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SELF APPRAISAL REPORT

Submitted by

RDB College of Education

Papanasam

SUBMITTED TO

NAAC, Bangalore

(Updated – December 2013)

An introduction to

RDB COLLEGE OF EDUCATION PAPANASAM, THANJAVUR DT.

TAMILNADU

PART – I

INSTITUTIONAL DATA

PART – II

EVALUATIVE REPORT

PART – II

1. EXECUTIVE SUMMARY

PART – II

2. CRITERION – WISE ANALYSIS

INDEX

S.No. Contents Page No

01 Introduction 01

PART – I : Institutional Data

02 A) Profile of the Institution 06

03 B) Criterion-wise input

Criterion I 11

Criterion II 15

Criterion III 19

Criterion IV 24

Criterion V 32

Criterion VI 37

Criterion VII 45

PART – II : The Evaluative Report

04 1. Executive Summary 47

05 2. Criterion wise Analysis

Criterion I 52

Criterion II 68

Criterion III 91

Criterion IV 111

Criterion V 133

Criterion VI 152

Criterion VII 176

06 3. Mapping of Academic Activities of the Institution

07 4. Declaration by the Head of the Institution

RDB College of Education, Papanasam 1

RDB COLLEGE OF EDUCATION, PAPANASAM

INTRODUCTION

RDB College of Education was established in the year 2007 with an

ambitious vision and mission. It was then affiliated to Bharathidasan University,

Trichy. From the year 2008, our college is affiliated to Tamilnadu Teachers

Education University, Chennai. Our college of education remains governed by

the regulations of it. It covers an area of 3.06 acres which constitutes

administrative and departmental buildings, computer labs, playgrounds,

canteen, students‟ hostel, etc.,. The clean and greenery surroundings of the

Institution provide a healthy and pleasant environment. The College, which has

stepped into its 7th year in the field of Teacher Education offers Nine courses in

UG programme and M.Ed course in PG programme..

LOCATION

Our college is situated on the Thanjavur – Kumbakonam Highway, at a

distance of 2 km from Papanasam, 25 kilometers from Thanjavur Railway

Junction, 15 kilometers from Kumbakonam, the temple city of Tamilnadu and 85

kilometers from Trichy Airport.

CAMPUS COMFORTS

INFRASTRUCTURAL FACILITIES

The Institution has well furnished and spacious classrooms.

The classrooms have provision for LCD Projectors, TV and AV.

A fully furnished Seminar Hall with a seating capacity of 200 is

available for conducting seminars, college tests and cultural events.

Well equipped Science labs, Psychology lab, Computer Lab, Language

lab, Mathematics lab and SUPW work shop are made available.

Introduction


COMPUTER FACILITIES

Our College has a well equipped lab with 32 computers in latest

configuration.

Free Internet facility is made available to Staff and Students.

Separate Computer facility is made available to each staff member to

enable him/her to prepare instruction materials for students.

LIBRARY FACILITY

The Institution has an automated computerized library stocked with

approximately 5300 books, 120 educational CDs and a good number of

Reference Books, Tools Books, National/ International journals,

magazines and encyclopedias.

We have installed E-library from the academic year 2009-2010.

Library is equipped with modern photo copier machine.

ADMINISTRATIVE FACILITIES

All our administrative works like Admission work, Letter

correspondence, Student and Staff profile, salary details of teaching

and non-teaching staff, etc., are being performed through computer.

The Institution has computerized its Financial Management System to

generate bills for various activities.

Introduction


TEACHING METHODOLOGY

Teaching method is empowered with the help of Power Point

Presentation.

In addition to lecture method, our faculty members follow Interactive

Teaching, Project Based Learning, Computer Assisted Learning, etc.

Study materials are given to students.

Every year field trips and Educational tours are arranged to expose

students to gain firsthand knowledge.

Guest lectures are provided by eminent experts.

Seminars, Symposium and Workshops are conducted by various

departments.

Soft Skill Programme and Interview techniques are the additional

training programmes made available to the students by our Institution.

Periodical tests are conducted to evaluate the student achievement

level and remedial measures are taken.

SPORTS & EXTENSION ACTIVITIES

The College offers good infrastructural facilities for sports and games.

A Volley Ball court, Kabbadi court and Kho-Kho court are available.

Besides these, provisions are there to play indoor games such as Chess,

Carom, Table-tennis, Shuttlecock, Gymnasium, etc.

The College also has a Youth Red Cross and Blood Donor‟s Club.

HOSTEL & CANTEEN FACILITIES

Separate hostels for boys and girls are available.

TV is available in the hostel.

Indoor game facilities along with gymnasium are made available for

the use of the inmates in both the hostels.

Supply of hot water is ensured round the clock.

Introduction


Delicious food is prepared in hygienic way in the modernized kitchen.

Coin Phone facilities are made available in the hostel premises.

Mineral water is supplied through R-O Method in both the hostels.

Latest Kitchen Equipments (Dosa, Chapatti Machine, and Rice

Cooking Utensils) are made available in hostel.

Our College canteen supplies quality and hygienic food, beverages,

snacks etc, at subsidized rates which can be used by the students and

staff members at any time. Stationeries, cosmetics and other accessories

are also available in the canteen.

TRANSPORT FACILITIES

Our college buses are plying for both boys and girls in and around

Thanjavur and Thiruvarur districts for the benefit of the students.

Each bus is equipped with mobile phone, first-aid box and fire

extinguisher.

MISCELLANEOUS

Lightning arrestor is installed in the College premises.

Electricity connection from LT to HT is provided for continuous 24

hours, 3 phase power supply. In case of power shut down a 200 kva

generator is used for non - stop power supply for the entire campus.

VISION

To enable the students to acquire an integrated personality endowed

with character, compassion, culture, discipline and patriotism.

MISSION

To foster higher education and the upliftment of the teaching

community in society, in general and the improvement of their

economic status and independence, in particular.

Introduction


VALUES

To help students recognize their academic ability and to accept

responsibility for its development

To maintain a curriculum aimed at the acquisition of values and the

discovery of truth

To provide a learning environment commensurate with individual

abilities and interests

To help students acquire a sensitivity to the views, lifestyles and

beliefs of others

To serve the needy section of the society with a service mind

To reign supreme both academically and professionally

To develop co-operation and collaboration in equity and social justice.

OBJECTIVES

To make the student teachers acquire relevant knowledge, skills and

attitude in pedagogical methods and preparing them to become role

models in class rooms.

To strengthen the skills of student teachers in classroom and school

management.

To share experiences gained by the practicing teachers.

To enhance the competency required of teachers.

To identify and design innovative programmes to meet the local and

global teaching requirements.

To develop the student teachers to be an instrument for building

productive human capital to face challenges of globalization.

Introduction


Part – I: Institutional Data

A) Profile of the Institution

1. Name and address of the Institution:

Name : RDB College of Education

Address : Saliyamangalam Road,

City : Papanasam

District : Thanjavur (Dt.)

State : Tamilnadu

Pincode : 614 205

2. Website : www.rdbeducation.ac.in 3. For communication : Office

Name Area / STD code

Tel.No. Fax No E-mail

Principal Dr.K.G. Mathew Tharakan

04374 222123

222312 [email protected]

Self – Appraisal Co-ordinator Dr.M.Mohamed Siddik

04374 222123

222312 [email protected]

Institutional Data Profile of the Institution

mailto:[email protected]

mailto:[email protected]


Residence

Name Tel.No. Mobile No

Principal Dr.K.G. Mathew Thankaran No.15, IV Cross, L.B. Nagar, Mayiladuturai-609 001

04364-223861

9443151267

Self – Appraisal Co-ordinator Dr.M.Mohamed Siddik 4/64, Main Road, Ammapalli Thaikal, Ilangargudi - Po, Papanasam – Tk. Thanjavur – Dt.

04374-222123 9787766002

4. Location of the college

i. Urban

ii. Semi-urban iii. Rural iv. Tribal v. Any other (Specify and indicate) 5. Campus area in acres : 3.21 Acres

6. Is it a recognized minority institution? Yes No



7. Date of establishment of the college

Month & Year

MM YYYY

07 2007

8. University / Board to which the institution is affiliated

TAMILNADU TEACHERS EDUCATION UNIVERSITY, CHENNAI 9. Details of UGC recognition under sections 2(f) and 12B of the UGC Act. Month & Year Month & Year 2(f) - Not Applied 12B - - Not Applied

10 . Type of Institution:

a. By funding

i. Government

ii. Grant-in-aid iii. Constituent

iv. Self – financed v. Any other (Specify and indicate) b. By Gender

i. Only for Men

ii. Only for Women iii. Co-education c. By Nature

i. University Dept.

ii. RIE iii. IASE iv. Autonomous College v. Affiliated College



vi. Constituent College vii. Dept. of Education of a Composite college viii. CTE ix Any other (Specify and indicate) 11. Does the University / State Education Act have provision for autonomy?

Yes No If yes, has the institution applied for autonomy?

Yes No

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

Sl.No Level Programme/

Course Entry

Qualification Nature of

Award Dur

Medium of instruction

i) Secondary / Sr. secondary

B.Ed., UG Degree Bachelor Degree

1 Yr English

ii) Post Graduate

M.Ed B.Ed Degree Post Graduate Degree

1 Yr English

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

above)

Level Programme Order No. & Date Valid upto

Sanctioned Intake

Secondary / Sr. Secondary

B.Ed.,

F.SRO/NCTE/B.Ed/2006 – 2007/10253 Dt. 30/08/2007

-

100

Post Graduate

M.Ed

F.SRO/NCTE/M.Ed/2008 – 2009/4367 Dt. 30/08/2008

- -

25


INDEX

S.No. Contents Page No

01 Introduction 01




Criterion I 10

Criterion II 13

Criterion III 17

Criterion IV 21

Criterion V 29

Criterion VI 34

Criterion VII 41




Criterion I 48

Criterion II 63

Criterion III 86

Criterion IV 105

Criterion V 125

Criterion VI 145

Criterion VII 169

06 3. Mapping of Academic Activities of the Institution 184

07 4. Declaration by the Head of the Institution 186

of the Institution


F.SRO/NCTE/201011/ 20611 dt.24.8.2010

10

Institutional Data Profile of the Institution S.No. Contents Page No

01 Introduction 01




Criterion I 10

Criterion II 13

Criterion III 17

Criterion IV 21

Criterion V 29

Criterion VI 34

Criterion VII 41




Criterion I 48

Criterion II 63

Criterion III 86

Criterion IV 105

Criterion V 125

Criterion VI 145

Criterion VII 169

06 3. Mapping of Academic Activities of the Institution 184

07 4. Declaration by the Head of the Institution 186

of the Institution


B) Criterion-wise inputs

Criterion I: Curricular Aspects

1.Does the Institution have a stated

Vision Yes No

Mission Yes No

Values Yes No

Objectives Yes No

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

a) How many programmes? b) Fee Charged per programme : 1. B.Ed Programme S.No. Programme Duration Fees

1. Tamil 1 Year Rs.41, 500

2. English 1 Year Rs. 41, 500

3. Mathematics 1 Year Rs. 41, 500

4. Physical Science 1 Year Rs. 41, 500

5. Biological Science 1 Year Rs. 41, 500

6. Economics 1 Year Rs. 41, 500

7. Commerce 1 Year Rs. 41, 500

8. Geography 1 Year Rs. 41, 500

9. History 1 Year Rs. 41, 500

2.M.Ed Programme S.No. Programme Duration Fees

1. M.Ed 1 Year Rs.47, 500

Yes

Two

Criterion I Curricular Aspects


3.Are there programmes with semester system? 4.Is the Institution representing/ participating in the curriculum development/revision processes of the regulatory bodies?

Yes No

If Yes, how many faculty are on the various curriculum development/vision committees /Board of Universities/regulating authority 5.Number of methods /elective options (programme wise)

D.Ed

B.Ed

M.Ed (Full Time)

Any other (Specify and indicate)

6.Are there Programmes offered in modular form?

Yes No

Number

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

Yes No

Number

No

NIL

-

One

Nine

-

-

Two



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

Yes No

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

Heads of practice teaching schools Yes No Academic peers Yes No

Alumni Yes No

Students Yes No

Employers Yes No

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

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

Yes No

Number

12.Are there courses in which major syllabus revision was done during the last five years?

Yes No

Number

3 Months

1 M.Ed

Two



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

Yes No

As per Yearly Calendar

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

Yes No

Criterion II Teaching – Learning and Evaluation


Criterion II: Teaching –Learning and Evaluation 1.How are students selected for admission into various courses?

a) Through an entrance test developed by the institution

b) Common entrance test conducted by the

University / Government

c) Through an interview

d) Entrance test and interview

e) Merit at the qualifying examination

f) Any other (specify and indicate)

2. Furnish the following information for the previous academic year (2012-13)

a) Date of start of the Academic year - 03.10.2012

b) Date of last admission. - 01.10.2012

c) Date of closing of the academic year - 25.05.2013

d) Total teaching days - 140 days.

e) Total working days - 180 days.

3.Total number of students admitted: (2013-14)

Programme Number of Students

Reserved Open

M F Total M F Total M F Total

B.Ed 25 75 100 25 74 99 0 1 1

M.Ed - - - - - - - - -

4.Are there any over - seas students?

Yes No

5.What is the „unit cost‟ of teacher education programme?

a) Unit cost excluding salary component : Rs. 19,143.00

b) Unit cost including salary component Rs. 37,728.00



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

considered for admission during the pervious academic session (2012-13)

Programme

Open Reserved

Highest (%)

Lowest (%)

Highest (%)

Lowest (%)

B.Ed 55.00 52.00 83.79 49.00

M.Ed 70.60 70.60 80.00 56.40

7.Is there a provision for assessing student‟s knowledge and skills for the programme (after admission)?

Yes No

8. Does the Institution develop its academic calendar practicum?

Yes No

9.Time allotted - Theory and Practical Classes :

Programme Theory Practice teaching Practicum

B.Ed 61%(110) 22%(40) 17%(30)

M.Ed 89%(160) - 11%(20)

10. Prepractice teaching at the Institution a) Number of prepractice teaching days b) Minimum number of pre practice teaching lessons given by each student

7 Days

2 Lessons



11.Practice teaching at School

a) Number of Schools Identified for practice teaching b) Total number of practice teaching days

c) Minimum number of practice teaching lessons given by each student

12. How many lessons are given by the student teacher in simulation and pre practice teaching in classroom situations? Number of lessons in simulation Number of lessons in pre practice teaching 13.Is the scheme of evaluation made known to students at the beginning of the academic session?

Yes No 14.Does the Institution provide for continuous evaluation?

Yes No Student – theory evaluation is made frequently. 15.Weightage (in percentage) given to Internal and external evaluation

Programme Internal External

B.Ed 20% (20 Marks) 80% (80 Marks)

M.Ed -- 100% (100 Marks)

65 Schools

40 Days

40 Lesson Plan

5 Lessons

2 Lessons



16. Examinations a) Number of sessional tests held for each paper 2 tests (unit test), 1 model tests are conducted b) Number of assignments for each paper 3 assignments per paper 17. Access to ICT (Information and Communication Technology)

Yes No

Computers Yes -

Intranet Yes -

Internet Yes -

Software/Courseware (CDs) Yes -

Audio resources Yes -

Video resources Yes -

Teaching aids &other related materials (lab)

Yes -

Any other (specify and indicate) Training the students to prepare the PPT

Yes -

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

Yes No Number 19. Does the institution offer computer science as a subject?

Yes No

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

Compulsory Optional

3 Numbers

3 Numbers

One



Criterion III : Research, Development and Extension

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

strength

2.Does the Institution have ongoing research projects?

Yes No

3.Number of completed research projects during last three years

Nil

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

education?

(Mark for positive and for negative response)

Teachers are given study leave

Teachers are provided with seed money

Adjustment in teaching schedule

Providing Secretarial support and other facilities

Any other (specify and indicate)

Resource materials are provided from the library

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

Yes No

Number 3 % 20%

X

X

Criterion III Research, Development and Extension


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

Our Institution is not offering M.Phil and Ph.D Programme

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

Yes No

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

Yes No Number

International journals - -

National journals- referred papers non referred papers

- - -

Academic articles in reputed magazines/news papers

- 4

Books - - -

Any other (specify and indicate) Poem, Novels

- - -

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

Yes No

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

years)

Faculty Students

National seminars 18 Nil

International seminars Nil Nil



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

institution?( Mark for yes and for no)

Self-instructional materials

Printed materials

Non-print materials (e.g. teaching aids/audio-visual,

multimedia, etc.)

Digitalized (Computer aided instructional materials)

Question bank


The college provides technological hardware

and software materials, audio visual, multimedia etc.

Current events are updated by the use of internet

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

Yes No

Details of extension activities and the staff incharge:

First Aid - Miss. Rajalakshmi

Personality Development – Mr. Suresh Kumar

Environmental Awareness Programme – Mr. S.K.Manikandan

AIDS Awareness Programme – Dr. Karunanathi

The nature of the post.

Part time Lecturer - Music Master

Additional charge –Staff members are deputed for cultural and other co-

curricular activities

√

X



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

Yes No - Only citizenship camp – 5 Days programme

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

Yes No

Carrier Guidance

First –Aid

Personality Development

Environmental Project Work

Aids Awareness Programming

Cultural Activities, competitions

District level Debate, Quiz , Sports etc.

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

academic agencies/NGOs on Campus

Yes No

Non-Governmental Organizations (NGO)

Awareness program conducted by St. John‟s Ambulance service.(NGO)

Environmental Project – College campus and in and around Papanasam

Tree Planting

Blood Donation camp-Conducted jointly with Lions Club,Papanasam

Government Organization (GO)

AIDS Awareness programme, Rally – Tamilnadu State Aids Control

Board

16.Does the institution provide consultancy services?

Yes No



17.Does the institution have networking/linkage with other

institutions/organizations?

Local level YES

State level YES

National level YES

International level No


Criterion IV: Infrastructure and Learning Resources

1. Built – up Area (in sq.mts)

2. Have the following laboratories been established as per NCTE Norms? a. Methods lab Yes No

b. Psychology lab Yes No

c. Science Lab (s) Yes No

d. Education Technology lab Yes No

e) Computer lab Yes No

f) Workshop for preparing Yes No

teaching aids

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

Yes No

Number

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

during the previous academic year?

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

previous academic year?

32

Rs.1,20,000

Rs.53,220

4739.15 Sq. Mts

Criterion IV Infrastructure and Learning Resources


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

facilities during the previous academic year?

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

current academic session/financial year?

8. Has the institution developed computer aided learning packages?

9. Total number of posts sanctioned

Open Reserved

Teaching Non teaching

10. Total number of posts vacant Open Reserved

Teaching

Non teaching

M F M F

3 0 6 2

2 0 4 5

M F M F

- - - -

- - - -

Rs.1,20,600

Rs.2,50,000

Yes



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

Open Reserved

Asst.Professors

Associate Prof.

Professor

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

Open Reserved

Part time teachers

Readers

Professors

c. Number of teachers from

Same state

Other state

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

B.Ed(100) 1:9.1

M.Ed(35) 1:07

M F M F

0 - 8 1

- - 1 -

1 - - -

M F M F

- - - -

- - - -

- - - -

10

1



13. a. Non-teaching staff

Open Reserved

Permanent

Temporary

b. Technical Assistants

Open Reserved

Permanent

Temporary

14. Ratio of Teaching-non-teaching staff

15. Amount spent on the salaries of teaching faculty during the previous

academic session (% of total expenditure)

16. Is there an advisory committee for the library?

Yes No

M F M F

- - 2 2

- - - -

M F M F

- - 1 1

- - - -

1:1

49.25%



17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility?

Yes No

19. Total collection of the following in the library

a. Books

-Textbooks

-Reference books

b. Magazines

c. Journals subscribed

-Indian journals

-Foreign journals

d. Peer reviewed journals

e. Back volumes of journals

f. E-information resources

-Online journals/e-journals

-CDs/DVDs

-Video Cassettes

-Audio Cassettes

9.00 AM -5.00 PM

-

9.00 AM -5.00 PM

5300

527

20

17

02

-

--

5

100

Nil

Nil



20. Mention the

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

Seating capacity of the Reading room

21. Status of automation of Library

Yet to initiate

Partially automated

Fully automated

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

Circulation

Clipping

Bibliographic compilation

Reference

Information display and notification

Book Bank

Photocopying

Computer and Printer

Internet

Online access facility

Inter-library borrowing

Power back up

User orientation/information literacy

Any other (please specify and indicate)

376.40 sq.mts

50



23. Are students allowed to retain books for examinations?

Yes No

24. Furnish information on the following

Average number of books issued/returned per day

Maximum number of days books are

permitted to be retained

By the students

By the faculty

Maximum number of books permitted for issue

For students

For faculty

Average number of users who visited/

consulted per month

Ratio of library books (excluding textbooks

and book bank facility) to the number of

students enrolled

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

the institution

20

7 days

15 days

2

5

720

40:1

2%



26. Provide the number of books/Journals/Periodicals that have been

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

Articles

2009-2010 2010 - 2011 2011 - 2012

Number Total

Cost Rs.

Number Total

Cost Rs.

Number Total

Cost Rs.

i. Text Books 172 16,870 146 28,440 325 48,540

ii. Reference

books

317 20,430 215 20,640 240 42,690

iii. Journals/

Periodicals

18 2,840 1 1,200 1 1,200

iv. Magazines 16 6,210 1 400 1 960

iv.

Newspaper,

Weekly,

Monthly

8 8,340 1 520 1 520

Dictionaries 24 6,457 15 4,600 16 5,200

Encyclopedia 13 7,947 10 4,398 15 6,700

Total Rs.69,094/- Rs.60,198/- Rs.105,810/-



Criterion V : Student Support and Progression

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

Programme 2010-11 2011-12 2012-13

B.Ed - - 4

M.Ed (Full Time) - - -

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

system?

Yes No

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

3. Does the institution offer Remedial instruction?

Yes No

4. Does the institution offer Bridge courses?

Yes No

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

UG PG

I 2010-11

II 2011-12

III 2012-13

I 2010-11

II 2011-12

III 2012-13

Pass percentage 76.53% 72.16% 66.67% 71.43% 42.42%

57.57%

Number of first classes

60 35 48 15 07 11

Number of distinctions

15 35 16 - - -

Exemplary performances(Gold Medal and university ranks)

- - - - - -

10

Criterion V Student Support and Progression


6. Number of students who have passed competitive examinations during

the last three years (provide year wise data)

NET

SLET/ SET

Any other (TRB selection)

Other govt. department (TET)

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

the past three years

Financial Aid 2010-11 2011-12 2012-13

(i) Merit Scholarship/Govt. Scholarship (SC / ST Scholarships)

35 27 17

(ii) Merit cum-means scholarship - 4 -

(iii) Fee concession - - -

(iv) Loan facilities(Educational Loan) - - -

Any other (Specify and indicate) - - -

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

Yes No

9. Does the institution provide residential accommodation for faculty and

Non teaching staff

Faculty Yes No

Non teaching staff Yes No

I (2009-10)

II (2010-11)

III (2011-12)

- - -

- - -

- - 2

- - 9



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

Yes No

If Yes, number of students residing in hostels

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

Sports fields Yes No

Indoor sports facilities Yes No

Gymnasium Yes No

12. Availability of rest rooms for Women

Yes No

13. Availability of rest rooms for Men

Yes No

14. Is there transport facility available?

Yes No

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

experience?

Yes No

YEAR MEN WOMEN TOTAL

2009-10 - - -

2010-11 - - -

2011-12 - - -



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

institution participated/ organized.

Organised Participated

Yes No Number Yes No Number

Inter – collegiate - - - Yes - 4

Inter- University - - - - - -

National - - - - - -


Yes - 2 - - -

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

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

Participation of students

(Numbers)

Outcome (Medal achievers)

University 10 -

State - -

Regional - -

National - -

International - -

18. Does the institution have an active Alumni Association?

Yes No

If yes, give the year of establishment

19. Does the institution have student association/council?

Yes No

20. Does the institution regularly publish a college magazine?

Yes No

2010-11



21. Does the institution publish its updated prospectus annually?

Yes No

22. Give the details on the progression of the students to

employment/further study (Give percentage) for last three years

Particulars 2010-2011 2011-2012 2012-2013

B.Ed.,(%) M.Ed.,(%) B.Ed.,(%) M.Ed.,(%) B.Ed.,(%) M.Ed.,(%)

Higher studies 12.0 4.0 8.6 0 13.3 0

Employment(Total) 57.0 56.0 54.3 85.7 66.7 31.4

Employment 200-2010 2010-2011 2012-2013

B.Ed.,(%) M.Ed.,(%) B.Ed.,(%) M.Ed.,(%) B.Ed.,(%) M.Ed.,(%)

Teaching 44.0 56.0 45.7 85.7 52.5 50

Non teaching 1.3 0 8.6 0 47.5 50

23. Is there a placement cell in the institution?

Yes No

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

past three years?

2010-2011 2011-2012 2012-2013

5

7 10

24. Does the institution provide the following guidance and counseling

services to students?

Academic guidance and Counseling Yes No

Personal Counseling Yes No

Career Counseling Yes No



CRITERION VI : GOVERNANCE AND LEADERSHIP

1. Does the institution have a functional Internal Quality Assurance Cell

(IQAC) or any other similar body/committee?

Yes No

Yes, The institution has a Academic Governing Body. The Chairman is

the head of the Academic Governing Body which is similar to IQAC. Under

the Chairman, Director, Principal of the college, faculties are working to

ensure and achieve the highest quality.

2. Frequency of meetings of Academic and Administrative bodies:

Last year

Governing body / Management Once in 6 month

Staff Council As and when required

IQAC/Or any other similar body/

Committee

Once in six months

Internal Administrative bodies

contributing to quality improvement of

the institutional processes.(Mention

only three most important bodies

1. Academic committee

2. Faculty development committee

3. Guidance and counseling

committee

3. What are the Welfare Schemes available for the teaching and non –

teaching staff of the institution?

Loan Facility - Yes No

(The college helps in getting loan)

Medical Assistance - Yes No

(Free Dental Check up, eye check up and Free consultation)

Criterion VI Governance and Leadership


Insurance - Yes No

Any other (Specify) -

Free Transport to the staff members from various places.

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

teaching staff during the last three years.

0 0 2

a. Office Staff attended seminar, personality development programme

and Computer Awareness programme(Internet).

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

a. Number of teachers who have availed the Faculty Improvement Program

of the UGC/NCTE or any other recognized Organization.

- --

Staff members participated in the INTEL Programme and Basic

Computer Awareness programme.

b. Number of teachers who were sponsored for professional development

programmes by the institution

National

0 0 8

International

0 0 0



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

Totally, three faculty development programmes organized

0 0 3

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

Teaching learning , Assessment etc. organized by the institution.

0 1 8

Number of seminars/Workshops/Symposia – 18

Methods of Teaching: Lecture, Lecture – cum – demonstration, Project

method, Group discussion, Panel Discussion, Debate, Dramatization

(History) etc.

Learning Process : Computer – aided instruction (CAI). Programmed

instruction & self learning etc.,

Assessment : Class test, Monthly test, term test model exam, assignment

and record works, theory and practical are given.

e. Research development programmes attended by the faculty

0 0 1

f. Invited/ endowment lecturers at the institution

0 0 1

6. How does the institution monitor the programme performance of the

teaching and non – teaching staff?



a. Self Appraisal Yes No

b. Student assessment of Yes No

Faculty performance

c. Expert assessment of faculty performance Yes No

Assessment by the experts from the college

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

e. Any other (Specify and indicate) Yes No

Management Review

7. Are the faculty assigned additional administrative work?

Yes No

Admission, Inspection duties are assigned as administrative work to the

faculty members. Each staff member spends one hour per day for one week

during admission and inspection time.

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

institution.

For Previous academic session

Grant-in-aid - NIL

Fees (per student) - B.Ed., - 41,500/-

- M.Ed.,- 47,500/-

Donation - NIL

Self funded courses - B.Ed. & M.Ed.

Any other (Specify and indicate) - Nil



9. Expenditure statement in %(for last two years)

Income & Expenditure Comparison Statement

PARTICULARS Year ended

31st Mar. 2012 31st Mar. 2013

Rs Rs

Teaching Staff Salary 20,29,500 21,30,975

Non Teaching Staff Salary 3,60,000 3,78,000

News papers Subscription Charges 9,900 10,395

Journals & Magazines Subscription Charges 25,000 26,250

University Expenses 62,200 65,310

Lab Maintenance 1,20,600 1,26,630

Library Maintenance 72,875 76,519

Electricity Charges 2,76,121 2,89,927

Sports item Purchase 24,000 25,200

Students Study Materials Purchase 1,20,000 1,26,000

Educational Fair & Other Expenses 1,00,000 1,05,000

Seminar Expenses 1,27,872 1,34,266

Uniform Expenses 78,942 82,889

Internet Charges 36,243 38,055

Annual Day, Sports day & Graduation day Exp. 85,000 89,250

Advertisement Expenses 46,650 48,983

Telephone Expenses 33,239 34,901

Travelling & Tour Expenses 22,838 23,980

Printing & Stationery Expenses 31,367 32,935

Postage Expenses 3,570 3,749

College Diary 13,125 13,781

College Magazine 20,000 21,000

CT Camp Exp. 75,000 78,750

Students‟ Tour 1,00,000 1,05,000

Book Purchase 73,525 77,201

Building Maintenance 3,70,000 3,88,500

Office Materials and Maintenance 1,20,000 1,26,000

Record Note Books 86,500 90,825

Departmental activities Exp. 1,80,000 1,89,000

General Function Exp. 25,821 27,112

Furniture Maintenance 1,20,960 1,27,008

Total 48,50,848 50,93,391



10. Specify the institutions surplus/deficit budget during the last three

years? (Specify the amount in the applicable boxes given below)

YEAR SURPLUS

Rs. DEFICIT

Rs.

2010 – 11 9,23,328 -

2011 – 12 10,68,925 -

2012 – 13 11,22,371 -

11. Is there an Internal Financial Audit Mechanism?

Yes No

12. Is there an External Financial Audit Mechanism?

Yes No

External financial audit mechanism conducted by a Chartered

Accountant‟s firm.

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

a. Administration : Yes No

b. Finance : Yes No

c. Student Records : Yes No

d. Career Counseling : Yes No

e. Aptitude Testing : Yes No

f. Examination/Evaluation/Assessment : Yes No

g. Any other (Specify and indicate) : Yes No

h. Interview : Yes No

14. Does the institution have an efficient internal coordinating and

monitoring mechanism?

Yes No



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

efficiency of the non-teaching staff?

Yes No

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

approved by a competent authority?

Yes No

All the decisions taken by the institution are approved by the Chairman.

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

pay temporary / ad hoc / guest teaching staff?

Yes No

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

a) for teachers

b) for students

c) for non teaching staff

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

Yes No

20. Has the institution adopted any mechanism / process for internal

academic audit / quality checks?

Yes No



21. Is the institution sensitized to modern managerial concepts such as

strategic planning, teamwork, decision making, computerization and

TQM?

Yes No

Criterion VII Innovative practices


Criterion VII: Innovative Practices

1. Does the institution have an established Internal Quality Assurance

Mechanism?

Yes No

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

Yes No

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

institution?

Category 2012 - 2013

B.Ed., Men % Women %

A SC 14 14 7 7

B ST - - - -

C OBC 13 13 60 60

D Physically Challenged - - - -

E General Category - - 02 02

F Rural 32 32 37 37

G Urban 17 17 14 14

H Any other (Specify) - - - -

Category 2012 - 2013

M.Ed., Men % Women %

A SC - - 05 14

B ST - - - -

C OBC 07 20 22 63

D Physically Challenged - - - -

E General Category - - 01 03

F Rural 04 11 13 37

G Urban 03 06 15 43

H Any other (Specify) - - - -



4. What is the percentage of the staff in the following category? (2013-2014)

Category Teaching % Non-teaching %

A SC 04 36.36 3 27.27

B ST - - - -

C OBC 7 63.67 8 72.73

D Women 1/11 9.09 5 45.45

E Physically Challenged - - - -

F General Category - - - -

G Any other (Specify) - - - -

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

the last two batches? (2012-2013)

B.Ed. Course

Category At Admission On Completion of the Course

Batch I 2011-2012

Batch II 2012-2013

Batch I 2011-2012

Batch II 2012-2013

SC 12 21 4 17

ST - - - -

OBC 88 75 66 59

Physically Challenged - - - -

General Category - - - -

Urban 32 30 22 20

Rural 68 66 48 56

If any other - - - -

M.Ed. Course

Category At Admission On Completion of the Course

Batch I 2011-2012

Batch II 2012-2013

Batch I 2011-2012

Batch II 2012-2013

SC 13 4 4 1

ST - 1 - 1

OBC 22 29 10 16

Physically Challenged - - - -

General Category - 1 - 1

Urban 9 14 6 5

Rural 26 21 8 14

If any other - - - -



Part – II The Evaluative Report

1. Executive Summary - SWOT

I. INSTITUTION ENVIRONMENT

RDB College of Education is situated in Papanasam village of Thanjavur

Dt., on the Thanjavur – Kumbakonam Highway. The college is at a distance of

25km. in the east of Thanjavur, where the world famous Pragadeswarar Temple

(called Big Temple ) is situated and 15 k.m. in the west of Kumbakonam (called

the Temple Town.) The nearest railway station is at Papanasam itself and the

nearest air-port is at Trichy, at a distance of 85 k.m. The location of the college is

presented in the following chart.

The college is situated in an area of 3.06 acres of land. The institution is

housed in a three storied building with a total built-up-area of 4739.15 sq.mtrs.

Papanasam Taluk of Thanjavur District in Tamil Nadu is basically

agriculture oriented. All agricultural produce are essential items. Hence their

prices are very much regulated and controlled by both Central and State

Governments. As a result, agriculture is not remunerative to both land owners

and agriculture laborers. This has lead to the poor economic conditions of the

people of this area. Since they are economically weak, they are not able to send

their sons and daughters to distant places for higher education, especially to

study B.Ed/M.Ed Course. So the members of the Trust felt that if a college of

Education is started in this agriculture oriented economically weak area, it could

serve the people of this area to pursue higher education in the discipline of

Education. Having this objective in mind, the Dowood Batcha Educational &

Charitable Trust started the RDB College of Education in Papanasam in the year

2007-2008.

Thanjavur Dt. Tamil Nadu India

Evaluative Report Executive Summary


II. REGULARITY BODIES

The institution is regulated and controlled by the Advisory body and the Academic council.

a. ADVISORY BODY

The Advisory Body consists of the following members.

1. Dr. M.A. Dawood Batcha Chairman of the Trust - President

2. Dr. M. Arunachalam Director, RDB Educational Institutions - Member

3. Prof. Umar Professor of Economics (Retd.) Jamal Mohamed College, Trichy - Member

4. Thiru. S. Hariharan, Auditor, Papanasam - Member

5. Dr. Mathew Tharakan Principal, RDB College of Education - Ex. Officio Secretary

This advisory body will meet not less than twice a year to review the

working / functioning of the college, the performance of the students in their

teaching practice and University examinations and also to suggest measures for

an all round growth of the institution and improvement of performance of the

students and staff. Thus the advisory body helps the institution in providing

quality education.

b. ACADEMIC COUNCIL

The Academic Council consisting of the faculty members under the

headship of the Principal will meet frequently to review the performances of the

students in curricular, co-curricular and extra-curricular activities. Their sincere

efforts in these areas ensure supply of high quality products, namely, the best

teachers, for the benefit of the rural masses.



III. RELATIONSHIP WITH SCHOOLS

The institution has established a very good relationship with many

government high schools and higher secondary schools and also with private

matriculation and matriculation higher secondary schools.

It is the practice of deputing our students to these schools for teaching

practice. Our teachers participate in the functions such as Independence Day,

Republic Day, Teachers‟ Day, Annual Day etc., organized by these schools. Our

close association with these schools helps our students to get the teaching

practice training in the best manner possible and also to get employment.

After the teaching practice is completed, we invite the school

Principals/Headmasters and also the management representatives to get their

views about our students who took the teaching practice in their schools. We

collect information about our trained student teachers on their punctuality,

discipline, behavior, involvement in work, efficiency, sincerity etc.

On the basis of the feed-back, we inform our students where they lack and

what they lack and inform them as how to correct themselves. This mechanism

helps us to mould our students to be “Best Teachers” in their career.

IV. RELATIONSHIP WITH COMMUNITY

The college is conducting various extension activities and the citizenship

camps in the nearby areas of Papanasam. The community oriented extension

activities include conduct of awareness programme on cleanliness, small savings,

health and safety, legal rights, consumer protection, etc, tree planting, medical

camps, temple clearing, road lying, mass rallies on environmental protection,

right to vote in elections, etc. These activities have developed a very satisfactory

relationship with the community in and around Papanasam.



V. RELATIONSHIP WITH PARENTS

Parents - teachers meetings are conducted and their opinions on their

ward‟s performance are collected. If a student‟s performance is not up to the

mark, proper guidance will be given and the parents of the student concerned

will be called in person and will be informed of the student‟s activities by the

Principal. The parents should meet the Principal on the appointed date and time.

SWOT

STRENGTH OF THE INSTITUTION

The Institution has Hi-tech digitalized facilities in classrooms.

The College has a well equipped lab with latest configuration and

Internet facility for accessing student teachers and faculty.

A well planned action plan is prepared in the beginning of the academic

year and it is given to the students as soon as the programme is started.

Innovative teaching methodology with ICT is incorporated.

The college library is equipped with modern facilities like software

automation, internet, photocopy machine and consisting more than 5300

books along with E-Library facilities.

College buses are plying for both boys and girls for the benefit of the

remote area students in and around Thanjavur ,Nagapattnam, Ariyalur

and Tiruvarur districts.

Communication skill and the personality of the student teachers are

developed by organizing Soft skill programmes .



WEAKNESS OF THE COLLEGE

Most of the students have come from rural background and hence, poor in

communication skill.

Most of the parents of the student teachers belong to agricultural background

and hence economically week.

OPPORTUNITIES

The placement cell actively engages in facilitating the students to get job

opportunities in schools.

TRB, CTET, TET coaching classes are organized.

Fee concessions are given to the economically backward students.

Student teachers are encouraged to participate and present papers in

seminars.

THREAT

There is always a threat for drop outs due to unavoidable family circumstances.

Early marriage is also one of the hindrances especially for the girl students.



2. CRITERION – WISE ANALYSIS

CRITERION I

CURRICULAR ASPECTS

1.1 CURRICULAR DESIGN AND DEVELOPMENT

1.1.1 State the objectives of the institution and the major considerations

addressed by them. (Intellectual, Academic, Training, Access to the

disadvantaged, Equity, Self development, Community and National

development, Issue of ecology and environment, Value orientation,

Employment, Global trends and demands, etc.,)

The institution has been developed with the following objectives:


attitude in pedagogical methods and preparing them to become role


To strengthen the skills of student teachers in classroom and school

management.


To enhance the competency required of teachers.

To identify and design innovative programmes to meet the local and

global teaching requirements.

To develop the student teachers to be an instrument for building

productive human capital to face challenges of globalization.

Thus, the major objectives of the institution are to provide quality education

to the rural and economically weaker sections of the society without any

difference in caste, creed, religion or sex.



The following aspects have been imbibed in the goals and objectives of the

institution.

(i) Intellectual :

Provision of higher education and relevant knowledge to students

to face the social and scientific challenges and accept the

responsibilities created thereon.

Encouraging the staff and students for creative writing, critical

analysis and recording of cultural changes, and preparing of

original materials on the relevant topics of the programme.

Facilitating development of intellectual property through transfer

of knowledge, skills, competency, technology, etc.

(ii) Academic :

Providing facilities to the graduates of all disciplines such as Tamil,

English, Mathematics, Physical Science, Biological Science,

Geography, History, Economics, and Commerce. Also providing

opportunity to the B.Ed., graduates to pursue M.Ed., course.

Provision of qualified faculty separately for each optional subject,

namely, Tamil, English, Mathematics, Physical Science, Biological

Science, Geography, History, Economics and Commerce offered in

the college.

(iii) Training and Self – Development :

Organizing orientation / refresher courses and workshops for the benefit of the teaching community on curriculum development, quality assurance and management issues.

Sponsoring of teaching and non-teaching staff and also the

students to other academic and non-academic institutions for

programmes on personality development, skill development,

capacity building, etc.



(iv) Access to the disadvantaged: The institution strictly follows the reservation policy of the

government in making admissions and recruitment of staff which

benefits the communally disadvantaged.

The physically handicapped are privileged in getting admission based

on the management‟s policy of giving preference in admission to such

disadvantaged.

Similarly, preferences are also given to divorcees, widows, destitute,

etc. in admissions.

In deserving cases of such disadvantaged, fee concessions are also

given.

All these help the disadvantaged to have a free access to the Management for admissions.

(v) Equity :

The college treats all the students equally irrespective of their basic

degree grades, religion, caste, colour, sex, etc. This has been made

effective and perfect by making admissions as per the reservation

policy of the government and arranging them to sit in the class rooms

on alphabetical order of their names.

(vi) Community & National Development :

Organizing medical camps, blood donation camps, eye camps, etc. for

the benefit of the public in the nearby villages.

Conducting awareness camps on cleanliness, small savings, safety,

legal rights, consumer protection, life insurance, health insurance, etc.

in the nearby villages.

Conducting seminars on topics of national importance such as

population explosion, higher education policy, and uniform syllabus.

etc.



(vii) Issue of Ecology Environment:

To make the students aware of the importance of the environment, the

curriculum has one subject called „Environmental Education‟. Apart from the

conduct of regular classes on this subject, special lectures on ecology and

environment protection are conducted.

Further, the students are engaged in tree planting inside the college

campus and also in the nearby villages.

(viii) Value orientation:

The courses offered by the college are highly value added which are

relevant to the present day needs of the society. To add still more value to these

subjects, practicing people are invited periodically to deliver special lectures on

all subjects.

(ix) Employment:

The institution is continuously taking steps to help our students placed in

good jobs. The prospective employers of various privately owned schools are

regularly invited to our college to recruit our students.

Also, the students are informed of the opportunities available to them

outside the district and State and also in Government schools. Further, private

recruitment agencies are invited to our college for campus recruitment.

(x) Global trends and demands :

A rapid change is taking place in social science and technology

throughout the world. To cope-up with such change, the University is revising

the syllabi periodically. This updating of syllabi helps our students to

understand the global trend and the expectations. This awareness makes them to

prepare themselves to suit the ever changing situations. For the purpose of

preparing them to face the challenges at the global level, the students are trained

suitably.



1.1.2 Specify the various steps in the curricular development processes.

(Need assessment, development of information database pertaining to

the feedback from faculty, students, alumni, employers and academic

experts, and formalizing the decisions in statutory academic bodies).

CURRICULUM DEVELOPMENT PROCESS:

The institution has taken many steps to develop the curriculum so that the

student teachers can face the challenges of the academic world. The curricular

development activities are based on the feed back received from the faculty,

students, alumnae, employers and academic experts. The activities performed

by the institution for Curricular development include the following :

Conducting the course to achieve the objectives for which the University

has framed the syllabi.

Teaching in the class room to add value to the contents of the syllabus.

Deputing students to schools for practice teaching.

Conducting periodical examinations (including unit tests, model tests,

revision tests, etc.)

Evaluation of answer scripts and making the students to know of their

performance so that the students can correct their mistakes, if any.

Making the students to submit assignments on topics of current affairs.

Organizing class seminars, inter collegiate level seminars, State &

National level seminars relating to subject and current affairs.

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

curriculum and existing courses modified to meet the emerging needs?

Since the college is affiliated to a Teacher Education University established

by an Act of the Government of Tamil Nadu, the institution has no right to

change the syllabus or the structure of the curriculum. However to make the

curriculum reflect the global trends and to meet the emerging needs, the



student teachers are expected to read out some current news everyday in the

class from different newspapers, journals and magazines. Each student is

asked to deliver a brief lecture for about 5 minutes about a topic of current

development not only in the Education discipline but also in other areas. This

makes all the student teachers to understand the trends of changes taking

place in various fields. This equips the students to make them capable of

meeting the emerging needs. Participation of the faculty and student teachers

in seminars, conferences etc. help them to understand the recent

developments in the field of education.

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

on national issues like environment, value education and ICT?

Thrust on National issues like environment, value education and ICT is

made through the curriculum with the help of the following activities.

The organization called „Green Club‟ in which all the B.Ed. and

M.Ed., students are members, invites experts to deliver lectures

on environmental importance and protection.

Separate classes are conducted on moral education which will

add value to those who will take up teaching profession as their

career.

The college helps its faculties to participate in workshops

which will provide skills on computer usage, preparation of

ICT tools, use of internet & the use of multimedia tools in

teaching. Similarly, the developments taking place through out

the world in the information and communication technology

are made known to the students through class lectures &

demonstrations.

1.1.5 Does the institution make use of ICT for curricular planning? If yes,

give details.



Yes. Our institution uses ICT for curricular planning. ICT related

instructional materials are made use of by the staff. Internet browsing facility is

provided for staff and students. The institution also provides LCD projector,

OHP and Web Camera. Facilities are also available for Power Point, Audio,

Visual, and Multimedia presentation.

1.2 ACADEMIC FLEXIBILITY

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

so that teaching becomes a reflective practice?

To provide experience to the students in teaching, they are deputed to

various schools for a period of 40 working days. Before the student teachers are

deputed to a school for practice teaching, they are :

trained in micro teaching techniques,

guided to choose the model lesson,

asked to prepare lesson plan and link lesson and

given training in seven skills.

During the practice teaching period they are placed under the guidance and

supervision of the Headmaster / Principal and a working teacher in the school.

These experienced teachers supervise the student teachers while they teach and

guide them as how to improve their skills in teaching. This sort of guidance helps

them to get experience in teaching.

Also, experienced teachers from various reputed institutions are invited to

deliver lectures on teaching methodologies. Further, the students are given

opportunities to observe classes while experienced teachers teach in class rooms.

All these things provide experiences which will reflect in the teaching of our

student teachers.



Staff members are role model for the students. Through their demonstration

classes, they train the students in a systematic way so that students become a

replica of the subject teachers.

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

the operational curriculum for providing varied learning experiences

to the students both in the campus and in the field?

The institution is very flexible in providing learning experiences both in the

campus and in the field. The flexibility includes in the students selecting their

elective subjects of their choice, selecting the school for teaching practice

according to their convenience, inviting outside experts to deliver special lectures

in learning subjects and subjects of current interest.

Similarly, they can choose the village / location for conducting the

community camp and extension activities in which all the students of the B.Ed.,

programme participate.

1.2.3 What value added courses have been introduced by the institution

during the last three years which would, for example, develop

communication skills (verbal & written), ICT skills, life skills,

community orientation, social responsibility etc..

To add value to the knowledge and skills of both students and staff, the

following programmes are conducted by the college.

Short-term course on Spoken-English to develop communication

skills.

Personality development programmes to increase the value of

individuals.

Yoga training for good health management,

„Each one, Teach one‟ programme to help community development.

Participation in Self-Help Groups (SHG) to promote savings habit.

Organizing blood donation camps to serve the society.



Conducting programmes to create awareness to the society on

aspects such as consumer protection, legal aids, health management,

cleanliness, etc.

Creating civic sense through citizenships training camps and

extension activities.

Arranging special lectures on current developments.

Imparting computer training.

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

in the curriculum?

1 Inter – disciplinary / Multi disciplinary programme :

The B.Ed., and M.Ed., programmes are inter-disciplinary. They cater to

the needs of graduates of various disciplines to do one course. Also, the students

of these courses are given opportunities to learn other subjects by their

participation in the multi- disciplinary programmes.

2 Multi-skill development :

The students are given opportunities to develop their skills on various

disciplines such as sports, fine arts, oratorical, etc. They are allowed to

participate in competitions conducted by various organizations such as

Universities, Local Bodies, Districts and State administration, other agencies such

as Rotary Clubs, Lions Clubs, Charities, etc. This provides opportunities to our

students for their multi-skill development.

3 Inclusive Education :

The curriculum includes not only the classroom education but also the

education from outside. The students get opportunities to learn the living status

of the people in the near by areas, their ignorance on various aspects such as

health, sanitation, legal rights, consumer protection, social responsibilities, etc.

This knowledge makes the education all inclusive.

4 Practice Teaching :

Every student is deputed to a high / higher secondary school of his choice

for teaching practice for a period of 40 working days. During this period every

student is under the guidance and supervision of an experienced teacher of the

school, called „Guide Teacher‟. This guide teacher guides the students while

teaching and this provides the student teacher a very good practice for teaching.



5 School experience / internship

After attending the teaching practice in school, each student is asked to

prepare various records and reports. These reports are evaluated by the guide

teachers in the school concerned and also the teachers of the college. This helps

them to understand their standard of teaching and also provides an opportunity

to know the lapses on their part and hence to correct them.

6. Work experience / SUPW

Every one must have confidence to face life. To make our students gain

such a confidence, the institution has taken some steps.

In times of acute unemployment problem in our country, all those who

acquire higher education in any discipline cannot expect to enter into

government service or get placement in the organized sector. This fact makes the

educated to prepare themselves to stand on their own legs. This institution has

taken some steps to help the students to gain knowledge and experience to stand

on their own legs.

The students are given training in making paper covers, office files,

writing inks, washing powder, shampoo, cleaning powder, toys, embroidery

work, etc. The process of making these products requires lesser investment, very

small area of operation, easier technology, etc. The students are given training in

producing these products both inside and outside the campus. Persons who have

knowledge and experience in making these products are invited to the college to

train the students. Similarly, the students are taken to outside places where these

products are produced by others. Such kinds of visits provide them more

knowledge and experience about the production of the products. With the help

of the knowledge and experience they gain both inside and outside the campus,



they produce the products at home on commercial basis which helps them to

earn money for their livelihood.

7. Any other (specify and give details)

To ensure that the students of this institution are of high standard and

quality, various programmes are conducted. For example, weekly tests, unit

tests, surprise tests, etc, are conducted in each subject. It has been the practice of

teachers to ask questions orally and expect answers from the students every day

at the beginning of their class. Also each student is asked to speak in the class for

a few minutes on any topic in the subject or any topic of his interest. This

develops the communication skill of the students and also increases their

knowledge in the subject.

Apart from this the students are motivated to organize debates,

competitions (both oral & written), quiz programmes, etc. These things increase

the thinking ability, analyzing capacity, presentation skills, etc. of our students.

1.3 FEEDBACK ON CURRICULUM

1.3.1 How does the institution encourage feedback and communication

from the Students, Alumni, Employers, Community, Academic peers

and other stakeholders with reference to the curriculum?

The opinion of the students about the curriculum is obtained though a

questionnaire. A copy of the questionnaire is given to each student. The filled-in

questionnaires are collected, processed and analyzed. Also, through the

„Suggestions Scheme‟ which is in force in college, the opinions of the students on

the curriculum are received. The feed-back received from the students about the

curriculum through the questionnaire and the suggestions scheme are sent to



the University / Board of Studies, for their consideration while they revise

syllabi.

Similarly, the opinions of our old students who have joind teaching

profession in different schools are obtained in Alumni Association meetings. As

they are in the teaching field, they can very well know the improvements

required to be made in the curriculum and this they bring out in their meetings.

The opinions of the Principals / Managements of various schools to which

our students are deputed for teaching practice and the schools in which our

students are employed are also obtained with regard to their expectation of

improvements/ changes in the curriculum. In the meetings of the Parent -

Teachers Association, if any improvement / modification is suggested by the

parents, they are given due weightage and are followed. Also, during the special

occasions such us Independence Day, Republic Day, Annual Day celebrations,

etc when the parents of our students and members of the public participate, they

are asked to give their opinions about the course contents and if they present

anything, that is also taken note of and if necessary it is transmitted to the

University / Board of Studies.

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

feedback to review and identify areas for improvement and the

changes to be brought in the curriculum? If yes, give details on the

same.

Yes. The Curriculum framed by the Tamil Nadu Teachers Education

University is rigid. Though our college comes under self-financing category,

we give suggestions regarding the complicated areas of the curriculum to the

board of studies and changes are made accordingly. Based on this,



curriculum learning experience is gained by students in and out of the

campus.

1.3.3 What is the contribution of the institution to curriculum

development? (Member of BoS/ sending timely suggestions

feedback, etc.)

During the Principals meeting, the Principal of our college will submit the

opinions of the staff and students on curriculum improvement. Also the

opinions / suggestions on curriculum development, received from the

students and staff in writing are forwarded to the University / Board of

Studies for their favorable consideration. For instance, our teachers state that

in an academic year, some subjects are to be taught for 100 hours and some

are to be taught only for 75 hours. The staff opines that uniform hours of

work may be allotted for all the subjects.

Random suggestions are made and sent. Regular feedbacks are received

from staff and students and forwarded to the University/Senate/ Board of

studies

1.4 CURRICULUM UPDATE

1.4.1 Which courses have undergone a major curriculum revision during

the last three years? How did these changes contribute to quality

improvement and student satisfaction?(Provide details of only the

major changes in the content that have been made).

As the institution is affiliated to Tamil Nadu Teachers Education

University, created by an Act of Government of Tamil Nadu, the institution

has no right to make changes or alterations on its own in the design or

contents of the curriculum. However, the affiliating University has a right to



make any revision in the curriculum. When the University was started in

2008 – 2009, it adopted the syllabus of a then existing University and latter in

2009 – 10, it revised the syllabus thoroughly to ensure quality in the

curriculum and fulfill the needs of the changing environment.

The University takes care of improving the curriculum by giving provision for

laboratory work, value addition to the course contents, use of computer and

internet, use of audio – visual equipments, etc., From the year 2009-2010, the

elective papers ICT and WOMENS EDUCATION for M.Ed., has been introduced.

1.4.2 What are the strategies adopted by the institution for curriculum

revision and update? (Need assessment, student input, feedback

from practicing schools etc.)

Limited provisions are there for revision and updating the curriculum by

the institution. But, however, the feed-backs presented by staff, students and

stake-holders are taken into consideration by the University/Board of studies

regarding the above.

1.5 BEST PRACTICES IN CURRICULAR ASPECTS

1.5.1. What is the quality sustenance and quality enhancement measure

undertaken by the institution during the last three years in curricular

aspects?

The measures for the quality sustenance and quality enhancement include

arranging guest lectures, organizing seminars, conducting certificate courses and

add on programmes. The practice of obtaining feedback on curriculum and

further processing also enhance the quality. The quality sustenance and quality

enhancement are ensured through the following practices:



According to Tamil Nadu Teacher‟s Education University syllabus, a

detailed scheme is prepared for each subject and a copy of this is given to

each student teacher.

The advantage of this method of teaching is that all the topics given in the

syllabus are covered without any omission and the students come to

know the lesson to be taught before hand.

Each student is given „Notes‟ prepared by our staff members for better

understanding and securing good marks in the University examinations.

The students who have „practicals‟ are given‟ Practical procedure‟ one day

before the practical class.

Every year Guest Lectures by eminent experts in all subjects are arranged

for the betterment of the students.

PowerPoint Presentation is prepared for all the subjects by the respective

staff members for better teaching-learning.

Subject related CDs are purchased and their respective abstracts are

prepared in detail. Students are shown the CDs in the AV theatre

periodically.

1.5.2 What innovations / best practices in curricular aspects have been planned/implemented by the institution? The following are some of the best curriculum practices.

Organizing departmental functions and meetings through the elected

office bearers of such association

Inviting guest lecturers to deliver lectures on thrust areas

Arranging educational field trips

Motivating the students to participate in co-curricular and extra-curricular

activities.

Organizing sports meet in the campus either at the district level or at the

zonal level.

Conducting placement training programmes every year.



Arranging for campus interview

Conducting yoga and meditation programmes.

Organizing Environmental Awareness programmes.

Conducting First Aid and AIDS Awareness programmes

Conducting Personality Development programmes.



CRITERION – II

TEACHING – LEARNING AND EVALUATION

2.1. ADMISSION PROCESS AND STUDENTS PROFILE

2.1.1. Give details of the admission processes and admission policy (Criteria

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

access, transparency, etc.) of the institution?

The admission process for the academic year will start with the publishing

of advertisements in Newspapers in Tamil, the regional language and English.

Similar advertisements are released through fortnightly and monthly magazines.

Also information on admissions will be telecast in the local TV channels. These

advertisements will contain the courses offered (viz., B.Ed., and M.Ed.), optional

subjects offered in B.Ed., course, and dates for issue of applications and

commencement of admissions and important admission regulations.

A printed copy of application for admission along with a prospectus

containing all details about the course, admission procedure, eligibility criteria,

etc. will be issued to the prospective candidates on request. The candidates are

asked to submit the filled-in application along with copies of required

documents within the stipulated time.

The applications thus received will be scrutinized by the admissions

committee headed by the Principal and two senior faculty members. If the

candidate fulfills the eligibility criteria, he will be asked to meet the interview

committee. If the interview committee is satisfied with the candidate and the

documents submitted by him, he will be informed of his provisional selection for

admission and asked to pay the admission fee within a prescribed time. If the

candidate pays the fees, his admission will be confirmed and if he fails to pay the

fees, his selection will stand cancelled.



In making the admissions, guidelines prescribed by the State Government

of Tamil Nadu and the Tamil Nadu Teachers Education University will be

strictly followed.

Government‟s Reservation policy for admissions :

SC : 18%

ST : 01%

OBC : 50%

General : 31%

University‟s guide lines for admission into B.Ed. and M.Ed.

i. The candidates should have passed 10+2+3 (15) or 11+1+3 (15) pattern of

study and UG degree examination with the same main subject in Part III for

which they are seeking admission to the B.Ed., course.

ii. Candidates who have studied more than one main subject in Part III of UG

degree course should have chosen only one of the main subjects and should

have applied for that optional only.

iii. Candidates who have done their UG degree in Computer Science,

Information Technology and Computer Application etc., can apply for

Computer Science. Candidates who have done their UG degree in Applied

Geography can apply for Geography. Candidates who have done their UG

degree in Applied Physics, Geo-physics, Bio-physics and Electronics can

apply for Physical Science. Candidates who have done their UG degree in

Biotechnology, Plant Biology and Plant Biotechnology can apply for

Biological Science.

iv. Candidates with the following marks in Bachelor‟s degree are eligible for

admission to the course other than subjects like Economics, Commerce,

Home Science, Political Science, Sociology, Psychology, Philosophy, Logic

and Indian culture for which PG Qualification is mandatory.




For B.Ed.,

Community / Category Minimum Marks

OC 50%

BC 45%

MBC / DNC 43%

SC / ST 40%

In the case of physically or visually challenged candidates, a minimum

pass in the degree is enough.

For M.Ed.,

Community / Category Minimum Marks

OC 55%

BC 55%

MBC / DNC 55%

SC / ST 55%

SC/ST/OBC and other categories shall get a relaxation of 5% marks.

v. Rounding of marks to the next higher integer shall not be permitted.

vi. Candidates who have passed under Double Degree/Additional Degree

programme with less than three years duration are not eligible for

admission.

vii. No age limit :

Students are admitted in accordance with the rules and norms of the

regulatory bodies. However, the management of the institution is very flexible in

making admissions to differently abled, financially oppressed, educationally

backward, divorces, widows, sports personnel, etc. These students are given

facilities such as fee concession, subsidized hostel bill, free record books, etc.



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

prospective students about the programs through the advertisement and

prospectus or other similar material of the institution?

The publicity for all the courses is widely given through leading News

papers. It is also announced through Educational Fairs and Seminars conducted

at important cities and districts. The Posters and Brochures are also sent to

various academic institutions. The stalls are hosted in Educational Exhibitions &

fairs for the advertisement of the courses.

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

determined admission criteria are equitably applied to all applicants?

B.Ed., and M.Ed., courses offered by the college are self- funded and eligible

students are admitted through merit basis and according to the admission

process. Equal opportunity is provided to all eligible applicants without bias.

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

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

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

physically challenged)

We are following the admission guidelines as per State Government and

University policies, a few of which are given bellow:

For the candidates belonging to SC and ST community, a pass in the

relevant UG degree courses is enough for admission,

No age limit,

Concession is given for physically handicapped and financially backward

students and

No Language bar



2.1.5. Is there a provision for assessing student‟s knowledge / needs and skills

before the commencement of teaching programmes? If yes, give details on the

same.

After admission the institution adopts methods for assessing students‟

knowledge, needs and skills before the commencement of the program through

marks secured by the candidates, group discussion, aptitude test and personal

interview.

This process helps the teachers to assess the students‟ potential, academic

back ground and their skill in English, as most of the students are from rural

background.

Since the medium of instruction offered is both Tamil and English and in

order to bridge the gap between the incoming students, the English department

conducts standardized language skill test in English, and based on the scores, the

department identifies and provides remedial support by conducting bridge

courses to the weaker students to make them understand the subjects with ease.

2.2 CATERING TO DIVERSE NEEDS.

2.2.1. Describe how the institution works towards “creating an over all

environment conducive to learning and development of the students”

Most of the modern subjects are computer-based. The library and

information services are upgraded to provide the current technology

developments to students through E-Journals, on-line journals, audio-visual aids

and CD. The college has a very resourceful library with a large number of latest

books, and National and International Journals in various subjects. The library

functions right from 9.00 a.m. to 5.00 p.m. on all working days.

Also, the college takes steps so that all our eligible students get scholarships

or financial assistance either from government or from any other service

organization / trust.



Audio –Visual resources like LCD projectors, OHP, multimedia package

presentation, TV, tape recorders, record players, video and still cameras, public

address system etc., are available to make the teaching system modern and

effective.

The computer lab, psychology lab, physical science lab, biology lab, language

teaching lab etc. are well established with latest equipments and apparatuses.

Opportunities are created through the Student‟s Associations such as Fine

Arts, Tamil Ilakkia Mandram, Women‟s Cell, Students Union etc. to bring out the

hidden talents of our students. Similarly, the various activities organized by the

departmental associations make the students to improve their knowledge in their

subjects as well as the qualities of leadership, organizing ability, etc.

The „Suggestions Scheme‟ available in the college makes the students to

contribute for the development of the institution and also for individual

development. This scheme provides high mental satisfaction to the students

while their suggestions are accepted and recognized.

Similarly, the „Grievances Redressal‟ procedure followed in the institution

helps the students (and also the staff) to redress their grievances and make them

happy.

The teachers who are well qualified and sufficiently experienced establish a

very cordial relationship with the students through their efficient teaching and

friendly approach.

The college provides opportunities for the students to participate in

curricular, co-curricular and extra curricular activities and competitions, both

inside and outside the college. This helps them to prove their talents and skills

which brings name and fame not only to the participating students but also the

sponsoring institution.

2.2.2 How does the institution cater to the diverse learning needs of the

student?



The following are some of the methods/facilities used to satisfy the

diverse learning needs of our students:

Methods of teaching are taught

Lab facilities are available

Library facilities are provided

Computer facilities are adequate.

Teaching practice is given by sending them to various schools

Teachers visit to these schools to clarify their doubts

NET facilities are made available

Cultural and sports programmes are arranged

Data collection is carried out for research work.

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

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

The following activities help to understand the diversity and equity in

teaching-learning process:

Arranging citizenship training camp for a week in a rural area.

Conducting extension activity programs in economically and

educationally backward areas.

Organizing sports meet and cultural meet within the campus and also

outside the campus.

Village adoption schemes

Educational tours to far of places

Motivating the students to participate in sports & the competitions

organized by other institutions and other agencies such as Local

Bodies, Rotary Clubs, Lions Clubs, Youth Red Cross, etc.

These activities which are organized in relation to the curriculum will

certainly make the student teachers to understand the role of teaching-learning

process in diversity and equity.



2.2.4. How does the institution ensure that the teacher educators are

knowledgeable and sensitive to cater to the diverse student needs?

The following steps are taken by the institution to ensure that its teacher

educators are knowledgeable and sensitive to cater to the diverse student needs.

The method of teaching has undergone a great change. It has moved to

electronic teaching from the conventional „chalk & talk‟ method. Today

the teacher educators are trained to use LCD, OHP etc. to make

teaching more effective.

Tests such as Aptitude Test, Personality Test, Interest Test, etc. help the

teachers to make their students understand the concepts very easily,

quickly and clearly.

The micro-teaching technique taught in the class before the student –

teachers go for practice teaching in school(s), develops their teaching

skills.

The insistence of the teacher educators on the student teachers to

prepare models, teaching aids, teaching learning materials with

modern and innovative techniques etc. improve their knowledge and

skill in teaching.

The teacher educators encourage the student teachers to carryout the

practical work and the teaching practice process with the utilization of

various facilities available in the college.

The educational tours and other field visits organized by the teacher

educators make the students-teachers interact with different kinds of

people which in turn makes them understand the society.

The various new developments such as LCD, OHP, Computer

Software, Internet, etc., make their learning faster and effective.

The Self Appraisal forms filled – in by the teacher educators make

them understand the real level of their standard.



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

knowledge and skills related to diversity and inclusion and apply them

effectively in classroom situations?

A detailed course plan for each subject is prepared and it is given to the

students in the beginning of the academic year itself. The students receive

appropriate academic and professional advice right from the commencement of

the programme. They are given advice on learning process and use of reference

books, journals, magazines, internet, etc. They are encouraged to study the

subjects before hand which will help them to understand the subject better. The

students are given academic calendar every year which includes daily time table,

weekly, monthly & model tests, period of teaching practice, tentative schedule of

University Examinations (both theory & practical) etc. Such practices inculcate

the habit of reading and learning continuously and also to acquire knowledge

and skills which will help effective management of class room situations.

2.3. TEACHING – LEARNING PROCESS

2.3.1. How does the institution engage students in “active learning”? (Use of

learning resources such as library, web site, focus group individual projects,

simulation, peer teaching, role-playing, internships, practicum etc.)

The institution engages students in active learning in many ways by using

the learning recourses as stated below:

Students improve their knowledge by reading many books from the

library provided by the institution

In addition, study materials prepared by faculty are given to the students.

Computer lab facilitates the students with educational web sites.

Students are also motivated to engage in group study.

Students are also motivated to do individual projects. Our faculty

members guide the students to complete the projects,



Our institution stimulates the students to improve their teaching

competency

Students are trained for the peer teaching before going to the actual class

room teaching.

Students are encouraged to have a role playing to improve their

commutation skills.

Students are motivated to carry out the internship activities.

2.3.2. How is learning made student-centered? Give a list of the participatory

learning activities adopted by the Institution and those which contributed to

self –management of knowledge and skill development by the students?

Strategies followed for the student - centered learning:

1. Students are encouraged to take part in seminars

2. Subject wise quiz competitions are conducted

3. Conducting of personality development programmes

4. Organizing national and state level seminars

5. Students are motivated to present abstracts in seminars

6. Students are given opportunity for doing internship

7. Educational trips

8. Field and industrial visits such as Green-Clean campus, Noise pollution,

Recycling of waste etc., are done.

9. Arranging guest lectures

10. Leadership quality is developed

11. Rural camps take students to an exciting learning experience

which helps them to execute control and live with constraints. They also

learn to work in teams during First Aid camp.

12. AIDS awareness programmes are arranged. Students clarify their doubts

regarding HIV , AIDS and other genital problems and propagate

awareness to the public.



2.3.3. What are the instructional approaches (various models of teaching

used) and experiences provided for ensuring effective learning?

Detail any innovative approach / method developed and used

The various methods of teaching used in the institution include the

following:

Lecture method

Interactive Method

Programmed Learning

Computer assisted learning

Experimental Learning

Seminar Presentation

Panel method

Effective learning through OHP and LCD

Conventional Chalk and talk

Demonstration class

Workshop

Symposium

Debate

Discussion

2.3.4. Does the institution have a provision for additional training in models of

teaching? If yes, provide details on the models of teaching and number of

lessons given by each student.

Yes. The institution conducts training programmes on the preparation of models, teaching aids and teaching-learning materials with modern and innovative techniques.

Students are trained in socially useful productive work (SUPW) with the help of outside practioners.



The teaching-learning process provides for micro teaching, macro teaching, observation, demonstration, in-service training, etc.

Micro and macro teaching help the students to learn the best way of teaching.

Micro teaching skills are demonstrated by faculty members for 7 days in the college itself.

Demonstration by subject teachers is performed for 5 days.

Observation by guide teachers is made for 10 days.

In macro teaching, lesson plan preparation and teaching aid preparation are done for 30 days.

In micro teaching 5 lessons are prepared for each skill.

For each optional, 3 demonstration lessons, 5 observation lessons and 20 lesson plans are prepared.

The performance of student teachers while they are in teaching practice in

the schools is monitored by the faculty members with regard to lesson plans,

teaching aids, teaching techniques, class room interaction etc. If the faculty

identifies any deficiency in a student teacher on his practice teaching, he informs

him of the same and gives guidelines to rectify such deficiency.

2.3.5. Does the student teachers use micro-teaching technique for developing

teaching skills? If yes, list the skills practiced and number of lessons given by

each student per skill

Yes. The student teachers use micro-teaching technique for developing

teaching skills. As per the syllabus, seven skills are practiced by students before

going to the teaching practice

Students are made to understand the skills of micro teaching.

They are insisted to choose the model lesson



They prepare the lesson plan (in the form of conversation model)

Practice teaching is given in the seven skills, namely,

1. Skill of explaining

2. Skill of questioning

3. Skill of black board writing

4. Skill of stimulus variation

5. Skill of reinforcement

6. Skill of demonstration

7. Skill of illustration with examples

a. Microteaching practice is given to students before macro teaching and it

will be video recorded.

2.3.6. Detail the process of practice teaching in schools (Lessons a student gives

per day, lessons observed by the teacher educator, peers/school teachers,

feedback mechanism, monitoring mechanisms of lesson plans, etc.)

A teacher has to plan a lesson to be taught within a period of class room

teaching. He has to select a topic which is to be covered within a period of 45

minutes duration. The topic is also analyzed in terms of the element of the topic

of teaching points. The teaching objectives and their weightage are also

determined in terms of time (minutes) allotted to them.

Illustration:

1. Topic for writing an essay is discussed.

2. General objectives for writing composition is explained

3. Specific objectives for writing an essay is given in detail

4. Pre-requisites or previous knowledge of the student is explored

5. Introducing topic is made

6. Statement of the essay is pointed out

7. Narration of the teacher is done



8. Students are questioned

9. Description by the teacher is given/ summing up takes place

10. Recapulatory questions are asked

11. Home work / assignments are given.

2.3.7. Describe the process of Block Teaching / Internship of students in

vogue.

Block Teaching is the reorganization of the academic year into working

hours as given below:

B.Ed.,

1. Total number of working days = 200 days

2. Total number of hours = 1200 hours

3. Number of hours for Theory = 960 hours

4. Number of hours for Teaching Practice = 240 hours

M.Ed.,

1. Total number of working days = 180 days

2. Total number of hours = 1080 hours

3. Number of hours for Theory = 960 hours

4. Number of hours for Research data collection work = 120 hours

Internship training is given to our B.Ed., students beyond Teaching Practice.

Our students take internship training in the teaching practice schools. They assist

the regular teachers, supervise the students, attend committee meetings and

participate in all curricular & co-curricular activities. They update their skills

through this internship training rather than micro-teaching.

2.3.8. Are the practice teaching sessions/ plans developed in partnership

cooperatively involving the schools staff and mentor teachers? If yes, give

details on the same.



Yes. The practice teaching sessions are developed in consultation and co-

operation with the teachers of the schools in which our B.Ed. students take

training. A cordial relationship is always maintained between the faculty

members of our college and the school teachers. The B.Ed. students taking

the practice teaching in schools, are under the supervision of a teacher of

the school, called guide teacher. The guide teacher observes the B.Ed.

students while they are teaching in the class, points out the errors

committed by the student teachers and corrects them. Under this

situation, the guide teacher acts as a mentor. He also guides the student

teachers in conducting tests, writing case studies, preparing records, etc.,

2.3.9. How do you prepare the student teachers for managing the diverse

learning needs of students in schools?

The student teachers are prepared to manage the diverse learning needs of

school students in the following ways :

i. The college organizes state level and national level seminars in

which subject experts and practicing professionals transform their

latest knowledge to our students.

ii. Students are encouraged to participate in seminars / workshops /

conferences, etc. organized in other institutions also.

iii. Academic experts are invited to deliver guest lectures who

enlighten our students about the latest developments in the

subjects and the teaching methodologies.

iv. The students are encouraged to prepare case – studies and project

reports.

v. Each student is asked to speak for nearly 5 minutes in the class

before the commencement of each class on any matter relating to



developments taking place in the subject contents, teaching

methods, general, etc. This makes our students to go to library

regularly and refer to dailies, magazines and journals.

vi. Use of LCD, OHP, audio – visual equipments, etc. to teach in the

class helps our students to know the developments in teaching

methods and practices.

vii. Students are given training on personality development,

communication skills, spoken English, etc.

viii. Opportunities are provided to our students to participate in the

activities of the departmental associations, curricular and co-

curricular activities, competitions, etc. organized not only in our

college but also in other colleges.

2.3.10. What are the major initiatives for encouraging student teachers to use /

adopt technology in practice teaching?

Most of the modern subjects are computer based. The library and

information services are upgraded to provide the current technological

developments to students through e- journals, on-line journals, audio – visual

aids and CD. The college has a very resourceful library with a large number of

latest books, and national and international journals in various subjects. The

subject teachers recommend all the students to prepare OHP, Audio- Video,

Power Point and to download the subject contents from various websites.

2.4 TEACHER QUALITY

2.4.1. What is the ratio of student teachers to identified practice teaching

schools? Give the details on what basis the decision has been taken?

There are 100 student teachers in our college. The ratio of student teachers

to practice teaching schools is 3:1 or 4:1 in our college. The ratio has been

decided on the basis of the total number of student teachers of our college and



the number of near by schools which permit our students to take practice

teaching in their schools.

2.4.2. Describe the mechanism of giving feedback to the students and how it is used for performance improvement.

The various mechanisms practiced in our college to give feed back to the

students are :

i. Asking oral questions every day in the beginning of the class by the

teachers and evaluating the answers given by the students. If the

student gives an incorrect answer to the question, it. will be

corrected by the teacher then and there.

ii. Conducting tests periodically on all subjects and giving back to

them the corrected answer scripts.

iii. Asking the students to appraise themselves with the help of a self-

appraisal form.

iv. Making the students to participate in discussions. Students are

given a topic for discussion. When they give their opinions on the

topic and if the opinion is not correct, it will be corrected by the

teachers.

v. Students are asked to present papers in class seminars. This makes

them to refer to reference materials relating to the topic which will

improve their knowledge. While they are presenting the paper in

the class if he/she mentioned anything wrong or irrelevant, it will

be corrected by the teachers and proper guidance will be given.

2.4.3 How does the institution ensure that the student teachers are updated on the policy directions and educational needs of the schools?

Students are provided updated information on policy decision,

changes in curriculum and course contents. Their current event knowledge is



also updated through students notice board. The same is also circulated to the

faculty members.

2.4.4 How do the students and faculty keep pace with the recent

developments in the school subjects and teaching methodologies?

Students and faculty keep pace with the recent developments in the

school subjects and teaching methodologies by adopting ABL(Activity Based

Learning), ALM (Active Learning Method) and ICT(Information

Communication Technology) method

2.4.5 What are the mvajor initiatives of the institution for ensuring

personal and professional/career development of the teaching staff

of the institution (training, organizing and sponsoring professional

development activities, promotional policies, etc.)

The following are the initiatives taken by the institution to ensure personal / professional development of teaching staff.

Faculty Development Programmes are organized in the college. Similarly, our faculty members are sponsored for FDP organized in other institutions also.

Staff are encouraged to participate and present papers in seminars, conferences, etc. at State & National levels, organized in our college and also in other colleges.

Staff are motivated to publish research articles and general articles in Journals / Magazines.

Staff are deputed to orientation courses organized by Universities.

Staff are encouraged to deliver guest lectures in other colleges and institutions.



The staff are allowed to do research, either as mini or major project or leading to M.Phil. / Ph.D. degrees.

Teachers are given study holidays and also leave to carryout their research work or to collect data relating to their research.

2.4.6 Does the institution have any mechanism to reward and motivate

staff members for good performance? If yes, give details.

Yes. The following are some of the rewards given to the staff to motivate them for higher performance.

When staff present papers in seminars / conferences in other

colleges, the seminar registration fee and the travelling and

incidental expenses are borne by the Management.

In the case of publication of articles in journals / magazines, the

typing, mailing, etc. expenses are met by the Management.

When they go to other places for data collection relating to their

research, the incidental expenses are met by the Management.

Staff who contribute significantly through such seminar papers,

publications etc. are recognized in Annual Day Celebrations with

shawl, awards (some times cash), certificate of appreciation etc.

Similarly, the teachers who produce cent present result in their

subjects are also rewarded in such functions.

Teachers who put in cent percent attendance are honored in

Annual Day function or Teachers Day function, etc.

Teachers for their exceptional performance in academic, co-

curricular and extra curricular activities are also rewarded in

Annual Day function or in special functions.



2.5 EVALUATION PROCESS AND REFORMS

2.5.1 How are the barriers to student learning identified, communicated

and addressed? (Conducive environment, infrastructure, access to

technology, teacher quality etc)

The barriers to student learning on the environment, class room structure,

access to technology, teacher quality, furnitures etc. are identified,

communicated and addressed in the following ways :

Observation by the teachers and students.

Inspection by external experts.

Information from students.

Feed-back from alumini and parents of our students.

Use of suggestion box and grievances redressal cell.

Appraisal of students by teachers and vice-versa.

When the barriers to student learning are identified, immediately they are

communicated to the concerned person and corrective measures are initiated.

For example, if the barrier is on the part of the students, they are informed of the

barriers and also the corrective measures to be taken are informed to them.

Similar practice is with teachers also. When the barriers for which the corrective

measure could be taken by the management, (for example, class room

modification, change of furniture, availability of electricity, etc.) they are

immediately brought to the notice of the management and the management will

take the corrective measure immediately.

2.5.2 Provide details of various assessment / evaluation processes (internal assessment, mid term assessment, term end evaluations, external evaluation) used for assessing student learning?

As the institution is affiliated to TNTEU, the assessment pattern of the

university will be followed. The components of the internal assessment are



Test

Assignment

Seminar

The institution conducts periodical class tests, midterm and one

model examination.

Total mark of this will be carried out for the university Internal

Assessment.

To prepare the student teachers for university commission, model

commission will be conducted.

2.5.3 How are the assessment / evaluation outcomes communicated and used in

improving the performance of the students and curriculum transaction?

The students are communicated about the outcomes of the assessments in the following ways to help improve their performance.

Test results are communicated to students in the class along with their corrected answer scripts. This will help them to know the mistakes committed by them so that they can correct them.

Similarly, the valued assignments are dealt with.

Marks secured by the students in term – tests are communicated to their parents.

High performers in the tests and other academic activities are recognized by displaying their names in notice board.

On identification of weak students, special coaching classes are arranged for their benefits.

2.5.4 How is ICT used in assessment and evaluation processes?

Assignments, seminars, class tests, mid term and model

examination marks are computerized. The printout will be displayed in

the students notice board.

2.6 BEST PRACTICES IN TEACHING – LEARNING AND EVALUATION

PROCESS

2.6.1 Detail on any significant innovation in teaching–learning /evaluation introduced by the institution?



Innovations in Teaching-Learning

Staff prepare month-wise teaching plan for the subjects assigned to them.

At the beginning of every academic year, the students are issued with our

college calendar and the syllabus scheme carrying detailed information

about the subject to be taught in advance.

Our staff members refer many books, journals, magazines and internet

before Lecturing.

Our faculty follows different teaching-learning methods which include

also the lecture method for communicating the details of the contents in

the subject.

They also follow interactive method to encourage the students to take

active participation in the classroom. They use case studies, role plays,

simulation games, situation analysis etc. to enhance the active

participation of the students.

To gain the practical knowledge of the subject, the students undergo a

project based learning wherein the students are sent to various industries

to undertake the project work.

The staff members use Hi-Tech audio visual aids such as LCD Projectors,

as a supplement for the lecture method.

Online access of the topic is done by the faculty members inside the

classroom.

The students are given written assignments to inculcate confidence and

the habit of self-learning.

Seminars for better understanding of the subject are made compulsory.

Students are also encouraged to use audio-visual aids like LCD to bring

out their creative thoughts.

Apart from academic excellence, we also train our students to instill skills

like personality development, communication skills, individuality,

leadership qualities, decision making skills, planning skills, organizing



skills, effective event management skills, problem solving skills,

interpersonal skills, administrative skills, etc. to make them reach the

global standard with the help of the training experts from different parts

of India.

We inculcate the habit of reading newspapers, magazines and journals to

gain worldly knowledge. We also improve the emotional and spiritual

quotient of our students through value based education.

2.6.2 How does the institution reflect on the best practice in the delivery

of instruction, including use of technology?

The college encourages the faculty members to make use of ICT at the

maximum.

Media selection: The teacher educators select the media or

technology, to teach their subjects based on the topic selected,

instructional objectives, available resources and nature of the student

teachers.

Printed materials: Printouts are prepared by the staff members

covering all the units.

Video tapes: Video tapes are prepared for micro teaching. The

student teachers operate these and learn by themselves.

Net lab: All the computers are facilitated with internet connections.

This helps the student teachers and staff to enrich their knowledge.

All the activities aim at developing the pre – requisite which is required

for a teacher of this modern world.



CRITERION III

RESEARCH, CONSULTANCY AND

EXTENSION

3.1 PROMOTION OF RESEARCH

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

education?

As the institution is a Self- Financing Institution, it permits the faculty

members to take part in research oriented programmes by providing on

duty, to enrich their research awareness.

Faculty members are motivated to publish books & research articles in

journals and magazines.

Library is equipped with International and National journals with back

volumes for reference.

Advanced level text books (Reference Books) are also available for

reference.

The management provides a token grant as seed money for minor

research projects

Encourages the staff members to use the maximum lab facilities available.

Encourages the staff members for attending International Seminar

/Workshop by sanctioning „On Duty „for the staff members.

Provides leave at the time of completion of the Ph.D., work.

Internet facilities are available for the use of faculty.

Objectives of Research

The term research is not a compact way of spelling„re-search‟ for it is not

merely a search repeated. It is an “intellectual activity which brings to light new

knowledge or correct previous errors and misconceptions and add in an orderly

way to the existing corpus of knowledge”.

Criterion III Research, Consultancy and Extension


Research is thus, an original contribution to the existing stock of

knowledge making for its advancement. In short, the search for knowledge

through objective and systematic method of finding solution to a problem is

research.

The purpose of research is to discover answers to questions through the

application of scientific procedures. The main aim of research is to find out the

truth which is hidden and which has not been discovered as yet. Though each

research study has its own specific purpose, we may think of research objectives

falling into a number of following broad categories.

To gain familiarity with a phenomenon or to achieve new insights into it

(Explorative research studies)

To portray actually the characteristics of a particular individual, situation,

or a group (Descriptive research studies)

To determine the frequency with which something occurs or which it is

associated with something else (Diagnostic research studies)

To test a hypothesis of a causal relationship between variables

(hypothesis-testing studies)

PROMOTION OF RESEARCH

The college has established a research committee in the year 2008

and the committee consists of our college Chairman as President and our

Principal as the Secretary and one Faculty Member as Research Committee

Coordinator.

The objectives of the committee are:

To motivate the enthusiastic teachers to involve themselves in research in

collaboration with other departments.

To utilize the maximum research facilities available in the college



To encourage the faculty to undertake major and minor research projects.

To look in to the optimal utilization of the central instrumentation facility

established for research activities.

To approve the conduct of National level seminar/workshops

To identify thrust areas of research in different disciplines

To subscribe for many National and International journals for the library

To apply to the management for financial support to carry out minor

projects.

To motivate the Post Graduate students to undertake individual research

projects.

3.1.2 What are the thrust areas of research prioritized by the institution?

Educational research is a relatively new branch of knowledge. Problems

in research in education are innumerable and can be variously classified. The

most pertinent classification of the fields from which educational problems

emerge is given below.

Educational Psychology

Philosophy of Education

Sociology of Education

Economics of Education

Educational Administration

Education Evaluation

Educational Technology

Teacher Education and Teaching behavior

Curriculum construction and text books

Guidance and counseling

3.1.3 Does the institution encourage Action Research? If yes, give details on

some of the major outcomes and the impact.



Yes. The institution encourages action research. Action Research is a

practical approach to professional inquiry in any social situation .It is conducted

for the improvement of practice, improvement of the understanding of practices

and the improvement of the situation in which the practice takes place. In other

words, action research is used to make one‟s practice better and to accommodate

outside change in one‟s practice.

The purpose of action research is to understand and to improve day to

day actions. It is about trying to understand professional action from inside; as a

result it is a research that is carried out by practioners on their own practice, (i.e.)

not done by some one on others‟ practice.

An example of this kind of research relates to education and therefore has

particular relevance to teachers engaged in their daily contact with students.

Action research in education is grounded in the working lives of teachers

as they experience them.

It is believed that action research is very crucial for the development of

skill and personality of both the faculty and the students because of the following

characteristics.

It is a process for studying practical problems of education.

It is a scientific procedure for finding out a practical solution for

current problems.

The practioner can study only his problems.

The individual & group problems may be studied.

It does not contribute in creating a fund of knowledge.

The process of Action Research involves a spiral of planning, action,

monitoring and reflection as represented is the following diagrams.



Planning

Reflection Action

Monitoring

This sequence underpins the process of the inquiry. However, the process

need not start with planning. There may be much monitoring and observation of

existing practices before we are ready to plan and implement a change. As we

are more involved with our research, we may find it hard to detach one element

of the process from another. Once, the first change is implemented, the action

research cycle proceeds generally in the above manner.

Outcomes and impact

Action Research is made by the staff members and the students for the

purpose of rectifying critical problems and to give suggestions for the

improvement of the quality of our institution.

3.1.4 Give details of the Conference / Seminar / Workshop attended and /

organized by the faculty members in last five years.

Details of seminars attended by our staff :

Date Title of the Seminar

State Level National

Level

Organized by Name(s) of participants

20 & 21 – 10 - 11 Research Methodology & Application of Statistics.

National Madurai Kamarajar University, Madurai.

P. Jeeva R. Suresh Kumar

6 & 7 – 01 – 12 Best practices in imparting education.

National Mariamman College of Education, Trichy.

T. Nehru P. Jeeva

21 – 01 – 12 Teaching Technique for fruitful learning.

State Bon Secours College of Education, Thanjavur.

T. Nehru P. Jeeva A. Kannan



24 & 25 - 02 – 12 Quality enhancement in Teacher Education

National Venkateswara College of Education, Pudukkottai

M.Milton Raj

24 & 25 - 02 – 12 Major Challenges in Teacher Education.

National Dr. Sivanthi Athithanar College of Education, Trichendur.

R. Suresh Kumar N. Tamil Maran

27 – 02 – 12 Constructive approach of leaning

National Vinayaka College of Education, Keelapalur.

R. Suresh Kumar N. Tamil Maran

27 – 02 – 12 fhQ;rpGuk; - Md;kPfj;jyk; - xU tuyhw;Wg; ghh;it

State Islamiya College, Vaniyambadi C. Rajaram

2 & 3 - 03 - 12 The influence of Rabindranath Tagore on Modern Indian Literature

International Sri Venkateswara College of Educaiton, Peravurani.

T. Nehru P. Jeeva A. Kannan

SEMINAR

The following seminars were conducted in the College.

(a) 1. Title of seminar: Nallasiriyargal Vazhattum. (Let Long Live Good Teachers)

2. Dates of seminar: 22.01.2011 and 23.01.2011.

3. Inaugural address: Thiru M.S. Shanmugam I.A.S., District Collector

4. Resource Persons: Dr. Parveen Sultana

Dr.M. Vallinayagam,

Prof. P.A. Haja Moynudeen

Moulavi A. Abdul Azeez

Prof. J. Princy Imaculate

Dr. P. Darmaraj

Dr. S.M.M. Mohamed Ali

Prof. P. Siva Kumar

5. Valedictory Address: Dr. Abdullah Periyardasan

(b) 1. Title of seminar: Accelerate Excellence in Education.

2. Dates of seminar: 28.04.2012

3. Inaugural address: Dr. T. Joseph Alexendar 4. Valedictory Address: Dr. M. Tajudeen Note: In this seminar 55 papers were presented by staff and students.



3.2 RESEARCH AND PUBLICATION OUTPUT

3.2.1 Give details of instructional and other materials developed, including

teaching aids and/or used by the institution for enhancing the quality of

teaching during the last three years.

Teaching materials and aids prepared and used by our staff and students are given below:

The faculty members prepare study materials and teaching aids as per the

subject demand such as working models, Non working models, OHP,

Power Point Presentation etc.

The staff members also download some rare area subject content and

distribute them to the students.

The student teachers prepare low cost teaching learning materials and use

them during the teaching practice in schools.

Books on all disciplines are collected and stored in library. Whenever it is

needed, faculty and students have free access to the library during

working hours.

Staff prepare month-wise teaching plan for the subjects assigned to them.

The staff members use Hi-Tech Audio- Visual Aids such as LCD

projectors as a supplement for the Lecture Method.

As learning is a continuous process, the college encourages faculty and the

student teachers to attend several conferences and seminars organized by

the reputed Institutions.



The Institution‟s library is equipped with more than 120 educational CDs

and the student teacher is frequently taken to AV room to view them.

Well equipped physical science lab, biological science lab, mathematical

lab, psychology lab and activity lab are provided for effective teaching-

learning process.

In addition to that we make use of language lab to improve the

communication skills.

Faculty incorporates Radio, Camera, Tape recorder and Television for

enhancing the quality of teaching.

3.2.2 Give details on facilitates available with the institution for

developing instructional materials?

The facilities available for developing instructional materials are as follows.

Appropriate teaching aids are used

Power point presentation is available

The college provides technological hardware and software

materials, audio visual, multimedia etc.

Question bank is provided for all the subjects with maximum

number of possible expected questions.

Resource materials are provided from the library.

Printed materials covering the entire syllabus are issued to the

students.

Current events are updated by the use of Internet.

3.2.3 Did the institution develop any ICT/technology related instructional

materials during the last five years? Give details.



Yes, the Institution has developed ICT related instructional materials.

They are as follows.

Subject wise power point is prepared.

Video clippings are prepared for lecture cum demonstration

class.

Online browsing is provided both for staff and students. All Hi-

tech equipments like OHP, slide projector, film projector, digital

camera, web camera, handy camera are provided by the

institution.

3.2.4 Give details on various training programs and/or workshops on

material development (both instructional and other materials):

a. ORGANIZED BY INSTITUTION

Video clippings related to education are shown in A.V. room.

The Institution provides free Internet access to the students

through out the year.

Basic computer knowledge like MS word, Power point and net

browsing is taught to prepare the instructional material.

Guest Lectures and Interaction with the eminent personalities are

arranged regularly for the self- development of the students.

The Institution is planning to purchase more subject related CDs

and their respective abstracts, to show the CDs in the A.V. Theatre

periodically.

b. ATTENDED BY THE STAFF

The college motivates the faculty members to attend National

Conferences and Seminars to enrich their knowledge on recent

development like ICT.



c. TRAINING PROVIDED TO THE STAFF

In the beginning of every academic year, refresher course on

computer skill is arranged by the institution.

Periodical FDP programmes are organized by the institution.

3.2.5 List the journals in which the faculty members have published papers

in the last five years.

The details of articles published by our staff are given below:

S. No.

Name of faculty Title of the Paper Name of Magazine in

which published

Date of Publication

1. C. Rajaram

Mrphpah; fy;tpapd; mtrpak;

(Importance of Teacher Education)

jh$h; fy;tpr; nra;jp

Dec.2011

2. MrphpaUf;F cstpay; fy;tpapd; mtrpak;

(Importance of Psychology Subject for Teachers)


Jan.2012

3. M. Miltonraj

cstpay; mwpT MrphpaUf;F mtrpak;

(Need of Psychology subject for teachers)


Feb.2012

4. kdpj tsh;r;rpg; gUtq;fs;

(Stages of Human Growth) jh$h; fy;tpr; nra;jp

Aug.2012

3.2.6 Give details of the awards, honors and patents received by the faculty

members in last five years.

Nil

3.2.7 Give details of the Minor / Major research projects completed by staff

members of the institution in last five years.

Nil

3. 3. CONSULTANCY

3.3.1 Did the institution provide consultancy services in last five years? If

yes, give details.



Yes. The consultancy services provided by the institution during the last 4

years are under.

(a) Institutional Consultancy :

Sl. No.

Area of Consultancy Nature of Consultancy Beneficiaries

1 Career guidance Choosing of higher education course after +2

Higher Secondary School students

2 Environmental protection

Pollution / cleanliness awareness

Nearby villagers.

3 Consumer protection

Legal rights available to consumers

Nearby villagers

4 Education awareness

Children‟s education Parents of nearby villages

5 SUPW Guiding the economically weak

Women folk of villages.

(b) Aided consultancy:

Sl. No.

Area of Consultancy

Nature of Consultancy Beneficiaries

1 Health awareness (Medical)

General Healthy Management, HIV, AIDS, Eye protection, Sugar, BP,

etc.

Rural masses

2 Legal awareness (Legal)

Legal rights, Right to information, etc.

Rural masses

3 Legal awareness (Legal)

Women‟s rights Women masses

3.3.2 Are faculty/staff members of the institute competent to undertake

consultancy? If yes, list the areas of competency of staff members and

the steps initiated by the institution to publicize the available expertise.

Yes, there are competent staff members who have undertaken

consultancy work in various areas

List the areas of competency of the staff members



1. HIV Awareness Mr. T. Nehru

2. Pollution Awareness Ms. K. Rajalakshmi

3. Deforestation and forestation Mr. M. Miltonraj

4. Personality Development Mr. A. Kannan

5. First Aid Mr. C. Rajaram

6. Communicative skill Mr. P.V. Narayanaswamy

7. Self Employment program Mr. P. Jeeva

8. Citizenship Camp Mr. R. Suresh Kumar

9. Career Guidance Mrs. K. Kavitha

The institution publicizes the expertise through the college website,

newspapers, pamphlets, brochure etc. At present mostly free consultancy service

is being offered.

3.3.3 How much revenue has been generated through consultancy in the last

five years? How is the revenue generated, shared among the concerned staff

member and the institution?

Staff members are service minded. They willingly do free consultancy for

the welfare of the community.

The staff involved in the consultancy services are honored in meetings

during college day by awarding them mementoes. All facilities are provided to

them including manpower and others available within the college itself.

3.3.4 How does the institution use the revenue generated through consultancy? The college is providing free consultancy service every year.

3.4 EXTENSION ACTIVITIES

3.4.1 How has the local community benefited from the institution?

(Contribution of the institution through various extension activities out reach

programmes, partnering with NGO‟s and GO‟s)



For the benefit of the local community, the institution conducts the

following programmes

(a) Programmes organized exclusively by the institution.

(i) Citizenship Camps, every year, for one week (Before conducting this

camp, our staff and students go to the village where the camp is

proposed to be held and discuss there with some important persons

– panchayat president, members, village administrative officer, etc. –

to decide on the activities to be performed during the camp).

(ii) One – day awareness camps on cleanliness, savings, rain water

harvesting, environmental protection, eradication of illiteracy, adult

education, need for women‟s education, evils of consuming liquor,

responsibility of voting in elections, civic rules, wearing helmets

while driving two wheelers, etc.

(iii) Tree planting, temple cleaning, road lying, etc.

(b) Programmes organized in collaboration with NGO’s.

(i) Consumer protection council - Consumer rights.

(ii) Lions Club – Tree planting, blood donation, blood grouping,

environmental protection, AIDS awareness, eye camps, etc.

(iii) Lioness Club – Women‟s rights, women health during pregnancy

etc.

(iv) Thanjavur Dt. SSI Owner‟s Association – Entrepreneurial

Development.

(v) Nationalized Banks – Facilities provided by banks.

(vi) Yoga Association – Yoga

(vii) Youth Red Cross Society – Blood donation



(c) Programmes organized in collaboration with Govt. departments.

(i) General Medical check – up - Govt. Hospitals

ii) Animal Husbandry Camps - Veterinary department

iii) Awareness on legal rights - Court

(iv) Fire & Safety protection - Fire services department.

(iv) Awareness on Govt. welfare schemes - Govt. departments such as Adidravidar Welfare department, Backward & Most Back ward Community development department, other concerned Govt. departments, etc.

3.4.2 How has the institution benefited from the community?

(Community participation in institutional development, institution-

community networking, institution-school networking, etc.)

On the basis of the various services rendered by the institution to the

community, there exists a cordial and satisfactory relationship between the

institution and the people of this area.

As a result, they all willingly admit their sons / daughters in our

college.

As the public have a good opinion about our institution and as they

have understood the problems in running the institution, they take

all efforts to pay the fees in time.

Also, most of the staff, both teaching and non-teaching, belong to

this locality. They all work very sincerely for improving the

standard of our students and also for the development of the

institution.



The management of various high / higher secondary schools run by govt. and

govt. aided and the matriculation / matriculation higher secondary schools,

willingly extend their cooperation in permitting our B.Ed. students to take

practice teaching in their schools. Also, they permit our M.Ed., students to collect

data in their schools relating to their project work, if needed.

3.4.3 What are the future plans and major activities the institution would like

to take up for providing community orientation to students?

The following are some of our future plans proposed to be provided to the

community.

Establishing public library in villages with more than 5000

population.

In case a library is already available, supplying of necessary books.

Construction of toilets in govt. run primary & middle schools.

Donating of uniforms to the economically weak school students.

Installing of hand-pumps to provide protected water.

Provision of study materials to the 10th & 12th students to make

their examinations easy.

Giving prizes to the first three rank holders of each school in 10th &

12th public examinations.

Arranging for career guidance in each higher secondary school

every year before they write their public examination and as soon

as the results are published.

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.

No



3.4.5 How does the institution develop social and citizenship values and skills

among its students?

The institution develops social and citizenship values and skills among its

students by giving them personality development programmes

3.5 COLLABORATION

3.5.1 Name the national level organizations, if any, with which the institution

has established linkages in the last five years. Detail the benefits resulted out

of such linkages.

1. Local Bodies for Community:

Municipality, Village Development Panchayat, Union Development

2.State:

St.John‟s Ambulance Service

3.National:

Youth Red Cross

3.5.2 Name the international organizations, with which the institution has

established any linkage in the last five years. Detail the benefits resulted out

of such linkage.

Awareness programme conducted with the linkage of human rights

organization.

3.5.3 How did the linkages, if any, contribute to the following?

Linkages- Contributions

Curriculum- Awareness on human rights is emphasized.

Teaching – Guest lectures are arranged in human rights and first aid.

Training & Practice Teaching– Students attend human right and first aid

workshop.



Research – Papers are submitted in above said programme.

Consultancy - Staff and students act as consultants for the needy in

schools and villages

Extension – B.Ed trainees create awareness on first aid and human rights

among the slum children.

Publication – Articles are written by staff and students regarding the

above said field.

Student Placement – Students who actively participate in the above are

given first preference in placement.

3.5.4 What are the linkages of the institution with the school sector?

(Institute-School-Community Networking)

Linkages with School Sector:

3.5.5 Are the faculty actively engaged in schools and with teachers and other

school personnel to design, evaluate and deliver practice teaching? If yes, give

details.

Before our students go for practice teaching, they are properly guided by

our faculty as how the students should take practice teaching in the schools to

which they would be deputed. After our students go to schools for practice

teaching, our staff visit the schools to asses how our students perform in the

Institute

School Community



practice teaching. During such visits our faculty will observe our students

performing in the class. If necessary, the faculty will guide our students and

suggest measures to correct errors and to improve performance. Also, the faculty

will meet the Head of the schools, the guide teachers and office personnel to

discuss problems, if any, in carrying out our students practice teaching in the

school. If any problem is identified, solution to the problem will be collectively

found by the faculty, our students in the school, Head of the school, guide

teachers and the office personnel.

3.5.6 How does the faculty collaborate with school and other college or

university faculty?

(a) Collaboration of our faculty with school teachers.

While our students are on practice teaching in schools, our faculty are in close

association with the school teachers right from getting permission for practice

teaching of our students in the school till our students complete their practice

teaching in the school. During this period our faculty will visit the schools and

help them in planning and preparing the curriculum, lesson plans, teaching aids,

etc. Also, our faculty attend functions such as Independence Day, Republic Day,

Teachers Day, Annual Sports meet, etc. organized in the schools. All these help

our faculty to keep in continuous touch with the school teachers.

(b) Collaboration of our faculty with other college / university faculty :

Our faculty members keep in touch with the faculty of the nearby colleges

and also the university professors on matters such as clarifications needed in

the contents of the curriculum, conduct of seminars, participation in seminars /

conferences / workshop / delivering of guest lectures, publication of articles /

books, etc.



3.6 BEST PRACTICES IN RESEARCH , CONSULTANCY AND

EXTENSION

3.6.1. What are the major measures adopted by the institution to enhance

the Quality of Research, Consultancy and Extension activities during the

last five years?

The important measures taken by the institution to enhance the quality of

research, consultancy and extension activities include the following :

The latest materials on education research, consultancy etc. are

made available, as and when they are published.

Research journals are subscribed for.

Literatures on education research are collected.

Back volumes of research reports are bought and kept in the

library.

Staff pursuing research are given liberal financial assistance and

also granted paid leave.

Staff are allowed to use internet facility at any time. Also they can

download materials relating to their research.

Though, at present, the consultancy provided by our staff is free of

charge, to the beneficiary, the staff members are given some

honorarium by the management.

The faculty who provides the best service to the society through extension

activity is recognized and awarded suitably.

3.6.2. What are significant innovations/good practices in Research,

Consultancy and Extension activities of the institution?

Significant innovations/good practices in research, consultancy and

extension activities.



Research - The M.Ed., students of our college are encouraged and

guided to do research projects which are socially relevant and

currently required.

Consultancy - Free consultancy service is provided by our

institution to the students on career development, to managements

of schools on best administrative practices, for the society on legal

rights, etc.

Extension activity – Our staff members select the villages which

are unnoticed so far by govt. or local bodies. They go to these

villages and them, establish continuous relationship with the

villagers by participating in the functions held in such villagers and

help them to avail the facilities provided to them by the Govt. etc.



CRITERION IV

INFRASTRUCTURE AND LEARNING

RESOURCES

4.1. PHYSICAL FACILITIES

4.1.1 Does the institution have the physical infrastructure as per NCTE

norms? If yes, specify the facilities and the amount invested for developing

the infrastructure. Enclose the master plan of the building.

We have full fledged physical infrastructure as per NCTE norms.

The facilities and amount invested for developing the infrastructure are given

below:

S. No. Facilities Rs.

01 Land & Building 2,60,00,000

02 Laboratory & Computer 24,45,000

03 Furniture 12,00,000

04 Library 11,25,000

05 Sports 2,00,000

06 Miscellaneous 50,00,000

4.1.2 How does the Institution plan to meet the need for augmenting the

infrastructure to keep pace with the academic growth?

The infrastructure of the institution is augmented to keep pace with academic

growth through the following.

Equipping of class rooms with new and comfortable furnitures.

Use of modern technologies in teaching / learning practice.

Improving the laboratories of physical science, biological science,

psychology, ICT, computer science and the language lab with latest

equipments.



Equipping the library with latest books on education and also

subscribing for new international journals and e-journals.

Provision of more modern photo copiers in the library and office.

Use of modern office machines and equipments such as computers,

laser printers, internet, etc.

Provision of 24 hrs free internet facility for the use of all the B.Ed. &

M.Ed. students.

Development of canteen to be more hygienic.

Provision of more facilities such as drinking water, inbuilt toilet,

news papers, etc. in the boys and girls rest rooms separately.

Furnishing of hostel rooms with modern facilities, etc.

4.1.3 List the infrastructure facilities available for co-curricular activities

and extra curricular activities including games and sports

(a) Facilities available for co-curricular activities .

Seminar Hall

Conference Hall / multi – purpose hall.

Computers to conduct tests.

Fully equipped laboratories.

(b) Facilities available for extra curricular activities.

Indoor games like table tennis, chess, carom.

Stage with music instrument facilities to train and perform music

and cultural activities.

Play ground for playing cricket, foot ball, volley ball, athletic

activities, etc.

Tennis court

Basket ball ground, etc.



4.1.4. Give details on the physical infrastructure shared with other

programmes of the institution or other institutions of the parent society or

university.

Play ground is shared with our sister concerns.

Hostel and canteen are shared with our sister concerns.

4.1.5 .Give details on the facilities available with the Institution to ensure the

health and hygiene of the staff and students (rest rooms for women, wash

room facilities for men and women, canteen, health center etc)

Facilities available in the institution to ensure health and hygiene of staff and students :

Separate rest rooms for boys and girls are provided.

Washing facilities separately for boys, girls, and staff are available.

Similarly, toilet facilities and drinking water facilities are separately

available to our boys, girls and staff.

First – aid facility is available.

A medical practitioner visits the college once in a week.

Also, whenever a student or staff gets sick in the college, he is

immediately taken to the medical practitioner in the college vehicle

and, if necessary, free treatment is also given to them.

A hygienic canteen is run within the campus. It is a „self service‟

canteen with separate counters for boys, girls and staff.

4.1.6. Is there any hostel facility for students? If yes, give details on

capacity, no. of rooms, occupancy details, recreational facilities

including sports and games, health and hygiene facilities etc

Yes. Hostel facility is available for both boys and girls separately.



But, as the institution is located in a rural area, and as most of our

students come from their own houses, they don‟t need hostel facilities. However,

in the case of needy students, boarding and lodging facilities are provided in the

hostel for students of the sister concerns run by the same management within the

same complex.

In the hostel, double bed rooms are available. Recreational facilities such

as TV, Chess, carom, body building etc., are also available. The hostel mates may

use the playground to play volley ball, cricket, khabadi, etc. Same facilities are

available to girls also.

A first-aid kit (separately for boys and girls) is available in the hostel to

provide first aid facilities. The management has entered into an agreement with a

local medical practitioner who will visit the hostel once in a week. If necessary,

hostel inmates will be referred to the Govt. Hospital functioning in Papanasam.

The wardens (separately for boys hostel & girls hostel) will take care of

the safety, health and other facilities of the hostel inmates.

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.



BUDGET ALLOCATION AND UTILIZATION FOR THE LAST 3 YEARS

2010 – 11 2011 – 12 2012 – 13

Land & Building 3,36,850 3,70,000 4,00,000

Laboratories & Computer 1,08,900 1,20,600 1,50,000

Furniture 95,800 1,20,960 1,00,000

Library 63,600 72,875 95,000

4.2.2. How does the institution plan and ensure that the available

infrastructure is optimally utilized?

The available infrastructure is optimally utilized as detailed below :

The conference hall and seminar hall are common to all the institutions

functioning within the same complex. Hence, all the institutions use the

conference hall and seminar hall to the maximum extent of their

requirements to conduct meetings, seminars, workshops, cultural

programmes etc.

Similarly, our library is optimally utilized by the students and staff of

not only our institution but also our sister institutions functioning in the

same complex.

The playground facilities are best utilized by all the students of the

institutions.

The internet facility available in our institution is utilized to the

maximum extent by not only our students and staff but also the

students and staff of our sister concerns.

4.2.3 How does the institution consider the environmental issues associated

with the infrastructure?

Pure drinking water availability, sanitary conditions, cleanliness inside

the class room and within the campus, hygienic conditions in the hostel dining



hall and canteen, etc. are well maintained. If there is any problem, immediate

action will be taken by the management. Thus, the institution takes care of

ensuring a satisfactory environment within the campus.

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?

Yes.

Name of the librarian: Ms. A. Anusuya

Qualification and Experience: M.LISc., (5 Years)

Name of the technical staff: Ms. K. Saranya

. Mrs. R.P. Swarnalathaa

Mr.M. Sargunan

The library staff perform the following tasks

The library is automated with library software. Our library is

following the open access system where the users have free access to

go to the stacks area and search books for their requirements. Books

are classified and are placed on the stacks. A computer is available in

the library for fast transaction of books. Internet, scanning and copier

facilities are also available in the library and they are efficiently

handled by the library staff.

4.3.2 What are the library resources available to the staff and students?

(Number of books-volumes and titles, journals-national and international,

magazines audio-visual teaching learning resources, software, internet…..)



JOURNAL & MAGAZINE

S.NO NAME OF PERIODICAL

KIND OF PERIODICAL

1 Educational World Indian Journal

2 Edutech Indian Journal

3 Indian Journal of Science and Technology Indian Journal

4 Journal of Educational Research and Extension Indian Journal

5 Journal of School Education Indian Journal

6 Journal of Educational Psychology Indian Journal

7 Journal on School Educational Technology Indian Journal

8 Mentor (M) Indian Journal

9 Meston Journal of Research in Education Indian Journal

10 New Frontier in Education Indian Journal

11 Perspectives in Education Indian Journal

12 Primary Teacher Indian Journal

13 Response Journal of Science Education Indian Journal

14 School Science Indian Journal

15 Contribution of Indian Social Science Indian Journal

16 Journal of Humanities and Social Science Indian Journal

17 Indian Journal of Psychology and Education Indian Journal

18 International Journal of Educational Research Development and Extension Foreign Journal

19 International Journal of Educational Administration Foreign Journal

20 tzpfkzp Magazine

21 ,e;jpah LNl Magazine

22 ekJ ek;gpf;if Magazine

23 jkpo; fk;g;A+l;lh; Magazine

24 ek;khy; KbAk; Magazine

25 gRik tpfld; Magazine

S.No Name of the Articles Total

1. Text books 5300+Book Bank 520

2. Reference books 527

3. No of journals Indian 17 +International 2

4. No of Encyclopedia 38

5. Dictionary 55

6. No. of Magazines 20



26 kq;ifah; kyh; Magazine

27 jp rd;Nl ,e;jpad; Magazine

28 Nyb]; ];ng\y; Magazine

29 Gjpa ghh;it Magazine

30 ehzak; tpfld; Magazine

31 jh$h; fy;tp nra;jp Magazine

32 Gjpa jiyKiw Magazine

33 Gjpa jiyKiw fy;tp Magazine

34 vk;g;sha;nkz;l; rh;tP]; Magazine

35 fk;g;A+l;lh; cyfk; Magazine

36 nghJ mwpT cyfk; Magazine

37 Rw;Wr;#oy; Gjpa fy;tp Magazine

38 tpisahl;L fsQ;rpak; Magazine

39 nkhigy; cyfk; Magazine

JOURNALS - 19

MAGAZINE - 20

TOTAL - 39

E- RESOURCES

RESEARCH

1. http: // www.umi.com/ research - Dissertation abstracts

2. http: // www.aera.nte/ - American Research

3. http: // www.gvu.gatec. edu/user.surveys – Educational Surveys

HIGHER EDUCATION

1. http: // www.education.nic.in/html web/higed.htm- Higher education

in India

2. http: // www.tuniv.ac.in/universities.htm. - Tamilnadu Universities

3. http: // www.tuniv.ac.in/transche.htm - Tamilnadu state council for

higher education

4. http: // www.education .nuk-in.org – Educational expercts.

5. http: // www.top.marks.co.uk – Education in uk


http://www.umi.com/

http://www.aera.nte/

http://www.gvu.gatec/

http://www.education.nic.in/html

http://www.tuniv.ac.in/universities.htm

http://www.tuniv.ac.in/transche.htm

http://www.top.marks.co.uk/


E- LIBRARIES:

1. http: // www.nle.bne.ca – The National Library of Canada

2. http: // www. Nla.gov.au – The National Library of Austraila

3. http: // www. Indianc.edu/-vlib-vliborg-virtual Library

4. http: // www.national museumindia.org/index.htmal-National Museum

of India

5. http: // www.tunuiv.ac.in – Tamilnadu government site on universities

in Tamilnadu

6. http: // www.teachersresources.com – Teachers Resources

7. http: // www.ericis.syr.edu/virtual.lessons - Virtual lessons

8. http: // www.cast.org.in/ejournal - e - journals

9. http: // www.language inindia.com – Literature journals

EDUCATIONAL e- JOURNALS

1. Classroom connect http://www.classroom.net/

2. Creative Classroom Online http://wwwcreativeclassroom.org/

3. Early Childhood Educators http://wwwusers.sgi.net/~cokids/

4. Current Issues in Education http://cie.ed.asu.edu/

5. Early Childhood Research Quarterly http://www.udel.edu.ecrq/

6. ESchool News http://www.eschoolnews.com/

7. From Now On, the Educational Technology Journal

http://fno.org

8. Instructor Magazine

http://teacher.scholastic.com/products/instructor.htm

9. Journal of Staff Development

http://www.nsdc.org/library/jsd/jsd.htm

10. Journal of Vocational Education and Training

http://www.triangle.co.uk/vae/index.htm

11. Leading & Learning With Technology (ISTE)

http://www.iste.org/LL


http://www.nle.bne.ca/

http://www.national/

http://www.tunuiv.ac.in/

http://www.teachersresources.com/

http://www.ericis.syr.edu/virtual.lessons

http://www.cast.org.in/ejournal

http://www.language/

http://wwwcreativeclassroom.org/

http://wwwusers.sgi.net/~cokids/

http://cie.ed.asu.edu/

http://www.udel.edu.ecrq/

http://www.eschoolnews.com/

http://fno.org/

http://teacher.scholastic.com/products/instructor.htm

http://www.nsdc.org/library/jsd/jsd.htm

http://www.triangle.co.uk/vae/index.htm

http://www.iste.org/LL


12. School Administrator http://www.aasa.org/

13. Special Education News http://www.specialednews.com

14. Teacher Magazine http://www.teachermagazine.orh/

15. Technology and Learning

http://www.teachlearning .com/index1.html/

E – BOOKS NAME LIST

1. Education by story – telling Cather

2. Education according to some modern masters

3. Education reform

4. Education extension

5. Language in education

6. The point of contact in teaching

7. Post secondary schools with occupational programs

8. About education

9. Establishing the need for community education

10. Creating a center for educational statistics

11. Education directory state education agency officials

12. International library of sociology and social reconstruction

13. United states department of education

14. Learning to teach from the master teacher

15. The education the people of India

16. Reading and spelling manual

17. Read how to teach it

18. The teach yourself books

19. Teacher education and the public school


http://www.aasa.org/

http://www.specialednews.com/

http://www.teachermagazine.orh/


20. Teaching high – schools mathematics

21. Teaching learning theory and teacher education

22. Teaching to read

23. Teaching the common branches

24. Education and life

25. The fundamentals of learning

AUDIO – VISUAL TEACHING – LEARNING RESOURCES

S.No Name of the items Quantity

1. Television 3

2. OHP 5

3. Slide Projector 1

4. VCR Player 1

5 DVD Player 3

6. CDs 300

7. Mini CD Player 1

8. Speaker 4

9. Screen 3

10. LCD Projector 2

11 Amplifier 1

12 Mike 2

13 Computer 32

14 Video Camera 1

15 Handy Camera 1

16 Printer 4



COMPUTER AIDED TEACHING LEARNING

Each department is provided with 1 or 2 computers to help the teachers in

preparing computer – aided teaching. i.e., power point presentation. Seminar

halls are permanently fitted with LCD and periodically classes are being taken

using LCD facility. Apart from power – point presentation, OHP is also used for

teaching learning.

4.3.3.Does the institution have in place, a mechanism to systematically review

the various resources for adequate access, relevance etc. and to make

acquisition decision. If yes, give details including the composition and

functioning of library committee?

Yes. The mechanism established to systematically review the various

library resources is the Library Advisory Committee. This committee consists of

the Chairman of the college, the Principal, the Librarian and two senior faculty

members. This committee will meet periodically, usually once in three months to

review the functioning of the library. The major responsibilities of this

committee are :

Arranging for the physical verification of library resource annually.

Consideration of this library verification report and taking

corrective action.

Review of the list of new books / journals / e-journals / reports /

audio – video / CD‟s etc.

Review of books which are more used by the students and staff and

buy more copies of such books, if necessary.

Taking steps to introduce new systems to achieve more efficiency

in library operations such as computerization, internet facility,

scanning facility, etc.



Suggesting measures to make the library services more user

friendly.

4.3.4. Is your library computerized? If yes, give details.

Yes.

Partially automated

Library services are partially computerized and progress is on for

student entry, book entry and bar coding.

4.3.5. Does the institution library have Computer, Internet and Reprographic

facilities? If yes, give details on the access to the staff and students and the

frequency of use.

Yes.

Computer, internet and reprographic facilities are available in the

library

Reprographic facilities are attached to the computer

Bar coding is used to control access

Modern library software has already been installed.

Browsing facilities are also available during the working hours of

the library.

4.3.6. Does the institution make use of Inflibnet / Delnet / IUC facilities? If yes,

give details.

Yes. The institution is making progress to develop the library network

4.3.7. Give details on the working days of the library? (Days the library is open

in an academic year, hours the library remains open per day etc.)

The library is open from 9.00 a.m. to 5.00 p.m. on all working days. In an

academic year, the library is open for 280 days.

4.3.8. How do the staff and students come to know of the new arrivals?



New books and journals (new arrivals) are displayed in separate rack for

the attention of staff and students to acquaint themselves with the latest arrivals.

Library has a reference book section also, other than this a circular is also sent to

the staff members about the new arrivals.

4.3.9. Does the institution‟s library have a book bank? If yes, how is the book

bank facility utilized by the students?

Yes.

SC/ST students are lent books from the book bank for entire semester,

according to the needs of the students. The library has more than 520 Books on

all subjects, in the book bank. Collection of some new books as specimen from

the publishers for the book bank is also made.

4.3. 10. What are the special facilities offered by the library to the visually and

physically challenged persons?

There are no visually challenged students. Separate seats with fan are

provided for physically challenged students. Library staff and the students also

provide needed help to them.

4.4. ICT AS LEARNING RESOURCE

4.4.1. Give details of ICT facilities available in the institution (Computer lab,

hardware, software, internet connectivity, access, audio visual, other media

and materials) and how the institution ensures the optimum use of the facility.

Yes. The following ICT facilities are available in the institution.

Sl. No. Hardware & Software Units

1 Computers with internet connection 32

2 Printers : Laser HP, Laser Jet 4

3 Scanner HP 4850

Scanner Sharp AR 5618

2 1



4 Fax 1

5

Software : Windows XP 32

Software : Microsoft 2007 32

6 UPS : Digital 600 Ex-e one hour back-up

facility

3

7 Internet BSNL 11

8 LAN 32

The institution has installed the latest computer facility. The computer lab

has 25 computers and LAN with internet facility. The teachers are free to use the

computer facilities in preparing computer aided teaching (i.e.) Power Point

Presentation, LCD Projector etc. Further, the college has initiated steps to put in

place an asynchronous learning network to provide support for the face to face

instruction in class rooms. Internet connection is available during the working

hours and the students are encouraged to use the internet as a learning resource.

4.4.2. Is there a provision in the curriculum for imparting computer skills to all

students? If yes, give details on the major skills included.

Yes. The curriculum imparts the computer skills to all the students as

follows.

1. LCD power point presentation

2. The students have to go through different websites relating to

the prescribed school curriculum

3. The students are allowed to use the internet facilities during

their free hours.

4.4.3 How and to what extent does the institution incorporate and make use

of the new technologies / ICT in curriculum transactional processes?

The institution makes use of the new technologies / ICT in its curriculum

as under :


The teachers are encouraged to learn the new technology taking

place and make use of them in their teaching in classes. The

teachers acquire knowledge about the new developments in

Information & Communication Technology by accessing to

internets / websites, attending seminars / conference / workshops,

etc. After learning the new ICT technologies, the teachers approach

the management to provide necessary facilities so that the new

technologies can be used in our institution also. The management,

immediately takes steps to provide these facilities which are in turn

used by the teachers for the benefit of the students.

Special lectures / practical sessions on new technologies are

organized by the institution to train the faculty and make the

students aware of such developments

Many advanced learning packages are procured for computer

aided instructions / Computer aided learning for the benefit of the

staff and students.

The teachers have the facility of using laptop individually to train

by themselves on new IC Technologies.

4.4.4. What are major areas and initiatives for which student teachers use/

adopt technology in practice teaching? (Developing lesson plans, classroom

transactions, evaluation, preparation of teaching aids)

The major areas in which initiatives are taken by the student teachers for

the use of technology in practice teaching are as under :

Developing lesson plan :

A lesson plan format is designed by the teachers and is projected for

the whole class. This helps the student teachers to take notes so that they

can use it while they prepare lesson plans for their future practice

teaching.



Class room transactions :

The student teachers prepare matters on particular topics using power

point presentation, OHP, etc. This helps them to interact with the school

students very easily while they teach them in their class rooms.

Evaluation :

The test papers of the school students are evaluated manually by the

student teachers. The marks obtained by the school students are fed to

computer in Excel form and the marks thus obtained are easily arranged

and analyze with the help of the computer.

Preparation of teaching aids :

The teachers in the college present in their classes the teaching aids

and models relating to their subjects. This gives the student teachers an

idea of preparing such aids / models to teach their subjects while they are

in practice teaching in schools.

4.5. Other Facilities

4.5.1. How is the instructional infrastructure optimally used? Does the

institution share its facilities with others for e.g. : serve as information

technology resource in education to the institution ( beyond the program), to

other institutions and to the community.

Our sister concerns use the seminar hall, multipurpose hall etc. to conduct

seminars, workshop etc. Similarly during university examination times, the class

rooms are also used by these sister concerns. Thus, the instructional

infrastructure of the institution is optimally used.

Further, the library, the internet facilities, etc., are used by researchers

from other institutions. The seminar hall is used by service organizations such as

Lions club, Rotary club, Thamil Sangam, etc. to conduct their meetings and



programmes on social services. Similarly, the multipurpose hall is used by the

Government to conduct election classes to train the polling officers during the

local body and general elections. This hall is also used by the District level school

Association / College associations to conduct their meetings and training programmes.

Thus, the instructional infrastructure of the institution is optimally used.

4.5.2. What are the various audio-visual facilities/ materials (CDs, audio and

video cassettes and other materials related to the program,) available with the

institution? How are the student teachers encouraged to optimally use them

for learning including practice teaching?

AUDIO – VISUAL TEACHING – LEARNING RESOURCES

S.No Name of the items Quantity

1. Television 3

2. OHP 5

3. Slide Projector 1

4. VCR Player 1

5 DVD Player 3

6. CDs 100

7. Mini CD Player 1

8. Speaker 4

9. Screen 3

10. LCD Projector 1

12. Amplifier 1

13. Mike 2

16. Wireless Box 1

17. Computer 10

18. Video Camera 1

19. Handy Camera 1

20. Printer 2

The students are taught how to use the above audio- visual facilities,

practically in teaching – learning process so that he/she is encouraged to

optimally use them for learning including their teaching practice. Individual



assessment of marks is maintained for handling the audio-visual aids in teaching

– learning.

4.5.3. What are the various general and methods laboratories available with the

institution? How does the institution enhance the facilities and ensure

maintenance of the equipments and other facilities?

The various laboratories available are

Audio-visual lab

Communication lab

Physical science lab,

Biological science lab,

Psychological lab,

Computer lab, and

Language lab

Each laboratory has the lab assistants to look after the lab and to help the

students. The lab assistants and the departmental staff will report to the Principal

about the requirements of the laboratories.

4.5.4. Give details on the facilities like multipurpose hall, workshop, music

and sports, transports etc. available with the institution.

I. Multipurpose hall :

The area of the hall is 7137 s.f. It can accommodate 750 audience.

II. Workshop :

A workshop of 25 x 30 = 750 s.f. is available where the student –

teachers prepare their teaching aids.

III. Music :



All music instruments required for performing carnatic music and

modern music are available. The music teacher helps the students as

how to use these instruments and the students also practice music with

the help of these instruments.

IV. Sports :

A large play ground is available to play cricket, foot ball, volley

ball, khabadi, etc. Similarly, indoor game facility is also available. The

required sports items / kits are provided so that the students shall take

part in both indoor and outdoor games. The physical director trains

these students on all games and prepares them to participate in inter

collegiate competitions.

V. Transport :

a. There is common transport facility for the students of all the

educational institutions under the same management. The students

of our college of education can utilize this transport facility.

4.5.5. Are the classrooms equipped for the use of latest technologies for

teaching? If yes, give details. If no, indicate the institution‟s future plans to

modernize the classrooms.

Yes. The class rooms are well equipped for the use of latest technologies

for teaching. The latest technologies which are used in the class rooms include :

i. LCD projector with computer

ii. OHP

iii. TV, DVD player and CD players

iv. Permanent screens for use of LCD, OHP, etc.



4.6. BEST PRACTICES IN INFRASTRUCTURE AND LEARNING

RESOURCES

4.6.1. How does the faculty seek to model and reflect on the best practice in the

diversity of instruction, including the use of technology?

The faculty use different teaching aids depending on the size of the group

of learners. For individual learners, the teaching aid will be one and for group

learners, it will be different. For example, a Computer Aided Instructional

Programme is prepared for individual learning because, it takes into account the

difficulties usually encountered by an individual learner who is learning on his

own without any help from others. In the case of group learners, projected aids

such as OHP, LCD, TV, Radio, etc. are used.

4.6.2. List innovative practices related to the use of ICT, which contributed to

quality enhancement.

The innovative practices followed in the institution to enhance quality

include the following :

Power Point Presentation through LCD.

Use of transparencies in OHP.

Displaying of Educational TV Progrmme.

Use of Video CD‟s & DVD‟s

Screening of Documentary films.

Use of internet, etc.

4.6.3. What innovations/best practices in Infrastructure and Learning

Resources are in vogue or adopted/ adapted by the institution?

The following are the best practices in infrastructure and learning resource

in vogue:



(i) Well equipped laboratories with the latest equipments /

apparatuses.

(ii) State of the art language lab.

(iii) Computerized library with latest publications on education.

(iv) Latest magazines, journals, newspapers, etc.

(v) Up-dated audio-visual aids for teaching and learning.

(vi) Free internet access to all students and staff during working hours.

(vii) Well furnished and equipped seminar hall and conference hall.



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 the commencement of their professional

education programme (students pre-requisite knowledge and skill to advance)

to completion?

As soon as the college re-opens for the academic session, the level of

knowledge of all the students admitted is assessed with the help of a

questionnaire. On the basis of the evaluation of the filled-in questionnaire, the

faculty members are able to understand the standard of each student. Then they

discuss with the students both collectively and individually in which sessions,

the faculty inform the students about their standard, where they lack efficiency

and what they have to do to improve. On the basis of the reactions of the

students and the evaluation of the questionnaires, the teachers plan a bridge

course to fill up the gap between what the students possess and what they are

expected of.

After this short course is over, the students are taken to the main stream of

their academic learning. During their learning, the teachers ensure that the

students receive appropriate academic and professional advice. For ensuring

this, the teachers conduct question and answer sessions, class tests, paper

presentation, assignments submission, etc.

5.1.2. How does the institution ensure that the campus environment promotes

motivation, satisfaction, and development and performance improvement of

the students?



The institution is located in a greenish environment. The climate is

enjoyable. The infrastructure is spacious. The class rooms are well ventilated,

lighted, equipped with comfortable furniture, green boards, etc. Highly qualified

and well experienced teachers provide best academic services.

Scholarships, financial assistance through banks, fee concessions etc. are

made available to the students. Opportunities are created to the students to bring

out their hidden talents through their participation in competitions in curricular

and co-curricular activities.

They get mental satisfaction, through the „Suggestion Scheme‟ and

„Grievances Redressal Scheme‟. Students who bring name and fame to the

institution through their participation in seminars, workshops, conference, etc.

conducted both in our college and other colleges are recognized and rewarded

in annual day celebrations.

5.1.3. Give gender wise dropout rate after admission in the last five years and

list possible reasons for the drop out. Describe (if any) the mechanism adopted

by the institution for controlling the drop out?

There were 3 drop-outs in the B.Ed. programme only during the year

2008 – 09. The details of the drop outs are as under :

Sl.No. Name of Student Roll Number Reason for drop-out

1 Miss. R. Thirumagal 08 BEd 013 Death due to an accident

2 Mr. S. Ilayaraja 08 BEd 022 Family problem

3 Miss. S. Anuradha 08 BEd 089 Health problem

Usually, when a student informs us about his / her proposed

discontinuance of studies, we counsel properly and take all possible steps to

make him / her continue and complete the course.



5.1.4. What additional services are provided to students for enabling them to

compete for the jobs and progress to higher education? How many students

appeared/qualified in SLET, NET, Central/State services through competitive

examination in the last years?

The following are the services rended by the institution to enable the

students to compete for jobs and for higher education.

Paper cuttings relating to job opportunities and higher education

are put-up on the notice board.

Faculty members inform the students about these opportunities.

After submitting applications, if the students approach our staff,

they will guide them as how to prepare for the written

examinations and / or prepare for the personal interviews.

When the number of students appearing for such competitive

examinations is significant, coaching classes for these students are

arranged by the staff after the regular class hours and on holidays.

High learners are identified and they are guided properly to go for

higher studies, research, etc.

Nearly 50 students appeared in different competitive exam and got

selected.

5.1.5. What percentage of students on an average go for further studies/choose

teaching as a career? Give details for the last three years?

S.No Year

B.Ed., M.Ed.,

Higher studies

% of higher studies

Higher studies

% of higher studies

1. 2010 -2011 9 12.0 1 4

2. 2011-2012 6 8.6 0 0

3. 2012-2013 8 13.3 0 0



S.No

Year

B.Ed., M.Ed.,

Teaching career

% of teaching

career

Teaching career

% of teaching

career

1. 2010 -2011 33 44.0 14 56.0

2. 2011-2012 32 45.7 12 85.7

3. 2012-2013 21 52.5 9 50.0

5.1.6. Does the institution provide training and access to library and other

education related electronic information, audio/video resources, computer

hardware and software related and other resources available to the student

teachers after graduating from the institution? If yes, give details on the same.

Yes. The students who complete their B.Ed. / M.Ed. course from this

institution are permitted, even after their graduation from this institution, to use

the facilities available in the library, other facilities available such as audio-video

resource, computer hardware and software, internet, etc.

5.1.7 Does the institution provide placement services? If yes, give details on

the services provided for the last two years and the number of students who

have benefited?

A placement cell is functioning in the institution. One faculty is in-charge

of the cell. He establishes contact with nearby privately owned schools and

arranges for campus interviews. He also sponsors our students to such schools

for recruitment. This cell provides counseling and training on communication

skills.

Details of B.Ed., students employed through placement cell are given below:

Sl. No.

Year No. of employees

% of employees

% of unemployed

1 2010 – 11 5 6.67 93.33

2 2011 – 12 7 9.45 90.55

3 2012-2013 10 16.67 83.33



Details of M.Ed., students employed through placement cell are given below:

Sl. No.

Year No. of employees

% of employees

% of unemployed

1 2010 – 11

Not Employed through Placement Cell 2 2011 – 12

3 2012-2013

5.1.8. What are the difficulties (if any) faced by placement cell? How does the

institution over come these difficulties?

The placement cell is not able to satisfy the requirements of the

prospective employers of their expected quality. This is because, most of the

students come from rural area and have studied in Tamil medium. Their

language skill in English is very poor. To improve the skill on spoken English,

the placement cell takes care of giving special training to all the students on

communication skills.

5.1.9. Does the institution have arrangements with practice teaching schools

for placement of the student- teachers?

Yes. It is note worthy to mention that many of our student teachers are

absorbed as teachers in the schools in which they had their practice teaching

5.1.10. What are the resources (financial, human and ICT) provided by the

institution to the placement cell?

A separate room for „Placement Cell‟ is provided. The staff in-charge of

Placement Cell has facilities in that room to discuss with the prospective

employers who visit our institution in connection with campus interviews. If

campus interview is conducted in our college, the placement officer is given

human resource to assist him. Also, the financial assistance required for

hospitality is provided by the institution. Similarly, if the placement officer visits



other schools in connection with placement of our students he is given college

vehicle or travelling allowance.

He can also use the office computer and telephones required for his office.

5.2. STUDENTS SUPPORT

5.2.1. How are the curricular (teaching – learning processes), co – curricular and

extracurricular programmes planned, (developing academic calendar,

communication across the institution, feedback) evaluated and revised to

achieve the objectives and effective implementation of the curriculum?

The institution prepares the academic calendar for every year. This

calendar includes the details of the courses of study, university regulations on

academic affairs, list of teaching and non-teaching staff, the various rules and

regulations to be followed by the students, details of college working days and

holidays, weekly, monthly and model test schedules, period of teaching practice,

tentative schedule of university theory and practical examinations, etc.

The various associations such as Students Union, Fine Arts Club,

Women‟s Cell, PTA etc., plan their activities well in advance and make effective

implementation of the same.

Similarly, the staff council plans curricular activities such as conduct of

seminars, workshops, guest lectures, special lectures, citizenship training camp,

extension activities and various tests and takes steps to implement them

effectively as per the schedule.

The Principal and other staff get feed back about our students from the

principals and managements of the schools in which our students took practice

teaching and also from the members of the PTA and Alumni association and on

the basis of this feed back, improvement and alterations, whenever necessary,

are effected.

5.2.2. How is the curricular planning done differently for physically

challenged students?



At present, there is no physically challenged student in our institution.

However, physically challenged students will be encouraged to joint the course.

If they join, our plans will be to give counseling to the student to get rid of the

inferiority complex due to his physical disability. He will be given the success

stories of such physically challenged persons. All steps will be taken to create a

confidence in his mind that he is in no way inferior to others. If necessary, he will

be given financial assistance also. Further, if he needs any special alterations in

the infrastructure, this may also be thought of. Providing ground floor classroom

and special assistance in the library are also made.

5.2.3. Does the institution have mentoring arrangements? If yes, how is it

organized?

The students are divided into groups and for each group one faculty will

be allotted as a mentor to carry out their curricular activities, extracurricular

activities to expose their hidden talents and also to facilitate them academically.

5.2.4. What are the various provisions in the institution, which support and

enhance the effectiveness of the faculty in teaching and mentoring of

students?

To support and enhance the effectiveness of the faculty in teaching and

mentoring of students, the staff are blessed with the following :

Encouraged to present papers in seminars, conferences, etc.

Rewarded for publishing papers in reputed journals.

Directed to organize seminars / conferences / workshops, etc. in

our college.

Encouraged to deliver guest lectures on any topic of their interest in

other institutions.

Encouraged to publish books by themselves or with co- authors.



Motivated to prepare teaching aids and models.

Provided facilities to do research leading to higher studies and / or

for finding solutions for problems, etc.

5.2.5. Does the institution have its website? If yes, what is the information

posted on the site and how often is it updated?

Yes. The institution has its own website. Its website address is

www.rdbeducation.ac.in This website provides information about the history and

development of the institution, details of the educational agency, the profile of

the Secretary and the institution in brief, list of teaching and non-teaching staff,

advisory body, courses offered, eligibility for admission, associations such as

PTA, Alumni, Students union, Fine Arts Club, Women‟s Cell, etc. other facilities

such as Suggestions Scheme, Grievances redressal, hostel, transport, canteen,

fees structure, etc. It is updated as and when a change is to be incorporated in the

website.

5.2.6. Does the institution have a remedial programme for academically low

achievers? If yes, give details.

Yes. The institution has established a remedial programme for

academically low achievers. The programme works as under :

The low achievers in each subject are identified by the subject

teacher concerned.

He / She is then counseled to find out the reasons for his/her poor

performance.

If necessary, his parents are invited for a discussion on his poor

performance and to suggest remedial measures.

The poor performers are given special coaching in the required

subjects.

Tutorial system is practiced in their cases.


http://www.rdbeducation.ac.in/


Home works are given and they are corrected by the teacher

concerned. He also informs the candidate where he/she has

committed mistakes and what could be the right answer.

His/Her parents are informed of his/her progress.

His/Her class mates are requested to help him/her to improve

his/her perforce.

5.2.7. What specific teaching strategies are adopted for teaching?

The teaching strategies adopted for advanced learners and slow learners

vary and they are as given under :

Advanced learners :

Assignments on current and tough topics are given. They are asked to

refer to library books, journals, website, etc. to prepare the assignments. They are

asked to present papers in class seminars on very important topics of their course

contents. They are given additional responsibilities such as organizing meetings,

seminars and camps and membership in associations. They are also sponsored to

other institutes to participate in seminars and competitions.

Slow learners :

Repeated coaching classes and special classes are conducted. Tests on

piece - meal syllabus are also conducted. They are encouraged to share their

personal problems with the staff so that they could take steps to redress them.

5.2.8. What are the various guidance and counseling services available to the students? Give details.

The students need advice and guidance on many aspects. The institution

has established a system through which students are given guidance and

conselling. One faculty is in-charge of the guidance and counseling cell. If



necessary, to provide counseling in special cases of students, the staff will take

the help of other staff members of the institution or an expert from outside. They

give guidance and counseling in the following aspects.

Elective subjects

Selection of practice teaching schools.

Higher studies

Job opportunities

Human relations

Class room management

School management

Developing personal skills

Physical health

Food & beverages

Personal problems

Personal behaviour

Mannerism

Financial Assistance

5.2.9. What is the grievance redressal mechanism adopted by the institution

for students? What are the major grievances redressed in last two years?

It is a fact that no one is without a grievance. The students of this

institution are no exception to this rule. To redress the grievances of the students

a „Grievances Redressal Cell‟ is functioning. The Principal and one of the

teaching staff (usually the staff-in-charge of „Counselling‟) are the members of

the cell. Whenever necessary, the Secretary of the college will also sit with the

cell members during its meetings.

A student who has a grievance may approach the staff-in-charge for the

redressal of the same. The staff-in-charge will take all the initiatives to redress it.



If it is not possible by him, he will call a meeting of the cell. The cell, with or

without the Secretary, will redress the grievance to the maximum satisfaction of

the aggrieved.

Grievances redressed during the last 2 years include the following :

Separate drinking water facility has been provided for boys and girls.

Schools for practice teaching were allotted to students as per their

choice.

Canteen facility has been arranged on holidays when special classes

are conducted for the students.

Students are allowed to take two books instead of one from library.

Students were permitted to wear colour dress on Saturdays.

5.2.10. How is the progress of the candidates at different stages of programs

monitored and advised?

The progress of the candidates at different stages of the program is

envisaged. When they join the programme, their standard is not that much

appreciable. But, however, after listening to the lectures and other academic

activities in the college, their knowledge and skill increase gradually.

In fact, their progress is significant after they complete their practice

teaching in schools. Before they go for practice teaching, they are given training

in micro-teaching. The guide teachers, who are well experienced and

knowledgeable, guide the students while they are in the schools on practice

teaching. The department faculty members also, when visit the schools, guide the

students as how to improve their skills in teaching. All these guidance mould the

students to acquire more skills in teaching. Having this experience and

knowledge in mind, when the student teachers return to college, and when they

are asked to make teaching demos, conduct seminars, present lectures, etc. they



are able to do them in the best manner. Thus the candidates prove their progress

at different stages.

5.2.11. How does the institution ensure the students competency to begin

practice teaching (pre – practice preparation details) and what is the follow –

up support in the field (practice teaching) provided to the students during

practice teaching in schools?

Admission

Micro teaching

Macro teaching

Model tests

Theory exam

Practical exam

1. Micro teaching skill demonstrated by faculty members.

2. Micro teaching practice - 7 days.

3. Observation of subject teachers – 10 days.

4. Macro teaching - 30 days, lesson plan preparation and teaching aids

preparation.



5. Practicals - Teaching performance well developed and stage infront of the

examiner.

5.3. STUDENT ACTIVITIES:

5.3.1. Does the institution have an Alumni Association? If yes,

(i) List the current office-bearers,

(ii) Give the year of the last election,

(iii) List the alumni association activities of last two years,

(iv) Give details of the top ten alumni to the growth and development

of the institutions

Yes. There is an Alumni Association functioning in the institution.

(i) The office bearers of the association for the year 2013– 14 are as under

:

President : Mrs. K. Shanthi B.A., (English) B.Ed.,

Secretary : Mr. A. Manikandan B.Sc., (Geo.) B.Ed.,

Treasurer : Mr. V. Sivakumar M.A., (Eco.) B.Ed.,

(ii) Year of last election :

The office bearers of the Association were unanimously elected on 12th

October 2013 for the year 2013 – 14.

(iii) List of activities of the Alumni Association of the last two years.

The Alumni Association was started in the year 2010 – 11 only.

Since then, the association has performed the following activities.

Canvassing for B.Ed./M.Ed. admissions.

Participating in the college functions.

Books donation to book bank.

Participation in Blood donation camp.



(iv) Details of top Ten alumni occupying prominent positions.

Sl. No.

Name of student Year of completion

Qualification Present position

1 Ramesh Kumar .K 2010 -11 B.A., B.Ed., Teacher-Govt.

2 Swamiammal .P 2010 -11 M.Sc., B.Ed., A.P -Private

3 Sudakar .P 2010 -11 B.A., B.Ed., Teacher-Private

4 Susilia .G 2011-12 M.Sc., B.Ed., Teacher– Govt.

5 Charlin Jenefer.N 2011-12 B.Sc., B.Ed., Teacher– Govt.

6 Devi .S 2011-12 M.Com., B.Ed., A.P– Private

7 Kalaivani .K 2011-12 B.A., B.Ed., Teacher– Govt.

8 Praba .N 2011-12 B.Lit., B.Ed., Teacher– Govt.

9 Nalini.P 2011-12 M.Sc., B.Ed., Teach.-PUE, Sch.

10 Saravanan.B 2011-12 B.Sc., B.Ed., Teach.-PUE, Sch.

(v) Contributions made by the alumni to our college.

Books donated to book bank of our library.

Donation of blood.

Securing admission to the B.Ed. / M.Ed. course of our college.

Gracing our college functions by their presence.

Interacting with our current students and advising them to be good teachers in future.

5.3.2. How does the institution encourage students to participate in extra

curricular activities including sports and games? Give details on the

achievements of students during the last two years. (Institution level / inter

collegiate / inter university)

Students proficiency in sports and extra curricular activities are identified

at the time of admission itself. Also, circular to this effect is issued to all the

classes to get the list of interested students. Such students are motivated to

practice in different events. Based on the interest and talent, they are selected to

represent the college in the inter collegiate sports and other activities. The


selected students are given intensive practice by the coach / physical director in

the morning and evening hours. They are given good nourishment by the

college.

We conduct sports and games for a week or ten days in the last session of

the programme in order to ensure that all the students and staff participate. Staff

help in the conduct of sports events with the help of physical directors. The

winning students are given prizes, cups, trophies, championship cups and

certificates on the celebration of the sports day.

5.3.3. How does the institution involve and encourage students to publish

materials like catalogues, wall magazines, college magazine, and other

material? List the major publications/ materials brought out by the students

during the previous academic session.

Students are motivated to prepare articles like poem, essays, puzzles etc.,

in different occasions. Some of the works were published in the local magazines.

Every year students‟ creative works are published in the college magazine.

Students are motivated to participate and present papers in the seminar. They

are permitted to take part in workshop training programme also.

5.3.4. Does the institution have a student council or any similar body? Give

details on – constitution, major activities and funding.

Yes. A students union called „RDB Educational College Students Union‟ is

functioning in the college. All the B.Ed. and M.Ed. students are its members.

They select their office bearers by themselves by voting. The office bearers of the

union during the current academic year 2012 – 13 are :

President : Ms. T. Priya B.A., (English) (B.Ed.,)

Secretary : Ms. K. Kalaivani M.A., (Tamil) (B.Ed.,)

Treasurer : Mr. M. Jagadeesan B.A., (English) (B.Ed.,)




The union takes the responsibility of conducting various functions and

seminars in the college. Under these circumstances, the expenses for the function

are met by the college management. However, if the students union organizes a

function, like cultural festival, the expenses are met by the members of the union.

Similarly, there are other students associations such as Women‟s Cell [in

which only the girl students are members], Green Club, Fine Arts Club,

Consumer Protection Council, etc. where the membership is voluntary.

5.3.5. Give details of the various bodies and their activities (academic and

administrative), which have student representation on it.

There are various bodies functioning in the college. In almost all the

bodies either only students are members or only faculty or management

representatives are members. There are only three bodies in which students have

representation along with faculty and those bodies are:

(i) Library committee.

(ii) Sports committee.

(iii) Suggestions committee.

The library committee meets periodically to decide on purchase of new

books / journals / annual reports etc. and to monitor the functioning of the

library for the benefit of the students and staff.

Sports committee meets as and when necessary to decide on sports

activities, participating in intercollegiate sports, conduct of sports day, etc.

The Suggestions committee meets periodically, opens the suggestions box,

records the suggestions received, analyses them and takes steps to implement the

suggestions, if possible, with the support of the Management.



5.3.6. Does the institution have a mechanism to seek and use data and

feedback from employers to improve the preparation of the programme and

the growth and development of the institution?

Yes. Regular feedback on teaching, course contents are taken from the

students. Each mentor obtains feedback from the students. Outgoing students

also provide feedback on the courses. Alumni are asked to leave their feedback in

prescribed forms. Personal interaction of teachers with parents and a general

meeting organized often involving them help us to collect feedback.

Placement co-ordinator collects and analyzes feedback from prospective

employers. Campus recruitment is another area for collecting the feedback from

the employers. Based on their suggestions new add-on programmes may be

introduced within the constraints of the affiliating system.

5.4 Best Practices in Student Support and Progression

5.4.1. Give details of institutional best practices in student support and

progression?

The following are the best practices adopted by the institution in respect

of student support and progression.

Participative management by students is encouraged.

Students feed-back on campus environment and performance of

teachers is given due consideration.

Students grievances are redressed as and when possible.

Students suggestions on campus improvement, students progress,

co-curricular and extra curricular activities are given due attention

and implemented to the maximum extent possible.

Students are encouraged to participate in co-curricular and extra –

curricular activities organized in other institutions.



In the case of economically poor students, financial help is arranged

through other Trusts and Endowments and also guidance and help

is rendered to get bank loans.

In the beginning of the academic year, a bridge course is conducted

for all the students to take them to the level of understanding the

course contents in the B.Ed. Degree.

Various cultural activities and competitions are organized so that

the students can bring to the light their hidden talents.

Feed-back on course contents, the performance of the student-

teachers, the expectations of the society from the teaching

community, etc. is received from our alumni, parents of our

students, managements and principals of the schools to which our

students were deputed for practice teaching and the out come of

the feed back is taken care of wherever and whenever possible.

The parents are informed of the progress of the students in tests

and other academic and non-academic activities.

The meetings of Parent Teachers Association are organized as and

when necessary to get their opinions for the improvement of the

curriculum and the development of the institution.

Guidance and counseling regarding higher studies, job

opportunities, etc. are given to all students. Placement is arranged

through the placement cell.

Counseling is given to the students for their personal problems

also.

The academic council (staff council) meets periodically, reviews the

performance of the students in the class tests, practice teaching, etc.

and takes all possible steps to improve their performance.



The Governing council meets at least twice a year and advises the

principal and staff as to what steps must be taken to make the

institution „the Best‟.

Under „Students Care‟ ten students are under the supervision of a

faculty member. This faculty takes care of his wards on academic

and personal aspects.

Physically challenged, divorced, and widows are given fee

concessions.

Students who do best in sports are given facilities such as fee

concessions, free food, financial assistance to take training in other

places through other coaches, etc.

The Book-Bank helps the economically weak students to use the

books through out the year.

If a student is not able to continue the course due to financial

problem, all possible steps are taken to provide him financial

assistance and make him continue and complete the course

successfully.

Free coaching is given for the students to appear in competitive

examinations.

Slow learners and low performers are given special coaching after

the regular working days and on holidays.



CRITERION VI

GOVERNANCE AND LEADERSHIP

6.1. INSTITUTIONAL VISION AND LEADERSHIP

6.1.1 What are the institution‟s stated purpose, vision, mission and values?

How are they made known to the various stakeholders?

PURPOSE

The purpose of the institution is to provide quality education at optimum

cost for the benefit of the weaker sections of the society, in general, and for

the rural masses, in particular.

VISION

To enable the students to acquire an integrated personality endowed with

character, compassion, culture, discipline and patriotism.

MISSION

To foster higher education and the uplift of the teaching community in

society, in general, and the improvement of their economic status and

independence, in particular.

VALUES

To help students recognize their academic ability and to accept

responsibility for their its development

To maintain a curriculum aimed at the acquisition of values and the

discovery of truth

To provide a learning environment commensurate with individual

abilities and interests



To help students acquire a sensitivity to the views, lifestyles and

beliefs of others

To serve the needy section of the society with a service mind

To reign supreme both academically and professionally

To develop co-operation and collaboration in equity and social justice.

The Purpose, Vision, Mission and Values are made known to all the stake-

holders through our website, prospectus, handouts, display in college notice

boards, etc.

6.1.2 Does the mission include institutional goals and objectives in terms of

addressing the needs of the society, the students it seeks to serve, the school

sector, educational institution‟s traditions and value orientations?

Yes. The mission of the institution includes its goals and objectives in

terms of addressing the needs of the society, the students it seeks to serve, the

school sector, the tradition of the institution, and its value orientation.

The vision and mission of the institution are in line with the National

policies on Higher Education. Also, when the vision and mission statements are

translated into actions, they will lead to the achievement of the objectives and

goals of the institution.

Objectives


attitudes in pedagogical methods and preparing them to become role


To strengthen the skills of student teachers in class room and school

management.


To enhance the competencies required of teachers.



To identify and design innovative programmes to meet the local and global

teaching requirements.

To develop the student teachers to be an instrument for building productive

human capital to face challenges of globalization.

Goals

To train the student teachers to become an effective communicator and

efficient leader.

To make them to be clear and firm in principles and courageous in action.

To train them to be good followers of Indian culture.

To train them to be selfless in the service of the fellow human beings.

To make them become agents of social change in the country.

To seek, extend and apply knowledge to solutions of human problems.

To train them in applying the knowledge and skills gained from an

analytical approach.

6.1.3 Enumerate the top managements commitment, leadership role and

involvement for effective and efficient transaction of teaching and learning

processes(functioning and composition of various committees and boarding of

management, BOG, etc)

The organizational set-up of the institution is as under.

Board of Management

Chairman

Cum

Secretary



The Chairman cum Secretary acts according to the instructions and

guidance of the Board of Management. He also consults the Board of Governors

on academic and administrative activities for the betterment of the institution.

The Principal who is working under the direction and supervision of the

Secretary discharges his responsibilities through the teaching and non-teaching

staff of the institution.

To achieve efficiency in teaching and learning, the management has

constituted a committee called Board of Governors. The constitution of the Board

includes the Chairman of the Trust, two retried professors, two practicing

professionals, and the Principal of the College of Education.

The commitment of the top management for the effective and efficient

transaction of teaching and learning process is explicit from the following.

Well qualified and experienced staff are appointed.

Highly performing teachers are rewarded.

The teachers are encouraged to pursue higher studies through

granting of study leave, financial assistance, supply of latest books

/ journals etc. required for the research, provision of secretarial

assistance, use of internet, etc.

Board of Governors

Teaching Staff Non-Teaching Staff

Principal



Invests in equipping the library with new publications and

subscribing for new journals.

Up-dating the various laboratories with latest equipments,

apparatuses, charts, etc.

Encouraging the staff and students to participate in curricular, co-

curricular and extra-curricular activities organized not only in our

institution but also in other institutions.

Rewarding the winners (staff and students) in competitions

organized by other institutions.

Recognizing the students and staff for their publications in journals

/ magazines/ newspapers, etc.

Provision of the latest equipments such as LCD projector, DVD and

CD players with latest CD‟s and DVD‟s, computers, internet

facilities etc. in connection with the ICT.

Arranging for special lectures by inviting subject experts and

Professors of Eminence.

Finally, for the purpose of ensuring effective and efficient transaction of

teaching – learning process, the management takes care of providing the

required infrastructure with all modern facilities, newly developed teaching aids,

addition of new publications to library, etc.

6.1.4 How does the management and head of the institution ensure that

responsibilities are defined and communicated to the staff of the institution?

During the time of appointment, the management explains the nature of

the job, and the rules and regulations of the institution. The members of the staff

are assigned various responsibilities relating to the curricular and co-curricular

activities by the Principal. The Chairman will assign some additional

responsibilities to the faculty regarding admission and placement. It will be



intimated through circulars or individual communication. Duty allotment -

Circulars are counter signed by concerned staff members.

6.1.5 How do the management/ head of the institution ensure that valid

information (from feedback, personal contacts etc.) is available for the

management to review the activities of the institution?

The management / head of the institution will gather information in the

following ways so that the activities of the organization can be reviewed.

Student‟s feed-back forms.

Self – Appraisal forms of staff.

Interaction of the Principal with students and staff – both formally

and informally.

Feed-back received from Parent Teachers Association and Alumni

associations.

Suggestions Box.

Reactions of the managements and the Principals of schools in

which our students take practice teaching.

Staff meetings.

Outcome of the meetings of the Board of Governors.

The information thus received is analyzed by the management and the

Principal. On the basis of their analysis, they give guidance, suggestions or

directions for effective functioning of the institution.

6.1.6 How does the institution identify and address the barriers (if any) in

achieving the mission, vision and goals?

The barriers, if any, in achieving the vision, mission and goals are

identified in the following ways.

Feed-back received from various stakeholders.

Analysis of the performance of our graduates.



Reports of the higher authorities such as University, education

department of the Govt. etc.

Review of the extent of achievement of the vision / mission / goals by

the management.

6.1.7 How does the management encourage and support involvement of the

effectiveness and efficiency of the institutional process?

The management encourages and supports the involvement of staff for

improvement of the effectiveness and efficiency of the institution process in the

following ways :

The management gives opportunities to the teaching and non-teaching

staff to participate in decision making relating to institutional developments.

Different committees have been constituted by the management in which staff

and students have membership. They contribute significantly through their

meetings for the improvement of the institution. Also, the management

encourages the development of the institution by providing them opportunities

to freely decide on curricular, co-curricular and extra-curricular activities, to

pursue higher studies, to contribute to the academic aspects through paper

presentation and paper publication.

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 Principal, being the head of the institution, is the leader of his team of

teaching and non-teaching staff and the students. He takes all possible steps to

achieve the objectives of the institution through his followers. He acts as a bridge

between the management and his followers, namely, the teaching and non-

teaching staff and the students. He carries out the expectations of the

management to his followers and vice-versa. This role of the principal makes

both the management and his followers happy, as the expectations of the one is



satisfied by the other. In addition to his role as head of the institution, he also

discharges the following responsibilities.

Planning, organizing and executing the academic and non-

academic activities for the whole year.

Conducting and maintaining minutes of the meetings of various

academic and non-academic bodies.

Introducing innovative educational practices in the institution.

Following all the rules and regulations of both the Government and

the University in connection with recruitment of teaching and non-

teaching staff and admissions for the B.Ed. and M.Ed. courses.

Assigning responsibility to the staff members and the office bearers

of various committees and associations and fixing their

accountability.

Instituting appropriate mechanism to monitor and educate the

academic activities through out the year.

Suggesting corrective measures whenever necessary.

Maintaining the quality of education offered to the students.

Providing a conducive environment to both staff and students so

that the institution serves the society in the best manner possible.

6.2. ORGANIZATIONAL ARRANGEMENTS

6.2.1 List the different committees constituted by the institution for

managements of different institutional activities. Give details of the meetings

held and the decisions made regarding academic managements, finance,

infrastructure, faculty research, extensions and linkages and examinations

during the last year.

The following are the committees constituted by the institution which take

care of different institutional activities.



Academic council / Staff council

Examination committee

Library committee

Sports committee

Extension Activities committee.

The functions and the meetings of the committees are briefly explained

below :

Academic Council / Staff Council :

Principal is the chairman and all the teaching staff are the members

of the council. This council decides well in advance about the various

curricular, co-curricular and extra-curricular activities to be performed

during the year. Subjects to be allotted to each staff member, work load,

time table, etc. are finalized in the first meeting of the academic year. Co-

curricular activities such as seminars, conferences, guest lectures, special

lectures etc. are tentatively decided and the staff in-charge of such

activities are decided and communicated. (The staff responsible will take

care of conducting the programmes). Similarly, the activities of other

associations such as Students Union, Tamil Ilakkiya Mandram, Women‟s

Cell, Fine Arts, Parents Teachers Association, Alumni Association, etc.

will be decided by the council and the office bearers of the associations

will take care of them. The council will meet periodically and as and

when necessary to monitor and assess the progress of such activities.

Proper minutes will be maintained for the meetings held by the council

and the decisions taken there on.

Examination Committee :

Examination committee is headed by the Principal and co-

ordinated by a faculty member. This committee takes care of conducting



weekly tests (unit tests), term tests, model tests, etc. They also take care of

collecting the filled-in applications for university examinations, (eligibility

forms) collecting examination fees, supervising and conducting practicum

examinations and distribution of hall tickets for university examinations.

They also maintain records for their activities.

Library Committee :

The Secretary of the college is the chairman of the committee. The

librarian is the co-ordinator. The Principal, two senior faculty and two

students are the members of the committee. This committee meets

periodically, decides the books to be purchased for the year, new journals

to be subscribed for, etc. All activities relating to the functioning of the

library are decided by the committee. This committee maintains proper

records for its activities.

Sports Committee :

The Principal is the head of this committee. The physical director is

the co-ordinator and one staff member and two students (one boy and one

girl) are the members. This committee decides the sports articles to be

purchased for the year, participation in inter-collegiate sports and conduct

of Annual Sports Day.

Extension Activities Committee :

The Principal is the head of this committee. One of the faculty is

nominated to be the co-ordinator of the committee and two staff members

and four students (two boys and two girls) are the members. This committee

decides the conduct of Citizenship Training camp, Awareness programmes,

Medical camps, Blood Donation camps, Tree planting, etc.



All these progrmmes are conducted outside the college campus in which all

the students take part. Proper records are maintained for all these activities.

6.2.2 Give the organizational structure and the details of the academic and

administrative bodies of the institution.

The organization structure with the details of academic and

administrative bodies of the institution is given beslow :

RDB College of Education

Management (Trust)

Chairman cum Secretary

Governing Body

Principal

Staff Council

Teaching Staff Non – Teaching Staff

[Administrative Staff]

Adminst

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6.2.3 To what extent is the administration decentralized? Give the structure

and details of its functioning

The Trust, (Dawood Batcha Educational & Charitable Trust) which is the

educational agency of the college takes care of the provision of the infra-structure

and other facilities which require investment. The academic activities are taken

care of by the Principal.

The Principal, in consultation and with the approval of the management,

constitutes various committees to look after different activities. For each

committee, he nominates a faculty member to be incharge of that committee.

That faculty member will be totally responsible for the formation of the

committee and also to monitor and supervise the activities of the committee.

The office functions are carried out by the office staff under the control of

the Accountant / Manager. In turn, he will be reporting to the Principal.

6.2.4 How does the institution collaborate with other sections/departments

and school personnel to improve and plan the quality of educational

provisions.?

To plan and improve the quality of education, our institution collaborates

with other sections and schools in the following ways.

Conducts seminars / conferences / workshops by inviting experts

from other institutions / departments.

Establishes contacts with schools during and after the practice

teaching of our students in such schools.

Receives feed-backs from our old students, parents of our students,

managements and principals of schools to which our students were

deputed for practice teaching etc.

Permits our staff and students to participate and / or present

papers in seminars orgainsed by other institutions.



Interacts with experts and the public to know their expectations

from the institution.

6.2.5 Does the institution use the various data and information obtained from

the feedback in decision making and performance improvement? If yes, give

details.

Yes. The institution makes use of the various data and information

obtained from the feed-back in making decisions and improving performance.

Some of the actions taken by the institution on the basis of the data and

information received are :

Instruction to staff to engage classes as per the time table and not

to cancel any class on any account.

Also instruction to staff to correct the test papers and return them

to the students with in 3 days.

Provision of drinking water at more points for the separate use of

boys, girls and staff.

Allocation of a reasonable number of students under the care of a

staff for continuous monitoring and guidance.

Issue of more books from the library on special request (for the

preparation of assignment, seminar papers, etc.)

Modifications in the infrastructure and the furnitures in the class

room.

6.2.6 What are the institution‟s initiatives in promoting co-operation, sharing

of knowledge, innovations and empowerment of the faculty?(Skill sharing

across departments creating/providing conducive environment)

The institution takes initiative in promoting co-operation, sharing of

knowledge, innovations and empowerment of the faculty in the following ways:



Teachers are encouraged for inter disciplinary teaching.

Teachers share their knowledge through the internal faculty

development lectures.

Teachers share their new experience or innovation with the staff

and students in a combined session.

Staff who has some expertise in some area is given additional

responsibility so that their knowledge and talents can be used by

others.

Faculty with empowerment of knowledge is encouraged to train

other staff members.

6.3 STRATEGY DEVELOPMENT AND DEPLOYMENT:

6.3.1 Has the institution an MIS in place to select, collect, align and integrate

data and information on academic and administrative aspects of the

institution?

Yes. Management Information System has been established and is in force

in the institution. This system works through the systems network established.

The data and other information relating to the academic and administrative

aspects of the institution are properly fed into the systems. The head of the

institution and other staff who require any information may approach the system

and collect data as needed. [Customized software has been acquired and the staff

is being trained in its use. The criterion of data base for academic and

administrative units is in progress].

This system is responsible for collection of data, integration and reformation

of them as per the requirement of the faculty and office. The data is then

complied to satisfy the requirements of the faculty and administration.



6.3.2 How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action plans?

Requirement of Human Resource is recruited by the interview panel and

financial resource is drawn out of tuition fees and special fees.

6.3.3 How are the resources needed (human and financial) to support the

implementation of the mission and goals, planned and obtained?

The resources needed to support the implementation of the mission and

goals are planned and obtained in the following manner.

The faculty requirements are determined by the Principal and the

non-teaching staff requirements are decided by the office manager

in consultation with the Principal. Then they plan to recruit the

required staff by inviting applications through advertisements or

from the personal applications submitted by the aspirants.

The applications thus received are scrutinized and required

number of candidates are selected by a properly constituted

selection committee.

There are various committees and associations functioning in the

institution. The office bearers of these committees plan their

activities for the academic year and inform the Principal about the

requirement of funds for performing these activities.

Before the academic session begins in each year, the management and the

Principal discuss the requirements of funds for their academic year and fix the

fees to be collected from the students for that year. However, as fee could not be

collected beyond a level, if more funds are required then the excess requirement

shall be met by the management. As the institution not getting any grant from

government, the management has to make its own arrangement for the provision

of the excess amount required.



6.3.4 Describe the procedure of developing academic plan. How are the

practice teaching school teachers, faculty and administrators

involved in the planning process?

The principal develops the academic plan in consultation with the

management and also with the staff council. This plan is intimated to the staff

and students.

Audits are made now and then. In admission, administration and some other

areas, the staff and administrators are involved. Students are also involved as

they become the members of certain committee.

6.3.5 How are the objectives communicated and deployed at all levels to

assure individual employee‟s contribution for institutional

development?

The objectives of the institution are communicated through college

prospectus, calendar, magazines, website, and displays in the buildings. This

helps the stakeholders to know the objectives of the institution.

The responsibilities for the individual employees are fixed in such a way

that the objectives of the institution will be achieved. Thus, when the individual

employees discharge their responsibilities in the best manner possible, they

contribute to the achievement of the objectives of the institution.

6.3.6 How and with what frequency the vision, mission and

implementation are planed, monitored, evaluated and revised?

The vision and mission of the institution are reviewed once in two years

and if necessary may be modified and / or revised.

Similarly, the academic plans implemented will be periodically reviewed,

monitored and modified, if necessary, by the faculty members under the

chairmanship of the Principal.

The overall performance of activities of the institution will be monitored

and reviewed by the Management once in three months.



Similarly, the Governing Body will meet not less than twice a year to

review the academic performance of the institution.

6.3.7 How does the institution plan and deploy the new technology?

The management and the staff come to know about the development of new

technology in teaching – learning methods through journals, magazines, internet,

conference, seminars, etc. Then, they collect all relevant information about that

new technology including the cost of its implementation. The management then

takes steps to implement such new technology in the institution as and when

possible.

6.4 HUMAN RESOURCE MANAGEMENT

6.4.1 How will you identify the faculty development needs and career

progression of the staff?

Performance of the staff shown in the management review helps in

identifying the faculty development needs. Accordingly, the principal of

the institution arranges various faculty development programmes to the

staff members. The Principal gives opportunities to the staff for attending

seminars, workshops at the national and international levels which is

totally sponsored by the management

6.4.2 What are the mechanisms in place for performance assessment

(teaching, research service) of faculty and staff? (Self appraisal method,

comprehensive evaluations by students and peers). Does the institution

use the evaluations to improve the teaching, research and service of the

faculty and other staff?

Yes, the institution has a mechanism to assess the performance of the faculty

by getting feedback from students as well as through self appraisal report from



staff. These data are statistically processed and assessed and concerned teacher

is informed through the Principal, which in turn helps the teacher to improve

his/her performance.

6.4.3 What are the welfare measures for the staff and faculty?(mention only

those which affect and improve staff well being, satisfaction and

motivation)

The welfare facilities provided to the staff of the institution are as

under:

Free transport

Free tea

Subsidized Canteen

Marriage leave for 10 days with full salary

Maternity leave for female staff for 3 months

Free accommodation in hostel for female staff

Free education to the sons/daughters of the faculty

Free medical treatment

Free computer training

Free educational tours

6.4.4 Has the institution conducted any staff development programme for

skill upgradation and training of the teaching and non-teaching staff? If

yes, give details.

Yes. A Faculty Improvement Programme (FIP) was conducted in our college

on 25.02.2012. Faculties from Eight different Colleges of Education attended this

programme.

6.4.5 What are the strategies and implementation plans of the institution

to recruit and retain diverse faculty and other staff who have desired



qualifications, knowledge and skills (Recruitment policy, salary

structure, service conditions) and how along the institution align

with these requirements of the statutory and regulatory bodies

(NCTE, UGC, TRB etc.,)

The College follows the UGC norms and the rules and regulations

of the State Government in recruiting its staff. It recruits only persons who have

the prescribed qualification and experience. Such right persons are selected by a

properly and duly constituted selection committee as per the University

guidelines.

By giving attractive salary, providing scope for development,

extending appreciable welfare measures and establishing a conducive working

environment, the institution strives to retain its staff for longer periods of

service.

6.4.6 What are the criteria for employing part-time /adhoc faculty? How

are the part - time / adhoc faculties different from the regular

faculty? (eg; Salary structure, Workload, Specializations)

Part time adhoc faculty have been employed for vocational subjects.

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 organizes FDP, which includes Innovative Teaching

Methodology to be followed, Technology Aided Teaching Practices, Case

Study Method of Teaching, Simulation Exercises, Role Play Activities etc.,

The Management motivates the faculty by providing study leave to

pursue their higher education and to carry out their research activities.



The Management induces the faculty members by providing sponsorship

and „on duty‟ facility to participate in National Seminars, and Workshops

& Conferences.

Our College library is installed with E-Library facility to view journals,

magazines, dissertations to carry out research work.

Our Institution has computer labs with internet provisions to facilitate the

faculty to browse internet contents that is vital to the academic,

administrative and professional development.

The management will meet all the above programmes and support the

faculty in organizing and carrying out the seminar, FDPs and workshops.

6.4.8 What are the physical facilities provided to faculty? (Well –maintained

and functional office, instructional and other space to carryout their work

effectively)

The following are the physical facilities provided to our faculty.

Table and Chair

Writing pad

Book – shelf

Dust Bin

Drinking water through water cooler

Wash – basin

Specious staff room

Telephone

Computer and internet

Well ventilated staff rooms

6.4.9 What are the major mechanisms in place of faculty and other stake

holders to seek information and / or make complaints?



The stake holders can get any information from the office, principal and

also the college website. If they want to make any complaint, they can put

it in writing in the suggestions / complaints box or represent to the

management, principal or office manager. Oral representation are also

considered and acted upon.

The grievances redressal mechanism in force helps to redress the

grievances of teaching, non-teaching and the students of the institution.

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 faculty is allotted teaching hours per week as per the guidelines and

rules of the affiliating University.

Additional work such as visit to schools where our students take practice

teaching, project work guidance for the M.Ed., students are also assigned

by mutual consent among the staff.

Staff are also asked to guide the students in the preparation of records.

Each staff member is given additional responsibility on co-curricular

activities (ex. Extetion activities, SUPW, etc)

During admission time, the staff are involved in the admission work also.

The staff are also assigned the work of invigilation during class test and

University examinations

6.4.11 Does the institution have any mechanism to reward and motivate

staff members? If yes, give details.

Yes. The institution has a mechanism to reward and motivate staff members

as detailed below:



Cash award is given to faculty who publish research papers in

reputed journals / magazines.

All expenses required for presenting papers in seminars organized

by other institutions are reimbursed by the institution.

Staff who produce cent percent result in University examinations

are given prizes.

Staff who put in cent percent attendance is rewarded with

certificate and prizes.

For participation in more number of seminars, staff are given

certificate of appreciation.

Staff who organize guest lectures, seminars etc. are honored in the

function itself.

For significant contribution in extra – curricular activities, the staff

are given awards / prizes.

6.5 FINANCIAL MANAGEMENT AND RESOURCE MOBILIZATION

6.5.1 Does the institution get financial support from the government? If

yes, mention the grants received in the last three years under

different heads .If no, give details of revenue and income generated.

No, as our College is an unaided institution, it generates

revenue only by way of tuition fees collected from the students and

supported by funds from the Trust. All the programmes and activities

of the college are carried out from the fees collected and the

infrastructure facilities provided by the management.

6.5.2 What is the quantum of resources mobilized through donations?

Give information for the last years.

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,

There is an adequate budget to cover the day to day expenses.

6.5.4 What are the budgetary resources to fulfill the mission and offer

quality programs? (Budget allocations over the past five years, as

depicted through income expenditure statements, future planning,

resources allocated during the current year and excess/deficit)

The income generated from the tuition fees is used to fulfill the institution‟s

mission. We have enclosed the Income and Expenditure statement in annexure

book.

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 pares. Objectives

raised and dropped)

The accounts are regularly audited. The internal audit is done annually and

external audit is done by an auditor.

6.5.6 Has the institution computerized its finance management system? If

yes, give details.

Yes, in the academic year 2009-2010 the Management has computerized its

Financial Management System to generate bills for various needs, cash

transaction, etc. Day- to -day income and expenditure statement can also be

retrieved through this system.

6.6 BEST PRACTICES IN GOVERNANCE AND LEARDERSHIP

6.6.1 What are the significant best practices in Governance and Leadership

carried out by the institution?



The following are the best practices carried out in Governance and

Leadership of the institution :

A Governing Body with external membership functions

democratically.

Students appraise the teachers.

Teachers‟ self-appraisal.

Many welfare schemes implemented for the benefit of staff.

Grievances redressal scheme and suggestions scheme in force.

Conduct of seminars on latest developments in Education.

Reforms in the conduct of class tests and term examination.

Participation of teaching staff, non-teaching staff, students, parents,

alumni in decision making.

Free consultancy service to our students and the students of near

by schools.

Transparency in administration.

Decentralization of leadership through committee system.

Personality development and soft-skill training on free of cost.

Clear-cut definition of duties and responsibilities to all the teaching

and non-teaching staff.



CRITERION VII

INNOVATIVE PRACTICES

7.1 INTERNAL QUALITY ASSURANCE SYSTEM

7.1.1 Has the institution established Internal Quality Assurance Cell (IQAC)?

If yes, give its year of establishment, composition and major activities

undertaken.

Institution has established Academic governing body in the year 2008 which

is similar like Quality Assurance Cell. Presently, the AGB consists of the

following members:

Chairman : Dr. K.G. Mathew Tharakan, Principal.

Co-ordinator : Mr. S.K.Manikandan, Asst.Professor.

Representative : Mr. A. Kannan, Asst.Professor

Miss. K. Rajalakshmi, Asst.Professor

Mr. S.Karuppaiya, Asst.Professor

Ms. A. Anusuya, Librarian

Mr. N. Chitrasenan, Physical Director,

Mr. M.Velappan, Office Manager.

The cell initiates, quality enhancement in the following way :

Appointing highly qualified and competent teachers.

(Qualifications and experience as per UGC & NCTE guidelines.)

Organizing Faculty Development Programmes periodically.

Criterion VII Innovative Practices


Evaluating the performance of staff members.

Collecting student‟s feed back on staff and curriculum and taking

developmental steps wherever necessary.

Getting the feed-back from students on new methods adopted.

Ensuring that all the rules, regulations and guidelines of NCTE

and UGC are strictly followed in the institution.

7.1.2 Describe the mechanism used by the institution to evaluate the

achievement of goals and objectives.

The mechanism used by the institution to evaluate the achievement of

goals and objectives include the following activities.

Achievement of students in the University examinations.

Performance of students in internal examinations.

Students evaluation of teachers.

Self appraisal of Teachers.

Opinion of parents on academic and administrative aspects.

Alumni feed – back.

Following the policy of „EACH ONE TEACH ONE‟.

Conduct of Citizenship Training camps and Extension

Activities to make the students understand the society.

Developing leadership qualities and organizing ability

through conduct of seminars, departmental functions, cultural

programmes, meetings and other activities.

7.1.3 How does the institution ensure the quality of its academic

programmes?

The institution ensures the quality of its academic programme in the

following ways:



Conduct of periodical tests

Question and answer session

Departmental seminars

Group discussion

Case study analysis

Quiz programmes

Individual attention to the „below average‟ students

Re-test for poor performers in class tests.

Students counseling on academic affairs.

Participation in seminars / conferences etc. both internal and

external

Use of Library

Presentation of current information in the class every day.

7.1.4. How does the institution ensure the quality of its administration and

financial management processes?

The quality of administration and financial management is highly

satisfactory. This quality in ensured in the following way :

Quality in administration

A system has been developed to carryout the activities of administration in

the best manner possible. System for admission, purchases, cost control, conduct

of examinations, recruitment of staff, staff evaluation, conduct of departmental

meetings and functions, etc has been established separately.

Each system provides for proper planning, organizing, co-ordinating and

controlling so that the activity is performed for the benefit of the institution. The



feed-back received from all the stake holder is taken into account very

carefully and efficiently. All these steps ensure quality in administration.

Quality in financial management

The quality of financial management is ensured through budgetary control.

A master budget for the institution for a year and other departmental budgets

such as library budget, sports budget, extension activities budget, etc are

prepared well in advance. The internal and external control systems of the

budgets help identification of deviations of the actual from the budgeted figures

and hence to take corrective measures. Maintenance of proper books of accounts

adds value to the system. Thus, the quality of financial management is also

ensured.

7.1.5. How does the institution identify and share good practices with

various constituents of the institution.

The institution identifies and shares good practices in the following ways.

Developments in the contents of the curriculum and teaching

methods are identified from internet.

Staff and students attending seminars, workshops, etc. also bring to

the notice of the institution about the developments taking place in

the area of education.

Research organizations inform us about the outcomes of their

research works.

Developments and good practices are taken from journals and

magazines.

The managements of schools and their Principals also inform us

about their good practices.

Parents of our students and also our Alumni bring to our

knowledge about good practices followed in other institutions.



Thus the new developments and good practices are identified through these

sources and they are implemented in our institution as much as possible. Also

these practices are started with our friendly organizations through discussion,

visits, seminars, etc.

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?

The following are some of the steps taken to sensitize teachers to issues of

inclusion and the focus given to these in the national policies and the school

curriculum.

Steps are taken to add more value to the teacher education.

Students are encouraged to practice continuous learning by visiting

library regularly.

Instead of stuffing the minds of the students, the habit of enquiring

and reasoning is taught to them.

To make the students understand the subjects very clearly, various

methods of teaching like discussion, role playing, co-operative

learning, dramatization, teaching models, etc. are practiced.

Class room instruction is made with minimum number of students

to ensure personalised attention.

Self-esteem is encouraged in addition to class room teaching.

The faculty members are encouraged to serve the student

community with quality education.

Staff are trained frequently to learn new methods of teaching and to

acquire new knowledge.

The importance of life long learning by teachers is made known to

them.



Periodical updating of innovative practices is done both for staff

and students.

The feed-back received from students and staff on curricular

aspects is transferred to the University and Board of studies for

important / corrective actions.

The institution recruits people from the disadvantaged

communities to look after the academic and non- academic

activities.

The education system is systematized to suit the needs of the

students for today and tomorrow.

7.2.2. What is the provision in the academic plan for students to learn about

inclusion and exceptionalities as well as gender differences and their impact

on learning?

The institution imparts in the minds of its students the scene of helping

tendency, brotherly affection, humanitarian considerations, self respect etc. The

students are taught to understand the sentiments and the feelings of the

economically weak, socially backward, differently disabled, physically

challenged, etc. and move with them smoothly. This kind of inclusion is made

possible through the field visits, group work, educational tours, citizenship

training camps, extension activities, etc. organized by the institution.

7.2.3. Detail on the various activities envisioned in the curriculum to create

learning environments that foster positive social interaction, active

engagement in learning and self – motivation.

The following activities create learning environments that foster positive

social interaction, active engagement in learning and self motivation.



Conduct of classes properly and sincerely by well qualified and

experienced teachers.

Periodical updating of curriculum contents and innovative

practices in teaching methods.

Conducting of field visits, educational tours, extension

activities, citizenship training camps, awareness programmes

etc.

Participation of staff and students in seminars, conferences,

workshops etc. organized by our institution and other

institutions.

Micro and macro teaching sessions to learn the effective way of

teaching.

Demonstration of attitude tests, personality tests, diagnostic

tests, aptitude tests, proficiency tests, interest tests,

achievement motivation tests, etc.

Training the students on reasoning ability through investigating

on all academic activities.

Preparing the students on socially useful project work (SUPW)

7.2.4. How does the institution ensure that student teachers develop

proficiency for working with children from diverse backgrounds and

exceptionalities?

The institution carries out various activities so that the student teachers

develop proficiency for working with children from diverse back-grounds and

exceptionalities. A few of such activities are given below:

Practice – teaching in schools.



School visit during citizenship training camps.

Extension activates in nearby villages.

Participation in school functions.

Participation in village functions.

Conduct of programmes in schools through YRC, RRC, students

unions, etc.

Conducting of awareness programmes in villages.

These activities make the student teachers to mingle with school children

where they could understand them and do what is possible for their betterment.

7.2.5. How does the institution address to the special need of the physically

challenged and differently – abled students enrolled in the institution?

Physically – challenged students:

The institution allots some concessions for the physically challenged like

fees concession, gives counseling to get rid of their inferiority complex and

encourages the students to improve in all walks of life. The institution integrates

the physically chandelled students in to regular ordinary student‟s programmes.

Differently – abled students:

The institution identifies the differently – abled students and gives

them all possible support, guidance and help. Personal and academic counseling

are also given when ever necessity occurs.

7.2.6. How does the institution handle and respond to gender sensitive issues

(activities of women cell and other similar bodies dealing with gender

sensitive issues)?

Gender sensitive issues are handled in the followingways:



As the institution is a Co-educational institution, it tries to make the

student teachers to have a healthy relationship among them.

Resource persons are invited to stress the women empowerment and to

motivate the girl students for self reliance and self-dependent.

Career counseling will be given exclusively to girl students since they do

not have much exposure like boys.

The gender sensitive issues like ego problem between boys and girls are

identified and proper guidance is given for them.

Adjustment problem of the urban and rural students will be rectified by

putting them in mixed group

7.3. STAKEHOLDER RELATIONSHIPS

7.3.1. How does the institution ensure the access to the information on

organizational performance (Academic and Administrative) to the

stakeholders?

The institution ensures access to stakeholders for information on

organizational performance in the following ways.

Students and staff:

Students and staff are given information about the organization and its

activities through circulars, notice boards, college calendar, college magazines,

association meeting, etc. Also they are given the required information about fees

concession, scholarships, bank loans, coaching classes, tests, special programmes,

etc. on their personal approach to the management, principal, staff and office

people, as the case may be.

University and Government :



The information to be furnished by the institution to the University and

the Government are sent through letters and reports. Some times the information

is furnished through the proforma supplied by the University or the

Government. They can also get information about the institution through the

college calendar and magazines supplied to them every year and also the

institution‟s website.

Parents :

The required information to the parents about the institution is given to

them in the Parent – Teachers‟ Association Meetings. The performance of the

students in the tests are sent to their parents through progress reports. Similarly,

whatever information is asked by them either in person, or through letters or

phones, they are immediately given the information or clarification required.

Schools

The institution deputes its student-teachers for practice teaching to the

following schools.

S. No.

Name of the School Place

1 Abidean Matriculation Hr. Sec. School Thirupalathurai

2 Amalraj Mat. Hr. Sec. School Thiruvaiyaru

3 Anna Govt. Hr. Sec. School Patttiswaram

4 ARR Hr. Sec. School Kumbakonam

5 Christ Raja High School Thanjavur

6 Govt. Boys Hr. Sec. School Papanasam

7 Govt. Girls Higher Secondary School Papanasam

8 Govt. High School Valkkai

9 Govt. High School Mathur (West)

10 Govt. High School Varagur

11 Govt. Higher Secondary School Sundaraperumal Koil

12 Govt. Higher Secondary School Saliyamangalam

13 Govt. Higher Secondary School Thirukarukavur

14 Govt. Higher Secondary School Thanjavur

15 Govt. Higher Secondary School Melattur



16 Govt. Higher Secondary School Ayyempettai

17 Govt. Higher Secondary School Swamimalai

18 Kamala Subramaniam Met. Hr. Sec. School Thanjavur

19 Kasimiya Hr. Sec. School Rajagiri

20 Mani Mat. Hr. Sec. School Kabisthalam

21 Pattukottai Alagari Mat. Hr. Sec. School Papanasam

22 Raja‟s Hr. Sec. School Thanjavur

23 Shaukathul Islam (BMS) Hr. Sec. School Valuthur

24 Sri Govindaswamy Moopanar High School Kabisthalam

25 SriKumbeswarar Thirumanjana Veethi H.School Kumbakonam

26 Srinivasarao Hr. Sec. School Thiruvaiyaru

27 St. Mariy‟s Mat. Hr. Sec. School Pasupathikoil

28 Starline Mat. Hr. Sec. School Ayyempettai

29 Ukkadai Appavu Devar Hr. Sec. School Ammapet

30 Veeraghava Hr. Sec. School Thanjavur

Before deputing our students to these schools for practice teaching, the

consent of the management and the principal of such schools is obtained. While

asking for their consent, whatever information is asked by them – information

relating to NCTE approval, University‟s approval, District Educational Officer‟s

authorizations, etc. is provided to them either orally or in writing. Similarly, if

they need any undertaking from us to the effect that our students will adhere to

the rules and regulations of the school very strictly and behave properly and

decently during the period of their practice-teaching, such undertakings are also

given to the schools. Then there is constant touch with the schools not only

during the period of practice teaching of our students but also after the

completion of such training period. In this way, the schools can get the

information required for them through out the year.

Society

The society / public can get information about the institution in the

following ways:



Our advertisements in news papers about the courses offered,

achievements in university examinations, convocation, annual day

celebrations, etc.

News items in dailies about the achievements of our students and

the various programes conducted in the institution.

College magazines available in libraries and nearby schools.

College website.

Representation based on Right to Information Act.

Broadcasting through All India Radio of the achievements and the

proceedings of functions conducted in the institution.

Telecasting of the proceedings of the various activities performed

in the institution and the nearby local area.

Conducting of awareness programmes on HIV, cleanliness,

illiteracy, fire and safety, small savings, voting responsibility, legal

rights, health and hygiene, environmental protection, etc.

Organizing medical camps on general health, eye camps, blood

donation camps, etc.

Tree plantation in and outside the college campus.

7.3.2. How does the institution share and use the information / data on success

and failures of various processes, satisfaction and dissatisfaction of students

and stakeholders for bringing qualitative improvement?

To satisfy the stakeholders and to ensure improvement of quality, the

following are provided to them.

Green and clean campus

Best infrastructure



Well furnished class rooms

Well qualified and experienced faculty

Continuous improvement of the quality of teachers

Maintenance of best discipline among the students

Internal and external communication facilities

Career guidance and personal counseling

Achievement of better results in University examinations

Special care on the poor performers in the class tests.

Teaching and learning methods with new technology.

High safety and security to staff and students

High class involvement of staff and students in the curricular,

co-curricular and extra-curricular activities.

Opportunities to prove the hidden talents of the staff and

students

State of the art laboratories.

Computer Science Lab with internet facility

Library with latest books and journals

Effective practice – teaching according to the convenience of the

students – teachers and continuously monitoring of the same.

Training on personality development, spoken English, etc,

Internal and external communication facilities

Career guidance and personal counseling

Effective and immediate redressal of grievances of staff and

students.

Recognition of the contributions of the staff and students

through suggestions scheme.

Open and specious play ground for out door games



Facility for indoor games

Hygienic hostel and subsidized canteen

Transport facility

Establishment of Parent – Teachers Association

Institution of Alumni Association.

Even though such facilities are available for the benefit of our

stakeholders, it is a fact that some of them are not satisfied. The success or

failure of these activities and the satisfaction and dissatisfaction of the

stakeholders are discussed in the appropriate forum.

Major dissatisfaction comes from students on matters such as,

maintenance of strict discipline, valuation of test proper and assignment very

strictly, handling of late comers, use of cell phones inside the campus, frequent

absence to class, late submission of records, ragging, late payment of fees, etc.

Under these circumstances, the students are very clearly informed that the

institution has to be so as it has to follow the various rules and regulations of the

University and the Government and also in the interests of the students.

In the case of other stakeholders, the matters relating to faculty are

discussed in the staff council, parents matters are discussed in the PTA meeting;

matters relating to our old students are discussed in the Alumni Association,

other matters relating to our students practice teaching are discussed with the

managements, principles and guide teachers. During such discussions, the

institution shares the information and data with the concerned group. Whenever

a dissatisfaction of any of the stakeholder is brought to the notice of the

institution, all possible steps are taken to satisfy the dissatisfied.

7.3.3 What are the feed back mechanisms in vogue to collect, collate and data

from students, professional community, Alumni and other stakeholders

on program quality? How does the institution use the information for

quality improvement?



The mechanism that is in vogue to collect data from students,

professional community, Alumni and other stakeholder on programme quality is

as under:

The data from students, staff and alumni on the quality of the

curriculum is obtained thought separate questionnaires.

The Self-Appraisal Forms submitted by the staff also provide data.

The expectation of the school managements, principals and guide

teachers are also obtained through questionnaires and oral

information. The official letter written by them is also used for this

purpose.

The opinions of the parents in the Parent – Teachers Association

meetings are recorded in the minutes and the minutes of such

meetings are used.

Also, whenever an oral comment is made by the public,

employers, government officials, University authorities, etc. such

comment is recorded by the staff and they are considered duly.

The data thus collected is systematically recorded, tabulated and

analyzed. The conclusions drawn from the analysis are properly used by the

institution. The institution takes care of passing on the results of the analysis of

such data to the authorities concerned such as the University, State Government,

District Education Department, Practice Teaching Schools, faculty and the

students. This helps the institution to improve the quality of education and other

services provided by the institution.



RDB COLLEGE OF EDUCATION Saliyamangalam Road,Papanasam,Thanjavur(Dt) Tamilnadu – 614 205

Ph:04374 222123 Mobile: 9443151267

Website:www.rdbeducation.ac.in e-mail:[email protected]

DECLARATION BY THE HEAD OF THE INSTITUTION To The Director, National Assessment and Accreditation Council, PB – 1075, Nagarbhavi, Bangalore – 560 072. Sir, I certify that the data included in this Self - Appraisal Report (SAR) are

true to the best of my knowledge.

This SAR is prepared by the institution after internal discussion, and no

part thereof has been outsourced.

I am aware that the peer team will validate the information provided in

this SAR during the peer team visit.

Place : Papanasam

Date :


Mapping of the Academic Activities of the Institution - B.Ed.,

Month Aug Sep Oct Nov Dec Jan Feb March April May June

Weeks 1 10 11 # # # 15 # 17 # # # # # # # # # # # # # # # # # # # # # # # # # # #

Admission and Orientation

Theory

Tutorial / Seminars

Sessional Work-Tests & Assignments

Practical Work

Preparation of Internship: Demonstration/Observation of lessons/micro teaching/simulations

Practice Teaching/Intership

Co-Curricular Activities

Working with community/Project work

End-term Examination


Mapping of the Academic Activities of the Institution - M.Ed.,

Month August September October November December January Feburary March April May June

Weeks 1 2 5 6 10 11 12 13 14 15 16 17 18 19 # 21 # # # # # # # # 30 31 # # # # # 37 38 # 40 41 # 43 44

Admission and Orientation

Theory

Tutorial / Seminars

Sessional Work-Tests & Assignments

Preparation of Internship: Demonstration/Observation of lessons/micro teaching/simulations

Co-Curricular Activities

Working with community/Project work

End-term Examination

self appraisal reportrdbeducation.ac.in/nacc-sarreport.pdfa volley ball court, kabbadi court and...

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