, among others, are remembered.

Students are briefed about the contribution of these personalities.

1.3.2 What are the efforts made by the institution to enrich and organize

the curriculum to enhance the experiences of the students so as to



cope with the needs of the dynamic employment market?

Curriculum is enriched with information on latest market requirements by

taking feedback from alumni, employers and students when they return from

placement training. Students’ are updated through guest lectures on topics

outside the syllabus.

Academic

Year

No. of Initiatives for Enrichment of Curriculum

Work

shops

Semi

nars

Conf

erenc

es

Guest

Lectures Debates

Group

Discussi

ons

2011-12 3 1 - 6 - 1

2012-13 2 - - 14 - -

2013-14 3 - - 6 0 1

2014-15 6 - - 6 - 1

2015-16 4 2 - 9 1 2

1.3.3 Enumerate the efforts made by the institution to integrate cross-

cutting issues such as gender, climate change, environmental education,

human rights and ICT into the curriculum.

Cross-cutting issues are addressed through the following mechanisms:

Cross-Cutting

Issue

Integration into the Curriculum

Gender Incorporation of Gender in Syllabus:

To develop a constructive understanding about

gender among students, YCSSW has incorporated a

new paper, entitled Population Trend and Gender

Studies. The Institute designed the syllabus for this

paper and after getting University approval, the

subject is being taught in BSW VI semester. Issues

like gender roles, gender analysis, gender constraints,

gender mainstreaming and global gender concerns are

addressed through this paper. Gender is taught

through workshops and training in the beginning of

the second semester of BSW and MSW.

Incorporation of Gender in Field Practice:

YCSSW runs two Family Counselling Centres, at

City Police Station, Satara and Karad Police Station,

Karad. Female social workers appointed in the

centres help and counsel victims of domestic

violence, abuse, rape. MSW 1st year students placed

in these centres for fieldwork involve in case studies,



home visits and rehabilitation. It helps students

understand problems of women and gain practical

knowledge about related laws, administration and

procedures.

A group of students are trained in adolescent health

and they have sessions with adolescent boys and girls

in schools of Satara district.

Mukta Salve Women Study Centre: YCSSW started

the Mukta Salve Women Study Centre on the campus

in 2012, through which the following programmes

have been conducted:

Research on Nakoosa (tradition of branding the

girl child as unwanted)

Day-long dialogue on status of women in India

Gender workshop (Samyak, Pune).

Through this centre, YCSSW works for women

empowerment and social inclusion and conducts

small research studies. Institute faculty conduct

sessions for students in other colleges and for women

in communities.

Students take part in women empowerment

programmes like Swayam Sidha at Shardabai Pawar

Mahila Mahavidyalay in Baramati.

As part of Society Empowerment Activity (SEA),

BSW first-year students take part in activities to create

awareness on gender equality.

The Institute has a MoU with Pune-based Samyak,

which works on issues of gender equality.

Students took part in the Samata Yuva Jagar youth

festival for gender equality organized by Dalit Mahila

Vikas Mandal on campus.

Students display wallpapers in the college every

month on gender and other issues.

Climate

Change

Climate Change is one of the biggest challenges faced

by humanity. Therefore, the Institute creates

awareness about the need to tackle global warming. It

initiated activities like afforestation, awareness

campaigns for eco-friendly Ganesh idols, cracker-free

Diwali, waste recycling, observing No Vehicle Day on



campus and shunning plastic use.

Environmental

Education

Environment studies are a special paper for BSW.

Every year, students conduct a small study on

environment related issues. In 2015, students

conducted a study of the flora and fauna on the

campus, identifying every tree, plant and the

approximate species of snakes, birds and other

animals. The green campus motivates students to

adopt green practices in their villages. Creating

interest in environment protection is a motto of the

Management, which gives a safe place for birds and

other small animals to live without being disturbed on

the campus. As a result, rare migratory birds can be

seen on the campus.

The campus received the Green Campus award from

the government of Maharashtra.

Green initiatives of the college:

Zero-Budget Natural Farming

Holi with natural colours

As part of observing the UN Decade on Biodiversity,

Institute conducts awareness campaign for protection

of the Kaas plateau (Valley of flowers), which is a UN

World heritage site.

Human Rights Incorporation in Syllabus:

Human rights, social justice and transformation are

important in Social Work education and practice. The

Institute believes that social justice can be promoted

only when human rights of people are respected.

Therefore, human right is incorporated in the syllabus.

Promotion of Human Rights Culture on the Campus:

At the entrance of YCSSW, a copy of the Constitution

is displayed daily. All students and visitors have open

access to it.

Field Work Placement of Students in Rights-based

Organizations: Students are placed in reputed

organizations working on human rights across the

country. This helps sensitise students on human rights

issues.

ICT The entire campus is ICT-enabled and students are

trained to make use of the facility.

1.3.4 . What are the various value-added courses/enrichment

programmes offered to ensure holistic development of students?

Programmes held for the holistic development of students are:



Moral and Ethical Values

Prayer: Prayer teaches respect for self and others, and to be humble and

honest. Hence, all faculty and students participate in the daily morning

prayer.

Recitation of Preamble: The Institute believes understanding the

Preamble of the Constitution is essential for creating responsible citizens.

Hence, the Preamble is recited every morning after prayer. A copy of the

Constitution is displayed on the campus every day as part of the Jaano

Apne Sanvidhaan Ko (Know Your Constitution Initiative). It can be

accessed by students and visitors.

Inculcating Values: Eminent persons are invited for lectures to sensitise

the present generation on the contribution of social reformers. Students

are also sent for Vipashana to inculcate moral and ethical values in them.

Positive change has been observed in students completing Vipashana.

Parents, too, appreciate this activity.

Employability and Life-skills: Programmes are conducted in association

with Edubridge, Satara and Global Excellence HR, Pune to equip students

for the job market and life.

Better Career Options: Success stories of alumni are used to motivate

students to take up challenging assignments. Information about job

openings is brought to students through networking with industries, NGOs

and government officials. Alumni and potential employers inform students

about career opportunities through WhatsApp, Facebook, emails, SMS and

other means. The Career Guidance Cell conducts workshops and seminars

to guide students. Community orientation: As most students at the Institute are from

villages, they are aware of the problems faced by villages. Therefore, the

students as well as faculty members and Management have good

community orientation and work among people to eradicate casteism,

superstition, farmer suicide, female infanticide, and to promote education,

especially among girls. Activities for women empowerment are taken up.

Students are sensitized about the environment. A national workshop on

Zero-Budget Natural Farming was organized to create awareness among

farmers on profitable farming.

Premarital Course: In view of the increasing instances of divorce, suicide

and domestic violence, premarital course for youth is conducted at the

Institute-run FCCs.

Effective Parenting: Given the increasing number of families approaching

Child Guidance Clinics (CGCs), the Institute conducts workshops on

effective parenting. Pediatricians, psychologists and social workers

conduct the workshops, which is open to general public.



1.3.5 Citing a few examples enumerate on the extent of use of the feedback

from stakeholders in enriching the curriculum.

Former employees: Feedback from former employees and alumni of

YCSSW working in different sectors across India helps include topics in

the syllabus to make it more relevant to present needs.

Parents’ feedback: Parents meetings and occasional visits by them to the

campus help the Institute understand their expectations regarding the

curriculum and inculcation of moral and ethical values.

Employers: Inputs from employers on current trends in the Social Work

profession help modify the curriculum and give additional information to

students.

1.3.6 How does the institution monitor and evaluate the quality of its

enrichment programmes?

Enrichment programmes are discussed and implemented as per a schedule

approved by the Principal. Quality is measured in terms of student satisfaction,

new learning and creativity, and through oral and written feedback from

students and the faculty coordinator. The enrichment programmes are

regularly evaluated by IQAC Coordinator and the Principal.

1.4. Feedback System

1.4.1 What are the contributions of the institution in the design and

development of the curriculum prepared by the University?

YCSSW plays an active role in the design, revision and development of the

Social Work syllabus under Shivaji University. In the past four years,

YCSSW faculty were involved in the following aspects of curriculum design

and development:

Year Class Curriculum Designing/Revision

2010-11 BSW/MSW

Syllabi of MSW and BSW were revised under

the leadership of YCSSW faculty and the then

members of the Board of Studies (BoS).

2012-13

MSW

Fieldwork curriculum and syllabus have been

revised and sent to industry/NGO experts for

feedback.

BSW

Designed curriculum of two new subjects,

namely, ‘Population Trend and Gender Studies’

and ‘NGO Management’.

2013-14 BSW/MSW

Social Work Research and Statistics papers have

been revised at the Shivaji University-sponsored

workshop and forwarded for comments to

experts in other universities.

2015-16 BSW/MSW Syllabi of Community Organization, Case Work



and Group Work have been revised and

forwarded to experts in other universities for

comments.

1.4.2 Is there a formal mechanism to obtain feedback from students and

stakeholders on Curriculum? If ‘yes’, how is it communicated to the

University and made use internally for curriculum enrichment and

introducing changes/new programmes?

Yes. YCSSW has the following mechanism to get feedback from students

and stakeholders on the curriculum:

Students New approaches or practices that students come across

during field placement are discussed in feedback/evaluation

sessions. The Institute incorporates feedback suggestions in

the syllabus if possible through the University or after

discussing them internally in workshops, training sessions

and Capacity Improvement Programmes.

Parents Parents’ feedback taken during parent-teacher meetings is

considered during curriculum revision. Farmer parents

provide insight on socio-economic aspects.

Alumni Feedback from alumni meetings is used to enrich the

curriculum. Alumni are also invited as examiners for internal

assessment.

Guest

Faculty

Feedback is taken from eminent guest faculty.

Fieldwork

Agencies

Feedback from fieldwork agencies is used to prioritize topics

to be included in the syllabus.

1.4.3 How many new programmes/courses were introduced by the institution

during the last four years? What was the rationale for introducing new

courses/programmes?

Three new programmes were introduced in the past four years to enhance

students’ employability. They are:

Certificate courses under Adult and Continuing Education of Shivaji

University

Certificate courses in computer education in collaboration with Yuva Jagar

Pune and partially sponsored by the government

Certificate course in HR practices.

Any other relevant information regarding curricular aspects which the

college would like to include.

The college goes beyond the syllabus to provide knowledge of Social Work

and inculcate values of humanity. Students are motivated to be self-dependent.

The Management tries to ensure that students serve at top levels to transform



society by influencing policy decisions. So it sponsors all additional

programmes for student development.*

Criterion II: Teaching - Learning and Evaluation

2.1 Student Enrollment and Profile

Of total students enrolled, 60 per cent are from reserved categories and 40 per

cent are girls. The Institute’s admission policy is based on the philosophy that

access to quality education is the fundamental right of all citizens. The College

is committed to serving the economically and socially marginalized sections.

It tries to motivate girl students and students from rural areas.

Category-wise Enrollment of Students for BSW and MSW (2011 to 2014):

Category Sex BSW MSW

Total 2011 2012 2013 2014 2011 2012 2013 2014

SC

M 3 6 10 18 12 17 12 14 92

F 1 4 8 10 13 10 5 12 63

ST M 0 0 2 2 1 1 0 1 7

F 0 0 0 0 0 0 0 0 0

OBC M 6 5 9 09 10 11 10 7 67

F 1 2 4 4 9 10 8 10 48

VJNT M 12 14 21 13 7 11 15 10 103

F 4 16 11 10 5 4 8 6 64

SBC M 1 0 0 0 0 0 0 0 1

F 0 0 0 0 0 0 0 0 0

General M 17 15 16 20 32 18 27 27 172

F 12 9 10 10 25 24 19 17 126

Total 57 71 91 96 114 106 104 104 743

2.1.1 How does the college ensure publicity and transparency in the admission

process?

The admission process starts in February and closes by July 15. The college

ensures publicity and transparency in the admission process in the following

ways:

Publicity

Admission advertisement given in newspapers, magazines

Publicity is done through Institute website, Face book, alumni network



Admission brochure sent to select colleges in India for display on their

notice boards

Institute also participates in education fairs

Considering the low awareness about the ample career opportunities

offered by the course and in keeping with the Institute’s vision to uplift the

downtrodden, publicity is made in rural areas in and around Satara using

display boards on a vehicle which goes around for 10 days making

announcement through a loudspeaker.

Direct enquiries are handled by office staff and admission counselor

A majority of enrolments are the result of oral publicity by faculty of the

college and Ashram schools, students, alumni, employers, resource persons,

participants in workshops/seminars, parents, placement agencies and

extension centers run by the Institute.

Hoardings, banners and posters exhibited in prime areas in Satara city.

Transparency

YCSSW strictly adheres to instructions and guidelines of the state government,

Shivaji University, Kolhapur and the Social Justice and Empowerment

Department. The approved seats per year are 50 for BSW and 60 for MSW. As

per Shivaji University guidelines, seats reserved for various categories of

students are as follows:

Reservation of Seats for Admission to BSW Course Total

SC ST VJNT OBC SBC General

13%

7% 11% 19% 2% 48% 100%

Reservation of Seats for Admission to MSW Course Total

SC ST VJNT OBC SBC General

13%

7% 11% 19% 2% 48% 100%

Admission Process

1. Application for admission must be made in the prescribed form.

Applications are not be considered unless the form is complete and all

relevant documents are received in time. Candidates should send only

photocopies of their certificates along with their applications (including

caste certificate and other necessary testimonials). Candidates can also

download the form from website, www.ycssw.edu.in, and the same should

be posted together with the prescribed fee and enclosures on or before the

date given by the College. The counselling desk provides students all help

to complete the admission procedure. One faculty member is available

throughout the day for counselling students and parents if they need it or

http://www.ycssw.edu.in/



face any difficulty. Institute does not canvass students but provide them

career counselling on whether the course will suit them. Girl students are

encouraged to take admission if they have interest and the required

aptitude.

2. The application must be completed with relevant papers attached (as

indicated in the application form) and submitted to the College office. The

application form is not be considered for admission unless all information

sought is provided therein, including attested copies of documents

mentioned in the application form.

3. MSW candidates who have passed their qualifying examinations from any

University other than Shivaji University, Kolhapur, and BSW candidates

(other than those who have passed the Higher Secondary Certificate

Examination of the Maharashtra State Board of Higher Secondary

Education, Pune, or its equivalent) will need to get a ‘Provisional

Eligibility Certificate’ prior to admission after submitting the original

copies of the passing certificate and mark sheets of the qualifying

examination.

4. Application forms of candidates who have appeared for their graduation

examination from Universities other than Shivaji University, Kolhapur

will be accepted pending results, provided their results are declared before

the admission procedure is completed and the admission confirmed.

Candidates who are unable to produce results and related documents prior

to the completion of admission procedures will not be considered for

admission to the programme.

5. At the time of taking admission to the programme by paying fees, students

will have to submit to the College the required number of attested copies

of mark sheets/degree certificates, together with the original documents.

The College will then apply to the Shivaji University for Provisional

Eligibility Certificate and get the documents verified from the

Board/University from which the students have completed the qualifying

examination. These documents should be submitted along with the

required fees.

6. If the student does not already have a ‘Migration Certificate’ and a Passing

or Degree Certificate from his/her previous University, an application

should be made for the same in the pro-forma prescribed by the University

from which the candidate graduated. 7. After obtaining the Provisional Eligibility, Migration and Passing or

Degree Certificates, the College will follow up the process of obtaining

‘Permanent Eligibility’ for candidates. All the original documents will be

returned in due time to the students by the College. Prior to applying for

the Provisional Eligibility Certificate, the College will verify the certificate

of the students.

8. Admissions are based on admission test, group discussion and panel

interview, which take into consideration the candidate’s past academic



performance, general knowledge, and background in Social Work

experience, interest and aptitude for the profession.

9. Evidence such as paid or voluntary experience in human service

organizations, awareness of contemporary social issues and Social Work

values, demonstrated ability to communicate effectively, and motivation

for a career in professional Social Work is assessed in the applicant’s

entrance test.

10. If any statement furnished by the applicant is found to be incorrect at any

time, he/she will be liable to be debarred from the programme.

11. At the time of application, those who are awaiting results will be required

to attach a certificate from the college to the effect that they have appeared

for the III/final-year examinations.

12. The medium of instruction is English and working knowledge of Marathi

or Hindi is desirable.

2.1.2 Explain in detail the criteria adopted and process of admission (Ex. (i)

merit (ii) common admission test conducted by state agencies and national

agencies (iii) combination of merit and entrance test or merit, entrance test and

interview (iv) any other) to various programmes of the Institution.

The Institute conducts its own admission entrance exam, including written

test, group discussion and personal interview. Field experts/alumni are invited

as panel members for the interview. Marks of the qualifying exam are also

considered to decide merit. The following is the break-up of marks:

Objective-type multiple choice general knowledge questions 50 marks

Aptitude test 25 marks

Proficiency in English 25 marks

Group discussions 50 marks

Qualifying examination 30 marks

Personal interview 70 marks

Total 250 marks

Pre-entrance training is organized for students belonging to the reserved

category.

No recommendation is accepted for admission. The minimum percentage of

marks for admission at the entry level for each programme is 45 per cent.

Management Quota

Six seats (or 10 per cent) out of the total 60 are filled under management

quota. Students seeking admission in this quota must submit filled applications

directly to the college office. Students will be considered if they have

appeared for the entrance test so that their aptitude for the course can be

ensured.



2.1.3 Give the minimum and maximum percentage of marks for admission at

entry level for each of the programmes offered by the college and provide a

comparison with other colleges of affiliating university within the city or

district.

BSW 1 MSW 1

Year Minimum % Maximum % Minimum % Maximum %

2011-12 45 53 45 74.05

2012-13 45 72.33 45 75.67

2013-14 45 95.80 45 80.90

2014-15 45 77.38 45 76.67

2015-16 45 80.00 45 75

YCSSW is the only college under Shivaji University and in Satara district

offering BSW and MSW courses.

2.1.4 Is there a mechanism in the institution to review the admission process

and student profiles annually? If ‘yes’, what is the outcome of such an

effort and how has it contributed to the improvement of the process?

Yes. Students’ summary sheet is displayed in the Principal’s cabin. The

Admission Committee, IQAC and the Publicity Committee review the

admission process. As prospective students are expected to have aptitude for

Social Work, looking at merit alone does not help identify the right candidate.

So, entrance exam content is periodically restructured to help identify the

right candidate. This has ensured that students stick to the Social Work field,

perform well, and get job satisfaction.

2.1.5 Reflecting on the strategies adopted to increase/improve access for

following categories of students, enumerate on how the admission policy of

the institution and its student profiles demonstrate/reflect the National

commitment to diversity and inclusion.

SC/ST

OBC

Women

Differently-abled

Economically weaker sections

Minority community

Any other

The Institute implements statutory reservation policies. The Institute’s

admission policy is diverse and inclusive as students from all the above

categories are enrolled, besides from DTNT and SBC categories. The Institute

also provides pre-entrance coaching to students from these categories.

Students belonging to all the above categories are given coaching for the



entrance exam before they take the exam.

The Institute has a unique practice of addressing all students only by their

first names so that their caste is not reflected. This helps create a campus

environment free of discrimination.

Girl students, particularly married students, are given special counselling to

motivate them to complete their education. Their families are also given

counselling. Differently-abled and minority students are given special

attention.

Remedial coaching is provided for students to improve their English language

skills as it is a constraint hampering their progress. Coaching for MPSC,

UPSC and NET-SET is also provided to students with sponsorship from

UGC.

2.1.6 Provide the following details for various programmes offered by the

institution during the last four years and comment on the trends. i.e. Reasons

for increase/decrease and actions initiated for improvement.

Year Programmes Number of

applications

Number of

Students admitted

Demand

Ratio

2011-12

UG 33 29 0.66:1

PG 60 57 1:1

2012-13

UG 37 29 0.74:1

PG 63 56 1.05:1

2013-14

UG 41 39 0.82:1

PG 55 49 0.91:1

2014-15

UG 50 49 1:1

PG 72 66 1.2:1

2015-16 UG 73 50 1.4:1

PG 127 66 2.1:1

Above table illustartes that there is considerable increase in enrollment and

demand.It is a result of continuous efforts of the institute and all stakeholders

in giving publicity about course and its scope.Institute’s commitment to

quality assurance attract more aspirants.

*

2.2. Catering to Student Diversity

2.2.1 How does the institution cater to the needs of differently-abled students



and ensure adherence to government policies in this regard?

All government assistance is made available to differently-abled students.

During exams, special seating arrangement is made for them and extra time is

allotted with permission of the University. There is ramp facility for the hostel

and college and special arrangement in the toilet. Students are motivated by

the teachers to assist special students.

2.2.2 Does the institution assess the students’ needs in terms of knowledge

and skills before the commencement of the programme? If ‘yes’, give details

on the process.

Yes. The following methods are used to assess students’ needs in terms of

knowledge and skills before commencement of the programme:

Feedback from admission counselor

Outcome of group discussion, interview during entrance exam

Faculty members interact with students at the induction programme,

ask them about their expectations, and tell them about teaching-learning

facilities on the campus.

Interaction with parents during admission process to understand needs

of students

Outcome of the two-day ‘ice breaking’ session is used to structure

teaching content and methodology

The Institute believes imparting education is a collaborative work involving

students, faculty and parents. Therefore, parents’ presence at the time of the

entrance is compulsory.

Faculty observe students’ behavior, attitude and knowledge during orientation

visits to GOs, NGOs and industries and groom them to suit the Social Work

profession. The rural camp coordinator identifies the strengths and weaknesses

of students and accordingly plans skill-development programmes for them

after discussion in the Staff Council.

Individual counseling is provided to students in need. Faculty identify special

needs of students during the parents’ meeting and try to address them. Student

needs are assessed during regular meetings of the Student Council.

The speech by the Honorable Padmashree Laxman Mane during the fresher

welcome programme aims to inspire students to work hard and complete the

course.

2.2.3 What are the strategies adopted by the institution to bridge the

knowledge gap of the enrolled students (Bridge/Remedial/Add-

on/Enrichment Courses, etc.) to enable them to cope with the programme of

their choice?

The Institute helps students cope with the programme in the following ways:



Welcome Programme: It is arranged by senior students, faculty members and

the Management to familiarize students with the Institute’s vision, mission and

activities. The Founder President explains the aim behind establishing the

Institute, which is to cater the educational needs of students from the

backward community and to equip them with skills to become change-makers.

Parents of freshers are invited for the programme as the Institute believes

imparting education is a joint effort involving parents, teachers and students.

Parents are sensitized about their role in the development of their children.

Induction programme: It continues for two to three days. Its activities are:

Familiarising students with the college infrastructure

Introducing students to teaching and non-teaching staff

Orientation to components of the course curriculum such as field work,

BPT, SPT, SET, evaluation process, seminars, study tour, scholarships,

specializations and extracurricular activities

Orientation on library

Ice-breaking session

Orientation on specialisations: Special orientation and counselling is given

on specializations.

Add-ons:

Computer courses

Adult and continuing education courses

Remedial coaching for English

Skill Enhancement Training to train students in street plays, PRA, writing

project proposals, NGO management, communication and soft-skills

Skill Lab for BSW students

2.2.4 How does the college sensitize its staff and students on issues such as

gender, inclusion, environment etc.?

It is part of the organizational culture to sensitise staff on gender, inclusion

and environment.

Gender sensitization initiatives:

Institute organizes gender sensitisation programmes

Gender included as a topic for BSW students; students are working on

gender equality as part of Society Empowerment Activity

MoU with Pune-based Samyak, which works on gender equality

Institute plans participation in One Billion Rising campaign.

Initiatives to foster inclusion:

Institute has inclusive policy in staff recruitment, student enrolment

Friendly policy for differently-abled



Special attention given to students of socially and economically backward

communities

Unique policy of addressing everyone only by first name on campus

Awareness programmes organized inside and outside campus

Programmes organized for elderly

Students work for rehabilitation of mentally ill people

Environment protection initiatives:

Institute maintains biodiversity on campus with herbal garden, butterfly

garden and by providing habitat for bird and snake species

Has won state government’s Green Campus award

Creates awareness to preserve biodiversity at the famous Kaas plateau as

partner in UN Decade on Biodiversity

Undertakes tree plantation drive inside and outside campus

Conserves water through drip-irrigation, check-dam and watershed

development

Installed solar panel for hostel

Has tobacco-free campus

Manages waste in eco-friendly way

Promotes Zero-Budget Natural Farming through workshops and by creating

a model farm on campus

Promotes kitchen gardens in villages

2.2.5 How does the institution identify and respond to special

educational/learning needs of advanced learners?

Learning abilities and needs of advanced learners are identified right from the

entrance exam and by looking at the following things:

Performance in classroom, grasping power, commitment, initiative

Feedback from teachers, field work agency supervisors, parents

Response to assignments

Presentations after returning from workshops/training/competitions

Innovation in field work

Institute responds to educational/learning needs of such students by:

Giving them challenging assignments and responsibility to mentor

counterparts

Encouraging them to come up with innovative ideas for college and field

activities

Seeking suggestions from them on academic and non-academic activities

and appreciating them for good work

Organising coaching for MPSC/UPSC exams and career guidance sessions

Arranging leadership training sessions

Providing opportunity to attend national level

workshops/training/competitions

Placing them in reputed organizations for fieldwork



Providing scholarships for meritorious students

2.2.6 How does the institute collect, analyze and use the data and information

on the academic performance (through the programme duration) of the

students at risk of drop out (students from the disadvantaged sections of

society, physically challenged, slow learners, economically weaker sections

etc. who may discontinue their studies if some sort of support is not

provided)?

Students who need support are identified in the following ways:

By the concerned class teacher and subject teacher

From the monthly record of attendance

Feedback from ‘parent teacher’

Reference by Student Council members/classmates

Through parent/guardian

The following steps are taken after identifying such students:

Matter discussed among staff, in Student Council

Home visit, if needed

Individual counselling and joint counselling with parents

Remedial classes with help of faculty members and advanced learners for

slow learners

Soft-skill training

Financial support from individual sponsors, faculty, staff welfare fund,

alumni or Management

Arranging part-time jobs

Placing such students with agencies that sponsor their stay and food and

provide stipend for BPT and SPT

Special counselling for parents/spouses of female students who might drop

out due to marriage

Support from administrative staff for differently-abled students by

coordinating with University and government agencies.

*

2.3. Teaching Learning Process

2.3.1 How does the college plan and organize the teaching, learning and

evaluation schedules? (Academic calendar, teaching plan, evaluation blue

print, etc.)

The Institute has a systematic teaching-learning and evaluation plan.

Teaching-learning Planning Process:

Tentative academic calendar prepared before start of academic session

Modification made after discussion in Staff Council meeting



Forwarded to IQAC and suggestions, if any, are discussed in Staff

Council and finalized

Based on this, teachers prepare individual teaching plan

Weekly follow-up of teaching plan done in Staff Council meeting

In unforeseen circumstances, changes in schedule made after discussion

with and approval of Staff Council

Evaluation is done in the following ways:

Evaluation criteria discussed in Staff Council and displayed on notice

board

Regular fieldwork conferences with students held after every

placement/training

Agency supervisors send feedback in prescribed pro forma to Institute

External examiners invited to evaluate each student

Class and home assignments, seminars held for every student in each

subject

Schedules made for paper-setting, supervision and assessment

Internal and external evaluation for concurrent placement done as per

academic calendar

Paper-setting and paper assessment camps arranged

2.3.2. How does IQAC contribute to improve the teaching-learning process?

The IQAC conducts continuous evaluation of the teaching-learning process

and does the following things to improve it:

Ensures teaching-learning process follows academic calendar

Includes experts, ex-students in IQAC to get innovative suggestions to

improve quality of education

Delegates responsibilities to all faculty members to prepare policy and

procedure for their concerned areas; presents it in common meeting and

makes modifications, if needed

Arranges periodic meetings to evaluate and review IQAC activities

Takes student feedback

Gets eminent persons to conduct lectures on emerging areas

Introduced Score Cards to track faculty performance

Makes available latest technology for teaching-learning process

2.3.3. How is learning made more student-centric? Give details on the support

structures and systems available for teachers to develop skills like interactive

learning, collaborative learning and independent learning among the students.

The Institute gives teachers freedom and support to use innovative methods to

make teaching-learning more student-centric and to encourage interactive,

collaborative and independent learning among students.

The following ways are used to make learning student-centric:



Participative teaching-learning

Group discussions, brainstorming, case studies, role-plays and games

Peer evaluation

Discussion on movie clippings

Encouraging students to bring innovative ideas to organizations where they

are placed for field work

Class presentations by students on field assignments

Students encouraged to take up mini research

Students coordinating academic, non-academic events guided by faculty

Interactive exposure visits for students to organizations

Student participation in social events

LCD, smart board and Wi-Fi-equipped classrooms

Full-fledged computer lab for students

Keeping library open for students after regular hours

Exposing students to interactive sessions with experienced guest faculty,

social activists, alumni

2.3.4 How does the institution nurture critical thinking, creativity and

scientific temper among the students to transform them into life-long learners

and innovators?

The Institute nurtures critical thinking, creativity, leadership, communication

skills and scientific temper among students. For this, the following initiatives

are taken:

Invites expert resource persons to encourage critical thinking, creativity

and scientific temper among students

As part of Skill Enhancement Training, students trained to scientifically

explain superstitious practices, and demonstrate these in villages during

anti-superstition campaigns. Library has books, journals on these topics

Special sessions arranged to debate current issues

Guest lectures by eminent resource persons on important issues

Workshops for students on documentary-film making

Institute organizes documentary competitions for students

Students trained to take creative approach towards dealing with

psychosocial problems

Activities like poster-drawing competition, wall-paper exhibition,

classroom decoration, Manthan, Jagar, Vivek Vahini held to encourage

creativity

Students encouraged to take part in street-plays, youth festivals

Institute’s monthly newsletter Yashwant publishes articles on month’s

activities

Activities like meditation and Johari Window to tap students’ hidden

talents and increase concentration

‘Quiet Time’ initiative encourages self-analysis, self-discovery among

students.



2.3.5 What are the technologies and facilities available and used by the

faculty for effective teaching? Eg: Virtual laboratories, e-learning - resources

from National Programme on Technology Enhanced Learning (NPTEL) and

National Mission on Education through Information and Communication

Technology (NME-ICT), open educational resources, mobile education, etc.

Technological facilities used on campus to enhance the teaching-learning

process:

LCD projectors, screens in all classrooms

Laptops, projectors for faculty

Free internet for staff, students

Wi-Fi internet in staffrooms, library, seminar hall

Video-library for students

Printer for faculty for academic use

E-learning through social media used for knowledge-sharing and

discussion

All teachers have been given training in computer basics. Students use online

platforms to inform faculty about field activities for immediate evaluation,

feedback and appraisal. Alumni and employers use online methods to stay in

touch with the Institute. Significantly, technology helps conduct paperless

work to protect the environment.

2.3.6 How are the students and faculty exposed to advanced level of

knowledge and skills (blended learning, expert lectures, seminars, workshops

etc.)?

Faculty and students are encouraged to organize and attend national and

international conferences and seminars. They are sent for courses and

seminars as per their aptitude. After attending these events, they share their

experience with other students and faculty through seminars. Special effort is

taken to cover latest developments on topics in the syllabus.

Under the Lead College Scheme (LCS) of the University, workshops and

seminars are organized on personality development, research methodology,

entrepreneurship development, social audit, journalism and other topics. Staff

and students participate in these. Workshops are organized for faculty,

students and non-teaching staff under this scheme.

2.3.7 Detail (process and the number of students\benefitted) on the academic,

personal and psycho-social support and guidance services (professional

counseling/mentoring/academic advice) provided to students.

The Institute has a counselling centre on the campus to help those who

approach it. Most number of students approach the centre at the beginning of

the first semester, and at the beginning of the second semester when they have

to choose a specialisation. Around 10 per cent of students use the counselling

centre’s services.



One parent teacher is allotted for a group of 20-25 students to mentor and

guide them, and intervene whenever necessary. Parent teachers give feedback

to parents about their wards’ progress and problems, if any. Teachers share

observations about the performance of their respective students in the

common meeting held on the last Thursday of every month. Personal aspects

are kept confidential unless it is required to be shared among the staff.

Students are given career guidance. Psychologists and senior faculty members

guide students one-to-one. Students and their family members can approach

the two Family Counselling Centers (FCCs) run by the Institute.

Parents of students are given sessions on positive parenting on the campus.

BSW final-year students looking to pursue higher studies are given interview

and group discussion tips. Ninety-seven per cent of BSW students go for

higher studies, many of them in reputed Institutes across India. Students of

MSW first-year are given orientation and counseling to help them choose

suitable specializations.

2.3.8 Provide details of innovative teaching approaches/methods adopted by

the faculty during the last four years? What are the efforts made by the

institution to encourage the faculty to adopt new and innovative approaches

and the impact of such innovative practices on student learning?

Lecture is the primary mode of teaching, supported by interactive sessions like

group discussions and presentations. The different learning abilities of

students are taken into account in the teaching-learning process. Learner-

centric approach is taken in tandem with course objectives. ICT-enabled

methodologies are adopted to equip learners to compete in a tech-savvy

environment.

The lecture-cum-demonstration method is complemented by role-play,

brainstorming, case studies, case presentation, games, simulation, case laws,

in-basket training, field application and success stories.

The teaching and practice of Social Work methods go hand in hand. Self-study

by students with guidance from teachers is encouraged. Faculty members

attend workshops, seminars and training sessions and share what they learn

with the students. Meditation techniques are also used to improve students’

concentration.

2.3.9 How are the library resources used to augment the teaching- learning

process?

YCSSW has integrated the college library into the teaching-learning process.

Students are motivated to make optimum use of the books, journals, research

reports, e-resources and newspapers in the library. Library hour is part of the



time table, especially for BSW students. Freshers are oriented on optimum use

of the library. Library is kept open for extra time in the evening.

Faculty give students reading lists and encourage them to use the library for

reference. After class, students are encouraged to make notes using reference

books. Students are given article reviews as assignments and encouraged to

use library to prepare for seminars and dissertations. Students can search for

and locate books and their contents using the ‘Current Contents Service’ on

the computer.

The New Arrivals rack displays latest books and journals. Flyers of publishers

are circulated amongst faculty and their suggestions sought on buying relevant

books. Faculty and students display paper cuttings on relevant issues on notice

boards inside and outside the classroom.

2.3.10. Does the institution face any challenges in completing the curriculum

within the planned time frame and calendar? If ‘yes’, elaborate on the

challenges encountered and the institutional approaches to overcome these.

The Institute follows the academic calendar of Shivaji University. Sometimes

teaching days are lost because of unscheduled holidays and participation in

activities organized or recommended by the Department of Social Justice and

Empowerment. Occasionally, teaching days are lost owing to students’

participation in programmes on socially relevant issues.

A challenge is that the Institute is understaffed because of government delay in

recruitment for sanctioned posts. The problem is addressed through: Existing faculty sharing work load

Appointment of temporary faculty

Conducting classes on holidays and sometimes after regular class hours.

2.3.11. How does the institute monitor and evaluate the quality of teaching-

learning?

Mechanisms developed by YCSSW to monitor and evaluate the quality of

teaching-learning are:

Students’ evaluation of teachers at the end of each semester

Assessment of students’ academic progress at intervals through class

assignments, seminars, fieldwork conferences, dissertations and viva voce

Assessment of class assignments through a Centralised Assessment

Programme (CAP)

Feedback from recruiters to evaluate effectiveness of teaching-learning

Fieldwork placement assessment by external experts/field practitioners

*



2.4. Teacher Quality

2.4.1 Provide the following details and elaborate on the strategies adopted by

the college in planning and management (recruitment and retention) of its

human resource (qualified and competent teachers) to meet the changing

requirements of the curriculum.

Highest

Qualification

Professor Associate

Professor

Assistant

Professor Total

Male Female Male Female Male Female

Permanent teachers

D.Sc./D.Litt. - - - - - - -

PhD - - - - 1 2 3

M.Phil - - - - 1 - 1

PG - - - - 3 3 6

Temporary teachers

PhD - - - - - - -

M.Phil. - - - - - - -

PG - - - - - 2 2

UG - - - - - 1 1

Part-time teachers

PhD - - - - - - -

M.Phil - - - - - - -

PG - - - - - - -

UGC and state government norms are followed for staff recruitment. The

Management policy is to recruit qualified staff from diverse sections and

states. The Institute makes all efforts to fill sanctioned posts in time.

The Institute has a family environment and a staff-friendly work culture that

helps retention. The Institute facilitates internal and external faculty

development programmes. Faculty are encouraged and supported to use

creative teaching methods. Institute has MoUs with other colleges for faculty

exchange programmes.

2.4.2 How does the institution cope with the growing demand/scarcity of

qualified senior faculty to teach new programmes/modern areas (emerging

areas) of study being introduced (Biotechnology, IT, Bioinformatics etc.)?

Provide details on the efforts made by the institution in this direction and the

outcome during the last three years.



The Institute has efficient teachers who continuously update themselves on

emerging trends in Social Work. To deal with topics on emerging areas the

Institute:

Sends faculty and students for training, workshops, seminars and

conferences

Invites experts for guest lectures

Conducts workshops and training sessions

Places students in national and international organistions to learn about

latest trends

Following is the details of efforts made by the institute in last three years:

No.of

workshops/

Seminars/

Lectures

conducted

2012-13 2013-14 2014-15 2015-16

12 11 20 19

2.4.3 Providing details on staff development programmes during the last four

years, elaborate on the strategies adopted by the institution in enhancing the

teacher quality.

a) Nomination to Staff Development Programmes:

Sl. No. Academic staff

development

programmes

Number of faculty nominated

2011 2012 2013 2014

1 Refresher courses - 03 02

Padp

-

2 HRD programmes - - - -

3 Orientation programmes - 01 01 -

4 Staff training conducted

by University 3 3 3 3

5 Staff training conducted

by other institutions 3 3 5 5

6 Summer/winter schools,

workshops, etc.

3 5 6 6

b) Faculty Training programmes organized by the institution to empower and

enable the use of various tools and technology for improved teaching-

learning.

Training programmes have been organized for faculty for the following:

Use of Smart Boards



Android system

Scorecard

Use of laptop

Operating LCD

Library software

Statistical Package for Social Science (SPSS)

Management of devices like amplifier sound system

Optimum use of internet

Handling new curriculum (syllabus revision, teaching methodology

workshops)

Content/knowledge management - Knowledge management centre is

initated by IQAC to facilitate knowledge management where in the

presentations prepared by the faculty on different topics are collected for

ready reference.Audio vidual clipping of the eminent speaker are made

available in CDs. The contact details of resource persons are kept in the

center.Reference list of educational sites are made available.

Selection, development and use of enrichment materials - Faculties

according to their interest area select and develop enrichment materials

from different sources for the use of faculty and students.

Assessment – As the institute invites practisioners for assessments of the

students the faculty get an opportunity to learn latest assessment trends.

Cross cutting issues – Istitute arrange training and opportunity to interact

with expert in the area of Gender, Environment, and Climate change,

Human rights to gain deep understanding and to act upon it.

Audio Visual Aids/multimedia – it is made available in college and

provided training to make use of it.

OER’s – Open educational resources are available at institute for

teachers and they are oriented regarding the use of them for teaching.

Teaching learning material development, selection and use – Teachers

are allowed to attend or organize training on teaching learning material

development, selection and use in the institute or outside.

c) Percentage of faculty

Invited as resource persons in workshops/seminars/conferences organized

by external professional agencies: 100%

Participated in external workshops/seminars/conferences recognized by

national/international professional bodies: 100%

Presented papers in Workshops/Seminars/Conferences conducted or

recognized by professional agencies: 100%

2.4.4. What policies/systems are in place to recharge teachers? (eg: providing

research grants, study leave, support for research and academic publications,

teaching experience in other national institutions and specialized

programmes, industrial engagement etc.)



Shivaji University and UGC norms are applicable to faculty for recharge

programmes.

The Management provides seed money to RRDC to promote research. The

Institute provides infrastructure and secretarial support for intervention

research and encourages faculty to publish papers in journals. Institute allows

faculty to engage guest sessions in other institutions without disturbing their

usual work schedule at the Institute.

Institute faculty engage guest sessions in Chhatrapati Shivaji College; Asha

College of Special Education; DG College, Satara; Pillai’s Polytechnic,

Panvel; Marian College Kuttikkanam, Kerala; and DePaul Institute of

Engineering and Technology, Kerala.

2.4.5. Give the number of faculty who received awards/recognition at the

state, national and international level for excellence in teaching during the last

four years. Enunciate how the institutional culture and environment

contributed to such performance/achievement of the faculty.

So far no award has been received by any faculty. Listed below are

recognitions received by faculty:

Name of faculty Faculty Award/Recognition

Level of

Recognition

Dr Vijay Mane

Elected as Vice-President of

Maharashtra Association of Social

Work Educators

State

Mr Pankajkumar Das

Adjudged Impact-Making

Volunteer in fund raising by

Simplygive.org, Hyderabad

Received appreciation letter from

superintendent of Asha Kiran,

Karad, for re-uniting two families

after eight years

State

Dr Shaly Joseph Paper setter in State Eligibility

Test for lectureship State

2.4.6. Has the institution introduced evaluation of teachers by the students

and external Peers? If yes, how is the evaluation used for improving the

quality of the teaching-learning process?

Teachers are evaluated by students, not by external peers. Evaluation methods

followed:



Evaluation by students as per format at the end of every semester

Students’ evaluation used by teachers to fine tune teaching methods

At open session during farewell function for final-year students, students

are encouraged to express their opinion about teachers.

*

2.5. Evaluation Process and Reforms

2.5.1 How does the institution ensure that the stakeholders of the institution,

especially students and faculty, are aware of the evaluation processes?

The evaluation criteria and process are discussed in the Staff Council and

Student Council in the beginning of the academic year. This helps students

take an informed approach to the evaluation process and perform well. The

process is discussed in the parents’ meeting so that parents can ensure their

wards do well.

Mechanisms to inform stakeholders about evaluation process:

Explaining it at the induction programme

Fieldwork Education Department orients students on fieldwork evaluation

criteria

Specialisation departments explain respective evaluation process

Explained at common assembly once in a term.

2.5.2 What are the major evaluation reforms of the university that the

institution has adopted and what are the reforms initiated by the institution on

its own?

Evaluation reforms of University:

Online examination management: University has new system that

enables Institute to fill exam forms online, download hall tickets, upload

internal marks; results are displayed on University website.

Continuous assessment and end-semester assessment: As per

University guidelines, 20 per cent marks is for internals (seminars, home

and class assignments, attendance) and 80 per cent for semester exam for

theory papers. Internal marks are verified and authenticated by the class

teacher, faculty, students and exam coordinator.

Viva voce

Fieldwork assessment

Dissertation assessment: Done internally by internal supervisor (70 per

cent marks) and externally by University-appointed expert through viva

voce (30 per cent marks)

Apart from University evaluation, the Institute has introduced the following

evaluation reforms:



Centralized Assessment Programme (CAP): Institute’s Examination

Department conducts CAP, through which University exam paper setting

and assessment take place under a centralized system

Fieldwork evaluation: Continuous fieldwork assessment is done by

faculty and agency supervisor. Internal assessment is conducted at the end

of semester in which students make seminar presentations of their

fieldwork activities. It helps objectively evaluate student performance and

find ways to improve fieldwork. Fieldwork agencies give their feedback in

a prescribed form.

Internal assessment: Institute evaluates students’ research work, rural

camp and fieldwork performance at regular intervals through conferences.

Knowledge gained by students through skill-enhancement programmes is

assessed internally through quiz, debates and group discussions.

2.5.3 How does the institution ensure effective implementation of the

evaluation reforms of the university and those initiated by the institution on

its own?

Evaluation reforms initiated by the University and Institute are implemented

by the Institute’s examination and administrative departments under the

Principal’s guidance in the following ways:

Internal and University exam schedules are circulated by the Institute’s

exam department in advance

Students are oriented on evaluation reforms of University and Institute as

and when required

Internal assessment marks is uploaded on University exam portal. This is

done by administrative staff after the exam coordinator gets it approved

by the Principal

Parents are intimated if performance of any student is below expectation.

Faculty discuss the matter with the parent

The entire process is monitored by the Principal and discussed in the Staff

Council meeting

2.5.4 Provide details on the formative and summative assessment approaches

adapted to measure student achievement. Cite a few examples which have

positively impacted the system.

In formative assessment, marks are given for the following:

Attendance

Home and class assignments (one or two per semester)

Seminars

Fieldwork (Concurrent and Block Placement Training): Fieldwork is

evaluated on the basis of fieldwork reports, conferences, group and

individual, fieldwork/case presentations, orientation visit reports, study

tour reports, block placement report and presentation of these. Document



file of initiatives and activities conducted by students in the field is also

verified.

Rural camp

Study tour

Orientation visit

Project work/dissertation

Viva voce

Summative Evaluation: Done through University examination conducted

every semester.

2.5.5. Detail on the significant improvements made in ensuring rigor and

transparency in the internal assessment during the last four years and

weightages assigned for the overall development of students (weightage for

behavioral aspects, independent learning, communication skills etc.)

Students are oriented about assessment criteria at the beginning of the

semester, and are assessed on the basis of the following:

Attendance

Class and home assignments

Seminar presentation

Participation in SEA, CIP, extension activities, and activities like Jagar,

Manthan, workshops, conferences, seminars

Innovation in fieldwork

Monthly academic performance: Evaluated by class teacher and parent

teacher, discussed with students and, if needed, parents are called

Behaviour

Communication skills

Attitude

Adherence to rules

Special achievements

Transparency: Results are shared with students and parents after every

assessment exercise

Internal marks are displayed on notice board

Checked answer papers shown to students

Students given chance for review

Behavioural assessment remarks communicated to students and parents

2.5.6. What is the graduate attributes specified by the college/ affiliating

university? How does the college ensure the attainment of these by the

students?

YCSSW tries to nurture the following attitudes among students:

Professional

Project management skills, professional attitude, knowledge

seeker, passion, field experience, creativity and innovation,



communication skills, people skills,

problem-solving skills, documentation skills,

confidentiality, understanding of human rights and social

justice, PRA/PLA, analytical skills, legal awareness,

resource mobilization abilities, networking, assessment

skills, knowledge of research, hard work, research skills,

scientific temper, counselling skills, team work, leadership,

commitment, resourcefulness, entrepreneurship, writing

skills, oratory skills

Personal

Empathy, civic sense, self-esteem, non-judgemental

attitude, adaptability, patience, self-awareness, knowledge

of social movements, life skills, initiative, ICT

Social

Secular thinking, gender sensitivity, environment

consciousness, tolerance, social responsibility

Students are groomed in the above mentioned qualities through curricular,

extracurricular, and co-curricular activities. Continuous quality assessment of

students is done by class teacher, parent teacher, external experts.

2.5.7. What are the mechanisms for redressal of grievances with reference to

evaluation both at the college and University level?

The college has a Grievance Redressal Committee to address internal

evaluation related issues. External evaluation related complaints must be made

with the University grievance redressal cell.

*

2.6 Student Performance and Learning Outcomes

2.6.1. Does the college have clearly stated learning outcomes? If ‘yes’, give

details on how the students and staff are made aware of these?

Yes. Learning outcomes are stated in the syllabus. Students are made aware of

this at the beginning of the semester by respective faculty.

The college has stated outcomes in all its academic and co-curricular

activities. Students are expected to perform well in the semester examination

and fieldwork assessment, develop skills and knowledge to practice Social

Work, and acquire values and life skills to lead a satisfying personal and

professional life. Outcomes are shared with parents, agency supervisors.

Students are asked to do personal SWOC analysis and act on them during the

course.

2.6.2. Enumerate on how the Institution monitors and communicates the

progress and performance of students through the duration of the

course/programme. Provide an analysis of the students’ results/achievements



(programme/course-wise for last year) and explain the differences if any and

patterns of achievements across the programmes/courses offered.

YCSSW have structured mechanism to monitor student’s progress. Class

Teachers and Parent Teacher assess the individual student performance by

conducting Class Assignments, Home assignments, seminars, attendance and

fieldwork evaluation. Apart from this feedback is also collected from

fieldwork agency. The University exam performance of student’s are also

monitored.

Internal assessment papers are shown to students. Parent Teacher prepares

Student Progress report which consists of overall performance of the students.

Student’s progress is shared with the parents during Parent Teacher meetings.

Necessary steps are taken to enhance the performance of student.

A detail of last four years performance is given below:

Sr.

no Programme 2011-2012 2012-2013 2013-2014 2014-2015

1 BSW 100 100 100 88.46

2 MSW 98.49 100 100 100

2.6.3 How are the teaching, learning and assessment strategies of the

institution structured to facilitate the achievement of the intended learning

outcomes?

The teaching, learning and assessment strategies are structured in the

following way to suit the needs of the Social Work profession:

Teaching and learning

By giving equal importance to theory and practice in teaching plan

Incorporating enrichment programmes

Making fieldwork schedule

Using effective teaching methodology

Through Capacity-Improvement Programme

By providing Skill Enhancement Training

Engaging students in Society Empowerment Activities

Through research projects by students

Experiential learning through block placement

Arranging guest lectures and Jagar

Assessment

Monthly evaluation of attendance, fieldwork reports and performances

Mid-term evaluation of class assignment, home assignment, seminar

Semester-end evaluation of fieldwork, theory exam

Rural camp, orientation visit and study tour evaluation



2.6.4 What are the measures/initiatives taken up by the institution to enhance

the social and economic relevance (quality Jobs, entrepreneurship, innovation

and research aptitude) of the courses offered?

Measures taken by the Institute in this regard are:

Curriculum revision

Sending students for fieldwork training in reputed organizations

Publishing initiatives of students/Institute in newspapers

Participation in social movements

Soft-skill training

Facilitating industry-student interaction

Networking with alumni, industry, NGOs, hospitals

Engaging students in extension, social survey and research activities

Promoting spirit of entrepreneurship development among students

Training students on resume-writing, group discussions, interviews,

etiquette, soft-skills

2.6.5. How does the institution collect and analyze data on student

performance and learning outcomes and use it for planning and overcoming

barriers of learning?

The Institute collects data on student performance from faculty, students

themselves, agency supervisors, parents. Individual Student Progress Report is

prepared by parent teacher by taking into account attendance, fieldwork

record, academic assessment records and suggestions from Staff Council. The

analysed data is discussed in the Staff Council and the following actions are

taken:

Individual counseling

Restructuring of teaching methods

Guest lectures on topics outside the syllabus

Remedial coaching

Exam preparation tips given to students

2.6.6. How does the institution monitor and ensure the achievement of

learning outcomes?

Learning outcomes are monitored through continuous evaluation. Outcomes

are achieved through implementation of teaching, evaluation and assessment

plans. Periodic review is also held.

2.6.7. Does the institution and individual teachers use assessment/evaluation

outcome as an indicator for evaluating student performance, achievement of

learning objectives and planning? If yes, provide details on the process and

cite a few examples. Any other relevant information regarding teaching-

learning evaluation which the college would like to include.



The assessment outcomes are measured through Student Progress Report,

which is a major step towards achieving learning outcomes. The indicators

included in Student Progress Report are as follows:

Attendance

Academic performance

Fieldwork performance

Skills, Values and attitude

Participation in Co curricular and extracurricular activities

Innovating teaching methodology is adopted to enhance student performance.

Remedial coaching, counselling is provided to students. Apart from this,

additional field exposure / assignment, guest lectures, workshops, are

conducted.

As per the need, changes are accommodated in teaching plan.

*

CRITERION III

RESEARCH, CONSULTANCY AND EXTENSION

3.1 Promotion of Research

3.1.1 Does the institution have recognized research centre/s of the affiliating

University or any other agency/organization?

The Institute has a Research, Resource and Development Centre (RRDC). It

has initiated the process of getting recognition from the University and ICSSR.

3.1.2 Does the Institution have a research committee to monitor and address

the issues of research? If so, what is its composition? Mention a few

recommendations made by the committee for implementation, and their

impact.

Yes. The RRDC conducts and monitors programmes to promote Social Work

research in India. As Social Work research is a less explored area in India,

most of the Social Work colleges are still doing Social Science research. To

improve the effectiveness of Social Work practice, Social Work Intervention

Research needs to be promoted. The RRDC was established with this intention

under the guidance of eminent Prof. Dr D. K. Laldas.

Through this centre, the Institute has conducted four Social Work Research

Methodology workshops, in which more than 52 Social Work scholars from



across India participated. It is the Institute policy that at least 75 per cent of the

total research projects taken by students should be specifically Social Work

Intervention Research.

RRDC Advisory Committee: RRDC has an advisory committee, which

functions as an apex body of the RRDC. Its chairman is the Working President

of the Institute. The Principal, RRDC coordinator, Representative from the

University, Social Work research experts, academicians and Social Science

research experts are members.

Research Committee: The Research Committee functions under the RRDC

with the Principal as Director. There are three coordinators from among

faculty members who look into research projects, consultancy and workshops,

data processing, and publication.

Recommendations made by Advisory Committee:

1. RRDC should conduct international/national/regional Research

Methodology workshops for promotion of Social Work research.

2. RRDC should conduct Social Work Research Methodology workshop for

all students opting for research projects.

3. RRDC should take up Social Work Intervention Research involving

students and share the results with other stakeholders.

4. All faculty members should complete their PhD within four years of

registration.

5. RRDC should publish a quality research journal.



6. RRDC should have a research lab.

7. RRDC should provide consultancy services and take up research activities

for national/international organizations, institutions and companies.

3.1.3 What are the measures taken by the institution to facilitate smooth

progress and implementation of research schemes/projects?

Institute has taken following measures in this regard:

Autonomy is given to principal investigator

Institute gives neccessory support and release resources on time

Faculty provided infrastructure and secretarial assistance to conduct

research; Research consultants are made available to faculty to seek

assistance in conducting quality research

Technological Support is being provided as per need.

The Services of the Internal auditer is made available to provide utilization

certificate to the funding agencies.

Faculty and students given training in Research Methodology, and

encouraged to take up intervention research and apply for research funding

from ICSSR and other organizations

Faculty encouraged to organize workshops/training in the Institute and

participate in workshops/training outside without disturbing the smooth

functioning of the Institute

Institute has Research Club with Social Work research scholars from

across India as members, who share knowledge about their research

projects

Club disseminates information on Research Methodology workshops in

India

3.1.4 What are the efforts made by the institution in developing scientific

temper and Research culture and aptitude among students?

Research is an integral part of the Social Work course. It is a compulsory

paper for BSW and MSW students. YCSSW’s mother organization is a

research institute. Hence, YCSSW nurtures research skills among students.

The research lab has the following facilities:

SPSS software

Measurement Scales

Books on Research Methodology/Statistics

Sample dissertations

Research papers / articles

Research journals

Wall posters

Samples of synopsis

Research related newspaper clippings



List of websites on research

Krejice and Morgan table for calculating sample size

Display of admission information regarding M. Phil and PhD

The lab regularly displays the latest research findings. Small field research

assignments are given in theory classes so that students understand research

methodology. Wall posters made by students on Research Methodology are

exhibited before teachers and students and discussions held. Periodic review

of research process is carried out individually and in groups. Students make

presentation on research before faculty. Students are trained in SPSS and

standardized questionnaires. Every year, students and faculty participate in

Avishkar, a research event conducted by Shivaji University.

3.1.5 Give details of the faculty involvement in active research (Guiding

student research, leading Research Projects, engaged in

individual/collaborative research activity, etc.).

All faculty members guide students in dissertations. Two faculty members are

recognized research guides of Shivaji University. Three are involved in minor

research projects. A few applications have been forwarded to UGC/ICSSR for

research funding. Some faculty members are involved in research projects

sponsored by Zilla Parishad, local NGOs and ASER, Mumbai.

3.1.6 Give details of workshops/training programmes/sensitization

programmes conducted/organized by the institution with focus on capacity-

building in terms of research and imbibing research culture among the staff

and students.

As per recommendations of the RRDC Advisory Committee, the Institute

organized the following training sessions/workshops on the campus to

promote research culture among faculty and students:

Date Name of Training/Workshop Conducted

By/Sponsoring Agency

Academic Year 2015-16

November 25

and 26, 2015

Two-day workshop on

intervention research for MSW

II students

RRDC, YCSSW, Satara

October 12 to

17, 2015

5-day TOT training on

conducting sample survey

research

ASER, Mumbai

October 19 to

21, 2015

3-day workshop on conducting

sample survey research for

MSW I and BSW I students

RRDC, YCSSW, Satara

November 17,

2015

Day-long workshop on

conducting survey of SHGs

MAVIM, Satara




January 19 to 24,

2015

ICSSR-sponsored 6-day

national workshop on

Research Methodology for

faculty and research scholars

Indian Council of Social

Science Research

(ICSSR), Mumbai

March 20 to 22,

2015

3-day workshop on Research

Methodology for students

RRDC, YCSSW, Satara

May 28, 2014 Day-long workshop on writing

research project proposal

Shivaji University,

Kolhapur

August 29 to

September 1,

2015

3-day workshop on

Intervention Research

BBVVSS

June 3 to 6, 2014 3-day Research Methodology

workshop for students

RRDC, YCSSW, Satara

September 2,

2015

Day-long workshop on writing

research report

RRDC, YCSSW, Satara

April 28, 2015 Day-long workshop on


students of Asha College of

Special Education, Satara

RRDC, YCSSW, Satara


March 29 to 31,

2014

3-day national workshop on



BBVVSS, Satara

July 30, 2014 Day-long workshop on

Research Methodology

BBVVSS, Satara

2012-13

July 26, 2012

Day-long training on

conducting survey of Nakoosa

girls in Satara district

Zilla Parishad

Agust 9, 2012

One day workshop on

Research Methodolgy for

students

BBVSS, Satara

3.1.7 Provide details of prioritized research areas and the expertise available

with the institution.

The prioritized research areas and areas of expertise available in different

specializations of the college are listed below:

Sr.

No.

Specializations Prioritized Areas of Research and Expertise

1 Medical and Psychiatric

Social Work

School Social Work, Geriatric Social Work,

Adolescent Health, Behavioral Therapies,

Community-based Management of Malnutrition,

Individual and Family Counselling, Pre-marital



Counselling, Life-skill Management, Mental

Health, Parenting, HIV/AIDS, Crisis

Intervention, IQ, EQ

2 Human Resource

Management

Industrial Social Work, Stress Management,

Yoga and Motivation, Employee Health,

Organizational Behavior, Industrial Safety,

Emotional Quotient, Absenteeism, Job

Satisfaction, Training and Development,

Manpower Planning

3 Urban and Rural

Community

Development

Child Rights, Human Rights, Women

Empowerment, Management of Panchayati Raj

Institutions, Youth Empowerment, Social

Movement and Social Action, Participatory

Rural Appraisal, Gender

3.1.8 Enumerate the efforts of the institution in attracting researchers of

eminence to visit the campus and interact with teachers and students?

Since the inception of RRDC, the following researchers of eminence have

visited our campus and conducted sessions on Research Methodology for

faculty and students:

Dr D. K. Laldas: An eminent Social Work research expert in India who

has authored books on Social Work Intervention Research, Dr Laldas

visits the campus for conducting Research Methodology workshops for

faculty and students. He is on the RRDC advisory committee.

Dr Chandrakant Puri: Member of ICSSR, Western Region, Mumbai, and

Chair Professor, Rajeev Gandhi Centre for Contemporary Studies,

Mumbai University, Mumbai

Dr Geeta Balakrishnan: Principal of Nirmala Niketan, Mumbai

Dr Cherian P. Kurian: Director, Social Work Department, Marian College,

Kuttikkanam, Kerala

Dr Deepak Walokar: Director, Karve Institute of Social Service, Pune

Dr Usha Verghese: Associate Professor, Bharti Vidyapeeth, Pune

Dr Pradeepkumar: Associate Professor, CSIBER, Kolhapur

Dr Pratibha Gaikwad: Principal, DG College of Commerce, Satara

Dr R. B. Patil: Professor, Department of Sociology, Shivaji University,

Kolhapur

Dr J. R. Dabhole: Retired Professor, SGM College, Karad

Dr R. D. Gaikwad: Retired Principal, Chhatrapati Shivaji College, Satara

3.1.10 Provide details of the initiatives taken up by the institution in creating

awareness advocating/transfer of relative findings of research of the institution

and elsewhere to students and community (lab to land).

Dissemination of knowledge is done by publication and presentation of reports

at national and international seminars and conferences. Outcome of projects is



shared with NGOs, government officials, and college alumni. Alumni, too,

share their findings in the field.

Academic

Year

Study Initiatives Taken

2015-16

Community Perception

Survey on CSR activities of

Kirloskar Brothers in

Kirloskarwadi, Sangli

Report submitted to Kirloskar

Company and findings shared

with YCSSW students

Study on Proactive Measures

to Guarantee Children’s Right

to Quality Education

Findings presented at

international conference at

Kerala Institute of Local

Administration (KILA), Kerala

2014-15

A Study on Psychosocial

Problems of Children of

Migrants


International Conference at

Centre for Development Studies,

Kerala

Social Work Intervention in

the Context of Empowering

the Elderly



Centre for Development Studies,

Kerala

Parameters of Child-friendly

school

Findings published in National

Research Journal

2013-14

A Study on HR in Retail

Sector



Symbiosis College, Pune

Balanced Diet and Health Published in National Journal of

School Social Work

The Effectiveness of Yoga in

Stress Management

Published in Asia Pacific Journal

of Marketing and Management

Review

2012-13

Proactive Social Protection

for Aged



Marian College, Kerala

Need of Symbolizing Social

Work Profession – A Critical

Analysis

Analysis presented at


Karnataka University, Dharwad

Transforming Life-Skill

Education Through Yoga: A

Critical Analysis

Published in the book Optimizing

Positive Strengths Through Life-

Skills

2011-12 Religion, Spirituality and

Social Work Ethics: The

Indian Perspective

Published in the book Lifting the

Spirit, Uplifting the Body

Community Empowerment, Published inParticipative



in Maharashtra Through

Employment Guarantee

Scheme: Social Work

Perspective.

Development, Pune , Vol. 9

Role of SHGs in Women

Empowerment

Published inYoung Researcher,

Kolhapur, Volume II. Number 2.

Rural Community

Development through

Maharashtra Employment

Guarantee Scheme (MREGS)

From Social Work

Perspectives.

Published in

VIVEK RESEARCH; Kolhapur

Status and problem of higher

education among (Dalit) girls

Published in ADIVARTA

Awareness about Prevention

of Domestic Violence ACT

2005 among lawyers of

Satara District court

Published in

Young Researcher, Kolhapur,

Volume II. Number 2.

Understanding Health

Practices of People Living in

Hilly Region of Patan Taluka

and Social Work Practice

Published in

VIVEK RESEARCH; Kolhapur

Peer Reviewed Journal

Social Work Research and

Field Practice

Published in

Social Work Education and

Practice in India: Innovations

and Interventions

A Case Study of Ahilyadevi

Manila Sahakari Dudh

Utapadak Sanstha- Sada

Kalki, Sada Bodake Wadi,

Patan

Published in

SIDDHARTH research Analysis

and Evaluation, Peer Reviewed

Journal 2942 Nov 13

Social Work Research and

Field Practice In Medical

Social Work

Published in

Young Researcher, Kolhapur,

Volume II. Number 2.

*



3.2 Resource Mobilization for Research

3.2.1 What percentage of the total budget is earmarked for research? Give

details of major heads of expenditure, financial allocation and actual

utilization.

There is no separate budget allocated for research. But the expenditure is made

from general budget of the college.

3.2.2 Is there a provision in the institution to provide seed money to the faculty

for research? If so, specify the amount disbursed and the percentage of the

faculty that has availed the facility in the last four years?

Yes. The Institute provides seed money for research from the fund generated

by research. Seed money, which is advanced, is normally pooled back when

the funding organization releases the sanctioned amount. Fifty per cent of the

faculty have received seed money for research. The mother Institute of

YCSSW has given Rs 1 lakh seed money for RRDC.

3.2.3 What are the financial provisions made available to support student

research projects by students?

Financial provisions made to support students’ research activities:

Students are provided opportunities to participate in Institute’s regular

research work and are remunerated.

Students from economically marginalized community are given financial

aid to conduct research.

Printing of reports at nominal rate provided for students.

3.2.4 How does the various departments/units/staff of the institute interact in

undertaking inter-disciplinary research?

YCSSW offers only Social Work programmes. So, the Institute has taken up

very little inter-disciplinary research. However, the Institute at times consults

faculty from other disciplines.

3.2.5 How does the institution ensure optimal use of various equipment and

research?

Computer lab, library, Wi-Fi facilities, classrooms and seminar hall are for

multipurpose use. After lectures, classrooms are used for research conferences

and discussions. The seminar hall is used for conducting training sessions for

research. Research lab is utilized by research scholars.

3.2.6 Has the institution received any special grants or finances from the

industry or other beneficiary agency for developing research facility? If ‘yes’,

give details.

No. But the Management spends considerable amount of money for

purchasing computers, printer, books and other infrastructure.



3.2.7. Enumerate the support provided to the faculty in securing research funds

from various funding agencies, industry and other organizations. Provide

details of ongoing and completed projects and grants received during the last

four years.

The Institute encourages and provides the following support for faculty to

secure research projects from various agencies:

1. Each faculty is provided high-end hp all-in-one desktop computer with

printing and internet facility to help them prepare research proposals and

reports 2. Approving and forwarding research proposals promptly

3. Providing utilization certificates 4. Recommendation letter and letters on availability of resources required for

research to funding agency

The table below gives details of ongoing and completed projects and grants

received during the last four years:

Nature

of

Project

Durati

on -

Year

From

To

Title of

Project

Name of

funding

agency

Total

Grant

Total

Grant

Receiv

ed till

date

Sanctione

d

Receiv

ed

Minor

Projects

2012-

14

Baseline

Survey

of

Nakoosa

(unwante

d girl

child) in

Satara

District

ZP, Satara

174000

174000 174000

2014-

15

Survey

on

Senior

Citizen

Pension

Scheme

FESCOM

Voluntary

2014-

15

Study on

Attitude

of People

Towards

Local CBO

All

expenditur

e met by

CBO



Environ

ment-

Friendly

Ganapati

Idol

2015-

16

Educatio

nal

Status

Survey

ASER,Mum

bai

Rs.45000.

00

Rs4500

0

Inter

disciplina

ry

Projects

- - - - - -

Industry

sponsore

d

2015-

16

Commun

ity

Perceptio

n Survey

Regardin

g CSR

Program

mes of

Kirloskar

Kirloskar

Brothers

Ltd, Sangli

28500

Students'

Research

Projects

2014-

15

Bal Jivan

Suraksha

Project

CBO-funded in kind

30000

Health

Status of

TB

Patients

in

Panchaga

ni Taluka

Bel-Air Hospital,

Panchgani. All

expenditure met by Bel-

Air

Any

Other

(Specify)

- - - - - -

*

3.3 Research Facilities

3.3.1 What are the research facilities available to the students and research

scholars within the campus?



The following are the research facilities available to students and research

scholars within the campus:

RRDC: This centre facilitates research and training and works as a resource

centre to promote maximum utilization of resources available on the campus

for students and faculty members. Equal importance is given to development

of the Institute’s research and allied activities.

Research Club: It facilitates free interaction among students and faculty and

helps students clear their doubts.

Research Lab

Books/Journals

Computers with internet facility

Library: Latest collection of research books and journals is available for

research scholars.

3.3.2 What are the institutional strategies for planning, upgrading and creating

Infrastructural facilities to meet the needs of researchers, especially in the new

and emerging areas of research?

The RRDC advisory committee regularly meets and plans about ways to

strengthen research activities and purchase of more reference books for

research of international standards.

Purchasing software packages for data analysis and upgrading the

computer lab are in process.

Training in Research Methodology is given to students and faculty from

time to time.

Faculty and students are encouraged to attend Research Methodology

workshops and training in other institutes.

The Institute is in the process of collaborating with various research

institutes, the Social Welfare Department and zilla parishad to take up

more research projects.

3.3.3 Has the institution received any special grants or finances from the

industry or other beneficiary agency for developing research facilities?

if Yes what are the instruments/facilities created during the last four years.

The institution has not received any special grants or finances from the

industry or other beneficiary agency for developing research facilities.

3.3.4 What are the research facilities made available to the students and

research scholars outside the campus / other research laboratories?

Institute has a panel of external research experts including experts in statistics

to guide the students at various level of the research. As per the need of the

scholars institute help them in getting permission for data collection



identifying relevant issues, and mobilizing resources by networking with

various organizations and alumni.

3.3.5 Provide details on the library/information resource centre or any other

facilities available specifically for the researchers?

Research scholars are given extended membership in the library.

Previous volumes of journals are available for reference.

Access to e-resources provided by INFLIBNET.

Scholars are given comfortable space to carry out their work in the

Institute. Research scholars are given need-based assistance in data-

collection and access to respondents by networking with other

organizations. These are done taking into account the code of ethics of

research.

3.3.6 What are the collaborative research facilities developed/created by

research institutes in the college. For e.g., laboratories, library, instruments,

computers, new technology etc.

Research Lab

Computer reserved for researchers in Research Lab

Research Club

SPSS

Reading corner in Research Lab

Wi-Fi facilities, laptops and other computers with required software;

Institute has renovated seminar hall with facilities to conduct discussions

and training.

*

3.4 Research Publications and Awards

3.4.1 Highlight the major research achievements of the staff and students in

terms of Patents obtained and filed (process and product):

No patent has been filed from the Institute. However, YCSSW staff publish

research-based articles in reputed journals, and carry out intervention research

to find sustainable solutions to community problems.

3.4.2 Does the Institute publish or partner in publication of research

journal(s)? If ‘yes’, indicate the composition of the editorial board, publication

policies and whether such publication is listed in any international database?

The Institute is in the process of publishing the research journal. The editorial

board has been finalized. The first issue will be published by March 2016.

3.4.3. Give the details of publications by the faculty and students:



Details of Publication

Dr. Shaly Joseph:

1. ‘Balanced Diet and health Journal of school social work’. 0976-3759,

Volume X Issue-8 Jan 2014

2. ‘The effectiveness of Yoga in stress management among the employees in

the industry’. Page no 01, Asian Pacific Journal of marketing &management

review, ISSN- 23192836VOL.3(4),APRIL 2014,Global impact factor.645

3. ‘A Pragmatic approach to parenting based on issues faced by parents of

adolescent school going Children’. page no- 62-67, International journal of

social sciences &interdisciplinary research, ISSN 2277-3630 VOL.3(7)

JULY 2014 Impact factor 3.503

4. ‘Human resource management in retail sector’. Page no 34-38, International

journal of marketing, financial services &and management research, ISSN-

2277-3622 Vol3(7) july 2014 Impact factor 3.454

5. ‘Parameters for a child friendly school’. Page no 03-05, Journal of school

social work, ISSN 0976- 3759

6. ‘Enhancing quality of life of elderly; Social Work Interventions’. SK

international journal of multidisciplinary research, ISSN 2394-3122 Volume

2 Issue 5, May 2015 ,Impact factor;2.096

Dr.Manisha Shirodkar

1.‘Success Story of SHG and Women Empowerment (in Marathi) Micro

Finance in India’. ISBN978-81-907286-5-2

2.‘Problem of Women Exploitation: A study of Family Counseling Centre in

Satara’. SIDDHARTH research Analysis and Evaluation, Peer Reviewed

Journal, ISSN-2321-2942 Jan 2014

3.‘Violence Against Women: Concern For Gender Equity’.Savitribai Phule

Mahila Mahavidyalaya, Satara

4.‘A Success Story of Woman Sarpanch of Sambhaji Nagar Village’. Women

Empowerment Shivaji College Satara, ISBN-93-831-72-75-5

5.‘Contribution of Savitribai Phule and Gender Equity’. T M V. Pune,

Accepted for publication.

6.‘Right To Education and Challenges Before Nation’. Research Front Impact

Factor 1.115, ISSN: Online 2320-8341Print: 2320-6446

7. ‘Status and problem of higher education among (Dalit) girls’. ADIVARTA,

ISSN 2347-5234 RNI No: MAH MAR/2007/21294

8.‘Awareness about Prevention of Domestic Violence ACT 2005 among

lawyers of Satara District court’. Young Researcher, Kolhapur, Volume II.

Number 2. ISSN 2277-7911.

9.‘Understanding Health Practices of People Living in Hilly Region of Patan

Taluka and Social Work Practice’. VIVEK RESEARCH; Kolhapur Peer

Reviewed Journal, ISSN 2249-295X.



10.‘Social Work Research and Field Practice’. Social Work Education and

Practice in India: Innovations and Interventions, ISBN: 978-81-910455-2-9.

11.‘A Case Study of Ahilyadevi Mahila Sahakari Dudh Utapadak Sanstha-

Sada Kalki, Sada Bodake Wadi, Patan’. SIDDHARTH research Analysis and

Evaluation, Peer Reviewed Journal 2942 Nov 13, ISSN-2321-2013

12.‘Social Work Research and Field Practice In Medical Social Work’. Young

Researcher, Kolhapur, Volume II. Number 2. ISSN 2277-7911

13.‘Globalization, Women Empowerment and Dr. Babasaheb Ambedkar’.

Chandrabai-Shantappa Shendure College, Hupari, ISBN: 978-93-81549-93-3

Dr.Vijay Mane

1. ‘Understanding Traditional Health Practices and Social Work

Interventions’. Dhule publication

2. ‘Right to Education and Challenges before India’. Research Front, Special

issue 5, Monthly (March 2015); Satara. Impact Factor 1.115 , Online: 2320-

8341; Print: 2320-6446

3. ‘Tribes of GOA’. “Still Waiting The Dawn of Freedom” (2015), Adivarta,

Volume-XV, Year 8th, (June 2014) Kolhapur. ISSN 2347-5234

4. ‘Women Health: A Success Story of Village Umbree, Changing Phases in

Women Empowerment’. ISBN: 978-93-82028-26-0

5. ‘Women Empowerment: A study from social work perspective’. (2015)

Micro Finance in India, Dept of Commerce, Shivraj College, (Jan 2014)

Gadhinglaj, ISBN: 978-81-907286-5-2

6. ‘Social Work Education a Need for Innovation in Fieldwork Practice’.

Social Work Education and Practice in India

7. ‘Innovations and Interventions’. Centre for Social Research and

Development (CSRD) (Sept, 2013), Pune, ISBN: 978-81-910455-2-9

8. ‘Bharatiya Samajkarya Abhyaskramachi Panchahatari, Parivartanacha

Vatasaru’. Vol. 23, Pune

9. ‘Gowanasha Hattyabandi ki, Lokashahicha Asta?’. Band Darwaja, Satara

(Fortnightly), Vol. 17

10. ‘Grameen Vikasat Swayasahayak Samuhachi Garaj’. Jyoti Deep, Karad.

(Monthy)

11. ‘A Case Study of Padmavati Milk Collection Centre, Dabewadi, Satara’.

Chandrabai-Shantappa Shendure College, Hupari, ISBN: 978-93-81549-93-3

12. ‘Social Gathering and Stampede,emerging trend in Information

Technology and Buisness Management’. Baramati conference

13. ‘Maharashtra Rural Employment’. Dhule Article

14. ‘Guaranttee Scheme (MREGS): A Constructive Tool for Rural

Development from Social Work Perspective’.

15. ‘Mahatma Gandhi National Rural Employment Guarantee Scheme

(MREGS), Programme with Potential for Rural Development: A Case Study

of Ranga catachment Area in Deoghar District of Jharkhand State’. Research



Journal Rejuvenile in intellectual Disciplines: Vol-6, Issue-1, Year- II,

Quarterly (Sept.2013 to Nov.2013); Belgaum, ISSN 2278-0300

16. ‘Role of SHGs in Women Empowerment’. Young Researcher, Volume II/

Number 2 Quarterly (April-May-June 2013) Kolhapur. ISSN 2277-7911

17. ‘Rural Community Development through Maharashtra Employment

Guarantee Scheme (MREGS) From Social Work Perspectives’. VIVEK

RESEARCH Vol-III, No-1, Biannual (June 2013); Kolhapur, ISSN 2249-

295X

18. ‘Community Empowerment, in Maharashtra through Employment

Guarantee Scheme: Social Work Perspective’. Participative Development,

Vol. 9 No. 1, Biannual (Jan- June 2010) Pune ISSN-09762701

Pankajkumar Das

1. ‘Transforming Life-Skill Education Through Yoga: A Critical Analysis’

Published in the book Optimizing Positive Strengths Through Life-Skills

2. ‘Religion, Spirituality and Social Work Ethics: The Indian Perspective’

Published in the book Lifting the Spirit, Uplifting the Body CSRD,

Ahmednagar, ISBN: 13:978-81-908290-1-4

Samata Mane

Implimentation of Right to Education, Act, 2009: Difficulties faced by

Ashram (residential) schools specially meant for DT/NT children’ published

in 2014

Sampada Sankpal

‘Participation in sports, academic achievement and Social Work Intervention’

Published in ADIVARTA in 2015

3.4.4. Provide details (if any) of

Research awards received by the faculty: None.

Recognition received by the faculty from reputed professional bodies

and agencies, nationally and internationally: None.

Incentives given to faculty on receiving state, national and

international recognition for research contribution: None.

*



3.5 Consultancy

The Institute believes in knowledge dissemination and encourages faculty to

share their expertise to build human resource capacities in industries, schools

and organizations to help them deal with social issues. It conducts sessions on

personal and occupational wellbeing of employees.

The college sends faculty as resource persons to institutions/organizations for

voluntary and paid consultancy services. A percentage of the consultancy fee

is given to the college.

The Institute encourages faculty to share their expertise with other institutions

and industry as guest speakers, consultants, examiners and trainers. Such

interactions have benefits such as:

Enrichment of knowledge through interaction

Sharing of innovative practices

Exposure to other institutions and their functioning

The Institute has faculty with expertise in counselling, women empowerment,

soft-skills, yoga, stress management, community development, IT and

Research Methodology. As part of the consultancy services, faculty members

offer extension lectures and training sessions to groups and agencies. Many

faculty members offer consultancy to NGOs on a voluntary basis as a social

responsibility. However, as some teaching posts are vacant, the Institute is not

in a position to relieve faculty members for consultancy in distant places as

regular classes may be affected.

3.5.1 Give details of the systems and strategies for establishing institute-

industry interface.

Systems

The Institute has done significant work in this area. The Field Education

Department and RRDC continuously interact with industry, GOs, reputed

health care centers and community-based organizations (CBOs) across India

for:

Concurrent Placement Training (CPT)

Block Placement Training (BPT)

Summer Placement Training (SPT)

Orientation visits

Study tours

Skill Enhancement Training (SET)

Job Placement

Collaborative programmes

Research



Strategy

As field practice is important in Social Work education, YCSSW considers

industries/NGOs/health care and research institutions as field education

training partners. So the Institute maintains a mutually beneficial and

professional relationship with agencies across India that are chosen on the

basis of student feedback, and alumni and faculty reference.

Students specializing in Human Resource Management (HRM) are placed

in industries in Satara, Shirwal and Karad for fieldwork. For BPT, they are

placed in industries all over India for a month twice a year. This exposes

students to trends in HR and increases their job prospects. Though the

University stipulates only one placement, the Institute, as a policy,

conducts an additional month-long BPT.

Students of Medical and Psychiatric Social Work and Urban and Rural

Community Development are placed with national and international

NGOs, health care and research institutions like NIMHANS, Central

Institute of Psychiatry in Ranchi, RINPAS, Institute of Human Behavioral

Sciences in New Delhi, and Ruby Hall. These interactions help get suitable

resource persons for workshops and training at the Institute.

For the study tour, students, under the guidance of faculty, visit industries,

NGOs and hospitals across India. The Institute continuously networks with

these agencies. Every year, it organises get-together of HR, Social Work

and health professionals on the campus to share their experiences with

students and faculty.

During the annual Safety Week, industries in Pune, Satara and Kolhapur

invite YCSSW students and faculty to conduct awareness programmes for

employees through street-plays, poster exhibitions and competitions.

Training for workers is also organised on campus. Students and faculty

arrange general health check-up and awareness camps on HIV-AIDS and

mental health, and counselling for industry employees.

The Institute-industry/organization interface has the following

benefits:

As the Institute continuously networks with NGOs and industries, many

students are recruited by them or associated organisations

Students’ collaboration with CSR departments of industries allows them to

source help for activities such as rehabilitating differently-abled persons in

villages

Students acquire relevant skills

Association with industries/organizations helps students get placement in

remote and tribal areas to study issues of people and also get help in

training, accommodation and other facilities during their placement



Institute gets eminent resource persons for conferences and seminars;

faculty and students also get opportunities to attend seminars and

conferences

Helps update curriculum at the institutional and University level.

3.5.2 What is the stated policy of the institution to promote consultancy? How

is the available expertise advocated and publicized?

As a policy, the Institute encourages faculty to take up consultancy work on

voluntary or paid basis. If paid, 30 per cent of revenue from consultancy has to

be paid to the Institute. Profiles of faculty members are made public on the

college website.

The Institute provides consultancy services in social development, community

health and human resource management to governmental and non-

governmental agencies.

The expertise made available for consultancy services is disseminated through

meetings of alumni and PTA. It is also publicised on the Institute website and

social media.

3.5.3 How does the institution encourage the staff to utilize their expertise and

available facilities for consultancy services?

The Institute encourages faculty members to take up consultancy services in

the following ways:

By providing duty leave for consultative works according to availability of

time

Encouraging faculty to go for voluntary consultancy work

However, shortage of faculty limits the Institute’s ability to take up

consultancy work.

3.5.4 List the broad areas and major consultancy services provided by the

institution and the revenue generated during the last four years.

Sl.

no.

Broad areas of

Consultancy

Revenue Generated

2011-12 2012-13 2013-14 2014-15 2015-16

1

Accreditation of

Community

Mobilizes for

Vasundhara-

Watershed

Management

Programme in

Maharashtra

- - 10000.00 10000.00 -



2 NGO

Management 5000 5000 5000 - 10000

3

Stress

Management

training to bank

officials

- - 2000 - -

4

Social Work

Intervention

with industry

workers

- 10000 - - -

5 School Social

Work 5000 4000 - - -

6 Livelihood

Promotion 5000 5000 7000 7000 10000

3.5.5 What is the policy of the institution in sharing the income generated

through consultancy (staff involved: Institution) and its use for institutional

development?

Revenue from consultancy is shared between the faculty and Institute in a

70:30 ratio. It is also used to support economically weak students and for

developmental and extension activities.

*

3.6 Extension Activities and Institutional Social Responsibility

(ISR)

3.6.1 How does the institution promote institution-neighborhoods-community

network and student engagement, contributing to good citizenship, service

orientation and holistic development of students?

YCSSW is known for its fieldwork component where students go out and

work in community as part of their Social Work course. So, the Institute has

good networking with neighborhood communities, villages and remote

localities.

The Institute engages students in extension activities like Family Counselling

Centres and social work in Ashram schools. The Institute encourages students

to preserve the environment, respect the Constitution, accept diversity and

imbibe values and principles of the Social Work profession, thereby grooming

responsible citizens.

As students work with various sections in society like elders, children, youth,

women, HIV-AIDS patients, farmers and differently-abled during their

fieldwork placements, they develop a holistic view towards society.



Participation in Capacity Improvement Programmes (CIPs) and Society

Empowerment Activities (SEA) also enriches their outlook.

Majority of the students are from neighboring communities. So, their

enthusiasm in field action projects is high. The college also networks with

neighborhood communities through personal contacts.

The Institute’s efforts are appreciated by the government and people’s

organizations. Above all, students are the brand ambassadors of the Institute

and help connect with community.

3.6.2 What is the Institutional mechanism to track students’ involvement in

various Social movements/activities which promote citizenship roles?

Mechanisms to track students’ involvement in social movements/activities:

Supervised involvement of students in social movements

Placing students in movement-based organizations and getting

feedback from organizations on their involvement and performance

Presentations by students after participation in social activities

3.6.3 How does the institution solicit stakeholder perception on the overall

performance and quality of the institution?

Stakeholder perception is solicited through:

Feedback from students, parents and placement agencies such as

industries, hospitals and NGOs as well as employers

Alumni, PTA meetings

Feedback from participants during workshops, seminars, guest lectures

Social media

3.6.4 How does the institution plan and organize its extension and outreach

programmes? Provide the budgetary details for last four years, list the major

extension and outreach programmes and their impact on the overall

development of students.

The institution plans and organizes its extension programmes in collaboration

and consultation with:

Agriculture Department

Bar Council Associations

Central Social Welfare Board, New Delhi

Civil and other hospitals

Community-based organizations

Department of Social Justice and Empowerment

Department of Home Affairs

Doctors/Psychiatrists



Forest Department

Financial institutions

Industries

Local NGOs

Parent Institute

Nehru Yuva Kendra

Schools and colleges

Satara Zilla Parishad officials

Senior Citizens Forum

Village PRI representatives

Women and Child Welfare Department

Youth Clubs

The following issues have been identified and addressed by YCSSW through

its extension activities in Satara district:

Sl.

No.

Problems

Identified

Extension and Outreach

Programmes

Impact on

Overall

Development of

Students

1

Family disputes;

domestic violence;

divorce &

separation; and

child abuse

Family Counselling Centre

(FCC), Satara, attached to

Satara police station

Family Counselling Centre,

Karad, attached to Karad

police station

Both the centres are

sponsored by Central Social

Welfare Board, New Delhi

Students get to

know Domestic

Violence Act, and

issues in families,

and learn skills of

successful Social

Work intervention

2 Farmer suicide Promotion of Zero-Budget

Natural Farming

Promotion of drip irrigation

project

Essential Commodity

Supply Centre for Farmers

in Distress

Students learn

proactive

measures to

intervene in

farmers’ problems

3 Conservation of

biodiversity of

Kaas Plateau

(Valley of

Flowers), which is

a UN World

Heritage Site

Friends of Western Ghats

initiative

Developed

environment

consciousness in

students

4 Lack of quality in Life-skill education Students learn



school education

School Social Work

initiative

Adolescent health

programme

how to say “no” to

negative behavior

and practices

Students learn

application of

Social Work

among

schoolchildren

Adolescents

become more

aware about their

health issues.

They become

trainers in

adolescent health.

5 Girl child

infanticide and

naming of the girl

child as Nakoosa

(unwanted)

Mukta – An initiative for

gender equality

Sensitizes students

on gender equality

6 Lack of awareness

on access to mental

health services

Manoman – An initiative

for creating mental health

awareness

Promoting

positive mental

health

7 Inappropriate

parenting

Balak Palak programme Enhanced

students’

academic

performance

8 Superstition Aantarang – In association

with Andhshradhha

Nirmulan Samiti, Satara

Developed

scientific basis to

understand

superstition

9 Occupational

health hazards

Industrial Safety Week

awareness in industries

Students learn

about aspects of

industrial safety.

10 Lack of awareness

about Indian

Constitution

Jano Apne Sanvidhan Ko –

An initiative for public

awareness on the

Constitution

Better awareness

about the

Constitution

11 Malnutrition

among children in

Satara

Bal Jeevan Suraksha

programme

Students

understand the

problem and learn

about cost-

effective ways to



ensure nutritious

food.

12 Lack of awareness

on social issues

Street-play

Poster exhibition

Jagar Yatra

Swachch Bharat initiative

Imbibed value of

social

responsibility.

Budgetary details of major extension projects for the last four years:

Sl.

No.

Extension

Projects 2011-12 2012-13 2013-14 2014-15

1

Family

Counselling

Centre, Satara

2,25,875.00 2,24,836.00 2,40,596.00 3,07,202.00

2

Family

Counselling

Centre, Karad

2,37,665.00 2,24,582.00 2,26,034.00 2,46,611.00

3

Shardabai

Pawar

Primary

Ashramshala,

Jakatwadi

21,45,118.00 27,30,296.00 39,08,704.00 36,55,312.00

4

Shardabai

Pawar

Secondary

Ashramshala,

Jakatwadi

50,09,344.00 71,40,424.00 5,89,747.00 1,02,05,357.00

5

Shardabai

Pawar

Higher

Secondary

Ashramshala,

Jakatwadi

18,84,244.00 19,58,411.00 24,62,626.00 27,14,565.00

6

Krantijyoti

Savitribai

Phule

Primary

Ashramshala,

Upli

24,58,787.00 41,91,939.00 41,84,525.00 50,38,119.00

7

Saathi S.M.

Joshi

Secondary

Ashramshala,

Upli

24,78,265.00 42,96,140.00 54,44,022.00 55,27,597.00



3.6.5. How does the institution promote the participation of students and

faculty in extension activities including participation in NSS, NCC, YRC and

other national/international agencies?

An NSS unit was recently started in the Institute. As part of fieldwork,

students and faculty organize programmes in villages and slums in and around

Satara to impart life-skills and create socially responsible citizens. Students

organize medical check-up camps, street-plays on superstition, and veterinary

camps. Other activities include literacy awareness, working with self-help

groups, promoting kitchen gardening, creating awareness about malnutrition,

women empowerment, organic farming, Zero-Budget Natural Farming,

networking with Zilla Parishad and Gram Panchayat to bring schemes, school

enrolment programmes, creating awareness on female infanticide,

rehabilitation of disabled and mentally-challenged children, and helping

elderly and widows get their pension sanctioned.

The Institute has tie-up with Nehru Yuva Kendra (NYK). Students conducted

adolescent health awareness sessions for around 1000 students in different

schools in Satara. They studied the working of the Teen Club started under

NYK.

The Institute’s policy is that each student should help one person or group in

society in each semester. This helps students develop values and confidence,

besides giving them satisfaction and encouraging them to take up more such

work in their professional career.

3.6.6 Give details on social surveys, research or extension work (if any)

undertaken by the college to ensure social justice and empower students from

underprivileged and vulnerable sections of society.

Being a Social Work college, the focus is on less privileged and vulnerable

sections of society.

The vision of the mother institute is ‘Aandharatun Prakashakade’, which

means ‘From darkness to light’. The prime motto of establishing YCSSW was

to impart higher education to underprivileged students.

The founder of the Institute, who himself faced social discrimination and is a

crusader against it, is an inspiration for students. He has written about his

struggles in his Sahitya Academy Award-winning autobiography Upara,

which has been translated into English, French and seven Indian languages.

He went on to work for empowering the underprivileged communities by

highlighting their plight through his writings, which include Band Darwaza,

Palawarcha Jag, Bhatkyacha Bharud, Ka Karacha Shikun, Udhwast (novel),

Prakashputra (drama), Krantipath (poems) and Vimuktyan (research on

denotified tribes). He started the monthly journal Band Darwaza.



His desire to serve the downtrodden resulted in the setting up of BBVVSS,

which has eight Ashram schools, a high school, a junior college and a social

work college under it. These institutions have more than 2000 students, 80 per

cent of them from marginalized communities.

YCSSW was established in 1994. Its students started Social Work intervention

in Ashram schools and communities. In 2010, the Institute adopted two

Ashram schools in Satara for extension activities. The Principal, Vice-

Principal and faculty are members of the school’s Director Board and

Management Committee. The expertise of the HRM, MPSW and URCD

departments are used for the betterment of schools.

All Social Work students are sensitized on uplifting the less privileged and

vulnerable sections of society. Following are the major surveys YCSSW

students conducted during the past four years:

Category Details

Social Survey

Community perception survey on CSR programme of

Kirloskar Brothers Ltd in Kirloskarwadi, Sangli

Survey on nutritional status of children in Anganwadi

under ICDS in Satara district

Survey on nutritional status of children under ICDS,

Satara, and Sangli district, in collaboration with Rajmata

Jijau Women and Child Health Mission

Survey on TB in Panchagani in collaboration with BEL-

AIR Hospital in Panchgani

Survey on educational status of people in

Bassappachiwadi

Survey on sanitation in Bharatgaon village, Satara

Socio-economic survey of Thondal village, Satara

Research

Waste management practices in Jakatwadi village

Attitude of people towards using environment-friendly

idols of Ganpati in Satara city

Extension Work

Evaluation of functioning of SHGs under MAVIM

Family Counselling Centre (FCC): Underprivileged

families are helped to deal with family problems.

3.6.7 Reflecting on objectives and expected outcomes of the extension

activities organized by the institution, comment on how they complement



students’ Academic learning experience and specify the values and skills

inculcated.

Field Work is an essential part of Social Work education. Extension activities

allow students to experiment Social Work methods taught in the classroom.

Under the guidance of faculty, students absorb the essence of the code of

ethics of the profession. Students’ field experience is discussed at the

fieldwork conference, meetings with parent teacher, research club meetings

and in the classroom. The discussions help them gain deeper understanding of

Social Work concepts and practice and become competent professionals.

Values and skills learnt by students:

VALUES

Accepting dignity and worth of individual

Developing non-judgmental attitude

Maintaining confidentiality

Developing sense of concern for the poor and marginalized

Empathetic approach towards vulnerable groups

Self-discipline and accountability

Gender sensitivity

Humanity

Honesty

Commitment

Tolerance

SKILLS

Rapport-building

Reporting and report writing

Communication

Presentation

Observation

Analytical thinking

Problem-solving

Leadership

Organizing

Social analysis

Resource mobilization

Networking and advocacy

Controlling

Directing

Monitoring and evaluation

Designing

Reasoning

Continuous learning and planning



3.6.8 How does the institution ensure the involvement of the community in its

reach out activities and contribute to the community development? Detail on

the Initiatives of the institution that encourage community participation in its

activities.

Extension activities are part of academic curriculum.

The Institute conducts baseline study before initiating extension activities.

Cross-cutting issues such as gender, disability, environment, health and

education are examined. An informal feasibility study is conducted and

discussed during Staff Council meetings. Projects are selected for

implementation based on people’s needs.

The Institute endorses Gandhian philosophy in all its activities. By doing

‘shramadaan’, the Institute and students create a sense of volunteerism in

community, inspiring people to come forward and help develop their own

community.

By using Social Work-specific methods like case work, group work,

community organization and social action, Institute ensures strong

community participation in extension activities.

At the inauguration of the rural camp, street-plays, folk songs and

‘mashaal pheri’ are conducted in villages. Students form groups and make

home visits to ensure participation of women in the programmes. Students

also follow-up on women’s participation. The Institute maintains

continuous interaction with and follow-up in villages where students

organized rural camps.

The Institute helps the community link with government authorities and

secure resources and schemes. As a result, Panchayat Raj Institution (PRI)

leaders take ownership of the initiatives and motivate community members

to participate in it.

Follow-up and sharing of results of initiatives are done by conducting

group meetings and publishing them in newspapers.

3.6.9. Give details on the constructive relationships forged (if any) with other

Institutions of the locality for working on various outreach and extension

activities.

YCSSW is considered a centre of excellence by local government authorities,

NGOs and educational institutions for its participation in social development

activities. The Institute has maintained mutually beneficial professional

relationship with other institutions and organizations.

The Institute provides platform to GOs, NGOs and other educational institutes

to organize programmes on its campus. It works with Gram Panchayats and

helps them organize awareness programmes on social issues. It also offers its

facilities for senior citizen organizations to conduct their activities. The



Institute collaborates with educational institutions in rural areas and helps

them build capacity of staff and students.

YCSSW has tie-ups with NGOs, departments of Zilla Parishad, government

organizations, medical and psychiatric hospitals and industries in Satara for

students’ Concurrent Placement Training (CPT). Professionals of these

organizations evaluate performance of the Institute’s students and help update

the curriculum. The professionals are invited as chief guests for programmes

in the Institute. YCSSW faculty visit these organizations for professional

cause.

3.6.10. Give details of awards received by the institution for extension

activities and contribution to the social/community development during the

last four years.

Recognition/appreciation received for extension activities: The Institute

has received appreciation certificates from the Gram Panchayat, ICDS Centre,

Agriculture Department, Central Social Welfare Board, ASER, Youth Clubs,

NYK and SHGs.

Academic

Year Name of Award/Recognition

2015-16

The two FCCs are recognized as ‘service providers’ under

Domestic Violence Act

Principal is the member of District Women Advisory

committee

Principal is member of District Probation Committee

Institute received appreciation and recognition letter for

conducting successful rural camp in Ninam Padli village,

Satara

2014-15

Institute received appreciation and recognition for

conducting successful rural camp in Waghoshi village,

Khandala

2013-14 Mr Pankaj Kumar Das: Member of Assessment committee of

Ashramshala, Maharashtra

2012-13 Dr. Shaly Joseph: Member of LMC Asha College of Special

Education

2011-12

Mr Pankajkumar Das received ‘Special Impact-Making

Volunteer and Fundraiser’ certificate from Simplygive.org

Hyderabad.

*



3.7 Collaboration

YCSSW collaborates with institutions and organizations of repute at the

regional and national level. The collaborations are interdisciplinary, promote

cross-cultural research through seminars, workshops and conferences, and

help increase knowledge of students and faculty.

3.7.1 How does the institution collaborate and interact with research

laboratories, institutes and industry for research activities. Cite examples and

benefits accrued of the initiatives - collaborative research, staff exchange,

sharing facilities and equipment, research scholarships etc.

Institute faculty interact with other research institutions and ICSSR

regularly and conduct doctoral research in these institutions, leading to

academic cooperation between them and the college. Seminars, workshops

and other academic events hosted by the Institute pave the way for

collaboration with research establishments and experts. These events have

been common platforms for interactions among experts, research scholars,

students and faculty. This is reflected in their research output and

publications.

Faculty members send research proposals to UGC, ICSSR, Zilla Parishad

and other government departments. Industries also approach the Institute

for conducting minor studies.

YCSSW has student and faculty exchange programmes with Shivaji

College, Satara, and Asha College of Special Education, Satara.

Kirloskar Company entrusted the Institute with a research project on study

of community perception about its CSR activities. It has helped the Institute

share knowledge and expertise and start new initiatives.

3.7.2 Provide details on the MoUs/collaborative arrangements (if any) with

Institutions of national importance/other universities/industries/Corporate

(Corporate entities) etc. and how they have contributed to the development of

the institution.

The Institute has MoUs and collaborations with seven institutes and

organizations across India. It has enabled development of the curriculum,

internship, on-the-job training, faculty exchange, research, publication and

student placement. The list of MoUs is given under question number 3.7.5.

These linkages facilitate participation in events for social causes with other

organizations and improve networking and professional development.

3.7.3 Give details (if any) on the industry-institution-community interactions

that have contributed to the establishment/creation/up-gradation of academic



facilities, student and staff support, infrastructure facilities of the institution

viz. laboratories/library/new technology/placement services etc.

The Institute stays in touch with GOs, NGOs and educational institutes. It

helps development of the Institute and students and in exchange of human

resources and expertise. The Institute works with the District Social

Welfare Board to conduct programmes for welfare of society. YCSSW

gets support from the Forest Department to preserve the biodiversity of the

campus.

The Institute provides computers to the Ashram School through NGO

Pratham to impart basic computer literacy to students of the school.

3.7.4 Highlight the names of eminent scientists/participants, who contributed

to the events; provide details of national and international conferences

organized by the college during the last four years.

Date Name of the

Training/Workshop

Eminent resource persons


July 22, 2015 Workshop on Gender and

Youth Parliament on

PCPNDT Act

Advocate Varsha Deshpande,

Member National Assessment

and Inspection, PCPNDT Act

Dr M. S. Daddenwar, Chairman,

PCPNDT Committee, Karnataka

Members:

Dr Ashalata Mallapure

V. K. Kakaraddi

Dr Shobha Kyalakand

Veeranna S. Atthuni

C. G. Badigar,

PCPNDT Case Worker,

Anand S. Jigajinni, Editor

July 23, 2015 Workshop on health care

practice in Western

world

Josh Waylor (UK)

Stephen Woolford (UK)

Matt Roberts (UK)

Mathew Wood (UK)

James Wood (UK)

Miss Tara Urquhart

September

30th to

October 1st,

2015

National Level workshop

on leadership and

personality development

Father Babu Paul Director,

AICUF Kerala




January 19 to

24, 2015

ICSSR-sponsored 6-day

national workshop on


for faculty and research

scholars

Indian Council of Social Science

Research (ICSSR), Mumbai

August 29 to

September 1,

2014

3-days workshop on

social work and teaching

metodology



Academic

Year

Conference/Workshop Eminent resource persons

January 19 to

2, 2015

National workshop on


sponsored by ICSSR

Dr Chandrakant Puri

Dr D. K. Laldas

Dr Usha Varghese

Dr Deepak Walokar

Dr Geeta Balakrishnan

October 28-

31, 2014

Workshop on Zero-Budget

Natural Farming

Krushi Rushi Subhash

Palekar

October 10,

2014

Symposium on ‘Living with

Schizophrenia’

Anuradha Karegar

Rajashree Deshpande

Abhijit Ghorpade

September 5-

6, 2014

Two-day national

conference on Social work:

An Indian point of view

Dr Ashok Bhoite

August 29 to

September 1,

2014

Workshop on Social Work


Dr D. K. Laldas

27th, 28th September 2014

Workshop on Social

Journalism

Mr Ranjit Majgaonkar

Mr Akash Singh

August, 11,

2014

Workshop on Indian

Constitution

Dr Anant Raut (Nanded)

S. G. Jadhav

Dr Injegaonkar



Dr Shamsundar Waghmare

July 28 to 30,

2014

Project Proposal and

Teaching Methodology in

Social Work Research

Dr D.K. Laldas

May 3 to 6,

2014



faculty

Dr D. K. Laldas

April 16-17,

2014

Workshop on NAAC Dr Cherian P. Kurien,

Director, Marian College,

Kuttikkanam March 29 to

31, 2014



Dr D. K. Laldas, Ex

Principal, Roda Mistry

College of Social Work

March 14 to

15, 2014

Workshop on social audit Ujwal Pahurkar, Hyderabad

September 5,

2012

Workshop on research

methodology

Dr.Deepak Walokar

Dr.Pradeepkumar

March 16,

2012

Workshop on Effective

Parenting

Dr.Rajashree Deshpande

Dr.Bhausaheb Kanase

3.7.5 How many of the linkages/collaborations have actually resulted in

formal MoUs and agreements? List out the activities and beneficiaries and cite

examples (if any) of the established linkages that enhanced and/or facilitated.

Sl.

No.

Name of the institution MoU/Collaboration Details

1 All India Christian

Universities Foundation

(AICUF), Kerala

MoU with AICUF is for conducting

leadership training at the national level, and

gives opportunity for students of other

colleges in Satara to participate in the

training programmes

2 Marian College

Kuttikkanam, Kerala

As a knowledge partner. Faculty-student

exchange programme results in cultural

exchange, knowledge transfer, national

integration and collaborative activities for

students and faculty

3 Action for Social

Reform (AFSR), Hubli,

The collaboration with AFSR is in students’

Field Work placements and training. AFSR



Karnataka. is a citizen rights-based organization

managed by professional social workers

Indian Red Cross

Societies Bel-Air

Hospital, Panchgani

As a training Partner to impart fieldwork

training and participating in impact studies

4 www.usocialwork.in Networking partner to collaborate in

information sharing.

5 Badlao Foundation

Initiative for Change,

Mihijam, Jharkhand

The collaboration with Badlao Foundation

is in students’ field work placements and

training

6 Chetna Vikas, Deoghar,

Jharkhand.

The collaboration with Chetna Vikas is in

students’ field work placements and

training.

7 Dalit Mahila Vikas

Mandal, Satara.

Collaboration with Dalit Mahila Vikas

Mandal is in students’ field work

placements and training

8 SEVA, Satara. The collaboration with SEVA, Satara, is in

students’ field work placements and

training

3.7.6 Detail on the systemic efforts of the institution in planning, establishing

and implementing the initiatives of the linkages/collaborations.

The college gives all help to faculty for research, consultation and

collaboration activities. College has special policies for these activities.

Documentation of all processes is done and every activity is kept transparent.

For all major activities in the college, these linkages are informed and invited.

*

CRITERION IV: INFRASTRUCTURE AND LEARNING

RESOURCES

4.1 Physical Facilities

4.1.1 What is the policy of the Institution for creation and enhancement of

infrastructure that facilitate effective teaching and learning?

The general infrastructure policy was framed by the Staff Council in 2014. It

acts as a guideline to review infrastructural needs of the Institute and execute

plans accordingly. Infrastructure needs are assessed by the Principal in

consultation with the staff. The proposal is forwarded to the Management for

approval.

General Infrastructure Policy: The Vice-Principal shall be the person in

charge of looking into overall infrastructure development of the Institute.

http://www.usocialwork.in/



Statutory Bodies:

Planning Board:

As per UGC guidelines, a planning board shall be constituted comprising of

senior faculty and Management representatives who prioritize

infrastructural needs of the Institute.

Building Committee:

Shall be constituted with Management representatives, University

representatives, PWD/Zilla Praishad representative, certified architect,

faculty member, office superintendent and accountant.

Purchase Committee:

The Institute shall reconstitute a five-member purchase committee

including a Management representative, a faculty representative, the

Principal, a non-teaching staff representative and IQAC Coordinator.

Standard procedure:

The Institute shall build, modify and maintain infrastructure as per

requirement to make optimum use of the same to ensure effective teaching,

learning research and extension activities. All buildings and structures shall

be constructed in such a way that it shall not disturb or destroy the

environment; rather, it shall be used in a positive manner. Suggestion of all

stakeholders should be taken into consideration while planning

infrastructure development.

As per the prioritization made by the planning board, the proposal shall be

forwarded to the Management, which after consulting the Principal,

explores funding possibilities from UGC. As per availability of funds, the

Management shall approve and execute infrastructure development work.

Maintenance of infrastructure shall be done every six months.

4.1.2 Detail the facilities available for:

a) Curricular and co-curricular activities: Classrooms, technology-enabled

learning spaces, seminar hall, herbal garden, laboratories, animal rescue,

specialized facilities and equipment for teaching, learning and research,

among other things

Classrooms: Rooms are allocated for classes for optimum use of infrastructure.

Classrooms are designed to give easy access to students with special

abilities. Classroom walls are decorated with pictures and messages of

social reformers. All classrooms are ICT-enabled. Each classroom has the

following amenities:



Particulars No. Particulars No.

EPSON LCD projector

permanently fixed on

wall

1 CCTV camera 1

An interactive white

board

Fan and CFL/LED bulbs,

tube lights

Name board Dustbin 1

Notice Board 1 Table and chair for faculty 1

Inverter 1 Desks and benches (as per

strength of class)

-

Seminar Hall:

The Institute’s well-furnished seminar hall has the following:

Particulars No. Particulars No.

LCD projector 1 CCTV camera 1

Display board 2 White board 1

Electronic podium 1 Notice board 1

Laptop 1 Executive tables 4

Sound system 1 Executive chairs 36

Mike with stand 1 ‘Nilkamal’ plastic chairs 200

Cordless mikes 2 Inverter 1

Colour mike 1 Fans 6

Sony video camera 1 CFL/LED bulbs, tube lights -

Tutorial Spaces:

The Institute has a well-furnished, multipurpose meeting hall where

special classes, workshops or tutorials are conducted. Institute has

developed six open-air classroom facilities designed and constructed in

consultation with the architect. These classrooms provide students

comfortable places, where they can think and bring out-of-the-box

solutions for social problems they encounter in the field.

Laboratory: Institute has a research lab.

Botanical garden: Institute maintains the tulsi garden, aloe vera garden,

shikakai herbs and trees on the campus.

Animal rescue: The 14-acre campus with more than 3000 trees and plants

has many species of reptiles and birds. Students, faculty and alumni are

trained in animal rescue.

Specialized facilities and equipment for teaching, learning, research etc.



Training of Trainers (TOT) Manuals: Manuals on management of child

malnutrition and child rights are available in the library. Students are

trained based on the manual.

SPSS: The research lab and computer have software for research data

analysis. Students get basic training in use of SPSS.

Laptop: The Institute has given five Lenovo G570 laptops to faculty to

help conduct classes and CIP programmes.

HP integrated desktop: In the staff room, each faculty is given an hp

integrated desktop.

B) Extracurricular activities: - sports, outdoor and indoor games, gymnasium,

auditorium, N.S.S., N.C.C., Cultural activities, Public Speaking,

Communication skills, development, Yoga, Health and Hygiene etc.

Sports help develop the personality of students. Hence, the Gymkhana

Club is provided to develop the spirit of sportsmanship among students.

One faculty is in charge of coordinating sports activities and to ensure

student participation in competitions at the University and zonal levels.

Indoor game facilities are provided in the college and hostel.

Details of sports facilities (outdoor and indoor games)

Outdoor Games No. Indoor Games No.

Volleyball court 2 Badminton grass court 2

Football and cricket ground 1 Carom board 2

Kabaddi court 1 Chess 4

Kho-kho court 1 Tug of war 1

300m track for running 1 Rope-skipping 5

Gymnasium: No

Auditorium: No

NSS: The NSS unit at the Institute organizes camps for BSW students.

Cultural activities: The Institute’s annual gathering, Umang, showcases

cultural activities. Traditional Day celebrations are held. Onam, the

festival of Kerala, is celebrated on the campus.

Public speaking: Elocution competitions are organised.

Communications skills development: Efforts are made to improve

students’ verbal and non-verbal communication skills. Social Work

professionals need skills to communicate with the community they work

in. So, they are trained in street-plays, Anubhav Natya (skit), Chitra Katha

(story through paintings), puppet show, lyrics writing, singing issue-based

songs and Chitra Geet (story narrated through song).

Remedial coaching is given to improve students’ English communication

skills

Personality development workshops are also held



Yoga: Yoga camp is conducted to train students in asanas, pranayamas

and meditation.

Health and hygiene: o Institute organizes annual health, HB and breast cancer check-up camps

o Awareness camps on health, hygiene and nutrition

o Training for trainers on malnutrition

o Workshops on stress management and adolescent health

o Observation of International Day of People with Disability, World Heart

Day, National AIDS Day, World Health Day, National Mental Health Day

Palliative Care

o Swachch Bharat initiative on campus

o Plans to set up cancer awareness centre

4.1.3 How does the institution plan and ensure that the available infrastructure

is in line with its academic growth and is optimally utilized? Give specific

examples of the facilities developed/augmented and the amount spent during

the last four years (Enclose the Master Plan of the Institution/ campus and

indicate the existing physical infrastructure and the future planned expansions

if any).

Keeping pace with institutional needs and to achieve planned academic

growth, optimum use is made of available infrastructure. The college has

the required amenities, including sufficient classrooms, laboratories, staff

rooms, hostel for girls and playground. The Institute upgrades facilities as

and when needed.

The new ICT-enabled new seminar hall is used for departmental seminars

and workshops.

Seminar hall and conference-cum-meeting hall are used for CIP

programmes, conferences, celebrations, alumni meet, and is given to

outside agencies for conducting training and conferences.

Institute premises are used for conducting meetings of organizations

working for uplift of downtrodden communities.

Annual General Body meeting of the parent institute is always conducted

on YCSSW premises.

Programmes of Ashram school are conducted on the Institute campus.

Institute has five lawns that can be converted into amphitheatres. A pandal

is made on the lawns in the middle of the Institute building and used for

conferences and celebrations with audience of more than 200.

Library is open to ex-students and research scholars. Students from other

colleges can access the library by paying a nominal deposit.

The playground and sports equipment are used by all students. The college

has one guest room.



Details of Facilities

Developed 2011-12 2012-13 2013-14 2014-15

Building

0.00 3542462.00 45098.00 73630.00

Library renovation

Principal’s cabin

Landscape

Commun-i-tea

(cafeteria)

Library renovation

Toilets renovation

Amphitheatre

Women’s hostel

Furniture

110000.00 59027.00 12500.00 61500.00 Cabins for all faculty

Faculty room

furniture

ICT

1552440.00 378703.00 1506790.00 65876.00

Laptop for faculty

Electronic podium

Smart class

Digital handy cam

and still camera

Public display

systems (2 Nos.)

Blue Ray Disc (2

Nos.)

Water purifier and

water cooler

Additional computers



and laptops

Wi-Fi for faculty and

students

Multi-task printers

(PFSC)

CCTV/surveillance

covering all

classrooms, library,

seminar hall and

campus

Bio-metric punching

machine for

maintaining

attendance staff

members

Android-based

application for

recording attendance

of students on tab

Expansion plan: Boys’ hostel, expansion of girls’ hostel, library and reading

room, study centres, guest house, auditorium, gymkhana.

4.1.5 Give details on the residential facility and various provisions available

within them:

Hostel facility: The college has, with the assistance of UGC, constructed a

well-furnished women’s hostel on the campus. It can accommodate 12

students, but because of high demand and with the consent of students, 30

students are accommodated now. It is constructed in a very comfort-giving

and environment-friendly way. Recreational and sports facilities are

available in the hostel. Facilities of the college are available to hostel

students throughout the day.

First-aid and networking with hospitals and private doctors are ensured to

cope with medical emergencies.

Hostel has newspaper, reading room and library

Recreational facility, common room with audio-visual equipments

Residential facility for staff and occupancy

Safe drinking water is provided from public water supply treated through

water purifier



Watchman round-the-clock on campus and CCTV cameras ensure

security.

4.1.6 What are the provisions made available to students and faculty in terms

of health care on the campus and off the campus?

Provisions to fulfil the health needs of the college community:

1. Health centre with first-aid kit

2. Medical facility available in immediate vicinity

3. Medical check-up camps

4. Doctor on call

5. Awareness programmes on various types of addiction, HIV/AIDS,

cancer, mental disorders and communicable diseases; promotion of

sports activities, naturopathy and yoga; ambulance service available on

108. All these programmes are coordinated by the MPSW department.

4.1.7 Give details of the Common Facilities available on the campus-spaces

for special units like IQAC, Grievance Redressal unit, Women’s Cell,

Counselling and Career Guidance, Placement Unit, Health Centre, Canteen,

recreational spaces for the faculty and the students, safe drinking water

facility, auditorium, etc.

The college has set apart space for special units and common facilities:

IQAC room, counselling and career guidance, ladies room, boys’ room,

canteen, recreation facilities, gymkhana, safe drinking water and

amphitheatre.

*

4.2. Library as a Learning Resource

The YCSSW library has adequate books, journals, periodicals and CDs for

faculty, students, alumni and visitors. Library resources are expanded and

updated every year.

4.2.1 Does the library have an Advisory Committee? Specify the composition

of such a committee. What significant initiatives have been implemented by

the committee to render the library, student/user friendly?

The library functions under the guidance of the Advisory Committee that

meets periodically and reviews the status and suggests new initiatives. The

committee consists of:

The Chairman – Principal

The Secretary – Librarian

Members – Vice-Principal, one faculty and one student representative



Important initiatives implemented by the library committee:

Subscription of online database

Extension of library timings

Increasing subscription of journals, periodicals; library has a total of 6867

books, 85 periodicals and 10 newspapers

Books are classified using the Dewy Decimal Classification system

New arrivals are displayed in a rotating bookrack near the library counter

Students, faculty and alumni have open access to books, journals,

periodicals and e-resources (online and offline). Subject-wise arrangement

of books helps locating them easy. Each UG student can borrow a

maximum of two books at a time and keep them for 15 days. PG students

can borrow three books at a time for a period of one month.

Students from other colleges use the library after depositing a nominal

amount.

Breaking from convention, the current seating arrangement in the library is

inspired by the ancient Nalanda University. This not only gives a heritage

look to the library but also creates a gurukul-like ambience.

CCTV/surveillance camera system has been installed in the library.

Library automation

Digital learning materials

INFLIBNET N-LIST

Wi-Fi-enabled reading corner

4.2.2 Provide details of the following:

Total area of the library (in sq. mtrs): 140Sq.M

Total seating capacity: In Library: 20

In reading room: 30

Working hours of the library:

On working days: 9.30am-6pm

On Saturdays: 9.30am-6pm

On holidays: Need-based

Before examination days: 9.30am-7pm

During examination days: 9.30am-7 pm

During vacation: 10am-4pm

Layout of the library:

IT zone for accessing e-resources

Fire safety equipment: 2

Mode of access to collection: Open Access System

Library holdings

Books: Total: (Text Books: 5319; Reference Books: 1548)

Books for underprivileged: 2053



National journals: 41

International journals: 03

Periodicals: 41

Non-print

194 DVDs on various subjects

Audio-visual resources: Audio tape cassettes, 11 video tape cassettes, 7

audio CD cassettes, and 35 video CD cassettes are available

Electronic: (e-books, e-journals)

The college is a licensed user of INFLIBNET, N-List from 2014-15. This

gives faculty members and research scholars access to e-resources.

Special collection:

Reference Books: 1548

4.2.3 How does the library ensure purchase and use of current titles, print and

e-journals and other reading materials? Specify the amount spent on procuring

new books, journals and e-resources during the last four years.

Selection and purchase of books and journals are based on

recommendation of Advisory Committee.

The current titles of books/journals and periodicals are screened by faculty

from the catalogues sent to the Institute by reputed publishing houses.

Faculty members go through the list and give their recommendations to the

Advisory Committee.

The Library Committee meets monthly and reviews recommendations of

students and faculty.

The committee reviews list of recent publications, current titles, print and

e-journals and recommends a purchase list to Management.

Based on the availability of funds, the Management approves the

recommendations and accordingly the librarian places the purchase order.

Details of amount spent on procurement of books:

Particulars 2011-12 2012-13 2013-14 2014-15

Total Books Amount Books Amount Books Amount Books Amount

New Books 43 7,665.00 2,708 99,1704.00 197 30,663.00 356 89,305.00 1119337.00

Journals 60 27,743.00 70 31,828.00 83 49,085.00 85 81,235.00 189891.00

E-resources 172 0.00 0 0.00 0 0.00 194 0.00 0.00



4.2.4 Provide details on the ICT and other tools deployed to provide maximum

access to the library collection?

The IT zone of the library has four computers.

Registered on INFLIBNET; hence, Institute has access to N LIST.

Library has OPAC software.

Internet and Wi-Fi facilities available.

Collection of audio-visual tapes used during CIP programme.

The institutional repository of library contains thesis, journals, articles,

syllabi and question bank.

i. Provide details on the following items:

Average number of walk-ins (per year): 2400

Average number of books issued/returned (per year): 3000

Ratio of library books to students enrolled: 12

Average number of books added during the last three years

2012-13 2013-14 2014-15

No. of books added 2708 197 376

Average no. of books added per year: 1087

Average number of login to OPAC: 3218

Average number of login to e-resources: 1432

Average number of e-resources downloaded/printed: 1500

Number of information literacy trainings organized: 7

Average number of books added per year: 1087

Very old editions of books are kept separately and used for reference by

students and faculty. Old newspapers are disposed of during the vacation,

after collecting important clippings. Periodicals are also ‘weeded out’

every year.

4.2.6 Give details of the specialized services provided by the library.

Manuscripts: No

Reference: Yes

Reprography: Yes

ILL (inter-library loan service) : Yes

Information deployment and notification : Yes

OPAC: Yes

Internet access: Yes

Downloads: Yes

Printouts: Yes

Reading list/Bibliography compilation: Yes

In-house/remote access to e-resources: Yes

User orientation: Yes

Assistance in searching databases: Yes

INFLIBNET/IUC facilities: Yes



4.2.7 Enumerate on the support provided by the library faculty to the students

and teachers of the college.

Orientation on library use given to students

Librarian, faculty provides personal guidance to students to find relevant

content.

Newspaper clippings and CDs of seminar talks made available

Books are classified using the Dewy Decimal Classification Scheme, and

arranged in well-labelled shelves so as to enable easy retrieval.

New arrivals are displayed on a rotating rack

Notifications of government and non-government job openings displayed

on library notice board

Previous years’ question papers of competitive exams available

IT zone

Catalogue search service is provided.

News on the Institute published in print media is organized and released as

a publication titled ‘Media Speaks on YCSSW’.

The library faculty provides assistance to research scholars and PG

students in their dissertation work.

The library preserves posters that are used for display on occasions like

World Mental Health Day, International Yoga Day, International

Women’s Day, Constitution Day, Independence Day, Republic Day and

Human Rights Day.

4.2.8 What are the special facilities offered by the library to the

visually/physically challenged persons? Give details.

Being a Social Work college, students with special abilities get care and

support not only from faculty and staff, but also from the student community

and the organization where they do internship. The Institute provides the

following facilities to students with special abilities:

Ramp

Special attention and assistance if needed to access books/journals

4.2.9 Does the library get the feedback from its users? If yes, how is it

analyzed and used for improving the library services. (What strategies are

deployed by the Library to collect feedback from users? How is the feedback

analyzed and used for further improvement of the library services?)

IQAC takes regular feedback from students and faculty. A box is kept in the

library to seek suggestions/complaints, if any, from students and faculty. All

feedback is analyzed and necessary action taken immediately as per the need

and available budget.

*



4.3. IT Infrastructure

4.3.1. Give details on the computing facility available (hardware and software)

at the institution.

Number of computers with Configuration (provide actual number with exact

configuration of each available system):

PC.

No.

Location Processor Details RAM Hard

Disk

Operating

System

1 IQAC

Room

Intel(R) Core(TM)

i3-2120 CPU @

3.30 GHz 3.30

GHz

4.00

GB

500

GB

Windows 7

Ultimate

32- bit

2 Staff

Room

Intel® Core™ i3-

2120 CPU @

3.30 GHz 3.30 GHz

4.00

GB

500

GB

Windows 7

Home Basic 64-

bit

3 Staff

Room

Intel® Core™ i3-

2120 CPU @

3.30 GHz 3.30 GHz

4.00

GB

500

GB

Windows 7

Professional

64- bit

4 Staff

Room

Intel® Core™ i3-

2120 CPU @

3.30 GHz 3.30 GHz

4.00

GB

500

GB

Windows 7

Home Basic 64-

bit

5 Staff

Room

Intel® Core™ i3-

2120 CPU @

3.30 GHz 3.30 GHz

4.00

GB

500

GB

Windows 7

Home Basic 64-

bit

6 Staff

Room

Intel® Core™ i3-

2120 CPU @

3.30 GHz 3.30 GHz

4.00

GB

500

GB

Windows 7

Home Basic 64-

bit

7 Staff

Room

Intel® Core™ i3-

2120 CPU @

3.30 GHz 3.30 GHz

4.00

GB

500

GB

Windows 7

Home Basic 64-

bit

8

9

Office Intel(R) Pentium(R)

Dual CPU E2180 @

2.00 GHz 2.00 GHz

2.00

GB

1 TB Windows 7

Professional

32- bit

10 RRDC Intel® Core™ i3-

2120 CPU @ 3.30

GHz 3.30 GHz

4.00

GB

500

GB

Windows 7

Professional

64- bit

11 Library Intel(R) Core(TM)

i3-2120 CPU @

3.30 GHz 3.30

GHz

4.00

GB

500

GB

Windows 7

Professional

64- bit

12 Sharada IT Intel(R) Core(TM) 3.41 500 Microsoft



Server 1 i3-2100 CPU @

3.10 GHz 1.58

GHz

GB GB Windows XP

Professional

13 Sharada IT

Server 2

Intel(R) Core(TM)

i3-2100 CPU @

3.10 GHz 1.58

GHz

3.41

GB

500

GB

Microsoft

Windows XP

Professional

Configuration details of laptops

No. Brand

/Location

Processor Details RAM Hard

Disk

Operating

System

1 Lenovo

G570

Principal

Office

Intel ® Pentium®

CPU B940 @ 2.00

GHz

2.00

GB

500 GB Windows 7

Professional

64- bit

2 Lenovo

G570

URCD

Dept.

Intel ® Pentium®

CPU B940 @ 2.00

GHz

2.00

GB

500 GB Windows 7

Professional

64- bit

3 Lenovo

G570

MPSW

Dept.

Intel ® Pentium®

CPU B940 @ 2.00

GHz

2.00

GB

500 GB Windows 7

Professional

64- bit

4 Lenovo

G570

BSW

Intel ® Pentium®

CPU B940 @ 2.00

GHz

2.00

GB

500 GB Windows 7

Professional

64- bit

5 Lenovo

G570

HRM Dept.

Intel ® Pentium®

CPU B940 @ 2.00

GHz

2.00

GB

500 GB Windows 7

Professional

64- bit

Computer-student ratio: 1:9

Every student has access to computer on a one-to-one basis.

Standalone facility: Available

LAN facility: All computers in the computer labs are interconnected with N-

Computing system. All other computers are connected through LAN.

Wi-Fi facility: Wi-Fi with 100mbps is provided for the entire campus.

However, Internet connectivity and speed are affected by the geographical

location of the Institute.



Licensed software: Quickheal antivirus, Microsoft Windows

Number of nodes/computers with Internet facility, any other: Two

4.3.2 Detail on the computer and Internet facility made available to the faculty

and the students on the campus and off-campus.

The computer and Internet facilities have been constantly upgraded to meet

the changing requirements of the teaching-learning community of the

institution.New computers have also been purchased.

All-in-one HP personal computer has been provided to each faculty.

Lenovo G570 laptop has been provided to faculty for conducting classes.

Provision of individual desktop in office

All classes are smart classes with LCD projector, interactive board and

Exide inverter. Same facilities are available in seminar hall.

Internet speed increased to 100mbps

Digital library

New multi-option printers, scanners and computers

Digital display board

CCTV in campus, classrooms, library and canteen

Biometric attendance machine

4.3.3 What are the institutional plans and strategies for deploying and

upgrading the IT infrastructure and associated facilities?

Strategy and status of upgrading IT facility:

STRATEGY STATUS

Upgradation of internet bandwidth 2 Mbps to 10 mbps.

Increasing the number of ICT-enabled

classrooms

Completed

Upgrading and updating the computer

system as and when required

In process

Institute should have a Person In-

Charge for maintenance and up-

gradation of IT infrastructure and

associated facilities.

Vice-Principal is responsible for

maintaining and upgrading the latest

infrastructure and IT facilities in

campus.

Qualified and experienced individual

person should be appointed to look

after day-to-day maintenance of IT

infrastructure.

Qualified Instructor has been

appointed, who takes care of day to

day maintenance of IT systems.

Purchase of IT systems, software and

antivirus should be done from

professional IT firm.

Purchase of IT systems, software and

antivirus is done from an IT firm in

Satara. Maintenance services are also

provided by the same.



Infrastructure needs should be

reviewed and upgraded in time.

To review infrastructure needs,

YCSSW has planning board. Based

on their recommendations, facilities

are upgraded from time to time.

4.3.4. Provide details on the provision made in the annual budget for

procurement, upgradation, deployment and maintenance of the computers and

their accessories in the institution (Year-wise for last four years).

Separate budgetary provisions are not made for procurement and maintenance

of computers and accessorie.All the expenditure are made from general

college budget.

Detail 2011-12

(in Rs)

2012-13

(in Rs)

2013-14

(in Rs)

2014-15

(in Rs)

Procurement

1552440.00 378703.00 1506790.00 65876.00 Upgradation

Deployment

Maintenance

4.3.5 How does the institution facilitate extensive use of ICT resources

including development and use of computer-aided teaching/learning materials

by its faculty and the students?

Faculty are provided ICT facilities, hardware and software, to develop

teaching material such as lecture notes, modules, PowerPoint presentations

and audio-video clips. The system administrator assists them in this.

ICT facilities help teachers develop ways and means of managing and

monitoring their courses.

Students use ICT facilities to prepare PowerPoint presentations for

seminars, material for assignments, short-films and other activities.

The software (SPSS) is utilized for research.

Screening of videos, documentaries and films on relevant topics and

discussion on them enrich the teaching-learning experience.

Access to e-resources from NLIST.

Group e-mail ID for recent batch and Facebook page are used to share

resources and generate discussions.

4.3.6 Elaborate giving suitable examples on how the learning activities and

technologies deployed (access to on-line teaching - learning resources,

independent learning, ICT-enabled classrooms/learning spaces etc.) by the

institution place the student at the centre of teaching-learning process and

render the role of a facilitator for the teacher.

The Institute has student-centric teaching approach. Classrooms are ICT-

enabled. ICT resources used by the Institute to make learning student-centric:

Hello English android app



Training in basic computer skills (PowerPoint, Word, Excel, SPSS, Web

research)

Student seminars and presentations are ICT-enabled

Teachers use ICT resources

4.3.7 Does the Institution avail of the National Knowledge Network

connectivity directly or through the affiliating university? If so, what are the

services availed of?

The Institute is registered on INFLIBNET which gives it access to NLIST.

4.4. Maintenance of Campus Facilities

4.4.1 How does the institution ensure optimal allocation and utilization of the

available financial resources for maintenance and upkeep of the following

facilities (substantiate your statements by providing details of budget allocated

during last four years)?

Budgetary allocation is made every year for maintenance and upgradation of

infrastructure. Annual audit is done regularly by internal and external

agencies. The Vice-Principal monitors maintenance work.

Items 2011-12 2012-13 2013-14 2014-15

Building 0 3542462 45098 73630

Furniture 110000 59027 12500 61500

Equipment and Computer 1552440 378703 1506790 65876

Vehicle - - - -

Total 1662440 3980192 1564388 863376

4.4.2 What are the institutional mechanisms for maintenance and upkeep of

the infrastructure, facilities and equipment of the college?

The Institute has developed mechanisms for maintenance and utilization of

physical facilities and academic support facilities.

The Vice-Principal monitors infrastructure maintenance works. Students

and staff give suggestions on maintenance and upkeep of classrooms,

seminar rooms and faculty rooms. For library, computer, sports and such

matters, suggestions are provided by the respective coordinators.

All maintenance work is carried out through outside agencies as and when

required.

4.4.3 How and with what frequency does the institute take up calibration and

other precision measures for the equipment/instruments?

YCSSW being a Social Work college does not have highly sophisticated lab

equipment/instruments like those in science colleges. However, calibration

measures for equipment like computers and projectors is carried out as and

when required.



4.4.4 What are the major steps taken for location, upkeep and maintenance of

sensitive equipment (voltage fluctuations, constant supply of water etc.)?

Inverters are used in all rooms to overcome voltage fluctuations and protect

equipment. The Institute uses water from the well and from the Municipal

Corporation, thus ensuring constant water supply.

*

CRITERION V: STUDENT SUPPORT AND

PROGRESSION

5.1 Students Mentoring and Support

The student support system is coordinated by the Staff Council and Student

Council headed by the Principal. Efforts are made by the Institute to support

and mentor students to improve their key learning and performance areas. At

YCSSW, the teaching-learning practice is aimed at enriching campus life and

developing a sense of professionalism needed for Social Work practice.

5.1.1 Does the institution publish its updated prospectus/handbook? If yes,

what is the information provided to these students through these documents

and how does the institution ensure its commitment and accountability?

The college updates and publishes a Student Handbook cum Prospectus in

February every year. The updated version of the prospectus is uploaded on the

institutional website (www.ycssw.edu.in) in the first week of February. The

handbook is a compact guide for students to plan for academic, co-curricular

and extracurricular activities.

The prospectus highlights the vision, mission and core values of the Institute,

Social Work programme structure and syllabus at the Bachelor’s and Master’s

levels, fee structure, scholarships, eligibility, admission process and

reservation of seats. It also lists facilities provided on the campus. The

handbook gives brief information on the history of the Institute, composition

of the governing body, list of faculty and administrative staff, teaching-

learning methods, rules and regulations of the Institute, attendance and

fieldwork training requirements, campus life, infrastructure, student welfare

services and anti-ragging rules. The prospectus cum handbook comes with an

application form and checklist of documents required for admission.

Students are advised to visit the Institute website for latest updates and

developments, which are posted regularly on www.ycssw.edu.in. For queries



related to the programme, college or admission, students are suggested to call

the office on 02162-284057 during office hours.

The Institute is committed to its vision of grooming Social Work professionals

who bring positive change in the world. Accountability is ensured by

continuous updation of the syllabus, timely implementation of the academic

calendar, giving necessary skill training for the profession and prolonged

mentoring of students even after they graduate from the Institute.

5.1.2 Specify the type number and amount of institutional scholarships/free

ships given to the students during the last four years and whether the financial

aid available and disbursed on time?

Year Name of the Scholarships/Freeships

No. of

Students

Benefited

Total

Amount

Disbursed

2011-

12 Yashwant Vidyarthi Sahayata Nidhi 03 4500

2012-


2013-


2014-

15

Yashwant Vidyarthi Sahayata Nidhi

a).Padmashree Laxaman Mane

Fellowship for needy students.

b).Late Mr. & Mrs. Mary

Velikkakathote & Mr. & Mrs.

Annamama Palamattathil schlolarship

for the best Research work in M.S.W II

year

c).Ashok Asagoankar Fellowship foe

best Volunteer in the Campus.

d).Mr. Madhukar Kenjle Memorial

Scholarship for the Topper in Human

Resource Managemant Department

(Semester III)

e) Late. Mrs. Shakuntala Namdeo

Kamble Memorial Schlorship for

B.S.W. II rd year Topper. (Semester

IV).

f) Mayur Puruskar for Topper in BSW

Ist year (IInd Semester).

06 14000



5.1.3. What percentage of students receives financial assistance from State

Government, Central Government, and other National agencies?

Fifty two per cent of institutional seats are reserved for category students from

Maharashtra and they receive 100 per cent financial assistance (full academic

fees) from the Maharashtra State Social Welfare Department. The below table

indicates that on an average 54.88 per cent of students have received financial

assistance from State Government.

DETAILS OF FREESHIPS

Class/

Academic

Year

2011-12 2012-13 2013-14 2014-15 2015-16

Total No. of

Students 172 156 191 221 264

SC 9 7 6 1 1

ST 0 0 0 0 0

DTNT 14 4 9 0 0

SBC 1 0 0 0 0

OBC 14 2 8 1 1

Total 38

(22.09 %) 13

(8.33 %) 23

(12.04%) 2

(0.90 %) 2

(0.76%)

DETAILS OF SCOLARSHIPS

Class/

Academic

Year

2011-12 2012-13 2013-14 2014-15 2015-16

Total No. of

Students 172 156 191 221 264

SC 15 26 27 38 62

ST 0 0 0 0 6

DTNT 12 23 36 42 62

SBC 0 0 0 1 3

OBC 10 24 25 22 39

Total 37

(21.51 %) 73

(46.79%) 88

(46.07 %) 103

(46.60 %) 172

(65.15%)

5.1.4. What are the specific support services/facilities available for Students

from SC/ST, OBC and economically weaker sections?

YCSSW was established primarily to promote the higher education needs of

poor and marginalized students. The Institute supports students in the

following areas:



Pre-orientation of entrance exam of BSW and MSW: Prior to the

entrance exam, all prospective students from SC/ST, OBC and

economically weaker sections are invited for the pre-orientation

programme where details on structure of entrance exam, group discussion

and viva voce are given. Students can clear their doubts and familiarize

with the exam procedure. Information is also given about scholarships,

hostel facilities and student support services. This session helps prospective

student’s gain confidence to face the exam and pursue the course if

selected.

Facilitate enrollment for Maharashtra State Educational Scholarships:

The Department of Social Welfare has an online system for filling

scholarship forms. We assist the SC/ST/VJNT/NT/OBC and EBC students

to fill forms on time. Notice in this regard is circulated in advance in every

class and a special camp is conducted for the same.

Students with physical disabilities

Special infrastructure facilities are provided for the students with physical

disabilities the college administration makes sure to avail all statutory

facilities from concerned providers like government, and University.

Overseas Students

Presently no overseas students are enrolled in the institute.

Students to participate in various competititon

Students are encouraged to participate in various competitions by

providing financial assistance by traveling. Provision of expert coaching is

also made available if necessary.

Medical Assistance to students: health center and heailh insurance

Institute has a helth care center and all students are covered by health

insurance scheme of university.Health Awareness campaign like de-

addiction cancer are arranged.Annual Haemoglobin (HB) testing camp:

HB testing camp is organized every year in association with Civil

Hospital, Satara. Based on the HB level, nutritional counselling is

provided by faculty from the MPSW department.

Organizing coaching classes for competitive examination

Regular coaching classes for MPSC, UPSC classes are arranged in the

campus expert visiting faculty are invited for conducting classes.

Skill development (Spoken English, Computer literacy)

Spoken English classes are scheduled for all classes. Basic computer

course and certificate cource in computer is introduced to enhance the

computer literacy and employbility.

Support for slow learners

Remedial coaching for slow learners and students with average

communication skills: The medium of instruction for BSW and MSW is



English. It has been observed that some students lag in English

communication and writing skills. The Institute identifies such students

through group activity and enrolls them in the remedial language coaching

centre on the campus. Here, they receive weekly training in basics of

English communication and writing skills. This intervention improves the

academic performance of students and helps them boost self-esteem,

which is a basic requirement in the Social Work profession. The college

also provides computer education to all students, irrespective of the

demand of the syllabus.

Exposure of students to other institution of higher learning

/corporate/business house etc.

All students are exposed to deputed national and international educational /

NGOs / Industries / Health care centers to gain the latest knowledge of

concerned field. These visits are arranged in different parts of India.

Publication student’s magazine.

Institute publish a monthly News letter named ‘YASHWANT’

Other Initiative

Student mentorship programme (Balak-Palak: parent teacher

concept): Personal guidance on both academic and non-academic matters

is made available to students through mentoring at multiple levels. Besides

course teachers, each class has a class teacher, whom students can approach

for academic and personal help. Since the academic year 2012-13, the

college has adopted a mentoring system in which every faculty member

mentors a group of students. Each faculty is assigned a group of 20 to 25

students every year for mentorship. Faculty act as institutional guardians

for students.

A major responsibility of each faculty is to nurture Social Work code of

ethics among students. Ideas are exchanged during weekly informal group

meetings by faculty members with respective students. Mock viva, mock

seminar presentation, and sharing of field experience and research concepts

are done. This helps group members bond emotionally and intellectually

with each other and thus do well in fieldwork and academics. Mentors pay

special attention to students with behavioral and emotional problems and

help them.

Each student is required to meet his/her mentor regularly. These are out-of-

class personal meetings on campus where a mentor gets to know each

student personally and keeps track of the student’s academic performance,

attendance record, fulfillment of course requirements and so on, giving

guidance where necessary and in matters pertaining to academics. The

mentors also refer students who need financial help to the Staff and Student

Council.

‘Yashwant Vidyarthi Sahayata Nidhi’ to needy students: Needy

students are identified by the parent teacher and referred to the Staff



Council for assistance. After discussion with the Student Council, the Staff

Council recommends names for assistance. Accordingly, students are

helped through the Staff Welfare Fund. As it is a need-based programme,

the number of students and amount vary from time to time.

Job placements: The Placement Cell pays special attention to students

from the above category to help them get suitable jobs. They are given

special training on facing interviews and making resume. Job opportunities

are shared through WhatsApp group, Facebook and email. Students are also

oriented towards use of different job portals.

Railway and bus concessions forms are provided.

5.1.5 Describe the efforts made by the institution to facilitate entrepreneurial

skills among students and the impact of the effort.

The college set up the Entrepreneurship Development Cell (EDC) in 2015 to

introduce students to the concept and scope of entrepreneurship and micro-

enterprises in India. The following programmes have been organized through

EDC:

Training programmes on entrepreneurship development

Interaction with local entrepreneurs

Visit to successful ventures in Satara district and Pune

Many alumni have successful entrepreneurship ventures.

5.1.6. The policies and strategies of the institution which promotes

participation of the students in extracurricular and co-curricular activities such

as, sports, games, quiz competition, debate and discussions, cultural activities

etc.

Policy Strategy

Sports Policy: Institute shall

promote spirit of sportsmanship

among all students

Create a Gymkhana Committee

comprising faculty and students with

achievement in sports and headed by

the Principal. Promote sports culture in

the Institute after class hours.

Appreciate and recognize students

with special achievement in sports.

Make available sports materials to

students. Creation and maintenance of

playground and infrastructure

necessary for games. Conduct inter-

class sports competition annually.

Cultural Policy: Institute shall

promote national integrity by

Create a Cultural Committee

comprising Student Council members

and faculty and headed by Principal.

Conduct Annual Cultural Event



celebrating cultural diversity (Umang) on campus for students.

Promote indigenous cultural heritage

by conducting interclass cultural

competition.

Skill-Development Policy: Institute

shall foster ‘people skills’ by

conducting quiz competitions,

debates, elocutions and discussions

occasionally

Conduct CIP, SET, group discussions,

media forum, film studies, street-play

training, and lectures by eminent

personalities to boost students’ people

skills. Send students to attend

seminars/workshops and lectures.

The details are as follows:

Promotion of sports culture among students: The gymkhana policy of

YCSSW encourages sportsmanship in every student on the campus. The

Gymkhana Committee is chaired by the Principal and coordinated by a

faculty. It has representation of four sportspersons from BSW and MSW. The

committee meets once in a month to discuss sports events and students’

participation in them. Through the Gymkhana Committee, indoor and outdoor

sports activities are conducted regularly after class hours or during celebration

of college festivals like Onam, or college youth festival ‘Umang’.

Students practice on two grass courts made available on the campus. For

athletics, cricket, football, kabaddi and kho-kho, two separate grounds are

available. Students participate in University and State level competitions. The

college has its own team for various sports, for which they are provided sports

material. Additional support is provided to students for participating in events

like youth festivals. Adjustment in internal tests and attending classes is made

for students participating in sports competitions.

Promotion of art and extra-curricular activities among students: To

promote participation of students in extra-curricular and co-curricular

activities, the Student Council makes policies and strategies. Inter-class

competitions are organized in instrumental music, singing, dancing and theatre

skills. Their performance is judged and appreciated by renowned personalities

from the film industry. Aptitude for debates, elocution, quiz and theatrical

skills of students are promoted through the elocution committee.

Promotion of people skills among students: Social Work students require

people skills. This is promoted by conducting CIPs, SET, group discussions,

media forum, film studies, street-play training and through lectures by eminent

personalities. The Institute also sends students to attend seminars/workshops

and lectures organized by other institutes.

5.1.7. Enumerating the support and Guidance provided to the student in

preparing for the competitive exams, details on the number of students



appeared and qualified in various competitive exams such as UGC-CSIR

NET,UGC – NET, SLET, ATE/ CAT/ GRE/ TOFEL/ GMAT/ Central /State

Services, Defense, Civil Services, etc.

The college conducts coaching classes funded by the UGC under the XI and

XII Plan schemes to prepare students for NET/SET and competitive

examinations for government and non-government jobs. NET/SET and

competitive exam classes are conducted twice a week. A total of 870

competitive books and journals related to general papers and topics of

competitive exams are made available to students. Though the programme is

mainly for SC, ST and minority students, all interested students make use of

the resources.

Number of students who have appeared for NET/SET/MPSC/UPSC Exams

Year Appeared NET/SET/MPSC/UPSC Qualified

2014-15 07 -

2013-14 10 04

2012-13 12 -

2011-12 14 -

5.1.8. What types of counseling services made available to the students

(academic, Personal, career, psycho social etc.).

The Institute has a Professional Counselling Cell where MPSW faculty

counsel students in the following:

Academic counselling is provided to prospective students and their parents

at the time of admission

Behavioral counselling

Career guidance and counselling

Counselling for time management

Educational counselling

Family counselling

Goal-setting counselling

Health counselling

Psycho-social counselling

Personality grooming

Stress management during exams

5.1.9 Does the institution have a structured mechanism for career guidance

and placement of its student? If yes, details on the services provided to help



students identify job opportunities and prepare themselves for interviews and

the percentage of students selected during campus interviews by different by

different employers.

YCSSW is reputed for its fieldwork training to students. Many reputed

employers in Maharashtra know this, which helps YCSSW students in job

placements. Around 85 per cent of the Institute’s students are employed; 15

per cent go for higher studies or take break due to personal reasons. Through

the Placement Cell, campus interviews are arranged in consultation with

reputed NGOs working in Maharashtra. Every year, on an average three to

four campus interviews are arranged. Apart from campus interviews, off-

campus selections are made through reference and networking. Students are

also absorbed by organizations where they go for internship.

5.1.10 Does the institution have a student grievance redressal cell? If yes, list

the grievances reported and redressed during the last four years.

The college has a Student Grievance Redressal Committee with the Principal

as Chairperson. Students can air grievances on any issue connected with

students, academics, facilities or environment. Being a Social Work college, a

lot of value inculcation is done at various levels, from the level of the class

teacher, course teacher, parent teacher to the Student Council. Continuous

monitoring helps minimize issues. No grievances have been reported in the

last four years.

5.1.11. What are the institutional Provisions for resolving issues pertaining to

sexual harassment?

A sexual harassment committee as per government guidelines is appointed

with the Principal as Chairperson. The committee meets on a quarterly basis.

The Institute has a MoU with Pune-based Samyak, which is an organization

working on gender issues. Training programmes are conducted for students in

association with Samyak. Advocate Varsha Deshpande, who is Member of

National Assessment and Inspection, PCPNDT Act, government of India

conducts sessions on legal aspects of sexual harassment. The atmosphere in

YCSSW is like a family and so far there has been no case of sexual

harassment on the campus.

5.1.12. Is there an anti-ragging committee? How many instances (if any) have

been reported during the last four years and the action taken on these?

Ragging in any form is strictly prohibited. All new students are given

orientation regarding the anti-ragging Act. The college has formed an anti-

ragging committee as per government norms. It is headed by the Principal.

The Principal communicates to students the consequences of ragging as per

government instruction and sensitizes them on student harmony. Guest

lectures are also arranged to sensitize students. Information about anti-ragging

is included in the college prospectus. The college also displays a government



notice on ragging on the notice board for strict compliance of the same. No

instance of ragging has been reported in the last four years.

5.1.13 Enumerate the welfare schemes made available to the students by the

institutions.

The following Student Welfare Services are implemented by the institute:

Academic welfare services:

Assisting students in field visits and explaining the concepts related to

Social Work.

Edu-Bridge course for English communication

Career guidance

Conducting workshop on time management and goal-setting for new

students

Conducting special Research Methodology workshops for students

Coaching for NET/SET preparation

Coaching for preparation of Civil Services examination

Conducting re-examination of class assignments

Month-long in-house training (SET)

24-hour internet and Wi-Fi facility

Home visit

Providing educational counselling and professional counselling

Remedial coaching for slow learners

Relaxation in time limit for payment of fees for economically backward

students

Scholarships and freeships

Soft-skill training

Student mentorship programme

Two-day orientation programme for new students

Personal wellbeing services:

Aerobics

Annual health check-up camp

Concession in mess fees for economically backward female students

Facility for indoor and outdoor games

Health counselling and health awareness programmes for students

Provision of subsidized food at students’ canteen

Stress-management sessions

Special yoga camp

Promotion of sports

Provision of athletics, outdoor and indoor games

Joggers track

Trekking



5.1.14. Does the institution have a registered alumni association? If yes, what

are the activities and major contributions for institutional, academic and

infrastructure development?

The college has an active unregistered alumni association which meets

annually. Alumni are also members of the institutional IQAC Committee,

where they give feedback on academic and extracurricular activities. The

alumni strengthen the institution in the following ways:

Academic Development Alumni are invited to conduct guest lectures, as

members of interview panel for MSW/BSW

entrance exam, for internal evaluation (viva) of

fieldwork, to give inputs on updating syllabus, for

conducting training and workshops for students and

to help in placement of students. Alumni keep the

Institute informed through social media. They are

the Institute’s brand ambassadors.

Institutional

Development

Some senior alumni suggest innovative projects

which the Institute acts on

Infrastructure

Development

Alumni give suggestions with regard to model

infrastructure development

*

5.2 Students Progression

5.2.1. Provide the percentage of the students progressing to higher education

or employment (for the last four batches) highlighting the trends observed.

Student Progression 2014-15 2013-14 2012-13 2011-12

UG to PG 95% 95% 95% 95%

PG to M. Phil 5% 5% 2% 2%

M. Phil to PhD NA NA NA NA

Employed

Campus Selection

Other than campus

recruitment

30%

70%

35%

65%

30%

70%

25%

75%

Trend of progression: In the past four years, on an average 95 per cent

students of BSW have chosen to pursue MSW, while 5 per cent are employed

or have chosen courses other than Social Work. There has been a substantial

increase in the number of students pursuing higher studies. Placement of

students has seen upward trend.



5.2.2 Provide details of the programme wise pass percentage and completion

rate for the last four years (cohort wise/batch wise as stipulated by the

University). Furnish programme wise details in comparison with that of the

previous performance of the same institution and that of colleges of the

affiliating university within the city/district?

YCSSW is the only college under Shivaji University, Kolhapur offering BSW

and MSW programmes. Hence, the question of comparison with other

institutions does not arise. However, the policies and strategy of the Institute

ensure high standards of Social Work education.

Sr.

no

Program

me 2011-2012 2012-2013 2013-2014 2014-2015

Passed

(%)

Compl

etion

(%)

Passe

d

(%)

Compl

etion

(%)

Passed

(%)

Completi

on

(%)

Passed

(%)

Completion

(%)

1 BSW 100 100 100 100 100 100 88.4

6

100

2 MSW 98.49 100 100 100 100 100 100 100

Total 99.24 100 100 100 100 100 94.2

3

100

5.2.3. How does the institution facilitate the student’s progression to higher

level of education and towards employment?

At YCSSW, students are motivated to go for higher studies. Training

programmes and interaction with alumni help them understand current

developments and the scenario in countries where individuals with higher

education are preferred. Admission notice of good institutes is circulated

among students. Employment openings are circulated among students through

the Placement Cell. Some parents don’t want to send their children outside

Maharashtra. The Institute’s Counselling Cell provides counselling to such

parents.

5.2.4. Enumerate the special support provided to students who are at risk of

failure or dropout?

The Institute’s unique parent teacher system (student follow-up programme)

follows up on students’ needs. The following efforts are made to minimize

failure/dropout of students:

Financial assistance to students from economically weaker sections

Counselling to students and parents

Personal attention to slow learners by faculty

*



5.3 Students Participation and Activities

5.3.1 List the range of sports, games, cultural and other extracurricular

activities available to students. Provide details of participation and program

calendar.

Sports and games:

The YCSSW Gymkhana Committee conducts the following sports and games:

Athletics-relay race, 100m, 200m, 300m, 400m races, long jump, high

jump and shot-put

Badminton

Carom board

Cricket

Football

Kho-kho

Kabaddi

Lemon-and-spoon race

Sack jump

Slow cycling

Trekking competition

Tug-of-war

Three-leg jump

Volleyball

These sports, games and cultural activities are conducted as per the schedule

below:

Month Event

July-March Jagar

July Students are given sports material to practice athletics,

badminton, carom, cricket, football, kabaddi, kho-kho and

volleyball

August-

December

Students take part in inter-zonal sports competition of


October Inter-class competition in cricket and tug-of-war organized

during Onam celebrations

January-

February

Inter-class competition in athletics, badminton, carom,

cricket, football kabaddi, kho-kho, relay race and

volleyball conducted during College Youth Festival

Cultural and Extra-curricular activities:

Cultural activities are held as per the academic calendar. YCSSW celebrates

various festivals and events. The following events are organized by the

college:

Welcome of new students



Fresher’s welcome

Three-days orientation programme for new students

‘Umang’ – Student Youth Festival

Onam celebration

Teacher’s Day

Sports Day

Observing birth and death anniversaries

Hostel Day

Farewell Day

Republic Day

Independence Day

5.3.2 Furnish the details of the major student’s achievement in co curricular.

Extra-curricular and cultural activities at different levels

University/State/Zonal/National/International etc for the previous four years.

Academic

Year

Name of Student/Team Extra-curricular and

Cultural Achievements by

Students

2015-16 Ms.Priyadarshani Sawant

BSW 1

Table Tennis

Streetplay(Two Times)

2014-15 Bhimdeo Rathod, Sunita

Nimbalkar, Sushma Jagdale

Quiz competition

2013-14 HRM , MSW Part II Street Play(Two Times)

5.3.3 How does the college seek and use data and feedback from its graduate

and employers, to improve the performance and quality of the institutional

provisions?

The feedback forms are collected from students at the end of each academic

year. The feedback comprises opinions and views of students about academic,

co-curricular and extracurricular activities. Based on the feedback, areas of

concern are discussed in the Staff Council and IQAC, and necessary measures

are taken at the earliest to improve support services.

YCSSW organizes annual alumni meet where graduates share views and

suggestions for the betterment of the Institute. The Management provides

various avenues for the wholesome development of the Institute.

5.3.4. How does the college involve and encourage the students to publish the

material like catalogue, Wall magazines, college magazines and other

material? List the publications/materials brought out by the students during the

previous four academic sessions.

The Institute has a wall magazine where students display drawing, painting,

articles and poems and thoughts, among other things. The college also runs an

activity called Manthan, or deliberations on current issues. Here, students give



their views in writing and drop it in the box. These are compiled and students

are sensitized on the issue through group discussions and guest lectures.

Students are also encouraged to publish news about their fieldwork activities.

The college magazine is published annually and nurtures originality and

creative skills of students. Contributions from students in the form of articles

in English, Hindi and Marathi are scrutinised and published by the editorial

board comprising students and faculty.

The monthly newsletter entitled ‘Yashwant’ is released for the benefit of

students and other stakeholders.

5.3.5. Does the college have a Student Council or any similar body? Give

details on its selection constitution activities and funding?

The college has a Student Council whose office bearers and General Secretary

are democratically elected in a free and fair atmosphere. The General

Secretary is elected through voting. As per Shivaji University norms, the

composition of the Student Council is as follows:

Chairperson – Principal

One faculty nominated by the Principal

General Secretary of the Student Council -- Elected through voting

One student from each class (merit-based ), i.e., class representatives

One student from each category nominated by the Principal:

o Sports

o NSS

o Art and Culture

o Two female students nominated from the reserved category.

Role of the Student Council:

Ensures that the voice of students is heard

Brings to the notice of Management the quality maintained by the college

in various aspects

Helps orientation of new students

Maintains college ambience

Helps conduct cultural events, college days, welcome ceremony, Republic

Day, Independence Day, Teachers Day, annual gathering and farewell

functions, among others.

5.3.6 Give details of various academic and administrative bodies that have

student representatives on them.

The Institute encourages student participation in the decision-making process

and has student representation on following committees:

Anti-ragging Committee

Gymkhana Committee

Girls Hostel Committee

Library Committee

Students Council



5.3.7. How does the institution network and collaborate with the alumni and

former faculty of the Institution? Any other relevant information regarding

student support and Progression which the college would like to include.

YCSSW is considered second home by students and alumni. Hence, care is

taken to stay connected with the alumni and former faculty. The networking is

done in the following ways:

Alumni are regularly invited to conduct internal assessment of academic

and field placements of students.

Alumni are made members of YCSSW IQAC

Institute has special group of alumni working abroad, who stay connected

with the college through Facebook, WhatsApp and email and share

international updates with the Institute.

Many alumni seek help in their research and project work

Alumni can use the Institute library for research work

Alumni help network with organizations in which students are placed

Institute provides counselling to alumni if needed

Alumni sponsor a few institutional scholarships for students

Alumni meet is an annual event, preparation of which is done three months

in advance. During the meeting, issues such as curriculum development,

mentoring, fieldwork and campus recruitment are discussed.

The former principal is an IQAC member of YCSSW. Former faculty are

constantly in touch with the Institute, providing valuable guidance and support

for promotion of Social Work education. They are also invited to the Institute

as resource persons.

*

CRITERION VI: GOVERNANCE, LEADERSHIP AND

MANAGEMENT

6.1 Institution Vision and Leadership

6.1.1 State the Vision and Mission of the Institution and enumerate how the

mission statement defines the institution distinctive characteristics in terms of

addressing the needs of the society and the students it seek to serve, the

institution traditions and value orientations, vision for the future, etc.

Vision Statement

To build a cadre of Social Work Professionals who bring positive change in

the world.



Mission Statement of the Institute

To provide a learning environment characterized by excellence in Social Work

education directed towards developing and fostering principled and competent

professional practitioners who recognize the interrelatedness of human needs,

social structures and oppressive conditions in their work with diverse

populations.

The vision and mission is followed by core values, which are:

As a learners’ community we value learning in all its forms, and actions

informed by ideals of human rights, social justice and transformation. We

value diversity in membership but unity in mission.

Our vision for the future is to maintain YCSSW as a green learning campus

and advocate for UN Decade for Biodiversity in Western Maharashtra.

6.1.2. What is the role of the top management, Principal and the faculty in

design and implementation of its quality policy and plans?

The Management, Principal and the faculty play the following roles during

implementation of policies and plans:

The Working President of the institution is the apex authority regarding all

academic and administrative planning, policy-making, staffing, finance

management and budgeting, infrastructural and campus development and day-

to-day administration. The Principal is the head of the institution and

coordinates with the head of the University, government, parent institute,

faculty, students, stakeholders and the like. All the faculty are given

responsibilities of different committees and are expected to carry them out

under the supervision and guidance of the Principal.

6.1.3. What is the involvement of the leadership in the institution in ensuring:

The Institute has a Local Management Committee, comprising of Management

representatives, retired principals, faculty members and non-teaching staff.

The Principal is the Secretary of the committee.

The policy statement and action plans for fulfillment of the stated mission:

Recruitment of right persons ensuring diversity

Manages, plans and develops human resources

Takes administrative decision for welfare of Institute

Looks after infrastructure development

Conduct timely meetings with staff and students

Formulation of action plans for all operations and incorporation of the same in

to the institutional strategic plan

Preparing Action plan as per the market needs

Assignment of responsibilities to the right person



Appoints various committees and assigns them responsibilities

Interaction with stake holders

Continous interaction with stake holders is done via meetings, get togethers,

workshops, seminars and guest lectures. Feedback of stakeholders are solicited

for continuous improvement of Institute. This interaction helps to bring in

intellectual and other resources.

Proper support for policy planning through need analysis,research inputs and

consultation with the stakeholders

Continuous need based strategies and activities to fulfill the needs of the

students and community. All beneficiaries are well informed about the

development and future aspiration of the institute.

Reinforcing the culture of excellence

Appreciation and recognition of excellent performers.

Promoting to the staff and students to take up risk and challenging

assignment

Inculcation of innovation in teaching and learning

Provides learning environment

Champion organizational change

Initiative to bring in change starts from the top management

Handle the resistance to change in a soothing way

Gives directions regarding work

6.1.4. What are the procedures adopted by the institution to monitor and

evaluate policies and plan of the institution for effective implementation and

improvement from time to time?

Status of implementation of policies is evaluated at the quarterly LMC

meeting. The committee takes feedback of staff and students on the activities

of the Institute. Meetings are conducted with IQAC and staff members.

6.1.5 The details of the academic leadership provided to the faculty by the top

management.

The Working President of the Institute is the authority providing guidance and

leadership in academic and administrative planning. At the beginning of the

academic session, he inspires students as well as faculty to complete the work

they have taken up. Being a renowned scholar and social activist, he brings

eminent guest speakers to interact with faculty and students. He provides

guidance in initiatives like extension and research projects.



6.1.6. How does the college groom leadership at various levels?

The Institute has appointed working committees under the chairmanship of the

Principal. Members of the faculty are coordinators of each of these

committees. The coordinators are motivated to carry out functions of the

committee. This helps develop leadership qualities in management,

administration, IQAC and working committees.

6.1.7. How does the college delegate the authority and provide operational

autonomy to the departments/units of institutions and working towards

decentralized governance system?

Before the beginning of the academic session, a meeting of all faculty and

non-teaching staff is held. Here, committees are formed and responsibilities

delegated. A circular with details of mode of work is issued to faculty. In this

way, the college delegates authority and provides operational autonomy to the

committees/departments/units of the institution and works towards a

decentralized governance system.

6.1.8 Does the college promote culture of participative management? If yes,

indicate level of participative management.

Yes. The Institute has 37 committees to ensure participative decision-making.

All decisions are taken by consensus after discussions with staff, students and

other stakeholders.

*

6.2. Strategy Development and Deployment

6.2.1. Does the institution have a formally stated quality policy? How is it

developed, driven, deployed and reviewed?

YCSSW has a formally stated quality policy. This acts as a guideline for

maintenance of quality in organizational administrative, academic and field

education practices. Deployment of core policy is ensured by the Management

and the Staff Council.

The policy is developed and reviewed periodically in consultation with:

LMC

IQAC

Staff Council

Alumni

6.2.2 Does the institute have a perspective plan of development? If so, give the

aspect considered for inclusion in the plan.



The Institute believes in continuously upgrading its services. Based on inputs

from stakeholders, a strategic plan was developed in June 2014. The following

aspects have been considered in the plan:

Infrastructure development: Renovation of Landscape, Lavoratories,

Principal Cabin, Painting of Building, Library, Furniture, Expansion of

Womens hostel, construction of Boys hostel, auditorium, gymnasium, guest

house.

ICT: CCTV Surveillance, purchase of adequate number of desktops,

laptops, softwares.

Development of RRDC, Mphil, PhD centre.

Extension projects, Research projects.

National & International workshops, seminars and conferences.

MoU’s with various organizations.

Strengthening Society Empowerment Activities

Consultancy

Role Score Card system

6.2.3. Describe the internal organization structure and decision making

process.

PRESIDENT

WORKING PRESIDENT

BOARD OF DIRECTORS

LOCAL MANAGEMENT COMMITTEE

PRINCIPAL

IQAC COORDINATOR

STAFF COUNCIL

OFFICE SUPERINTENDENT

WORKING COMMITTEES

SUPPORT STAFF

LIBRARY

ACCOUNTS DEPT.

VICE PRINCIPAL

STUDENT COUNCIL



The respective committees discuss the plan proposals before implementation.

The suggestions/feedbacks given by stakeholders are given due consideration.

6.2.4 Give a broad description of the quality improvement strategies of the

institutions for each of the following:

Strategies of the institution for quality improvement:

Sl.

No.

Sectors of Intervention Plans

1 Teaching and Learning Regular revision of syllabus

Adoption of choice-based credit system

for students

Adopting provisions of smart

classroom

Adoption of monthly Score Card for

measuring performance of faculty

Developing model intervention project

that can be replicated to solve problems

related to women and children

Conducting certificate courses through

adult and continuing education

ICT enhancement on campus

Skill-development courses

Implementing faculty development

programmes

Creation of RRDC and Research Lab

Creation of IQAC

2 Research and

Development

Conducting Social Work research

methodology workshops for faculty on

campus

Promotion of Social Work intervention

research

3 Infrastructure

Development

Constructing extension of ladies hostel

Construction of independent canteen

Construction of joggers track

Construction of basketball ground

Construction of swimming pool

Construction of yoga, meditation centre

Construction of gymnasium

Renovation of urinals and toilet

Construction of boys hostel

Construction of health centre

Installation of renewable energy source

Making honey bee keeping garden,

herbal garden, butterfly garden and



small check dams

4 Community

Engagement

School Social Work

Supply of essential commodities to

farmers in distress

Family Counselling Centre

Rural camp

Community awareness programme

Nakoosa initiative

Use of folk media/street-play

Zero-Budget Natural Farming

Gender equality

Social inclusion

Legal awareness campaign

Jagar initiative

5 Human Resource

Planning and

Development

Completion of PhDs of faculty

Refresher/orientation courses

Publication in reputed journals

Filling up of vacant posts

Conducting international/national

workshops

Staff exchange programme

Paper presentations

Stress management

6 Industry Interactions MoUs with 5 reputed

institutes/organizations

Collaborative arrangements with

reputed NGOs for field work

placements

Linkage with industries and

NGOs/hospitals for training students

Inviting more industrial experts to

interact with students to develop

entrepreneurial skills

Tapping CSR funding for extension

activities

7 Internationalization Bringing international standards in

teaching and learning in collaboration

with foreign

university/institution/organization

6.2.5. How does the Head of the institution ensure the adequate information is

available for the top management and stake holders, to review the activities of

the institution?



As per the mother institute’s policy, a monthly meeting with the Management

is held on the 7th of every month to review activities of the previous month.

The Principal shares achievements of the previous month and plans for the

present month. In addition, if urgent issues need to be discussed, the

Management is very cooperative and always available for guidance and

support.

The Working President visits the Institute for programmes where he is briefed

about the developments. Various committees are formed for proper

implementation of activities in the Institute. Quarterly meetings of these

committees are held. The IQAC Coordinator and the Principal appraise the

functioning of the committees and take necessary measures to improve the

effectiveness. The report of the same is presented in the LMC for their

suggestions.

The head of the Institute also have interaction with students, parents, alumni,

fieldwork agency supervisors and other stake holders by way of meetings

conducted on various occasions.

Institute publicizes monthly newsletter highlighting all the activities of the

month.

6.2.6 How does the management encourage and support involvement of the

staff in improving the effectiveness and efficiency of the institutional process?

The Institute has a participatory approach. Majority of issues are discussed in

the Staff Council meeting and consensus is made among members. This

ensures ownership of the initiative.

The Management has identified strong performance areas of each faculty.

Accordingly, they are assigned work. It enhances their work skills. However,

the concept of job rotation is also practised, wherever it is felt important.

There is complete transparency between the Management and employees.

Open-door policy is practised.

6.2.7 Enumerate the resolution made by the Management council in the last

year and the status of implementation of such resolution?

Details of the resolutions made by the Management Council in the last year

and the status of implementation are as follows:

RESOLUTION STATUS OF

implementation

NAAC accreditation to be completed In process

Vacant posts of principal and teaching staff to

be filled

In process and pending with

Social Welfare Department

Focus on biodiversity of campus Ongoing process

Renovate principal’s cabin and students’ toilet

block

Completed



Modify website Completed

Canteen to be renovated Completed

Computer lab to be renovated Completed

NSS unit to be started Completed

SEA to be focused on more Ongoing process

Alumni to be strengthened Ongoing process

Teaching-learning process to be redefined to be

more effective

In process

Role Score Card to be introduced In process

Upgradation of internet services Completed

Playground to be renovated Completed

Value inculcation to be focused on more In process

ICT to be updated Completed

CCTV cameras to be installed Completed

Solar panel to be installed in hostel Completed

Water purifier for staff to be installed Completed

More journals and books to be added in library

and library automation

In process

CAP and CPA to be scheduled for internal

examinations

Completed

More extension centres to be activated mainly

for the benefit of society

In process

Interface with community, industries,

government and NGOS to be initiated in a

mutually beneficial manner

In process

Office to be renovated Completed

Increasing the number of books in the library Continuous process

6.2.8 Does the affiliating Universty make the provision for according the

status of autonomy to an affiliate institution? If Yes what are the efforts made

by the institution in obtaining autonomy?

Not Applicable

6.2.9. How does the institution ensure that grievances / complaints are

promptly attended to and resolved effectively? Is there a mechanism to

analyse the nature of grivsnces for promoting better stakeholder relationship?

Since the Institute has an open-door policy, such occasions do not arise.

However, there is a Grievance Redressal Committee to settle

grievances/complaints effectively.

6.2.10. During the last four years, had there been any instance of court cases

filed by and against the institute? Provide details of the issue and decisions of

the court on these?



Due to unsatisfactory performance employment of one faculty was terminated

and consequently that faculty filed a case with college tribunal. The tribunal

ordered the management to reinstate the faculty with full back wages.

6.2.11. Does the institution have a mechanism for analyzing the students’

feedback on institutional performances? If Yes What was the outcome and

response of the institution to such an effort?

Student feedback is gathered through the following processes:

Suggestion Box

Student Council meeting

Parent-teacher meeting

Student farewell meeting

Alumni meet

Annual feedback exercise

The feedbacks are analyzed during the Staff Council meeting and appropriate

action taken on important issues that will help students and the Institute for

quality enhancement. If the suggestions require budgetary provisions,

Management approval is taken.

*

6.3 Faculty Emprovement Strategies

6.3.1. What are the efforts made by the institutions to enhance the professional

development of its teaching and non-teaching staff?

Faculty and non-teaching staff are oriented towards quality concerns in higher

education by exposing them to well-known educational institutions and other

organizations. Interactive sessions are arranged with eminent persons to

motivate them for professional development. Motivational CDs and books are

also made available in the library. All employees are encouraged to attend

Vipashana by sanctioning their duty leave to attend the same.

6.3.2. What are the strategy adopted by the institution for faculty

empowerment through training, retraining and motivating the employeesfor

the roles and responsibility they perform?

Faculty attend training programmes such as orientation and refresher courses

organized by Academic Staff Colleges and also attend workshops, seminars,

learning programmes and conferences organized by other colleges and the

University. Special training programmes on Research Methodology and SPSS

are conducted. It is the Institute’s policy that faculty members who return from

training share their experience with colleagues so that all grow together to

achieve organizational excellence.



Faculty empowerment strategies for non-teaching staff

Non-teaching staff are given time off to attend courses to upgrade their

computer and accounting skills. Class four employees are sent outside state

with the study tour team to give them exposure to other organizations and

develop attitude of commitment and devotion. All administrative and non-

teaching staff are involved in Social Work related activities.

6.3.3 Provide details on the performance appraisal system of the staff to

evaluate and ensure that information on multiple activities is appropriately

captured and consider for better appraisal?

The Principal and the Institute recently evolved a new system called role Score

Card to appraise staff performance in conformity with UGC and University

guidelines. It keeps track of the performance of each staff. It is a self-

monitored feedback system that enhances transparency and accountability. In

addition, the Performance-Based Appraisal System (PBAS) method is also

used. At the end of every month, the role Score Card is submitted to the

Principal. PBAS is submitted at the end of the year. After review, the

performance feedback is given to staff and the report forwarded to the LMC

and Management. Feedback from students is discussed with staff for

appreciation and correction if any. Faculty are given freedom to try innovation

in teaching, field practice and extension activities, provided it is used for

imparting quality education.

6.3.4 What is the outcome of the review of the performance appraisal report

by the management and the major decisions taken. How are they

communicated to the appropriate stakeholder?

Results of the periodic appraisal are consolidated and forwarded to the

Management and appropriate decisions taken promptly. The outcomes are:

Improved performance of faculty

Better time management and quality work

Better utilization of resources

Effective teaching-learning process

Promotion of innovative activities

Value inculcation among staff

Major decisions are taken

Regular weekly staff meetings

Regular statutory committee meeting

Improvement in infrastructure facilities

Maintenance of discipline among students and staff

Enhancing professional development of staff

Timely preparation of teaching plan and implementation.

6.3.5. What are the welfare schemes available for the teaching and non-

teaching staff. The percentage of staff availing the benefits of such schemes in

the last four years?



Ninety per cent staff have availed benefits of the various welfare schemes.

Welfare schemes are available for teaching and non-teaching staff:

Canteen facility

Credit cooperative society established with help of employees of the

college to help them financially when in need; most staff have availed the

benefit of the scheme

Seed money for research projects

Advances salary in case of emergency

Referral services

Financial and special consideration in case of medical emergencies of staff

and family members

Staff picnic with family members

Duty leave for officially sanctioned workshops/conferences

Provision of sports facilities

Occasional health check-ups

Celebration of birthdays

Informal get-together

6.3.6 What are the measures taken by the institution for attracting and

retaining eminent faculty?

The Institute’s maintains diversity in recruitment as a policy. From the time of

inception, the Institute has faculty from across India. All recruitment is done

on merit as per the norms of UGC, University and other regulatory bodies of

government. Advertisement for recruitment is given in national newspapers.

To retain eminent faculty, academic freedom and resources are provided. They

can bring in innovation in their work areas. Their achievements are

appreciated and they are encouraged to go further. Necessary assistance is

provided by the Management in their personal difficulties. The Institute

maintains a cordial family atmosphere. They are given freedom to develop in

their career by involving in learning opportunities. Relevant journals are

provided in the library. Involvement in research work is encouraged. If

training is needed, it is arranged in the Institute. Faculty are allowed to attend

training outside, for which the Management provides financial aid.

* 6.4 Financial Management and Resource Mobilization

6.4.1 What is the Institutional mechanism to monitor effective and efficient

use of available financial resources?



The draft budget is prepared at the end of each academic year, taking into

consideration the financial requirements. The draft budget is assessed,

prioritized and approved by BBVVSS. The mechanism is as follows:

The budget is optimally utilized through regular review and monitoring of

activity-wise expenditure

Financial matters such as fee collection and salary distribution are taken

care of by the college office

Accounts are maintained and monitored by administrative staff

Purchases for the Institute are made through the consumer cooperative

society of the parent institute

For construction of buildings and other structures, a detailed plan proposal

is prepared by the certified architect and approval is obtained from the

respective authority before commencement of work. The process is carried

out by the Management, which provides required finance for

construction/renovation of buildings/structures.

6.4.2 What are the Institutional mechanisms for Internal and External audit?

When was the last audit done and what are the major audit objections? Provide

the details on compliance.

Internal audit:

The Management regularly reviews the finance and accounts operations of the

college and undertakes periodic audit through an internal auditor appointed by

the Institute. The Principal and IQAC also monitor the finance and accounts

operations.

Date of last Internal Audit: 24 / 4 / 2015

External Audit:

Statutory Audit is performed by the Social Welfare Department annually.

Date of last External Audit: 30 / 9 / 2014

No objections were maintained in the audit.

6.4.3 What are the major sources of institutional receipt/funding and how is

the deficit managed? Provide audited income and expenditure statement of

academic and administrative activities of the previous four years and the

reserve fund/corpus available with institution, if any.

Major Sources of Institutional receipts are the following:

UGC grants are the main source of funds

The state government pays the salary to faculty and the administrative

staff under the aided scheme.

Summary of the audited income expenditure statement for the last four years is

given below:



Expenses 2011-2012 2012-2013 2013-2014 2014-2015

Advertisement 24039.00 70492.00 72539.00 14892.00

Travelling 38120.00 37043.00 29357.00 17124.00

Salary 5672487.00 6955585.00 5872503.00 12628875.00

Stationery 226593.00 105035.00 165602.00 224378.00

Postage 6431.00 4628.00 2466.00 1011.00

Telephone 56585.00 82307.00 48588.00 39428.00

Xerox expenses 393.00 259.00 0.00 0.00

Audit fee 4413.00 4412.00 5618.00 5618.00

Miscellaneous expenses 84949.00 7106.00 90935.00 48028.00

Electricity expenses 20314.00 15652.00 4636.00 27524.00

Paper bill 12604.00 1947.00 0.00 0.00

Bank commission 453.00 901.00 2442.00 282.00

Garden maintenance 3093.00 26778.00 30048.00 2080.00

Function expenses 16940.00 0.00 7309.00 24920.00

Repair and maintenance 2825.00 53885.00 10068.00 37192.00

Painting expenses 22000.00 67914.00 107335.00 0.00

DD commission 40.00 0.00 0.00 0.00

PG registration fee 2060.00 3420.00 0.00 2700.00

Professional charges 3450.00 0.00 0.00 0.00

Exam/University centre

expenses

45655.00 258285.00 278589.00 237337.00

Honorarium 510102.00 202097.00 502363.00 540557.00

Student tour expenses 34100.00 50512.00 29870.00 8000.00

Income 2011-2012 2012-2013 2013-2014 2014-15

Salary grant 5667915.00 6939661.00 7610530.00 11465089.00

Non-salary grant 256343.00 325351.00 531652.00 427173.00

fees 1338490.00 1912317.00 1571586.00 1380196.00

Bank interest 23132.00 37750.00 27121.00 10985.00

Exam fee 91750.00 0.00 28048.00 9794.00

Survey Grant 12000.00 2000.00 114500.00 0.00

Other Receipt 0.00 56.00 0.00 0.00

Scholarship Grant 0.00 21000.00 1057165.00 0.00

Agrani 0.00 0.00 4876.00 0.00

Deficit for the year

transferred to B/Sheet

0.00 0.00 0.00 1551628.00

Total Income 7389630.00 9238135.00 10945478.00 14844865.00



Rural camp 58875.00 63809.00 78668.00 46795.00

Affiliation fee 36000.00 43200.00 37000.00 48900.00

Eligibility Fee 0.00 6100.00 15150.00 12400.00

Tuition Fee 0.00 69000.00 0.00 0.00

Ashwanedh /Agrani

/Prorata/Yuva/Apghat

0.00 11591.00 33864.00 17787.00

Staff Welfare Fund 0.00 130.00 0.00 0.00

CHB Salary 0.00 897833.00 0.00 0.00

CIP 0.00 0.00 210457.00 156745.00

Proudh Nirantan 0.00 0.00 95471.00 0.00

ISO 0.00 0.00 15000.00 0.00

Education Loan 0.00 0.00 37000.00 0.00

Environment Fee 0.00 0.00 0.00 1620.00

Canteen Exps 0.00 0.00 0.00 47875.00

Cleaning Exps 0.00 0.00 0.00 25830.00

Computer Fees 0.00 0.00 0.00 4555.00

Website Exps 0.00 0.00 0.00 28700.00

Fee Refunded 0.00 0.00 0.00 6800.00

CPF Social Welfare 0.00 0.00 0.00 511766.00

Depreciation 80588.00 77436.00 77325.00 75146.00

Surplus for the year

transferred to B/Sheet

426521.00 120778.00 3085274.50 0.00

Total Expenses 7389630.00 9238135.00 10945478.00 14844865.00

6.4.4. Give details on the efforts made by the institution in securing additional

funding and utilization of the same (if any).

The Institute devises various ways and means to mobilize resources to fulfil

the Institute’s vision and mission. The Management contributes liberally

towards non-salary expenditure. Funding agencies like UGC and ICSSR also

provide funds through research grants and merged schemes. Through RRDC,

consultancy services are provided to NGOs and industries. Renting out

classrooms and seminar halls also generated a small amount of resources for

the Institute.

*

6.5. Internal Quality Assurance System (IQAS)

6.5.1. Internal Quality Assurance Cell (IQAC)

a. Has the institution established an Internal Quality Assurance cell? If yes,

what is the institutional policy with regard to quality assurance and how has it

contributed in institutionalizing the quality assurance processes?



Yes. The Institute established an IQAC in 2014. YCSSW ensures quality by

implementing the mission and vision of the organization in day-to-day

activities. The institutional policy on quality assurance includes:

Continuous evaluation of academic and co-curricular activities

Adopting evidence-based practices

Documenting healthy practices

Facilitating the individual to perform better

Appreciating innovation in teaching

Ensuring, enhancing quality of teaching, learning and infrastructure

Management and Principal approving IQAC recommendations.

b. How many decisions by the IQAC have been approved by the

management/authorities for implementation and how many of them are

actually implemented?

Sl.

No.

IQAC Decisions Approved by the

Management

Status of Implementation

1 Creation of Research, Resource and

Development Centre

Completed

2 Mainstreaming of IQAC HR policy Completed

3 Reframing the mission and vision of the

Institute

Completed

4 Defining systems and procedures of

functioning of statutory committees

Completed

5 Preparation of strategic plan Completed

6 Early commencement of admission

process

Being implemented

7 Publication of college magazine In process

8 Publication of newsletter Completed

9 Promote student and faculty diversity Continuous process

10 Maintenance of green campus Continuous process

11 Publication of journal In process

12 Research manual In process

13 New projects to be initiated In process

14 MoU with organizations In process

c. Does the IQAC have external members on the committee? If, so mention

any significant contribution made by them.

Yes. The IQAC has alumni, University officials and the former Principal of

the Institute as external members.

d) How do students and alumni contribute to the effective functioning of the

IQAC?



Students give feedback and suggestions about the academic activities and

other activities through the Student Council. They also share best practices

they learned in other organizations which helps for quality enhancement of the

Institute.

Alumni contribution: The Institute has students employed in reputed

organizations in India and abroad. Some of them are members of the IQAC.

Through their network and support, IQAC gets professional help in ways

mentioned below:

Suggestion for introducing innovative practices


Collaboration with organizations

Introducing the Institute to eminent resource persons

Support in placement of students for job and internship

Training students

Streamlining procedures of the Institute, curriculum development

Other stakeholders of the Institute provide suggestions through informal

means which are incorporated by IQAC.

The Management, Principal, IQAC and staff members discuss and approve

suggestions and feedback given by stakeholders and alumni to enhance quality

of the institution.

e. How does the IQAC communicate and engage staff from different

constituents of the institution?

IQAC is a link between the faculty, administrative staff and other support

staff. It tries to translate the quality policy into action by orienting all staff on

IQAC standards. IQAC has constant dialogue and continuous communication

with every employee and the Management and Principal through the following

mechanism:

Conducting meeting with staff

Providing necessary support

Streamlining procedures

Identifying developmental needs

Facilitating staff development programme

Taking feedback and suggestion

Promoting team spirit among staff

Bringing innovation

6.5.2 Does the institution have an integrated frame work for quality assurance

of the academic and administrative activities? If yes, give details of its

operationalization.

Academic and administrative activities complement each other.

Academic and administrative staff are sensitised on quality through

training. They are also sensitised on the NAAC criteria.

Academic and administrative activities are structured to give quality service

to students.



Academic and administrative activities fulfill timely requirement of the

University.

Within the quality framework of IQAC, academic and administrative staff

support to each other in timely completion of admission process,

scholarship formalities, internal assessment, fieldwork placement, conduct

of University exams, forwarding marks to University, conducting viva

voce, arranging curricular, co-curricular and extra-curricular activities.

It also ensures completing the procedures of TC and migration to pass out

students without causing any delay as a result of maintaining quality and

integrated approach.

6.5.3. Does the institution provide training to its staff for effective

implementation of the quality assurance procedure? If yes, give details

enumerating its impact.

Yes. The Institute conducted training sessions for staff on ISO for quality

enhancement. A two-day workshop was organized to sensitise staff on the

seven parameters of NAAC. These have led to improvement in the following

areas:

Systematic documentation

Advance planning of activities

Quality consciousness

Improved team work

Student-centric teaching

Structured evaluation

6.5.4 Does the institution take academic audit or external review of the

academic provision? If yes, how are the outcomes used to improve the

institutional activities.

IQAC, LMC and staff held a joint meeting to review activities conducted by

them and about future plans. It was held under the chairmanship of the Pro VC

of Shivaji University. Members decided to frame an HR policy to streamline

and improve institutional activities. SWOC analysis of the Institute was

presented at the meeting and its suggestions acted upon.

6.5.5 How are the internal quality assurance mechanisms aligned with the

requirement of the relevant external quality assurance agencies/regulatory

authorities?

IQAC was formed as per directions of the UGC and NAAC for an internal

quality assurance mechanism. The IQAC facilitates quality assurance work

based on NAAC guidelines.

6.5.6 What institutional mechanisms are in place to continuously review the

teaching-learning process? Give the details of its structure, methodologies of

operations and outcome?



The Staff Council, Student Council, parent teacher and the agency supervisor

help continuously review the teaching-learning process. This is done through

meetings, written feedback and oral feedback. Performance of students in the

exam and fieldwork help understand the efficacy of the teaching-learning

process. Feedback is sought from alumni on improvements to be made in the

teaching-learning process. The impact of these can be seen in the performance

of students in exams.

6.5.7 How does the Institution communicate its quality assurance policy,

mechanisms and outcomes to the various internal and external stakeholders?

The college communicates its quality assurance policies and mechanism and

outcomes to stakeholders through:

Induction programme, common meetings for students

Parent-teacher meetings and other events and gatherings

Networking with alumni on social media, group SMS

Meetings, website for other stakeholders

Outcomes:

The meetings and networking help add value to course

Creates positive image of Institute

Parent-teacher meetings help groom students so that quality standards are

met

*

CRITERION VII: INNOVATIONS AND BEST PRACTICES

7.1 Environmental Consciousness:

The Institute has received the Chhatrapati Shivaji Maharaj Vanashree Award.

The Chhatrapati Shivaji Maharaj Vanashree Puraskar Yojna is a scheme of the

Social Forestry Department of the Maharashtra government to encourage

individuals or social organisations to plant, nurture, conserve and protect trees

in maximum area of available land.

Details of green cover at YCSSW

Green cover: There are more than 3000 trees and plants on the campus.

The Institute constantly cares for endangered biodiversity of the Western

Ghats by promoting eco-friendly practices on campus.

Tree plantation drive: The annual tradition of planting of trees by BSW

and MSW final-year students at YCSSW has created dense green cover on

the campus.

Care of plants: All plants are placed with their respective botanical

nomenclature systems. Students, faculty and staff jointly take care of the

plants and trees.



7.1.1 Does the Institution conduct the green audit of its campus and facilities?

Students and faculty conducted the internal green audit of the campus.

Initially, students were given training in green audit, after which they

conducted the audit under the guidance of faculty. It helped students become

aware of the green audit process. The campus has local plant species and also

those from outside. It was found that plants from outside did not attract birds.

So, the Institute is replacing plants from outside with local species. Students

are involved in collecting saplings for plantation.

Corrective steps were taken to preserve the green environment of the campus.

Students understand the need to preserve the environment for a better future

and to minimise effects of global warming. Students extended this initiative to

their respective villages and fieldwork agencies. The audit exercise created a

sense of responsibility among students, faculty and staff to adopt energy-

saving practices like switching off fans, lights, computer when not in use.

7.1.2 The initiatives taken by the college to make campus eco-friendly.

Various initiatives are taken by the college to make the campus eco-friendly.

Partner in observing UN Decade of Biodiversity:

YCSSW is a partner in marking the UN Decade of Biodiversity 2011 to 2020.

The college has taken the initiative to create awareness among common

people and tourists about protecting the Kaas Plateau, which is a tourist place

and UN World Heritage Site located 22km from the Institute. YCSSW

students, under the banner of ‘Friends of Kaas’, regularly organise awareness

programmes on conservation of the Western Ghats.

The Kaas plateau, also known as the Kaas Pathar and situated in the Sahyadri

Range, is known for various types of wild flowers that bloom during August-

September every year. The place has more than 850 species of flowers and

plants, including orchids, karvy and carnivorous plants such as Drosera Indica.

The 1000-hectare plateau is located at a height of 1200m.

Mini bird sanctuary:

Realising the need to conserve the environment and to inculcate environment

responsibility among students, a mini bird sanctuary is preserved on the

campus.

Butterfly garden:

A butterfly garden has been created on the campus to preserve biodiversity.

Bee keeping:



The Institute has a honey bee keeping unit where natural practices are

demonstrated for the benefit of students and visitors. This helps pollination of

plants on the campus.

Energy conservation:

To conserve energy without affecting administrative and academic work, the

college has replaced old systems with energy-efficient Compact Fluorescent

Light (CFL) tubes and bulbs. Labels of thoughts on energy conservation are

displayed in every classroom and in the girls’ hostel.

Use of renewable energy:

A solar water heater has been installed in the girls’ hostel. It has a capacity of

900 litres. A biogas plant has been installed and is used for cooking food.

Construction of water harvesting units and small check-dam:

The Institute is situated in the foothills of Ajinkyatara fort. During the rainy

season, two streams of water flow down from the fort through the campus,

where three small percolation check-dams have been constructed. A separate

roof water harvesting unit has been constructed. Water thus collected is

drained into the percolation tank. This increases ground water level in nearby

villages, thus helping farmers and people.

As YCSSW receives visitors, the Institute is making a watershed development

model to spread awareness in society.

Efforts for carbon neutrality:

Awareness on carbon emissions is gaining momentum on the campus. Care is

taken not to burn anything on the campus, including leaves, which are used for

vermi-composting and used as manure. No-Vehicle Day is observed on the

last Wednesday of every month. Every year, a competition entitled ‘Best from

Waste’ is held to create carbon neutrality consciousness among students.

Plantations:

The college has a well-maintained garden with various types of trees, plants,

herbs and shrubs. All plants and trees are tagged with the botanical

nomenclature system. In some parts of the garden, nutritious fruits are grown

and donated to Ashram school for children.



Sr.

No

Botanical Name Name of Tree Quantity

1 Mangifera indica Mango 60

2 Manilkara zapota Sapodilla (chiku) 80

3 Cocos nucifera Coconut 125

4 Areca Catechu Linn Betel nut 30

5 Arecaceae Palm 100

6 Phyllanthus emblica Amla 26

7 Syzygium cumini Black Plum

(Jamun)

40

8 Tectona grandis Teak (Sag) 50

9 Grevillea robusta Silver Oak 20

10 Eucalyptus globulus Nilgiri 20

11 Bambusoideae Bamboo 2000

12 Anacardium occidentale Cashew 40

13 Annona reticulata Custard apple 10

14 Ficus elastica Rubber fig 1

15 Coffea Coffee plant 100

16 Acacia concinna Shikakai 40

17 Piliostigma racemosum 60

18 Other 400

Total 3202

Other trees include neem, (apta), champa, ayurvedic plants and other

flowering and decorative plants.

Waste management unit:

Waste from the garden and kitchen is used for making manure through

vermiculture.

E–waste management:

YCSSW manages its e-waste systematically. Computer hardware in working

condition is reused, while non-working parts are sold to recycling agencies.

Drip irrigation:

The campus has drip irrigation system for effective management of water for

plants.

All buildings and surrounding areas on the campus are cleaned every day.

*



7.2. Innovation

7.2.1 Give the details of Innovation introduced during last four years which

have created a positive impact on the functioning of the college.

Animal rescue initiative: Since the college is situated in the foothills of Ajinkyatara hill, many animals

come to the campus from the hill. It includes rabbits, birds, snakes including

cobra and viper, chameleon and others. The Institute protects the endangered

species and rescue injured snakes and leave them in the forest of the Western

Ghats. This culture is promoted among students.

Capacity Improvement Programme (CIP): CIP has been initiated for student development, to help them acquire more

knowledge, and to boost their morale. CIP includes a series of lectures on

themes like the Reservation Bill, Constitution, human rights, political

leadership, social movement, social reformers, gender equality, water-

conservation and so on. Experts are invited to deliver lectures. During CIP,

students interact with renowned activists, social workers and film directors.

This initiative has helped boost students’ self-esteem.

Film studies:

Movies based on social issues are shown to students to help them develop the

right approach and attitude towards society. After each show, inter-group

discussions are facilitated to analyse the theme under the guidance of faculty.

This boosts analytical skills of students.

Flash mob presentation by students:

It involves a group of people assembling suddenly in a public place and

performing an unusual act for a brief time before quietly dispersing. Students

use this for social awareness programmes and social action. Students are given

training for this. Students get a lot of public support for this programme.

Jagar: Jagar is one of the most loved sessions by students. A booklet, ‘Krantiprerita’,

which includes motivational and awareness songs, is printed by the Institute.

These songs have been compiled and edited by the alumni of YCSSW.

Students practice these songs everyday in the common assembly. Every day,

half an hour is devoted for the purpose. It helps inculcate values, team spirit

and the ‘we’ feeling, besides relaxing the mind. During the alumni get-

together, students and alumni reconnect with each other by singing Jagar

songs.

Jano apne sanvidhan ko: The Constitution of India is the supreme law of India. It lays down the

framework defining the fundamental political principles, establishes the

structure, procedures, powers and duties of government institutions,



fundamental rights, directive principles and duties of citizens. However,

students, and people in general, have rarely seen the copy of the Constitution.

They have only a bare understanding of its contents. Hence, a copy of the

Constitution is kept at the college entrance for students/visitors to see, read

and know.

The aim is to sensitise and create awareness among students/people to become

responsible citizens. It has been found that most students are not aware about

the Constitution and have not seen or read it. As they are Social Work

professionals, they should know about the Constitution and share its content

with others in society. They can use this knowledge while working on issues

in their career and also as citizens. The copy of the Constitution is kept at the

entrance throughout the day. One faculty member is in charge of it and

conducts awareness lectures and programmes in the college and community.

Evidence of success: Awareness of the Constitution has increased among

students. They also spread this knowledge in their family, among peers and in

the community.

Language enrichment:

Research shows that a vocabulary of 300 to 500 words is enough to

communicate effectively. It has been found that many freshers find it difficult

to read and write English. To improve their vocabulary and English

communication skills, a language enrichment programme has been initiated.

One faculty is assigned for this. As part of this, a white board is kept at the

college entrance. One new word is written on it every day and its meaning and

explanation given in Hindi and Marathi. Students with android phones are

encouraged to install ‘Hello English’ app. Students find this activity very

helpful in boosting their word power.

Music therapy: Classical music is played every day on the campus, which

helps students, faculty and staff to relax and be peaceful. It also creates a

soothing environment for all.

Manthan: As the name suggests, Manthan is an activity for igniting the thought process

of students. Students raise recent or burning issues. A drop box is kept on the

campus to seek opinions of other students. Students write their opinions on

paper and put them in the drop box. A faculty goes through each response and

conducts a session by giving his/her input. If needed, subject experts and

eminent scholars are invited for students to interact with and clear doubts.

Open-air classrooms:

Open-air classrooms ignite free thinking. Classes and group discussions are

conducted occasionally.



Promotion of Zero-Budget Natural Farming: Natural farming is an eco-friendly approach to agriculture. Natural farming is

a closed system that demands no human-supplied inputs. It mimics nature.

Given the hazards of chemical fertilisers on land, animals and human beings,

the Institute favours the natural method of farming. Programmes are organised

to promote natural farming practices. A five-day national workshop was

organised on Zero-Budget Natural Farming on the college premises for

farmers from across the country in 2014. We are also promoting this practice

among students who are from agriculture background.

Role Score Card (RSC): We have developed RSC for faculty to keep track of their performance every

month. It is in conformity with UGC and University guidelines. It brings

transparency, accountability, boosts performance and helps career

development.

No Vehicle Day:

Cyclist Hon. Sachin Gaonkar, who has travelled all over India on a bicycle,

was invited to YCSSW to deliver a lecture. Inspired by his life, the Students

Council coordinator and members decided to observe every fourth Wednesday

of the month as No Vehicle Day, where faculty and students use local

transportation for travelling. Some faculty come walking, or on bicycle. This

is a small contribution to minimise pollution and protect the environment, but

the practice helps create environment consciousness among students and to

spread the message in community.

Daily prayer, pledge and reciting the Preamble of Indian Constitution:

A common assembly is conducted every day at 10.45am. All students and

faculty sing the national anthem and prayer together. Then the Preamble of

Indian constitution is recited by all. In the end, a moral pledge is taken. When

the college working day gets over at 5pm, all students sing Vande Matram.

Open-door policy:

The Institute practises an open-door policy. All concerned have access to

authorities to deal with any issue, for getting information and to make

suggestions to improve quality of services to students. Most students are from

rural areas and their parents are not educated. So, they are hesitant to approach

the authorities. Over time, it was felt that an open-door policy will help all

stakeholders interact with the authorities and work in a mutually beneficial

way. All stakeholders have the liberty to meet authorities on all working days.

All are cordially welcomed and treated with hospitality. Participation of all

stakeholders has helped improve quality of education. Critical comments are

also considered and used to improve the systems and procedures of the

college. Dropout rate of students has come down. Performance of students has



improved. Publicity of the college in rural areas and among employers has

also improved.

Dress code:

To bring uniformity, unity, equality, identity and the ‘we’ feeling, a dress code

is in place. The Institute has students from diverse backgrounds. It was found

that while students from financially better-off backgrounds wore costly

clothes, poor students wore cheap ones. It led to unnecessary comparison

among students. It was also found that some students wore indecent dress in

the name of fashion. The dress code was introduced to avoid these difficulties,

to ensure sobriety, and to make students focus more on studies. Students

follow common dress code on all working days, except one. Dress code is as

per class and specialisations decided by the faculty and students. Students can

change the colour of the uniform every year. On Wednesday, all faculty and

students wear black and white uniform. Faculty also have a dress code. Female

faculty have no compulsion to wear sari.

Evidence of success: It encouraged students to wear formal dress and helped

maintain the identity and dignity of the Institute inside and outside. It made

students understand the importance of dressing properly for job interviews.

Skill-Enhancement Training:

A month-long training is given to all MSW and BSW students to enhance their

skills and inculcate values and the attitude needed for the Social Work

profession. Experts are invited to conduct sessions. A majority of the sessions

are conducted through various activities, games and short assignments. Special

attention is given to develop scientific temper among students. All effort is

taken to educate them in gender equality, understanding irrational beliefs and

how to dispute them. During these sessions, students are made to think over

topics discussed and encouraged to take their own decision about what to

practice in their personal and professional life. It has been found that a

majority of students adhere to what they learnt in the sessions and use it in

their fieldwork and in their jobs.

Special emphasis is given to developing communication, leadership and

analytical skills. Training is given on street-plays, mime show, puppet show,

poetry writing and writing script for street-plays. Such activities boost

students’ creativity and prove useful in their jobs and career. Some former

students have become resource persons at the national level.

The faculty also attend the sessions. Temporary faculty were in charge of

supervising the sessions and have benefited from this. It is a matter of pride

that they are now working in national and international organisations and have

become national level resource persons. This activity is an additional input

given by the Institute and is not prescribed by the University.



Superstition: In almost all villages, superstitions are rampant and people are looted in

different ways on account of this. It affects mental, physical and social health

of people. Therefore, students are exposed to the science behind superstitions.

After learning it, they create awareness in villages to minimise and eradicate

superstitions. The Institute supports and joins other organisations and activists

who work to spread awareness to eradicate superstition.

Wall poster:

Students make wall posters every month and display them in the space allotted

for it. Students are guided by faculty. Usually students take socially relevant

issues. All wall posters are assessed by faculty, who give suggestions and

appreciation wherever necessary.

Society Empowerment Activity (SEA): SEA is a special activity taken up by students under the leadership of the

parent teacher. Activities aim at empowering stakeholders in society. This

creates a sense of social responsibility among students. The satisfaction and

appreciation they get from these activities motivate them to take up similar

activities enthusiastically. Such activities are related to adolescent health,

domestic violence, rehabilitation of abandoned mentally ill persons, school

social work, intervention in road accidents, awareness on Constitution, waste

management and gender equality.

Celebrating days of importance

As a Social Work Institute, YCSSW sees it as a social responsibility to

contribute to society. Hence, awareness programmes for social causes are

conducted. The Institute observes days like World Mental Health Day, World

Health Day and Blood Donation Day. Efforts are made to sensitise people on

various issues. Awareness is created through activities like poster exhibition,

human chain, candle march, guest lectures, street-plays, flash mob and rallies.

After one of the Institute’s students was brutally murdered by her family, the

Institute condemned it by taking out a morcha (procession). A flash mob was

staged to condemn the killing of Dr Narendra Dabholkar. Awareness is also

spread about mental illnesses.

*



7.3 Best Practices

1.Balak Palak : (Parent teacher concept)

Goal:

To mentor, motivate and enable students to achieve continuous development

in curricular and co-curricular activities, so that optimum professional

development can be achieved.

The Context:

Students belong to different socio-economic backgrounds. Many of them are

first-generation learners. College is new to them and they may face difficulties

related to language, studies, financial matters, and such things. Their parents

are away and cannot be contacted easily. Hence, the parent teacher concept

emerged.

The practice:

Under the parent teacher concept, students are placed in equal ratio under

every faculty, who is like the parent for the student on campus. Anything

related to the student, such as complaints, will be first addressed by his/her

respective teacher parent before being conveyed to their biological parents.

Each parent teacher tracks the students’ attendance, dress code, performance

in studies and other activities.

Evidence of success:

This concept enhances positive relationship between the teacher and student.

Students are personally known to the teacher. Any issue related to a student is

initially addressed by the concerned teacher in charge and is sorted out at the

primary level. Academic interaction has raised the standard of students in

colleges. Skills possessed by students are identified at the earliest. Weaknesses

are also identified and efforts made to overcome them.

Problems encountered and resources required:

As each teacher has to deal with a high number of students, it is difficult to

maximise its effectiveness. Also, financial problems of students cannot be

addressed effectively.

Addressing students by first name:

Goal: Promote humanitarian approach and eradicate casteism

Context: Calling by surname is a practice in Maharashtra which indicates the caste of

the person. This leads to discriminative treatment. To maintain equality, it is

the Institute policy to address students and all stakeholders by their first

names.

Practice: All YCSSW community members address each other by their first names.

They practice this outside the premises, too.



Evidence of success: This practice has boosted the self-esteem and confidence of students. It

discourages students from promoting caste discrimination and encourages

them to work against it. The Institute believes in humanity. The first name

directly indicates the identity of the person. Students from the backward class

feel very free and can perform well in studies without any bother. They feel

secure on the campus. The Institute has examples of such students excelling in

their jobs and career and encouraging the ‘first name’ culture in their work

places. Senior students mentor juniors to practice calling by first name.


It takes time to make new students understand the concept, though they

gradually imbibe the culture. No resources are needed for this, as it is a matter

of attitude change.


The Institute lacks funds to conduct such programmes on a larger scale.

2. Jaano Apne Sanvidhaan Ko

Goal:

To promote awareness about the Constitution.

The Context: Constitution is the basic source of law and describes the fundamental rights

and duties of each citizen. Most people are not aware about the content of the

Constitution and have not seen the book. In the present scenario, it is

important to give equal significance to rights and duties. The inspiration for

this practice is the Founder President, who had conducted a rally across

Maharashtra to promulgate the Constitution.

The Practice: A copy of the Constitution is kept in the lounge for easy access to all. Every

day some important content of the Constitution is displayed on the notice

board kept for the purpose. Students are motivated to read the Constitution.

Occasionally experts are called to conduct sessions. Students create awareness

on the Constitution through street plays, lectures and wall posters. Visitors are

encouraged to go through it.

Evidence of Success: Enhanced level awareness seen in students during discussions. Received

visitor appreciation.

Problems encountered and resources required: The Institute has an Ashram school on its premises. Many parents of the

schoolchildren visit the Institute. But most of the parents are illiterate and

cannot read the Constitution. Therefore, an innovated method to present it

needs to be devised.

*



3. EVALUATIVE REPORT OF THE DEPARTMENT

1. Name of the department Social Work

2. Year of Establishment 1994, (BSW-1996,MSW-1994)

3. Names of Programmes/ Courses

offered (UG, PG, M. Phil., Ph.D.,

Integrated Masters; Integrated

Ph.D., etc.)

UG: Bachelor of social Work

PG: Master of Social work

4. Names of Interdisciplinary courses

and the departments/ units involved: Nil

5. Annual/ Semester/ Choice based

credit system (programme wise) Semester System

6. Participation of the department in

the courses offered by other

departments

Nil

7. Courses in collaboration with other

universities, industries, foreign

institutions, etc

Adult and continue education

with the Adult and continue

education Dept. of Shivaji

University.

8. Details of courses/ programmes

discontinued (if any) with reasons: Nil

9. Number of Teaching posts:

Teaching posts Sanctioned Filled

Professors 01 0 Associate

Professors 0 0

Assistant

Professors 14 10

10. Faculty profile with name, qualification, designation, specialization

(D.Sc. / D.Litt. / Ph.D / M.Phil. etc.)

Name Qualifi

cation

Designati

on

Specializatio

n

No.

of

Years

of

Exper

ience

No. of Ph.D.

Students guided for

the last 4 years

Dr. Shaly

Joseph

MSW,

Ph.D,

I/C

Principal

Human

Resource

7+19 Nil



LLB,

DIM,

PGDIM

, CCY,

(MBA)

Management

Dr. Vijay

Jaysing

Mane

MSW,

Ph.D.

Assistant

Professor

Community

Development

21 Nil

Dr.

Manisha

Vinayak

Shirodkar

MSW

Ph.D.

Assistant

Professor

Community

Development

20 Nil

Pramod

Namdeo

Muneshwar

MSW,

DBM

Assistant

Professor

Human

Resource

Management

19 Nil

Bhaishailen

dra

Laxman

Mane

MSW,

Ph.D.

Scholar

Assistant

Professor

Human

Resource

Management

16 Nil

Jeevan

Chandraka

nt Borate

MSW Assistant

Professor

Human

Resource

Management

1+13 Nil

Samata

Laxman

Mane

MSW,

Ph.D.

Scholar

Assistant

Professor

Medical and

Psychiatric

Social Work

14 Nil

Sampada

Suresh

Sankpal

MSW,

DHR,

Ph.D.

Scholar

Assistant

Professor

Medical and

Psychiatric

Social Work

2+10 Nil

Pankajkum

ar Das

MSW,

M.

Phil.,

C.S.I

(online-

USA),

Ph.D.

Scholar

Assistant

Professor

Medical and

Psychiatric

Social Work

5+5 Nil

Vanita

Namdeo

Kamble

MSW

Ph.D.

Scholar

Assistant

Professor

Medical and

Psychiatric

Social Work,

Family and

Child

Welfare

2+5 Nil



11. List of senior visiting faculty:

Sr.

No

.

Name Course Taught Qualificatio

n

Designatio

n Experience

1 Dr. D.K.

Laldas

Research

Methodology

MSW, Ph.

D

Ex

Principal,

Roda

Mistry

College,

Hyderabad

50 yrs

2

Dr.

Cherian P.

Kureian

Team work,

Teaching

Pedagogy

MSW, Ph.

D

Director,

Marian

College,

Kuttikana

m, Kerala

41 yrs

3

Dr.

Pratibha

Gaikwad

Women

empowerment MA

Principal,

DG college

Satara

19 years

4

Dr.

Kalindi

Ranbhare

Counseling MSW, Ph.D

Faculty

CSIBER,

Kolhapur

18 Years

5 Dr. Sonia

Rajput Group work MSW, PhD

Faculty

CSIBER,

Kolhapur

18 Years

6

Dr.

Rajashree

Deshpande

Clinical

Psychiatry

MD

Psychiatry Psychiatrist,

Satara 20 years

7

Mr.

Pradeep

Nair

Remedial

English

Course

M.A

Director of

Crest9

Institute ,

Satara

17 yrs

8 Manisha

Salunkhe

Organizational

Behaviour MSW

Consultant,

Goa 10 Years

9 Adv.Tusha

r Vaze Labour Laws

LLB

Practitioner

and Legal

Consultant,

Kolhapur

25 Years

10

Mr.

Sandeep

Bhausar

Personality

development

Industrialist,

Nasik 15 years

11 Mr. Raju

Inamdar

Communicatio

n Skills MA

Consultant,

Pune 15 Years



12 Mr. Anand

Pawar Gender MSW

Founder

Director,

Samyak 15 Years

13

Adv.

Varsha

Deshpande

Women

empowerment,

Legal Aid

LLB

Member

National

Assessment

and

Inspection,

PCPNDT

Act, Health

and Family

Welfare

Ministry,

Govt. of

India

25 Years

14 Mallika

Patankar

Behavioural

Therapy MA

Psychologist

, Satara 25 Years

12. Percentage of lectures delivered and practical classes handled

(programme-wise) by temporary faculty:

English (BSW) 100%

Environmental Studies 100%

Fieldwork 08%

All other classes and field work are handled by permanent faculty.

13. Student- Teacher Ratio (programmes-wise)

BSW 14:1

MSW 14:1

14. Number of academic support staff (technical) and administrative staff;

sanctioned and filled:

Details Sanctioned Filled

Academic and Administrative Staff 10 08

15. Qualification of teaching faculty with D.Sc. / D.Litt. /Ph.D. / M. Phil. / PG.

PG 06

M. Phil. 01

Ph.D. 03



16. Number of faculty with ongoing projects from a) l b) and grants received:

National 01

International funding agencies 0

Grants received 01

17. Departmental projects funded by DST – FIST ; UGC, DBT, ICSSR, etc.

and total grants received

Departmental Project 03

Grant Received 2,47,500.00

18. Research Centre / facility recognized by the University

The Institute has established Research Resource and Development Centre

(RRDC). The centre is yet to be recognized by the University.

19. Publications:

Publication per faculty

Sr. No. Name of Faculty Published in peer reviewed

Journals

Chapter

in

books

National International

1 Dr. Shaly Joseph 2 4 -

2 Dr. Manisha Shirodkar 7 - 5

3 Dr. Vijay Mane 5 - 5

4 Pankajkumar Das - - 2

5 Samata Mane 1 - -

6 Sampada Sankpal 1 - -

Books with ISBN/ ISSN numbers with details of publishers

1. Dr. Shaly Joseph; Yoga and Stress Management, ISBN: 968-93-84333-21-

8, Power Publishers, Calcutta



20. Areas of consultancy and income generated: Most of the Consultancy is

provided on voluntary basis in areas of social work without remuneration.

Major area of consultancy are, Accreditation of Community Mobilization

for Vasundhara-Watershed Management Programme in Maharashtra,

NGO Management, Stress Management, Training to Bank officials, Social

Work Intervention with Industrial Workers, School Social Work,

Livelihood Promotion, HIV/AIDS.

Income generated : 1.02 lakh

21. Faculty as members in

a. National Committees: Nil

b. International Committees: Nil

c. Editorial Boards:

Dr. Shaly Joseph: Guest Editor. Journal of school

Social Work June 2010, Chief Editor

Social Work Companion

Milind Kamble (Senior Clerk): Editor Band Darvaja

Pankajkumar Das : Editor, Social Work Companion

Bhai Mane: Member Editorial Board, Social

Work Companion

Pramod Muneshwar : Member Editorial Board, Social

Work Companion

Jeevan Borate: Member Editorial Board, Social

Work Companion

Sampada Sankapal: Member Editorial Board, Social

Work Companion

22. Student Projects

Percentage of Students who have done in-house projects including inter

departmental/ programmes: 10 per cent (MSW), BSW Part III (100%)

Percentage of Students placed for projects in organizations outside the

institute i.e. in Research Laboratory/ industry/ other agencies: 25%

23. Awards/ Recognition received by faculty and students

Faculty:

Dr. Shaly Joseph: Paper setter In State Eligibility Test for lecturership of

one of the state



Dr. Vijay Mane: Elected as Vice-President of Maharashtra Association of

Social Work Educators.

Pankajkumar Das received Impact-making volunteer recognition in fund

raising by Simplygive.org, Hyderabad.

Pankajkumar Das received appreciation letter from superintendent from

Asha Kiran, Karad for reuniting two families after eight years in Assam

and Bihar.

Students:

Winner in Quiz competition under Lead college Bhimdeo Rathod, Sushma

Jagdale, Anil chavan, Sampada Parihar

Third prize in Street play in Inter Collegiate under Yuva Mahotsav

2nd prize in street play conducted by YASHADA in Satara

Mr. Balchandara Raut, Ms. Shobha Kale, Mr. Omeya Sathe selected as

Young Inspirator Network by Sakal Daily News Paper

Priyadarshani Sawant selected as national Table tennis player

24. List of eminent academicians and scientists/ visitors to the department

Sr.

No. Name Details

1 Hon. Sharad Chandraji

Pawar Ex Union Minister

2 Hon. Ajitdada Pawar Ex Deputy Chief Minister,

Maharashtra

3 Mr. Shrinivas Patil Governor, Sikkim

4 Padmashree Laxman

Mane Ex MLC, Maharashtra

5 Dr. Baba Adhav Social Activist, Pune

6 Dr. Anil Avachat Founder- Muktangan De-addiction

Centre, Social Activist, Famous Writer

7 Dr. J. R. Dabhole Treasurer, BBVVSS, Satara

8 Hon. Bhai Vaidya Social Activist, Ex. Minister

9 Dr. Chandrakant Puri

Chairperson of Rajiv Gandhi centre of

Contemporary Studies, Member of

ICSSR, Mumbai

10 Mr. G. Shrikant Ex CEO, Zilla Parishad, Satara

11 Dr. P. U. Sheth Ex Principal, LBS College, Satara

12 Dr. R. D. Gaikwad Ex Principal, Shivaji College, Satara

13 Mr.Vilas Soyam Dy. Registrar, Shivaji University,

Kolhapur, Maharashtra

14 Dr. Cherian P Kuriean Director, Marian College, Kuttikanam,



Kerala

15 Dr. Ashok Bhoite Ex-Pro Vice Chancellor, Shivaji

University, Kolhapur, Maharashtra

16 Dr. D. K. Laldas Ex Principal, Roda Mistry College,

Hyderabad

17 Dr. Deepak Walokar

Academician and Research Guide,

Karve Institute of Social Sciences,

Pune

18 Dr. Geeta Balkrishnan Principal- Nirmala Niketan Social

Work College, Mumbai

19 Dr. Pratibha Gaikwad Principal- DG College, Satara

20 Dr. Bhagyashree Jadhav Principal, SMS College, Rahimatpur

21 Dr. Sujata Pawar Principal - Ismail Mulla Law College,

Satara

22 Dr. Suresh Pathare Principal, Social Work College,

Ahmednager.

23 Dr. R. B. Patil HOD, Sociology, Shivaji University,

Kolhapur, Maharashtra

24 Dr. Rajendra Kumbhar Professor, Rajashri Chhatrapati Shahu

Mahavidyalya, Kolhapur.

25 Dr. Anil Vavre District Coordinator- Yuva Jagar

Abhiyan, Lecturer- CS College, Satara

26 Dr. Pradeep Kumar Faculty, CSIBER, Kolhapur

27 Dr. Kalindi Ranbhare Consultant, Cousellor, Faculty,

CSIBER, Kolhapur

28 Ms. Bhagyashree Katre Asst. Professor, CS College, Satara

29 Dr. Sandeep Jagdale Assistant Professor,Walchand College

of Arts and Science, Solapur

30 Dr. Sonia Rajput Faculty,CSIBER, Kolhapur

31 Dr. Usha Varghese Professor, Social Work Dept. Bharati

Vidyapeeth, Pune

32 Dr. Vanbatte Professor, Azad College, Satara

33 Dr. Sudhir Kumbhar Professor, Environmentalist, Karad

34 Mr. Pankaj Kumbhar Asst. Proffessor, Goa University, Goa

35 Mr. Pradeep Nair Crest9 Institute for Language and

Learning, Satara

36 Mr. Vikram Shelar School Counselor, Podar International

School, Pune

37 Dr. Avinash Pol Dentist, Social Activist

38 Dr. Bharat Vatvani Founder- Shraddha Foundation,

Mumbai, Psychiatrist

39 Dr. Bhausaheb Kanase Pediatrician , Satara

40 Dr. Prataprao Gole Physician and Surgeon, Satara



41 Dr. Abhijeet Ghorpade Psychiatrist- Civil Hospital, Satara

42 Dr. Abhijeet Kuchekar General Physician and social worker,

Satara

43 Dr. Shaila Dabholkar

Gynecologist, Social Activist, Co-

Founder - Parivartan De-addiction

Center, Satara.

44 Dr. Rajashree Deshpande Psychiatrist- NIHAR Clinic , Satara

45 Ms.Mallika Patankar Psychologist , Satara

46 Ms.Smita Salunkhe Psychologist, Pune

47 Dr. Sandeep Kate Physician, Active member of Hill

Marathon Association, Satara.

48 Mr.Sandeep Babar Trainer, Bel-Air Hospital, Panchgani

49 Mr. Kishore Kalokhe

Counsellor, MET Thearpist,

Coordinator - Parivartan De-addiction

Centre, Satara

50 Ms.Madhura

Bhatwadekar

Medical Social Worker, Cipla

Palliative Care, Pune

51 Ms.Surekha Joshi Medical Social Worker, Ruby Hall

Clinic, Pune

52 Ms.Pournima Shinde Psychiatric Social Worker, Parivartan

Deaddicton Centre, Satara

53 Mr. Chetan Diwan Psychiatric Social Worker, Shraddha

Rehabilitaion Centre, Mumbai

54 Ms. Geeta Karanjkar Psychiatric Social Worker- Civil

Hospital, Satara

55 Ms. Vijaymala Gujar Psychiatric Social Worker, Parivartan

De-addiction centre, Satara

56 Ms. Aparna Khamkar Psychiatric Social Worker, Civil

Hospital, Satara

57 Ms. Priya Mane

Psychiatric Social

Worker,Manasvardhan Rehab Centre,

Pune

58 Ms.Sunanda Shingate ICTC, Counsellor

59 Ms. Suvidha More Counsellor, B. J. Medical College,

Pune

60 Adv. Varsha Deshpande Member of PCPNDT commission

Advisory Committee

61 Adv. Tushar Vaze Labour Law Practitioner and Legal

Consultant, Kolhapur

62 Adv. Dinesh Todkar Labour Law Practitioner, Satara

63 Adv. Shaila Jadhav Advocate and Social Activist, Satara

64 Mr. Gokul Mahale Asst. Manager Safety, Robertshaw

controls Pvt. Ltd., Pune



65 Mr. Jagdish P. S. HOD CSR -Sygenta, Goa

66 Mr. Kumar Director, HR Global Excellence, Pune

67 Mr. Mahendra Jagdale Asst. Manager HR, Minda Industries,

Pune

68 Mr.Mayur Palan HR Consultant, Pune

69 Mr.Naidu Commissioner Income Tax

70 Mr.Prashant Nimbalkar HR Consultant, Pune

71 Mr.Prashant Shinde HR Manager, Mutha Engineering ,

Satara

72 Mr.Praveen Jamdade CSR Executive, Yardi Software India

Pvt. Ltd, Pune

73 Mr.Sachin Auti IR, Mahindra Group, Taikisha, Pune

74 Mr.Sagar Gawade Executive Personal and Admin,

Mahindra Subaki Industry, Pune

75 Mr.Saidarshan Ghodke IRC, Amtek Group in Corporate Office

- Western Region.

76 Mr.Satyeshwar Joshi Sr. Executive Safety, Mahindra Group

, Pune

77 Mr. Dilip Utkur Industrialist, President- MASS ,

MICD, Satara

78 Mr.Sayaji Chavan Supervisor, Universal Parcel, Mumbai.

79 Mr.Shivaji Kare Senior Executive CSR, Yardi Software

India Pvt. Ltd, Pune

80 Mr. Gajendra Dixit Executive CSR, Mumbai Stock

Exchange, Mumbai

81 Ms. Priya Pawar CSR, Nasik

82 Mr. Shakil Mujawar HR Consultant, Satara

83 Ms.Shakuntala Pawar Senior Officer Welfare, Ferrero India

Pvt. Ltd., Baramati

84 Mr.Vivek Deshpande HR Manager, US fortune 500 MNC

Corning in, Chakan, Pune

85 Mr. Anshuman Jagadale HR Executive, Dhanashree Industries

Pvt. Ltd, Satara

86 Ms.Manisha Salunkhe HR Consultant, Goa

87 Ms. Shirin Maner Programme Manager, IPAS

Development Foundation, Pune

88 Ms.Rajashree Bhise Sr. Executive, Seed Infotech, Pune

89 Ms.Priti Patil Labour Consultant, MIDC, Satara

90 Fr. Babu Paul Director - AICUF, Kerala

91 Fr. Thomas Director- ASHAGRAM, Satara.

92 Fr. Tomy Director – Bel-Air Hospital, Panchgani



93 Ms.Nilima Khande Director, AWARD, Satara

94 Mr. Kiran Kadam Director, AWARD, Satara

95 Ms. Vaishali Bhandvalkar Director, NIRMAN, Pune

96 Mr. Santosh Jadhav Director, NIRMAN, Pune

97 Ms. Jayshree Rao Director, MRA [Grampari], Panchgani.

98 Mr. Anand Pawar Founder- Samyak, International Level

Trainer – Gender

99 Harish Sadani Founder- MAVA , Gender Expert and

Trainer

100 Mr. Arun Godbole President- Godbole Trust, Satara

101 Mr.Roney George Secretary, Chaitanya Mental Health

Care Centre, Pune

102 Mr. Krishna Shipkule Founder Director, SEVA, Satara

103 Mr.Uday Gaikwad Social Activist, Kolhapur

104 Mr.Kailas Jadhav Social Activist, Muktangan, Satara.

105 Mr.Pradeep More Social Activist, Dalit Foundation,

Delhi

106 Mr. Milind Pawar Social Activist, Satara

107 Mr. Gurudatta Shirodkar Social Worker, Nairobi

108 Mr.Mayur Lad Social Worker - Lend A Hand India,

Pune

109 Ms.Sunita Sathe FCC Counselor, Karad

110 Ms.Reshma Shedge FCC Counselor, Satara

111 Ms.Savita Khavale FCC Counselor, Karad

112 Ms. Kalpana Jagtap Dy. Collector, Alibaug.

113 Mr. Praveen More PA to MP Ramdas Athavale

114 Mr.Yashwant

Mankhedkar District Coordinator, NYK, Satara

115 Mr. Hemant Bhosale Distirct Co-ordinator- DAPCO, Civil

Hospital, Satara

116 Mr. Ajay Surywanshi District Coordinator Disaster

Management Cell, Sindhudurg

117 Mr. Rakesh Vanjari District Coordinator- NSDC, Satara

118 Mr.Shobha Kulkarni District Coordinator- MAVIM, Satara

119 Ms. Shubhangi Autade Livelihood Coordinator,Grampari,

Panchgani.

120 Dr. Bharati Barge Project Coordinator, SEVA, Satara

121 Ms. Gauri Bobade Programme Coordinator- Nirmala

Niketan, Mumbai

122 Mr. Onkar Ugale Coordinator, Lupin Foundation, Dhule

123 Ms.Minakshi Pisal FPAI, Mumbai

124 Mr. Ajay Raut Programme Coordinator, Jalswaraj



Dept, ZP, Satara

125 Mr.Rajesh Bhosale HR, Jalswaraj Dept. ZP, Satara

126 Ms. Shahin Maner Coordinator, MSRLM, Satara

127 Ms.Uma Salunkhe ICDS Supervisor, Satara

128 Ms. Leena Vakundkar ICDS Supervisor, Satara

129 Ms. Daya Pawar ICDS Supervisor, Satara

130 Ms. Shewtambari Angal ICDS Supervisor, Satara

131 Ms. Aarti Shiledar Child Protection Officer, Satara

132 Mr. Manoj Lalge NSDC, Satara.

133 Mr. Dhanjay Waydande Livelihood Expert, NRLM, Phaltan

134 Ms. Swapnali Salunkhe Social Worker, Poverty Alleviation

Cell, Mumbai

135 Ms.Archana Deshmukh Sarpanch, Sambhajinagar

136 Mr. Vishwajit Lad Sarpanch, Nune Village

137 Mr. Rahul Kambale Sarpanch, Bhilwadi Village

138 Mr. Nilesh Gaikwad Research Associate- Hafkins Research

Institute, Mumbai.

139 Ms. Seema Mohite

Sr. Research Asst, Maharashtra

Association for Anthropological

Sciences, Pune.

140 Mr. Amar Mhaske Research Supervisor, Pune

141 Mr. Arvind Jadhav Ph.D Scholar, IIPS, Mumbai

142 Ms. Shital Muke Ph.D Scholar, Ranchi

143 Mr. Dada Dadas Ph.D Scholar, TISS, Mumbai

144 Mr.Shivrudra Lupne Training Co-ordinator , FPAI, Mumbai

145 Mr.Sony Dsuza Soft Skill Trainer, Edu Bridge,

Mumbai

146 Ms. Anuradha Karekar Free Lance Counsellor, Mumbai

147 Mr. Raju Inamdar State Level Trainer - [Communication

Skill ], Pune

148 Mr.Raju Bahalkar Trainer, Communication Skill, Pune

149 Mr.Sachin Gondhali Trainer, Communication Skill, Pune

150 Mr.Shrikant

LakshmiShankar Trainer, Communication Skill, Pune

151 Ms.Preetam Trainer- Gender

152 Ms. Geetanjali Jadhav Trainer ,Lecturer and Psychologist,

Pune

153 Mr. Raosaheb Kasabe

Thinker, Writer, Social Activist,

Chairman - Babasaheb Ambedkar

Study Centre, Pune

154 Mr. Ashok Chousalkar Thinker, Professor, Shivaji University,

Kolhapur



155 Ms. Kalpana Kavadi Project Coordinator - Gyan Prakash

Org., Pune

156 Mr.Rajendra Jawale Town Planning Dept., Satara

157 Ms.Sunanda Mane, Co-ordinator, Lend a hand India, Pune

158 Mr.Nitin Deshmane Recognized Auditor, Co-operative

Sector, Satara

159 Mr.Subhash Palekar National Level Expert in Zero budget

natural farming, Amravati

160 Mr.Ujjwal Pahurkar Expert - Social Audit

161 Mr.Ranjeet Majgaonkar Journalist

162 Mr. Ruturaj Bhosale Resource Person, MPSC/UPSC, Satara

163 Mr.Sagar Awale Resource Person, MPSC/UPSC, Satara

164 Mr. Ajit Salunkhe Environmentalist, Satara

165 Mr.Sayaji Shinde Film Actor, Mumbai

166 Mr.Sandeep Jangam Director, Short Film, Artist, Satara

167 Mr. Balkrishna Shinde Film Director and Actor, Satara 25.

25. Seminars/ Conferences/ workshops organized and the source of

funding

Date Name of Training/Workshop Source of Funding


19.01.2015

to

24.01.2015

ICSSR-sponsored 6-day national

workshop on Research

Methodology for faculty and

research scholars

Indian Council of Social

Science Research

(ICSSR), Mumbai.

5.9.2014

to

6.9.2014

ICCSSR Sponsored two day

workshop on Social work

Education: An Indian View Point

ICSSR, Mumbai

29.10.2014

to

3.11.2014

National workshop on Zero

Budget Natural Farming

Shivaji University and

BBVVSS,YCSSW, Satara

29.03.2014

to 31.03.

2014

Three day national workshop on



BBVVSS, Satara

30th Sept.

to1st

Oct.2015

Workshop on Leadership and

Personality Development

Lead College Scheme

Shivaji University



26. Student Profile programme/ course wise

Name of the

Course/

programme

Academic

Year

Applic

ations

receiv

ed

Select

ed

Enrolled Pass

percentage

B.S.W.

M F

2011-12 33 29 17 12 88.46%

2012-13 37 29 19 10 100%

2013-14 41 39 25 14 100%

2014-15 50 49 36 13 100%

2015-16 72 50 32 18 NA

M.S.W.

2011-12 60 57 30 27 100%

2012-13 63 56 37 19 100%

2013-14 55 49 32 17 100%

2014-15 72 66 35 31 98.49%

2015-16 127 66 36 30 NA

27. Diversity of students

Name of course % of students

from states

% of students from

other States

% of students

from abroad

MSW 98.44 1.66 -

BSW 100% - -

28. How many students have cleared national and state competitive

examinations such as NET, SLET, GATE, Civil services, defense services,

etc?

NET: 12

JRF: 01

Civil Services:01

29. Student Progression

Student Progression Against % enrolled

2011-12 2012-13 2013-14 2014-15

UG to PG 100% 100% 92.85% 92%

PG to M. Phil. - 5.88% 2.08% 7.50%

PG to Ph.D. - - - -

Employed 80% 82 82 86



*Campus Selection 5% 6% 4% 2%

*Other than campus

requirement 95% 94% 96% 98%

30. Details of infrastructural facilities

a) Library: Number of Books in Library: 6867

Number of Books added in last three years: 3261

Number of Journals added in last three years: 0025

Number of electronic database: INFLIBNET- NLIST: 0125

Number of national journals: 0041

Number of International journals: 0003

b) Internet facility for staff and students:

The campus is Wi-Fi enabled

c) Classrooms with ICT facility:

All classrooms are enabled with ICT facility.

d) Laboratories: Institute has Research Lab.

30. Number of students receiving financial assistance from college university,

government of other agencies:

Academic

Year

Total

no. of

Students

enrolled

No. and percentage of Students received

Financial Assistance from

Total College University Govt. Any

other

Freeships

2011-12 173 02 02 75 12 91

2012-13 170 03 02 86 9 100

2013-14 189 02 10 111 5 128

2014-15 214 09 12 105 0 126

31. Details on student enrichment programme (special lectures/

workshops/seminars) with external experts.

Following programmes are implemented to enrich the curriculum with

external experts.

Special Lectures

Workshops

Seminars



Date Student Enrichment

Programme External Expert


15.07.2015

Orientation on Remedial

Coaching

Mr. Pradeep Nair, Crest 9

Institute, Satara

22.07.2015

Workshop on Gender and

Youth Parliament on

PCPNDT Act.

Adv. Varsha Deshpande

Dr. M S Daddenwar , Chairman,

PCPNDT Committee, Karnataka

Dr. Ashalata Mallapure

V.K. Kakaraddi

Dr. Shobha Kyalakand

Member

Veeranna S. Atthuni

C. G. Badigar, PCPNDT Case

Worker, Anand s. Jigajinni,

Editor

23.07. 2015

Interaction session on

Health Care Practice in

Western World.

Josh Waylor (UK), Stephen

Woolford (UK)

Matt Roberts(UK), Mathew

Wood(UK)

James Wood (UK), Miss Tara

Urquhart

Training on

CSR(Corporate Social

Responsibilities) for

MPSW and HR students

Mr. Shivaji Kare & Mr. Pravin

Jadhav , Alumni

30.07.2015

Training on Motivational

Enrichment Therapy (for

MPSW and HR

Students).

Mr. Kishor Kalokhe, Parivartan

De-addiction Centre, Satara

Training on TB and

Asthma.(for MPSW

students)

Mr. Sandip Babar, Bel-Air

Hospital, Panchgani

05.08.2015

Blood Donation Camp &

Health Awareness

Programm

Mr. Hemant Bhosale (Civil

Hospital)

Family Enrichment

Programme

Ms. Mallika Patankar

(Psychologist)

Awareness Programme

on Emergency

Ambulance Helpline 10

Expert Team, Civil Hospital,

Satara.

06.08.2015 One Day Training on

Right to Education Mr. Avinash Jagtap



12.08.2015

CIP Programme

-interaction with MSW

Surpanch

Ms. Archana Deshmukh (MSW

Sarpanch)

Mr. Rahul Kambale (MSW

Sarpanch)

Mr. Vishwajit Lad (MSW

Sarpanch)

Mr. Pradip More (MSW

Sarpanch)

Mr. Pravin More (MSW

Sarpanch)

20.08.2015

Rally and Street play

Presentation on Death

Anniversary of Dr.

Narendra Dabholkar

Dr. Hamid Dabholkar,

Andhashraddha Nirmulan Samiti

22.08.2015 Training on Livelihood

for URCD students Mr. Pravin Lohar

07.09.2015 Guest Lecture On Labour

Laws Vijay Chavan

09.09.2015

Celebration Of Institute

Day

Hon. Laxman Mane


Institute, Satara ,

09.09.2015 Celebration Of ONAM

Hon. Laxman Mane


Institute, Satara ,

23.9.2015 Need of Social

Movement Hon. Bhai Vaidya

30/09/2015

To

01/10/2015

State Level Workshop on

Leadership and

Personality

Development

Father Babu Paul, Director,

AICUF, Kerala

17.11.2015

One Day workshop on

conducting survey of

SHGs

MAVIM, Satara


14.07.2014 Welcome of freshers

Dr. J. R. Dabhole, Retired

Professor

Shivaji University, Kolhapuur

24.07.2014

Briefing Session for

Remedial Coaching

classes

Mr. Pradeep Nair, Crest9 Institute,

Satara,

20.08.2014 Presentation of Flash

Mob Mr. Raju Bahalkar



05.09.2014 Institute Day celebration

and Alumni Meet Ms. Nilima Khande

17.09.2014

Street play on Voter

Enrollment and

Awareness Programme

Mr. Gajanan Bhosale

Mr. Ramesh Chavan

25.09.2014 Onam celebration Hon. Laxman Mane

10.10.2014 Symposium on ‘Living

with schizophrenia’

Ms. Anuradha Karegar

(Psychologist)

Dr. Rajeshri Deshpande

(Psychiatrist)

Dr. Abhijit Ghorpade

(Psychiatrist)

11 .08.2014

1. Workshop on Indian

Constitution

Dr. Anant Raut (Nanded)

S.G. Jadhav

Dr. Injegaonkar

Dr. Shamsundar Waghmare

28.10.2014-

31.10.2014

National Workshop on

Zero-Budget Natural

Farming

Krushi Rushi Subhash Palekar

17.09.2014

Voter Enrollment and

Awareness Campaign

(SVEEP-II)

Mr. Gajanan Bhosale, Mr.

Ramesh Chavan &

Mr. Dhananjay Chopade

18.11.2014 Fun Fair for kids Mr. Anup Lakade,:Students of Art

College (G and D)

22.1..2015

Fieldwork supervision

for faculty members of

our institute

Dr Geeta Balkrishnan, Principal

College of Social Work, Mumbai

30.01.2015

Traditional Day Function Mr. Balkrishna Shinde, Film

Director

Annual Function Mr. Balkrishna Shinde

14.02.2015 Alumni Meet Hon. Laxman Mane, Working

President

25.02.2015

Inauguration of Yuva

Jagar and lecture on need

of computer literacy for

enhancing employment

opportunity

Dr. Anil Vavare

25.02.2015 CIP - Quiz Competition Mr. Pradeep Nair, Crest9 Institute,

Satara

18.03.2015

Farewell Function For

BSW-III , Feedback

sharing & Oath Taking

Ceremony

Management and staff



16.04.2015

Bal Jeevan Suraksha

programme

ICDS Supervisors team and NGO

representatives, Satara

16.04.2015

Farewell Function For

MSW-II , Feedback

sharing & Oath Taking

Ceremony

Staff and Management


15-16.08.2013

To

16.08.0213

Two day Workshop on

“Writing project

proposal”

Mr. Sayaji Chavan, Mumbai

28.08.2013 Awareness Programme

on Eye Donation Ms. Surekha Joshi

29.08.2013

Rally (In protest of Dr.

Dabholkar’s

assassination)

Students and staff and Social

Activist

04.09.2013 Awareness Programme

on HIV/AIDS Ms. Karuna Pawar

25.09.2013 One Act Play-Me Jyotiba

Boltoy Mr. Kumar Aher

26.09.2013 Globalization and

Reservation Mr. Sukumar Kambale

26.09.2013 Lecture on Youth and

Ambedkar Movement Mr. Gautam Magare

27.09.2013

To

28.09.2013

Workshop on Social

Journalism

1. Mr. Ranjit Majgaonkar

2.Mr. Akash Singh

10.10.2013 Mental Health Day

Dr. Bharat Vatwani

24.01.0214

To

25.01.2014

Workshop on Project

Management Mr. Sushant Jagdale

14.03.2014

To 15 .03.2014

2. Workshop on Social

Audit Mr. Ujwal Pahurkar

17-06-2012 Guest Lecture On

Contract Labour

Mr.Mahendra Jagdale Mr.Sagar

Gawade




03-07-2012 Lecture On Factory Act

1948 Mr.Patil

9-07-2012

Guest Lecture On The

Industrial Disputes Act ,

1947

Adv D.P. Todkar

12-07-2012

Series Lecture on the

occasion of Birth

anniversary of Hon.

Yashwantrao Chavan

Mr.Dilip Jagtap


Personality Development Mr.Yuvraj Gaikwad


Counselling

05-09-2012 Workshop on Research

Methodology

Dr. Deepak Walokar &

Dr.Pradeep Kumar

09/09/2012 Guest Lecture on MRTU

and PULP Act Adv.Tusahr Baze


29-11-2011 Lecture on HR Practices Prashant Nimbalkar- HR

Consultant

16-02-1012 Guest Lecture on

Today’s Youth Dr.Indrajeet Deshmukh

08-03-2012

Women Day

CelebrationMahila

Melava

Dr. Suresh Jagadale(Civil

Surgeon)

14-03-2012 Guest Lecture on Health

and Fitness Ms.Meena Ghodake

14-03-2012 Guest Lecture on Women

Reproductive System Dr.Mohan Sukhtankar

14-03-2012

Lecture on Motivation

and Felicitation

Programme of Ex

students qualifying

competitive exam

Anjana Mojar & Reshma Momin



Skill Enhancement Training 2014-2015

Date Topic Resource Person

1/12/2014 To 6/12/2014 Personality

Development Mr. Sandip Bhavsar

8/12/2014 To 13/12/2014 Communication

Skill

Mr. Raju Inamdar

Mr. Sachin Gondhali

Ms. Gitanjali


Skills

Mr. Shrikant Laxmi

Shankar

19/12/2014 To 23/12/2014 Film Show Mr. Arun

24/12/2014 To 27/12/2014 Superstition

Eradication Mr. Uday Chavan

28/12/2014 To 29/12/2014 PRA Training Ms. Poonam, Mr. Onkar

30/12/2014 To 31/12/2014 Pre Camp Training Ms. Poonam



1/12/2015 To 5/12/2015 Personality

Development

Mr. Sandip Bhavsar


Skill

Mr. Raju Inamdar

Ms. Kalpana

Ms. Gitanjali

15/12/2015 To 19/12/2015 Film Show Ms. Ujwala, Ms.Pooja

22/12/2015 Gender Sensitization Mr. Anand Pawar

23/12/2015 To 26/12/2015 PRA Training Ms. Bharati Barge



2/12/2013 To 7/12/2013 Personality

Development

Mr. Sandip Bhavsar


Skill

Mr. Raju Inamdar


Skills

Mr. Shrikant Laxmi

Shankar

20/12/2013 To 24/12/2013 Film Show Ms. Suvidha

25/12/2013 To 28/12/2013 Superstition

Eradication

Mr. Uday Gaikwad

30/12/2013 To 31/12/2013 PRA Training Mr.Sitaram Sharnagat



32. Teaching methods adopted to improve student learning.

Participative lecture methods

Case studies

Debate

Brain storming

Role Play

Lecture with use of slide show

Peer teaching

Field experience sharing

Exposure visit

Field assignment to test the theory

ICT enabled seminars

Review sessions at the end and beginning of class

Use of games

Cooperative learning

33. Participation in Institutional Social Responsibility (ISR) and Extension

activities

YCSSW is conducting activities under Society Empowerment Activity to

create awareness on social issues like gender equality, adolescent health,

women empowerment, waste management, school Social Work,

rehabilitation of mentally ill person, environmental social work and human

rights

34. SWOC analysis of the department and future plans

The Institute has only Social Work department. Refer SWOC analysis on page

no. 11

Future Plans:

Syllabus revision of BSW MSW

Recognition of MPhil Ph.D centre from ICSSR and University

Facilitate compilation of Ph.D work of all faculty

Library automation and expansion

ICT up gradation

Child guidance clinic

Generation of corpus fund for self sustainability


Fornightly newspaper

Crèche

Renovation of play Ground



Construction of the New college Building ,Boys Hostel

Gymnasium

Swimming Pool

Auditorium

Guest House

Training Centre

Landscape development

Recruitment of Staff in time

ATM Centre

Xerox Centre

Consumer Centre

Staff quarters

Adequate parking place

Yoga & Meditation Centre

Terminologies:-

Balak-Palak Parent teacher

Jagar Movement-based songs

Manthan Deliberations on current issues

Nakoosa Tradition of branding the girl child as

unwanted

Manoman An initiative for creating mental health

awareness

Aantarang Awakening against superstition

Shramadaan Voluntary contribution of labour

Mashaal Pheri Going around with a lighted torch for

creating awareness on different issues

Morcha Procession

*









TEAM IQAC

Dr. Shaly Joseph - Incharge Principal (Chairperson)

Dr. Vijay Mane - Senior Faculty

Dr. Manisha Shirodkar - Senior Faculty

Mr. Bhai Mane - Management Representative

Mr. Jeevan Borate - Faculty (Coordinator)

Ms. Sampada Sankpal - Students’ Council Coordinator

Mr. Hemant Bhosale - Ex Student

Mr. Rajesh Bhosale - Ex Student

Mr. Kishor Kalokhe - Ex Student

Mr. Shivaji Kare - Ex Student

Ms. Nilima Khande - Ex Student

Ms. Shakuntala Kenjale - Ex Student

Mr. Santosh Jadhav - Ex Student

Ms. Priti Patil - Ex Student

Ms. Shubhangi Autade - Ex Student

Ms. Samata Mane - Alumni Coordinator (Invited Member)

Senior External Experts

Dr. Ashok Bhoite - Ex. Pro. V.C. Shivaji University, Kolhapur

Dr. Cherian P. Kurien - Director, Marian College Kuttikkanam,

Kerala.





Bharatiya Bhatake Vimukta Vikas Va Sanshodhan Sanstha’s

YASHWANTRAO CHAVAN SCHOOL OF SOCIAL WORK Sharadashram Jakatwadi Satara, Maharashtra.415002.

www.ycssw.edu.in

Documents

YASHWANTRAO CHAVAN SCHOOL OF SOCIAL …ycssw.edu.in/Eventphoto/SelfStudyReport-2016.pdf · MSW Master of Social Work ... week, 10-day rural camp, ... Yashwantrao Chavan School of