sel lf -study report - govt. cte, kokrajhar · of assam in the third phase at mangaldoi &...
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SEL
GOVT. COL
FOR ASSES
National A
LF-STUDY REPORT
LLEGE OF TEACHER EDUCATI
KOKRAJHAR
SSMENT AND ACCREDITAT
Submitted to
Assessment and Accreditation C (NAAC)
Bengaluru-560072
TION,
TION
n Council
OFFICE OF THE PRINCIPAL
fr"f.)G
GOVT. COLLEGE OF TEACHER EDUCATION,KOKRAJHAR
PIN-783370
tl
. p"0. & DIST. KOKRAJHARTB.T.A.D.TASSAM.
Yours Sincerely I
gff.''tprin)6at
Govt. College ofTeacher Education, Kokrajhar
Memo N o.GCTE K/N AAC/ 201,6 / 498 Dated:20/12/201,6
INTIMATION LETTER
To,
The Director
National Assessment and Accreditation Council
P.O. Box. No. 1"075, Nagarbhavi
Bengaluru: 560072
sub. Regarding uploading of serf-study Report for Accreditation.
Respected Sir,
I am pleased to intimate that the self-study Report of Govt. College of Teacher Education,Kokrajhar forAssessment and Accreditation has been uploaded in Collegewebsitetoday i.e. on20/12/2016
This is for your kind perusal and necessary follow_up.
With Regards,
OFFICE OF THE PRINCIPAL
GOVT. COLLEGE OF TEACHER EDUCATION,KOKRAJHAR
i p.o. & DIST. KOKRAJHAR, B.T.A.D., ASSAM.PIN-783370
g"f X"
Memo No. GCTEK/N{ AAC / 20 | 6 / 439
Oale.
Dated:2\/12/2016
Yours Sincerely
/ .,l-'\
b
,lr"
Govt. College of Teacher Education, Kokrajhar
Assam
DECLARATION
I' the undersigned, do hereby declare that, this self-study report of Govt. college ofTeacher Education, Kokrajhar for the first cycle of Assessment and Accreditation, contains dataand information true to the best of my knowledge.
Self Study Report
CONTENTS
TITLE Page No.
BRIEF HISTORY OF GOVT.
C.T.E. KOKRAJHAR, ASSAM
1
PROFILE OF THE COLLEGE
4
CRITERION: I CURRICULAR ASPECT 6
CRITERION-II TEACHING LEARNING AND
EVALUATION
8
CRITERION III RESEARCH, CONSULTANCY AND
EXTENSION
26
CRITERIA IV INFRASTRUCTURE LEARNING
RESOURCES
35
CRITERION V STUDENT SUPPORT AND
PROGRESSION
46
CRITERION VI GOVERNANCE AND LEADERSHIP 54
CRITERION VII INNOVATIVE PRACTICES 65
CONCLUSION 69
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BRIEF HISTORY OF GOVT. C.T.E. KOKRAJHAR, ASSAM
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BRIEF HISTORY OF GOVT. C.T.E. KOKRAJHAR, ASSAM
The colleges of Teacher Education (CTEs) were established during the VII plan
period under the Centrally Sponsored Scheme (CSS) of restructuring and re-organising
Teacher Education(1987). The CTEs were meant to work in the field of secondary Teacher
Education for both pre-service and in-service. Moreover, they also take up the
responsibility of carrying out research, innovation, material development and provide
attractive support to schools and other professional bodies.
Initially Govt. of Assam took over two CTEs in the first phase located in Goalapara
and Jorhat. After that four more CTEs were taken over by the Govt. of Assam in the second
phase namely Post Graduate Training College, Kokrajhar, Teachers’ Training College
Silchar, Banikanta B.T. College for Teachers’ Education, Guwahati and Nowgaon
Teachers’ Training College, Nowgaon. Again two more CTEs were taken over by the Govt.
of Assam in the third phase at Mangaldoi & Tezpur. Recently another CTE has been taken
over the Govt. at Golaghat.
The Govt. CTE, Kokrajhar, formerly known as PGTC, Kokrajhar, was established
in 1971 with a view to facilitating secondary school teacher to refresh and upgrade
themselves professionally by undergoing one year B.Ed training (pre-service and in-
service). The College is recongnised by the NCTE vide order No F.ERC/NCTE/AS-S/E-
20/1997/B.Ed.(Revised Order)/2015/32603 Dated:31/05/2015. and is affiliated to Gauhati
University.
VISION
The institution (CTE Kokrajhar) endeavors-
1. To improve the academic environment of the locality in general and of the college
in particular.
2. To inculcate the professional competency among the teachers who would dedicate
themselves to uplift the society.
3. To enhance the professional competency of teacher of the three(3) districts, namely,
Kokrajhar, Chirang and Baksa.
4. To develop the neighboring schools giving academic support.
To inculcate professionalism among teachers and to enhance their professional
competency so that they can dedicate themselves to uplift the society.
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Motto-"Making internal, external"
MISSION
Providing quality teacher education in order to bring quality and standard in the
system of education.
GOALS
1. To use constructive/ participatory methods in our training programme.
2. To enable teachers to reflect on their own believes and attitudes.
3. To build up strong cadre of teacher-educators who love children & teaching, and
who have strong skills in facilitating teachers in activities, group discussion and
reflection.
4. To develop our CTE, Kokrajhar as a rich resource centre with a variety of reading
materials, TLMs, Film, Books etc. That is regularly used by trainees & the teachers.
5. To increase the teacher-trainees participations in class room activities, discussions
& workshops etc.
6. To conduct Action Research by CTE, Kokrajhar with a view to improving teaching
learning process.
7. To develop CTE, Kokrajhar as a link between different levels of teacher education
institutions.
GOVT. CTE, KOKRAJHAR ADVISORY COMMITTEE
DESIGNATION NAME
Chairman Sri R.S Borgayari
Director, BTC of Education
Member Secretary Sri G.K. Bharati
Principal Govt. CTE
Member Dr. B.K Brahma
Principal, Kokrajhar Govt. College
Member Sri J. P. Brahma
Inspector of Kokrajhar School
Member Sri S. Mahanta
Lecturer, Govt. CTE
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PROFILE OF THE COLLEGE
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PART- I :
INSTITUTIONAL DATA
PROFILE OF THE COLLEGE
1. Name and Address of the College: GOVT. C.T.E. KOKRAJHAR
Tengapara Ward No 5, Kokrajhar, BTAD,
Assam:783370
2. 2. For Communication: GOVT. C.T.E. KOKRAJHAR
Tengapara Ward No 5, Kokrajhar, BTAD,
Assam:783370
Email: [email protected]
Ph: +91-9957211521(M), 03661-270002(O)
3. Type of institution:
A) By management
a) Affiliated College: Yes
b) Constituent College:
B) By Funding
a) Government: Yes
b) Grant-in-aid:
c) Self-Financed
C) By Gender
a) For Men:
b) For Women
c) Co-education: Yes
4. Is it recognized minority institution? No
5. (a) Date of establishment of College : 1971
(b) University to which the College is affiliated? Gauhati University
6. Date of NCTE recognition
7. Campus areas is acres/ Sq.m.: 11,578.5 Sq.m
8. Location of the college (Base on Govt. of India census)
9. Details of programmes offered by the institution (Give lost year data)
Sl.
No.
Programme
Level
Name of
Programme/
Course
Duration Entry
Qualification
Medium
of
instruction
Sanction
student
strength
No. of
Student
Admitted
1 PG Level B.Ed. 2 Years Graduation/
PG English 100 100
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B. Criterion wise inputs:
1. Curricular aspects.
2. Teaching Learning Evaluation.
3. Research, Consultancy & Extension.
4. Infrastructure and learning resources.
5. Students support and progression.
6. Governance and leadership.
7. Innovative practices
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CRITERION: I
CURRICULAR ASPECT
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CRITERION: 1
CURRICULAR ASPECT:
1 Does the College hence state vision, mission 4 objective? Yes
2 Does the college offered self finance programme? No.
3 Number of programme offered
(a) Annual system (b) Semester system (c) Trimester
system:
(a)
4 Programmes with
(a) Choice base credit system
(b) Inter/multidisciplinary approach (c) any other, specify.
5 Are there programmes when assessment of teachers by student
is practice?
No
6 Are there programmes taught only by the visiting faculty? No
7 New programme introduce during the last five years. D.El.Ed (DG Course)
8 How long does it take the institution to introduce a new
programme within the existing system?
2 yrs
9 Does the institution develop and deploy action plans for
effective implementation of curriculum?
Yes
10 Was there major syllabus revision during the last five years? If,
Yes indicate the number
2
11 Is there provisions for project work etc. in the programme? If
Yes, indicate the number
Yes, No. 1
12 Is there any mechanism to obtain feedback on curricular aspects
from
(a) Academic peers
(b) Alumini
(c) Students
(d) Employer
(e) Any other.
Yes
No
Yes
Yes
-
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CRITERION-2
TEACHING LEARNING AND EVALUATION
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CRITERION-II
TEACHING LEARNING AND EVALUATION
2.1. Admission process and students profile
2.1.1. Give details of the admission process and admission policy of the institution.
Criteria for admission- A candidate with 50% marks (45% for ST/SC/OBC) in
graduation or post graduation are eligible to apply for admission is B.Ed. course.
For taking admission the students hence to clear the centrally conducted entrance
test by G.U. the teachers who are deputed by the Govt. need not appear in the said
entrance examination. The students are admitted strictly on merit basis, taking
consideration of reservation policy and often rules of Govt. of Assam.
2.1.2. How is the programme advertised? What information is provided to prospective
students about the programme through the advertisement and prospectus or
other similar material of the institution?
Entrance examination.
The advertisement for admission in B.Ed. course is casually done by the G.U.
during the month of June/July. Other necessary information is provided through the
college webside. The prospective students hence all essential information in the
webside as well as in the college notice board.
2.1.3: How does the institution monitor admission decision to ensure the determined
admission criteria equitably applied to all applicants?
The institution has specific admission committee to monitor admission decision for
B.Ed. course. The admission committee members and convener remain vigilant a
circular of the NCTE, state Govt. and university.
All the information’s and decision regarding admission procedure and fees are
displayed on the college notice board. Moreover, the list of admitted students also
displayed on the notice board.
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2.1.4. Specify the strategy in any, adopted by the institution to retain the diverse
students population admitted to the institution?
The student-teacher from different economic, cultural, religions and linguistic
background enjoy their individually in harmony with the academic environment.
Moreover, the following strategies are adopted-
To felicitate diverse student population-
1. The students belonging to ST/SC/OBC avail scholarship provided by ITDP
(Govt.).
2. In order to faster unity and integrity among students various religious festivals
and cultural activities like Bathou Puja, Vishmakarma Puja, Saraswari Puja,
Christmas, etc. are being organized in the institution.
3. The college also organize different curricular and co-curricular activities is order
to cater to the needs of diverse students-teacher.
2.1.5. Is there a provision for accessing student’s knowledge/needs and skills before
the commencement of the teaching programmes? If yes, give detail on the
same.
No.
2.2. CATERING TO DIVERSE NEEDS
2.2.1. Describe how the institution works towards creating an overall environment
conducive to learning and development of the students?
The institution provides an effective and conducive learning environment to the
student-teachers by organizing different curricular as well as co-curricular activities.
The institution has well equipped computer lab. Psychological lab. Geography lab.
And updated library where student-teachers are given institution and knowledge as
per their requirement. The faculty members use various kinds of methods,
techniques and skills during teaching is order to cater to the needs of the students.
Moreover, the faculties are self motivated to use various lands TLMs like Models,
Chart, Picture, OHP and computer in the classroom for effective presentation of the
content.
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Apart from the above, the institution also organizes various curricular activities
Quiz, Debate, Extermsport speech, Megazine writing and co-curricular activities
like games & sports go as you like etc. in order to gratify the needs and demands of
the students.
In order to inculcate moral and spiritual values among the students, the institution
regularly organizes morning assembly.
2.2.2. How does the institution catered to the diverse learning needs of the students?
The institution tried to catered to needs of the students by various means- like given
below:
1. Individual based learning assignment and projects are assigning to the student-
teachers.
2. Organizing the extension lecturers by prominent educationists.
3. Student-Teachers need in different academic area are discuss through the
tutorial and are also provided with remedies.
4. Appropriate demonstration is given to the student-teacher for model lesson in
different skills and teaching practices etc.
5. Special attention is paid to advanced students and they are being guided
properly.
2.2.3. What are the activities and vision in the curriculum for the student-teacher to
understand the role of diversity & equity in teaching-learning process?
There is a wide scope of diversity in the teaching-learning process along with its
equity in the B.Ed. curriculum. Diverse subject like developmental psychology,
philosophical & sociological background, contemporary concerns and issues is
India Education. Teaching approaches and strategies, Language and curriculum
transaction, Drama & Art in Education, use of ICT in classroom transaction, Gender
essences and concerns in Education Action Research etc.
Apart from the theoretical paper, the student-teacher are also provided a training in
order to mate them understand the equity & diversity of student-teacher in the
micro-teaching group in which they have to play the role of student-teacher and
observer.
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The curriculum also involves some other activities like
1. Arrangement of practice teaching.
2. Selection of method subject and optional papers
3. Education for development of self and internship as EPC (Enhancement of
professional capacity)
4. Lesson Planning
5. Development of core teaching skills through micro teaching, observation &
supervision at practice teaching.
6. Educational tour.
7. Organizing seasonal test, class test, seminar & demonstration class.
8. The curricular also incorporate remedial teaching for slow learners and socially
under privilege students.
2.2.4. How does the institution ensure that the teacher educators are knowledgeable
& sensitive to cater to the diverse students needs?
The institution has well qualified & experience faculties appointed through APSC
and selection committee of the institution. The staff consisted of M. Phil and M.Ed.
Degree holder beside those who are pursuing Ph.D.
All the faculty members are generally interested in taking part in seminar, workshop
etc.
The student-teachers are prepared to cater to diverse learning needs of the students
through visit to schools of different kinds, orientation to different teaching method
aid demonstration by experience teacher. The teaching practice plan is developed in
collaboration with schools. The faculties in the form of supervisors are oriented
towards guiding and assessing student’s performance. The supervisor observes and
guides student’s performance. The supervisees and guides students’ performance in
teaching and other areas. Supervision generally involves lesson plan, skill of
questioning, backboard work, use of TLM, classroom management, pupil’s
participation and teachers behavior.
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2.2.5. What are the various practices the help student-teacher knowledge and skill
related to diversity and inclusion and apply them effectively in the classroom
situation?
The College provides of wide variety of such practices which make the student-
teacher inculcate value & virtue skills. Some of such activities are as follows:
1. Organizing morning assembly where all the faculty members and students
teachers assemble for prayer.
2. Organizing various socio-cultural programme from time to time suck as college
week, arranging college picnic, observing days like independent day, Republic
day, environmental day, celebration of Saraswati Puja, Viehmokarma Puja, etc.
celebration of teachers day etc.
3. Organising educational tour cum field trip.
4. Organising extension lecturers.
5. Organising Yoga camp and orientation programme for the student’s teacher.
Thus, the above mentioned practices help the student teachers to developed
knowledge and skill related to diversity and inclusion and apply them effectively in
the classroom situation.
2.3. TEACHING LEARNING PROCESS
2.3.1. How does the institution engage students in active learning?
The college organizes different activities and end rest the different student teachers
various test which are mean for making them actives learners. Such programme and
activities includes-
1. Individual action research project.
2. Preparation of individual lesson plan.
3. Preparation of indies dual assignment work.
4. Individual assignment in ICT.
5. Activities in Art & Drama.
6. Organisation of micro-teaching.
7. Provision of demonstration class.
8. Provision of using library for self study.
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9. Regular holding of class test and unit test.
2.3.2. How is learning made students centered? Give a list of the participatory
learning activities adopted by the institution and those which contributed to
self management of knowledge & skill development by the students.
Keeping in view the student centre learning, the college a guises swells activities
which are acceding to the needs ability and demands of the students-teacher. Swells
activities includes-
1. Allowing the student-teacher to surfing internet,
2. Organizing socio-cultural and academy activities which are useful to the
student-teacher.
3. Allowing the student –teacher to take point in different affairs of the imitation.
4. Forming student’s Union body
5. Creating a congenial academic atmosphere in the college by preparation of well
magazine and college magazine.
6. Adopting such methods in the class which encourage students participation and
involvement in the teaching-learning process college programs
7. Creating a democratic environment in the college where there is no
discrimination of caste, color and gender.
2.3.3. What are the instructional approached and experiences provided for ensuring
effective learning? Give a detail list of any innovation approaches/method
develop for use.
The instruction is imparted in the institution through a variety of dynamics method
technique of teaching like pr project method, problem solving method, heuristic
method, relearning method etc.
� Various experiences are also provided by conducting field survey in action
research.
� Providing scope to participate in micro-teaching season.
� Providing opportunity to take part in different curricular as well as co-curricular
activities according to their needs and abilities.
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� Allowing the student-teacher to take part in practice teaching in different
secondary school.
� Giving instruction to the student-teacher to prepare models chart and other
TLMs. With the help of waste material & other materials locally available.
2.3.4: Does the institution have a provision for additional training in model of
teaching? If yes, provide detail on the model of teaching and no. of lesson given
by each student.
Although there is no specific content on teaching model in B.Ed. curriculum, yet
teaching experiences from different models of teaching provide effective learning
experiences to the students-teaches.
Usually the college adopt the following methodologies and approaches-
1. A provision is mode to do pedagogical analysis of the given topics interns of
subject matter, behavioral outcomes method and activities and evaluation
devices.
2. Student-teachers are directed to prepared lesson plan base on model of teaching.
3. Detail, instruction are given to prepare the lesson plan effectively various aspect
of lesson plans such as stating objectives in behavioral term, teaching point, use
appropriate methods & TLMs, asking different types of questions, techniques of
presenting the content and various problems dealing with classroom disciplined.
4. Student-teachers are provided with adequate training in delivery of model lesson
presentation before starting their micro teaching and teaching practices in the
schools.
5. All the student-teachers are provided knowledge regarding various methods and
techniques of teaching.
2.3.5. Does the student-teacher we micro-teaching technique for developing teaching
skills? If yes, list the skill practiced and member of lesson given by each
student per skill.
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Development of teaching skill is the main objective of teacher education. Through
the effective use of micro-teaching techniques, all the student-teachers are well
trained in various teaching skills and them with the appropriate integration of these
skills; they become good and effective teachers.
The student-teacher is first of all acquainted with the use of micro teaching
technique by giving them the concept, steps and activities to be done. After that
every student-teacher presents a demonstration lesson on each skill in various
teaching subjects. Student-teachers observe them demonstration lesson and them
discussion follows: where doubts and queries of the student-teacher are removed.
Every student-teacher delivers five micro lessons in each teaching subject for
practicing the following teaching skills-
1. Skill of introducing a lesson.
2. Skill of Questioning.
3. Skill of probing question.
4. Skill of using black board.
5. Skill of explaining.
6. Skill of Stimulus variation.
7. Skill of Reinforcement.
8. Skill of achieving closure.
Student-teacher practices a particular skill till he acquires mastery over the skill.
Regular feedback is given to him by his peers and teacher in charge for the
improvement.
When mastery over micro-teaching is gained, the student teachers are sent to the
schools for practice teaching for a period of one month.
2.3.6. Detail the process of practice teaching in schools.
While selecting the schools for practice teaching, the following process is adopted
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1. Selection of Schools for practice teaching:
Keeping in mind the following criteria, the schools for practice teaching are
selected-
� Schools should be near to the college .
� Schools should be easily accessible to the student-teachers.
� Medium of instruction in the schools.
� Student strength in the school.
� Basic amenities at the school.
� Attitude of the head of the school and staff.
� Availability of the school.
2. Getting consent from authorities.
After selecting the school for teaching practice, the consent of the concerned
authorities is taken for holding practice teaching.
3. Division of group & mentor teacher.
After getting due consent, the student-teacher are divided into some groups
comprising at least 20 student teachers in each group. While assigning the school to
student teachers, various needs and requirements of the student teacher are kept in
mind.
4. Completion of teaching practice:
Practice teaching in the schools is held for 30 days in which student-teachers deliver
30 lessons altogether.
The smooth and effective functionary of practice teaching is ensured by the regular
visit of the supervisors.
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PROCESS OF PRACTICE TEACHING
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PROCESS OF PRACTICE TEACHING
1. Orientation
Before the commencement of the actual practice teaching at the schools all the student
teachers are well oriented towards the rules and regulations of the school, school
infrastructure, teaching staff, school time-table, school curriculum and environment
2. Number of lessons delivered by each student-teacher.
Every student teacher has to deliver 15 lessons from each method subject. It means total
30 lessons are presented by each student teacher at practice teaching. The teaching
practice is held for 30 days.
3. Number of lessons observed by Mentor Teacher
For every practice teaching school, one teacher educator is assigned the work as
supervisor. A supervisor or mentor teacher is assigned a group of almost 20 student-
teachers. He/she observes the teaching made by the student teacher at concerned school
for 30 days.
4. Observation of lessons by Peers/School teachers, feedback mechanism, monitoring
mechanisms of lesson plan-
� Each student teacher observes 15 lessons each in both the method subject delivered
by their peer and provides feedback 15 them.
� During observation of discussion lesson all the student teachers & mentor observe
the lesson. The discussion is followed by a detailed discussion on the strength and
weakness of the lesson delivered by the student teacher proper suggestions are
given:
o The mentors regularly check the lesson plan and observe the practice
teaching and give required suggestions.
In this way, the process of practice teaching runs smoothly with the active participate of
student teacher, mentors and school staff.
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2.3.7. Are the practice teaching sessions/plans developed in partnership, co-
operatively involving the school staff and mentor teacher? If yes, give details of
the same.
Yes, before the starring of the practice teaching, demonstration class is arranges in
which necessary instruction and guidance are given to the students teachers
regarding lesson plan and teaching. Permission is sought from the head of the
school. Staff members of the schools are consulted regarding distribution of classes,
syllabus, discipline of the school etc.
2.3.8 How do you prepare the student teacher for managing the diverse learning
needs of the students of school?
Various activities are given to the student teachers so that they can learn absent
managing the diverse learning needs of the students-
� Indentifying learning styles of the students.
� Enabling them to apply different methods of teaching.
� Providing knowledge absent child psychology and individual differences
2.4. TEACHER QUALITY
2.4.1. What is the ratio of student teacher to the identified practice teaching schools?
Give detains on what basic the decision has been taken?
The ratio of student teacher to the identified practice teaching school is 20:1 in
general.
The schools for practice teaching are identified keeping in mind the following
criteria-
1. School should be near to the college.
2. It should be easily accessible.
3. Number of student strength in the schools.
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4. Basic amenities in the school.
5. Attitude of the head of the school area staff.
6. Availability of the school.
7. Medium of instruction
On the basic of the above mentioned criteria, the detail survey is conducted by the
teaching practice committee of the college and them this committee selects the
schools for practice teaching.
2.4.2 Describe the mechanism of giving feedback to the student and how it is used
for performance improvement?
Usually, feedback to the student-teacher is provided communally. During micro-
teaching session, the teacher-educator and the peers provide feedback about the
lesson taught by the student-teacher. Which during practice-teaching session, the
supervisors involve head and when teachers of the school, peer group of the student.
Teacher for manual observation and to give feedback.
2.4.3. How does the institution ensure that the student-teachers are updated on the
policy directions and educational needs of the schools?
Prior to practice teaching, the head of the institution organizes meeting with head of
the schools and staff and them no informs all the policy directions and educational
needs of the schools to the student teachers. He also seeks for permission of the
inspector of schools for the practice teaching. Moreover, the mentor teaching also
come across all the important policies of practice teaching school through
dispassion with the head and staff of the practice teaching school and make clear to
all the student-teachers.
2.4.4. How do the students and faculty keep pace with the recent development in the
school subject and teaching methodologies?
The faculty members have to go through the journals and referee beside attending
seminars workshops and conference for updating themselves. Moreover, they keep
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contact with the teachers of different practice teaching school to get acquainted with
the change in school edn system through meetings and personal interaction.
2.4.5 What are the major initiatives of the institution for enduring personal and
professional development of the teaching staff of the institution?
The quality of teacher defends upon his personal and professional development.
However, in elder to bring absent professional development, the following
invectives are being taken by the institution-
1. The institution encourages and provides opportunities to the teachers to pursuer
research work like M. Phi. Ph. D etc.
2. The teacher is provided with various faculties like computer with internet
access, library books.
3. There is provision of academic leaves as well for the research schooling for their
research work.
4. The teachers are also provided with the opportunity of attending seminars,
workshops, conferences, etc. as a part of their research work.
5. The teachers are also encouraged here to write and publish books in their own
fields.
2.4.6. Does the institution have my mechanism to reward and motivate staff member
for good performance? If yes, give detail.
The faculty members are involved in decision making and they have liberty to
share, suggest and introduce novel, innovative, constructive and creative ideas in
teaching-learning process and other co-curricular activities.
In order to generate motivation among the staff, the institution provides pc for
personal use, internet and fax for their teaching, training, academic and research
work.
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2.5. EVALUATION PROCESS AND REFORMS
2.5.1. How are the barriers to student learning identified, communicated and
addressed?
The institution process good environment conducive for learning. The students of
the institution enjoy freedom of expressing their problem, views and ideas both in
class and outside class. The faculty members try their level best to solve out the
academic problems faced by the students. The faculty members provide remedial
teaching, change teaching methods from to time in order to remove the barriers of
students learning.
2.5.2. Provide details of various assessment/evaluation processes used for assessing
students learning.
The institution adopts following assessment/ evaluation mechanism-
� Class test and assignment are common tools being used in the institution for
assessing students learning.
� Project work, practical & class tests are designed and executed for the mid-
term evaluation.
� Internal assessment is conducted and finalism on the basics of student-
teachers performance in two-hours of examinations.
� Skills in teaching are observed and evaluated in a conducive environment in
micro-teaching sessions and real practice-teaching sessions by peers and
supervisors.
� External and term-end evaluation is done by the university annual exams in
theory and practical.
2.5.3. How are the assessment/evaluation outcomes communicated and used in
improving the performance of the students and curriculum transaction?
Adopting the above assessment tools, the specific needs of how performing, average
and excellent performing learner are identified. Them the teaching faculties arrange
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extra classes for how performing student-teaching and special tasks for extra-
ordinary students.
The assessment and evaluation outcomes in external examinations, unit tests and
internal assessment are communicated in person. After that, remedial classes are
provided to remove the weakness and failures in concerned subjects.
The results of external examinations are also displayed on college notice board also,
to acknowledge the achievements of the students.
2.5.4. How is ICT used in assessment and evaluation processes?
ICT is extensively used in assessment and evaluation processes. The works like
question paper setting, result recording and analysis are done with the help of
computers.
2.6. BEST PRACTICE IN TEACHING-LEARNING AND EVALUATION
PROCESS.
2.6.1. Detail on any significant innovations in teaching/learning/evaluation
introduced by the institution.
The institution encourages the use of innovative techniques also in the teaching-
learning process. The faculty members are always engaged in creating and using
innovative techniques in their classes of concerned subjects. Diverse methods of
teaching e.g Lecturer method, project method, demonstration, method are being
used by the teachers to ensure greater involvement of the student teachers in the
teaching learning process. ICT is being extensively used in the classroom
transaction. The use of LCD projector, audio-visual equipments etc. is very helpful
in this regard.
The performance and achievement of the students are assessed through periodic
tests, seminal, workshop, terminal examination, viva-voce, etc.
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2.6.2. How does the institution reflect on the best practice in the delivery of
instruction including use of technology?
The institution reflection on the best practices in the delivery of instruction by using
the technology in their classes. The faculty members are expert in delivering
instructions with the help of OHP and other related technologies. They have vast
knowledge and experience of developing and using different teaching aids and
instructional techniques. They have already developed various teaching aids,
models, charts, modules and flash cards to teach the student-teachers more
effectively.
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CRITERION III
RESEARCH, CONSULTANCY AND EXTENSION
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CRITERION III
RESEARCH, CONSULTANCY AND EXTENSION
3.1. Promotion of Research
3.1.1. How does the institution motivate the teachers to take up research in
education?
In order to keep the teachers abreast of latest friend in the field of teacher
education, the institution has been motivating the teachers to take up research in
education and related areas. The faculty members are encouraged to participate in
seminars, conferences and workshops. Help on education. In order to motivate
them in research work, work load is minimized in the timetable. A variety of books
are kept in the library so as to meet the requirement of their research works.
Computer faculty along with internet is being provided to the teachers. Various
national and international journals are subscribed for the library.
3.1.2. What is the thrust area of research prioritized by the institution?
The main area of research prioritized by the institution are-
� Effectiveness of teacher education programmes.
� Development of innovative techniques of teaching.
� Professional competence of secondary school teachers.
� Use of ICT in the teaching learning process.
3.1.3: Does the institution encourage Action Research? If yes, give detail on same of
the major outcome and the impact.
Yes, the institution encourages action research projects. Action research is a
compulsory paper in B.Ed. syllabus. In the second year course, the student-teachers
have to take up a variety of action research projects. The main focus of action
research is immediate classroom problems, needs and their solutions. Further, the
institution itself with the help of teacher-education conduct action researches.
However, some of the problems of action research projects are as follows-
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� Poor handwriting.
� Problems of Grammar.
� Difficulties in learning mathematics.
� Improper pronunciation.
� Lack of interest.
� Irregularity.
� poor performance in practical works
Overall major outcomes of action research are-
� Changing the methods of teaching.
� Using variety of TLMs as far as possible.
� Increasing classroom facilities.
� Organizing variety of co-curricular activities in accordance with the needs
and interests of the students.
3.1.4. Give details of conference/ seminar/workshop attended/organized by the
faculty members in last five years.
1. Five seminars, and five workshops have been organized by the faculty members.
2. Fifteen seminars and ten workshops have been attended by the faculty members.
3.2. RESEARCH AND PUBLICATION OUTPUT
3.2.1. Give details on institutional and other materials developed by the institution
for enhancing the quality of teaching during the last three years.
During the last three years, the institution has developed various instructional and
other materials for enhancing the quality of teaching materials for enhancing the
quality of teaching.
a) Details of instructional material developed:
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� Self instructional learning material.
� Modules.
� Power Point presentation on various topics
b) Detail of other material developed:
The institution has developed the following print materials.
� Environment Protection.
� How to leave stress and strain?
� Art of living.
� Yoga for Health
3.2.2: Give detail on faculties available with the institution for developing
instructional materials?
The institution has well equipped computer lab, library & Psychological lab, for
preparing instructional materials on different subjects.
3.2.3. Did the institution have developed any ICT/technology related instructional
materials during last five years? Give details.
The following instructional material have been developed by the faculty members
during the last five years-
� Power point presentation on various topics.
� Preparation of slide.
3.2.4. Give details on various training programmes/workshops on material
development (both instructional and other materials)
� The institution has organized four workshops and two seminars on material
development.
� The staff attended two workshops and two seminars.
Through these training programmes, the trainees were given the idea on how to
develop instructional and other materials for making the teaching-learning process
an effective one.
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3.3. CONSULTANCY
3.3.1. Did the institution provide consultancy services in last five year? If yes, give
detail.
Yes, the institution provide consultancy services for training, placement, and
extension activities.
3.3.2. Are the faculty members of the institution competent to undertake
consultancy? If yes, list the area of competency of faculty member and step
initiated by the institution to publicize the available expertise.
Yes, the faculty members of the institution are competent enough to undertake
consultancy. Some of the faculty members supervise the dissertation work of MA &
M.Ed.
3.3.3. How much revenue has been generated through consultancy in the last five
years? How is the revenue generated, shared among the concerned faculty
members and the institution?
NA (Self Finance only)
3.3.4. How does the institution use the revenue generated through consultancy?
NA (Self Finance only)
3.4: EXTENSION ACTIVITIES
3.4.1. How has the local community benefited from the institution?
The institution has close connection with the local community. With the help of
extension activities, the institution establishes link with the neighboring school. The
command extension actions run by the institution involve awareness programmes on
Aids, Environmental pollution, Health and Hygiene.
3.4.2. How has the institution benefited from the community?
The community where the institution is located is very helpful and co-operative.
The members of the community are invited to the institution from time to time to
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take part in different occasions like Saraswati Puja, cleanliness drive, Republic Day,
Teachers Day, etc. The community helps the institution a lot organizing such
programmes.
3.4.3. What is the future plan and major activation the institution would like to take
up for providing community orientation to students?
The institution has devised a plan to organize some community based activities like
awareness camp on woman empowerment, female feticide, etc. where the members
of the community will be involved. The institution encourages students to help the
weaker section of the society by giving the light of edn to them. The institution also
encourages the students to take up such project works which reflect the reality of the
society.
3.4.4. Is there any project completed by the institution relating to the community
development in the last five years? If yes, give details.
The institution has a future plan to take up a project work relating to the community
development.
3.4.5. How does the institution develop social and citizenship value and skills among
its sproluty?
In order to develop social skill and values among the students, the institution, the
institution observes important National Days like Republic Day, Independence Day,
Netajis Birth Day to inculcate nationalism and values among students. The
institution also observes festive like Diwali, Bihu, Bathou Puja, Tithi of Sankar
Deva, etc. to make the students aware absent socio-cultural ethos and values.
3.5: COLLABORATIONS
3.5.1. Name the material level organizations, if an, with which the institution has
established linkages in the last five years. Detail the benefits resulted out of this
linkages.
The institution has close link with Gauhati University, Guwahati, SCER, Guwahati,
NCTE, Bhubneswar.
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The institution has derived tremendous benefits out of these linkages as given
below-
� Important information’s regarding academic activation, admission, entrance,
examination, external examination (both theatrical and practical).
� Interaction of faculties with the faculty member of the University, SCER &
NCTE.
� Exposure of faculty to various National level institutions.
3.5.2. Name the International level organizations, if any, with which the institution
has established linkages in the last five years. Benefits resulted out of these
linkages.
NA.
3.5.3. How does the linkage if any contribute to the following?
Curriculums Development: The curriculum is designed by the University and the
college has to follow it. The linkages help the better implementation of the
curriculum by incorporating innovation practices.
Teaching:
Various journals and study materials of NCTERT & NCTE is helpful in entrancing
the quality of teaching.
Training:
The guideline of University, NCERT, and NCTE play a major role in providing
training to student as well as teacher educator.
Practice Teaching:
Various research journals, and study material help the faculty members and student-
teacher to give effective practice training.
Research:
The linkage helps in carrying out various action research.
Consultancy:
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The institution members provides consultancy to our student-teachers on various
topics.
Extension:
From time to time, the staff members of University guide the students and teacher
educations in various extension activities.
Publication:
The staff members of the college publish askers in the research journals published
by the University.
Student Placement:
Although a separate placement cell is not there in the college, yet.
3.5.4. What are the linkages of the institution with the school sector?
The college has direct linkage with the school sector practice teaching is conducted
in different schools. Moreover, the staff of the college has to visit the schools from
time to time.
3.5.5. Are the faculty member actively engaged in school and with teacher and other
school personnel to design evaluate and deliver practice teaching. If yes, give
details.
Yes, faculty are actively engaged with school staff during practice teaching. In the
beginning of the practice teaching at the school, a discussion with the staff members
of the schools and head of the school is organized in order to distribute sections,
classes, syllabus, discipline, etc. The mentor teacher plays a very crucial role in this
regard. If any problem arises during practice teaching, mentor teacher provide help
to school staff and student-teacher as well.
3.5.6. How does the faculty collaborate with school and other college or University
faculty?
The faculty of the college collaborate with school and other college or University
faculty in order to enrich themselves and to raise the standard of the college.
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1. The college invites resource persons from other college or University during
seminar and workshop.
2. The faculty has to attend seminars and discussions conducted by the University,
concerning syllabus, setting of questions paper, evaluation of answer scripts etc.
3.6. BEST PRACTICE IN RESEARCH, CONSULTANCY AND EXTENSION
3.6.1. What are the major measures adopted by the institution to entrance the quality
of research, consultancy and extension activities in last five year?
The institution provides information and opportunity to the faculty for attending
seminars, workshops, conference, etc. The institution encourages teaching staff.
The teachers are given study leave during research work. The college also supports
teachers in their research work by providing computer with interest faculty &
library facility
3.6.2. What are significant innovations/good practices in Research, consultancy and
Extension activities of the institution?
� Extension use of ICT.
� Conduction of Action Researches.
� During different occasions of the school like, celebration of Saraswati Puja,
Teacher Day, Annual Prize Distribution Ceremony, Freshmen Social,
Republic Day, Independence Day, the College invites community members
to make them participate in the process.
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CRITERIA IV
INFRASTRUCTURE LEARNING RESOURCES
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CRITERIA IV
INFRASTRUCTURE LEARNING RESOURCES:
4.1. PHYSICAL FACILITIES
4.1.1. Does the institution have the physical infrastructure as per NCTE norms? If
yes, specify the facilities and the among invested for developing the
infrastructure. Enclose the master plan of the building.
Yes the infrastructure has adequate physical infrastructure as per NCTE norms. The
best facilities for teacher are provided in the institution. Adequate among is
allocated in the budget for development of the infrastructure in every aspect.
Overall infrastructure facilities in the campus-
Sl. No. Particulars No of Rooms Area (Sq.Pt)
01 Class room 05
02 Staff room 01
03 Office room 03
04 Principals room 01
05 Store room 01
06 Girls common room 01
07 Boys common room 01
08 Visitors room 01
09 Multi-purpose room/Auditorium 01
10 Library 01
11 Reading room 01
12 Geography Laboratory 01
13 Psychological laboratory 01
14 ICT room/Computer Lab 01
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4.1.2. How does the institution plan to meet the need for augmenting the
infrastructure to keep pace with the academic growth?
The institution prepares plan to meet the need for augmenting the infrastructure to
keep pace with the academic growth.
Additional infrastructure and resources are added from time to time according to the
need of the hour. The classrooms, laboratories, library, multi-purpose hall, etc. are
furnished with adequate furniture and equipments to facilitate better teaching
learning process. The institution fees its best to make available the infrastructure
needed for pursuit of high academic growth. The institution ensures utilization of its
infrastructure facilities to its maximum.
4.1.3. List the infrastructure facilities available for co-curricular activities.
The institution has a spacious play ground with facilities to play volleyball,
badminton, football, etc. There are facilities for organizing indoor games too, like
carom, chess, etc.
The institution has a multi-purpose hall with a reading capacity of 300 persons in
order to provide a common platform to students, faculty and renowned educationists
for organizing seminar, cultural events, morning assembly, etc. the hall has been
equipped with appropriate lightning system and sound system.
4.1.4. Give detain on the physical infrastructure shared with other programme of the
institution or other institution of the parent society or University.
NA.
4.1.5. Give detail on the facilities available with the institution to ensure the health
and hygience of the staff and students.
The following facilities are available in the institution to ensure good health of the
staff and the students-
i) Drinkable running water
ii) Water filter
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iii) Dustbin for proper disposal of water
iv) Common rooms with comfortable cheering, table and amusement facilities.
4.1.6. Is there any hostel facility for students? If yes, give detail on capacity, no. of
rooms, occupant details, recreating facilities including games and sports, health
& hygiene facilities, etc.
Yes, hostel facility is available for boy’s students. 35 boys are occupying the rooms
on fun sharing basis. Hostel inmates are provided with good food, recreating
facilities like newspaper, TV, etc.
4.2. MAINTENANCE OF INFRASTRUCTURE
4.2.1. What is the budget allocation and utilization in the last five years for the
maintenance of the following? Give justification for the allocation and unspent
balance, if any.
� Building.
� Laboratories
� Furniture
� Equipments
� Computers
� Transport/vehicle
The management has plans and facilities for need based development and expansion
of infrastructure. Maintenance of existing infrastructure recourse is looked after by
the managing committee. A part of the budget is spent on the upkeep and
maintenance of the infrastructure. Budget provisions are adequality made for
maintenance of various services in the college.
4.2.2. How does the institution plans and ensure that the available infrastructure is
optimally utilized?
The plans are made in the institution so as to ensure that the available infrastructure
is optimally utilized. The infrastructure facilities arranged in the college, library,
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games & sports are meant for the students only. They are directed from time to time
to utilized library resources games and sports item. Regular classes are held so as to
utilize the classrooms optimally.
4.2.3. How does the institution consider the environmental issues associated with the
infrastructure?
The institution is located two kilometer away from the town and in calm and
beautiful natural surroundings. The institution has planted a variety of trees in order
to give shed and to purify air. Provision of dustbin is there for maintaining
cleanliness in the campus. Proper drainage system is provided in the institution.
4.3. Library as a Learning Resource
4.3.1. Does the institution have a qualified librarian and sufficient technical staff to
support the library.
The institution has a library with adequate stock of book and non-book resources,
but it does not have Librarian. Only a library assistant and a bearer run it.
4.3.2. What are the library resources available to the staff and students?
The College has the following library resources-
a. Books
Text books
Ref. books
b. Magazines
c. Journals
-Indian
-Foreign
d. Peer reviewed journals
e. Back volumes of journals
f. e-information resources
-online journals/e-journals
-CD’s/DVD’s
-Video cassettes
-Audio cassettes
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Apart from the above, the library has the following facilities-
a) Computer
b) Photocopy Machine
c) Internet
d) Software’s
4.3.3. Does the institution have in place, a mechanism to systematically review the
various library resources for adequate access, relevance, etc. and to make
acquisition decision? If yes, give details including the composition and
functioning of library committee.
The institution does not have library committee. However, the access and relevance
of library resources are informed by the teachers in the class or it is notified in the
notice board. The students are directed from time to time to make use library
resources.
4.3.4. Is your library computerized? If yes, give details.
No.
4.3.4. Does the institution library have computer, internet and reprographic
facilities? If yes, give details on the access to the staff and student and the
frequency of use.
Yes, the institution has library with printer and Xerox machine. All these facilities
are enjoyed by the faculties and student teachers.
4.3.6: Does the institution make use of influent /Delnet IUC facilities? If yes, give
details.
The institution does not have Delnet and digital Library.
4.3.7. Give details on the working days of the library?
The library is kept open throughout the year except national holidays. The library
functions six days per week (excluding Sunday) and 280 days in an academic year.
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The library remains open from 10.00 A.M. to 3.00 P.M. and access is allowed to all
regular students.
4.3.8. How do the staff and students come to know absent the new arrivals?
Staff members and students come to know absent new arrivals in the library through
notice displayed on the notice board placed in the library and main notice board of
the college
4.3.9. Does the institutions library have a book bank? If yes, how is the book bank
facility utilized by the students?
No, the institution does not have a book bank meant for the economically weaker
student-teachers.
4.3.10. What are the special facilities offered by the library to the visually and
physically challenged persons?
The institution does not have visually and physically challenged students.
4.4. ICT AS LEARNING RESOURCE:
4.4.1. Give details of ICT facilities available in the institution and how the institution
ensures the optimum use of the facility
The institution possesses a well equipped computer lab having computer linked with
wide range of Software like MS Office, Page Maker, Coral Draw, Photoshop,
Ramdhunu, E-Dictionary, etc. are available. Broadband connection for internet is
also available. The lab also comprises OHF, slide projector, television, facilities for
power point presentation, etc.
4.4.2. Is there any provision in the curriculum for imparting computer skills to all
students? If yes, give details on the major skill included.
Yes, there is provision in the curriculum for imparting computer education to the
students. The seventh paper of B.Ed. course, i.e. EPC-3 is ICT and classroom
Transaction. The paper contains fundaments of computer like Hardware, Software,
Input, Output, Storage devices, various computer application like MS Office, MS
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Excel, MS Power Point, Internet, Online unfeng, e-learning, email, websites, viruses
and etc. management, etc.
4.4.3. How and to what extent does the institution incorporate and make use of the
new technologies/ ICT in curriculum transactional process?
Apart from using ICT in computer class, it is also being used in teaching other
subjects two, like Social Science, History, Geography, Education Papers, through
power point presentation or OHPs.
4.4.4. What are the major areas and initiation for which student-teachers use/adopt
technology in practice teaching?
The student-teachers take help of ICT in preparing lesson plans, teaching aids and
details of lesson. Student-teachers make their lesson plans and prepare power point
slides to deliver their lessons during micro-teaching. The student-teachers present
their seminar through transpiercing on OHP
4.5. OTHER FACILITIES
4.5.1. How is the instructional infrastructure optimally used? Does the institution
share its facilities with others for example; serve as information technology
resource in education to the institution, to other institution and to the
community?
Instructional infrastructure is optimally used by the institution. The institution
shares its facilities with the community. The services of teachers of this college are
furthered in giving extension Lecturers. The teachers of this institution visit other
institutions and act as judges in other institutions functions. Faculty members of this
college are invited many times by the other institutions for guest Lectures and as a
resource person. The audio-visual aids like charts and models prepaid by the
student-teachers are donated to the practice teaching schools and schools situated
nearby the college. Improvised apparition prepared by the college students is also
gifted to the practice-teaching school.
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4.5.2. What are the various audio-visual facilities/material available in the
institution? How are the student-teachers encouraged to optimally use them for
learning including practice teaching?
Various audio-visual aids faculty and material like CD, Audio cassettes, Video
Cassettes, Slides based on content/subject are available in the college.
Students-teachers are always motivated by the teacher-educators to use the audio-
visual aids which presenting their seminar and preparation of their lesson plans and
teaching aids.
4.5.3. What are the various general and method laboratories available with the
institution? How does the institution enhance the facilities and ensure
maintenance of the equipment and other facilities?
The following laboratories are available in the institution-
1. Psychological Lab: various apparitions like mirror droning apparatus, memory
drawing, Card searing tray are available in the lab.
2. Computer Lab: OHP, TV, CD player, Printer are available in this lab.
3. Geography Lab: Map drawing instruments, wall maps on physical and political,
globe, models, and charts are available in this lab.
4.5.4. Give details on the facilities like multi-purpose hall, workshop, music and
sports, transports etc. available with the institution?
Multi-purpose Hall: The institution is having the facility of multi-purpose hall and it
has a seating capacity of 200 persons. It acts as a common ground for holding
seminars, cultural events, morning assembly, etc.
Workshop:
The workshop is equipped with paper cutting and cardboard modeling, pot
decoration, toy making, stitching etc.
Music:
Musical instruments like table, harmonium, guitar percussion, dhal, etc. are
available.
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Sports:
Provision of playground is them in the college where various sports and games like
Football, Volleyball, Badminton, athletics, etc. are organized.
4.5.5. Are the classroom equipped for the use of latest technologies for teaching? If
yes, give details. If no, indicate the institutions future plans to modernize the
classrooms.
Although the classroom of the college are not equipped with latest technologies, yet
the institution has plan to modernize the classroom for the use of latest technologies
for teaching, like digital board, LCD monitor, smart classes, green board.
4.6: BEST PRACTICES IN INFRASTRUCTURE RESOURCES
4.6.1. How does the faculty seek to model and reflect on the best practice the
diversity of instruction, including the use of technology?
All the faculties of the institution are efficient in using computers for teaching. The
faculties use ICT like LCD projector, overhead projector and power point slides for
teaching. By using such technologies, the teachers create such situation for
providing conducive environment to the students for appropriate learning.
4.6.2. List innovative practice related to the use of ICT, which contributed to quality
enhancement.
� Every student-teacher is taught about the basics of computer.
� Student-teachers use ICT for preparing their lesson plans and seminars.
� Student-teachers give power point presentation in their classroom seminars.
4.6.3. What innovative/best practices in Infrastructure and Learning? Resources are
in vogue or adopted/adapted by the institution?
� The institution is located in an eco-friendly environment with fees and lush
given is the campus.
� The institution provides furnished classrooms and well equipped laboratories
for smooth functioning of teaching-learning process.
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� Specific teaching strategies are adopted to cater to the needs of advanced
learners and slow learners respectively.
� The college organizes cultural programs and publishes a magazine which
gives the students opportunity to exhibit and express their talent.
� Parking facility.
� Indoor and outdoor facilities provided.
� Hostel is available for boys
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CRITERION V
STUDENT SUPPORT AND PROGRESSION
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CRITERION V
STUDENT SUPPORT AND PROGRESSION
5.1: STUDENT PROGRESSION
5.1.1. How does the institution assess the students preparedness for the programme
and ensure that they receive appropriate academic and professional advice
through commencement of their educational programme to completion?
In order to assess and enhance professional competency of the student-teachers, the
institution organizes many competitions, e.g. preparation of teaching aids, chart
making, chalkboard writing, best out of waste, magic completion, competition on
games and sports, etc. Micro teaching is organized for the student-teaching to
develop their teaching skills. After that, the student-teachers are sent to school for
their practice teaching in real situation.
5.1.2. How does the institution ensure that campus environment promotes
motivation, satisfaction, and development and performance improvement of
the students?
The environment of the college provides a lot of opportunities to the student
teachers to develop their potentiality and skill. All the members of the college
including staff and Principal act as a force for motivation, satisfaction and
development to improve performance of the student-teachers.
5.1.3. Give gender-wise dropout rate after admission in the last five years and list
possible reasons for the drop out. Describe the mechanism adopted by the
institution for controlling dropout?
No dropout.
5.1.4. What addition service are provided to students for enabling them to compete
for job and progress to higher education? How many students
appeared/qualified in NET/SLET, Central/State service through competitive
exam in the last two years?
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The institution provides a wide variety of learning experience like training in
preparing CV, attending interview, group discussion and seminar, etc. to the
students to enable them to compete for the jobs and competitive examinations. In
last two years mere than 10 students have cleared NET/SLET.
5.1.5. What percentage of the students on average go for further studies or choose
Teacher as a career? Give detail.
More than 10% of our students every year goes for further studies in various comes
like post Graduation, M.Ed., M.Phil, etc. Almost 50% students choose teaching as
their career and working in various Govt., Private and public schools on regular/
temporary/ guest/contractual basis.
5.1.6. Does the institution provide training and access to library and other education
related electronic information, audio/video recourse, computer hardware and
software related and other resource available to the student, teacher after
graduating from the institution? If yes, give details on the same.
At the beginning of each session, the students are well-oriented about the
functioning, rules, facilities and resource available in the college library and in the
campus.
Yes, facilities are easily accessible to the old students by the permission of the
Director HOD. Library being very rich in books, old students of the college used to
consult books, magazine, journals whenever needed.
5.1.7. Does the institution provide placement service? If yes, give details on the
service provide for the last years and the number of students who have
benefitted?
No, the institution does not have placement cell.
5.1.8. What are the difficulties faced by the placement cell? How does the institution
overcome these difficulties?
Does not arise.
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5.1.9: Does the institution have arrangement with practice teaching schools for
placement of the student’s teacher?
During practice teaching only, the institution sends the student-teachers to different
schools for practice teaching classes.
5.1.9. What are the resource (financial, human, ICT) provided by the institution to
the placement cell?
Does not arise.
5.2: STUDENT-SUPPORT
5.2.1 How are the curricular (teaching-learning process), co-curricular programme
planning, (developing academic calendar, communication across the institution
feedback) evaluated and revised to achieve the objectives and effective
implementation of the curriculum?
For the effective execution of the curricular, co-curricular and other activities, the
institution systematically plans and evaluates all the activities in its academic
calendar of the year. Moreover, various curricular & Co-curricular activities are
planned for their effective implementation. The activities that are planned and
evaluated are as follows-
i) Planning and evaluation of curricular activities (teaching-learning process)
including teaching and training.
ii) Co-curricular activities
5.2.2. How is the curricular planning does differently for physically challenged
students?
During the last five years there was no handicapped students, the curriculum
planning is not carried out differently.
5.2.3. Does this institution have mentoring arrangement? If yes, how is it organized?
The institution has no mentoring arrangement like tutorial groups and women cell.
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5.2.4. What are various provisions in the institution which support and enhance the
effectiveness of faculty in teaching and mentoring students?
The institution does not provide and organize any workshops, seminars.
5.2.5. Does the institution have its website? If yes, what is the information posted on
the site, how often is it updated?
Yes, the college has updated website.
The following information has been posted on the college website:
� Programme offered.
� Eligibility criteria for admission.
5.2.6. Does the institution have a remedial programme for academically low
achieves? If Yes, five details.
Students weaknesses are diagnosed through the class tests, oral testing and through
assignments. After diagnosing the weaknesses, appropriate remedial teaching is
provided to the low achieves. The remedial teaching is arranged by providing
additional notes, providing added references etc.
5.2.7. What specific teaching strategies are adopted for teaching?
a) Advanced learners.
b) Slow learners.
a) Advanced learners:
For advanced learners, the institution has encouraged the students to use internet for
the studies of different topics. Advanced learners are also motivated to help the slow
learners. The knowledge out energy of advanced learners has been utilized by
encouraging them to participate in extracurricular and co-curricular activities.
b) Slow Learners:
Teaching strategies are developed according to the needs and pace of the learners.
Extra time is provided to these learners to finish off their class work.
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5.2.8. What are the various guidance and counseling services available to the
students? Give details.
Guidance and counseling services are net provided in this institution.
5.2.9. What is the grievance redressed mechanism adopted by the institution for the
students? What are the major grievances redressed in last two years?
No grievance redresses mechanism has been adopted by the institution. The
institution normally does not come across any major grievances because of better
and conducive educational environment. However, bit problems institute sometimes
faces such as Hostel related etc. Which get solved immediately with little of
attention .
5.2.10. How is progress of the candidate at the different stages of programmes
mentioned and advised?
Academic Progress:
The academic progress of the students is monitored through Daily classroom
observations by the teachers, class test, assignment.
Cultural and Social Programme:
The cultural and social progress of the students is monitored through their
participation in college functions, Social services etc. annual functions etc.
5.2.11. How does the institution ensures the student’s competency to begin practice
teaching (pre-practice preparation) and what is the follow up support in the
field of (practice teaching) provided to the students during practice?
The institution ensures the development of student’s competencies in pre practice
preparation and in practice teaching in various ways.
Pre-Practice:
For ensuring the students competences to begin practice teaching
demonstration lesson and discussion classes are held under the supervision of the
teacher in-charge.
For Practice Teaching:
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A teacher-educator as supervisor is sent with the student-teacher to the
school to provide support in the field. The mentor teacher monitors all the daily
activities and lessons of the student teachers and provide feedback to them
accordingly. He/she also identifies the problems faced by student teachers and
makes necessary arrangements to solve them well in time.
5.3. STUDENT ATTENTIVE:
5.3.1. Does the institution have alumni association. If yes, (i) List the current Office
bearers?
The institution does not provide alumni association.
5.3.2. How does the institution encourage students to participate in extra-curricular
activities including sports and games? Give details on the achievement of
students.
The institution encourages the students to participate in enter-college functions and
competitions and their names are announced with their achievements which provide
motivation to other student-teachers.
5.3.3. How does the institution involve and encourage students to publish materials,
like catalogues, wall Magazines and other materials? List major publications.
The college provides various opportunities to involve the students in various
activities for presentation and publication of their material. The creative
contribution of the student can be seen in our college magazine. Students are also
free to exposé their views and thoughts through wall magazine, Display Board etc.
5.3.4. Does the institution have a student council or any similar Body?
The institution has no student council and similar Body.
5.3.5. Give details of various Bodies and their activities, which have student’s
representative on it.
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The institution has no such bodies.
5.3.6. Does the institution have a mechanism to seek and use data and feedback from
its graduates and from employers to unproved the preparation of programme
and growth and development of the institution.
The institution has no such mechanism.
5.4. Best practices in student support and progression.
Various student-support services are-
� Co curricular/Extra Curricular activities.
� Sports faculty.
� Sick room.
� Sports faculty.
� Scholarship to Meritorious/SC/ST Needy students.
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CRITERION VI
GOVERNANCE AND LEADERSHIP
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CRITERION VI
GOVERNANCE AND LEADERSHIP
6.1. INSTITUTIONAL VISION AND LEADERSHIP.
6.1.1. What are the institutions stated purpose. Vision, minion and values? How are
they made knaves to the various stakeholders?
VISION
The institution (CTE Kokrajhar) endeavors-
1. To unproved the academic environment of the locality in general and of the
college in particular.
2. To inculcate the professional competency among the teachers who could
dedicate themselves to uplift the society.
3. To enhance the professional competency of teacher of the three (3) districts,
namely Kokrajhar, Chirang and Baksa.
4. To develop the neighboring schools giving academic support.
MISSION
To impart quality education to the teacher trainees (to impart ethics and human values to
develop professional and life skills)
The mission, mission and values are communicated to the students, teachers, staff and other
stake holders through following modes:
� Native Board.
� In teaching staff and administrative staff meetings.
� Library.
� College Office.
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6.1.2. Does the mission include the institutions goals and objectives in terms of
addressing the needs of the society, the students it seeks to serve, the school
sector, education institutions traditions and value orientations?
Yes the vision and mission statements are in terms of addressing to the needs and
demands of the society, students, schools, educational institutions traditions and
value orientations. Institution is catering to their needs mission includes quality
issues specifically participation of all the stakeholders in improving quality.
Inculcation of good vertices’, fundamental values and attitude or on the prime
announced task of the society of the institution. These are attained through various
curricular and co-curricular activities organized by the college and course.
6.1.3. Enumerate the top management’s commitment, leadership role and
involvement per effective and efficient transaction of teaching and learning
process (functioning and composition of various committees and board of
management, BOG etc).
The top commitment of the management are-
� To develop this college as a centre of excellence in the field of teacher
education.
� To develop intelligent, well informed, discipline and socially responsible.
� To impart quality teacher education.
� To instill a humane attitude and scientific thinking among student teachers and
teacher educators.
6.1.4. How does the management and head of the institution ensure that
responsibilities are defined and communicated to the staff of the institution?
The management and the head of the institution discuss, decide, assign and allocate
the roles and enumerate the responsibilities to the staff members on the basis of
their academic record, potential, aptitude and interest and as well as the institutional
require experience in teaching and after academic and circular events, creative and
construction respects of the personally specialization value system, communication
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style and motivation level. The allocated responsibilities are communicated to the
staff through staff meetings and circulars.
6.1.5. How does the management/head of the institution ensure that valid
information (from feedback and personal contacts etc.) is available for the
management to review the activities of the institution?
The management gets the valid information through personal contacts with the
faculty member, student- teachers during institutional functions.
6.1.6. How does the institution identity and address the barriers (if any) in achieving
the vision, mission and goals.
The barriers in achieving vision, mission and goals are identified by the head of the
institution. The reasons for the barriers are mutually discussed by the head of the
institution, management in the staff, academic meetings etc.
6.1.7. How does the management encourage and support involvement of the staff for
improvement of the effectiveness and effacing of the institutional process?
During the meeting between management and staff members the management
considers the suggestions of the staff members, encourages, appreciates and support
involvement of the staff for improvement of the effectiveness and efficiency of the
institutional rouses.
6.1.8. Describe the leadership role of the head of the institution in governance and
management of the curriculum, administration, allocation and utilization of
resources for the preparation of students.
The head of the institution provides requisite leadership to the institution. The head
of the institution provides administration and academic leadership in association
with various faculty members. Individual appreciation, personal case and concern
for the staff members, student teachers and institution are observed by the head of
the institution and the management. The head of the institution is always available
to the student teachers and staff members for redress of their grievances and also
works as liaison between the student teachers faculty and the management.
`
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6.2. ORGANIZATIONAL ARRANGEMENT
6.2.1. List the different committees constituted by the institution for management of
different institutional activities? Give details of meeting held and the decision
made during academic mgt, finance, infrastructure, research, extension and
linkage and examination during last year.
6.2.2: Give the organizational structure and the details of the academic and
administrative bodies of the institution.
ORGANIZATIONAL STRUCTURE
Govt. C.T.E, Kokrajhar
President
Members
Principal
Vice President
administration
Library Extension and other
services
committees
6.2.3. To what extent is the administration decentralized? Give the structure and
details of its functioning.
Administration of the institution is totally decentralized.
6.2.4. How does the institution collaborate with other sections departments and
school personnel to unproved and plan the quality of educational positions?
The institution does not provide such facilities.
6.2.5. Does the institution use the various data and information obtained from the
feedback in decision making and performance improvement? If yes, give
details.
The institution welcomes all the meaningful and relevant information for decision
making and performance improvement. The concerned data for feedback is obtained
from the faculty members, student-teachers.
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6.2.6. What are the institutions initiatives in promoting co-operation sharing of
knowledge innovations and empowerment of the faculty? (Skill sharing across
department creating providing conducive environment.
Institution works for the empowerment of the faculty. They provide conducive
environment for working.
6.3. STRATEGY DEVELOPMENT AND DEPLOYMENT
6.3.1. Has the institution on MIS in place, to select, collect align and integrate data
and information on academic and administrative aspects of the institution.
The institution selects, collects and analyses the data and information on academic
and administrative aspects by decentralization of the power and work.
The institution monitors the performance of the teaching and non teaching staff by
self appraisal, students feedback on the on the faculty performance and assessment
of the faculty members by the head of the institution.
6.3.2. How does the institution allocate resources (human and financial) for
accomplishment and sustaining the changes resulting from the action plans?
The changes resulting from the action plans are accomplished and sustained by
proper allocation of the human and financial resources.
6.3.3. How are the resources needed (human and financial) to support the
implemental of the mission and goals, planned and obtained?
To support the implementation mission and goals an institutional academic plan for
the whole session is prepared by the head of the institution in which the activities
related to teaching-learning, curricular and co-curricular activities are planned. To
carry out these activities smoothly the human and financial resources are planned,
obtained according to the norms, according to the need and urgent of the work the
financial resources are provided by the management.
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6.3.4. Describe the procedure of developing academic plan. How are the practice
teaching schoolteachers, faculty and administrators uninvolved in the planning
process?
The head of the institution prepares the academic plan. Before finalizing the
academic plan the practice teaching school teachers are also consulted regarding
tentative schedule for the availability of schools for practice teaching and
organizing activities.
6.3.5. How are the objectives communicated and deployed at all levels to assure
individual employees contribution for institutional development?
The objectives of the institution are communicated to the student teachers through
events organized, well magazine, native beards and specially through of the display
of the vision, mission and objectives of the institution.
6.3.6. How and with what frequency is the vision, mission, implementation plans
mentored, evaluated and revised.
The frequency of mentoring, evaluating, and reusing the implementation plans of
vision and mission depends on the emergent needs and it is not limited or confined
to a specific number. The institution use to meet for there objectives in the
beginning of the session with a determination to reach the permanent of quality in
teacher-education. Every academic year begins with a revised of what has been
attained and what has to be achieved. A comprehensive and continuous mentoring
of all the scheduled academic, cultural, co-curricular and social activities is
executed by feedback from the students and through academic meetings.
6.3.7. How does the institution plan and deploy the new technology?
The institution has provided for computer for ICT. The head of the institution
deploy the physical resources.
6.4. HUMAN RESOURCES MANAGEMENT
6.4.1: How do you identify the faculty development needs career progression of the
staff?
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The faculty development heads are identified by the head of the institution. The
head of the institution motivates the staff members to proceed further and
appreciated their contribution.
6.4.2. What are the mechanism in place for performance assessment (teaching,
research, services) for faculty and staff? (self appraisal enacted, comprehensive
evaluations by students and press). Does the institution use the evaluations to
unproved teaching, research and service of the faculty and other staff?
The head of the institution monitors the teaching and non teaching staff.
6.4.3. What are the welfare measures for the staff and faculty? (Mention only those
which affect and improve staff well being satisfaction and motivation)
Good salary is provided for the staff and faculty.
6.4.4: Has the institution conducted any staff development programme for skill up-
gradation and training of the teaching and non-teaching staff? Is yes, give
details.
The institution does not provides for such faculty.
6.4.5. What are the strategies and implementation plans of the institution to recruit
and retain divers faculty and other staff who have the desired qualifications,
knowledge and skills (Recruitment policy, salary structure, service conditions)
and have does the institution align these with the requirements of the statuary
and regulatory bodies (NCTE, UGC, University etc)?
Rules and regulations established by NCTE and University for recruitment policy,
service conditions are followed by the institution. Al the norms and guidelines
provided by the affiliating University are followed.
6.4.6. What are the criteria for employing part-time/ adhoc faculty? How is the part-
time, Adhoc faculty different from the regular faculty? (Eg. Salary, structure,
workload, specializations)
No part time, /Adhoc faculty is appointed.
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6.4.7. What are the policies, resources and practices of the institution that support
and ensure the professional development of the faculty? (eg, budget allocation
for staff development, sponsoring for advanced study, research, participation
in seminars, conferences, workshops etc and supporting membership and
active involvement in local, state, national and international professional
associations)
The institution supports and ensures the professional development of the faculty.
Faculty members are continuously motivated and encouraged for their professional
development.
6.4.8. What are the physical faculties provided to faculty? Well maintained and
functional office, institutional and other space to carry cut their work
effectively.
Institution has well furnished staff room with proper seating arrangement, well
furnished Principals Office, College Office with all necessary amenities, classrooms
and well stocked library are provided to facilitate the faculty members for imparted
their duties.
6.4.9. What are the major mechanisms in place for faculty and ether stockholders to
seek information and or make complaints?
The institution does not provide for such facilities.
6.4.10. Detail on the workload policies and practices that encourage faculty to be
engaged in a wide range of professional and administrative activities including
teaching, research, assessment, mentoring, working with schools and
community engagement.
The institution does not provide for such faculty.
6.4.11. Does the institution have any mechanism to research and motivate staff
members? If yes, give details.
Staff members are encouraged to pursue the higher studies and attend advanced
programmees. This helps in the up-gradation of their skills, teaching methodology
involving ICT enabled methods.
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6.5. FINANCIAL MANAGEMENT AND RESEARCH MOBILIZATION.
6.5.1. Does the institution get financial support from the government? If yes, mention
the grants received in the last three years under different heads. If no, give
details of the source of revenue and income generated.
6.5.2. What is the quantum of resources mobilized through donations?
Nil.
6.5.3: Is the operational budget of the institution adequate to cover the day-to-day
expenses? If No, how is the deficit met?
Yes, the operational budget of the institution is adequate to cover the day-to-day
expenses.
6.5.4. What are the budgetary resources to fulfill the missions and offer quality
programs? (Budget allocations over the past five years, depicted through
income expenditure statements, future planning, resources allocated during the
current year and excess (deficit).
The main budgetary resource is the government finance.
6.5.5. Are the accounts audited regularly? If yes, give the details of internal and
external audit procedures and information on the outcome of last two audits
(Major pending audit paras, objections raised and dropped?
Yes, the accounts of the college are maintained and audited regularly by the
chartered Accountant.
6.5.6. Has the institution computerized its finance management system? If yes give
details.
Yes, the institution computerized its finance management systems? If yes, give
details.
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6.6. BEST PRACTICES IN GOVERNANCE AND LEADERSHIP.
6.6.1: What are the significant best practices in Governance and Leadership carried
out by the institution?
Well defined duties and responsibilities to develop organization and managerial
skills in the staff members for smooth functioning.
� Transparency in Administration.
� Democratic decision making system.
� Welfare measures introduced to keep the staff motivated.
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CRITERION VII
INNOVATIVE PRACTICES
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CRITERION VII
INNOVATIVE PRACTICES
7.1. INTERVAL QUALITY ASSURANCE SYSTEM:
7.1.1. Has the institution internal Quality assurance cell (IQAC)?
The Institution has no such facility.
7.1.2. Describe the mechanism used by the institution to evaluate the achievement of
goals and objectives.
The administration of the institution analyze the efforts and results made by the
institution to evaluate the achievement of goal and objectives. It evolves the
evaluation of feedback and suggestions provided by the student-teachers.
7.1.3. How does the institution ensure the quality, of its academic programmes?
The institution ensures the quality of its academic programmes by the various
academic and administrative activities of the institution.
7.1.4. How does the institution ensure the quality of its administration and financial
management process?
The institution ensures the quality of its administration and financial management by
making the process more transparent -
� Auditing by an accountant.
7.1.5. How does the institution identify and shore good practices with various
constituent of the institution.
The hood of the institution establishes good selection with its faculty members and
administration members. Meeting are organized periodically to identify and shore
good practices with all the constituents of the institution.
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7.2. INCLUSIVE PRACTICES:
7.2.1. How does the institution sensitize teachers to issues of inclusion and the focus
given to these in the national policies and the school curriculum.
7.2.2. What is the profession in the academic plan for students to learn about
inclusion and exceptionalities as well as gender difference and their impact on
learning?
The institution follower state Government policy in matters of admission. In the
syllable the B.Ed. Course there are some subjects especially denoted to education of
exceptional children, women education, and education and social disadvantaged.
This provision in the curriculum makes teachers work eerier to teach students about
inclusion and exceptionalities as well as dealing with the problems arising out of
gender differences and inequalities and their impact on learning.
7.2.3. Detail on the versions activities envisioned in the curriculum to create learning
embroilments that foster positive social interaction, active engagement in
learning and self motivation.
In the curriculum of B.Ed. Course the activities that are being organized to foster
social interaction, active engagement in learning and self motivation are-
� Building storage link between the school and community.
� To understand each child individually to provide personal attention in the
learning process, especially to the children with special needs through case
studies.
� Action researches are conducted by every student-teacher and they get self
motivated to solve their day to day classroom problems.
� To manage and organize other than school activities to understand and
manage different factors which contribute to building congenial atmosphere
for learning.
� Making proper arrangement for the use of library, teaching aids, field visits,
play ground etc.
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7.2.4. How does the institution ensure that student teachers develop proficiency for
working with children from diverse back grounds and exceptionalities?
The institution organize various suggestive activates to the student-teachers
� Student-teachers are trained to understand and deal with the needs and problems
of children with diverse background through guidance and counseling.
� Conducting action research by the student-teachers.
7.2.5. How does the institution address to the special needs of the physically
challenged and differently-able students enrolled in the institution?
The institution has separate seats reserved for the physically challenged and
differently able students.
7.2.6. How does the institution handle and respond to gender sensitive issues
(activities of women cell and other similar bodies deal with gender sensitive
issues).
The institution is well prepared to handle and respond to gender sensitive issue. The
Principal is followed by the teachers and the management alike. Special care is
taken to avoid any discrimination. Sufficient numbers of women teachers are also
employed.
7.3. STAKEHOLDER RELATIONSHIPS:
7.3.1. How does the institution ensure the access to the information on organization
performance (Academic and Administrative) to the stakeholders?
The institution ensures the access to the information on organizational academic
performance during meetings.
7.3.2. How does the institution share and use the information data on success and
failures for various processes, satisfaction and dissatisfaction of students and
stakeholders for bringing qualitative improvement?
In different meetings organized by the institution, various issues are being
discussed about the academic and administrative aspects with the concerned
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authorities. The authorities are welcomed with good suggestions and these
suggestions are received from time to time.
7.3.3. What are the feedback mechanisms in vogue to collect, collate and data from
students, processional community, alumni and there stakeholders on program
quality? How does the institution use the information for quality
improvement?
The institution undertakes regular assessment of the ICT tools, computers etc to
make the course, content, delivery and evaluation more attractive, productive and
relevant, in this way the institution manages to maintain the quality in its
administration and academic activities.
CONCLUSION
To sum up the institution takes a lot of care in understanding various aspects of the
curriculum and their effective implementation. The education imparted in the education
ever sages self, community and national development.
Also sufficient attention is given to teacher learning and evaluation. By providing a
conductive student teacher ratio and through library faculties, ICT is employed in the
evaluation of teacher training
The institution has provided the necessary infrastructure like, specious classrooms library,
to ensure effective teaching learning.
The institution is governed in a democratic way. The institution has an internal quality
assurance cell which evaluates the achievement. The goals and objectives include excellent
exam results and students participation in academic and extra-curricular activities.
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