SELF STUDY REPORTsttcindia.org/ssr_uploaded_link.pdfLal Kothi Scheme, Near New Assembly Tonk Road,...

SANJAY TEACHER'S TRAINING COLLEGE [Recognised by UGC under Section 2(f) & 12 (B)]

Lal Kothi Scheme, Near New Assembly Tonk Road, Jaipur (Rajasthan)-302015

www.sttcindia.org, E-Mail: [email protected] Ph: +91-0141-2742095, 2743577, Fax: +91-0141-2741786 A Self financed college affiliated to University of Rajasthan, Jaipur

And J.R.R. Sanskrit University, Jaipur

(NCTE, UGC and Rajasthan State Govt. Recognized)

Established in 1986

Previously accredited with 'B' Grade by NAAC, 2011 with an institutional Score of 2.81 CGPA

Submitted to

jk"Vªh; ewY;kadu ,oa izR;k;u ifj"kn~

NAAC NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL

P.O. Box No. 1075, Nagarbhavi, Bangalore - 560072 INDIA

MARCH, 2016

SELF STUDY REPORT FOR

RE-ACCREDITATION (Second Cycle)

SANJAY TEACHER'S TRAINING COLLEGE, LAL KOTHI, JAIPUR Recognized by UGC under section 2(f) and 12(B) Established in 1986, Accredited with B Grade by NAAC (2011) Website: www.sttcindia.org, E-mail - [email protected] ---------------------------------------------------------------------------------------------------------------------

______________________________________________________________________________ Preface

SSR-2016

PREFACE

Sanjay Shiksha Samiti, Jaipur was established in 1962 with the objective to serve

human society in preparing self-dependent competent, value based and literary citizens.

The Registrar of societies in Rajasthan registered this society in 1967. In the aegis of this

society (i.e. Sanjay Shiksha Samiti, Jaipur) Primary, senior Secondary, IT, Management,

Architecture, Polytechnic and Teacher education centres are successfully running.

Most important program of this society was the establishment of Sanjay Teacher

Training College to fulfil the need of preparing competent, committed, dedicated, skill

based and efficient teachers for the country.

In 1986 college was started its Shiksha Shastri (B.Ed Sanskrit) programe with the

affiliation by the Ajmer University, Ajmer. In the year 1987 B.Ed program was started.

In the year 1988 the affiliation of both the programs was transfered to university of

Rajasthan, Jaipur. In the year, 1993 NCTE recognized both the programs and issued

NOC for 100-100 seats. In the year 2002, the affiliation of Shiksha Shastri (B.Ed

Sanskrit) was transfered to Jagadguru Ramanandacharya Rajasthan Sanskrit University,

Jaipur. Seats of B.Ed and Shiksha Shastri were increased 200-200 respectively in the

year 2006. M.Ed program was started with sanction of 25 seats in the year 2007. Seats of

M.Ed programme was extended 25 to 35 in the year 2009.

Sanjay Teachers Training College, Jaipur was accredited in the year 2011 by the

NAAC in B grade (2.81 CGPA). The College was recognized by the UGC under section

2(f) in 2011 and 12(B) in 2015. Jagadguru Ramanandacharya Sanskrit University, Jaipur

sanctioned permanent affiliation to shiksha shastri (B.Ed Sanskrit) program in 2012.

Being affiliated to both the universities, college follows the scholastic and co-

scholastic activities as prescribed by the Universities. Considering the excellence of


______________________________________________________________________________ Preface

SSR-2016

College, University of Rajasthan Jaipur has recognised its three senior faculty members

as Ph.D supervisor in 2014. Twenty-three Ph.D scholars are doing their research work

from this college.

The college is a self financed co-educational institution. PTET, PSST and PMET

are organized by the respective Universities for the admission in B.Ed, Shiksha Shastri

and M.Ed every year. Coordinators of PTET, PSST and PMET directly allot seats

according to merit and reservation. College follows all the norms and instructions of

PTET, PSST and PMET strictly in the admission process.

The vision of the college for the future are:

1. Develop the institution in to an excellence centre of teacher education in the state.

2. Develop the college in to an autonomous department of the University (State

government has declared Apex University)

3. Establish the institute as teacher training centres for Kota Open University and Indra

Gandhi National Open University, New Delhi.

4. Attain the status of CTE.

In the session 2015-16, the college has started two-year programs of B.Ed,

Shiksha Shastri and M.Ed as suggested in NCTE regulation of Dec. 2014. In the view of

Aluminises, pupil teachers and parents, this college is recognised as a best institute in the

field of teacher education in Rajasthan.

S. No. Contents Page No.

1. Preface

2. PART I - INSTUTIONAL DATA

A. Profile of The Institution 1

B. Criterion wise Inputs 6

3. PART II - EVALUATIVE REPORT

I. Executive Summary 34

II. Criterion wise Inputs

Criterion I - Curricular Aspects 37

Criterion II - Teaching, Learning and Evaluation 60

Criterion III - Research, Consultancy and Extension 106

Criterion IV - Infrastructure and Learning Resources 136

Criterion V - Student Support and Progression 161

Criterion VI - Governance and Leadership 186

Criterion VII - Innovative Practices 214

III. Mapping of the Academic Activities of the Institution 229

IV. Declaration by the Head of the Institution 232

4. Appendices 1-304

INDEX

PART - I

INSTITUTIONAL DATA


______________________________________________________________________________

Profile of the Instution 1

SSR-2016

A. Profile of the Institution

1. Name and address of the institution: Sanjay Teacher’s Training College

Near New Assembly

Lal Kothi Scheme, Tonk Road

JAIPUR [Rajasthan]

2. Website URL : www.sttcindia.org [A copy of homepage is appended as Enclosure : 1]. 3. For communication :

Office

Name

Telephone No. With STD Code

Fax No E-Mail Address

Dr. Sunita Bhargava Principal

0141-2742095 0141-2741786 [email protected]

Prof. Gopinath Sharma Vice-Principal

0141-2742095 0141-2741786 [email protected]

Dr. Kalpana Senger Self-appraisal Co-ordinator

0141-2742095 0141-2741786 [email protected]

Residence

Name Telephone Number With STD Code

Mobile Number

Dr. Sunita Bhargava Principal

0141-2502296 098299-84550

Prof. Gopinath Sharma Vice-Principal

- 09414028702

Dr. Kalpana Senger Self-appraisal Co-ordinator

0141-2357999 09314660380

4. . Location of the Institution

Urban Semi-urban Rural Tribal

Any other (specify and indicate)

5. Campus area in acres:

1.267 Acres


______________________________________________________________________________


SSR-2016

Sanjay Shiksha Samiti has 1.267Acres of land and from that the carpet area of 5010.47 Sq. Meters is for Sanjay Teacher’s Training College. [A copy of master plan is appended as Enclosure: 2] 6. Is it a recognized minority institution? Yes No

7. Date of establishment of the institution:

Month & Year

8. University/Board to which the institution is affiliated:

[Copies of affiliation letters are appended as Enclosures:3(a), 3(b) & 3 (c)]

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

Month & Year

2(f)

Month & Year

12B

[Copies of UGC letters are appended as Enclosures:4(a) & 4(b)]

10. Type of Institution

University of Rajasthan, Jaipur for B.Ed. and M.Ed J.R.Rajasthan Sanskrit University, Jaipur for Shiksha Shastri

[B.Ed.-Sanskrit]

MM YYYY

07 1986

MM YYYY

02 2011

MM YYYY

10 2015


______________________________________________________________________________


SSR-2016

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. IASE

iii. Autonomous College

iv. Affiliated College

v. Constituent College

vi. Dept. of Education of Composite College

vii. CTE

viii. Any other (specify and indicate)

11. Does the University / State Education Act have provision for autonomy?

Yes No

If yes, has the institution applied for autonomy?

Yes No


______________________________________________________________________________


SSR-2016

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

Sl. N

o.

Lev

el

Prog

.

/ Cou

rse

Ent

ry

Qua

lific

atio

n

Nat

ure

of

Aw

ard

Dur

atio

n

Med

ium

of in

stru

ctio

n

i) Pre-primary

Certificate

Diploma

Degree

ii) Primary/

Elementary

Certificate

Diploma

Degree

iii) Secondary/

Sr. secondary

Certificate

Diploma

B.Ed.

Shiksha Shastri

[B.Ed.-Sanskrit]

Graduation

Graduation

Degree

Degree

Two Year

Two Year

Hindi/

Eng.

Hindi/

Sanskrit

iv. Post

Graduate

Diploma

M.Ed B.Ed Degree Two Year Hindi/

Eng.

v. Other

(specify)

Certificate

Diploma

Degree


______________________________________________________________________________


SSR-2016

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

Lev

el

Prog

.

Ord

er N

o.

and

Dat

e

Val

id u

pto

Sanc

tione

d In

take

Pre-primary

Primary/Elementary

Secondary/ Sr. Secondary

B.Ed

Shiksha Shastri B.Ed.

[Sanskrit]

F.No./NRC/NCTE/F-3/RJ-981/2015/110109-14 DATE:31/05/2015

F.NO./NCTE/F-3/RJ-987/2015/110098-003

DATE: 31/05/2015

Till Further notice

Till Further notice

200

200

Graduate

Post Graduate

M.Ed F.NO./NRC/NCTE/F-7/RJ-866/2015/110374-379

DATE : 31/05/2015

Till Further notice

35

Other (specify) -- -- -- --

[Copies of NCTE recognition letters are appended as Enclosures:5(a), 5(b) & 5(c)]


______________________________________________________________________________

Criterion wise Inputs 6

SSR-2016

Criterion I: Curricular Aspects

1. Does the Institution have a stated

Vision

Mission

Values

Objectives

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

b) If yes, how many programmes?

c) Fee charged per programme

3. Are there programmes with semester system

4. Is the institution representing/participating in the curriculum development/ revision

processes of the regulatory bodies?

If yes, how many faculties are on the various curriculum development/vision

committees/boards of universities/regulating authority?

[Copies of university letters are appended as Enclosures: 6]

Yes (only M.Ed)

Yes No

Yes

No

Yes

No

B.Ed - 26880/- per year S.S. - 26880/- per year M.Ed - 22320/- per year

Three

Yes

No

Yes No

08 -

Dr. Sunita Bhargawa

Prof. Gopinath Sharma

Dr. Ratan Kumar Bhardwaj

Dr. Pratistha

Dr. Rita Jhajhria

Dr. Mahesh Kumar Pareek

Dr. Sweta Bhargava

Mr. Shashi Kant sharma

Yes


______________________________________________________________________________


SSR-2016

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

D.Ed.

B.Ed.

Shiksha Shastri [ B.Ed. Sanskrit]

M.Ed. (Full Time)

M.Ed. (Part Time)


6. Are there Programmes offered in modular form Yes No Number

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

introduced? Yes No Number

[Copies of student's feedback on assessment of teachers are appended as Enclosure : 7]

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

Yes No Number

[List of visiting faculty is appended as Enclosure : 8]

9. Is there any mechanism to obtain feedback on the curricular aspects from the Heads of practice teaching schools

Academic peers

Alumni

Students

Employees

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

existing system?

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

three years?

------

------ ----

According to university Regulations

------

02

Yes

Yes

Yes

Yes

Yes

No

11

10 ----

13

07

08


______________________________________________________________________________


SSR-2016

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

years?

[A Copy of Revised Syllabus is appended as Enclosure: 9]

13. Does the institution develop and deploy action plans for

effective implementation of the curriculum?

[Discussion, information, collection, purchase of books, Teaching Aids, literature, providing facilities, etc].

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

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).

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

2. Furnish the following information (for the academic year 2014-15): 3.

a) Date of start of the academic year

b) Date of last admission

c) Date of closing of the academic year

d) Total teaching days

√

03 03 [2015-16] Yes

Yes

Yes No

B.Ed - 19/08/2014, SS - 15/07/14 M.Ed - 24/08/14

B.Ed - 01/09/2014, SS - 15/10/14 M.Ed - 23/07/14 B.Ed - 07/07/2015, SS - 25/04/15 M.Ed - 15/05/15 B.Ed - 208, SS - 207 M.Ed - 215


______________________________________________________________________________


SSR-2016

e) Total working days

3. Total number of students admitted (for the academic year 2015-16):

Programme Number of students Reserved Open

M F Total M F Total M F Total B.Ed. 138 62 200 128 42 170 10 20 30

Shiksha Shastri [B.Ed.-Sanskrit]

118 49 167 88 34 122 30 15 45

M.Ed 16 19 35 12 08 20 4 11 15

4. Are there any overseas students?

If yes, how many?

5. What is the ‘unit cost’ of teacher education programme? (Unit cost = total annual

recurring expenditure divided by the number of students/ trainees enrolled).

a) Unit cost excluding salary component

b) Unit cost including salary component

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

considered for admission during the previous academic session.

Prog.

Open Reserved

Highest (%)

Lowest (%)

Highest (%)

Lowest (%)

B.Ed. 68.00 50.94 81.18 45.00

Shiksha Shastri

[B.Ed.-Sanskrit] 78.77 51.40 76.00 45.44

M.Ed 83.33 60.90 80.00 58.50

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

programme (after admission)?

Yes

No

Yes No

00

5,831/-

21942/-

B.Ed - 215, SS - 208 M.Ed - 215


______________________________________________________________________________


SSR-2016

8. Does the institution develop its academic calendar?

[A copy of academic calendar is appended as Enclosure: 10].

9. Time allotted (in percentage)

Programmes Theory Practice Teaching

Practicum [project work]

B.Ed. 55 % 25 % 20 %

Shiksha Shastri [B.Ed.-Sanskrit] 55 % 25 % 20 %

M.Ed 56.25% 5.64% 38.11%

10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days

b) Minimum number of pre-practice teaching

lessons given by each student

11. Practice Teaching at School

a) Number of schools identified for practice teaching

b) Total number of practice teaching days

c) Minimum number of practice teaching

lessons given by each student

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

practice teaching in classroom situations?

Yes No

No. of Lessons in simulation/micro

08 No. of Lessons Pre-practice teaching

08

08

08

140

70

19


______________________________________________________________________________


SSR-2016

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

academic session?

14. Does the institution provide for continuous evaluation?

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

16. Examinations

a) No. of sessional tests held for

each paper

b) No. of assignments for each paper

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

technology.

Yes No

Computers

Intranet [LAN]

Internet

Software / courseware (CDs)

Audio resources

Video resources

Programmes Internal External

B.Ed.

Shiksha Shastri B.Ed.[Sanskrit]

M.Ed

40.28%

30.50%

43.75%

59.72%

69.50%

56.25%

Yes

No

Yes No

B.Ed. 01 S.S. 01

B.Ed. 01 S.S. 01


______________________________________________________________________________


SSR-2016

Teaching Aids and other related materials

Any other (specify and indicate) OHP, LCD, Laptop, Pointer

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

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

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

Compulsory Optional

Criterion III: Research, Consultancy and Extension

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

strength

Dr. Sunita Bhargava, Prof. Gopinath Sharma, Dr. Ratan Kumar Bhardwaj, Dr. Kalpana Senger, Dr. Mahesh Kumar Pareek, Dr. Pratistha Purohit, Dr. Rita Jhajhria, Dr. Archana Mendiratta, Dr. Vinod Kumar Sharma, Dr. Yashwanti Gaur & Dr. Meenakshi Tiwari.

2. Does the Institution have ongoing research projects?

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

Funding Agency

Amount (Rs)

Duration (years)

Collaboration, if any

Sanjay Shiksha Samiti 50000/- 2 Years (2014 to 2016) -1 (2015 to 2017) -2

No

Yes

No

Yes

No

-- --

Yes No

Number 49

Number 11 28.94 % ---


______________________________________________________________________________


SSR-2016

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

[A report on Research Project of is appended as Enclosure: 11]. 4. How does the institution motivate its teachers to take up research in

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

Teachers are given study leave

Teachers are provided with seed money

Adjustment in teaching schedule

Providing secretarial support and other facilities

Any other specify and indicate [By providing library facilities]

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

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

a. Ph. D.

(Dr. Rita Jhajhria and Dr. Yashwanti Gaur)

b. M.Phil. Awarded by the University

7. Does the institution support student research projects?

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

Yes No Number

International journals 04

National journals – referred papers, Non referred papers

08

Academic articles in reputed magazines/news papers

10

Books

13

√

X √

√

√

Yes No

Yes

No

04

02

01


______________________________________________________________________________


SSR-2016


--

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

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

Faculty Students National seminars

International seminars

Any other academic forum

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

(Mark ‘’ for yes and `X’ for No.)

Self-instructional materials

Print materials

Non-print materials (e.g. Teaching Aids/audio-visual, multimedia, etc.)

Digitalized (Computer aided instructional materials)

Question bank


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

We call subject experts for extension lecturers.

If yes, indicate the nature of the post.

Full-time Part-time Additional charge

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

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

100

20

50

- -

Yes

No

Yes No

Yes

No

50

15

100

Yes No Number 08

X


______________________________________________________________________________


SSR-2016

We organize programmes like internship, off-campus programme, social service programmes, school visits, educational tour, meetings with educationists, social services programmes, seminar and workshops.

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

by other academic agencies/NGOs on Campus

[1] Save Plant Project Rally organised by Rajasthan Patrika [2] Social Service programme by Cancer Relief [3] Blood Donation Camp [4] Community Service by NGO for Flood Relief [5] Rally for AIDS Awareness Programme [6] Save Water Rally organized by Rajasthan Patrika.

16. Does the institution provide consultancy services?

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

years.

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

organizations?

Local level

State level

National level

International level X

Free consultancy

Yes

No

06


______________________________________________________________________________


SSR-2016

Criterion IV: Infrastructure and Learning Resources

1. Built-up Area (in sq. mts.)

[A copy of master plan is appended earlier as Enclosure - 2].

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

a) Methods lab Yes No

b) Psychology lab Yes No

c) Science Lab(s) Yes No

d) Education Technology lab Yes No

e) Computer lab Yes No

f) Workshop for preparing

teaching aids Yes No

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

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

previous academic year?

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

previous academic year?

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

facilities during the previous academic year?

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

current academic session/financial year?

5305.01 sq mts.

√

√

√

√

√

100

1, 00,000/-

50,000/-

√

60,000/-

This is done by Sanjay Shiksha Samiti, our parent body.


______________________________________________________________________________


SSR-2016

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

9. Total number of posts sanctioned Open Reserved

Teaching

Non-teaching

10. Total number of posts vacant Open Reserved

Teaching

Non-teaching

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

(Gender-wise)

Lecturers

Readers

Professors

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

Open Reserved

Lecturers

Readers

Professors

c. Number of teachers from same state

Other states

Yes

No

38

00

M F M F

07 19 05 03

M F M F

00 01 00 00

M F M F

02 01 00 00

M F M F

0 0 0 0

M F M F

0 0 0 0

M F M F

0 0 0 0

M F M F

09 21 05 03 06 01 04 01

M F M F

0 0 0 0 0 0 0 0


______________________________________________________________________________


SSR-2016

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

B. Ed. S.S. [B.Ed. Sanskrit]

M.Ed

1:25 1:25 1:5

13. a. Non-teaching staff Open Reserved

Permanent

Temporary

b. Technical Assistants Permanent

Temporary 14. Ratio of Teaching – non-teaching staff

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

academic session (% of total expenditure).

16. Is there an advisory committee for the library?

17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility

3:1

Yes No

08

05

Yes

No

04

M F M F

06 01 04 01

M F M F

0 0 0 0

M F M F

02 0 0 0

M F M F

0 0 0 0

71.02%


______________________________________________________________________________


SSR-2016

19. Total collection of the following in the library [No. of books]

a. Books

- Textbooks - Reference books

b. Magazines c. Journals subscribed

- Indian journals

- Foreign journals

d. Peer reviewed journals

e. Back volumes of journals[bound] f. E-information resources - Online journals/e-journals

- CDs/ DVDs

- Databases

- Video Cassettes

- Audio Cassettes.

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

9319

8529

790

09

54

44

10

06

115

10

704

00

245 sq.mtr.

75

00

60


______________________________________________________________________________


SSR-2016

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 X

Power back up

User orientation /information literacy

Any other. -

23. Are students allowed to retain books for examinations?

24. Furnish information on the following

Average number of books issued/returned per day

Maximum number of days books are permitted to be retained

by students

by faculty

Maximum number of books permitted for issue

for students

80

Yes No

B.Ed/SS-02, M.Ed-03

15 days

30 days


______________________________________________________________________________


SSR-2016

for faculty

Average number of users who visited/consulted

per month

Ratio of library books (excluding textbooks and book

Facility) to the number of students enrolled

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

institution.

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

library during the last three years and their cost.

Years 2012-13 2013-14 2014-15

No. Total cost (in Rs.) No. Total cost

(in Rs.) No. Total cost

(in Rs.) Text books 106 16788/- 225 25166/- 153 15520/-

Other books 4 898/- 10 2292/- 14 2310/-

Journals/

Periodicals 44 20540/- 44 20000/- 44 20800/-

Any others specify and

indicate [competition

books]

13 2730/- 15 3150/- 18 3960/-

1.00 %

24:1

7500

10


______________________________________________________________________________


SSR-2016

Criterion V: Student Support and Progression

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

Programmes 2012-13 2013-14 2014-15

B.Ed.

Shiksha Shastri B.Ed.[Sanskrit]

M.Ed

1.19%

2.00%

11.76%

1.57%

1.00%

2.94%

0.51%

2.5%

11.76%

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

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

3. Does the institution offer Remedial instruction?

4. Does the institution offer Bridge courses?

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

B.Ed M.Ed Shiksha Shastri 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15 2012-13 2013-14 2014-15

Pass

percentage 00 01 01 00 00 00 01 01 00

Number of

first classes 153 152 157 30 31 28 107 165 165

Number of

distinctions 41 28 77 00 00 00 21 87 68

Exemplary performances

(Gold Medal and

University ranks)

00 00 00 00 00 00 00 00 00

Yes

No

25

Yes No

Yes No


______________________________________________________________________________


SSR-2016

6. Number of students who have passed competitive examinations during the last

three years (provide year wise data).

Examination 2012-13 2013-14 2014-15

NET 2 4 4

SLET/SET 0 1 0

Any other [specify & indicate] 6 10 12

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

three years.

Financial Aid 2012-13 2013-14 2014-15

Merit Scholarship (Social Welfare Deptt.) 171 224 217

Merit cum means scholarship 0 0 0

Fee Concession 0 0 0

Loan facilities 0 0 0

Any other specify and indicate (By institution)

01 01 06

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

9. Does the institution provide Residential accommodation for:

Faculty

Non-teaching staff

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

Yes No

Yes No

Yes No

Yes

No


______________________________________________________________________________


SSR-2016

If yes, number of students residing in hostels

Men Women

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

Sports fields

Indoor sports facilities

Gymnasium

12. Availability of rest rooms for Women

13. Availability of rest rooms for men

14. Is there transport facility available?

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

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

institution participated/organized. [Details of number of students is

appended as Enclosure - 12].

Organised Participated Yes No Number Yes No Number

Inter-collegiate 01 31

Inter-university

National

Any other -- -- -- -- -- --

17. Give details of the participation of students during the past year at the university, state, regional, national and international sports meets.

Participation of students (Numbers)

Outcome (Medal achievers)

State/Uni. 01 0

Yes

No

Yes No

Yes No

Yes No

Yes No

Yes No

Yes No

-- --


______________________________________________________________________________


SSR-2016

Regional 01 0

National 01 0

International 0 0

[A List of number of students who participated in various sports competitions is appended as Enclosure – 13].

18. Does the institution have an active Alumni Association?

If yes, give the year of establishment.

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

20. Does the institution regularly publish a college magazine?

21. Does the institution publish its updated prospectus annually?

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

(Give percentage) for last three years.

2012-13 (%) 2013-14 (%) 2014-15 (%)

Higher studies 60.34 60.28 57.30

Employment (Total) 30.92 33.80 36.19

Teaching

Non teaching

24.00 25.00 29.00

6.92 08.80 07.19

23. Is there a placement cell in the institution?

Yes No

Yes No

Yes

No

Yes No

Yes

Yes N o

No

2007-08


______________________________________________________________________________


SSR-2016

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

three years?

2012-13 2013-14 2014-15

11 27 19

24. Does the institution provide the following guidance and counselling

services to students? Yes No

Academic guidance and Counseling

Personal Counseling

Career Counseling

The staff of this College provides our students individual and collective

guidance and counseling services regularly.


______________________________________________________________________________


SSR-2016

Criterion VI: Governance and Leadership

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

(IQAC) or any other similar body/committee.

2. Frequency of meetings of Academic and Administrative Bodies:

(last year)

Governing Body/management 03 times

Staff council 10 times

IQAC/or any other similar body/committee 02 times

Internal Administrative Bodies contributing to quality improvement of the institutional processes. (mention only for three most important bodies)

03 times

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

of the institution?

Loan facility

Medical assistance

Insurance

Other (specify and indicate)

Study leave and maternity leave etc.

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

teaching staff during the last three years

2012-13 2013-14 2014-15

02 02 03

Yes

No

Yes No

Yes No

Yes No

Yes No


______________________________________________________________________________


SSR-2016

5. Furnish the following details for the past three years

a. Number of teachers who have availed the Faculty Improvement

Program of the UGC/NCTE or any other recognized organization.

b. Number of teachers who were sponsored for professional development

programmes by the institution

National

International

c. Number of faculty development programmes organized by the

Institution:

d. Number of Seminars/ workshops/symposia on Curricular development, Teaching- learning, Assessment, etc. organised by the institution

e. Research development programmes attended by the faculty

f. Invited/endowment lectures at the institution per year

Any other area (specify the programme and indicate).

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

a. Self-appraisal

b. Student assessment of faculty performance

c. Expert assessment of faculty performance

d. Combination of one or more of the above

Yes No

Yes No

Yes

No

08

Yes - -

Yes - -

Yes

No

2 2 3

3 3 3

6 7 16

2 2 3

0 0 01


______________________________________________________________________________


SSR-2016

e. Any other (specify and indicate)

7. Are the faculty assigned additional administrative work?

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

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

institution for previous academic session.

Grant-in-aid

Fees

Donation

Self-funded courses

Any other (bank interest)

9. Expenditure statement (for last two years)

2013-14 [in lacs]

2014-15 [in lacs]

Total sanctioned Budget 97.22 94.40

% spent on the salary of faculty 60.00 60.00

% spent on the salary of non-teaching employees

10.00 10.00

% spent on books and journals 0.70 0.60

% spent on developmental activities (expansion of building)

Entire Expenditure on Building Expansion is borne by Sanjay

Shiksha Semite, Jaipur % spent on telephone, electricity and water 05.00 05.00

% spent on maintenance of building, sports facilities, hostels, residential complex and

05.00 05.00

Yes

No

03

--------

Yes No

93,04,700/-

--------

--------

3,97,507/-


______________________________________________________________________________


SSR-2016

student amenities, etc. % spent on maintenance of equipment, teaching aids, contingency etc.

01.00 01.00

% spent on research and scholarship (seminars, conferences, faculty develop-ment programs, faculty exchange, etc.)

01.00 01.00

% spent on travel NIL 0.50

Any other (specify and indicate) 12.00 16.90

Total expenditure incurred 100.00 100.00

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

(specify the amount in the applicable boxes given below).

Surplus in Rs. YEARS Deficit in Rs.

2012-13

2013-14

2014-15

11. Is there an internal financial audit mechanism?

. [Internal financial audit is done by internal auditor appointed by the

management.] 12. Is there an external financial audit mechanism?

[External financial audit is done by chartered accountant decided by the management.]

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

Administration

Finance

Student Records

Career Counseling

Yes

No

Yes No

Yes

No

Yes

No

10, 17,595.00/-

NIL

10, 74, 062.37/-

NIL

13,98,730.00/- NIL

Yes No

Yes No


______________________________________________________________________________


SSR-2016

Aptitude Testing

Examinations/Evaluation/

Assessment


[Diagnostic test, Question bank, etc.]

14. Does the institution have an efficient internal co-ordinating and monitoring

mechanism?

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

the non-teaching staff?

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

approved by a competent authority?

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

temporary / ad hoc / guest teaching staff?

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

a) for teachers

b) for students

c) for non - teaching staff

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

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

Yes

No

Yes No

Yes

No

Yes No

Yes

No

Yes

No

Yes No

Yes

No


______________________________________________________________________________


SSR-2016

audit/quality checks?

21. Is the institution sensitised to modern managerial concepts such as strategic

planning, teamwork, decision-making, computerisation and TQM?

Criterion VII: Innovative Practices

1. Does the institution have an established Internal Quality Assurance

Mechanism?

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

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

Category Men % Women %

B.Ed. M.Ed S.S. B.Ed. M.Ed S.S. B.Ed. M.Ed S.S. B.Ed. M.Ed S.S.

A SC 27 04 03 13.50 01.70 11.42 08 06 03 04.00 01.79 17.14

B ST 26 02 73 13.00 43.12 01.19 09 03 21 04.50 10.50 08.57

C OBC 74 06 12 37.00 07.18 17.14 25 05 10 12.50 05.98 14.28

D Physically

challenged

01 02 02 00.50 01.00 05.71 00 00 00 00.00 00.00 00.00

E General

Category

09 04 30 04.50 15.00 11.42 20 11 15 10.00 08.90 31.42

F Rural 117 11 112 58.50 67.05 31.42 40 11 44 20.00 26.34 31.42

G Urban 21 04 05 10.50 02.99 11.42 22 09 06 11.00 03.59 25.71

H Any other

( specify)

Defence

01 00 00 00.50 00.00 00.00 00 00 00 00.00 00.00 00.00

Yes

No

Yes No

Yes

No

Yes No


______________________________________________________________________________


SSR-2016

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

Category Teaching

staff

% Non-teaching

staff

%

A SC 01 02.63 03 25.00

B ST 01 02.63 00 00.00

C OBC 06 15.78 02 16.66

D Women 24 63.15 02 16.66

E Physically challenged 00 00.00 00 00.00

F General Category 30 78.00 07 58.33

G Any other ( specify) 00 00.00 00 00.00

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

last two batches?

Category

Class

At Admission (%) On completion of the course (%)

2013-14 2014-15 2013-14 2014-15

B.Ed M.Ed S.S. B.Ed M.Ed S.S B.Ed M.Ed S.S. B.Ed M.Ed S.S.

SC 52.01 73.58 53.70 53.33 69.85 55.26 69.96 66.77 67.68 71.14 68.50 74.19

ST 52.55 67.09 53.81 53.30 69.17 54.53 66.82 64.46 72.05 70.04 51.50 69.87

OBC 54.32 70.17 57.93 54.89 69.41 55.83 67.51 59.72 71.72 70.62 53.97 73.32

Physically challenged

00.00 67.55 56.55 00.00 62.61 00.00 00.00 00.00 71.89 00.00 62.75 00.00

General Category

58.17 71.12 59.14 57.98 71.99 61.88 69.59 62.16 75.71 73.88 69.43 75.06

Rural 51.55 71.01 52.79 54.55 68.55 53.43 68.89 66.48 66.89 69.68 68.11 70.42

Urban 53.55 67.55 54.22 58.42 69.22 55.48 66.45 63.89 71.45 70.55 52.88 71.43

Any other ( specify)

SBC

48.81 00.00 55.72 52.69 62.66 54.63 68.10 00.00 73.96 63.83 00.00 73.11

PART - II

EVALUATIVE REPORT

I

Executive Summary


______________________________________________________________________________

Executive Summary 34

SSR-2016

EXECUTIVE SUMMARY Sanjay Shiksha Samiti [SSS] is an education society

registered under Rajasthan Society Registration Act

1958. The society was established in 1962 by a group

of highly dedicated and reputed persons belonging to

the field of education, business/industry and social

work. It is the sponsoring body of Apex Group of

Higher & Technical Education Institutions in

Rajasthan. The professed aim and objective of the society is to develop world class

infrastructure facilities for imparting quality and value based education to students from

school to higher and technical level institutes/colleges in Rajasthan and other parts of the

country. The society has made remarkable contributions in the field of higher and

technical education, apart from its contribution in school education, during the past 51

years of its glorious and meaningful existence.

The society has setup institutes/colleges of national level reputation & importance with

excellent state-of-art infrastructure facilities at different locations in Jaipur and its

adjoining areas, to impart quality and value based education at undergraduate and post

graduate level in Engineering, Management, Computer Application, Architecture,

Polytechnic, Teacher Education, duly recognized/approved by All India Council for

Technical Education, National Council for Teacher Eduction [NCTE]. More than 6000

students are undergoing various technical/professional courses offered by the

institutes/colleges.

The institutes/colleges established by the society include, Apex Institute of Management

& Science, Apex Institute of Engineering & Technology, Apex Polytechnic Institute,


______________________________________________________________________________


SSR-2016

School of Architecture, Sanjay Teachers’ Training College etc. the institutes/colleges are

affiliated to Rajasthan Technical University, Kota, Council of Architecture and

University of Rajasthan, Jaipur, respectively.

The institutes/colleges have developed linkages with Academic and Research Institutions

of National & International repute and importance to develop and enrich present its and

proposed academic programmes and courses. The institutes/colleges have also

established linkages with various industries in Rajasthan and other parts of the country,

so that the students may get an opportunity of firsthand experience and job opportunities.

In the field of school education the contributions made by the schools set up by Sanjay

Shiksha Samiti are equally praise worthy. The name include, Apex International School,

duly recognized by Central Board of Secondary Education, New Delhi.

YEAR WISE DEVELOPMENTAL REFERENCES OF THE COLLEGE

1962 Establishment of Sanjay Shiksha Samiti, Jaipur

1986 Establishment of Sanjay Teacher's Training College, Dausa

1986 Mr. Ashwini Gaur became Acting Principal of the college

1986 Affiliation from Ajmer University, Ajmer - Shiksha Shastri 60 Seats

1987 Affiliation from Ajmer University, Ajmer - B.Ed 60 Seats

1988 Affiliation of B.Ed & Shiksha Shastri transferred Ajmer University,

Ajmer to University of Rajasthan, Jaipur

1988 Shiksha Shastri Seats Raised 60 to 120

1990 Mr. Nanak Ram Ji became Acting Principal of the college

1991 Mr. H.K. Sharma became Acting Principal of the college

1991 Mr. Subhash Kaushik became Principal of the college

1992 Sanjay Teacher's Training College transferred from Dausa to Lal Kothi

Scheme, Jaipur


______________________________________________________________________________


SSR-2016

1996 Mrs. Sunita Gaur became Acting Principal of the college

1997 Dr. Prabha Sharma became Principal of the college

1998 Mrs. Sunita Gaur became Acting Principal of the college

1998 (July) Dr. J.P. Sharma became Principal of the college

1999 (May) Mrs. Sunita Gaur became Acting Principal of the college

1999 (Aug.) Mr. Yogesh Saxena became Principal of the college

2000 NOC from NCTE for Shiksha Shastri

2000 NOC from NCTE for B.Ed

2002 ISO : 9001:2002

2003 Dr. Sunita Bhargava became Principal of the college

2004 NOC from NCTE and University for Shiksha Shastri & B.Ed

2005 NOC from Rajasthan State Govt.

2006 NOC from NCTE for M.Ed 25 Seats

2007 B.Ed. & Shiksha Shastri Seats Extended 100 to 200

2007 Affiliation of M.Ed 25 Seats from University of Rajasthan, Jaipur

2009 M.Ed Seats Extended 25 to 35

2011 Permanent Affiliation of Shiksha Shastri from JRRS University, Jaipur

2011 Affiliation in Act 2f from UGC

2011 Accreditation of the college from NAAC in B Grade 2.81 CGPA

2012 College came under Director, Higher Education Rajasthan from

Secondary Education, Rajasthan

2014 Three Sr. Faculty Members became Ph.D Guide for University of

Rajasthan, Jaipur

2014 23 Seats of Ph.D Scholars allotted to Faculty of the college

2015 Affiliation in Act 12B from UGC

2016 Applied for re-accreditation from NAAC


_______________________________________________________________________ Teacher Education Scenario in Rajasthan

SSR-2016

TEACHER EDUCATION SCENARIO IN RAJASTHAN

Rajasthan, the very word evokes images of chivalry romance, saga and

sacrifice ever know to human history. The history of Rajasthan is thousands of

years old. Rajasthan is situated in the northwestern part of India. It has an area of

342.239 sq. kms and is the largest among the Indian states. It is bounded by

Gujarat in the south-west, Madhya Pradesh in the southeast, towards north by

Punjab and towards northeast by Haryana and Uttar Pradesh. As per 2011 census,

the population of the state is 6.86 crores or approximately 6% of the national

population.

For general administration, the state has been grouped into divisions,

districts, tehsils and villages. Rajasthan has adopted the three tire Panchayati Raj

System. From the education point of view some year ago Rajasthan was counted

in BIMARU states. But the scenario has been changed. Now Rajasthan has been

continuously striving at par with the national average.

At present administration in the state is divided into three broad sections-

Higher Education, Sanskrit Education, Primary and Secondary Education under

three separate Directorates.

Besides, the Board of Secondary Education, Rajasthan and the State Text

Book Board also operate schemes like Shiksha Karmi Yojana, SSS, Muslim

Madarsa, Saraswati Yojana and other centrally sponsored projects to promote

universalisation of education in the state.

Teacher play significant role in the entire system of education. Qualitative

and quantitative achievements of education depend upon their performance. They

shape the destiny of the nation in its classrooms. That is why the quality of

teachers has become the major concern of the nation. From time to time remedial

measures have been taken to improve it. NCTE has rightly taken cognizance of

this fact.


_______________________________________________________________________ Teacher Education Scenario in Rajasthan

SSR-2016

With increase in the number of schools and for better quality of education,

teachers training became essential. To fulfill the need of Teachers State

Government tried its best. Courses of teacher training like BSTC, B.Ed.,

B.Ed.(Child) B.Ed.(Enriched), four year integrated B.Ed., Shikha Shastri, M.Ed.

and shikshacharya courses were started by the Directorate of Education, Bikaner

and various Universities of Rajasthan. At present approximately 870 B.Ed.

colleges, 37 M.Ed. colleges, 68 Shiksha Shastri colleges and 200 BSTC schools

are engaged in various teachers training programes.Some private universities are

also involve in teacher training. One central government institute i.e. RIE, two

IASEs, Seven CTEs and Thirty three DITETs are also established in the state. In

B.Ed. approximately 90000, in Shiksha Shastri 7400, in BSTC 10000, in

Shikshacharya 35 and in M.Ed. 900 candidates are enrolled this year i.e. 2015-

2016 in the state. PMET, PTET, PSST, and pre BSTC entrance tests are arranged

by various universities for the admission in M.Ed. B.Ed. Shiksha Shastri and

BSTC programs respectively. All over Rajasthan, reservation policy is also

accepted in entrance as decided by state government policy. State government also

decides fee structure for various training courses. Coordinators of PMET, PTET,

PSST, and BSTC directly collect fee from the students and distributes it to various

institutions according to filled seats. There is no involvement of institution in the

selection procedure and fee collection of trainees.

Sanjay Teachers Training College, Jaipur has been established in 1986.

Since, than this college is serving the society to produce quality based teacher

educators. At present B.Ed., Shiksha Shastri (B.Ed. Sanskrit) and M.Ed. programs

are successfully running in the college. College is continuously striving for

excellence.

II

Criterion wise Inputs

INDEX

S. No. Content Page No.

1. CURRICULAR DESIGN AND DEVELOPMENT 37

2. ACADEMIC FLEXIBILITY 45

3. FEEDBACK ON CURRICULUM 51

4. CURRICULUM UPDATE 54

5. BEST PRACTICES IN CURRICULAR ASPECTS 56

ADDITIONAL INFORMATION FOR

RE-ACCREDITATION

58

CRITERION - I CURRICULAR ASPECTS


______________________________________________________________________________

Criterion I : Curricular Aspects 37

SSR-2016

Criterion – I: Curricular Aspects

1.1 Curriculum Design and Development 1 State the objectives of the colleges and the major considerations addressed

by them? (Intellectual, Academic, Training, Access to the Disadvantages,

Equity, Self-development, Community and National Development, Issue of

Ecology and Environment, Value Orientation, Employment, Global Trends

and Demands, etc).

The college was established in 1986 with the purpose of providing trained teacher

to the schools and best-civilized leaders to the society as well. The Motto of the

institution is 'Light to Enlighten' the college aims to make its students lights to

illuminate the world and dispel all source of darkness around them. The quest for

excellence is highlighted in the vision and the mission of the institution. Our

institution strives to develop itself into an excellent world-class centre of teacher

education. This institution offers wide range of programmes, which help to

develop intellectually competent, morally upright, physically integrated and

socially committed teachers for service in the emerging world scenario of

education. The teaching Research and extension provided in the college aim to

generate a new work culture for improving the practices of education. The college

utilizes all the available resources for experimentation and innovation, which lend

a hand in achieving and sustaining excellence in teacher development

programme offered in the college to promote values such as quality

consciousness, eco friendliness, sustainable development, love for fellowman,

faith in God and uphold Indian culture. The institution has its own clearly stated

goals and objectives.

The Mission, Vsion, Goals and Objectives of the Institution :

Mission of the Promoting Body

To aspire to be an institution of international academic excellence & reputation

providing quality and value based teachers education in a global perspective. The

ultimate mission is to contribute to the society, the nation and the world

community through pursuit, dissemination and application of knowledge of the

highest level of excellence.


______________________________________________________________________________


SSR-2016

Vision of the Promoting Body

To enable the student teacher to identify and enhance their multi-facet talents and

personalities, having firm & focused mind with an eye to equip them to face the

future challenges of global competition.

The first NAAC peer team visited the institution from 12-13th January, 2011 and

appreciated the efforts of the Sanjay Teacher's Training College for the all round

development of the student teachers.

Our objectives are

1. To nurture inner urge for learning and development of positive attitude

towards teaching profession.

2. To impart quality teacher education to enlighten, liberate and empower the

pupil teacher group.

3. To develop the students by keeping in mind the global development in

various fields especially teaching-learning process in a multifaceted role.

4. To acquaint with subjects and its application to curriculum transaction and

evaluation.

5. To prepare competent, committed and creative teachers ready to work

locally and globally.

6. To develop the inbuilt abilities of the students by providing them platform to

take leading role in different programmes, co-curricular activities and

teaching learning process.

7. To create an awareness of different issues like environment, female

foeticide, pollution, population, communal harmony and national

integration.

8. To enhance creative and critical thinking by rewarding excellence in

curricular and co-curricular activities.

9. The programme offered in the college promote values such as quality

consciousness, eco friendliness, sustainable development, love for fellow

man, faith in god and uphold of ethics and values.

10. The main objective of the college is to develop the ability and self

confidence of pupil teacher and the resources fullness so as to make the best

use of the situation available.


______________________________________________________________________________


SSR-2016

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).

This college is affiliated to the University of Rajasthan, Jaipur for the B.Ed and

M.Ed programme. Our college has also affilation with Jagadguru

Ramanandacharya Rajasthan Sanskrit University, Jaipur ¼txn~xq: jkekuUnkpk;Z

jktLFkku laL—r fo'ofo|ky;] t;iqj½ for the Shiksha Shastri (B.Ed. Sanskrit)

program.

The curriculum of B.Ed, M.Ed and Shiksha Shastri (B.Ed. Sanskrit) programme

was revised during the session 2014-15. The two year B.Ed and Shiksha Shastri

(B.Ed. Sanskrit) programme and semester system for M.Ed is introduced in the

refrence of regulation 2014 of N.C.T.E in the session 2015-16. Continuous and

comprehensive evaluation is the major feature of the present teacher education

curriculum.

Teachers of our institutions participated in the curriculum designing process for

University of Rajasthan and Jagadguru Ramanadacharya Rajasthan Sanskrit

University, Jaipur. Most of the faculty members serve in academic bodies of the

both universities as, Board of studies, Members of curriculum revision committee

etc. We tried our best to align the curriculum with the institutional goals and

objectives. The institution takes frequent feedback from the faculty, students,

alumni, employers and academic experts for formalizing the desirable changes.

Our institution conducted a state level M.Ed discussion seminar to review the

syllabus with the HOD, Dean of education faculty and the principals of the

various PG training colleges of University of Rajasthan Jaipur on 10 December

2015.

The major aspects of the newly implemented B.Ed, Shiksha Shastri (B.Ed.

Sanskrit) and M.Ed programme are:-

1. Semester system (M.Ed)

2. Two years B.Ed/Shiksha Shastri and M.Ed curriculum

3. Sanskrit Sambhasan (Sanskrit Communication) Practice in S.S.

4. Internship


______________________________________________________________________________


SSR-2016

5. Evaluation System

The college has to follow the curriculum developed by university of Rajasthan

and J.R.R. Sanskrit University. The B.Ed. curriculum is revised during the

academic year 2005-06, 2013-14 and 2014-15. The Shiksha Shastri curriculum is

revised during the academic year 2011-12 and 2014-15. At the university level, a

curriculum committee for each paper is set to design new curriculum. The Dean,

Principals and Co-opted members formulate a team of subject experts among the

faculty of the affiliated colleges. As for the current curriculum, paper wise

committees were formed who designed the curriculum according to the guidelines

given by the N.C.T.E. The faculty of this college takes active part, whenever

required to have discussions/changes held for the syllabus at the University.

3 How are the global trends in teacher education reflected in the curriculum

and existing courses modified to meet the emerging needs?

The present curriculum design is suitable for meeting the overall development of

the student teachers. In addition to this, the institution aims at developing global

competencies in future teachers through varied activities.

Keeping in view the present demand of computer literacy the University of

Rajasthan has introduced EPC-3 Critical understanding of ICT. This paper deals

with relevant basic concepts and topics related to the subject. As such, the global

trends in teacher education reflect in the objectives of each program. In Our

exisiting curriculum that has modified to meet the emerging needs reflex in our

new objectives of framed curriculum B.Ed., M.Ed. and Shiksha Shastri (B.Ed.

Sanskrit)

Objectives of M.Ed. :-

To prepare professional personnel required for staff colleges at the pre-

primary and secondary level.

To prepare professional, administrators and supervisors for the various

positions of responsibility in Educational institution, Department of Education

and Educational Planning and Supervisory Educational Services.

To train persons for various psychological services such as psychological

testing, personal education and vocational guidance, statical services with an

educational orientation.


______________________________________________________________________________


SSR-2016

To train person for participation in programmes of examination reforms and

educational evaluation.

To train person for organizing curriculum development and preparation of

instructional materials.

To prepare personnel through systematic study and research which will

contribute to the development of educational literature and lead to the growth

of education as a discipline.

To understand the Socio-economic-cultural background and academic of

entrants to B.Ed. course.

To master the methods and techniques of developing competencies,

commitments and performance skills of a teacher.

To explain the nature, issues and problems faced by the state system of

education and some innovative remeries to solve them.

To appreciate the national education policies and provisions made in the plans

to spread quality secondary education in the country and the ways and means

to equip would be secondary teachers for the same.

To understand, in the light of the recent global developments, the new thrusts

in education, the ways and means to inculcate intellectual, emotional and

performance skills among secondary leval teachers, the “Global citizens of

tomorrow”.

To imbibe them attitudes and skills required for life-long learners on the ICT

influenced world to today and tomorrow.

To acquire the skill required of a ‘consumer’ and ‘practitioner’ of educational

research and innovations.

The objectives are expected to be achieved through (a) a closer study of

fundamental basic subjects; (b) specialization in subjects allied the selected

field and (c) some research or investigation.

The course as a whole is flexible enough to provide (i) Specialization in a

field of education (ii) broad study of education according to the needs and

interest of the students.


______________________________________________________________________________


SSR-2016

Objectives of B.Ed.:-

To help future prospective teacher to develop competence to teach subject of

their specialization, on the basics of an adequate theory of learning and a

sound knowledge of the subject.

To develop interest, attitudes and knowledge which will enable them:

To foster the all round growth and development of children under their

care and

To provide guidance to individual pupil.

To develop an understanding of aims and objective of education in the Indian

background and promote an awareness of the role of the school and teacher in

realizing these aims and ideals.

To develop an understanding of the close relationship between society and

school, between life and school work.

To build up a professional consciousness.

Objectives of Shiksha Shastri -

f}o"khZ; f'k{kk'kkL=h ¼ch-,M½ ikB~;Øe dk eq[; mís'; &

f}o"khZ; f'k{kk'kkL=h ¼ch-,M½ ikB~;Øe dk eq[; mís'; mPp izkFkfed] ek/;fed ,oa

mPprj ek/;fed Lrjksa dh f'k{kk gsrq Hkk"kk ,oa fo"k; n{krkvksa o f'k{kk'kkL=h; dkS'kyksa

ls ;qDr laL—r v/;kidksa dks lftr djuk gSA bl ikB~;Øe ds vU; dfri; egÙoiw.kZ

mís'; fuEufyf[kr gS &

f'k{kk dh iz—fr ,oa f'k{kk'kkL=h; izfØ;kvksa dk Kku iznku djukA

f'k{kk ds fofo/k ifjizs{;ksa ls ifjfpr djukA

laL—r okM~-e; fufgr f'k{k.k'kkL=h; vo/kkj.kkvksa dks Li"V djukA

fodkl dh izfØ;k rFkk fofHkUu voLFkkvksa dh vko';drkvksa dks igpkuus dh

;ksX;rk mRiUu djukA

vf/kxe dh izfØ;k rFkk vf/kxedrkZ ds euksfoKku dks le>us dh ;ksX;rk fodflr

djukA

vko';drk ds vuq:i fofHkUu vf/kxe fof/k;ksa ds iz;ksx dh n{krk mRiUu djukA

lkekftd] lkaL—frd rFkk Hkk"kk;h fofo/krk dh nf"V ls fofHkUu 'kSf{kd&lanHkksZ dks

le>us dh ;ksX;rk mRiUu djukA


______________________________________________________________________________


SSR-2016

lelkef;d 'kSf{kd uhfr;ksa ,oa leL;kvksa ds izfr foospukRed nf"V fodflr

djukA

f'k{k.k&vf/kxe izfØ;k ds izHkkoh lapkyu rFkk visf{kr lq/kkj ds ;ksX; cukukA

'kSf{kd izkS|ksfxdh dk Kku iznku djukA

Hkk"kk dkS'kyksa dks fodflr djukA

laL—r Hkk"kk f'k{k.k fof/k;ksa] izfof/k;ksa] ;qfDr;ksa ,oa uokpkjksa dk Kku iznku djukA

fo|ky;h; f'k{k.k fo"k;ksa & vaxzsth] fgUnh] lkekftd v/;;u vkfn ds mikxeksa

izfof/k;ksa ;qfDr;ksa ,oa uokpkjksa dk Kku iznku djukA

ikB~;Øe lapkyu esa Hkk"kk & egÙkk dks Li"V djukA

ikB~;Øe fuekZ.k izfØ;k dk Kku iznku djukA

f'k{k.k&vf/kxe ,oa fo|ky; iz'kklu lEcU/kh leL;kvksa ds lek/kkukFkZ fØ;kRed

vuqla/kku izfØ;k dk Kku djkukA

usrRo {kerk dk fodkl djukA

fo|ky; ,oa {ks= lEc)rk gsrq lg 'kS{kf.kd ,oa lkekftd xfrfof/k;ksa ds vk;kstu

dh ;ksX;rk fodflr djukA

jk"Vªh; vfHk;ku esa izfrHkkfxrk dh izofÙk fodflr djukA

i;kZoj.k laj{k.k lEizR;;ksa ls voxr djkuk rFkk i;kZoj.kh; laosnukvksa dks tkxzr

djukA

lwpuk ,oa lEizs"k.k izkS|ksfxdh ds iz;ksx dk vH;kl djokukA

'kkjhfjd LokLF; ds lanHkZ esa ;ksx ,oa LokLF; f'k{kk dk vocks/k fodflr djukA

'kkafr dh vo/kkj.kk dk vocks/k fodflr djuk] rFkk ekuokf/kdkjksa ds izfr

laosn'khyrk mRiUu djukA

v/;kid f'k{kk ds fl)kUr ,oa iz;ksx dh nwfj;ksa dks de djus dh ;ksX;rk mRiUu

djukA

O;kolkf;d {kerkvksa dk fodkl djukA

Nk=k/;kid O;fDrRo dk cgqeq[kh fodkl djukA

Above mentioned, objectives of B.Ed. Shiksha Shastri (B.Ed. Sanskrit) and M.Ed

fulfill the best teacher’s need of the country by providing an environment for

personal growth, opportunity, knowledge, exposure, personal attention and career


______________________________________________________________________________


SSR-2016

direction empowered by superior, latest technologies of teaching and

communication.

4 How does the college ensure that the curriculum bears some thrust on

national issues like environment, value education and ICT?

Environmental education is offered as an elective paper in our B.Ed Curriculum.

Most of the students opt this paper during their B.Ed program.Student teachers

are taught informally through various curricular and co-curricular activities

during the session. Organization of environmental day, awareness of cleanliness,

talks on ecology system and awareness rallies are regular features of this

institution.

In the curriculum we have a paper, "Contempory india and Education”. This

includes education in the 21st century: challenges, promises and environment

issues. This paper make the student teachers aware of the environment.

Contribution of educational thinkers brings awareness in issues of human and

universal values. To develop national values like Secularism, equality, Justice and

Freedom are essential components of our curriculum and daily routine of our

institution. The global trend of technology motivates student teachers to utilize

ICT as learning resource viz. OHP, LCD, T.V., Laptops, etc. Computer Education

facilitates classroom teaching which helps them to acquire computer skills. To

develop knowledge ICT a compulsory paper has been introduced in B.Ed. and

Shiksha Shastri (B.Ed. Sanskrit) program.

5 Does the college make use of ICT for curricular? If yes, give details.

Yes, ICT is the most important part of providing teaching to learn. Our college

provides all the facilities (lab equipment) and conducts various class activities for

personality development and communicational skill development to enhance

interpersonal behavior needed for becoming a good teacher.

All the faculty members of various subjects utilize hardware support during their

demonstration lessons. Before the demonstration lesson, an exhibition of various

audio-visual aids is organized. Student teachers are guided and motivated for the

use of ICT in practice teaching, block teaching etc.


______________________________________________________________________________


SSR-2016

Software based work is done for curricular planning. The staff members possess

the knowledge to operate computers. They help pupil teachers for their practice

teaching program by using Power Point Presentation.

1.2 Academic Flexibility 1 How does the college attempt to provide experiences to the students so that

teaching becomes a reflective practice?

Teaching became a reflective practice by classroom discussion, seminars, panel

discussion, debate and group discussion on the relevant topics. The teacher

educators give

Orientation lectures to all B. Ed, M.Ed and Shiksha Shastri [B.Ed. Sanskrit]

pupil teachers

Remedial Programme

Teacher educators organize group teaching to promote interactive teaching

learning for the task of Micro Teaching, Practice / Internship and Block

Teaching.

Faculty members explain various skills and give demonstration of various skills

and prepare lesson plans in all methods by using various components of that skill

and by using audio-visual aids.

Organization of co-curricular and extra-curricular activities during

internship/block teaching programme.

Community awareness programmes like celebration of several Days, rallies,

community work, etc. We also insist on resourceful planning to be

implemented during their teaching in the classroom.

2 How does the college 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?

Our institution is providing adequate flexibility and scope in the operational

curriculum through change of programs, methodology curricular, co-curricular

activities and several other programmes which are arranged in the field and we

also organize some competion to interact with other institute for providing varied

learning experiences to the pupil in the campus and in the field. The Academic

calendar is developed at the beginning of the year, which includes curricular, co-


______________________________________________________________________________


SSR-2016

curricular and extra-curricular programmes. Various committees are formed to

execute the activities as planned and also to supervise them. The college offers

flexibility in the operational curriculum and arranges various excursions,

exhibition, visit of various types of school and educational institution co-

curricular and extra co curricular activities organized by our institution are

mentioned below:

1. Folk Song [Duet and Group]

2. Mehndi Making Competition

3. Best from waste material

4. Folk Dance [Duet and Group]

5. Essay Writing

6. Making of Raakhi (Raksha Bandan)

7. On the spot debate / Extempore Speech.

8. Rangoli

9. One Minute Competition

10. Quiz Competition

11. Antakshari Competition

12. Slogan and Poster Competition

13 Self Created Poem Competition

14. Fancy Dress Competition

15. Greeting Card Making Competition

16. Mono acting Competition.

The college celebrates various days: (Social, Religious and National)

1. Teacher's day

2. Guru Purnima

3. Hindi day

4. Science day

5. International Women’s day

6. Sanskrit day

7. Blind day

8. AIDS day

9. Basant Panchami.


______________________________________________________________________________


SSR-2016

10. Birth Days (Janma Jayanti and Death anniversary) of Subhash

Chandra Bose, Gandhiji, Sardar Patel, Nehruji, Vivekanand,

Ambedkar, Rajendra Prasad, etc.

11. International Human Right Day

12. Youth Day

13. Republic Day

14. Independence Day.

15. Environment Day.

16. Literacy Day.

17. Children’s Day

18. World Consumer Day.

The above stated curricular, co-curricular and extra-curricular activities provide

varied learning experiences, which develop personality and communative skill in

pupil teachers.

The activities are not limited to college only, but the college has collaboration

with various Government, Non-Government and Spiritual Organization for

effective exposure with the community.

3 What value added courses have been introduced by the institution during the

last three years which would for example: Develop Communication Skills

[verbal and written], ICT skills, Life skills, Community Orientation, Social

responsibility etc?

For developing communication skill, the college organizes workshop, Inspiring

Story Session (Interaction through discussion), etc.

For developing community orientation in all theory paper group discussion,

written expression, essay writing competition is organized. Workshops on story-

telling, creative writing, proverb writing, picture book, personality development

and communication skills are regularly organized.

For developing social responsibility values, the faculty members alongwith pupil

teachers actively participate in the Literacy Programme (Saksharta Abhiyan), visit

to slum areas near Jaipur, arrange funds and clothes for various orphanage in

Jaipur and also for the people who are affected by natural disasters, blood

donation, environmental awareness rally to bring awareness and act in various


______________________________________________________________________________


SSR-2016

social evils related plays to eradicate social evils as part of their duty. They also

participate in democratic election to elect members of the students council. The

college always encourages and motivates its students to participate in all activities

in and outside the college.

4 How does the college ensure the inclusion of the following aspects in the

curriculum?

1. Interdisciplinary / Multidisciplinary

Education as such is multidisciplinary as it derives concepts from the

disciplines of Education, Psychology, Management and ICT for

Education. The nature of B.Ed, M.Ed and Shiksha Shastri curriculum is

multidisciplinary as it emphasis on Languages, Social Sciences, Science,

Mathematics, Management, Economics, Commerce and ICT.

The pupil teachers are exposed to multidisciplinary experience related to

curriculum like a visit to other Education Colleges to see and watch

Language and ICT Laboratories, Teaching Aid Exhibition, presentation of

different lesson plans on power point presentation, visit to science fair,

etc.

2. Multi-skill Development

Multi skill development is achieved at the college through the

development of Communication Skills, ICT skills, Management skills and

extra-curricular and Co curricular activities.

3. Inclusive Education

In Paper I (courses i.e. B.Ed), and Shiksha Shastri [B.Ed. Sanskrit]

Childhood and growing up, Paper – II Contemporary India and education

and in M.Ed I Paper - Psychology of learning and development are related

to inclusive education. In all these papers we have different topics like

problems of mentally and physically challenged children and human

resource development. Exposure to these give the student’s awareness of

inclusive education. In addition to this, we arrange guest lectures to create

awareness of these issues, the pupil teachers are instructed to treat such

learners with sympathy, love, care and affection. Visually impaired


______________________________________________________________________________


SSR-2016

students to facilitate learning for that Braille collection, audio lessons are

available in the library. Physically challenged and visually impaired

students are provided special care and assistance for the successful

completion of the course.

4. School Experience / Internship

The student teachers are trained in teaching skills in a carefully pattern

beginning with the micro teaching session, discussion lessons, and

demonstration classes. The college offers 20 weeks of internship during

which the teacher trainees go to school for the actual teaching experience.

The students actively engage in the internship programme with well

equipped teaching manuals, instructional materials, teaching aids, etc. The

Teacher educators, the principal of the college, subject teacher and heads

of the respective practice teaching schools inspect these teaching sessions

and give feedback and suggestions to the trainees for better performance.

As part of the M.Ed Curriculum, the students have to undergo an

internship of 10 days in the school apart from their school based activities

as part of the dissertation work. During this internship they have to visit at

least two schools and observe the classes of the B.Ed trainees and note

down the observations in the students diary given to the trainees. The

M.Ed trainees have to submit the report of their internship to the

concerned teacher educators.

In the Shiksha Shastri course, there is internship/teaching practice for 16

weeks. It is conducted in two spells. This institution conducts various

extracurricular activities to find out the hidden starts among students and

nourish their talents by providing various curricular and co-curricular

activities for example: A Sanskrit Sambhasan Camp is designed for the

students to develop the communication skill in Sanskrit language.

In internship/block practice teaching every pupil teacher remains full

working days in the school under well planned internship programms.

They get to familiarize themselves with the working system of the school.

This is an important pre-service school experience. Pupil teachers get

involved not only in teaching but also in co-curricular activities,


______________________________________________________________________________


SSR-2016

observation of lesson of school teachers, administrative work (office

records, registers), visit all special rooms – (Science, library, computer,

practical) supervise examinations of the school and evaluation work and

get firsthand experience.

5. Practice Teaching

Details of practice teaching furnished as under:

Sr.

No.

Particulars No. of

lessons

1 Micro teaching (pre practice) 05 per subject

[05 + 05]

2 Macro teaching - integrated (pre practice) 01 per subject

[01 + 01]

3 Unit lesson 01 per subject

[01 + 01]

4 Teaching Practice/Internship 20 per subject

[20 + 20]

5 Internship / Block Practice Teaching 15

6. Work Experience / SUPW

Pupil teachers prepare self-made teaching aids in the college.

A Tree plantation programme are organize during block teaching

and on world environmental day.

Short plays are played on the social themes to bring awareness for

values as well as abolition of social evils.

To remove superstition by Posters and Rallies.

Celebration of different Days, Greeting Cards (Birthday, New Year,

Deepawali, Teacher’s day etc.).

Making best from waste materials

Literacy Mission

Religious Prayers are organized for unity, integrity, brotherhood

and communal harmony.


______________________________________________________________________________


SSR-2016

1.3 Feedback on Curriculum 1 How does the college encourage feedback and communication from the

students, Alumni, employers, community, academic peers and other

stakeholders with reference to the curriculum?

Our institution encourage feedback and communication from the pupil teacher,

alumni, employers, community, parents, academic peers and other stakeholders

for review and re-design of curriculum set by university of Rajasthan and

Jagadguru Ramanandacharya Rajasthan Sanskrit University, Jaipur.

The teaching staff gets feedback from the student-teachers regarding theory

papers and practical teaching of the curriculum. At the end of each academic

year the college gets feedback from the pupil teachers through oral comments as

well as in writing, concerning the curriculum and its transaction.

The college has established Alumni Association and we get comments and

suggestions on curriculum performance of our teaching staff and overall

evaluation of the programme and teaching pattern from them. During the PTA

(Parents Teacher Association) meetings, the parents give suggestions and

feedback regarding the academic activities. Practice Teaching Session/Internship

is a good venue for getting feedback from the perspective employers. The

institution has developed questionnaire which is given to students for collecting

feedback from students, teachers alumni, employers and teachers working in

various schools etc. is discussed and analyze in the college and the findings are

conveyed and forwarded to the BOS at University level.

Suggestions are also invited from the staff members and the principals of

secondary and higher secondary schools during practice teaching and internship

programme.

During the year academic peers and other stake holders provide suggestions on

the curriculum which forwarded to the Board of Studies at the University level.

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.


______________________________________________________________________________


SSR-2016

Yes, whatever the university demanding feedback or suggestions is being given

by the BOS members of this college as and when required.

Feedback is collected from the pupil teachers during guidance session and

counseling time and viva voce. Feedback collected is communicated to the

teaching staff for a discussion on the area which requires either modification or

improvement. Then we take it to the different bodies at university level like

Board of Studies, Faculty, and Academic Council to aware them to bring change

or improvement in the curriculum, wherever necessary. A suggestion box is also

kept in our institution to give feedback without fear and freeness.

3 What are the contributions of the college to curriculum development

(members of BOS / sending timely suggestions, feedback, etc).

Staff members send their suggestions and feedback for curriculum development.

The Principal is a member of the Board of Studies. Some other faculty members

are in curriculum framework committee.

Faculty participation in the B.Ed, Shiksha Shastri and M.Ed curriculum

development: S.No. Name of Faculty Members Name of University Session

1. Prof. Gopinath Sharma University of Rajasthan 2014-15

2. Dr. Sunita Bhargava University of Rajasthan, Jaipur 2014-15

3. Dr. Ratan Kumar Bhardwaj University of Rajasthan, Jaipur 2015-16

4. Dr. Pratistha Purohit University of Rajasthan, Jaipur 2015-16

5. Dr. Reeta Jhajhria University of Rajasthan, Jaipur 2015-16

6. Dr. Mahesh Pareek University of Rajasthan, Jaipur 2015-16

7. Mr. Shashikant Sharma University of Rajasthan, Jaipur 2015-16

8. Smt. Sweta Bhargawa University of Rajasthan, Jaipur 2015-16

Some of our faculty members are Resource Person, Pepar setter in various

Universities as:-

Resource Person S.No. Name of faculty Institution

1. Dr. Sunita Bhargava

Principal

Biff Bright Mahila TT College, Rawat TT College, Sneh TT

College, Rajasthan Sanskrit Sansthan


______________________________________________________________________________


SSR-2016

Paper Setter and Examiner S.No. Name of faculty Institution

1. Dr. Sunita Bhargava

Principal

Jai Narayan Vyas University Jodhpur, Mohan Lal Sukhadiya

University Udaipur, Kota University Kota, Maharaja Ganga

Singh University Bikaner, MDS University Ajmer, Suresh

Gyan Vihar University Jaipur University of Rajasthan Jaipur

2. Prof. Gopinath

Sharma

Banaras University(UP)/ Rahel Khand Bareli/ H.N.B.

CentralUniversity Shri Nagar/ Allahbad Univarsity/ Vansthaali

Vidhya Peeth / All Universities of Rajasthan

3. Dr. Ratan Kumar

Bharadwaj

University of Rajasthan Jaipur, Suresh Gyan Vihar University

Jaipur, MDS University Ajmer, Maharaja Ganga Singh

University Bikaner, Kota University Kota, Mohan Lal

Sukhadiya University Udaipur, Jagad Guru Ramanandacharya

Sanskrit University

4. Dr. Pratishtha

Purohit

University of Rajasthan Jaipur, Jagad Guru Ramanandacharya

Sanskrit University

5. Dr. Rita Jhajhria University of Rajasthan Jaipur, Jagad Guru Ramanandacharya

Sanskrit University, Kota University Kota

6. Dr. Archana

Mendiratta

UOR Jaipur, Kota University, JNVU Jodhpur

7. Dr. Kalpna Senger University of Rajasthan /Vardhman Mahaveer Kota Open

Univertsity

8. Shashi Kant Sharma University of Rajasthan, Jaipur

Some of our faculty members write standard ISBN titled referance books. These

books are appreciated by the students, teachers, reasercher and students to enrich

the educational academic growth. Some ISBN titled of referance books are as

follows: S.No. Author/Editor Year Title of the Book Publisher ISBN

1. Dr. Sunita

Bhargav -

'kSf{kd rduhdh

,oa d{kk&d{k

izcU/k

jk[kh izdk'ku]

vkxjk 81-888910-53-7

2. Dr. Sunita

Bhargav 2015

lelkef;d

Hkkjrh; lekt esa

f'k{kk

jk[kh izdk'ku]

vkxjk

978-93-85195-

06-8


______________________________________________________________________________


SSR-2016

3. Dr. Sunita

Bhargav 2016

ckY;koLFkk ,oa

vfHkof)

jk[kh izdk'ku]

vkxjk

978-93-85195-

36-5

4. Dr. Sunita

Bhargav 2016

Knowledge

and

Curriculum

vfjgar f'k{kk

izdk'ku] t;iqj -

5.

Dr. Ratan

Kumar

Bhardwaj

- tula[;k f'k{kk ,pih HkkxZo cqd

gkml] vkxjk 81-89442-19-8

6. Dr. Rita

Jhajhria 2016

vuq'kklu ,oa

fo"k;ksa dh le> vkLFkk izdk'ku]

t;iqj 978-93-82161-

90-5

7. Dr. Archna

Mendiratta 2016

vuq'kklu ,oa

fo"k;ksa dh le> vkLFkk izdk'ku]

t;iqj 978-93-82161-

90-5

8. Dr. Pratistha

Purohit 2015 ikB~;Øe ,oa Hkk"kk

jk[kh izdk'ku]

vkxjk 978-93-85195-

59-4

9. Dr. Yashwanti

Gaur 2015 dyk f'k{kk f'k{k.k

vfjgar f'k{kk

izdk'ku] t;iqj 979-81-89662-

07-0

10. Mrs. Sweta

Bhargava 2015

Pedagogy of

English

jk[kh izdk'ku]

vkxjk 978-93-85195-

39-6

1.4 Curriculum Update 1 Which courses have undergone a major curriculum revision during the last

five years? How did these changes contributed to quality improvement and

student satisfaction? (Provide details of only the major changes in the

content that have been made)

All the three courses, i.e. B.Ed./M.Ed./Shiksha Shastri (B.Ed Sanskrit), has

undergone a major curriculum revision. The latest review was done according to

guidelines of NCTE regulation 2014 in the session 2015-16. The B. Ed./M.Ed./

Shiksha Shastri (B.Ed. Sanskrit) curriculum was updated. The major changes

took place during this process to revise the curriculum. Major changes are :

1. Time period extended (Instead of one year new course is of two year).

2. The Course content of theory paper enriched.

3. Extra component EPC has been introduced.


______________________________________________________________________________


SSR-2016

4. Practical :

Total programme of internship is of 8-10 weeks per year.

In B.Ed/Shiksha Shastri, lessons are 20+15 and 35 respectively.

Internship for full day.

In M.Ed 10 days internship included.

Semester based credit distribution.

All the course has enriched in the place of one year, changed programe of two

year i.e. content curriculum evaluation procedure is also changed. In addition to

this, minor changes have been incorporated from time to time. In this revision the

schemes of the B.Ed and Shiksha Shastri (B.Ed Sanskrit) programme have

included common courses, core courses, complimentary, electives, teaching

competency, co-curricular activites, extension activities etc.

The M.Ed curriculum was updated during 2015-16 academic year. The minimum

credits required for the successful completion of the programme are 80 credits in

four semesters. In reference to NCTE regulation 2014 the Govt. of Rajasthan has

decided to introduce two years B. Ed/M.Ed/SS programme from 2015-16

academic year onwards. The faculty receives feedback from various stakeholders

like students, academic experts, employers, parents and alumni regarding

curriculum revision and the various suggestions are incorporated in the

curriculum after checking their relevance and practicability.

Structure of the M.Ed Programme

Previous M.Ed course is of one year and it should be completed in 200 working

days.

(Duration 4 semesters) Previous Structure

(2014-15)

Marks Current Structure Credits Marks

Theory paper 75 Minimum Credits required in I semester 18 450

Sessional Work 25 Minimum Credits required in II Semester 22 550

Dissertation 100 Minimum Credits required in III Semester 24 600

External Examiner 50 Minimum Credits required in IV Semester 16 400

Internal Examiner 50 Total credits required for completing a PG

M.Ed Programme is

80

credits 2000


______________________________________________________________________________


SSR-2016

The term credit refers to the weightage given to nine courses, usually in relation

to the instruction hours assigned to it.

2 What are the strategies adopted by the college for curriculum revision and

update (need assessment, student input, feedback from practicing school,

etc)?

The curriculum is updated and revised after discussion and meeting with alumni,

students, faculty and experts. The college also has a feedback mechanism for our

pupil teachers during regular academic session. We also seek suggestions from

the teachers and headmasters about the revision and updating of our curriculum.

1.5 Best Practice in Curricular Aspects 1 What is the quality sustenance and quality enhancement measure

undertaken by the college during last five year in curricular aspects?

An IQAC (Internal Quality Assessment Council) is working in the college to

ensure quality substance and enhancement measures. The members of the faculty

participated in a number of refresher and orientation programme to adopt the best

practices in teaching and for quality enhancement. The institution engages in

research and publication to assist teachers and student fraternity for their

academic and non academic excellence.

To sustain and enhance the quality of our education process, the following

measures were undertaken by the college during the last five years:

The Academic calendar is developed at the beginning of the year.

Institute arranges lecturers of eminent personalities from different fields.

College arranges visits of book fair by various publishers for faculty

members and students.

The syllabus, sessionals and submission tasks are revised keeping a constant

eye on the quality.

Latest journals, magazines are subscribed and displayed for the users.

Pupil teachers participate in co-curricular, extra-curricular activities in a

healthy competitive environment.

Pupil teachers are encouraged by giving merit certificates, awards and also

by appreciating and displaying their work.


______________________________________________________________________________


SSR-2016

2 What innovations / best practices in “Curricular Aspects” have been planned

implemented by the college?

A paper entitled ‘Critical Understanding of ICT (EPC-3) is introduced by the

university to provide emphasis on the use of ICT in the planning. Pupil teachers

also usage computers and internet for their planning about teaching-learning

transaction. The college encourages innovative programmes throughout the

training.

Following innovative practices are given below.

E-resources

Seminar

Group discussion

Criticism lesson

Inspiring story session

Mock interview

Youth week activities

Educational lectures

Celebration of religion and National festivals

Workshops for preparation of teaching Aids

Visit Book Exhibition

Teaching Aid Exhibition

Guidance and Counseling

Symposia

Mentors and their guidance

Internship programme

Magazine

Workshops

Quiz

Story telling workshop

SUPW camp

Sports week

Rallies

Cancer, AIDS etc. awareness programme


______________________________________________________________________________


SSR-2016

Model exhibition

Inter college competition.

Academic and non academic measures like remedial teaching arts/sports

activities, researches and social projects are conducted every year. The students

are given monitoring guidance and counseling services on various academic and

non academic aspects. Every year, students take initiative in the publications of

college magazine and manuscript magazines which provide a platform for

displaying their creative abilities through story writing debate speech, nukkad

natak, quiz competition, drama etc.

ADDITIONAL INFORMATION FOR RE-ACCREDITATION

1. What are the main evaluative observations/suggestions made in the first

assessment report with reference to Curricular aspects and how have they

been acted upon?

1.1 Curricular Design and Development

Academic programs and courses are in consonance with the objectives of

higher education.

Curriculum adopted has relevance to the regional needs.

The Curriculum will enable the students both for higher education and

employment.

1.2 Academic Flexibility

The B. Ed programs are offered under annual system.

13 elective options are offered under B. Ed programme and 06 under Shiksha

Shastri B. Ed (Sanskrit).

1.3 Feedback on Curriculum

Informal feedback is obtained from the heads of practice teaching schools,

academic peers, alumni and employers.

Feedback from students about the performance of teachers is collected and

used for increasing the efficiency of classroom teaching.

1.4 Curriculum update

The curriculum is updated by the affiliating universities and major syllabus

revision was done for B. Ed during 2005 and for shiksha shastri during 2010.


______________________________________________________________________________


SSR-2016

To meet the demand of computer literacy the college has introduced computer

literacy and Educational Application as a paper in the regular course.

1.5 Best Practices in Curricular Aspects (if any)

Pupil teachers are encouraged by giving merit certificates awards and also by

appreciating and displaying their work.

2. What are the major quality sustenance and enhancement measures

undertaken by the institution since the previous assessment and

accreditation.

After the first Accreditation the curriculum of B. Ed, Shiksha Shastri (B.Ed

Sanskrit) and M.Ed program is revised. The two-year B. Ed program and

semester system of the M.Ed Curriculum was introduced. For the Academic

flexibility 13th elective optional papers are offered under B.Ed, 7 under Shiksha

Shastri and 10 under Semester program.

The college has tried to sustain the initiative through the organization of seminars

and workshop on curriculum development, need assessment of students, use of

ICT, and collecting feedback from different stakeholders.

ICT has been integrated for enhancing the teaching learning process by the

teacher educators and the trainees. The College has taken great initiative in

promoting and developing innovative practices that are reflected in the existing B.

Ed Curriculum and its design.

The faculty and principal of the college participated in the major curricular

revision initiated by the University of Rajasthan, Jaipur and Jagadguru

Ramanandacharya Rajasthan Sanskrit University, Jaipur.

INDEX


1. ADMISSION PROCESS AND STUDENT PROFILE 60

2. CATERING TO DIVERSE NEEDS

63

3. TEACHING-LEARNING PROCESS

69

4. TEACHER QUALITY

81

5. EVALUATION PROCESS AND REFORMS

86

6. BEST PRACTICES IN TEACHING, LEARNING AND

EVALUATION

102


RE-ACCREDITATION

103

CRITERION - II TEACHING, LEARNING AND EVALUATION


______________________________________________________________________________

Criterion II : Teaching-Learning and Evaluation 60

SSR-2016

Criterion – II : Teaching - Learning and Evaluation

2.1 Admission Process and Student Profile. 1 Give details of the admission processes and admission policy (criteria for

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

transparency, etc.) of the institution?

Sanjay Teachers’ Training College is managed by Sanjay Shiksha Samiti, Jaipur

and is affiliated to University of Rajasthan for B. Ed, M.Ed and Jagadguru

Ramanandacharya Rajasthan Sanskrit University for Shiksha Shastri [B.Ed.

Sanskrit] courses. The students are required to face the entrance test for

admission to the B.Ed, Shiksha Shastri [B.Ed. Sanskrit] and M.Ed courses

organized by the coordinators of P.T.E.T. (MDS University, Ajmer), P.S.S.T.

(J.R.R. Sanskrit University, Jaipur) and P.M.E.T. (University of Rajasthan,

Jaipur) appointed by the Government of Rajasthan. The successful candidates get

the allotment of the college and after allotment, the students have to undergo the

process of counseling. Thus, these students report to the respective college and

then the students’ profile is prepared by the college admission committee. The

admission fee prescribed by the State Government is collected by the Centralized

Test Agency. Thus the process of admission to B. Ed, M.Ed and Shiksha Shastri

programme is very transparent since no individual institution handles the process

but the Government and university itself takes care of the same.

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?

No individual institution can advertise individually, but the P.T.E.T. (MDS

University, Ajmer), P.S.S.T. (J.R.R. Sanskrit University, Jaipur) and P.M.E.T.

(University of Rajasthan, Jaipur) constituted by the State Government of

Rajasthan is the only agency to advertise and to coordinate the B. Ed, M.Ed and

Shiksha Shastri admission process in the State. The wide publicity regarding the

starting admission process is given by itself in the local newspapers to invite

applications for the purpose. The admission form along with a prospectus is

advertised by the co-coordinators, P.T.E.T. (MDS University, Ajmer), P.S.S.T.


______________________________________________________________________________


SSR-2016

(J.R.R. Sanskrit University, Jaipur) and P.M.E.T. (University of Rajasthan,

Jaipur). The admission form can be filled online by P.T.E.T. (MDS University,

Ajmer), P.S.S.T. (J.R.R. Sanskrit University, Jaipur) and P.M.E.T. (University of

Rajasthan, Jaipur) on payment. The prospectus gives details about:

(1) Rules and regulations about the medium of instruction

(2) Rules and regulations about the eligibility for admission

(3) Rules and regulations about the selection of subjects

(4) Allotment of seats

(5) Information about affiliated colleges and its fee structure

(6) Information about reserved and general seats

(8) Information for physically disabled candidates

(9) Information about different subjects offered in different colleges

(10) General rule and instructions.

3 How does the institution monitor admission decisions to ensure that the

determined admission criteria are equitably applied to all applicants?

Sanjay Teachers’ Training College is allotted 200 + 200 + 35 seats, B.Ed,

Shiksha Shastri [B.Ed.-Sanskrit] and M.Ed Programmes. The P.T.E.T. (MDS

University, Ajmer), P.S.S.T. (J.R.R. Sanskrit University, Jaipur) and P.M.E.T.

(University of Rajasthan, Jaipur) appointed by the State Government follows the

distribution criteria of seats amongst various categories according to State

Government policy is as under:

1. Scheduled Caste (S.C.) 16 %

2. Schedule Tribe (S.T.) 12 %

3. Other Backward and Special Backward (OBC/SBC)(1%) 21 %

4. Physically Handicapped (PH) 03 %

5. Ex-army [Ex.] 05 %

6. Female [among them widow-8% and divorced-2%] 20%.

[Note: No. 4, 5 and 6 categeries are included within every reservation].

Categeries are included in outsides. In above various categories, eligibility criteria

of percentage in minimum qualification are also expected. All eligible candidates

are permitted to Pre-test and counseling on the date allotted for that subject. The


______________________________________________________________________________


SSR-2016

Committee ensures transparency in the distribution of the whole admission

procedure.

4 Specify the strategies if any, adopted by the institution to retain the diverse

student population admitted to the institution. (E.g. individuals of economic,

cultural, religious, gender, linguistic, backgrounds and physically

challenged).

The sole authority is the coordinating committee of Pre Teachers’ Education Test

[P.T.E.T.], Pre Shiksha Shastri Test [P.S.S.T.] and Pre Master of Education Test

(P.M.E.T.) for Admission who develop various strategies to deal with students

with diverse needs. The cell suggests and allots the candidates according to their

specific requirement. The admission procedure is followed according to the rules

and regulations of N.C.T.E., Government of Rajasthan. The admissions are given

purely on the basis of entrance test on merit basis prepared by the P.T.E.T.,

P.S.S.T. and P.M.E.T. Ours is a co–education college where 20% girls and 80%

boys pursue B. Ed. M.Ed and Shiksha Shastri Education. We have students from

all over Rajasthan and other states. A majority of the students are from rural and

some from tribal areas. They follow a different religion and come from different

socioeconomic status. Policy for the admission adopted by the concerned

admission committee is as follows.

Category wise list of the students (for Academic year 2015-16)

S.No. Programme No. of Students Reserved Open M F Total M F Total M F Total

1. B.Ed 138 62 200 128 42 170 10 20 30 2. M.Ed 16 19 35 12 8 20 4 11 15 3. Shiksha Shastri 118 49 167 88 34 122 30 15 45

Student's profile (2015-16 academic year) with respect to locality/Region wise:

Programme Locality/Region wise

Urban Rural Total

1. B. Ed 43 157 200

2. M.Ed 13 22 35

3. Shiksha Shastri 11 156 167


______________________________________________________________________________


SSR-2016

1. Economically backward pupil teachers are given the benefit of various

scholarships by the government.

2. There is no gender bias.

3. Pupil teachers who have linguistic problems are encouraged to learn language

from classroom interaction.

4. The physically challenged pupil teachers are treated affectionately, to cope up

with their weakness.

5 Is there a provision for assessing student’s knowledge/needs and skills

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

on the same.

Yes, the college adopts the following procedure:

a) The introductionary programme is being conducted before the

commencement of actual teaching programme, which helps in assessing the

knowledge and skills of the students. The merit and performance of the

students in qualifying examination as well as interest, aptitude and their

career-oriented view are observed.

b) Analysis cum orientation classes for newly admitted pupil teachers are

conducted before commencement of training programmes in order to link or

to introduce the current syllabus of these professional courses.

c) The college also assesses their clearing level, especially there competence in

language and culture activities/an orientation is given to the students

regarding to the programme, the course, Co-scholastic activities and about the

intuitions.

d) In Shiksha Shastri (B. Ed Sanskrit), Sanskrit sambhasan shivir is organize for

21 days to enrich their Sanskrit vocabulary and capability of speaking

Sanskrit.

2.2 Catering to Diverse needs 1 Describe how the institution works towards creating an overall environment

conducive to learning and development of the students?

The major priority of the college is creating an overall conducive environment in

which students feel free in self expression. All the teachers are easily accessible.


______________________________________________________________________________


SSR-2016

Every teacher takes care towards individual differences, diverse needs and pays

individual attention.

An orientation programme is organized for all the students every year at the

commencement of each programme. The curriculum, syllabus, rules and

regulations, infrastructure, library, ICT facilities, evaluation schemes, clubs,

association, co-curricular activities etc are explained to the students as part of the

orientation programme.

The M.Ed programme offers a 'Consumer' and 'Practitioner of education, research

and innovation inculcate intellectual ''emotional and performance skill among the

secondary level teachers, the Global Citizens of tomorrow."

Our college works towards creating an over-all environment conductive to

learning and development of the students in the following manner:

1. In order to ensure overall development of our pupil teachers, our college

has formulated seven houses namely

Dayanand House

Arvind House

Gandhi House

Nehru House

Radhakrishnan House

Tagore House

Vivekanand House

2. Each and every pupil teachers is supposed to perform at his/her best in

curricular and co-curricular activities to be done in assembly. An inter-

group competition is also held a number of times to ensure optimum

active participation of the class. Every house celebrates special days e.g.

Guru Purnima, Kalidas Jayanti, Cancer Day, AIDS Day, Literacy Day,

Environment Day, Hindi Divas, etc.

3. In order to develop their personality and oratory skills, a panel discussion

is organized.

4. Through various academic programmes the pupil teachers of our college

successfully collect information and prepare enriched materials in their

respective subjects and prepare a manuscript.


______________________________________________________________________________


SSR-2016

5. Moreover, visits to different libraries, invitations to distinguished literary

personalities, poetry recitation, kavita recitation, etc. are organized by

different houses.

6. With a view to create awareness and cultivating commitment towards the

society among pupil teachers, every year, we organise Blood Donation

Camp at our college.

7. With the aim of making pupil teachers aware and appreciate our cultural

traditions and historical heritage, we arrange open air session and picnic

every year, where the pupil teachers visit unknown geographical and

historical places not only in our state but out of the state also. We

encourage them to visit such local site, too.

8. Apart from this, quite often we invite renowned speakers and academic

experts to our college, so that the avenues of the academic frontline of the

pupil teachers are widened.

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

Our college provides various facilities to cater to the diverse learning needs to our

pupil teachers in the following way.

1. Our faculty members are always ready to cope with students personal and

educational problems and difficulties and to give guidance in their relevant

subjects.

2. In order to enhance academic competence of our pupil teachers, our faculty

members help them to acquire multiple skills of expression and explanation.

3. All required infrastructural facilities and other electric and electronic gadgets

are kept at their ease to support their physical and psychological

requirements.

4. Several student teacher conduct social survey to study various social issues.

5. Field work by organizing different competition and activities.

6. Free tuitions for poor students.

7. Our faculty members brief them about the use of important reference books

while preparing teaching materials.

8. Our college organizes Teaching Learning Material [TLM] workshop for our

pupil teachers to learn and prepare better Instructional Materials themselves.


______________________________________________________________________________


SSR-2016

9. Our college provides demonstration and necessary instructions regarding

how to use electronic gadgets like OHP, Smart Board, Computer, LCD

projector etc.

10. Our college also provides training to our pupil teachers by providing

conductive learning environment, through experienced teachers who make

them aware about the new trends prevailing in the world of education.

11. During the orientation programme for the new pupil teachers, the faculty

members get an opportunity to interact with them and know their needs.

12. Through various mode of presentation as well as oral and written

presentation, the strength and weakness analysis of the pupil teachers is done

and remedial steps are designed and included in the academic work of the

college.

13. Internal assessment

14. Institution arranges academic and co-curricular activities for diverse learning

needs of the pupil teachers throughout the year.

3 What are the activities envisioned in the curriculum for student

teachers to understand the role of diversity and equity in teaching

learning process?

A number of curricular and co-curricular activities are organized for our pupil

teachers by our experienced teachers to balance the diversity and equity in

teaching learning process. The existing B.Ed, M.Ed and Shiksha Shastri

curriculum provides opportunities to understand the role of diversity and equity in

the teaching learning process.

In our course content of B.Ed & Shiksha Shastri (B.Ed Sanskrit) Paper I

substance regarding diversity equality can be seen as in teaching learning process.

During practice teaching and internship programme they get the chance of

mentoring. Factors influencing learning, learner, teachers, school, home makes

them aware of it.

Thus, apart from curriculum many institutional activities are held regularly to

understand the role of diversity and equity in teaching learning process.


______________________________________________________________________________


SSR-2016

In paper second (Contemporary India and Education) - there are various units

that give chance to pupil teachers to comprehend certain concepts and organize

activities related to it.

In M.Ed also there is an independent paper "Historical, Political, Economical

perspective is based on the role of diversity and equality in teacher learning

process. Teacher educators provide practical experience to them. The core values

which are depicted in the syllabus are taught by incorporating the various extra-

curricular activities, i.e. different festivals like Christmas, Basantpanchami,

Dipawali, Holi, Dusherra, Navratri, New Year, and on 5th September as part of

Teacher's day ‘Sahbhoj' is organized to inculcate values of unity and brotherhood.

National festivals are celebrated with great splendor and glory in form of rally,

street plays and community work. Students council election is held in a

democratic way. Through community work and women's programme social

change can be brought which they experience themselves by doing practically.

4 How does the institution ensure that the teacher educators are

knowledgeable and sensitive to cater to the diverse student needs?

In the beginning of the session, a meeting of the faculty is arranged with the

principal of the institution. All faculty members rigorously analysis the content of

various courses. Traditions in our college that in every month a lecture on any

important aspect is arranged as faculty academic growth programme. Thus, every

staff member enrich his/her knowledge and diverse students needs.

Our faculty members orient and guide pupil teacher's right from admission time

and throughout the academic year. In first two weeks, teacher educators arrange

orientation & value added programmes and group discussion. A printed copy of

syllabus is given to each student in the first week of the course itself. They are

thoroughly briefed in the very beginning about the syllabus and curriculum of our

college including internal and external marking system. In this discussion teacher

educator discuss about changes in syllabus, strategies and information followed

by preparation of various plans about different programmes and subjects. Our

faculty members guide the pupil teachers for micro-teaching, simulation, block

teaching and in preparation of lesson plans and TLM. During this exposure, the

teacher educators discuss basic concepts of the subjects with all resources


______________________________________________________________________________


SSR-2016

available to them and also other resources available in future with inter college

programmes or seminars. Moreover they give them rigorous training, motivating

them to attend seminars workshops on relevant topics. Our pupil teachers are

properly guided in preliminary and annual theory examinations and practical

examinations of the university. Our college is well aware for all the activities

organized by our faculty members in favour of our pupil teachers. Yet, with a

view to evaluate competence, methods and classroom transaction techniques of

our faculty members, our college gets opinion from pupil teachers every year by

way of feedbacks.

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?

Our college provides guidance and assistance to our B.Ed, M.Ed and Shiksha

Shastri students in the following areas to develop their knowledge and skills in

order to use them in the classroom situation.

The pupil teachers of our college develop their skills of teaching under the

able guidance of our teacher educators.

Students develop TLM according to the need of the unit.

They utilize various techniques and methods in the classrooms.

They prepare case study of advance and slow learners.

They find out the I.Q. of school children by administering I.Q. tests.

Our pupil teachers make effective use of instructional aids, power point

presentations, etc. to enhance quality of their classroom practice.

Gifted students are given additional activities such as conducting seminars,

quiz programs, Social services and literacy classes.

By exhibiting commitment and sincerity they try to make Literacy

Campaign a success.

They organize cultural programmes while block teaching programme.

Our pupil teachers participate actively in Youth Festivals for their

personality development.


______________________________________________________________________________


SSR-2016

Our faculty member motivate to try to over come the classroom teaching

barriers by action research.

With a view to evaluate comprehension level of the class and their own

performance, they design unit planning in a block teaching programme

during the same programme.

Staff arrange remedial teaching to weaker pupil teachers.

A Best student award is instituted by the college for the best out going

students of each year slow learners get more attention like pre repeated

teaching personal correction, additional coaching, remedial programme etc.

2.3 Teaching-Learning process

1 How does the institution engage students in “active learning”?

(Use of learning resources such as library, web site, focus group, individual

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

Students are engage in 'Active Learning' with help of assignment, practical work

and class room seminar and group discussion. Before the commencement of each

academic year, the faculty sits together and discuss the programmes for the

academic year. Various sub committees are formed to execute plans. The time

table and work allotment for four semesters (M.Ed) are prepared on the basis of

these discussions. For the effective implementation of the academic plans

changes are incorporated whenever necessary dates on the various programmes to

be held in the college during the academic year are fixed after discussions among

the faculty members. A separate committee is formed for the preparation of the

college calendar and the final resources are allocated through the governing body,

planning committee, IQAC (Internal Quality Assessment Council). The first week

of the course is devoted for conducting bridge course orientating students towards

the intuitions and the programme. The objectives and the schedule of the

programme, the vision, mission and goals of the intuitions, importance of the

teaching.

Our college plays a significant role in engaging towards active learning by

making them utilize learning resources like library, website, focus group,

internship, individual projects, simulation, peer teaching and role play. In order to


______________________________________________________________________________


SSR-2016

enhance their academic performance, we provide them individual projects based

on library. Our pupil teachers use reference books from the library for preparing

assembly presentation. We provide them practice to use computers and other IT

gadgets and they are made aware of the various important websites to use in

effective learning. Our pupil teachers realize their strengths and weakness in

micro-teaching and simulation by peer teaching and peer observation. They

effectively use different techniques like role play, dramatization, etc. to motivate

the school children in classrooms. They also work honestly and exhibit their

commitment towards the community by conducting literacy programmes

effectively. Thus, the pupil teachers participate in both teaching–non teaching

programmes and learn school administration during internship programme.

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?

Students centered learning is the pivotal point of the teaching learning activities

of the students. To make learning more effective and students centered, students

are divided into small groups and the constructive mode of teaching practice.

Various techniques are adopted for ensuring participatory and students centered

learning such as project method, dialogue method, problem solving method etc.

Our college designs various participatory activities to make learning student-

centered as well as updating knowledge and skills on our pupil teachers’ part. Our

pupil teachers organize different co-curricular and extra-curricular activities. Our

pupil teachers are given practice in event management which they accomplish

successfully. Our assembly sessions are completely handled by our pupil

teachers. They individually take care of our daily activities like cleaning and

decoration of the classrooms. In programmes like Blood Donation Camps, our

trainees take care of everything, the situation demands, beside active participation

in blood-donation. They themselves organize and manage effectively parents

meeting as well as Alumni Association meetings. Moreover, they responsibly

arrange OHP, LCD projectors or computers for routine academic work in the

college.


______________________________________________________________________________


SSR-2016

Active Learning Process:

1. Prepared album resources materials to teach social science and science

subject.

2. Prepared PPT of Biographies and contribution of great personality and

contribution of great personality researchers / scientists / educationist.

3. Conducted work shop on preparing power point presentation.

4. Thought for the day programme to give training to face the class confidently

and accure good communication.

5. Preparation of resource materials (video clipping down loaded)

6. Collection of website address and details for references

7. Collection of resource

8. Anchoring habit

3 What are the instructional approaches (various models of teachings used)

and experiences provided for ensuring effective learning? Detail any

innovative approach/method developed and/used.

A teacher has to be a role model in the class and for that the teacher has to learn a

range of skills and strategies to deliver good qualities in the classroom; so that the

students feel interested and enjoy teaching learning of the role model. They also

learn and use a variety of skills in their lessons. The faculty has to use a variety of

approaches to put across the curriculum. This concept is implemented by the

faculty members by using various approaches and provides multiple experiences

for effective learning. Most of the sessions are interactive even for the transaction

of theoretical concepts. During demonstration of lessons different techniques are

used. The how, why and use of these techniques are explained in great detail.

The institution makes effective use of ICT for curricular planning, information

regarding the latest trends in the curriculum of teacher education through the

internet. We use education technology for all the scholastic and co-scholastic

programs. Teacher used instructional materials and PPT for taking classes LCD

projector, OHP etc. are used in the teaching learning process.

The institution makes effective use of ICT for curricular planning, information

regarding the latest trends in the curriculum of teacher education is gathered

through the internet and the necessary updates are made. We use education


______________________________________________________________________________


SSR-2016

technology for all the scholastic and co-scholastic programms the teacher used

instructional materials and power point presentation for taking classes LCD

projector, OHP etc. are used in teaching learning procedure.

The faculty uses variety of instructional approaches before introducing any unit,

topic or tasks. The main objective of each course is to make the pupil teachers

independent and to cater to their needs.

Some methods like practical, demonstration and some techniques like

dramatization, role play, introductory, play method, etc. are used. Also some

approaches like evaluative approach, structural approach, and communicative

approach are used for instruction.

Sometimes faculty assigns one topic to a group of students and they have to find

out subtopics of the main topic to reflect on their previous knowledge; they try to

predict events, make or confirm inferences to teach it.

While dealing with the actual unit, the pupil teachers get new understanding,

answer the questions make connections of the topic and after completion of the

unit, they are either made to recall, review, repeat, summarize, evaluate and ask

questions. The pupil teachers have to prepare the lesson plans on computer based

in optional subject papers; they present it by using power point presentation. Our

college also provides necessary guidance for improving quality and effectiveness

in classroom teaching by using OHP or LCD. Our college has ample teaching

learning materials in our library which is always open for the easy access.

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.

Our college follows training models as per NCTE and university norms.

Innovative method such as Models of teaching, Cooperative learning, Brain

storming, Brain thrust, Dialogue method, learning strategies etc. are practiced in

the instuitions. Teacher trainees are trained to use models of teaching like,

concept attainment model, advance organizer models, enquiry model, value

analysis model, peace value model etc.

In practice teaching sessions group activities, projects, discussion are given

importance.


______________________________________________________________________________


SSR-2016

The M.Ed programme includes training in 'Book Reviews' every students is

trained and guided by the M.Ed faculty.

The teacher attitude and personality test are administrated on the M.Ed

students. Students are guided and motivated according to their performance.

Research proposals and tools are prepared in a workshop.

The college collects the M.Ed dissertation abstracts every year and planning

to publish the tools and instructional materials.

Computer training classes are conducted for the M.Ed students to get

appointed with PPT, Statistical analysis and report writing.

Each pupil teacher has to give 40 lessons (20 + 20 in each optional subject). In

these 40 lessons 4 lessons are prepared on various methods. Details of these

lessons are given below:

Lessons prepared by simple methods [i.e. Demonstration, Lecture cum

Demonstration, Evaluative Approach, etc.]

Transparency OHP based lesson plan

Computer LCD based lesson plan

Lessons plan based on innovative method [like play method, crossword

method, project method, source method, supervised method, linear

programmed method, etc.]

Blue print.

There is 20 weeks internship in the graduate program of teacher training in B.Ed.

40 lessons and S.S. (B.Ed. Sanskrit) 70 lessons have to be delieverd in two years.

Use of LCD, OHP, teaching method are healthy practice of our institution.

Pupil teachers take guidance from faculty members as well as method master

before giving each lesson and accordingly do improvement in method, technique

and content of the subject based on guidance given to them.

Before the process of actual planning of the lesson, they are made familiar with

different types of lessons. The faculty members demonstrate different lesson and

extensively discuss different aspects of lesson to be given. They are also made

aware of format and plans of different skills in detail. Aspects like the use of

teaching aids, blackboard work, reference materials and the models of teaching

are also discussed with them.


______________________________________________________________________________


SSR-2016

After discussion, demonstrations of lessons are held where the faculty gives

demonstration lesson in general class which is followed by feedback and

discussion. The same exercise is again demonstrated for specific method, where

students observe particular method base lesson. After each demonstration pupil

teachers are encouraged to give feedback and discuss different aspects of the

lesson. The students give their lessons after demonstration of each skill. Effective

guidance is given to them to strengthen these skills as it is the foundation of all

lessons.

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 pupil teachers use micro teaching technique for developing teaching

skills. Micro teaching sessions contribute to the multi skill development in the

teaching of the student teachers. The students are given training in the different

skills involved in the teaching learning.

1. Objective writing skill,

2. Introductory skill,

3. Questioning skill,

4. Probing skill,

5. Reinforcement skill,

6. Black-board skill,

7. Stimulus variation skill,

8. Integrated skill lesson plan.

9. Skill of Explanation

Pupil teachers give one lesson in each skill. After getting feedback candidate

repeats that lesson in modified form. One integrated lesson where all the above

skills are integrated in the lessons as reinforcement skill, blackboard writing skill,

explanation skill, illustration skill etc. is taught during the discussion.

For each skill, theoretical aspect is discussed at great length in the classroom,

thereafter demonstration lesson is given on each skill. The observation process is

also put before them. In the peer group they give lesson of one skill. After

teaching the lesson, the pupil teacher gets feedback from the faculty as well as the


______________________________________________________________________________


SSR-2016

peer group. Accordingly the pupil teacher changes and gives re-teaching lesson.

Again the pupil teacher gets feedback. This process is held after every lesson in

teaching of each skill. There is lots of interaction between the pupil teachers

themselves and the faculty in charge of the peer group. This process is repeated in

every skill teaching to strengthen their basic concepts. This practice helps the

trainees to implement the teaching skill in their respective classes.

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

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

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

Practice teaching in schools is a systematically plan and well-arranged

programme. The practice teaching programme is developed in cooperation with

the school authority and mentor teachers. The feedback given by the guide

teacher head of the school and teachers educators of the previous year is analysed

and changes are incorporated in planning.

The principal personally visits the practice teaching school and makes

arrangement of the programme. The practice teaching programme is planned in

accordance with college and university calendar and timetable of the practicising

schools. The student's teachers are given orientation and send to the respective

school for collecting teaching units and time table.

During one academic year the pupil teachers have to give 20+15 block teaching

lessons lessons in B. Ed and 35 lessons in Shiksha Shastri (B. Ed Sanskrit) in

each optional subjective paper. The breakup of the lessons is as follows:

Lesson B. Ed Shiksha Shastri

Simple Lesson plan 15 30

Block Teaching Lessons 15 -

Transparency based lesson plan 01 01

Computer based lesson plan 01 01

Method based lesson plan 02 02

Blueprint 01 01

The teacher educator observes the lessons and provides effective suggestions to

them. After the lessons the teacher educator arranges meeting with the pupil

teacher. Peer group observe the lessons and give their remark and also note it in


______________________________________________________________________________


SSR-2016

their observation diaries. After elaborate discussion of both positive and negative

aspects of the teaching of the lesson, suggestions for further improvement in

teaching are enlisted. The teacher educator gives detailed remarks in the lesson

plan. The lesson is divided according to different stages and at the end feedback

space is provided. The comments and suggestions on the performance of the

student are written. Keeping the following points into consideration:

Complete planning of the lesson

Introduction

Presentation

Practice

Evaluation

Appropriate use of teaching aids and blackboard work

Oral communication, classroom interaction and body language

Different skills: questioning, illustration, reinforcement, stimulus variation

instructions, black board writing skill etc.

Overall performance and classroom management.

Detailed feedback is only possible when the teacher educator observes one lesson

at a time. The pupil teacher would get first hand practical classroom teaching

experience, their method master as well as the supervisor guides them thoroughly.

The teacher educator in–charge of the programme sets the timetable and hand it

over to concerned method master who distributes the units according to the

standard. The pupil teacher becomes familiar with the period, class, day, date and

time to give the lesson. The method master individually guides the pupil teachers

while checking the lesson plan. A weeklong guidance session is held so that pupil

teachers can plan out their lesson plans with different types of lessons by using

different techniques to prepare effective learner centered lesson plans.

Trainees allotted to each practice teaching school on the basis of the availability

of the facilities, number of students in the school and divisions of the batches of

the classes convinces of the trainees and transport facilities.

The student teachers have to prepare a detailed lesson plan and submit them to the

teacher educator for correction. Teacher educator gives the necessary correction.


______________________________________________________________________________


SSR-2016

Teaching aids which are to be used in the school are also scrutinized by the

teacher educators. The concerned subject teachers in the school also check the

lesson plans and the teaching aids prepared by the teacher trainees before they go

to the class. In the practice teaching school, each student teacher, taking a

minimum of 20/35 lessons in the concerned subject. During the practice teaching

sessions, the teacher educator provides feedback to the trainee immediately after

the observation of each class. In addition to this, the supervisior teacher at school

provides the necessary guidance and feedback to the teacher trainee. The M.Ed

student also observes on the classes of the teacher trainees during their internship

programme. The teacher trainees have to submit a report about the detailed

practice teaching.

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

Internship/Block Teaching

As part of the internship programme the teacher trainee participates in all the

activities of the schools like morning assembly, Co-curricular activities of the

school, sports and games and involve themselves in the organization of different

activities class incharge for supervise study, value education class, moral

education classes conducting diagnostic- remedial teaching child study, action

research ,etc. and provide personal guidance and counseling. They are intended to

learn the pattern of organization of practice teaching schools. Each student thus

the project in major philosophies and its practice in school, in the school they

submit the report. The teacher trainer involves themselves in the organization of

arts and sports programmes, organization of the school library various clubs, PTA

meeting preparation of NEWS letters etc. apart from the subject teaching lessons.

During two academic year the pupil teacher have to stay in the school for

internship of 20 weeks pupil teachers have to give 20 and 35 lesson in each

optional subjects paper in B.Ed. and S.S. respectively.

Along with the lessons they will practice following activities in the school:

Activities:

1. Observation of lesson delivered by experienced teachers and staff of the

college.


______________________________________________________________________________


SSR-2016

2. Planning units and lessons.

3. Discussion of lesson plans, unit plans and lessons given (including

criticism lesson)

4. Organization and participation in co- curricular activities.

5. Setting follow up assignment.

6. Evaluation in terms of educational objectives use of teachers made tests

& administration of standardized tests.

7. Blackboard work.

8. Practical work connected with school subjects.

9. Preparation and use of audiovisual aids related to methods of teaching.

10. Experimental and laboratory work in sciences, home-science,

Geography and other subjects of experimental and practical nature.

11. Study of the organization of work and activities in the school.

12. Observation and assistance in the health education programme.

13. Observation and assistance in the guidance programme.

14. Maintenance of cumulative records.

15. Techniques of teaching in large classes.

During the internship programme the pupil teacher have to complete Block

Teaching diary. In this diary pupil teacher (B.Ed) prepare 15 method based

subjects lessons and write reports on all the activities conducted in the

school besides these activities he/she also submit the report of any features

of school/case study/action research.

At the end of the internship programms, prize distribution ceremony and

valedictory function are held to acknowledge the cooperation received from

the head of the institution as part of the tradition of over college, head

master and the staff members of the schools are invited and headmaster is

the chief guest of such function. Feedback is collected from the students,

staff in principal of the school for further improvement.


______________________________________________________________________________


SSR-2016

8 Are the practice teaching sessions/plans developed in partnership,

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

details on the same.

Yes, in the first week of academic session a lot of brainstorming is done to

discuss various aspects of academic programme. One of the most important

aspects of practice teaching is to plan out different teaching programmes.

Considering the academic calendar of both the school and the college, the faculty

in-charge of the practice teaching programme conducts meeting with the principal

to chalk out the programme and prepare a tentative lists of schools, which is

given NOC by District Education Office and then the message is communicated

to various school principals. The college has the privilege of always receiving

positive response from the principals of various practicing schools. All the

practicing schools warmly welcome the faculty in-charge of the practice teaching.

The faculty in-charge approaches them with letter of intimation to visit the school

as well as for preparing time table. Many a times, the principal or the supervisor

requests to incorporate their special requirements, which are given due priority

and taken into consideration. Relevant information necessary for practice

teaching programme is collected by the group leader of the pupil teachers during

visit of that school.

9 How do you prepare the student teachers for managing the diverse

learning needs of students in schools?

An orientation programme for all the students every year at commencement of

each programme, the curriculum, syllabus, rules and regulations, infrastructure,

library, ICT facilities, evaluation scheme, clubs, association, co-curricular

activities etc. are explained to the students as part of the orientation programme.

An interaction programme with the former students under the auspicious of the

'alumni association' is arranged to acquaint the students with the institution,

course and the profession. A printed copy of the syllabus is given to each student

in the first week of the course itself. The structure of the semesters in (M.Ed)

credits, hours, weightage, credit point etc. course offered, criterion for internal

evaluation, details of practical work etc. are given in detail in the printed syllabus.

The annual calendar prepared with all details regarding the vision, mission, goals,


______________________________________________________________________________


SSR-2016

objectives the course, profiles of the institution, faculty, rules, regulations,

working days, co curricular activities, SUPW, Test and evaluation, educational

tour facilities, extension programme etc. is distributed among the students. The

master degree in education (M.Ed) programme is for a period of two years regular

full time consisting of four semesters viz. Semester -I, II, III and IV each year

shall comprise of two semesters Viz. Odd and even semesters, odd semesters

shall be from July to December and even semesters shall be from January to May.

In the B. Ed syllabus paper I - Childhood and growing up, the pupil teachers

identify the diverse needs of the learners. During the teaching of theory, at the

time of interactive discussion, pupil teachers get an overview of learners with

special needs. We prepare our pupil teachers in every aspect for managing the

diverse learning needs of the students in schools. To fulfill the educational needs

of the school students, we put emphasis on the materials prepared by them. Our

faculty members ensure that whether our pupil teachers have prepared their

lesson planning according to the unit given or not they have prepared their

teaching aids according to the strength and size of the class or not; they are able

to justify various needs of average, poor and brilliant students or not; the size of

the letters on black board. Moreover, our pupil teachers pay necessary attention in

the seating arrangements, especially for short-sighted and physically challenged

pupil teachers. For the above all the aspects, our faculty members remain alert

and keep on providing suggestions to our pupil teachers. Our college had

arranged for film viewing like ‘Taare Zamin par’, 'Bhag Milka Bhag', 'Chalk

and Duster' and ‘Black’ to the pupil teachers to demonstrate how to handle such

physically and mentally challenged learners.

10 What are the major initiatives for encouraging student teachers to

use/adopt technology in practice teaching?

Our College faculty and student teachers use ICT for curricular planning,

information regarding the latest trends in the curriculum of Teacher Education in

gathering through the internet and the necessary updates are made. We use

educational technology for all the scholastic and co-scholastic programms. The

Teacher is a multimedia learning packages, instructional materials PPT, LCD


______________________________________________________________________________


SSR-2016

Projector, OHP and interactive whiteboard are used by our teacher in the teaching

learning process.

Students teachers use the library effectively internet is widely used by the

teachers and students, students use the internet for preparing assignments,

projects and seminars. Different laboratories science, technology modern media,

computer, psychology and language lab function in the college. The concern

subject teacher uses these laboratories in the teaching learning process.

Modern era is an era of information technology. The pupil teachers are given

ample opportunities to become technologically efficient as we have a well

furnished computer laboratory where they get lots of exposure. In the world of

electronics and internet, the pupil teachers have to face the school students not

with formal teaching but through the lively process of teaching-learning through

technology. In B. Ed and Shiksha Shastri paper EPC-3: Critical Understanding of

ICT is the compulsory subject. It is made mandatory for rest of the pupil teachers

to become computer educated through extra coaching. The faculty gives them

guidance how to plan, prepare and use ICT for lesson planning. The class is

divided into groups for attending the computer laboratory sessions.

2.4 Teacher quality

1 What is the ratio of student teachers to identified practice teaching

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

Out of 38 staff members (B.Ed and M.Ed, Shiksha Shastri) more than 50%

member are Ph.D degree, NET/SLET cleared. 4 faculty members are research

guides in University of Rajasthan. 23 research scholar are pursuing Ph.D under

them. More than 50% of the faculty members have an additional master's degree

in different subjects.

For an academic year the intake of pupil teachers in B.Ed. and Shiksha Shastri

[B.Ed. Sanskrit] is 200 + 200 and M. Ed is 35. There are 38 faculty members

including the principal. The faculty and the pupil teacher ratio is 1:15 according

to the NCTE norms.

For subject teaching this ratio is 1:25 according to NCTE norms. In our institution

total subject teacher are 16 and number of pupil teacher’s is 200+167 = 367.

Thus, the ratio of teacher and student is approximately 1:23. For practice teaching


______________________________________________________________________________


SSR-2016

19 schools are engaged every school does not have the capacity of practice

teaching equally so practice teaching in charge with consultation of headmaster of

practice teaching schools makes a plan to distribute pupil teacher in various

school. In under mention school pupil teachers are distributed as follows rules:

List of the Schools:

S.No. School Name

1. Govt. Senior Secondary School, Durgapura JAipur

2. Govt. Senior Secondary School, Bajaj Nagar, Jaipur

3. Govt. Secondary School, Hasanpura, Jaiour

4. Govt. Secondary School, Jaidiya, Rajbhawan, Civil Line, Jaipur

5. Govt. Secondary School, Hathroi, Jaipur

6. Govt. Secondary School, Mahesh Nagar, Jaipur

7. Govt. Secondary School, Modikhana, Jaipur

8. Govt. Senior Secondary School, Jagatpura, Jaipur

9. Govt. Senior Secondary School, Gaitor, Jagatpura, Jaipur

10. Govt. Upper Primary School (Middle), Sindhi, Sanganer, Jaipur

11. Govt. Upper Primary School (Middle), Shivnani, Sanganer, Jaipur

12. Govt. Upper Primary School (Middle), Kathputli Nagar, Jaipur

13. Govt. Upper Primary School (Middle), Bajaj Nagar, Jaipur

14. Govt. Senior Secondary School, Adarsh Nagar, Jaipur

15. Govt. Upper Primary School (Middle), Baisgodam, Jaipur

16. Govt. Senior Secondary School, Rooparampura, Jaipur

17. Govt. Upper Primary School (Middle), Bhagwati Nagar, Kartarpura,

Jaipur

18. Govt. Upper Primary School (Middle), Mohanpura Kachchi Basti,

Jagatpura, Jaipur

19 Apex International School, Lal Kothi, Jaipur

Practice teaching school selected keeping in mind the distance within the radius

of the college. The college selects a school based on their schedule and mutual

convenience of the pupil teachers, our college and the school.


______________________________________________________________________________


SSR-2016

We ensure teacher quality by appointing qualified teacher educators. There are 13

teaching subjects in our college. We have subject teacher educators according to

NCTE norms, i.e. 1:25 for some subjects. We have two teacher educators

according to subject and experience. We have one gold medalist and two sliver

medalist teachers.

2 Describe the mechanism of giving feedback to the students and how it is used

for performance improvement.

We have adopted the following mechanism for giving feedback to the pupil

teachers for the improvement of their performance:

The faculty in charge of a group establishes a rapport and confidence

among students.

Our pupil teachers receive oral and written feedback for their tentative

lesson plans. These feedbacks help them to improve their performance.

During practice teaching, our pupil teachers receive feedback from our

faculty members on the lessons given at schools. The teachers observe

lessons and provide their remarks regarding the lesson planning, use of

teaching aids, interaction with pupil teachers in the classroom and provide

feedback in a written form.

The feedback received from the peer group as well as from faculty is used

for their future lesson planning. It helps our pupil teachers avoid repetition

of mistakes, and help to improve the quality of their performance.

We encourage them by displaying model lesson plan of brilliant pupil

teachers on notice board.

Our faculty members encourage our pupil teachers for healthy competition

by creating such environment.

More over we conduct remedial classes for weaken students to improve

their academic performance.

3 How does the institution ensure that the student teachers are updated on the

policy directions and educational needs of the schools?

The existing B. Ed, Shiksha Shastri (B.Ed Sanskrit) & M.Ed syllabus deals the

policy direction and educational needs of the school. The pupil teachers are


______________________________________________________________________________


SSR-2016

encouraged to refer to various magazines and journals, which have detailed

articles on policy direction and educational need of the school. With a view to

updating our pupil teachers on the policy directions and educational needs of the

school, our college follows this mechanism:

The development of education in India from 1948 to 2015 University

education commission 1946-48, Secondary education commission 1952-53,

Indian education commission 1964-66 national education policy 1986.

Rammurty Committee (1990), Yashpal Committee (1993) revised national

education policy (1992), NCTE & NCTF (2009), NKC (2006), NCFTE -

2009 RTE-2010.

SSA, MLL, RMSA, CCE, Navodaya Vidhalaya Model School.

4 How do the students and faculty keep pace with the recent developments in

the school subjects and teaching methodologies?

Students Teacher's and faculty members used multimedia learning as instructional

materials, LCD Projectors, OHP, Visualizer and interactive white board etc in the


The pupil teachers and the faculty members of this college keep pace with the

recent development in school subjects and teaching methodologies in the

following manner:

Practice teaching schools are contacted for the updated developments in

school curriculum and a meeting is arranged with the subject teachers of

that school for selecting units.

Our pupil teachers are allotted units and the time table, and are made to

draw rough lesson plans.

Our pupil teachers are encouraged to utilize reference books and teaching

aids for classroom presentation.

Our pupil teachers are encouraged to make optimum usage of library,

educational materials, internet, and websites to prepare their lesson plans.

Our faculty helps our pupil teachers to prepare Innovative method based

lessons plan as problem solving, programme learning, project method, play

method etc.


______________________________________________________________________________


SSR-2016

Our pupil teachers make use of role play and dramatization in the classroom

teaching.

They arrange an exhibition according to the needs of the unit and try to

provide information pertaining to their subjects.

Besides guidance and cooperation of our faculty members, our pupil

teachers consult the subject teachers of the schools regarding use of

available teaching aids in classroom teaching.

Moreover, they seek co-operation of school authority and of school students

during block teaching programmes for their productive contribution.

Seminars, workshops, guest lectures, expert talks, symposium are organized

every year.

5 What are the major initiatives of the institution for ensuring personal and

professional/career development of the teaching staff of the institution

(training, organizing and sponsoring professional development activities,

promotional policies, etc.).

For the personal and professional career development of the teaching staff of our

college, the management is always eager to depute the faculty members in

different programmes. It is fully aware about various training programmes

organized at the national, state and local level. They are permitted to attend

refresher courses, orientation programmes, presentation of papers in seminar and

workshop, etc. They are given duty leave and even the fees for the same are paid

by the college. The management supports the faculty members and sponsors them

to participate in national and international seminars.

6 Does the institution have any mechanism to reward and motivate staff

members for good performance? If yes, give details.

The management facilitates the staff member for their good performance during

the annual day celebrations. The college appreciates the work or achievement of

the faculty member in the prayer assembly and also acknowledges the same in the

print media through press-note in newspapers as well as college publication

entitled “UTTKARSH”. Our college is always ready to help the faculty members

in their professional up-gradation, developmental programme and other welfare

activities.


______________________________________________________________________________


SSR-2016

2.5 Evaluation, Process and reforms 1 How are the barriers to student learning identified, communicated and

addressed? (Conducive environment, infrastructure, access to technology,

teacher quality, etc.)

All the pupil teachers admitted to our college come from diverse disciplines,

economic, cultural and religious background and environment, which leads to

varied work culture and environment in most of the Teacher Education Colleges.

They have undergone diverse experience of teaching learning during their

previous education. On joining our college when they encounter completely

different environment and drastic change in their learning style, mostly they are

pleasantly surprised. To acclimatize them to the new environment they are

encouraged to prepare their personal notes and express themselves before the

group.

Their difficulties are identified through classroom discussions, inspiring story

sessions or informal chat with the faculty members within and outside the

classrooms. The environment in our college is friendly, tension free and relaxed.

They feel free to meet the principal and the faculty members for academic

interaction. They also feel comfortable to approach the faculty members or their

mentor about their personal difficulties.

The barriers to learning are also identified through their talent hunts internal tests,

submission tasks, micro, macro and practice teaching. The concerned teachers

and mentor point out their difficulties and errors and give them concrete

suggestions for further improvement. Through peers and the supervisors

observations, feedback are discussed in the group. Errors committed in the unit

test, submission tasks and internal tests are highlighted. The common errors and

mistakes are discussed in the general class as well as with the pupil teacher

individually.

The computer course is designed to help the pupil teachers in their submissions

and research work. The college, on the other hand, identifies the difficulties

related to adopting new technologies and addresses them adequately. By using

technology for learning purpose they gain immense confidence.


______________________________________________________________________________


SSR-2016

The faculty members too use computer and use technology for effective teaching.

The faculty member upgrades the tasks and activities with the help of technology.

2 Provide details of various assessment/evaluation processes (internal

assessment, mid-term assessment, term and evaluations, external evaluation)

used for assessing student learning?

To achieve the course objectives our college supervises the overall performance

of the pupil teachers. During the academic year the learners have to submit many

submissions and give one internal test for B.Ed. and one internal test for Shiksha

Shastri [B.Ed.-Sanskrit]. There are 7 papers and two EPC's in B.Ed part -1. Each

paper carries ainternal assessment of 20 or 15 marks. Internal assessment includes

class test of 10 or 5 marks and submission of 10 marks

There are 8 papers and two EPC's in Shiksha Shastri each paper carry internal

assessment of 20 or 10 marks. Internal assessment includes one class test of 10

marks and submission work of 5 or 10 marks.

The examination for both the degrees of B. Ed. and Shiksha Shastri [B.Ed

Sanskrit] consists of :

Part I : Theory of Education

Part II : Teaching Practice and Practical Work/Internship

The teaching practice for B.Ed carry 225 marks comprising of :

1. Internal assessment : 150 marks

2. External examination : 75 marks.

The internship for Shiksha Shastri carry 350 marks comprising of Teaching

practice

1. Internal Assessment : 125 marks

2. External marks : 125 marks

School Activities:

1. Internal Assessment : 50 marks

2. External marks : 50 marks

Board of Examiners for Teaching Practice:

As far as practicable, each candidate will be examined by at least one examiner of

his stream. The Board will consist of two external examiners and Principal or his


______________________________________________________________________________


SSR-2016

nominee. The names of internal examiners may be proposed by the principal of

the college.

Internal Assessment Scheme:

Internship B.Ed part 1

The distribution of 150 marks of internal assessment is as under:

SL.

NO

.

AC

TIV

ITIE

S

MA

RK

S FO

R

B.Ed

.

1 Micro Teaching

[5 skills] each skill of 2 marks

10

2 Regular Practice Teaching including unit test 20

3 Criticism Lesson

[each subject of 10 marks]

20

4 Observation

[a] Criticism lesson

[b] Demonstration

[c] Ordinary lesson

15

5 Teaching Aids

[for Arts Students – 04 in each method subject]

[for Science Students – 02 teaching aids and practical

in each method subject]

20

6 Practical in the Audio Visual equipment - 02

[to be evaluated by Audio Visual in-charge]

10

7 Attendance/seminar/Workshop 20

8 Internship [block practice teaching]

[a] teaching of method subjects -15 x 1 = 15

[b] social participation in group – 10

[c] participation in all activities of school – 10

50


______________________________________________________________________________


SSR-2016

[d] report of any feature of school/case study/action

research -15

Grand total 150

Both part I and II consists of internal and external examinations. According to the

Rajasthan University, weightage of ratio between theory and practical assessment

[internal and external] is 66.66 : 33.33. The detailed scheme of internal and

external examination, part I and II is as follows.

Theory Assessment Scheme: (B.Ed Part - I)

Paper Course

Code

Title of the Paper Evaluation

External Internal Practical Total

I B.Ed-01 Childhood and Growing

Up

80 20 - 100

II B.Ed-02 Contemporary India and

Education

80 20 - 100

III B.Ed-03 Learning and Teaching 80 20 - 100

IV B.Ed-04 Language Across the

Curriculum

35 15 - 50

V B.Ed-05 Understanding

Disciplines and Subject

35 15 50

VI B.Ed. 06

a

Knowledge and

curriculum(part-1)

35 15 - 50

VII B.Ed-07

(a) (b)

Pedagogy of a School

Subject (part-1) , Ist &

IInd Year(candidate shall

be required to offer any

two papers from the

following for part-1 &

other for part-2).

1. Hindi

2. Sanskrit

3. English

4.Urdu

5. History

6. Economics

7.Civics

80 20 - 100


______________________________________________________________________________


SSR-2016

8. Geography

9.Social Studies

10. Mathematics

11.Physics

12.Chemistry

13. Biology

14. General Science

15.Home Science

16.Commerce (Business

Studies)

17. Commerce (Financial

Accounting)

18. Drawing and

Painting

19. Music

Graduation in Art,

Science&

Commerce students

shall have to offer

any two teaching

subjects studied at

graduation level at-

least for two years

for paper vii (a) (b).

20* PSYCHOLOGY

21* SOCIOLGY

22*COMPUTER

23* RAJASTHANI

* An additional

pedagogy course ( for a

school subject other than

that chosen for course 7

(a &b) at secondary

level, or the same school

subject at the high

secondary level )

EPC-1 EPC-1

Reading and Reflecting

on Texts ( Task and

35 15 - 50


______________________________________________________________________________


SSR-2016

E

N

G

AGEMENT WITH THE FIELD: Task and Assignment for Courses 1-6(a), 7(a)

(b) & EPC- 1, EPC-2,

* EPC- *ENHANCING PROFESSIONAL CAPACITIES

Total Marks-650

Internship Shiksha Shastri part I

The distribution of 175 marks of internal assessment is as under:

SL.

NO

.

AC

TIV

ITIE

S

MA

RK

S FO

R

B.Ed

.

1 Micro Teaching

[5 skills] each skill of 1 marks

05

2 Preparation of lesson plan

(Unit daily and yearly)

05

3 Regular Practice Teaching including unit test 70

4 Criticism Lesson

[each subject of 10 marks]

10

5 Observation

Teachers'

Peer Groups

10+10=20

6 Teaching Aids 05

7 Report Writing on School Activities 10

8 School activities 50

Grand total 175

Theory Assessment Scheme Shiksha Shastri Part - I

Paper Course Title of the papers Course Evaluation

Assignment for Courses)

EPC-2 EPC-2 Drama and art in

education

35 15 - 50


______________________________________________________________________________


SSR-2016

No. Code category External Internal Total

I SS 101 Childhood and

Growing Up

Core

Perspective 80 20 100

II SS 102 Contemporary India

and Education

Core


III SS 103 Learning and

Teaching

Core

Compulsory 80 20 100

IV SS 104 Language Across the

Curriculum

Core

Compulsory 40 10 50

V SS 105

Understanding

Disciplines and

Subject

Core

Compulsory 40 10 50

VI SS 106 Gender School and

Society

Core

Compulsory 40 10 50

VII SS 112 Philosophical Social

aspects of Education

Core


VIII SS 113 Sanskrit Teaching Compulsory

Pedagogy 80 20 100

EPC - 1 Sanskrit Sambhasan Skill 20 20 40

Reading and Reflecting on Texts 20 20 40

EPC - 2 Drama and Art in Education 10 10 20

B.Ed. Part-I final examination scheme:

[i] Theory assessment 650

[a] Theory paper 495

[b] Sessional work & Test 155

[ii] Practical assessment/Internship 225

[a] Internal assessment 150

[b] External assessment 75

Total - 875

Shiksha Shastri Part-I final examination scheme:

[i] Theory assessment 750

[a] Theory paper 570


______________________________________________________________________________


SSR-2016

[b] Sessional work & Test 180

[ii] Practical assessment/Internship 350

[a] Internal assessment 125

[b] External assessment 125

[c] School Activities 100

Internal 50

External 50

Total - 1100

M.Ed -

The Master degree in education programme is for a period of two years regular

full time consisting of four semesters: (Semester - I, II, III, IV). Each year shall

comprise of two semesters. The credit and semester system was introduced at

M.Ed level in the current year (2015-16).

In the new curriculum the weight age of internal and external evaluation for

theory papers as 25 and 75% respectively. Each semester has one ISB which is

assessed internally.

Programme Outline of M.Ed

Semester-I

Paper Course

Code Course Title Credits

Evaluation Total

External Internal

I M.Ed-01 Psychology of Learning and

Development 04 75 25

100

II M.Ed-02 Historical, Political and

Economical Perspective 04 75 25 100

III M.Ed-03 Educational Studies 04 75 25 100

IV M.Ed-04 Introduction to Research

Methods 04 75 25 100


______________________________________________________________________________


SSR-2016

ISB - I *ISB I

(Inter

Semester

Break)

Communication and

expository Writing:-

Part I - Review of Related

Literature on any area of

Education Research.

Part II- Self Development

Programme (Any Two)

1. Personality

Development-

Meaning type,

Factors, Approaches,

Techniques to

enhance the

personality

2. Communication

Skills- Meaning,

components, types,

barriers and ways of

improving C.S. and

its importance

3. Creative writing

Skills – Meaning,

Types, elements,

forms and

Techniques to

improve the C.W.

Skills

4. Decision making

Skills- Meaning,

Types, steps involved

in decision making,

Techniques to

improve the D.M.

Skills.

5. Interpersonal Skills-

Meaning, Types,

Techniques to

improve & its

02 01

01

-

-

50 25

2x12.5

50 25

25


______________________________________________________________________________


SSR-2016

importance.

6. Managerial Skills-

Meaning,

Characteristics,

competence & its

Importance.

7. Research Skills-

Meaning, Types,

Characteristics,

components, ways of

improving R.S. and

its importance

8. Analytical Skills -

Meaning, Types,

Characteristics,

Techniques to

improve the

Analytical Skills.

9. Time Management -

Meaning, Types,

Characteristics,

components, ways of

improving T.M. and

its importance.

Total 18 450

Aggregate of Semester I 1 credits = 12 hours Total Credits = 16+2 = 18 Credit Total hours = 18x12=216hrs

Total Marks 100 x 4 = 400

ISB I 50 450 Marks.

Semester-II

Paper Course


Evaluation Total

External Internal

V M.Ed-05 Philosophy of Education 04 75 25 100

VI M.Ed-06 Sociology of Education 04 75 25 100


______________________________________________________________________________


SSR-2016

VII M.Ed-07 Curriculum Studies 04 75 25 100

VIII M.Ed-08 Teacher Education -1 04 75 25 100

ISB-II *ISB-II

Course of Professional

Development

A. Dissertation

Work:-

Synopsis

Presentation of

Research Study

(PPT)

Seminar on Tools

development related to

current issues in

Educational areas.

B. Internship in

TEI

i. Prepare,

Administration

and Standardize

of any one

Psychology Test.

ii. Case Study on

basis of

Individual

differences

iii. Observation of

One Educational

Training

institution and its

Report writing.

iv. Development

Skills to

maintain

Institutional

Office records.

06

02

04

-

-

150

50

100

1 x 25

1 x 25

1 x 25

1 x 25

150

50

100

Total 22 550


______________________________________________________________________________


SSR-2016

Aggregate of Semester II

Total Credits = 16+06 = 22 Credit Total hours=22x12=264hrs

Total Marks 100 x 4 = 400

ISB II 150 550 Marks.

Semester-III

Paper Course


Evaluation Total

External Internal

IX M.Ed-

09

Specialization on courses :-

On the basis of two levels i.e

Elementary Education,

Secondary and Sr. Secondary

Education)

(Any One)-opt any one

following paper with one level

(a) Pedagogy of Science

Education

(b) Pedagogy of Mathematics

Education

(c) Pedagogy of Language

Education

(d) Pedagogy of Social

Science Education

04 75

25

100

X M.Ed-

10

Specialization on courses

(Any one)

i. Guidance and

Counseling - I

ii. Curriculum Pedagogy

and assessment -I

iii. Education Policy,

Economics and Planning

- I

iv. Educational

Management,

Administration and

Leadership-I

v. Education Technology –

I

04

75

25

100


______________________________________________________________________________


SSR-2016

vi. Theme based on

Institutional Strengths

(Any one )

a) Life Long Education-I

b) Value Education and

Human Rights-I

c) Peace Education-I

d) Yoga Education-I

e) Inclusive Education-I

XI M.Ed-

11 Advanced Research Methods 04 75 25 100

XII

M.Ed-

12 Teacher Education -2 04 75 25 100

XIII M.Ed -

13

Internship (Practicum Work

with B.Ed. Students)

Seminar, Workshop,

Conference (attend &

organize), Project, Lecturers,

Discussion, Tutorials, Team

Teaching, Two P.P.T.

Presentation on Current

Educational Issues, Evaluation

Techniques

04 - 10x10=1

00 100

ISB III ISB III

A. Dissertation (2

Credit)

i. Data Collection

ii. Introduction of

Excel/SPSS for Data

Analysis

iii. Presentation by

students of statistical

techniques used in

data analysis using

Excel/ SPSS

B. Academic Writing

(2 Credit)

i. Abstract writing of

two published

04

-

100

100


______________________________________________________________________________


SSR-2016

research papers

ii. Library based Self

directed study notes (

any two topics)

Total 24 600

Aggregate of Semester III

Total Credits = 20+04 = 24 Credit Total hours=24x12=288hrs

Total Marks 500

ISB II 100 600 Marks.

Semester-IV

Paper Course


Evaluation Total

External Internal

XIV

M.Ed-14

Specialization on courses:-On

the basis of two levels i.e

Elementary Education,

Secondary and Sr. Secondary

Education (Any One) opt any

one following paper with one

level

(a) Pedagogy of Science

Education

(b) Pedagogy of

Mathematics

Education

(c) Pedagogy of Language

Education

(d) Pedagogy of Social

Science Education

Practical Work- Project work

on topics of above papers

04

02

75

25

50

100

50


______________________________________________________________________________


SSR-2016

XIII

M.Ed-14

Part ( A) Specialization on

courses (Any one)

i. Guidance and

Counseling - II

ii. Curriculum Pedagogy

and assessment -II

iii. Education Policy,

Economics and

Planning - II

iv. Educational

Management,

Administration

and Leadership-II

v. Education Technology

–II

vi. Theme based on

Institutional

Strengths (Any

one)

a) Life Long Education-II

b) Value Education and

Human Rights-II

c) Peace Education-II

d) Yoga Education-II

e) Inclusive Education-II

Practical Work- Project

work on topics of above

papers

04

02

75

25

50

100

50

Dissertation

- Dissertation writing

- Dissertation (Pre-

submission

Presentation)

- Final Presentation and

Viva-Voce

02

01

01

50

-

25

-

25

100

Total 16 400


______________________________________________________________________________


SSR-2016

Aggregate of Semester IV

Total Credits = 16 Credit Total hours=16x12=192hrs Total Marks 400

Total Credits = Sem-I + Sem-II + Sem-III + Sem-IV

18 + 22 + 24 + 16 = 80 credits

Total Marks = 450 + 550 + 600 + 400 = 2000 Marks

Total hours =216+264+288+192= 960hrs

Evaluation of M.Ed. Examination 1. Each theory paper in semester I, II, III, & IV will carry 100 marks out of

which 75 marks will be of theory paper and 25 marks to be assessed on

sessional work.

2. In each semester the duration of each paper shall be three hours. Internship

programme in semester III will carry 100 marks equivalent to one paper.

3. ISB-1: Semester-1 will be of 50 Marks, out of which 20 marks will be for

Part I -Review of Related Literature on any area of Education Research and

30 marks will be for Part II- Self Development Programme.

4. ISB-2: Semester II will be of 150 Marks, out of which 50 marks will be for

Dissertation Work and 100 marks will be Internship in TEI.

5. ISB-3: Semester III will be of 100 Marks, out of which 50 marks will be of

Dissertation and 50 marks will be of Academic Writing.

6. 50 marks will be carried in ISB I: Semester I, 50 Marks will be carry in ISB II

Semester II, 50 Marks will be carried in Semester-IV. 100 marks out of which

50 of dissertation writing as external assessment, 25 marks of dissertation (Pre

submission Orientation) as internal assessment & 25 marks of final

Presentation and viva-voce as the external assessment.

Our institution is expected to organize as many activities are listed below:

(a) Wall magazine (group work)

(b) Celebration of important days.

(c) Community work

(d) Participation in social, literary and sport activities (group work)

(e) Practice in the use of audio – visual equipments to all the stakeholders.

(f) Work experience related to some theory course.

(g) Other co – curricular group and individual activities.


______________________________________________________________________________


SSR-2016

Throughout the year various academic, Co-curricular and extra-curricular

activities are organized to include the above mentioned features of education.

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

improving the performance of the students and curriculum transaction?

The pupil teachers are assessed for practice teaching and submission task under

various heads and one internal examination. The marks of various submissions

and internal tests are displayed on the notice board. Answer sheets is shown to

students and individual guidance is given to them, both by mentor teacher and

method master. In general class the faculty members discuss and also offer

valuable suggestions for improvement in their performance.

4 How is ICT used in assessment and evaluation processes?

The Question papers of both the tests and submission tasks are prepared on

computers. The marks of practice teaching/Internship and internal assessment are

entered in the computer at each stage. This not only helps us in organizing the

data systematically but also taking corrective measures in proper time. Once the

whole internal assessment is processed and displayed on the computer, the

method master, mentor and the principal immediately give their feedback on the

performance of the candidate. The weakness of students can be easily identified

and referred to them.

2.6 Best practices in Teaching – Learning Evaluation Process. 1 Detail on any significant innovations in teaching / learning / evaluation

introduced by the institution?

In B.Ed and Shiksha Shastri (B.Ed Sanskrit) Paper EPC-3 Critical Understanding

of ICT is related to Computer Education. Our pupil teachers become fully

acquainted with the use of computer and ICT in teaching. Pupil teachers are given

extra coaching about computer skills in our computer laboratory, which is fully

equipped with computers having upgraded configurations. Provision is made in

the time table, such that all the pupil teachers get a slot of at least two hours per

week to master the computer skill.

Apart from Sanskrit Sambhasan English method pupil teachers, extra English and

communication classes are also conducted to make the pupil teachers well versed

with spoken and written English, which will further help them in reading foreign


______________________________________________________________________________


SSR-2016

journals on education. Every B. Ed and Shiksha Shastri (B. Ed Sanskrit) suppose

to prepare two lessons from PPT mode.

In M.Ed a paper of 4 credits related to practice teaching in B.Ed is introduced.

Institutions adopted internship necessary component in M. Ed in which teaching

helps in presentation of lesson plans and observations.

Every year, quiz, seminar, paper presentation competition, elocution contest,

essay competition, workshop on material preparation, Intercollegiate seminar are

held on a regular basis. The college is always ready to apply innovative practices

in teaching learning process. Innovative learner centered lesson plans using

authentic materials are prepared in all the methods.

2 How does the institution reflect on the best practice in the delivery of

instruction, including use of technology?

In order to ensure the best practices in the delivery of instruction, our college

keeps its vigilant eye on each curricular and co-curricular activity of our faculty

members and trainees. The faculty members keep them updated with the latest

trends of the academic world by referring to reference books. They make use of

computers and ICT for classroom transaction. They themselves make use of

internet for collecting latest information and encourage our trainees to do so. The

use of computer for power point presentation is a regular practice. Quite often

they use OHP and L.C.D. projector in a general class. Some of the faculty

members prepare enrichment and authentic materials themselves and ask our

trainees to use them for power point presentation. Thus, with methodical

guidance, co-operation and encouragement of our faculty members, our pupil

teachers are able to impart education in the best possible manner.

Additional Information to be provided by Institutions opting for Re-

accreditation / Re-assessment

1. What are the main evaluative observations/suggestions made in the first

assessment report with reference to Teaching Learning and Evaluation and

how have they been acted upon?

2.1 Admission Process and Student Profile

Admission is done through the entrance test conducted by the Pre teachers

Education Test (PTET) and Pre Shiksha Shastri Test (PSST)


______________________________________________________________________________


SSR-2016

Publicity for admission is done by the state Government of Rajasthan through

PTET and PSST.

Equality and access are ensured by the PTET and PSST by following the

governments reservation policy and regulation.

2.2 Catering to the Diverse Needs

Advanced and disadvantaged learners are identified at the entry level and

teachers are allotted 15 to 20 students for mentoring.

The college is sensitive to the needs of differently abled students.

Remedial classes are offered.

2.3 Teaching Learning Process

The college follows the academic calendar of the two affiliating universities

for the respective programs and the teaching learning and evaluation process

is integrated with the same. Teaching programmes are planned in advance.

Micro-teaching simulation, block teaching and preparation of lesson plans and

teaching learning mareial (TLM) and IQ test for children are practiced.

OHP, LCD and other electronic gadgets are used to supplement regular class

room teaching gropu discussion, seminars and computer assisted learning are

used in teaching methodology.

2.4 Teacher Quality

06 faculty are Ph.D holders, 03 faculty have M.Phil degree and 04 faculty

have cleared NET/SLET examination. 05 faculty are persuing Ph.D.

Teachers are appointed as per guidelines of the NCTE, the University of

Rsjasthan and Jagadguru Ramanandacharya Rajasthan Sanskrit Univeristy.

2.5 Evaluation Process and Reforms

System of continuous assessment of student teachers through micro teaching,

practice teaching, teaching aids, block teaching and internal test is practiced.

The examination/assessment system is transparent.

Pupil teachers are shown the answer scripts of various internal tests conducted

by the college.

2.6 Best Practices in Teaching Learning and Evaluation (if any)

Innovative learner centred lesson plans using authentic materials prepared by

the faculty enriches the knowledge and application skills of pupil teachers.


______________________________________________________________________________


SSR-2016

2. What are the other quality sustenance and enhancement measures


accreditation.

The comments of the NAAC team were highly motivated and appreciating. A

wide extension in infrastrctucure, smart classrooms and all the facilities to suit the

teacher training programs for the development of competencies in the global

standard. Semester system in the M.Ed, 2 year B. Ed and Shiksha Shastri (B.Ed

Sanskrit) programmes are introduced after the last accreditation. The changed

system examination III credit point CCE and EPC, ISB has been adopted in

various programe of teacher training.

Ten faculty members are Ph.D holders. Six faculty members are pursuing Ph.D

and 09 faculty members have cleared NET/SLET examination.

The global trend of technology motivates the student teachers to utilize ICT as

learning resource.

INDEX


1. PROMOTION OF RESEARCH

106

2. RESEARCH AND PUBLICATION OUTPUT

120

3. CONSULTANCY

123

4. EXTENSION ACTIVITIES

125

5. COLLABORATIONS

126

6. BEST PRACTICES IN RESEARCH CONSULTANCY

AND EXTENSION

133


RE-ACCREDITATION

134

CRITERION - III RESEARCH, CONSULTANCY AND EXTENSION


______________________________________________________________________________

Criterion III : Research, Consultancy and Extension 106

SSR-2016

Criterion III : Research, Consultancy and Extension 3.1 Promotion of Research 1. How does the institution motivate its teachers to take up research in

education?

This institution provides the various facilities and encourages the faculty

members to take up research work in education. College facilitates its faculty

members to participate in the seminars, symposia, workshops, orientation

programmes organized, conducted and financed by Sanjay Shiksha Samiti. We

encourage our pupil teachers every year to take up new action researches in

different areas at M.Ed dissertation level. Ten faculty members hold doctoral

degree. They are encouraged and assisted in terms of physical infrastructure,

office space and even manpower if required for any research project. Six faculty

members are pursuing Ph.D. in Education. Management provides them funds to

purchase books, availability and access of computers, ICT gazettes and

contingency for their research work.

2. What are the thrust areas of research prioritized by the institution?

The thrust areas of research efforts at our college are-

Study of the reasons, results and remedies for illiteracy in rural areas. Pupil

teachers of M.Ed level have initiated and completed many research problems,

which are based on action research on day-to-day academic and institutional

problems. The College encourages the trainees to investigate the issues such as

problems in the acquisition of language skills, inability to cope up with

Mathematical and Scientific concepts, enrichment of vocabulary, and behavioral

problems of secondary school children. Some quotable research areas are

Philosophical bases of education, Social Science Education, Language Education,

Value Education, Peace Education, Women Empowerment, Human Rights,

Action Research, Teaching of Models, Educational Psychology, Inclusive

Education and Education Technology.


______________________________________________________________________________


SSR-2016

3. Does the institution encourage Action Research? If yes, give details on some

of the major outcomes and the impact.

Yes, our college encourages Action Research. Action Research is one of the

important research area. M.Ed students have conducted various Action

Researches on various subjects. After first accreditation staff members Dr. Sunita

Bharagva and Dr. Ratan Kumar Bhardwaj have aggressively completed under

mentioned action researches which are as follows:

Action Researches funded by Sanjay Shiksha Samiti, Jaipur

S.No. Project

Researcher Topic

Fund

Alloted Status

1. Dr. Sunita

Bhargava

vkink izcU/ku ds izfr fo|ky;h fo|kfFkZ;ksa

o ukxfjdksa dh tkx:drk dk v/;;u 7500@& Completed

2.

Dr. Ratan

Kumar

Bhardwaj

fofHkUu izdkj ds fo|ky;ksa ds fo|kfFkZ;ksa esa

Hkkjrh; laL—fr ds Kku dk rqyukRed

v/;;u 7500@& Completed

3.

Dr. Ratan

Kumar

Bhardwaj

jkT; ds fofHkUu 'kSf{kd vfHkdj.kksa dk

'kSf{kd fodkl esa ;ksxnku dk v/;;u 9000@& Completed

4. Give details of the Conference / Seminar / Workshop attended and /

organized by the faculty members in the last five years.

Besides usual seminars, that are organized regularly, college organizes one

National Seminar every year. The teachers actively participated in these seminars

and presented their papers.

National seminars organized and funded by the institution S.No. Title of the Seminar Dates

1. National Seminar on “Planning Execution in Teachers Training

Programme”.

27-28 March,

2011

2. National Seminar on “Research Methodology” 11-12 Feb. 2012

3. National Seminar on “Adolescene in the changing scenario of

Society role of Education”.

12 Jan. 2013


______________________________________________________________________________


SSR-2016

4. National Seminar on ^^f'k{kk dk vf/kdkj vf/kfu;e tkx:drk] fØ;kUo;u ,oa

pqukSfr;k¡**

7-8 March 2014

5. National Seminar on ^^f'k{kk ds lkekftd lanHkZ** 13 Feb. 2015

6. Discussion Seminar on M.Ed Syllabus University of Rajasthan 10 Dec. 2015

Workshops organized and funded by the institution S.No. Title of the Seminar Dates

1. Workshop On “Micro-Teaching”. 18-21 Oct. 2010

2. Workshop On “Micro-Teaching”. 17-19 Aug. 2012

3. Workshop On “Micro-Teaching”. 20-24 Sep. 2013

4. Workshop On “Micro-Teaching”. 15-19 Sep. 2014

5. Workshop On “Micro-Teaching”. 26/11/15 to 02/12/15

Symposium organized and funded by the institution S.No. Title of the Symposium Dates

1. ^^vuqla/kku dh :ijs[kk** Oct. 2011

2. ^^vuqla/kku dh :ijs[kk** Nov. 2012


4. ^^vuqla/kku dh :ijs[kk** Sept. 2014


The faculty members enthusiastically attended and presented papers in several

Conferences, Seminars and Workshops. Details are as follows:

List of International Seminars/Workshops/Conferences Attended by The

Faculty Members

Dr. Sunita Bhargava (Principal) Name of the Sponsoring Agency & Topic Venue

Sub Topic

J.R.N. Raj. Vidhyapeeth University, NCTE

Sponsored International Conference on

“Promoting Social Cohesion Through Peace

Education”

Lokmanya Tilak

Teacher’s Training

College Dabok,

Udaipur (25 to 27

March 2011)

^^ lkekftd rukoksa

dk lek/kku 'kkfUr

f'k{kk **

Jaipur National University, International

Conference “In Collobration with RECAM,

Jaipur National

University in School of

^^izHkko'kkyh vf/kxe

gsrq f'k{k.k uhfr;ksa


______________________________________________________________________________


SSR-2016

affiliated to Commonwealth Council of Education

Admin. And manage. And C.T.E. on “Teaching

and Learning : Challenges and Strategies”

Education, Jaipur

(8April to 10 April

2011)

dh mikns;rk**

Biyani Group of Colleges,Jaipur

“Global Trends and Challenges in Teacher

Education”

Biyani Group of

Colleges,Jaipur

17 Sep. to 21 Sep.

2012

“Global Trends

and Challenges

in Teacher

Education”

Applicability and Relevance of Phycho education

Testing in Human Life

Harprasad Institute of

Behavioural Studies,

Agra

21 - 22 September,

2013

“Milestone for

Better Pre

School

Education”

International education Conference IEC-2013-

agra

"Reforms in Examination and Evaluation (2E) and

its Impact on Quality Education"

RBS college, Agra and

ISEE

International education

Conference

IEC-2013-Agra

20-21 Jan. 2013

"Reforms in

Examination and

Evaluation (2E)

and its Impact

on Quality

Education"

9th Indian Japan Bilateral Conference on

"Assessment process and Quality Enhancement in

Education Organization

Biyani Group of

College, Jaipur

15 Oct. 2014

ß'kSf{kd laxBuksa ds

xq.koÙkk vfHko)ZZzzzu

,oa ekiu izfØ;kÞ

International Conference on Education Policy for

strong Nation

Agarwal PG College,

Sanganeri Gate, Jaipur

Jan 17-18, 2015

^^leFkZ f'k{kk &

leFkZ Hkkjr**

ICSSR Sponsored - "Role of Gender in Promoting

Quality Education"

Biyani Girls B.Ed

College, Jaipur

March 1-2, 2016

"Role of

Distance

Education in

Gender

Equality"

Prof. Gopinath Sharma J.R.N. Raj. Vidhyapeeth University, NCTE

Sponsored International Conference on

“Promoting Social Cohesion Through Peace

Education”

Lokmanya Tilak

Teacher’s Training

College Dabok, Udaipur

(25 to 27 March 2011)

^^ lkekftd rukoksa

dk lek/kku 'kkfUr

f'k{kk **


______________________________________________________________________________


SSR-2016


“Teaching and Learning : Challenges and

Strategies”

Jaipur National

University,Jaipur

(8-10 April 2011)

“Effective

Communication

Skills”


Education”

Biyani Group of

Colleges,Jaipur

(17 to 21 Sept. 2012)

“Global Trends

and Challenges in

Teacher

Education”

ICSSR Sponsored - "Role of Gender in

Promoting Quality Education"

Biyani Girls B.Ed

College, Jaipur

March 1-2, 2016

"Role of Distance

Education in

Gender Equality"

Dr. Pratistha Purohit



Biyani Girls B.Ed College,

Jaipur

March 1-2, 2016

^^xq.koÙkkiw.kZ f'k{kk dh

mUUkfr esa fyax dh

Hkwfedk**

Dr. Archana Mendiratta




Jaipur

March 1-2, 2016

^^Hkkjrh; ifjizs{; esa

'kSf{kd {ks= esa fyax

lekurk**

Mrs. Sweta Bhargava


Education”

Biyani Group of

Colleges,Jaipur

(17 to 21 Sept. 2012)

“Global Trends

and Challenges

in Teacher

Education”

leFkZ f'k{kk leFkZ Hkkjr

Agarwal PG College,

Jaipur

Jan 17-18, 2015

"Education

Policy for

Strong Nation"

Efforts to make qualitative elementary

education

HIBS Agra

26, 27 Sept. 2015

Efforts to make

qualitative

elementary

education




Jaipur

March 1-2, 2016

^^Hkkjrh; ifjizs{; esa

'kSf{kd {ks= esa fyax

lekurk**


______________________________________________________________________________


SSR-2016

Mrs. Bharti Vijay




Jaipur

March 1-2, 2016

"Role of Distance

Education in Gender

Equality"

Mrs. Chandan Jain

"Building Competency Based Teacher

Education in Global Perspective"


Jaipur

26 Sep, 2013

"Building Competency

Based Teacher Education

in Global Perspective"

leFkZ f'k{kk leFkZ Hkkjr

Agarwal PG College,

Jaipur

Jan 17-18, 2015

"Education Policy for

Strong Nation"

List of National Seminars/Workshops/Conferences Attended by Faculty

Members

Dr. Sunita Bhargava (Principal) Topic Venue

Sub Topic

“Pedagogical Strategies and Innovatons”

Alankar Mahila B.Ed.

College, Jaipur (26-27

Feb. 2011)

“Team Teaching”

Do's and Don't Teacher Education

S.S. Jain Subodh Women’s

T.T. College (19-20 May,

2011)

Do’s and Don’ts

Research Methology in Education S.S.G. Pareek College of

Education (8-9 Oct. 2011)

Historical

Method in

Research

Sponsered By UGC on Education

Globlization

Rajasthan Shikshak

prashikshan Vidhya

Peeth,Shahpura Bagh

Jaipur,

21 to 23 jan. 2012

^^orZeku f'k{kk ds

lEeq[k pqukSfr;k¡**

Spon. By UGC on ^^jktLFkku esa ek/;fed f'k{kk dk ikB~;Øe vkSj thou

ewY;**

Rajasthan Shikshak

Prashikshan Vidhya

Peeth,Shahpura Bagh

Jaipur

17 to 19 March 2012

^^fgUnh ikB~;Øe ij

vk/kkfjr ewY;

foospu**


______________________________________________________________________________


SSR-2016

^^fad'kksjkoLFkk esa lkekftd leL;k ,oa lek;kstu**

Sneh T T

College,Muhana,Jaipur

25 may 2012

^^fad'kksjkoLFkk esa

lkekftd leL;k ,oa

lek;kstu**

Thrust Areas of Modern Research

Edu. Research organized

by H.I. B.S. & Indian

Psychometic & Edu.

Research Association

28-29 Sep. 2012

^^'kkjhfjd fodykax

fo|kfFkZ;ksa dk ,d

v/;;u**

ßf'k{kk ds ek/;e ls lkaL—frd ,oa uSfrd ewY;ksa dk

fodklÞ

Brif & Bright Teacher's

Training College Vill

&Post-Pdasoli NH-8 Dudu

jaipur

21 april 2012

ßLkkaL—frd o uSfrd

ewY;ksa ds fodkl esa

f'k{kdksa dk fodklÞ

"Innovation in Education"

Bright Moon Teacher's

Training College, Chomu,

Jaipur

27 Feb. 2013

"Innovation in

Education"

"Adolescence in the changing scenario of

society & Role of Education"

Sanjay T T College,Lal

Kothi,Jaipur

12 Jan. 2013

^^cnyrs ifjos'k esa

fd'kksjkoLFkk rFkk

f'k{kk dh Hkwfedk**

dsUnz izofrZr ;kstukUrxZr nks fnolh; jk"Vªh; dk;Z'kkyk

Shri Agarsen PG College

of Edu. Kesav Vidyapeeth

Jamdoli, Jaipur (CTE)

1,2 March, 2013

“vuqla/kku fof/k;k¡”

"Modalities of Social Learning : Process and

Application

Jain Vishva Bharti

Institute , Ladnun

6 - 7 Oct. 2013

“Psychological

Basis of Social

Learning”

"New Challenges in Education in Global

World"

Biff & Bright Teachers

Training College, Dudu,

jaipur

7 May, 2014

"New Challenges

in Education in

Global World"

"Teaching Learning Process: New

Paradigam"

University of Rajasthan,

jaipur

Feb. 21-22, 2015

^^f'k{k.k vf/kxe o

uokpkj**

"Utility of action dominated philosophy of

the Gita in Education in 21st century"

Deepshiksha Teacher's

Training College, ISI-17, ^^ewY; vk/kkfjr f'k{kk**


______________________________________________________________________________


SSR-2016

Sitapura, Jaipur-302022

4 April, 2015

Dr. Kalpana Sanger

“Pedagogical Strategies & Innovations”

Alankar Mahila B.Ed

College Jaipur

26-27 Feb. 2011

“Pedagogical Strategies

& Innovations”

“Computer Education should be made

compulsory in Teacher Education”

Rawat Mahila B.Ed

College Jaipur

“Computer Education

should be made

compulsory in Teacher

Education”

“Emerging Trends in Education”

Biyani girls College

Jaipur

28-29 May 2011

“Emerging Trends in

Education”

“Changing Behavior Pattern of

Adolescents”

Jaipur

25 May 2012

“Changing Behavior

Pattern of Adolescents”

^^fad'kksj ds losaxkRed fodkl esa 'kSf{kd laLFkkuksa

dh Hkwfedk**

Sanjay T.T. College,

Jaipur

12 Jan. 2013

^^fad'kksj ds losaxkRed fodkl

esa 'kSf{kd laLFkkuksa dh Hkwfedk**


Reflective and Explorative Trends in

Education

ICG Institute of Educational

research & Development,Jaipur

(31 March 2011)

“Importance of

ICT in Teacher

Education”

^^laL—r lkfgR; esa ukjh psruk**

UGC – Govt. Shastri Sanskrit

College,Mahapura,

Jaipur

(28-30 April 2011)

^^laL—r lkfgR; esa

ukjh psruk**

Globalization of Education

UGC-Rajasthan Shikshk

Parishikshan Vidyapeeth

Shahpura Bag Amer

Road,Jaipur

21-23 Jan. 2012

^^oS'ohdj.k ds ;qx

esa f'k{kd Nk=

lEcU/k**

Curriculum of Secondary Education in

Rajasthan and Life Values

UGC-Rajasthan Shikshk

Parishikshan Vidyapeeth

Shahpura Bag Amer

Road,Jaipur

(17 to 19 March 2012)

^^lkekftd v/;;u

esa fufgr 'kSf{kd

ewY;**

f'k{kk ds ek/;e lkaL—frd ,oa uSfrd ewY;ksa dk Brif and Bright T T ^^ikB~;lgxkeh


______________________________________________________________________________


SSR-2016

fodkl College,Post-Padsoli,NH-8

Dudu,Jaipur

21 April 2012

fØ;kvksa ds ek/;e ls

lakL—frd uSfrd

ewY;ksa dk fodkl**

Thurst Areas of Modern Educational

Research

Harprasad Institute of

Behavioural studies (HIBS) 41-

42 Hardeep

Enclave,Sikandra,Agra

(28-29th Sept. 2012)

“Thurst Areas

of Modern

Educational

Research”

lekt ds cnyrs ifjn’; esa fd’kksjkoLFkk ,oa f’k{kk

dh Hkwfedk

Sanjay T.T. College, Jaipur

12 Jan. 2013

ßfd’kksjkoLFkk&

leL;k,¡ ,oa

lek/kkuÞ

ikB~;Øe fuekZ.k

Shri Agrasen PG college.

Jamdoli, jaipur

07 & 08 Oct, 2014

^^ikB~;Øe fuekZ.k**

Dr. Archana Mahandiratta “Adolescene in the changing

scenario of Society role of

Education”

Sanjay T.T. College

Jaipur 12 Jan. 2013

“Adolescene in the changing scenario

of Society role of Education”

“Teaching Learning Process:

New Paradigm”.

University Of

Rajasthan Jaipur

21-22 Feb. 2015

"Recent Development and Trends in

Education"

“Integrated Approach in

Teaching & Learning”.

Brif & Bright T.T.

College, Jaipur

22 April 2015

"Intergated Teaching for Effective

Learning"

Dr. Rita Jhajharia

“Research Methodology in Education”

S.S.G Pareek P.G. College,

Jaipur

8-9 Oct. 2011

“Research

Methodology in

Education”

“Rajasthan main Secondary Education ka

Syllabus & Jivan-Mulya”

Raj. Shikshak Prashikshan

Vidhyapeeth Shahpura Bag,

Jaipur

17-19 March 2012

“Rajasthan main

Secondary Education

ka Syllabus & Jivan-

Mulya”

Smt. Suman Sharma

“Research Methodology in Education”

S.S.G Pareek P.G.

College,Banipark

Jaipur

"Utilization of survey

method in Research"


______________________________________________________________________________


SSR-2016

8-9 Oct. 2011

“Curriculum of Secondary Education in

Rajasthan & Life Values”

Raj T.t. College

Shahpura Bag

Jaipur

17-19 March 2012

^^lkekftd v/;;u esa fufgr

'kSf{kd ewY;**

^^f'k{kk ds ek/;e ls lkaL—frd ,oa uSfrd ewY;ksa dk

fodkl**

Brif & Bright T.T.

College, Jaipur

21 April 2012

^ûSfrd o lkaL—frd ewY;ksa

ds fodkl esa f'k{kdksa dh

Hkwfedk**

“Adolescene in the changing scenario of

Society role of Education”

Sanjay T.T. College

Jaipur

12 jan. 2013

^ôrZEkku le; esa fad'kksj o

mudh leL;k**

“Integrated Approach in Teaching Learning”

Brif & Bright T.T.

College, Jaipur

22 April 2015

“Integrated Approach

in Teaching Learning”

Smt. Chandan Jain

^^f'k{kk esa xq.koÙkk**

Sanskar Bharti Manav

Kalyan Sansthan,

Jaipur

26-27 Feb. 2011

^^f'k{kk esa xq.koÙkk**

“Development of Cultural & moral values

through Education”

Brif & Bright T.T.

College, Jaipur

21 April 2012

^ûSfrd o lkaL—frd ewY;ksa

ds fodkl esa f'k{kdksa dh

Hkwfedk**


Society and role of Education” 12 Jan. 2013

^^fad'kksjk ds ekufld

LokLF; ij cnyrs ifjos'k

dk izHkko**

“Utility of Action Dominated Philosophy of

the Gita in Education in 21st Century”

DeepShiksha T.T.

College Jaipur

4 April 2015

^^xhrk esa f'k{kk**

Mr. Rajpal Singh Rathore “Teacher Education & Women

Empowerment”

S.I.P.E Jaipur

17-18 Dec. 2011

“Teacher Education &

Women Empowerment”

“Education in Vedic age & its

Importance in Present”

Rajasthan

University jaipur

18-19 March 2012

“Education in Vedic age &

its Importance in Present”

“Organization of Education for

Adolescence in Modern Context”

Sanjay T.T. College

Jaipur

“Organization of Education

for Adolescence in Modern


______________________________________________________________________________


SSR-2016

12 Jan. 2013 Context”

“Swami Vivekananda & Youth”

Shri Agrasen P.G.

T.T. College Jaipur

3 Oct. 2013

“Swami Vivekananda &

Youth”

“Psychological Base of Social Learning” JVB Institute Ladnu

6 July 2013

“Psychological Base of

Social Learning”

Smt. Shweta Bhargava “Psycho-linguistics Association of

India”

H.I.B.S Agra

27 Sep. 2012

“Psycho-linguistics

Association of India”



Sanjay T.T. College

Jaipur

12 Jan. 2013

“Adolescene in the changing


Education”

“Paradigms of Teacher Education in

Present Context”

Balaji T.T. College

Jaipur

8 March 2014

“Paradigms of Teacher

Education in Present

Context”

“Utility of Action Dominated

Philosophy of the Gita in Education in

21st Century”

DeepShiksha T.T.

College Jaipur

4 April 2015

“Utility of Action Dominated

Philosophy of the Gita in

Education in 21st Century”

Mrs. Bharti Vijay



Sanjay T.T. College

Jaipur

12 Jan. 2013

“Adolescence Problem &

Remedies”

^^f'k{kk ds ljksdkj**

Keshav Vidhyapeeth

jamdoli, Jaipur

15 Nov. 2014

^^'kkafr f'k{kk**

“Globalization of Education”

Vidhyasthli Mahila

Shikshak Prashikshan

Sansthan Jaipur

28 Feb. 2015

"Role of innovations in

Globlization"

“Education Policy for Strong Nation”

Bhartiya Shikshan

Mandal

17-18 Jan. 2015

“Education Policy for

Strong Nation”

“Shiksha Darshan”

Deep Shikha T.T.

College Jaipur

4 April 2015

“Shiksha Darshan”


______________________________________________________________________________


SSR-2016

Mrs. Sarita Sharma

"Changing the quality of teacher

education"

Agarwal Shikshan

Prashikshan

Mahavidhyalaya, Jaipur 20

Feb. 2012

“N.C.T.E + Quality

Enhancing of Teacher

Education”



Education”.

Sanjay T.T. College Jaipur

12 Jan. 2013

^^fad'kksj ds ekufld LokLF; esa

cnyrs ifjos'k dk izHkko**

“Swami Vivekananda ka Darshanik

Chintan"

Agrasen P.G Education

College, Jaipur 3 Oct. 2013

"Swami vivekanand

philosophical thinking"

"Utility of action Dominated

Philosophy of Geeta in Education

in 21st century"

DeepShiksha T.T. College

Jaipur

4 April 2015

“Geeta Darshan”

Mr. Kuldeep Kaushik

“New Challenges in Education in Global

World”

Brif & Bright T.T.

College, Jaipur

7 May 2015

“New

Challenges in

Education in

Global World”

Mrs. Mosam Pareek “Population Education and

Environment”.

JVB University Ladanu

1 Feb. 2011 ^^tula[;k f'k{kk ,oa i;kZoj.k**

“Applied Education Technology”. JVB University Ladanu

26-27 March 2011

^^'kSf{kd rduhdh dh orZeku esa

izklafxdrk**

^^f'k{kd f'k{kk dh ToyUr pqukSrh** Agrawal T.T. College

Jaipur 20 Feb. 2012 ^^v/;kid f'k{kk dh ToyUr pqukSrh**



Education”.

Sanjay T.T. College

Jaipur 12 Jan. 2013

"Adolescence : Problems and

Renedies"

“Educational Philosophy of Swami

Vivekananda”.

Keshav Vidhyapeeth

Jamdoli, Jaipur

3 Oct. 2013

"Swami vivekanand

philosophical thinking"

^^f'k{kk ds lkekftd lkaL—frd ljksdkj**

Keshav Vidhyapeeth

Jamdoli, Jaipur

15 Dec. 2014

^^f'k{kk ds lkekftd lkaL—frd

ljksdkj**

“Teaching Learning Process: New

Paradigm”.

University Of

Rajasthan Jaipur

21-22 Feb. 2015

^^f'k{k.k vf/kxe o uokpkj**


______________________________________________________________________________


SSR-2016

Mrs. Poonam Shrivastav

“Women’s Role:-Expectations and Identity”

Bright Moon T.T.

College, Jaipur

27 Feb. 2013

“Women’s Role:-

Expectations and Identity”

Dr. Vinod Kumar Sharma

^^,dfoa'k'krdL; izFken'kds

laL—ijEijktka fodkl%**

Kishangarh Govt. College,

Jaipur

20-21 Oct. 2011

^^Hkkjrh; laL—fr esa ewY; ifjorZu

o fodkl**

"Value Based Education in

national Context"

National Sanskrit

Sansthan, Jaipur

12-14 Oct. 2011

^^Hkkjrh;laL—rkS ewY;kfu ifjorZua

fodklPp**

"Right to Education"

Haribhau Upadhayay

Mahila Shiskhan University,

Jaipur

11-12 March 2012

^^f'k{kk dk vf/kdkj**



Education”

Sanjay T.T. College Jaipur

12 Jan. 2013 ^^fad'kksjkoLFkk esa ewY;**

^^;ksxra=s vU;'kkL=h;ijEijklq p

fpÙkHkwehuk eo/kkj.kk f=fnolh;k

jkf"Vª;k laxks"Bh**

National Sanskrit Sans than,

Jaipur

25-27 March 2014

^^lkaosfxd cqf) dk Lo:i**

^^bZ f'k{kk] f'k{kk esa uokpkj ds :i

esa**

Rajasthan Teacher Traning

VidhyaPeeth, Jaipur 6-8

March 2014

^^f'k{kk esa 'kSf{kd rduhdh ,d

uokpkj**

Mrs. Babita Vaishnav “Teaching & Learning

Challenges & Strategies”

JNU, Jaipur

8-10 April 2011

“Teaching & Learning Challenges

& Strategies”

“Education Policy for Strong

Nation”

Bhartiya Shikshan

Mandal

17-18 Jan. 2015

“Education Policy for Strong

Nation”

“Education Philosophy of Swami

Vivekananda”

Shree Agrasen

Snatkottar Shi.

Mahavidhalaya,

Jaipur 3 Oct. 2013

“Education Philosophy of Swami

Vivekananda”

“Building Competency Based

Teacher Education in Global

Perspective”

Biyani Group of

Colleges, Jaipur

26 Sep. 2013

“Building Competency Based

Teacher Education in Global

Perspective”


______________________________________________________________________________


SSR-2016

“Philosophy of life of Swami

Vivekananda”

Keshav vidhyapeeth

Jamdoli, Jaipur

10 Aug. 2013

“Philosophy of life of Swami

Vivekananda”

^^f'k{kk ds lkekftd lkaL—frd

ljksdkj**

Shree Agrasen

Snatkottar Shi.

Mahavidhalaya,

Jaipur 15 Nov. 2014

^^f'k{kk ds lkekftd lkaL—frd ljksdkj**

“Value Education in Context of

Globalization”

Vidyasthali Mahila

shikshak

Prashikshan, Jaipur

28 Feb. 2015

“Value Education in Context of

Globalization”

List of State and University Level Seminars/Workshops/ Conferences

Attended by Faculty Members

Dr. Sunita Bhargava (Principal) Topic Venue Sub Topic

District Institute of Education &

Training (DIET), Goner, Jaipur

S.S. Jain Subodh Women's PG

College of Education, Near

Airport Road,Sanganer,Jaipur

(20-23rd March 2012)

"Educational

Implication of

Effective teaching

skills & Methods"

"Gender Equality,Empowerment

and Economic Growth"

Shri Khandelwal Vaish PG Girls

College, Jaipur

21 Dec. 2012

"Gender Equalty

Present status of

Indian Women"

^^dsUnz izofrZr ;kstukUrxZr

nks fnolh; jk"Vªh; dk;Z'kkyk**

Shri A. PG College of Edu.

Keasv Vidyapeeth Jamdoli,

Jaipur

20-21 Dec. 2013

“Techniques of

Education in

Research”

^^dsUnz izofrZr ;kstukUrxZr

nks fnolh; jkT; LRkjh; dk;Z'kkyk**

Shri Agarsen PG College, CTE

Jamdoli, Jaipur

7 to 8 Oct. 2014

^^ikB~;Øe fuekZ.k**


______________________________________________________________________________


SSR-2016

3.2 Research and Publication Output 1. Give details of instructional and other materials developed including

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

during the last three years.

Our college insists the pupil teachers to develop educational and instructional

materials. Every year we organize an exhibition in which the developed

instructional material is displayed. Taking into consideration the latest

possibilities our B. Ed and Shiksha Shastri trainees prepare these materials into

C.D. form, which can be further used in their actual teaching at school level. At

M.Ed level every trainee prepares PPT's to teach B. Ed classes in their practice

teaching programme. They also develop projector based slides (Power Point) and

transparencies. Our faculty members also have developed instructional material

on instructional objectives and micro teaching.

2. Give details on facilities available to the institution for developing

instructional materials?

College has its own computer laboratory, science laboratory, library and teaching

aids room, where our faculty and pupil teachers can develop instructional and

other teaching-learning materials. Computers, CD Rom, DVD Writers, Scanners,

Printers, Laptops, LCD Projectors, External Hard Disk, Memory cards and Pen

drives are easily available in the institution to use and develop instructional

material.

3. Did the institution develop any ICT / technology related instructional

materials during the last five year ? Give details.

Yes, we prepare an ICT package of content based diagnostic test on for our forth

coming pupil teachers. We also prepare various presentations for the different

papers covering the syllabus of all the three courses. For this Institution increased

the number of computers from 30 to 90. The students have been given training to

develop instructional material, blogs and websites.

4. Give details on various training programs and/or workshops on

material developments (both instructional and other materials).

As a part of routine work, we guide our pupil teachers for the preparation of

instructional and other materials and we arrange training programmes and


______________________________________________________________________________


SSR-2016

workshops especially to develop such materials. Our Faculty members have

developed instructional material of objectives of teaching and micro teaching.

Every year institution organizes workshops related to instructional material.

5. List the journals in which the faculty members have published papers in last

five years.

Faculty members have published their papers in various reputed Journals. A list

of those journals is as follows:

International Journals:

1. International Journal of Creative Research Thought (On line) Web site.

ISSN-2320-2882

2. Research Analysis Evaluation, International Indexed and Referred

Reasearch Journal ISSN 0975-3486(Print, E ISSN 2320-5482)

3. Sodh Sandesh (On line) ISSN 2348-8484

National Journals:

1. Shiksha Mitra ISSN 0976-3406

2. Shivira, Deptt of Education, Bikaner

3. Teachers Today, Deptt of Education, Bikaner

State Level Journals:

1. Samaj-Dharm

2. Uthkantha, a Educational and Social Journal, Jaipur

3. Dainik Bhaskar, Jaipur

6. Give details of the awards, honors and patents received by the faculty

members in last five years.

Our faculty members have received vairus awards, honors and certificates from

various institutions and NGOs where they offered their valuable services and

expertise. They are as under: Sl.

No.

Name of the Faculty

Member Award/honor/certificate Honored by Year

1. Dr. Archna Mendiratta Best Teacher Award SSS Jaipur 2011-12

2. Mr. Kuldeep Kaushik First Prize in Solo Race STTC, Jaipur 2011-12

3. Mrs. Sarita Sharma First Prize in Race STTC, Jaipur 2011-12

4. Dr. Sunita Bhargava Best Educational Indian 2012


______________________________________________________________________________


SSR-2016

Sociologist Psychometric and

Educational

Research

Association Patna

5. Mrs. Sarita Sharma Third Prize in Dance

Competition

Subodh PG college,

Jaipur 2013

6. Mrs. Suman Sharma Third Prize in Dance

Competition

Subodh PG college,

Jaipur 2013

7. Prof. Gopinath Sharma State Level Sanskrit

Scholar Honor

Rajasthan State

Govt. Jaipur 2013

8. Prof. Gopinath Sharma Shikshak Siromani

UPADHI

JRRS University,

Jaipur 2014

9. Mrs. Mosam Pareek Gold Medal VMOU, Kota 2013-14

10. Dr. Ratan Kumar

Bhardwaj Shiksha Gaurav Prize

Youth Institution

Jaipur 2014

11. Mrs. Suman Sharma Second Prize in the Solo

Song Competition

State Level Inter

College

Competition

2015

7. Give details of the Minor / Major research projects completed by staff

members of the institution in the last five years.

The details of the Minor/Major research projects completed (Funded By Sanjay

Shiksha Samiti, Jaipur) by staff members of the institution are given below:

Minor Research Projects Funded by Sanjay Shiksha Samiti, Jaipur

(From April 2011 to till this date)

Dr. Sunita Bhargava

S.No. Topic Fund

Allotted Status Session

1. vkink izcU/ku ds izfr fo|ky;h fo|kfFkZ;ksa o ukxfjdksa dh

tkx:drk dk v/;;u 7500@& Completed 2011-2013

2. Nk=ksa dh fo|ky; esa vf/kd la[;k esa vuqifLFkfr 9000@& Completed 2011-2013

3. jktLFkku jkT; ds vuqlwfpr tutkfr ,oa lkekU; oxZ ds

ek/;fed fo|kfFkZ;ksa ds vkdka{kk Lrj ,oa vkRelEizR;; dk

rqyukRed v/;;u

9000@& Completed 2012-2014

4. Study of Primary School Teachers Attitude

towards Teaching Profession and Their Self 15000@& Completed 2014-2015


______________________________________________________________________________


SSR-2016

Concept in Relation to Their age and

experience

5. efgyk f'k{kk ,oa lqj{kk ds izfr lekt ds nf"Vdks.k dk

v/;;u 30000@& On going 2015-2017


1. fofHkUu izdkj ds fo|ky;ksa ds fo|kfFkZ;ksa esa Hkkjrh; laL—fr

ds Kku dk rqyukRed v/;;u 7500@& Completed 2012-2014

2. jkT; ds fofHkUu 'kSf{kd vfHkdj.kksa dk 'kSf{kd fodkl esa

;ksxnku dk v/;;u 9000@& Completed 2013-2015

Dr. Archana Mendiratta

1. ^^mPp ek/;fed Lrj ds foKku ds fo|kfFkZ;ksa esa vUrjkZ"Vªh;

laxBuksa ds 'kSf{kd ,oa LokLF; lEcU/kh dk;ZØeksa ds izfr

tkx:drk dk v/;;u**

12000@& On going 2014-2016

Dr. Rita Jhajhria

1. ek/;fed Lrj ds fo|kfFkZ;ksa ds dqiks"k.k ds dkj.kksa dk

funku ,oa mipkjkRed O;oLFkk dk v/;;u 20000@& On going 2015-2017

After receiving affiliation to act 12B from UGC, our two senior faculty members

have applied for assistance in minor research project scheme of UGC. Project

Titles are as follows:

1. Dr. Sunita Bhargava - ",ulhVhbZ ds ifjfu;e 2014 ds lanHkZ esa jktLFkku ds fofHkUu

fo'ofo|ky;ksa }kjk fufeZr ikB~;Øe dk rqyukRed v/;;uA**

2. Dr. Pratishtha Purohit - ^^vuqlwfpr tkfr ds fad'kksj Nk=ksa dh :fp;ksa] lek;kstu

,oa HkXuk'kkvksa ds izfr izfrfØ;k dk lektfefrd fLFkfr ds lanHkZ esa v/;;uA**

3.3 Consultancy 1. Did the institution provide consultancy services in the last five years? If yes,

give details.

Yes, this college provides consultancy services in the form of guidance and

counseling for the preparation of PTET, PSST and PMET. Every year we arrange

a one day seminar for human values, dignity and total quality management

(TQM) in teacher education. The trainees are made aware about their

responsibilities and human values through this seminar. The College also


______________________________________________________________________________


SSR-2016

organizes seminars for the awareness of environment, cleanliness, HIV/AIDS,

road safety and women empowerment.

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, the Principal and other three senior faculty members of the college are

competent enough to undertake such sort of consultancy services. Here is a list of

some of our activities implemented totally free of cost in our college campus in

summer vacations:

Sl. No. Name of the Faculty Member Nature of the services provided

1 Dr. Sunita Bhargava Psychology based consultancy

2 Prof. Gopinath Sharma IT based programs

3 Dr. Ratan Kumar Bhardwaj Courses and Curriculum

4 Dr. Pratistha Purohit Guidance and Counseling

For B.Ed, Shiksha Shastri (B. Ed Sanskrit) and M.Ed students institution provide

guidance and counseling as a compulsory program. These pupil teacher play a

role to disseminate these services to next year futurist students those who wants

to take admission in B.Ed, Shiksha shastri and M.Ed.

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?

The activities given above have been done for the welfare of the society and in

the interest of settling down our trainees in this cut-throat competition, is totally

free of charge, hence we never feel it is a revenue generating activity.

Though the consultancy is totally free, a token money for providing place,

electricity and other facilities Rs. 100/- per candidate is charged by the

candidates.

4. How does the institution use the revenue generated through consultancy?

The Institute does not generate any revenue through consultancy. This service is

free of cost, but for facilities Rs. 100/- is charged from the candidates. This was

Rs. 5000/- and it was spent on various facilities.


______________________________________________________________________________


SSR-2016

3.4 Extension Activities 1 How has the local community benefited from the institution?

(Contribution of the institution through various extension activities,

outreach programmers, partnering with NGO’s and GO’s).

College is linked with the Red Cross Society, Jaipur. Every year we organize

blood donation camps and help them to collect a reasonable amount of blood

bottles. Moreover, as and when required urgently, we arrange a blood donation

camp at our college on short notice with the other important organization

institution serves society for literacy, health, cleanliness and needy children.

Our College organizes various programmes for the benefit of the local

community as listed below:

Umang (Handicapped NGO) – for handicaped Children.

Lions Club, Jaipur – Support for the orphanage and slum area children.

S.D.M. Hospital, Jaipur – Help in treatment for BPL patients.

Rotary Club, Jaipur - Support for the orphanage and slum area children.

Pratham Rajasthan, Jaipur – For literacy

2. How has the institution benefited from the community?

(Community participation in institutional development, institution-

community networking, institution - school networking, etc.).

Obviously, our college is benefiting from the community in many ways. We have

been successful enough in establishing emotional bondage with our neighboring

community to such an extent that the community stood by our college in the time

of crisis or natural disaster. We certainly get moral support from the community

in our curricular and co-curricular activities. The school community helps our

pupil teachers for the completion of their practice teaching and block teaching

programme. Eminent literary personalities and academicians visit our college and

deliver lectures on various subjects. Faculty of the college also provides

counseling for the teachers of practice teaching schools regularly for new

methodology of teaching and use of ICT in teaching.


______________________________________________________________________________


SSR-2016

3. What are the future plans and major activities the institution would like to

take up for providing community orientation to students?

The Institution is providing services for the all round development of children of

slum areas. Trainees regularly go to these places actively to motivate and help the

children.

4. Is there any project completed by the institution relating to the

community development in the last five years? If yes, give details.

Yes, our former professor Dr. Chanda Tiwari completed a major project. Project

title was ^^f'k{kkdehZ ;kstuk rFkk lkekU; f'k{kk ;kstuk esa ewY;kadu izofÙk;ksa dk

rqyukRed v/;;u**

5. How does the institution develop social and citizenship value and skills

among its students?

Our college provides several opportunities through its curricular and

co-curricular activities to develop social and citizenship value and skills among

its students by arranging prayer meetings, adopting Gandhian philosophy by

celebrating several days and organizing ‘Sahabhoj’ among our pupil teachers,

organizing blood donation, HIV/AIDS awareness programmes, exhibition, visits

to several institutions and public awareness rallies. College also organizes public

awareness camps, environment protection week, Ozone day, My F.M., My Clean

and Green India. College celebrates national days. As a part of day to day work

our college trainees develop values like self-discipline, punctuality, courtesy,

equality, justice, democracy, co-operative behavior and cleanliness. Arranging

prayer meetings and singing national anthem is a every day feature of the college

students.

3.5. Collaborations 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.

We organise various community services in collaboration with the organizations

listed below:

a. NCTE


______________________________________________________________________________


SSR-2016

b. Bansthali Vidhyapeeth University

c. CTEs and IASEs of the state

d. Lions Club, Jaipur

e. S.D.M. Hospital, Jaipur

f. Rotary Club, Jaipur

g. Pratham Rajasthan.

h. The Red Cross Society, Jaipur.

i. Gram Bharti NGO

The following activities and programmes are conducted in collaboration of the

above agencies:

a. Water Conservation Rallies

b. Blood Donation Camp

c. Tree Plantation

d. Plants Conservation Rallies

e. Book Fair

f. Literacy Mission

g. Cancer Awareness Rallies

h. S.U.P.W. camps

i. Yoga Camps

j. AIDS awareness, etc.

2. Name the international organizations, with which the institution has

established any linkage in the last five year. Detail the benefits resulted out

of such linkages.

The College has not established any linkage with international organizations so

far, but it has linked with various national and state level organizations.

3. How did the linkages if any contribute to following?

Curriculum Development - According to NCTE regulations 2014 the

curriculum of B. Ed, Shiksha Shastri and M.Ed have been changed. As a Co-

coordinator of the BOS University of Rajasthan Principal Dr. Sunita

Bhargava did a lot of work in framing the course content. She is subject

expert, BOS member, resource person, paper setter and visiting faculty

member of various universities.


______________________________________________________________________________


SSR-2016

Teaching: Faculty members are experienced and involved in teaching

learning. They are doing their work enthusiastically. Some of them are

guiding research work at PG and Ph.D Level.

Training: The faculty members regularly participate in the training

programmes organized by UGC, NCTE and other regulatory bodies.

Practice Teaching: All of our faculty members actively participate in the

practice teaching programme of our college.

Research: We can proudly announce that our 10 faculty members possess

doctoral degrees. Dr. Sunita Bhargava, Prof. (Dr.) Gopinath Sharma, Dr.

Ratan Kumar Bhardwaj, Dr, Kalpana Senger, Dr. Mahesh Kumar Pareek, Dr.

Pratishtha, Dr. Rita Jhajhria, Dr. Archana Mendiratta, Dr. Vinod Kumar

Sharma and Dr. Yashwanti Gaur. The University of Rajasthan, Jaipur

recognized our three faculty members as a Ph.D. Guide in 2013. Twenty-three

research scholars are doing Ph. D. in Education under the supervision of these

faculty members.

List of Ph.D. scholars: S.No. Name of

Scholar

Guide/

Supervisor

Topic Area Remark

1. Amit paul

Chaddha

Dr. Sunita

Bhargava

A Study of Teacher Efficacy

In Relation to Spiritual

Intelligence and

Professional Ethics

Values

2. Anju

Susawat

Dr. Ratan

Kumar

Bhardwaj

Jhen~ Hkkxor iqjk.k esa fufgr ewY;ksa

dk v/;;u Values

Rajeev

Gandhi

Fellows

hip

3. Anil kumar Dr. Sunita

Bhargava

A Study of Academic

Performance in Relation to

Study Habits, Achievement,

Motivation and Intelligence

Psychol

ogy

4. Anita

Agarwal Dr. Pratistha

mPp ek/;fed Lrj ds izfrHkk'kkyh

fo|kfFkZ;ksa dh vf/kxe 'kSfy;ksa dk

miyfC/k Lrj ds lUnHkZ esa v/;;u

Psychol

ogy

5. Ashok Dr. Sunita

Bhargava

egf"kZ vjfoUn dh lexz f'k{kk o

bldh izklafxdrk dk v/;;u Philoso

phy


______________________________________________________________________________


SSR-2016

6. Banwari all

Meena

Dr. Ratan

Kumar

Bhardwaj

ekSykuk vcqy dyke vktkn ds

'kSf{kd n'kZu dk v/;;u Philoso

phy

NET and

Teacher

Quota

7. Bhagirath

Raigar

Dr. Ratan

Kumar

Bhardwaj

vuqoxZ f'k{k.k dk fo|kfFkZ;ksa ds

lEizR;;kRed cks/k vkSj 'kSf{kd

miyfC/k ij izHkko dk v/;;u

Psychol

ogy

Rajeev

Gandhi

Fellows

hip

8. Bhanwar Lal Dr. Sunita

Bhargava

mPp ek/;fed Lrj ds v/;kidksa

vkSj fo|kfFkZ;ksa esa iztkrkaf=d

ukxfjdrk dk Kku ,oa vocks/k dk

v/;;u

Values

9. Himmat Raj

Meena

Dr. Ratan

Kumar

Bhardwaj

Lokeh n;kuUn ljLorh ds 'kSf{kd

n'kZu dk v/;;u Philoso

phy JRF

10. Mamta

Sharma

Dr. Ratan

Kumar

Bhardwaj

fad'kksjkoLFkk ds fo|kfFkZ;ksa ds thou

ewY;ksa ij b.VjusV ls iM+us okys

izHkko dk v/;;u

Educati

on

Techno

logy

11. Monika

Bhardwaj

Dr. Sunita

Bhargava

fad'kksj fo|kfFkZ;ksa dh miyfC/k

vfHkizsj.kk o lek;kstu ij muds

vfHkHkkodksa dh vUr% fØ;k 'kSyh dks

ds izHkko dk v/;;u

Psychol

ogy

12. Pawan

Sharma Dr. Pratistha

fo|ky;h f'k{kk esa f'k{kd

LFkkukaUrj.k uhfr ds izfr f'k{kdksa ds

vfHkerksa ,oa dk;Zdq'kyrk dk

v/;;u

Teachi

ng

Manag

ement

and

Skill

13. Prabhu

Dayal

Dr. Ratan

Kumar

Bhardwaj

ek/;fed Lrj ds eqfLye leqnk;

ds fo|kfFkZ;ksa dh 'kSf{kd miyfC/k

,oa 'kSf{kd vkdka{kk dk v/;;u

Psychol

ogy

Rajeev

Gandhi

Fellows

hip

14. Raju Sharma Dr. Pratistha

ek/;fed Lrj ds fo|kfFkZ;ksa dh

vFkZ'kkL= fo"k; esa lEizR;;kRed

cks/k esa izR;; ekufp= fu:i.k fof/k

,oa ijEijkxr fof/k dh izHkko'khyrk

dk v/;;u

Teachi

ng

Method

ology

15. Sandeep

Arora

Dr. Sunita

Bhargava

ySafxx Hkwfedk dk fo|kfFkZ;ksa ds

vkRe lEeku ij iM+us okys izHkko

Psychol

ogy


______________________________________________________________________________


SSR-2016

dk v/;;u

16. Satyaprakash

Tiwari

Dr. Ratan

Kumar

Bhardwaj

ftn~nw —".kewfrZ ds 'kSf{kd n'kZu dk

v/;;u

Philoso

phy

17. Soniya

Yadav

Dr. Sunita

Bhargava

ek/;fed Lrj ds v/;kidksa ,oa

fo|kfFkZ;ksa dh ySafxd laosnu'khyrk

,oa d{kkxr O;ogkj dk v/;;u

Psychol

ogy

18. Sumanlata Dr. Sunita

Bhargava

ek/;fed Lrj ds v/;kidksa dh

f'k{k.k izHkko'khyrk ,oa lkSeuL; dk

cuZvkmV ds lanHkZ esa v/;;u

Psychol

ogy

19.

Susheel

Kumar

Meena

Dr. Pratistha mPp ek/;fed Lrj ds fo|kfFkZ;ksa

dh funsZ'ku ,oa ijke'khZ;

vko';drkvksa dk v/;;u

Guidan

ce and

Counse

ling

Rajeev

Gandhi

Fellows

hip

20. Swikriti

Sharma Dr. Pratistha

mPp ek/;fed Lrj dh lkekftd

v/;;u dh ikB~; iqLrdksa esa fp=ksa

dk fo"k;oLrq fo'ys"k.k

Content

&

Curricu

lum

21. Tejpal Dr. Pratistha eso tkfr ds ckydksa ds 'kSf{kd

fiNMs+iu ds dkj.kksa dk v/;;u

Psychol

ogy

22. Vinod

Bhamboo

Dr. Ratan

Kumar

Bhardwaj

futh fo|ky;ksa esa f'k{kk vf/kdkj

vf/kfu;e 2009 ds rgr izos'k ds

izfr izcU/kdksa] f'k{kdksa ,oa

vfHkHkkodksa ds vfHker dk v/;;u

Educati

onal

Manag

ement

23.

Vinod

Kumar

Kumawat

Dr. Pratistha

jktLFkku esa iapk;rhjkt O;oLFkk ds

vUrxZr izkFkfed f'k{kk ds

O;oLFkkiu ,oa fodkl esa xzke f'k{kk

lfefr dh Hkwfedk dk v/;;u

Educati

onal

Manag

ement

Consultancy: All the staff members are involved in consultancy services.

Extension: Our College organizes various extension programmes for the

benefit of the society. We arrange ‘spiritual lectures’ in which scholars of all

religions participates and deliver lectures on various subjects. We also

organise programmes for national integration and rallies for the awareness of

illiteracy as well as the environment protection.


______________________________________________________________________________


SSR-2016

Publication: Standard book writing is a healthy practice of our faculty

members. Our faculty members have published total 13 books during the last

five years, out of them 10 books are ISBN titled.

Published Books by the Staff Members S.No. Author/Editor Year Title of the Book Publisher ISBN

1. Dr. Sunita

Bhargav 2012

'kSf{kd rduhdh ,oa d{kk&d{k

izcU/k

jk[kh izdk'ku]

vkxjk

81-

888910-

53-7

2. Dr. Sunita

Bhargav 2015

lelkef;d Hkkjrh; lekt esa

f'k{kk

jk[kh izdk'ku]

vkxjk

978-93-

85195-06-

8

3. Dr. Sunita

Bhargav 2016 ckY;koLFkk ,oa vfHkof)

jk[kh izdk'ku]

vkxjk

978-93-

85195-36-

5

4. Dr. Sunita

Bhargav 2016

Knowledge and

Curriculum

vfjgar f'k{kk

izdk'ku] t;iqj

81-89662-

12-0

5. Prof. Gopinath

Sharma 2014

fgUnh@laL—r Hkk"kk f'k{k.k

v/;;u lkexzh ¼Mh-,M ds fy,½

e- iz- Hkkst [kqyk

fo'ofo|ky;]

Hkksiky] -

6. Dr. Ratan Kumar

Bhardwaj - laL—r f'k{k.k

f'k{kk izdk'ku]

t;iqj -

7. Dr. Ratan Kumar

Bhardwaj - f'k{kk euksfoKku

vfjgar f'k{kk

izdk'ku] t;iqj -

8. Dr. Ratan Kumar

Bhardwaj - tula[;k f'k{kk

,pih HkkxZo cqd

gkml] vkxjk

81-89442-

19-8

9. Dr. Rita Jhajhria 2016 vuq'kklu ,oa fo"k;ksa dh le> vkLFkk izdk'ku]

t;iqj

978-93-

82161-90-

5

10. Dr. Archna

Mendiratta 2016 vuq'kklu ,oa fo"k;ksa dh le>

vkLFkk izdk'ku]

t;iqj

978-93-

82161-90-

5

11. Dr. Pratistha

Purohit 2015 ikB~;Øe ,oa Hkk"kk

jk[kh izdk'ku]

vkxjk

978-93-

85195-59-

4

12. Dr. Yashwanti

Gaur 2015 dyk f'k{kk f'k{k.k

vfjgar f'k{kk

izdk'ku] t;iqj

979-81-

89662-07-

0


______________________________________________________________________________


SSR-2016

13. Mrs. Sweta

Bhargava 2015 Pedagogy of English

jk[kh izdk'ku]

vkxjk

978-93-

85195-39-

6

Our senior faculty member Prof. Gopinath Sharma edited a book on Hindi

and Sanskrit language self-learning material for D.Ed. distance education

published by M.P. Bhoj Open University, Bhopal in 2014.

Student Placement: We have formal and informal system of making

placements of our pupil teachers to the secondary and higher secondary

schools. After passing B. Ed, Shiksha Shastri and M.Ed trainee of any

institution can get counseling in relation to placement. This service is free of

cost.

4. What are the linkages of the institution with the school sector?

(School-community networking).

Our college has wide ranging interaction with the school community. We are

actively engaged in our practice teaching school programmes at secondary school

level. Our networking with practicing schools has helped us in maintaining a

close contact with grass root realities of classroom teaching since we have

continued this practice for the last 28 years. Faculty members provide guidance to

school teachers in the development of instructional material, in new teaching

methods, enrich their knowledge and evaluation process. 19 schools and there

teachers get help directly and indirectly in there day to day activity.

5. Are the faculty actively engaged in schools and with teachers and other

school personnel to design, evaluate and deliver practice teaching? If yes

gives details.

Yes, our faculty interacts regularly with the school teachers and other school

personnel to design evaluate and deliver teaching programmes throughout the

year.


______________________________________________________________________________


SSR-2016

6. How does the faculty collaborate with school and other college or

university faculty?

Our faculty keeps in touch with teachers of secondary schools, through the

practice teaching programme whole year. Through the following activities the

faculties remained attached to other colleges and university faculties:

1. Faculty exchange programs

2. Guidance and counseling

3. Organization of seminars and workshops

4. Curricular and co-curricular activities

5. Organizing games and sports

3.6 Best Practices in Research, Consultancy and Extension 1. What are the major measures adopted by the institution to enhance the

Quality of Research, Consultancy and Extension activities during the

lastfive years?

We have a very vast library full of valuable books containing rich reading

materials on various subjects. Not only academicians but the local people also

visit our library and get benefited from our treasure of books. Hence, we make

our linkage with the society very closely this way.

We nominate our faculties at university level training programmes, seminars and

workshops to enhance the quality of research, consultancy and extension work.

University of Rajasthan, Jaipur has recognized our three senior faculty members

as Ph.D. guide in Education. Twenty three candidates are doing their Ph. D. in

their supervision. The thrust areas of Ph.D. are Philosophy of Education,

Education Psychology, Educational Management and Educational Technology.

The local community gets benefit from this institution through the contribution of

various extension activities, community outreach programs and partnering with

NGO's. The college provides carrier guidance and consultancy to the weaker

section of the society.

2. What are the significant innovations / good practices, the Research,

Consultancy and Extension activities in the institution?

Faculty members and students of the college regularly participate in social work.

The faculty provides consultancy for the preparation of PTET, PMET and PSST


______________________________________________________________________________


SSR-2016

in summer vacation to the students. The college library is utilized by the research

scholars of other Universities and Institution. Schools and other educational

institutions personal come to this institution for placement services. Organization

of blood donation camps, awareness rallies, exhibitions and national day

celebrations are regular features of the institution.

Additional information for re-accreditation 1. What are the main evaluative observations/suggestions made in the first

assessment report with reference to Research Consultancy and Extension and

how have they been acted upon?

Observations, suggestions and recommemdations in the previous assessment

report -

3.1 Promotion of Research -

Faculty is provided with academic support for pursuing M.Phil, Ph.D and

research publications.

Teachers are encouraged to attend seminars/workshops and conferences.

3.2 Rsearch and Publications Output -

Three minor self and action research projects have been undertaken.

Minimum publication in indexed journals.

3.3 Consultancy -

Consultancy services are not provided by the college and there is a constitute

a consultancy cell to organize and encourage consultancy activities.

3.4 Extension Activities -

The extension activities of the college include community development, aids

awareness programme, blood donation camps etc.

All the extensions activities are done in collaboration with various NGO's like

lions club, SDM hospital, rotary club and others.

3.5 Collaborations -

The college has not established any formal linkages with national and

international organizations excepting NCTE.

Collaborations exist with about 16 secondary level schools for practice

teaching.


______________________________________________________________________________


SSR-2016



accreditation.

After the first accreditation, the institution focused more, on research, publication

and consultancy. The Nine minor research projects funded by Sanjay Shiksha

Samiti were undertaken. Out of them six minor research projects have been

completed. After receiving affiliation of Act 12B from UGC two minor projects

have been submitted to its Bhopal office. Three staff members have been

recognized as Ph.D guide by the University of Rajasthan, Jaipur. Total 23

candidates are doing Ph.D in various areas of education from this institution. Four

Ph.D Scholars are getting Rajeev Gandhi Fellowship and one is getting JRF.

Their work is regular and satisfactory. Regular consultancy services are being

provided to BPL, SC, ST, OBC and Handicapped students in preparation of

PSST, PMET and PTET. Collaboration with NGO's and National level social

organizations has established. Staff members are regularly publishing their

articles in Journals. After first accreditation our faculty member have published

13 books out of which eleven are with ISBN titled.

INDEX


1. PHYSICAL FACILITIES

136

2. MAINTENANCE OF INFRASTRUCTURE

145

3. LIBRARY AS A LEARNING RESOURCE

146

4. ICT AS LEARNING RESOURCE

151

5. OTHER FACILITIES

153

6. BEST PRACTICES IN INFRASTRUCTURE AND

LEARNING RESOURCES

156


RE-ACCREDITATION

158

CRITERION - IV

INFRASTRUCTURE AND LEARNING RESOURCES


______________________________________________________________________________

Criterion IV : Infrastructure and Learning Resources 136

SSR-2016

Criterion – IV: Infrastructure and Learning Resources 4.1. Physical Facilities 1 Does the institution have the Physical infrastructure as per NCTE norms? If

yes, specify the facilities and the amount invested for developing the

infrastructure. Enclose the master Plan of the building.

Though started with limited infrastructure facilities in 1986, the college has built

up a state of art infrastructure. The college has a total built up area of 5010.47 sq.

m spread over two blocks.

Yes, the institution has well furnished, spacious and an excellent physical

infrastructure as per NCTE norms, in terms of classrooms, library, laboratories,

auditorium, seminar hall, multipurpose hall, playground, sports facilities and

other amenities. In this college 200 pupil teachers of B. Ed, 200 pupil teachers of

Shiksha Shastri [B. Ed.-Sanskrit] and 35 students of M.Ed receive their

education. The classrooms are fully equipped with all facilities and are spacious

and well-ventilated. Each classroom has enough sitting capacity, green board,

almirah and lecture stand. The multipurpose hall, seminar hall and auditorium are

fully developed with latest gadgets where all the functions are systematically

arranged without any hindrance. The college has fully furnished chemistry,

biology, psychology, computer/ Language, educational technology (ET),

SUPW/Method laboratories and art & craft resource room. The different

laboratories are functioning under the supervision of the teacher in charge. The

college has total 100 computers, out of them 90 computers in the computer lab. A

large playground is there for various sports and games.These infrastructural

facilities are spread out in Vivekanand Block and Saraswati Block. The table

below gives a clear idea of the above facilities in details:

VIVEKANANAD BLOCK

Room

No. Particulars Area in feet

Wing A A - 1 Reception/Administrative office 614 Sq. Feet

A - 2 Store Room 204 Sq. Feet


______________________________________________________________________________


SSR-2016

Stairs 258 Sq. Feet

A - 3 Auditorium (Hall) 3340 Sq. Feet

Stairs 258 Sq. Feet

A - 4 Dark Room 285 Sq. Feet

A - 5 Canteen 72 Sq. Feet

A - 6 Servant Quarter - 1 470 Sq. Feet

Wing B B – 1 Principal Chamber 507 Sq. Feet

B – 2 OSD Office 234 Sq. Feet

Stairs 258 Sq. Feet

B – 3 Computer Lab & Language Lab

(ICT/Human Resource)

735 Sq. Feet

B – 4 Class Room - 1 735 Sq. Feet

B – 5 Smart Class Room/Seminar Room 735 Sq. Feet

B – 6 Class Room - 2 735 Sq. Feet

Stairs 202 Sq. Feet

B - 7 Facilities [Boys] (Toilet and Drinking Water) 220 Sq. Feet

B - 8 Facilities [Girls] (Toilet and Drinking Water) 100 Sq. Feet

B - 9 Servant Quarter - 2 470 Sq. Feet

Wing – C C – 1 H.O.D. Office 292 Sq. Feet

C – 2 Staff Room 399 Sq. Feet

Stairs 258 Sq. Feet

C – 3 Class Room - 3 735 Sq. Feet




Stairs 202 Sq. Feet

C - 7 Facilities [Boys] (Toilet and Drinking Water) 220 Sq. Feet

C - 8 Facilities [Girls] (Toilet and Drinking Water) 100 Sq. Feet

C - 9 Open Terrace 470 Sq. Feet


______________________________________________________________________________


SSR-2016

Wing – D D – 1 Examination Room/ HOD office 70 Sq. Feet

D – 2 Tutorial Room 717 Sq. Feet

Stairs 258 Sq. Feet

D – 3 Class Room - 7 735 Sq. Feet

D – 4 Library & Reading Room (Central Library) 2205 Sq. Feet

Stairs 202 Sq. Feet

D – 5 Facilities [Boys] (Toilet and Drinking Water) 220 Sq. Feet

D – 6 Facilities [Girls] (Toilet and Drinking Water) 100 Sq. Feet

Wing – E E – 1 Class Room - 8 717 Sq. Feet

E – 2 Store Room 70 Sq. Feet

Stairs 735 Sq. Feet

E – 3 Class Room - 9 735 Sq. Feet




Stairs 202 Sq. Feet

E – 7 Facilities [Boys] (Toilet and Drinking Water) 220 Sq. Feet

E - 8 Facilities [Girls] (Toilet and Drinking Water) 100 Sq. Feet

SARASWATI BLOCK

Room No. Particulars Area in feet Wing D D - 1 Psychology Lab 510 Sq. Feet

D - 2 Class Room - 13 557 Sq. Feet



Facilities 230 Sq. Feet

Stairs 180 Sq. Feet

D - 5 Art and Craft Resource Room 580 Sq. Feet

D - 6 Girls Common Room 570 Sq. Feet


______________________________________________________________________________


SSR-2016







D - 13 Staff Room 592 Sq. Feet

Stairs 266 Sq. Feet

Facilities (Toilet and Drinking Water) 340 Sq. Feet

D - 14 Principal Chamber 600 Sq. Feet

D - 15 ET Lab 712 Sq. Feet

D - 16 Library (STC) 855 Sq. Feet

E - Wing

E - 1 SUPW/Methods Lab 510 Sq. Feet

E - 2 Multipurpose Hall 1623 Sq. Feet

Facilities 230 Sq. Feet

Stairs 180 Sq. Feet

E - 3 Class Room - 22 580 Sq. Feet


E - 5 Curriculum Lab (Physics Lab) 1156 Sq. Feet

E - 6 Curriculum Lab (Biology Lab) 1144 Sq. Feet

E - 7 Curriculum Lab (Chemistry Lab) 1144 Sq. Feet

E - 8 Boys Common Room 658 Sq. Feet

Stairs 266 Sq. Feet

Facilities (Toilet and Drinking Water) 340 Sq. Feet

E - 9 Store Room 600 Sq. Feet




First

Floor

Computer Lab 978 Sq. Feet


______________________________________________________________________________


SSR-2016

B- Wing

Basement Health and Hygiene & Indoor Room 4320 Sq. Feet

Cafeteria 1260 Sq. Feet

Ground

Floor

Parking 2280 Sq. Feet

Guard Room 200 Sq. Feet

Chairman Room 440 Sq. Feet

Meeting Room 467 Sq. Feet

Porch Area 1385 Sq. Feet

Frequent Lift facilities 64 Sq. Feet

Information regarding facilities in different blocks:

Rooms/Infrastructure Facilities

Auditorium Dark Room, Advance Light and sound system,

Wooden stage, Public address system, AC, Heater and

Chairs

Office Computer, Internet, Phone, Fax machine, Printer,

Chairs and Table, Almirah, Inverter and Washroom

Principal's Room Computer, Internet, Phone, Fax, Printer, Chairs and

Table, Almirah, Inverter, Trophies and Shields, Toilet

Seminar Hall / Smart

Class Room

Conference Table, Chairs, Computer and Projector,

Interactive White Board

Staff Room - 1 Tables and Chairs, Almirah, Computer, Internet and

Washroom

Class Room - 26 Desk and Benches, Chairs, Lecture Stand, Notice

Board, CCTV Camera, Computer and Projector are

available in 6 Class room

Laboratories - 07 Almost all Lab equipments needed for each labs are

available

Library Adequate Books, Reference Books, Journals,

Encyclopedia, Research Survey, Magazines, Tables

and Chairs, Shelfs, Phone, Computer, Printer, Internet,


______________________________________________________________________________


SSR-2016

Notice Board

Girls and Boys

Common Room

Tables, Chairs, Drinking water, Fan and Light, Reading

material for leisure time

Multipurpose Hall

(Prayer Room)

Calm and Quite Atmosphere For Prayer, Mike,

Computer and Projector

Indoor Room Volley Ball, Basket Ball, Cricket, Bat and Wicket,

Shuttle, Javelin, Tennis table Carom, Chess etc.

Canteen/Cafetria Seating arrangements with snacks

Health and Hygiene

Centre

First aid equipments and medicines

The master plan and account of amount invested on developing the infrastructure

facilities by management i.e. Sanjay Shiksha Samiti are appended as enclosure.

The details of hardware/equipments/apparatus used by the college are given

below:

S.No. Equipments/Hardware

1. Desktop Computers

2. Laptop

3. Xerox Machine

4. Chairs and Tables

5. Alamirah

6. Boards (Green and White)

7. Science Lab Equipments

8. Psychology Lab Apparatus

9. ET Lab Equipments

10. Mike, Amplifier and Speakers

11. Camera/CCTV Camera

12. LED/LCD TV

13. Generator

14. Time and Attendance Biometric Terminal

15. Physical Lab Apparatus


______________________________________________________________________________


SSR-2016

16. Fire Extinguisher

17. Battery and Invertors

18. LCD Projectors

2 How does the institution plan to meet the need for augmenting the

infrastructure to keep pace with the academic growth?

The institution has enough infrastructures for different activities and classroom

interaction. These rooms are well ventilated with easy access to sunlight. The

college has augmented the infrastructure to keep pace with the academic growth.

New infrastructure is constructed at fourth and fifth floor of Saraswati block or

renovated according to need and norms related to academic growth. The

institution needs these requirements by the constant flow from management.

3 List the infrastructure facilities available for co-curricular activities and

extra-curricular activities including games and sports.

Co–curricular activities:

For co–curricular activities like different day celebration, debates, cultural

programmes, inter house and inter college competitions, exhibition of teaching

aids etc. we have AC auditorium at ground floor and multipurpose hall at E wing

of Saraswati Block.

All the programms are conducted in the college auditorium and multipurpose hall

under the guidance of Teacher in charge from faculty. Co-curricular activities

give an opportunity for the students to prove their cultural abilities and skills.

Extra-curricular Activities:

For outdoor games and sports, the college has large playground as well as sports

equipments. Playground is divided in different sections for playing cricket,

Volleyball, Badminton and basketball etc. Moreover we have a large 18696 sq.ft.

[164 x 114] terrace which could also be used for the variety of activities if need

arises. For the indoor games we have indoor room at basement. Facilities for

indoor games like table tennis, chess, and carom are also available.


______________________________________________________________________________


SSR-2016

List of sports equipments is given below:-

Sl. No. Name of Equipment Stock in number

1 Volleyball 06

2 Table Tennis Racket 08

3 Table Tennis Racket 04

4 Badminton Net Nylon 02

5 Badminton Net Cotton 02

6 Javelin 600 gm 01

7 Javelin 800 gm 01

8 Chess Board 04

9 Chess Coin 04

10 Carrom Board 02

11 Carrom Board Coin 02

12 Football Nivia 02

13 Volleyball Nivia PU 02

14 Badminton Packet 06

15 Badminton Shuttle (Plastic) 2 Box

16 Badminton Shuttle (737) 1 Box

17 Badminton Shuttle (777) 02 Box

18 Volleyball Net Wire 01

19 Volleyball Net Vixon 04

20 Volleyball Pole 1 Pair

21 Table Tennis Net 02

22 Table Tennis Net Vixon 02

23 Table Tennis Ball 6 Box

24 Cricket Bat SG 04

25 Cricket Bat 02

26 Wicket Cricket 06

27 Cricket Ball Cosco 06

28 Cricket Ball (Vicky) 06

29 Wicket k. Pads Pair

30 Leg Guard SS 2 Pair

31 Leg Guard 2 Pair


______________________________________________________________________________


SSR-2016

32 Basket Ball Nivia No. 7 10

33 Basket Ball Nivia No. 7 06

34. Whistle fox 40 04

35. Carom powder 02

4 Give details on the physical infrastructure shared with other programmes of

the institution or other institutions of the parent society or university.

The Physical infrastructure of college is shared with our sister institution Apex

International School for educational, cultural, social and sports activities. Our

curriculum labs (Chemistry, Physics and Biology), one computer lab and play

ground are shared with Apex International School for conducting programms.

5 Give Details on the facilities available with the institution to ensure the

health and hygiene of the staff and students (rest rooms for women, wash

room facilities for men and women canteen, health center. etc.)

The college has health and hygiene room and restroom facilities. A separate and

well furnished girls and boys common room is earmarked for female and male

pupil teachers. Wash room facilities are available at all the floors of college.

There are eight wash rooms, four for female and four for male. Drinking water

cooler with RO system is also available at every wing in our college.

Our college is situated at centre of the city, there is a govt. hospital, private

hospitals, clinics and labs in close vicinity, the college does not have a health

centre. The staff is trained in first aid and first aid kit is updated regularly.

Besides, the college has adopted yoga education and health and physical

education as one of the elective course for B. Ed and Shiksha Shastri (B.Ed

Sanskrit) programme.

To make awareness in students a blood donation camp yoga classes, medical

checkup, rallies, Seminars and extension lectures on various health related issues

are organized under the supervision of incharge teachers.

The college has its own cafeteria, which is shared with our sister institution Apex

International School. Facilities for tea/coffee and snacks are available in the

cafeteria.


______________________________________________________________________________


SSR-2016

6 Is there any hostel facilities for students? If yes, give details on capacity, no

of rooms. Occupancy details, recreational facilities including sports and

games, health and hygiene facilities, etc.

Our college is situated in the heart of the pink city, Jaipur. It being an urban area

all the pupil teachers of our college prefer to commute hence they do not require

hostel accommodation from the college. Even the management has the capacity to

construct a hostel for boys and girls, but the need has not been arisen yet. If such

need is felt in the future college will definitely provide hostel facility.

4.2 Maintenance of Infrastructure 1 What is the budget allocation and utilization in the last five years for the

maintenance of the following? Give justification for the allocation and

unspent balance if any.

Our management does allocate funds for maintenance of infrastructure. There is

provision for maintenance of infrastructure in the budget. We use the funds for

strenghthing and maintaining the physical and instructional infrastructure, such as

Building, Laboratories, Library and ICT facilities. The teacher in charge of

different laboratories/committees maintain purchase register and give requirement

to the purchase committee.

The library books are purchased after the discussion with library committee. The

institution calls technician for the maintenance and repair of computer and

equipments on remunerative basis. Repairing of furniture, plumbing, electrical

fitting is taken care of by the Contactors associated with particular items.

2 How does the institution plan and ensure that the available infrastructure is

optimally utilized?

The infrastructure of the institution is optimally used for conducting all curricular,

co-curricular, extra co-curricular and other activities. The curriculum laboratories,

computer lab, ET lab, Psychology Lab, library, etc. are optimally used by

students by making arrangement in the time table.

The auditorium is used for organizing seminars, workshops, symposia and

extension lecture. All the cultural programme days' celebrations, festival

celebrations, inter house and inter college competition, debates etc are also

conducted in the auditorium. Every day prayer is conducted in multipurpose hall.


______________________________________________________________________________


SSR-2016

Meeting and discussion of staff members and students are organized in seminar

hall. Digital copier, Xerox machine in the OSD office are use for taking printouts,

photo state and scanning. Library and curriculum lab facilities are kept open from

9 am to 5 pm. Playground is used in regular practice and also during the practical

period of physical education (elective paper).

3 How does the institution consider the environmental issues associated with

the infrastructure?

The college is situated in the middle surrounded by plants and garden which

provides a pleasant atmosphere and also fights against polluted environment. The

building is 10 acres away from the main road so there is no noise pollution of

vehicles. The design and construction of our building is in a natural wind

direction which provides environmental clean atmosphere. Classrooms and halls

are fully cross ventilated with more windows which provide ample day light and

air, therefore the consumption of electrical energy is very less in terms of this.

The excellent environment in the well-maintained and well-equipped campus

provides an ideal setting for the overall development of the stakeholders of this

college. The college organizes campus cleanup programme every year. This

creates awareness among the students about the importance of cleanliness. Water

cooler and water purifier ensure non-polluted drinking water.

4.3 Library as a Learning Resource 1 Does the institution have a qualified librarian and sufficient technical staff to

support the library (materials collection and media / computer services)?

The library functions under the supervision of qualified librarians. Mr. G.L.

Sharma (M. Lib Science, M.A. Pol Sci.) and assistant librarian Mrs. Meenakshi

are handling library efficiently. Our librarian Mr. G. L. Sharma has been working

in our institution since 1998. Maintenance of registers is done very carefully. A

peon also assists and helps in the arrangement of books and day-to-day functions

of the library. There are six computers in the library for smooth function.

There is a property counter at the corner of library to keep personal belongings of

the users. We have separate reading room for research scholars and for teachers.

Notice board is displayed outside the library to facilitate display of the important

information.


______________________________________________________________________________


SSR-2016

For an effective an user-friendly library all students are registered as members

after filling the prescribed application form. Identity card which support the

library has been issued to the students. We issue three books to M.Ed students and

two books to B.Ed students. Each book is issued for 15 days. Renewal of issued

books is possible unless the book is reserved. Chances of stealing, hiding books,

tearing pages are reduced through proper vigilance by CCTV Camera.

The library borrower's card is issued after an orientation class conducted subject

wise immediately after the admission. The students belonging to the economically

backward classes can avail more books for longer duration via book bank facility

than regular students via book facility. Members of the alumni association,

practicing school teachers, researchers of various universities and beneficiaries of

different coaching and consultancy services are allowed to use the library for

reference with the permission of the principal. Reservation of books is allowed to

users on request. Use of computers in the library is allowed after depositing

address prove.

2 What is the library resources available to the staff and students? (Number of

books–volumes and titles, journals national and international, magazines,

audio visual teaching–learning resources, software, internet access, etc.).

The College library has adequate holdings in terms of Books, Journals,

Magazines, Encyclopedia, Dissertation, Other Learning materials and facility for

technology added learning which enables students to acquire information,

knowledge and skill in their study. The library offers its service to about 500

users comprising teacher trainees, M.Ed students, research scholar and teaching

faculty.

It supports the teaching and research programme of the college by maximizing

access to information. The details of library resources are given below:

Books : 9319

Text Books : 8529

Reference books : 0790

Book Bank Books : 0500 (approx.)

Journals subscribed :


______________________________________________________________________________


SSR-2016

Indian Journals : 0044

Foreign Journals : 0010

Peer reviewed Journals : 0006

Back Volume Journals : 0115

M.Ed Dissertation : 0250 (approx.)

Research Survey : 0022

Encyclopedia : 0011 Set (31 Volume)

Magazines : 0009

News Paper : 0005

Braille Collection : 0009

E-Information Resources

Online Journals : 0010

CDs & DVDs : 0704

Audio Cassettes : 0066

Braille Collection (Cassettes) : 0042

The library provides free internet access to staff and students. The Library has 06

computers one for librarian and five for users. All the computers are kept for

internet access within the library. Library users can search the computerised

bibliographic details of books, thesis, CDs, Bound Volumes, reference books,

journals etc. through the OPAC (On-line Public Access Catalogue) service. One

separate computer is provided to the users of the library for this service. The

users can search the databases in different ways;

Book- Author, Title, Subject, Classification Number, Keywords , Accession

Number, Publisher, ISBN

Journal- Title, Publisher, Vol. No.

CD – Title, Subject, Accession Number


______________________________________________________________________________


SSR-2016

3 Does the institution have in place, a mechanism to systematically review the

various Library resources for adéquate Access, relevance, etc. and to make

acquisition décisions. If yes, give details including the composition and

functioning of Library committee.

The Sanjay T T College has a mechanism to systematically review the various

library resources. For this, college has library committee. The committee

comprises of the principal as chair person, librarian as convener, two members

from the teaching staff and one student representative. The structure is given

below:

Chairperson : Dr. Sunita Bhargava (Principal)

Convener : Mr. G.L. Sharma (Sr. Librarian)

Members : Dr. Ratan Kumar Bhardwaj (HOD - SS)

: Dr. Rita Jhajhria (Assistant Professor)

: President from M.Ed Student

(Student Representative)

The committee is empowered to review the various library resources. The

committee normally meets twice in a year, and in some special cases extra

meeting may be organized. It recommends all matters related to the organization

and service of the library.

The major responsibilities of the library committee are:

1. Framing and modifying the general rules and regulations for the proper

functioning of the library,

2. Selection of books for purchase and issue orders for purchase them to the

extent of the allocated budget,

3. Placing orders for subscribing useful magazines and periodicals,

4. To watch the proper maintenance of the library and to keep the library well

equipped.

5. To make an availability of the library services to the maximum and optimum

use by the staff and the pupil teachers.

4 Is your Library computerized? If yes, give details.

The Library is fully computerized and has 6 computers with internet facility.

Open Public access catalogue programme is installed. The record of issue and


______________________________________________________________________________


SSR-2016

return of books is maintained with the help of the locally prepared software.

Online Searching (OPAC) consists different types of searches by Title, Author,

Subject, Keyword, Accession Number, Call Number, Publisher, etc. In addition, it

also gives an issue status of documents, list of copies, book details – subject wise and

Call Number wise, Member wise Issue details and list of books by a particular

author, publisher, etc.

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.

The college library has 6 computers. Computers are provided to the users of the

library for OPAC service. The library provides free internet access to staff and

students. It also provides reprographic facilities like photocopying and printing,

for this one printer and a photocopier are available in the library. Students are

using the library during their library periods, free periods and intervals. Separate

library periods are allotted for B. Ed, SS and M.Ed Students. Almost all faculty

members visit to the library every day.

6 Does the institution make use of Inflibnet/Delnet/IUC facilities? If yes, give

details.

We are trying to install an Inflibnet/Delnet facility very soon to our college

library.

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 function from 9.00 am to 5.00 pm (8 hours) on working days. The

library is open around 300 days yearly without interval. During examinations and

vacations, our library is kept open.

8 How do the staff and students come to know of the new arrivals?

The new arrivals are entered into the New Arrival Register. New books are

displayed in the library on special rack and a list of new arrivals is displayed on

the notice board at outside of the library.


______________________________________________________________________________


SSR-2016

9 Does the institution’s library have a book bank? If yes, how is the book bank

facility utilized by the students?

Book bank facilities in the college established for economically backward

students. The poor pupil teachers get books related to the syllabus for the whole

year and return back after the final exam. Apart from these, they are issued books

regularly from the library. The scheme of book bank is announced at the

beginning of the academic year, so that they may become familiar with the

Library process.

10 What are the special facilities offered by the library to the visually and

physically challenged person?

All required assistance is provided to the visually and physically challenged

person in our college. There is provision to ensure assistance to them whenever

requirement arises.

Braille Language Book and Braille Materials based textbooks are available in our

library.

4.4 ICT as Learning Resources:- 1 Give details of ICT facilities available in the institution(Computer lab,

hardware, internet connectivity, access, audio visual, other media and

materials) and how the institutions ensures the optimum use the facility.

Our college has well established computer laboratories with 90 computers,

printers, LCD/LED projector and green board. All the computers have

LAN/WAN, 2MBPS line facilities. Computer laboratory has facility to work in

pairs on one computer as well as individually. The campus of the institution is

WI-FI. The computer laboratory has two servers, Dual core and P-IV. All the

computers have 18.5'' monitor and link with the internet connection. Students and

faculty use multimedia such as text, graphics, videos, animation and sound to

support the learning activities. Multimedia teaching learning process using LCD

projector is effected in the regular classroom teaching. Some classrooms are also

equipped with computer and projector. M.Ed students use computer throughout

their course work. They use SPSS software for analyzing and interpreting their

data collected for their thesis.


______________________________________________________________________________


SSR-2016

2 Is there a provision in the curriculum for imparting computers skills to all

students? If yes, give details on the major skills included.

It has been a major concern of the Univeristy of Rajasthan and J.R.R. Sanskrit

University, Jaipur to integrate the educational technology in B. Ed and Shiksha

Shastri (B. Ed Sanskrit) curriculum from 2005-06. Minor changes are also made

in curriculum to include ICT in B. Ed level course in 2013-14. Educational

Technology is a compulsory paper for B. Ed and Shiksha Shastri (B.Ed Sanskrit)

students, where ICT is to be studied.

From last year (2015) educational technology is included in III paper teaching

and learning and in the paper EPC-3, Critical Understanding of ICT. Both the

papers are compulsary and impart computer skills to the students. Curriculum of

teaching and learning (Paper-III) and critical understanding of ICT (EPC-3)

include understanding of basic concept of ET and ICT through theoritical

knowledge and by doing practical work. Students learn the use of Microsoft

word, Microsoft Excel, Microsoft Power Point, Communication (Internet and E-

mail), Social learning for using interactive whiteboards, LCD and LED projector.

As a part of ICT training B. Ed and Shiksha Shastri students do practice teaching

with respect to preparation and presentation of lesson by power point.

In the M.Ed curriculum, educational technology and ICT are included as special

course (Elective Paper), student were trained in computer skills at B. Ed level

course. There Sessional, practical work and ISB include use of ICT for power

point preparation and presentation, and to develop analytical skills. The course is

aimed at equipping the students with computer skills, analytical skills and soft

skills which are the primary requirement for the employment.

3 How and to what extent does the institution incorporate and make use of the

new technologies / ICT in curriculum transactional processes?

Our B.Ed and Shiksha Shastri pupil teachers access internet and use power point

presentation for lesson preparation and they make use of computer skills for

doing sessional work and other submission.

ICT as a part of M.Ed is used as a tool for doing assignment, data collection and

conducting research work. Computer, LCD Projector, interactive white board is

used regularly for teaching and learning. We also use our Educational


______________________________________________________________________________


SSR-2016

Technology Laboratory for the purpose of viewing film and educational

programmes through educational CDs, DVDs and video cassettes. Time

allocation is made in the timetable. Moreover, internet facility is also made

available to the pupil teachers, M.Ed students and faculty throughout the day.

Teachers use ICT for updating notes and to share power point presentation,

activities and videos in the class room by the use of LCD and LED projector.

4 What are major areas and initiatives for which student teachers use/adopt

technology in practice teaching? (Developing lessons plans, classroom

transactions, evolution, and preparation of teaching aids).

Student Teacher's are trained to use computer LED/LCD projector, OHP for

developing and presenting lesson plan. They make use of computer laboratory or

laptops in the schools for presentation of lessons. They also make use of

technology for producing teaching aids. They surf on websites and use internet

facility for searching materials, information and pictures related to content for

lesson plan preparation.

4.5 Other Facilities 1 How is the instructional infrastructure optimally used? Does the institution

share its facilities with others for e.g.: serve as an information technology

resource in education to the institutions (Beyond the programme) to other

institutions and to the community.

The college has adequate number of laboratories, classrooms, library,

multipurpose hall, seminar hall, auditorium and other learning resources.

Instructional infrastructure is used for our academic growth and for organizing

various curricular activities, as well as for other institution and for the

community.

Our college is a venue for assembly, Lok Shabha Election and for registration of

voters, pulse polio abhiyan, making of adhar card, marriage registration

certificate and other social work. The college classrooms are used on holidays

and in the evening for coaching classes of various competitive examnations like

REET. First Grade, NET, SLET, Ph.D Entrance etc. Our playground is used for

organizing sports activities for near by community during the vacation


______________________________________________________________________________


SSR-2016

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 students – teachers’ encouraged to optimally use

them for learning including practice teaching?

The college is facilitated with Computers, LCD / LED Projectors, Interactive

white Board, OHP, VCD Player, DVD Player, TV, CDs and VCDs.

Students are encouraged to use the facilities in the teaching learning

process.

Televisions, CD player, OHP, computer, LCD/LED projector are used during

micro teaching, demonstration lesson, classroom teaching and at the time of

practice teaching. It is mandatory for all pupil teachers to prepare at least two

lession plan by using OHP and through Power Point Presentation.

Test available in the psycho lab is being used during the sessional work of M.Ed

and B.Ed students. Language lab is used to improve the pronunciation of

students. The Curriculum labs (Biology and Chemistry) are used to issue

material, apparatus and for preparation before conducting demonstration in

classroom for practice teaching.

The interactive white board is used to make a classroom presentation easy by

integrating information. The students used computers in the computer lab and in

the library. Auditorium, Seminar hall and multipurpose hall are used for

conducting seminars, workshops, symposium and extension lectures and other

activities.

The institution has an educational technology laboratory where the pupil teachers

generally watch films related to their study as well as of general interest. The

teachers also use these materials for their teaching work.

3 What are the various general and methods laboratories available with the

institution? How does the institution enhance the facilities and ensure

maintenance of the equipment and other facilities?

Our college has various laboratories listed below:

1. Computer and Language Laboratory

2. Biology Laboratory

3. Chemistry Laboratory


______________________________________________________________________________


SSR-2016

4. Physics Laboratory

5. Psychology Laboratory

6. SUPW/Method Lab

7. Educational Technology (E.T.) Laboratory

8. Art and Craft Resource Room

Computer and language Lab -

The college has two computer labs with 90 computers, printers, projectors and

green board. The pupil teacher makes the use of lab for preparing a power point

presentation, project work and assignment. The computer lab is equipped with

language lab. It has a number of audio, video cassettes, CDs and DVDs.

Science Lab -

Science laboratories have all the apparatus, instruments, teaching aids and

chemicals required to perform and demonstrate the experiment prescribed in the

syllabus of secondary and higher secondary level.

Psychology Lab -

Psychology lab has the entire test, including personality, creativity, intelligence,

attitude, aptitude, anxiety, interest etc. It has apparatus related to experiment such

as bhatia battery test, human maze learning, finger maze, electric memory drum,

mirror drawing etc.

SUPW/Method Lab -

It has collection of teaching aids made by our pupil teachers in the last two years.

Teaching aids like charts, models, hard board chart, picture books, scrapbooks are

displayed subject wise. Articles made by students in the SUPW camp are also

displayed in this lab.

Educational Technology Lab-

ET Lab has computer, projector, OHP, Camera, T.V., CDs, DVDs and green

board. It is used for viewing films.

Art and Craft Resource Room -

Art and craft resource room is equipped with items made by our pupil teachers in

the last two sessions.

The concern faculty in-charge of the laboratories takes care of the equipments,

apparatus and makes sure that they are in working conditions. The pupil teachers


______________________________________________________________________________


SSR-2016

and M.Ed students are generally guided by the faculty about when and how to

utilize these laboratories.

4 Give details on the facilities like multipurpose hall, workshop, music and

sports, transports etc. available with the institution.

Our AC auditorium is fully furnished with advance light and sound system. We

also have musical instruments and other equipments like a pair of tablas, a

harmonium and a Dholak as traditional instruments to be used for cultural and

other extra-curricular activities. Seminar hall has computer, interactive white

board, conference table and chairs. Multipurpose hall is used for daily prayer and

for conducting co-curricular activities. For sports, we have large open ground for

outdoor games and one indoor room with facilities of indoor games. Our most of

the pupil teachers are residing in the nearby places. The college is situated at the

centre of city, public and private transports are easily available so we have only

one bus for transportation of students.

5 Are the classrooms equipped for the use of latest technologies for teaching?

If yes give details. If No, indicate the institutions future plans to modernize

the classrooms.

The classrooms are well equipped with facilities for the use of latest teaching

technologies. All the classes have CCTV cameras and provision to connect the

audio-visual equipments available in the institute. 5 Class rooms have computers

with LED/LCD projectors.

4.6 Best practices in Infrastructure and learning resources. 1 How does the faculty seek to model and reflect on best practice in the

diversity of instruction, including the use of technology?

The teachers put their best efforts to have a better understanding of technology

operations and emerging technologies. They seek latest knowledge to plan and

design effective learning environment and experiences with the help of

technology to carry out the diverse needs. Training in computer skills helps the

pupil teachers not only in acquiring teaching skills but also in developing ICT

program.


______________________________________________________________________________


SSR-2016

2 List of innovative practices related to the use of ICT, which contributed

to quality enhancement.

Faculty extensively use ICT for preparing learning resources and updating the

teaching notes. Power point presentations are frequently used for classroom

teaching. Our teacher also, implement curriculum plans to maximize pupil teacher

learning process to use technology for effective assessment and evaluation. The

teachers also surf various websites for a number of topics for the transaction of

the curriculum. Our methods of teaching, designing courses and systems of

evaluation are reviewed and transformed continuously to meet the challenges of

globalization and revolution in information technology.

Our pupil teachers adopt various innovating teaching methods for preparing

lesson plans. They also make use of ICT to prepare working and non-working

models, three dimensional hard board charts, scrapbooks, picture books, to make

their teaching effective. They use internet facilities for searching authentic and

useful materials and pictures related to content for their lessons or submissions.

3 What innovations/best practices in ‘Infrastructure and learning Resources

are in vogue or adopted / adapted by the institution?

The institution has taken initiative to renovate or update over auditorium

classrooms, laboratories, seminar hall and library for the better use of

technology.

Computerized library with OPAC and SPSS system help students for doing

assignments, research work and project work.

The institution has a standard software for biometric attendance of teaching

and non teaching faculty.

Most of the administrative activities such as admission process, scholarship,

subject allotment, filling of examination form are computerized.

The college has broadband unlimited internet connection, so internet access is

very easy and is made available free of cost.


______________________________________________________________________________


SSR-2016

Additional information for re-accreditation

1. What were the evaluative observations made under Infrastructure and

Learning Resources in the previous assessment report and how have they

been acted upon? 4.1 Physical Facilities for Learning

The college has a campus area of 1.267 acres with a built up area of 2533

square meters. It has 10 classrooms, a multipurpose hall, science, psychology,

computer, biology, physics and educational technology laboratories.

There are facilities for indoor and outdoor sports and games which need

further up-gradation.

Infrastructure facilities are put to optimum use.

4.2 Maintenance of Infrastructure

Budget is earmarked under different heads for maintenance.

The college management takes care of the maintenance and repair work.

4.3 Library as Learning Resources

The college library has 85.38 titles, (7808 text books 730 reference books) 09

magazines and subscribes 39 Indian journals. The college has also subscribed

for 10 foreign journals from January 2010.

The library has an open access ststem which is computerized and functions

from 9 am to 5 pm on all working days.

The library committee takes care of the purchase of the books and journals.

4.4 ICT and Learning Resources

30 Computers are available in a computer laboratory with LAN/WAN with 2

MBPS lease line facilities.

The college has a website and is updated periodically.

Internet facility is made available to the pupil teachers and faculty.

4.5 Other Facilities

Hostel facility is not available

Vehicle parking, reprographic facility, staff room and rest rooms separately

for boys and girls are available.


______________________________________________________________________________


SSR-2016

4.6 Best Practices in the development of Infrastructure and Learning

Resources (if any)

The campus has Wi-Fi connectivity.

Optimum utilization of infrastructure facilities.

After the last NAAC peer team visit the college has taken efforts to improve the

infrastructure by renovating existing infrastructure or by consitruting new rooms

and by providing extra facilities for sports and games. Library and computer

laboratories are updated by installing more computer and facility for ICT.


undertaken by the institution since the previous Assessment and

Accreditation with regard to Infrastructure and Learning Resources?

After previous assessment and accreditation, the institution took following steps

to enhance quality sustenance with regard to infrastructure and learning

resources.

To meet out our academic growth, the institution has built extra classrooms on

our campus and renovates some rooms to provide facility of ICT. Auditorium,

seminar hall, method lab, principal room, staff room and office are renovated

according to need.

The outdoor games playground is extended and divided into different section eg:

Volleyball court, Badminton court, Basket ball court, Cricket pitch, etc. For

indoor games extra room is constructed in the basement with the facilities of

indoor games. The students have participated in sports and games in college, inter

college, state and national level.

The Institution has installed software for biometric attendance of teaching and

non-teaching staff.

Purified drinking water and washroom facilities are made available at every wing

of the college.

Capacities of computer laboratories are increased by installing more computers

(30 to 90) with latest technology and new version.

The college library is updated by adding more books, journals, encyclopedia and

computers the library has 6 computers with the facility of OPAC and SPSS

software. Statistical analysis of data collected for M.Ed dissertation and research


______________________________________________________________________________


SSR-2016

work is possible through the net worked version of SPSS software. We are also

trying to provide delnet service.

Some of the classrooms are equipped with computers and LCD projectors to use

multimedia such as text, graphics, animation, video and sound to support

learning.

Interactive white board (smart class) is used to to make learning easier and

comprehensive.

Educational technology laboratory has computer LCD Projector, Over Head

Projector and Television. It is updated with more CDs, DVDs, Transparencies for

viewing films, more over working and non-working models, 3D hard board

charts, picture books, globe, maps, etc., prepared by our pupil teachers are used as

teaching aids for teaching learning process.

Infrastructure and learning resources are optimally used for conducting curricular

and co-curricular activities like seminar, workshops, extension lecture, days

celebration inter college competition etc. For all round development of our

students.

INDEX


1. STUDENT PROGRESSION

161

2. STUDENT SUPPORT

169

3. STUDENT ACTIVITIES

175

4. BEST PRACTICES IN STUDENT SUPPORT AND

PROGRESSION

182


RE-ACCREDITATION

184

CRITERION - V STUDENT SUPPORT AND PROGRESSION


______________________________________________________________________________

Criterion V : Student Support and Progression 161

SSR-2016

Criterion - V: Student Support and Progression 5.1 Student Progression 1 How does the institution assess the students’ preparedness for the

programme and ensure that they receive appropriate academic and

professional advice through the commencement of their professional

education programme (students’ pre-requisite knowledge and skill to

advance) to completion?

The students preparedness for the programme is assessed by the institution from

the orientation session at the commencement of the course. The initial support is

established during orientation to maintain a cordial relationship between the

students and Institution. The student teachers of the B. Ed, Shiksha Shastri and

M.Ed are helped to gain through information about the whole programme. They

are made aware of different sessions, dissertation, topics, lesson, examination

system and some other tasks to be submitted by them during the whole year. The

institution organizes co-curricular competitions/debates, workshop to assess the

student's preparation for the programme and ensure that they receive appropriate

academic and professional advice through the commencement of their

professional education programme.

2 How does the institution ensure that the campus environment promotes

motivation, satisfaction development and performance improvement of the

students?

The campus environment is positive, motivating and welcoming the students to

take initiative so that they feel confident as well as relaxed to proceed further.

The teaching learning process, co-scholastic activities through various houses,

extension services, SUPW enhanced library facilities, participation in university

and inter university level competition. IT oriented programs, celebrations of

different festivals and awareness programes etc. ensure the performance

improvement of the students. Thus, everyone is motivated to do his/her best.

The College has several healthy traditions, which contribute to the creation of a

campus environment that promotes motivation, satisfaction and all over

improvement in the performance of our students at the end of the academic year.


______________________________________________________________________________


SSR-2016

a) Stress free environment of the institution.

b) Easy accessibility of teachers for any sort of guidance.

c) Infrastructural facilities of Library, well equipped Computer Lab, E.T.

Lab, Science Lab, internet etc.

d) Innovative ideas promoted by the principal and the faculty.

e) Academic expertise and all round performance of faculty.

f) Quick action on complaints.

g) Students Council in collaboration with faculty for organization of various

co-curricular and extra-curricular activities.

h) Personality development programmes, Celebrations of various Days,

Week and Religious meet.

i) Inculcate of social, cultural and moral values through different activities.

j) Inspiration to think creatively for planning and organizing curricular and

co-curricular activities at the college as well as at the practice teaching

schools.

k) Healthy atmosphere to innovations and researches in the field of teaching-

learning to face the global challenges in the new millennium.

3 Give gender-wise drop-out rate after admission in the last five years and list

possible reasons for the drop out. Describe (if any) the mechanism adopted

by the institution for controlling the drop out?

The drop out rate is negligible during all the five sessions of the college, only

those who get employment or have health problem leave the institutions before

completing the course. The gender wise dropout rate of student during the last

five years is given below:

The drop-out rate after admission in the last five years in our college is as under:

B.Ed -

Years Admitted Drop out

Gender Boys Girls Total Boys Girls Total

2011- 12 144 53 197 - 01 01

2012- 13 148 52 200 06 - 06

2013- 14 160 39 199 06 01 07


______________________________________________________________________________


SSR-2016

2014- 15 144 56 200 06 01 07

2015- 16 138 62 200 - - -

Shiksha Shastri –[B.Ed. -Sanskrit]



2011- 12 112 49 161 01 - 01

2012- 13 111 56 167 02 01 03

2013- 14 134 56 190 02 02 04

2014- 15 117 80 197 01 - 01

2015- 16 118 49 167 - - -

M.Ed -



2011- 12 20 15 35 01 01 02

2012- 13 17 17 34 02 02 04

2013- 14 21 13 34 01 - 01

2014- 15 17 17 34 04 - 04

2015- 16 16 19 35 - - -

Reasons for drop-outs:

1. Pupil teachers who are selected for government job during mid session

2. Health Problem.

Mechanism to control drop-out:

The conducive and encouraging environment places a major role in it.

1. The college has started the orientation session with a view to minimize the

dropout rate and to provide facilities to the pupil teachers to complete the

course positively.

2. We have motivated drop out students to rejoin the B.Ed., S.S. / M.Ed. courses

as an Ex-student next year.


______________________________________________________________________________


SSR-2016

4 What additional services are provided to students for enabling them to

compete for the job and progress to higher education? How many students

appeared / qualified in SLET/NET, Central / State services through

competitive examination in the last two years?

The institution provides career guidance to the students to enable them to enter a

job especially in teaching. Guidance is also given to appear for competitive

examinations like NET, SLET, REET and CTET etc. Coaching classes are

conducted to prepare for the examinations. The learning materials for the

competitive examinations prepared by the faculty of the college and external

resource persons are kept in bound volumes and are effectively used by the

students and the faculty.

Examination 2013-14 2014-15

NET 02 04

SLET 02 02

CTET 05 10

RPSC 05 07

M.Phil/Ph.D 04 03

Our college provides additional facilities to the pupil teachers who wish to

complete the job and other higher education as their career as under:

1. We have modest facilities at our college library.

2. We have a large number of reference books and our pupil teachers make

ample use of them.

3. We also provide individual guidance to our pupil teachers pertaining to

SLET/NET and other competitive examinations.

4. Moreover eligibility for lectureship has shifted the focus from SLET/NET

examinations to M. Phil and Ph. D research due to the acceptance of these

degrees by association of Indian Universities and U.G.C.

5 What percentage of students on an average go for further studies/choose

teaching as a career? Give details for the last three years?

The faculty motivates the students to go for further studies in keeping with the

spirit of continuous and lifelong education of teachers.


______________________________________________________________________________


SSR-2016

A majority of our pupil teachers goes for teaching jobs. On an average, a good

number of students after passing B.Ed, M.Ed and Shiksha Shastri [B.Ed.-

Sanskrit] has got employment in various private educational institutions and

government schools. Some of them apply for the Ph.D/M.Phil. etc. But a few get

admissions as per the university norms for admission in post graduate study (i.e.

merit at graduation and distribution of different categories). The statistical data of

our college for the last three years is given below:

B.Ed.

Sr.

No

Year B.Ed

Adm.

Plac

emen

t

M.Ed.

M.Phil Other

Studies

No.* % No.* % No.* %

1 2012-13 200 58 6 3 - - 120 60

2 2013-14 199 67 5 2.5 - - 125 62.81

3 2014-15 200 70 7 3.5 - - 115 57.5

* No. of Students

Shiksha Shastri [B.Ed.-Sanskrit]

Sr.

No

Year B.Ed

Adm.

Plac

emen

t

M.Ed. M.Phil Other

Studies

No.* % No.* % No.* %

1 2012-13 167 50 3 1.79 - - 110 65.86

2 2013-14 190 56 3 1.57 - - 120 63.15

3 2014-15 197 62 5 2.53 - - 122 61.92

* No. of Students


______________________________________________________________________________


SSR-2016

M.Ed

Sr.

No

Year M.Ed

Adm.

Plac

emen

t Ph.D M.Phil Other

Studies

No.* % No.* % No.* %

1 2012-13 34 16 1 2.94 - - 12 35.29

2 2013-14 34 20 2 5.88 - - 10 29.41

3 2014-15 34 22 1 2.92 - - 10 29.41

* No. of Students

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.

The Institution gives library books, audio-video resources to our former pupil

teachers who are working in schools or have joined higher studies, whenever they

require. We personally give individual guidance and issue required material to

them for the preparation of NET, SLET and other Competitive Examinations.

Computer hardware, software and other ICT facilities are easily available for our

students. A list of our former students who have benefited from the ICT/other

resources.

Sr. No. Course Session 2013-14 Number of

students (Approx)

Session 2014-15 Number

of students (Approx)

1 B.Ed. 300 350

2 S.S. 200 250

3 M.Ed. 60 100


______________________________________________________________________________


SSR-2016

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.

The institution offers help to get placement in school and colleges, various

colleges, school are in frequent touch with the institution and send letters to

recruit teachers.

Our placement cell was established in the year 2007-08. Our placement cell

displays these letters on the notice board. We arrange campus recruitment at our

college also. Many students teacher get selected through these interviews. Details

of the services provided by the placement cell for the last two years.

Year Service No. of Students

benefited

2013-14 Guidance to enter teaching profession 285

2014-15 Guidance to enter teaching profession 395

During the last two years, many pupil teachers acquired job through the college as

detailed below.

Sr. no. Year B.Ed Admission

B.Ed. + S.S.+ M.Ed

Recruitment in %

B.Ed. + S.S.+ M.Ed

1 2013-14 423 33.80

2 2014-15 431 35.73

Procedure and the strategy we adopt is somewhat like this:

1. Various schools approach the principal and faculty and also during the block

teaching faculty was approached informally for some of our outstanding pupil

teachers.

2. We collect their C.Vs and whenever demand comes for job opportunities, we

immediately contact our pupil teachers and send them for personal interviews.

3. As a result of this many pupil teachers get job offers.

4. Our college has 19 practicing schools up to the Higher Secondary levels.

5. The first preference is given to our meritorious students of our college.

6. We have built good rapport with our former pupil teachers who are employed.

We are also in touch to know their progression.


______________________________________________________________________________


SSR-2016

7. The newly established placement cell maintains the data bank, which can be

summarized as under :

8 What are the difficulties (if any) faced by placement cell? How does the

institution overcome these difficulties?

The placement services face many difficulties in recruitment in grant aided

institutions, as they are not free to select candidates. There is an entrance

examination for getting placement in government institutions and moreover they

have to work for the fixed salary for two years. Private institutions are always in

demand for good teachers due to competition and they approach us regularly.

9 Does the institution have arrangements with practice teaching schools for

placement of the student teacher?

As our practice teaching schools are granted aid by the government, they have to

follow the rules and regulation laid down by the education department. They have

to strictly follow the rules and regulations of the state government / Rajasthan

Board/ CBSE Board. In these schools our pupil teachers are selected on an ad-

hoc,or temporary basis as needed. But number of private schools frequently

approach us for selection of better teachers.

10 What are the resources (financial, human and ICT) provided by the

institution to the placement cell?

We have established our placement cell in 2007-08. The placement service cell

renders valuable services. The institutions support placement service cell by

providing special room, computer and free internet service, human resource by

assigning duties to staff members providing certain journals, periodicals etc. The

important publications provided to the students are:

1. The employment news (Hindi and English)

2. Rojgar Sandesh

3. University NEWS

4. Hindi & English Daily news paper etc.

Even the head and faculty members regularly render their services as resource

persons in various schools and self finance college staff recruitment procedure.

The documentation, communication and other administrative support have been

given to them by our college administrative office. The infrastructure and other


______________________________________________________________________________


SSR-2016

electronic gadgets like computers, printers, stationery, etc. are being used by the

placement cell.

5.2 Student Support 1 How are the curricular (teaching–learning processes), co-curricular

andextra-curricular programmes planned, (developing academic calendar,

communication across the institution, feedback) evaluated and revised to

achieve the objectives and effective implementation of the curriculum?

Our college develops its yearly academic calendar and which is followed

accordingly, to achieve the objectives and effective implementation of the

curriculum. The schedule for the entire year is given in advance to teachers and

students. Sometimes due to late admission or some natural calamity or

government programme, there is some change in the schedule. The orientation

programme is held during the first week of the very beginning of the year, so that

the student teachers become familiar with the principles of practice teaching

schools, lessons, block teaching and other social activity programmes.

The student teachers are divided into groups and all the faculty members meet

their students and guide them regularly. For, the whole year these students have

to consult them. All the faculty members are in charge of curricular, co-curricular

and extra-curricular activities. These activities are particularly planned out well in

advance and are organized effectively. The in-charge faculty members of these

activities guide the students for organizing various activities.

Every month the faculty meetings are arranged in the principal’s office where

healthy discussion regarding executed activities, its barriers, problems and

different strategies for further improvement is planned out. The students council

also meets regularly. Different committees meet regularly and follow up the

execution of work to the head. At the end of the year a general meeting is also

held wherein different activities, suggestions and feedback reports are discussed

at a great length. Evaluation of the previous year is discussed, too. The faculty

members are encouraged to take up innovative programmes during the whole

year. Pupil teachers who achieve higher percentage marks are assigned the work

of teaching to the low achievers in their respective groups or individually.

Students’ feedback is collected and the same are communicated to the concerned


______________________________________________________________________________


SSR-2016

faculty member. For the whole year students are encouraged and motivated to

bring out their true potentials. We give them stress-free environment and a

meaningful platform for all round development and to become a responsible and

committed teacher.

2 How is the curricular planning done differently for physically challenged

student?

The institution provides special help for the physically challenged students, for

blind pupil 'Braille', Audio cassette, etc. are available in our college library.

According to the university admission criteria 3% students are supposed to get an

admission who is physically challenged. They are, without any bias, equally

treated well. They are supported by the head and faculty as facilitator. They are

individually given guidance if needed. They are encouraged and motivated to

overcome their inferiority and gain confidence. They equally take part in all the

activities with their peers. Books and other related materials are given to them,

which inspire them to gain self confidence.

3 Does the institution have mentoring arrangements? If yes, how is it

organized?

Yes, all the faculty members act as facilitators, mentors, counselors, advisors,

friends, philosophers and guides for the pupil teachers. The groups consist of

sixteen to eighteen pupil teachers and a faculty member as a mentor. For the

whole year this group remains with the mentor. In the beginning the mentor’s role

is that of a counselor and then facilitator and gradually it goes on changing. They

are free to meet and take the advice of the mentor any time. They have

harmonious relationship with the mentor and many a times they frankly discuss

their personal problems. The mentor monitors their academic career very

carefully. The mentoring system helps them to solve professional and individual

problems. For low achievers, extra guidance is given to them and if need arises,

their parents are also called to enhance the impact of counseling. During

internship program, they have a mentor teacher in the respective school. The

teachers look after these students and give them first hand experience of school

environment. The teachers render their assistance to students through special

attention to the academic, personal and financial matters of the students.


______________________________________________________________________________


SSR-2016

4 What are the various provisions in the institution, which support and

enhance the effectiveness of the faculty in teaching and mentoring of

students?

Our institution provides facilities/programs for supporting, enhancing the

effectiveness of faculty in teaching and mentoring of students. These are as given

below:

1. Participation in Refresher programs organized by University of Rajasthan.

2. Organized workshop/conferences etc.

3. Selection committees are constituted as per norms of NCTE, University of

Rajasthan, Jaipur and J.R.R Sanskrit University, Jaipur

The tutorial periods are held twice in a week in which students are provided

members to guide and help them. 20 students are attached with the mentor, the

experiences of the tutorials are discussed in staff meetings so that service may be

made more effective - some programs are as follows:

Participation in seminars, group discussion etc.

Organization of workshops/conferences etc.

Our college has various provisions to enhance the effectiveness of the teacher

education process. All the faculty members use OHP, LCD, computers and audio

visual aids for presentations. There is a computer laboratory, where students

enhance their computer skills and learn how to use computer and internet. We

have E.T. Room with a LCD projector. We have a library with a treasure of a

large collection of books, magazines, journals as well as modest learning and

reading facilities. We also have a method laboratory where pupil teacher are

allowed to prepare and use teaching aids.

5 Does the institution have its website? If yes, what is the information posted

on the site and how often is it updated?

Yes, our college has its website. The institution has its own website from 2005-06

on words and is regularly upgraded (www.sttcindia.org). There is a committee

constituted by IQAC to update the website every year. The following information

is given and it is updated from time to time.

Brief history of the college

Academic qualification of the faculty


______________________________________________________________________________


SSR-2016

Our vision

Our mission

Photographs

Fee chart

Infrastructural facilities

Placement

Information about Alumni Association.

Information about the cultural activities-Seminars/Workshop etc.

6 Does the institution have a remedial programme for academically low

achievers? If yes, give details.

The institution provides remedial programs for academically low achievers.

Teachers of the college and experts engage the classes before and after college

hours and holidays. English and Sanskrit communication classes are also

conducted at our institution.

Following eminent personality had come in our institution for the conducting

Sanskrit communication classes - Prof. Y.S. Ramesh, Dr. Pushpendra Kumar Jha

and Mr. Om Prakash Sharma.

We have remedial teaching/tutorial programmes for such achievers, but on the

basis of their marks in the unit tests, mentor and faculty observations, we guide

them individually. In examinations the low achievers performance is not up to the

mark, i.e. incomplete answers, failing to comprehend questions and many

mistakes. They are individually called and shown their mistakes and guide them

properly to keep pace with other students. They are guided to write answers in

points and systematically.

7 What specific teaching strategies are adopted for teaching?

[a] Advanced learners and [b] Slow Learners.

The institution adopts specific teaching strategies to cater to the needs of the

advanced and slow learners.

[a] Advanced Learners :


______________________________________________________________________________


SSR-2016

For the advanced students creative activities like projects, seminars, assignment

preparation of the models, institutional materials, documentation, co-operative

learning strategies, constructive paradigm, etc. are given.

[b] Slow Learners:

Special coaching classes and assistance are given by mentoring and remedial

teaching programs. The faculty gives ample guidance to the low achiever. Easy

accessibility of mentor is planned for guidance. This strategy helps both the

advance and the slow learners to gain confidence. There is lots of interaction

amongst both of them, which also leads to attachment and affection for each

other. This helps in providing enough challenges to the advanced learners and the

emotional and moral support to slow learners while counseling.

8 What are the various guidance and counseling services available to the

students? Give details.

Each pupil teacher is attached to the faculty member who is a counselor as well as

a mentor. The mentor keeps the track of the student for the whole year. All the

faculty members of our college encourage our students to discuss their

professional and/or personal problems. A guidance and counseling cell functions

in the college under the supervision of a competent senior teacher. A special room

is arranged for the purpose. The cell provides personal, vocational and other

guidance services. The students can freely approach this centre for guidance or

counseling regarding various aspects of their life. The women counseling cell

function under two lady teachers which is established in the college specially for

solving the problems of girl students.

9 What is the grievance redressal mechanism adopted by the institution for

students? What are the major grievances redressed in last two years?

We have formed a well functioning Grievance Redressal Cell in our college any

complaint/grievances/suggestions regarding students teachers facilities an

strategies can be formed through the grievances box, placed at the entrance of the

college. The grievance box is opened twice a month and the committee discusses

the major issues in the meeting and are settled at the earliest. The Lesser number

of grievances is reported during recent years.

The Grievences Redressal Cell consists of the following members:


______________________________________________________________________________


SSR-2016

a. Dr. Sunita Bhargava : Principal

b. Dr. Ratan Kumar Bharadwaj : Associate Professor

c. Dr. Rita Jhajhria : Senior Lecturer

d. Mr. Ramsingh Nandwal : Students Representative

e. Miss Priyanshi Pareek : Students Representative.

The following mechanism is quite open and reassuring:

1. The pupil teachers can voice their complaints through their representatives.

2. They can register their grievance officially by writing a simple letter.

3. They can directly talk to the principal or to the mentor if the matter is urgent.

4. They can also drop their complaints namelessly in the suggestion box.

5. However, to promote student welfare, the institution has introduced the

following majors some of them are as follows.

Those grievances which are noticed in the last two years are related to approach -

For easy approach handicapped students lift service has been provided

Extended building facilities by constructing a new one.

Modernized the library facilities

Installed new computers and software.

Extended canteen and refreshment facilities

Extended parking facilities for vehicles.

10 How is the progress of the candidates at different stages of programs

monitored and advised?

The progress of the student is monitored through test papers/assignments, micro

teaching, sessionals, internal test, percentage of attendance and various co-

curricular activities. Students are given thorough training in the methodology of

the teaching through discussion and demonstration classes, criticism, lessons

during internship/practice teaching, the teachers observes the classes of the

student teacher and gives necessary feedback to the students. Evaluation of the

heads of the institutions, teacher of concerned subjects and peer group. A

specially prepared students teacher diary is given to the teacher trainees. The

teacher trainees have to report their self reflection after taking each class in the

student diary (in supervising the student teachers diary, teacher educator, M.Ed


______________________________________________________________________________


SSR-2016

trainees, head of the school, principal of the college). The diary is a valuable

source of information regarding the performance and progress of the trainees.

The progress of the candidate is monitored at different stages.

1. After the each semester in M.Ed., the mentor as well as the subject teacher

reviews the suggestions in the meetings.

2. After microteaching all supervisors provide feedback to the principal.

3. After getting admission in B.Ed, Shiksha Shastri [B.Ed.-Sanskrit] and M.Ed

the previous subject content knowledge is accessed to monitor and to advice

accordingly.

11 How does the institution ensure the student's competency to being

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?

Before commencement of practice teaching, our students are exposed to the

following programmes at our college;

1) Language warm up activities.

2) Orientation to micro teaching

3) Micro teaching feedback.

4) Demonstration lesson by faculty members and also by pupil

teachers.

Follow up support is provided in the form of:

1) Guidance in lesson plan session and

2) Constant feedback/moral support by our teacher mentors.

5.3 Student Activities Our Institution is a highly reputed college in the field of teacher’s training

college. It takes the responsibility of moulding the minds of thousand of students.

The institution organizes various activities under different associations for the

well being of the students. House wise sports, cultural and literary competitions

are held every year.

1 Does the institution have an Alumni Association? If Yes,

An Alumni association it provides opportunities for the former students to keep in

touch with the institution. The Alumni association is a flaming torch for our


______________________________________________________________________________


SSR-2016

institution. The alumni members render valuable contribution to the growth and

development of the institution. The Present office bearers of the Alumini

association are-

i) List of the current office bearers. Position Names Students of the Session

President Mrs. Bharti Vijay 2010-2011

Vice – President Mrs. Raju Pansari 2007-2008

Secretary Dr. Rita Jhajhria 2000-2001

Joint Secretary Dr. Disha Pareek 2006-2007

Treasurer Mr. Pramod Kumar Sharma 2007-2008

Executive Committee Members:

Ms. Laxmi Chipa

Ms. Yogita Sharma

Mr. Manoj

Ms. Pooja Sharma

Ms. Vinita Joshi

Mr. Ramshankar Chippa

Mr. Jayesh Sharma

Mr. Rajendra Choudhary

Mr. Sanjay Bairwa

ii) Give the year of the last election.

The last election took place on 5 January 2014 for three years.

iii) List Alumni Association activities of the last two years.

During the last two years we have organized following activities:

1. Annual meeting.

2. Lectures.

3. Farewell programme.

4. Debates, quiz, on the spot competition, poetry competition, folk

dance, folk songs, essay writing, greeting, poster, slogan, mehndi,

rangoli, fancy dress, painting, mono acting, occasional rallies, drama,

etc during the last two years.


______________________________________________________________________________


SSR-2016

iv) Give details of the top ten alumni occupying a prominent

position.

Details of the top ten alumni occupying a prominent position.

S.No. Name of the

Alumni Designation Place

Students of

the Session

1. Mr. Rakesh

Bairwa Deputy S.P.

Sawai Madhopur,

Rajasthan 2004-2005

2. Mr. Himanshu

Sharma Deputy S.P. Alwar, Rajasthan 2006-2007

3. Dr. Disha Pareek First Grade

Lecturer Jaipur, Rajasthan 2011-2012

4. Mr. Devendra

Kumar Bangali

Income Tax

Inspector

West Bengal,

Calcutta 2005-2006

5. Mr. Roshan Lal

Bairwa

Sr. Auditor

(PCDA) Jaipur 2005-2006

6. Mr. Pramod

Kumar Sharma

Teacher in

Centre School Misa, Guhawati 2007-2008

7. Mr. Dattaram First Grade

Lecturer Jaipur 2007-2008

8. Ms. Vandana

Kumari Jangid

Probationary

officer,

Centralized

Bank

Jaipur 2010-2011

9. Mr. Satish Yadav Second Grade

Teacher Jaipur 2014-2015

10. Mr. Devendra

Kumar Meena

Second Teacher

Navodaya

School

Jaipur 2011-2012

v) Give details on the contribution of alumni to the growth and

development of the institution.

The alumni association venders valuable contribution to the growth and

development of the institution its members help the college as resource

person in scholastic and co- scholastic activities. Every year the college

arranges a sharing of experiences session by alumni members to orient the

future teachers regarding the roles and functions of teachers, social


______________________________________________________________________________


SSR-2016

leadership and up holding vision, mission, goals and objectives of the

institution.

The contributions of the alumni are listed below:

1) Constitute latest study material and technical inputs so as to improve

the infrastructure and learning resources

2) Provide the feedback to reshape the present teaching and learning

programmes to suit the new job requirements

3) Vital role of alumni is in developing a healthy atmosphere between

themselves and the present students

4) They help in developing a feeling of brotherhood in the students

5) They inform the placement cell regarding vacancies in their school or

other schools.

6) Sometimes they visit our college and interact with the present pupil

teachers and talk about their experience and problems which they face

in their respective schools.

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.

Our college arranges scholastic and co-scholastic programs under various houses

before the commencement of academic year the staff members sit together and

chalk out the plan of action and this included in the college calendar. Each house

in charge prepared a plan of action at the beginning of the academic year. In our

college, activities of sports and games are conducted under the supervision of the

director physical education. Competitions are held every year and certificates,

trophies are given to the winner of various items. Competitions are three types -

Individual, group and house wise. The students are divided into 7 houses.

Championship is given to the house which scores the highest, individual

championship for male and female are also given. Besides this sports and games

competitions are held on some special Occasion/Celebration like kite flying

competition on the occasion of the Makar Shakranti. Inter house cultural and

sports activities are also held in our college as dance, drama, quiz, nukkar natak

etc. The students are encouraged to participate every year in different events.


______________________________________________________________________________


SSR-2016

Achievements of the last two years as follows: Session Student Name College/University Activities Position

2014-15

Shailendra SSG Pareek TT College, Jaipur

Slogan Competition

II Position

Laxmi Chipa SSG Pareek TT College, Jaipur

Rangoli Competition

II Position

Nisha Parrek SSG Pareek TT College, Jaipur

Rangoli Competition

II Position

Chotu Lal Bairwa SSG Pareek TT College, Jaipur

Nukad Natak Competition

II Position

2013-14

Jayesh Kumar Bhawani Niketan T T College, Jaipur

Self Compose Poetry Competition

I Position

Shashank Dadich Saint Wilfred T T College, Jaipur

Singing Competition

I Position

Asha Choudhary Saint Wilfred T T College, Jaipur

Solo dance Competition

I Position

2014-15

Jayesh Kumar SS Jain Mahila PG College of Education, Jaipur

Hasya Kavita I Position


Debate Competition

II Position


Fancy Competition

II Position

Jakir Hussain Abbasi SS Jain Mahila PG College of Education, Jaipur

Essay Writing Competition

II Position

Yogita Sharma SS Jain Mahila PG College of Education, Jaipur

Mehandi Competition

II Position

Indu Kumari Jaipur National University, Jaipur

Light Presentation Nukad Natak

I Position

Chotu Lal In Jashme -e- Jaipur- A Youth Jumbish Pravah NGO

Light Presentation Nukad Natak

I Position


______________________________________________________________________________


SSR-2016

Inter-House Sports Meet

Session Student

Name

College/

University Activities Level Position

2013-14 Dipika

Nagiya

STTC

Jaipur Shot Put Inter House I Position

2013-14 Madhu STTC

Jaipur

Long

Jump Inter House I Position

2013-14 Ashok Kumar

Prajapat

STTC

Jaipur Shot Put Inter House I Position

2013-14 Deshraj

Meena

STTC

Jaipur

Long

Jump Inter House I Position

Inter University Sports Meet -

Session Student

Name

College/

University Activities Level Position

2013-14 Amit Kumar STTC

Jaipur Wrestling

All India Inter

University Participeded

2014-15 Dharmendra

Chaudhary

STTC

Jaipur Wrestling

All Imdia Inter

University Participeded

3 How does the institution involve and encourage students to publish

materials like catalogues.wall magazines. College magazine, and other

material. List the major publication / materials brought out by the

students during the previous academic session.

Our college is very active since the inception of the college. The pupil teachers

prepare a lot of material and they take out their own magazine. Other methods

pupil teachers are involved in wall magazine. A wall magazine is there in our

college, which yielded a huge pupil response. The editorial board manages this on

a for rightly basis. Pupil teachers regularly write and display on the bulletin board

according to their interest and hobbies. The college magazine publication is our

regular feature, every year college publishes magazines 'UTKARSH'. It has three

blocks Hindi/English/Sanskrit. All the B. Ed, Shiksha Shastri (B.Ed Sanskrit),


______________________________________________________________________________


SSR-2016

M.Ed students and faculty members, publishes their articles, poetry etc. in this

magazine.

4 Does the institution have a student council or any similar body? Give details

on- constitution, major activities and funding.

Our college has a student council, there are six houses and under them, the

students work and all the activities of the college are conducted systematically

throughout the year.

Arvind house

Gandhi house

Nehru house

Radhakrishnan house

Tagore house

Vivekanand house

Dayanand house

For smooth functioning, a student council is constituted in our college. All

programmes, elections and student’s participation took place according to student

council. At the end of the month, a meeting is conducted under the guidance of

the principal of college to solve the student’s problems.

The president and vice president of the houses are elected in a democratic way.

They act as the class representatives. The funding of the students’ council is

provided by our college for various purposes, like Annual Day, Youth Week,

Seminars and Sports Day.

5 Give details of the various bodies and their activities (academic and

administrative), which have student representation on it.

The pupil teachers of our college have representation in different houses. Each

house has a president and a vice president who coordinates with the faculty in

charge of various events, e.g., the Grievance Redressal committee looks into

students grievance with close coordination with the principal. The Discipline

Committee looks after the discipline of the college, etc. The bodies with students’

representatives are:

1. Grievance Redressal Cell


______________________________________________________________________________


SSR-2016

2. Students Council

3. Library Committee

4. Women Cell

5. Discipline Committee.

6. Anti ragging and Ethics Committee

7. Effective Placement services

8. Support of Associations like student council, PTA etc.

Above mentioned academic and administrative committees have performed many

activities as mention below:

1. Morning Assembly

2. Celebration of important historical days and festivals

3. Organization and participation in co-curricular activities.

4. Maintaining Discipline

5. Maintaining cleanliness of the campus.

6. Stress on campus beautification.

7. Co-ordination amongst the college administration and collegiate.

6 Does the institution have a mechanism to seek and use data and feedback

from its graduates and from employers to improve the preparation of the

programme and the growth and development of the institution?

Through out the year the principal collects feedback from the pupil teacher

similarly, we invite feedback from academic peers during their visit or attending

the meeting in the college. A committee [IQAC] has been formed to analyze this

feedback and to recommend the adoption and implementation of useful feedback

suggestions. It certainly contributes towards the effective functioning of our

college.

5.4. Best Practices in Student support and Progression. 1 Give details of institution best practices in student supports and progression?

The college organizes one week orientation programme to the students about

institution vision, mission, goals, objectives and value of teaching.

We are always ready to help pupil teachers in their personal, economical or

academic progression. We give them interdisciplinary learning experiences as

they interact with pupil teachers and teachers from different disciplines. We give


______________________________________________________________________________


SSR-2016

ample opportunities to the students to participate in the community work. Our

ultimate goal is to help these prospective teachers to develop a sense of

competence to teach several subjects through innovative programmes for all

round development of their personality.

The dissertation abstracts of M.Ed students are completed for ready reference for

new students joining the course.

The research tools and innovative lessons prepared by the students for their

research work are compiled. The projects undertaken by B.Ed/M.Ed/Shiksha

Shastri students as a part of their syllabus also collected and compiled. All the

publications of different authors are available in the library for reference.

The career consultancy and placement services and career guidance classes

are given by the staff to the school students and others in various institutions.

The Curriculum framework is based on the vocational needs of the learner,

students are provided opportunities to do group projects, social surveys

documentation and literacy surveys. Further programmes like seminars and

oral presentation are organized for the enrichment of inter personal

relationships and team work among the student teachers. We provide hands

on training in preparing teaching aids and the use of technological devices

like smart board (Interactive white Board LCD and LED projectors and OHP

in all optional subjects.

Our college has such facilities to support our students in their progression and

academic development as listed below:

1. Information collected from various academic institutions related to career

guidance is circulated among students.

2. Remedial classes are conducted for academically weak pupil teachers.

3. Personality development classes are conducted by inviting prominent visiting

and guest faculty.

4. Yoga classes are arranged for keeping our pupil teachers healthy.

5. E-learning facilities for our students.

6. Pupil teachers are awarded to their best activities.

7. Services like guidance and counseling are provided for academic matters and

personal problems.


______________________________________________________________________________


SSR-2016

8. For the student’s point of view, we have established a grievance redressal cell

and students counseling for students functioning.

9. We every year organize sports and cultural activities and orientation

programmes for pupil teachers.

10. Alumni are invited for interaction with the present students.

11. Our college regularly organizes educational tour.

12. Various functions are organized and festivals are celebrated in our college in

order to significance progression of our pupil teachers in the avenue of the

higher education.


accreditation / Re-assessment

1 What were the evaluative observations made under Student Support and

Progression in the previous assessment report and how have they been acted

upon?

5.1 Student Progression

Nearly 85% of the students opt for employment and the rest pursue higher

studies. The dropout rate is very minimum (zero during 2009-10).

The pass percentage of the students is high and many have taken first class

and distinctions during the past three years.

5.2 Student Support

College publishes its updated prospectus every year, which contains necessary

information.

Government scholarship for SC, ST, OBC and physically handicapped are

available.

The college has a counseling centre, Grievance redressal committee,

placement cell and an Alumni Association.

5.3 Student Activities

The college organizes and students participate in cultural events and sports

meet.

The institution publishes its annual magazine regularly.

5.4 Best Practices in Student Support and Progression (if any)

Educational tour and field visits for pupil teachers are arranged by the college.


______________________________________________________________________________


SSR-2016

2 What are the other quality sustenance and enhancement measures


Accreditation with regard to Student Support and Progression?

At present the college gives more priority to the student support system by

providing scholarship, book bank facility value education, etc. The activitiesa

ssociation, co-operation of parent, teacher association, student welfare services,

curricular activities, modern library and laboratory full of equipments, etc. enable

the college to function more efficiently than before, development oriented

projects are undertaken by teacher and students. The teacher trainees develop

their knowledge and competencies through the experience and research. The

activities of the alumni association, co-operation of parent teacher association,

student welfare services, remedial teaching programmes, value education, etc.

which enable the institution to function more efficiently than before. The teacher

trainees enrich their knowledge through the experiences at this college. The

exposure they are gaining through the house wise activities, which help them to

take up leadership roles effectively.

INDEX


1. INSTITUTIONAL VISION AND LEADERSHIP

186

2. ORGANISATIONAL ARRANGEMENTS

194

3. STRATEGY DEVELOPMENT AND DEPLOYMENT 199

4. HUMAN RESOURCE MANAGEMENT 202

5. FINANCIAL MANAGEMENT AND RESOURCE

MOBILIZATION

209

6. BEST PRACTICES IN GOVERNANCE AND

LEADERSHIP

211


RE-ACCREDITATION

212

CRITERION - VI GOVERNANCE AND LEADERSHIP


______________________________________________________________________________

Criterion VI : Governance and Leadership 186

SSR-2016

Criterion – VI : Governance and Leadership 6.1 Institutional Vision and Leadership 1 What is the institution’s stated purpose, vision, mission and values? How are

they made known to the various stakeholders?

Following are the purpose, vision, mission and values of the college:

Purpose The college was established in the year 1986-87 with a purpose to spread the feel

and zeal of literacy and academic awareness in the region by concentrating on full

time quality teacher education program. The college strives itself into a high

standard centre for teacher education with a difference. Programs offered by the

college develop values among pupil teachers as teacher competency, love for all,

patriotism, character building and dedication towards the profession. The Purpose

of the institution is reflected in the objectives of our organization.

Objectives:

To nurture the inner urge for learning and development of positive attitude

towards teaching profession.

To impart quality teacher education among pupil teacher to enlighten,

liberate and empower them.

To develop the students by keeping in mind the global development in

various fields, especially teaching-learning process in a multifaceted role.

To acquaint with subjects and its application to curriculum transaction and

evaluation.

To prepare competent, committed and creative teachers who are ready to

work locally and globally.

To develop the inbuilt abilities of the students by providing them platform to

take a leading role in different programmes, co-curricular activities and


To create awareness upon different issues like environment, female

foeticide, pollution, population, communal harmony and national

integration.


______________________________________________________________________________


SSR-2016

To enhance creative and critical thinking by rewarding excellence in

curricular and co-curricular activities.

Vision

The Vision of the college is to promote development of harmonious personality

and to maintain Indian culture by providing value based teacher education.

Mission

The following goals have been laid down by the college to realize the vision and

to fulfil the mission of the college:

Healing touch with unique career

Dynamic observation about aptitude, attitude and career

To provide effective training

Teaching through highly experienced core and by visiting guest faculty

To provide hi-tech computer laboratory and modernise library

To provide complete education and placement

To conduct group discussions for developing personality, career and future

life to face and accept the challenges

Excellent academic results

To prepare complete leaders through harmonizing the terminology and

principles for using knowledge and skill of the advancement of human

welfare

Enhancing creativity and problem solving skills in students

Providing teaching learning process interactive and participative

Values We always insist upon the following values:

1. Truth and Honesty

2. Punctuality and Sense of responsibility

3. Patriotism and national integrity

4. Skills development

5. Dedication towards carrier

6. Development of good citizenship

7. Foster values of new global scenario


______________________________________________________________________________


SSR-2016

The purpose, vision, mission and values are made known to various stakeholders

through curriculum, co-curricular and extra-curricular activities. College

prospectus, college calendar and college magazine, etc. are means of

communication of our vision, mission, goals and objectives. After the admission,

the student teachers are informed about the purpose, vision, mission, goals and

values through the orientation program. The college has achieved its goals

through an inspiring management, dedicated principal, committed faculty,

administrative staff and motivated pupil teachers.

2 Does the mission include the institution’s goals and objectives in terms of

addressing the needs of the society, the students it seeks to serve, the school

sector, education institution’s traditions and value orientations?

The mission includes the goals and objectives of our college in terms of

addressing the needs of the society. The pupil teachers are made aware of these

objectives, mission, vision and tradition of the college. It also plans out its

academic programme and various activities, keeping in mind the stated vision,

mission, values, objectives and traditions. We have several healthy traditions

which contribute to the creation of the environment that promotes motivation,

satisfaction and all over improvement in the performance of students at the end of

the academic year. Our goal is to accelerate quality intensive knowledge for the

holistic development of the student’s intellectually, emotional, philosophical and

spiritual aspects.

The college encourages our pupil teachers to have clear understanding of value

system. There is a provision in the syllabus to introduce values among pupil

teachers, so that they can create opportunities to serve the society accordingly.

Our college organizes certain value-based activities that not only bring awareness

but also provide a platform for inculcation of values and help our pupil teachers

to become good citizens and human beings. To inculcate values of democratic

citizenship a fair selection procedure is carried out to establish students’ council

that consists of the President and Vice President. Our mission is to develop

intellectually competent, morally upright, psychologically integrated and socially

committed teachers for service in the emerging world scenario of education. The

goals of the institution include developing unique teachers who excel in global


______________________________________________________________________________


SSR-2016

scenario and realize the Indian concept of ‘Guru’ and 'Acharya' to create a

strong affinity towards the national values, to reorient teacher education to the

needs of the modern era, etc. Every year, we celebrate religious festivals to spread and develop the values like

Sarvebhawantu Sukhinah, Sarve Santu Niramaya ¼losZHkoUrq lqf[ku% losZ larq

fujke;k½, unity, brotherhood, harmony among students etc. Various programs are

organized to inculcate to moral values among students. The test series are

organized and administered to make aware the students about the moral values,

throughout the year. Programs to abolish the social evils are organized like

exhibitions on scientific themes in the college regularly.

3 Enumerate the top management’s commitment, leadership role and

involvement for effective and efficient transaction of teaching and

learning processes (functioning and composition of various committees

and board of management, BOS, etc.).

Sanjay Shiksha Samiti, Jaipur works with commitment, manages Sanjay

Teachers’ Training College. The college is growing steadily. The motto of Sanjay

Shiksha Samiti is ‘Asatoma Sadgamaya, Tamsoma Jyotirgamaya' and it works

accordingly. Sanjay Shiksha Samiti was established on 17-05-1965 and has been

registered with the Office of the Charity Commissioner, Jaipur vide its

Registration No. 22/65-66 with a prime aim of empowering rural students through

professional training of education. The principal along-with the faculty members

of our college and the executive body of the management lead this college to

achieve higher levels of performance by virtue of effective and efficient

transaction of teaching and learning process. Our college is always ready to apply

innovative practices in teaching learning process. Faculty members are

encouraged to contribute significantly in various academic activities like

presenting papers at local, state, national and international level, publish articles

in various journals of education and newspapers. The faculty members hold good

positions in various academic organizations such as Board of Studies, syllabus

committee and the panel of examiners of various universities. Faculty members

contribution is not only restricted to our college, but also they contribute in

community services by delivering motivational talks, participation on various


______________________________________________________________________________


SSR-2016

community services, etc. They also provide services to the Rotary club, Lion's

Club, Pratham Rajasthan, S.D.M. Hospital, Sahaj Yog, Red Cross society and

many more.

4 How does the management and head of the institution ensure that

responsibilities are defined and communicated to the staff of the

institution?

The college has been steadily growing and it has secured state eminence because

of the commitment and leadership role of the management. The principal of our

college prepares annual calendar with the consultation of faculty members. The

responsibilities are assigned to the faculty members at the beginning of the every

academic year. Faculty members share the responsibilities individually and

support collectively for the effective execution of curricular, co-curricular and

extra-curricular programmes. The principal conducts regular meetings with the

staff members once in a month and also meet them to organise various

programmes as per requirement. Following are the different programmes

conducted successfully every year:

Inspiring prayer and story session

Bulletin Board

Co-curricular activities in the college and outside the college

Lecture series

Celebration of special/significant days

Microteaching, practice teaching, internship, SUPW camps, etc.

Explanation of various submission

Monthly regular meetings with the staff.

The Library Committee plans the purchase of books, periodicals, magazines etc.

according to the requirements. The suggestions offered by pupil teachers are

discussed in Students and Academic Council of the college. The members of the

Executive Committee of the management regularly remain present during

institutional programmes and provide guidance. They also help and guide the

principal and faculty members for the qualitative improvement of the entire

teaching learning programme. The management provides financial support to

update infrastructure and other facilities to the institution. A meeting of the staff


______________________________________________________________________________


SSR-2016

is organized for detailed planning and work distribution. The responsibilities of

the staff are well defined and conveyed systematically. The Work allotment of

teaching and non-teaching staff is done on the basis of discussion in the

beginning of every academic year.

5 How does the management/head of the institution ensure the valid

information (from feedback and personal contacts etc.) is available for the

management to review the activities of the institution?

The management and the principal of the college take active part in the

qualitative development in the progress of the college. The principal and

members of the management take oral as well as, written feedback from the

ongoing and alumni student teachers of our college. The principal and

management also participate in deliberations at Grievance Redressal Cell and

collect feedback and suggestions, thereby sort-out the difficulties of the faculty

members and pupil teachers for smooth functioning of the college. For managing

different activities college has constituted various committees. The main

committees are internal quality assurance cell (IQAC), Planning Committee,

Advisory Committee for Library, Research Committee for submitting project

proposals, Committee for Academic Calendar, Guidance and Counseling Cell,

Women Cell, Grievance Redressal Cell for staff and students, Anti-ragging

Committee, Ethics Committee and steering committee. The managing committee

meets, discusses and takes important decisions related to staff and students. The

Chairman and the Seceratry convene the meeting of the staff once or twice a year

to evaluate performance.

6 How does the institution identify and address the barriers (if any) in

achieving the vision / mission and goals?

In achieving the vision, mission and goals, some barriers are faced by the college.

As the college is situated in an urban area, a majority number of students

admitted to our college are of mediocre level. In the beginning of the academic

year the college has to put in extra efforts in making the pupil teachers aware

about the routine activities to be carried out throughout the year, as we have a

diverse group which comprises of different disciplines and strata of the society.

We overcome these barriers through a week long orientation programme,


______________________________________________________________________________


SSR-2016

remedial teaching about the syllabus, different tasks and several activities.

Various techniques and methods are adopted for identifying the barriers in achieving

the vision and mission. The members of the faculty and administrative staff have

frequent meetings (formal and informal) to discuss various matters of importance.

Discussion organizes on the topics related to the all-round development of the

members of the faculty and student. Teachers, students and the institution as a whole

identify matters that hinder its progress, methods and techniques to adopt to meet

various challenges, shortcomings and failures and address the obstacles if any, in

achieving the vision/mission and goals and objectives of the institution.

7 How does the management encourage and support involvement of the staff

for improvement of the effectiveness and efficiency of the institution

processes?

The management takes active participation in the functioning of the institution by

way of motivation, rewards and honor. It has encouraged its staff to enhance their

educational qualifications viz. Ph. D. degrees. For the improvement of the

effectiveness and efficiency of the institutional processes, the management

consistently encourages and support faculty members to participate in national

and state level seminars, symposium, workshops, paper presentation etc. On

important occasions like Annual Day celebrations or other important academic

programmes, the management honours the principal, faculty members,

administrative staff and meritorious pupil teachers as recognition of the valuable

achievements or services rendered by them in their respective field of work. The

management encourages and supports involvement of the staff in ensuring the

efficiency and working of the institution. The college organizes development

programmes to enrich Human Resource Development and Total Quality

Management. Insititution encourages teachers to take up research, higher studies to

improve their professional abilities. There is ICT facilities to the staff for research.

Insititution provides all the needed facilities to staff members.


______________________________________________________________________________


SSR-2016

8 Describe the leadership role of the head of the institution in the governance

and management of the curriculum, administration, allocation and

utilization of resources for the preparation of students.

The management has given functional autonomy to the principal in all the matters

except the policy matters. The principal monitors the programmes carefully.

Under her leadership, teaching work, co-curricular and extra-curricular activities,

other allied tasks and responsibilities are assigned to faculty members as per their

subject/method and areas of expertise and interest. She also encourages faculty

members to participate in seminars, workshops, symposium, etc. They are also

encouraged for reviewing and writing lessons for textbooks. During the

assignment of the various submissions, mature discussion is carried out for rich

unanimous decision. The college follows the system of participative management

so that the staff can express their opinions and suggestions freely. All the faculty

members and administrative staff meet together under the leadership of the

principal. The principal in consultation with staff members, assign specific duties

to each member. All the employees uphold the vision and mission of the

institution and work with the commitment for the cause of the teacher education.

There is complete decentralization of administration process, which has resulted

in the development of team-effort. Various programmes are assigned to the

faculty members in rotation every year. The various assignments are allotted to

faculty members under active interaction and monitoring of the principal as

prayer talk, time-table, attendance, bulletin board, guest lectures’ talks, co-

curricular and extra-curricular activities, practice teaching, submission of

sessional work, grievance redressal cell, library, internal and external examination

work, diagnostic and remedial teaching, tour, discipline, community work and

placement.

These above stated assignments help pupil teachers in their pre-service training.

The principal conducts special meetings for improvement of weaker pupil

teachers. Extra classes for low achievers are arranged till the annual examination.

Workshops are conducted for personality development and interviews are

organized for achieving better prospects.


______________________________________________________________________________


SSR-2016

6.2 Organizational Arrangements 1. List the different committees constituted by the institution for the

management of different institutional activities. Give details of the meeting

held and the decisions made, regarding academic management, finance,

infrastructure, faculty, research, extension and linkages and examinations

during the last year.

For the effective operation of curricular, co-curricular and extra-curricular

activities our college consists, different committees for the management of

different activities. The principal is a common member of all these committees.

Committees are:

Governing Committee

Advisory committee

Planning Committee

Internal Quality Assessment Committee [IQAC]

Students Council

Counseling and Placement Cell

Library Committee

Ant ragging Committee

Infrastructure Advisory Committee

Quality Improvement Committee

Alumni Association Committee

Academic Peer

Examination Cell

Grievance Redressal Cell for Staff and for Students

Parent-Teachers Meet

Women Cell

Research Committee

Cultural committee

Sports Committee

Discipline Committee.

The above stated committees are constituted in consultation with the principal of

the college, faculty members and pupil teachers. Committees are framed in a


______________________________________________________________________________


SSR-2016

democratic and most amicable way. Meetings of various committees are

conducted twice/thrice in a year in order to plan and execute various programmes

of the college. The principal arranges meeting of the administrative staff

regularly.

In order to execute the entire programme of the college the administration work is

decentralized. At the beginning and the end of an academic year, a special

meeting of staff-members is organized by the principal to chalk out the complete

academic calendar for successful smooth functioning.

Individual tasks are assigned to all the faculty members after a healthy discussion

on all aspects of various academic activities. Following responsibilities and tasks

are assigned to the faculty members:

Orientation programme

Micro-teaching [different skills]

Practice teaching and block teaching

Students’ development programmes

Guest lecture programmes

Prayer and inspiring story (daily)

Celebration of special days and week

Cultural, Co-curricular and Extra-curricular activities

Submission work

Paper-wise teaching programme

Workshops

Paper-wise Unit Tests.

Our college being a self financed institution, it solely depends on the fee collected

from the students. The development, establishment and maintenance of the

infrastructure are taken care of by the management body by providing financial

support as and when required.

The college has sufficient and well-qualified faculty for its teaching programmes.

It is always ready to adopt innovative practices. In order to remain in constant

touch with recent trends faculties from various specialized fields are invited as

resource persons and as guest speakers. The faculty too attends workshops and

seminars for upgrading their knowledge.


______________________________________________________________________________


SSR-2016

Research is an integral part of educational programmes. Pupil teachers are guided

in various submissions like action research, case study, psychological test,

environmental awareness tests, etc. Extension activities are planned and

effectively executed. Following extension activities are provided by the faculty

members.

Motivational Programme for School Students

Guidance to School Teachers

Educational Guidance to Students

Vocational Guidance

Jury Members for various institutional activities

Subject Experts, Resource Persons, Paper Setters, Translators, Mentors and

Evaluators.

2 Give the organizational structure and the details of the academic and

administrative bodies of the institution.

Sanjay Teacher's Training College is affiliated with University of Rajasthan,

Jaipur for B.Ed and M.Ed and Shiksha Shashtri [B.Ed.Sanskrit] with Jagadguru

Ramanandacharya Rajasthan Sanskrit University, Jaipur. These Courses are run

by the college according to syllabus offered by the above universities. Matters

related to syllabus and other academic issues are considered by the university

committees and administrative matters are settled by management committee of

the institution. The organizational structure is as follows:


______________________________________________________________________________


SSR-2016

For all academic issues (Related to Curriculum & Syllabus)

Senate and Syndicate of the University

Academic Council

Research Board

Faculty

Board of Studies

For Internal Administrative and Academic issues

Management Principal

Teaching Faculty Administrative Staff

HOD (B.Ed) HOD (S.S.) HOD (M.Ed)

Teaching Activities Administration (OSD) Librarian

Sr. Clerk Jr. Clerk Asstt. Lib.

Peon Peon

Cultural Committee [IQAC] Students’ Council Placement Cell Library Committee Infrastructure Advisory Committee Purchase Committee Financial Advisory Committee Quality Improvement Committee Alumni Association Examination Cell Grievance redressal Cell Parent-Teachers’ Meet Women Cell Sports Committee Discipline Committee Anti ragging Committee.


______________________________________________________________________________


SSR-2016

3 To what extent is the administration decentralized? Give the structure and

details of its functioning.

The administration of the college is fully decentralized.The various committees

and sub committees are framed according to the tasks assigned to them to carry

out the work smoothly. The sub committees examine the requirements for

improvement/development of the college programmes and place them before the

council for a final decision. The implementation of the same is carried out by the

concerned sub committee after the consent from the superior authorities. The

faculty is actively involved in decision making processes. The faculty members are

members of various important committees. Thus, they are actively involved in the

decision making process of the institution to sustain and enhance quality of

Teacher Education imparted by the institution. We follow a system of

participative management so that the staff can express their opinions and

suggestions freely. The Principal in consultation with the staff members, assign

specific duties to each member of the faculty. All the employees uphold the

vision and mission of the institution and work with commitment for the cause of

Teacher Education. The Administrative structure is presented in the answer of the

previous question. 4 How does the institution collaborate with other sections / departments and

school personnel to improve and plan the quality of educational

provisions?

Our college collaborates its activities with other sections, departments, schools,

Government, Non-Government and Spiritual organizations. The college remains

in constant touch with P.G. Department of Education, principals and teachers of

other schools as well as education colleges and various university departments.

The institution has strong links with the school sector. Practice teaching is

conducted in local schools. The college organizes Inter School Science and Social

Science Quiz competition for the students in practice teaching schools. The

faculty members are in close contacts with the school community. During

practice teaching, block teaching and internship programmes, they motivate and


______________________________________________________________________________


SSR-2016

guide our students for effective execution of curricular, co-curricular and extra-

curricular activities.

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, during the academic session, pupil teachers’ feedback is collected and

analysed. Feedback from parents, alumni, heads of the practice teaching schools,

school teachers, etc are also analysed and changes are made. The institution

utilizes all the available resources for experimentation and innovation, which

helped in achieving and sustaining excellence in teacher development. Based on

the outcome of such analysis, the principal holds meeting with staff members and

plans out various programmes for the next year.

6 What are the institution’s initiatives in promoting cooperation, sharing of

knowledge, innovations and empowerment of the faculty? (Skill sharing

across department’s creating/providing conducive environment).

The college provides platform for growth and development to all the faculty

members and students. The friendly atmosphere creates a sense of belongingness

and thus all activities are carried out in a pleasant atmosphere. The principal,

faculty members and all pupil teachers share their views, knowledge, innovation,

and creativity freely. The institution takes initiatives in promoting co-operation,

sharing of knowledge, innovations and empowerment of the faculty. Sharing of

information, new knowledge and experiences relevant to their respective fields of

study among other members of the faculty is a usual practice here.

6.3 Strategy Development and Deployment 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?

Formal Management Information System (MIS) is established in the premises of

the college campus. The Data of students, staff, office and library are available in

the Principal room. The institution has facilities to collect, assign, select, integrate

and communicate data and information on academic and administrative aspects of

the institution.


______________________________________________________________________________


SSR-2016

2 How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action plans?

Our college runs under self-financed policy governed by the Office of the

Commissioner of Higher Education, Rajasthan Government, Jaipur. The income

from the fees is mainly utilized for the purposes of paying salary to the teaching

and administrative staff. Moreover, our parent body generously donates the fund

for the development and smooth functioning of the college. Our Management

Council takes necessary decisions pertaining to up-gradation and modification of

the infrastructure. Without management support, college finds it very difficult to

sustain the quality in education with the existing infrastructure and manpower. In

case of emergency, the management willingly contributes the required amounts.

3 How are the resources needed (human and financial) to support the

implementation of the mission and goals, planned and obtained?

For the implementation of the missions and goals, the principal and management

prepare a plan in accordance with the rules and regulations of university and

government bodies. The management has made ample arrangements for faculty

members, supporting staff, infrastructure and financial commitments to achieve

the mission and goals. As and when required, additional manpower is provided

from the sister institution managed by Sanjay Shiksha Samiti, Jaipur.

4 Describe the procedure of developing an academic plan. How are the

practice teaching school teachers, faculty and administrators involved in

the planning process?

The quality of any academic program depends on the proper and effective way of

planning. At the end of the academic year, a special meeting of principal, faculty

members and administrative staff is organized. Suggestions and observations are

offered by pupil teachers, faculty members and administrative staff are discussed

in the meeting. A healthy discussion is carried out and required innovations /

improvement are planned out accordingly for the effective execution of academic

and administrative operation of the college for the next academic year. The

annual schedule is prepared according to the guideline of the principal and inputs

received from the principals of practicing schools. At the beginning of the new

academic session a work plan is made. Principal, faculty and administrative staff


______________________________________________________________________________


SSR-2016

are involved in the planning process. The planning includes, curricular, co-

curricular and extra-curricular planning. On the basis of this, annual calendar is

prepared, printed and given to all staff and students. The co-curricular and extra-

curricular activities are planned according to the expectations of the society,

community and the nation at large. The programmes of the year are conducted in

accordance with the plan. All the faculty members perform their specific duties

with full dedication. 5 How are the objectives communicated and deployed at all levels to assure

individual employee’s contribution for institutional development?

Total Quality Management [TQM] is the prime concern of the college. The

college is ready to utilize its human resources at its best by motivating faculty

members to contribute significantly in various programmes. In the beginning of

each academic year, the Director of the college holds a meeting of all the staff

members. The objectives are communicated and deployed to all levels of

employees. As per the directives and guidance with regard to objectives of

college, the staff implements the same in the interest and performance of

institution. The outcome of evaluation is discussed in the meeting of management

and appropriate action is taken accordingly. The Insititution has clearly stated

vision, mission, objectives and values. Clearly stated vision and mission, which

reflect the teacher education goals and objectives, are deployed at all levels to

assure individual employee’s contribution towards institutional development.

Thus, the individual employee’s contribution for the institutional development is

observed and ensured.

6 How and with what frequency are the vision, mission, and

implementation plan monitored, evaluated and revised?

The vision, mission and implementation plans are thoroughly discussed with the

administrative authority, i.e., Sanjay Shiksha Samiti and necessary action plans

are prepared in consultation with the principal of the college. Principal of the

college holds meetings with faculty members and plans out an effective strategy

for the effective implementation of the vision and mission. The suggestions

offered by the students are collected from the suggestion box in the presence of

Principal – President of students’ council. After healthy discussion suggestion are


______________________________________________________________________________


SSR-2016

communicated in the general class and strategies of implementing the same are

communicated to the students and teachers.

7 How does the institution plan and deploy the new technology?

Use of technology and technological innovations are necessary for qualitative

teaching. It is the need of the hour. The college is well equipped with a modern

media and language lab to improve the communication skills of its students.

Whenever a new technology is available, we collect details about it. Its

effectiveness and the uses are studied. The college offers computer education as a

special field to keep pace with the modern era. Tools of Educational Technology

like OHP, LCD projector, audio/video players, slide projectors, documentary/film

shows, Internet, ICT etc. are used extensively in the teaching learning process.

Our college computer lab is well equipped with 90 computers and offers

LAN/WAN and Internet facilities. Faculty members not only encourage pupil

teachers to adopt technology in classroom teaching but also use technology in

their respective field of teaching and activities.

6.4 Human Resource Management (H.R.M) 1 How do you identify the faculty development needs and career progression

of the staff?

The principal motivates faculty members for the development and career

progression. The faculty members contribute significantly at local, state and

national level seminars, workshop, symposia and conferences. The management

also motivates faculty members by organising quality improvement programmes

at regular intervals and encourages the faculty to attend refresher courses and

orientation programmes under the UGC career advancement scheme.The under

mentioned faculty members have attended refresher and orientation courses

organized by academic staff college of the universities:

1. Dr. Ratan Kumar Bhardwaj - Refresher Course organized by ASC,

University of Rajasthan, Jaipur dated 05/09/2011 to 24/09/2011 on 'Education

and Teaching Pedagogy'.

2. Dr. Kalpana Senger - Refresher Course organized by ASC, University of

Rajasthan, Jaipur dated 23/07/2012 to 11/08/2012 on 'Educational

Innovations'.


______________________________________________________________________________


SSR-2016

3. Dr. Pratistha - Refresher Course organized by ASC, University of Rajasthan,

Jaipur dated 05/09/2011 to 24/09/2011 on 'Education and Teaching

Pedagogy'.

4. Dr. Mahesh Kumar Pareek - Refresher Course organized by ASC,

University of Rajasthan, Jaipur dated 05/09/2011 to 24/09/2011 on 'Education

and Teaching Pedagogy'.

5. Dr. Rita Jhajhria - Refresher Course organized by ASC, University of

Rajasthan, Jaipur dated 22/07/2013 to 10/08/2013 on 'Education and Teaching

Pedagogy'.

2 What are the mechanisms in place for performance assessment

(teaching, research, service) of faculty and staff? (Self-appraisal

method, comprehensive evaluations by students and peers). Does the

institution use the evaluations to improve teaching, research and

services of the faculty and other staff?

We have adopted a mechanism to collect written and oral feedback from pupil

teachers regarding syllabus, faculties, infrastructure, facilities and other aspect

concerning the qualitative development. The principal plans academic

programmes taking into consideration pupil teachers’ feedback. The faculty

members prepare report of teaching, research and extension service and submit

the same to the principal. Professional development of the faculty is the key

aspect of all activities. Feedbacks are taken from the Headmasters of practice

teaching schools assigned to the pupil teachers, with regard to the strength,

weakness and performance level of pupil teachers and faculty in particular and

institution in general. The inputs received from pupil teachers, faculty, practice

teaching schools and other employes are analyzed for enhancing the academic

and administrative process at the college and management level. The college has

in built mechanism to check the work efficiency of the non teaching staff. Work

allocation is done in the beginning of the every academic year. The principal

conducts frequent meetings to analyze the work done in the office.


______________________________________________________________________________


SSR-2016

3 What are the welfare measures for the staff and faculty?

(Mention only those, which affect and improve staff well - being,

satisfaction and motivation).

Welfare of the human resource is also very important aspect of the HRM. The

following facilities are provided to the staff and the faculty of our college:

P.F. Facilities

Loan without interest

Timely payment of Salary through Cheque

Telephone facility from the college

Maternity leave

First-aid facilities

Use of Computers and Internet facilities

Seminars/workshops

Staff meetings are organized to solve their grievances

Salary advances granted on demand

Study leave are granted on demand

Pleasant working environment

Well furnished and spacious office with all required amenities

Staff Group insurance

The college also has welfare programs for both teaching and non-teaching staff

providing rebate in fees to the wards of the staff members. In emergency half-day

leave, facility is also available to the staff members.

4 Has the institution conducted any staff development programme for skill

up-gradation and training of the administrative staff? If yes, give details.

Yes, our college is always concerned about staff development. In order to meet

the challenges of 21st century, classroom teaching, technology based teaching-

learning programmes are widely and wisely organized. For academic excellence

as well as professional enrichment, the institution conducts National and state

level seminars and workshops. In an evolving knowledge society, constant

updating of theory and practice of teacher education is a pre-requisite to improve

the quality of the teaching learning process, to sustain the quality of the output


______________________________________________________________________________


SSR-2016

and to keep pace with the rapid changes in the educational and social scenario.

The institution has a policy for training and retraining of the staff and to

encourage specialized professional training. Teachers are encouraged to attend

UGC sponsored refresher courses conducted by the Academic staff colleges to

ensure Human Resource Development and Total quality management. The

principal motivates faculty members to participate in developmental programmes.

Below is the list of our faculty members who have participated in conferences,

seminars, workshops and refresher courses in the last 3 years:

Sl.

No. Name of Faculty

Sem

inar

Con

fere

nce

Wor

ksho

p

Ref

resh

er

cour

se

1 Dr. Sunita Bhargava 18 01 06 01

2 Prof. Gopinath Sharma 08 01 06 -

3 Dr. Ratan Bhardwaj 08 01 01 02

4 Dr. Kalpana Senger 05 - - 01

5 Dr. Archana Mendiratta 03 - - -

6 Dr. Pratishtha Sharma 03 - 01 01

7 Dr. Mahesh Kumar Pareek - - - 01

8 Dr. Rita Jhajhria 02 - - 01

9 Mrs. Suman Sharma 05 - - -

10 Mr. Rajpal Singh Rathore 04 - - -

11 Mrs. Chandan Jain 04 - - -

12 Mrs. Sweta Bhargava 04 - - -

13 Mrs. Mosam Pareek 07 - - -

14 Mrs. Bharti vijay 05 - - -

15 Mr. Kuldeep Kaushik 01 - - -

16 Dr. Vinod Kumar Sharma 06 - - -

17 Mrs. Babita Vaishnav 07 - - -

The administrative staff too has attended computer-training programmes to

upgrade their skills, from time to time.


______________________________________________________________________________


SSR-2016

5. What are the strategies and implementation plans of the institution

torecruit and retain diverse faculty and other staff who have the

desiredqualifications, knowledge and skills (Recruitment policy, salary

structure, service conditions) and how does the institution align these

withthe requirements of the statutory and regulatory bodies (NCTE, UGC,

University, etc.)?

The faculty members and other staff members are recruited according to the

requisite qualification prescribed by the UGC, NCTE, Government of Rajasthan,

University of Rajasthan, Jaipur and J.R.R. Sanskrit University, Jaipur. Our

college gives advertisement for widely publicity of the vacant posts according to

the norms in Government approved newspapers. Faculty members are recruited

purely on merit base. Management according to recruitment rules frame service

rules. All the staff members bounded with the service rules as specified by the

appointing authority. The staff members are retained in the institution by

providing them conducive academic atmosphere and autonomy to excel in their

field of expertise. The staff members are motivated by giving awards for their

best performance.

6 What are the criteria for employing part-time/ ad-hoc faculty? How are

the part-time/ Ad-hoc faculty different from the regular faculty? (e.g. salary

structure, workload, specializations).

Part-time / ad-hoc faculty is recruited when any of the regular faculty quit the

service and vacancy arises. Part-time / ad-hoc faculty is allowed consolidated pay

and appointment for such time, till the regular faculty has been appointed.

Regular faculty is recruited in pay scale as per the workload and prevailing rules.

While part-time / ad-hoc faculty is recruited on consolidated pay and for short

period but for recruitment of regular faculty, the advertisement has to be given in

leading newspapers and selection procedure must be completed by the selection

committee constituted as per the prevailing rules.

7 What are the policies, resources and practices of the institution that

support and ensure the professional development of the faculty? (E.g. budget

allocation for staff development, sponsoring for advanced study, research,

participation in seminars, conferences, workshops, etc. and supporting


______________________________________________________________________________


SSR-2016

membership and active involvement in local, state, national and

international professional associations).

The policy of our college with regard to professional development of the faculty

is to encourage them for participation in seminars, conferences and workshops at

the state as well as national level. The Financial assistance is provided to the

faculty to meet the expenditure to be incurred on participation. The detailed

information on participation in various state and national seminars, conferences

and workshops are appended earlier.

8 What are the physical facilities provided to faculty? (Well-maintained

and functional office, instructional and other space to carry out their work

effectively).

The staff is provided with well-furnished and equipped library, computer and E.T.

laboratory, peaceful and spacious environment to carry out their work effectively.

A well-maintained, functional office with furniture of good quality has been

provided to the staff. Canteen, all modern amenities and other related facilities are

also available to the faculty. The college provides staff rooms that are well

lighted, well ventilated and having all basic amenities like lockers, water cooler,

refrigerator, computers with high speed Internet connections, printers etc. The

facilities provided to the staff include parking facility for vehicles, telephone

facility in college, loan facility, refreshment facility, drinking water facility etc.

The college has instructional infrastructure like Library, Language Lab,

Psychology Lab, Computer Lab, Technology lab, Career Corner, Placement Cell

and Guidance and Counseling centre. The institution has a spacious auditorium,

seminar hall, guidance room, multipurpose hall, work experience section, sports

room and activity room, etc. 9 What are the major mechanisms in place for faculty and other stakeholders

to seek information and/ or make complaints?

Faculty members are free to approach the principal for making any kind of

suggestions and presentation. A suggestion box is also put-up in college premises

to give suggestions and complaints. The information received from this input

mechanism is discussed sincerely and resolved amicably.


______________________________________________________________________________


SSR-2016

10 Details 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. Any good/ innovative practices, that

institution would like to highlight under this key indicator.

According to UGC statutory provision and rules and regulation of University of

Rajasthan, Jaipur and J.R.R. Sanskrit University, Jaipur, each teacher has to work

for 38 hours per week. Actual classroom teaching consists of seminar, workshop,

supervision etc. For that 16 hours are allotted per week. Another 16 hours/week

are assigned for assessment, testing, tutorial work, guidance for various

programmes and for co-curricular and extra-curricular activities; submission

assessment is also included in the allotted time. 8 hours/week are devoted for

individual guidance given for research work, further reading and preparation for

teaching programme, community work like social service scheme, etc. The

institution provides academic assistance through tutorial programme and remedial

teaching. Educationally disadvantage students get personal attention. Gifted

students are identified at the very beginning of the course and are provided

suitable additional work, projects, responsibilities etc. to cater their needs. Slow

learners get more attention like repeated teaching, personal corrections, additional

coaching, remedial programmes, etc. TQM workshops also organized to raise the

awareness of all stakeholders and to encourage formation of positive attitudes.

These workshops ensure accountability and transparency within the institution’s

activities.

11 Does the institution have any mechanism to reward and motivate staff

members? If yes, give details.

Yes, our college rewards faculty members by way of appreciating their work on

the occasion of special programmes organized by the management of the college.

Faculty members are motivated to train themselves for various college

programme, where they share their responsibility so that they can get the

experience of entire institutional programmes. The Principal also gives a

confidential report to the management regarding the work efficiency of the

faculty.


______________________________________________________________________________


SSR-2016

List of faculty members, who have been honoured by the institution: S.NO. Name Designation Honoured/award

1. Dr. Sunita Bhargava Principal Best Principal

2. Dr. Ratan Kumar Bhardwaj Associate Professor Punctuality

3. Dr. Archana Mendiratta Assistant Professor Best Teacher Award

4. Dr. Pratistha Associate Professor Second Prize in Race

5. Mr. Kuldeep Kaushik Assistant Professor First Prize in Solo Race

6. Mrs. Sarita Sharma Assistant Professor First Prize in Race

7. Mrs. Sweta Bhargava Assistant Professor Second Prize in Race

The college conducts special meetings to appreciate & congratulate the faculty

when they published books, clears NET or SLET exams or when they completes

Ph.D or any additional degree. On the annual day, the principal highlights the

achievements of its faculty while presenting the annual report.

6.5 Financial Management and Resource Mobilization 1 Does the institution get financial support from the government? If yes,

mention the grants received in the last three years under different heads. If

no give details of the source of revenue and income generated.

No, the college is a self-financed institution. The college is not receiving any kind

of grant or financial assistance from government or any other agency. The fee

received by students is the only source of income. There is no other source of

revenue. If any problem occurs, the management compensates it from its own

funds.

2 What is the quantum of resources mobilized through donations? Give

information for the last three years.

No resources mobilized through donations.

3 Is the operational budget of the institution is adequate to cover the day

today expenses? If no, how is the deficit met?

Yes, operational budget of the institution is adequate to meet the day-to-day

expenses. Hence, in any case, any emergency occurs, Sanjay Shiksha Samiti,

Jaipur that is our parent institution, meets the whole amount of the deficit.

The institution has its own educational objectives and the principal as well as the

management is always conscious for quality-based education. The financial


______________________________________________________________________________


SSR-2016

planning of the institution ensures that no planned activity is withheld or dropped

due to lack of funds.

4 What are the budgetary resources to fulfill the mission and offer

quality programs? (Budget allocations over the past five years,

depicted through income expenditure statements, future planning,

resources allocated during the current years and excess/deficit).

The budgetary resources in terms of pupil teachers’ fee are not so sufficient to

fulfill the mission. The institution is conscious to its quality provisions and has a

well-established functional internal quality assurance cell. The last 3 years budget

allocation shows that the amount of fees received has only fulfilled the necessary

requirements of the institution. Further details are depicted in the college balance

sheet of last three years.

5 Are the accounts audited regularly? If yes, give the details of internal and

external audit procedures and information on the outcome of last two audits.

(Major pending audit paras, objections raised and dropped).

Yes, the accounts of the institution audited regularly. The Management

committee of the college has appointed Mr. Santosh Khandelwal as an internal

audit officer having the qualification of Chartered Accountant on regular basis

and Mr. Suresh K Gupta, Chartered Accountant has appointed as an external

auditor.

There are no major pending paras or points in audits. The auditors do not report

any quotable objection in last two-year audits.

6 Has the institution computerized its finance management systems? If yes,

give details.

The college has computerized its finance management system for staff salary and

other aspects. All types of receipts and payments are maintained only through

computers and payments are made through banks.


______________________________________________________________________________


SSR-2016

6.6 Best Practices in Governance and Leadership 1 What are the significant best practices in Governance and Leadership

carried out by the institution?

Some faculty members have worked as authors of standard books and other

publications.

The principal provides leadership in all curricular and co-curricular activities.

She chairs all the meetings of the council, where she guides the proceedings

in a democratic manner. In curricular planning and implementation, she is the

key figure who supervises the process of course design and works as a liaison

officer with the management. She interacts with the highest policy making

body to ensure appropriate allocation and utilization of resources for the

preparation of students. The institution adopts the centralized administration and participatory

approach. In decision-making and in execution, transparency is always

ensured. The responsibilities of every staff are communicated to them to

ensure their role in the implementation of any given assignment. They are

also informally counted so as to make them aware. The Institution has

established a number of committees to deliberate on various quality related

issues pertaining to teacher education. The recommendations of such

committees are considered and implemented. The healthy and harmonious

relationship between the staff and management gives multi-dimensional

professional enhancement. The management takes initiative in sending the

teaching and non-teaching staff to participate in the training programmes

organized by various agencies including the government. The democratic

administrative mechanism deep rooted in every activities of the college, is a

model practice. Constant observation, evaluation, feedback, etc. by the

principal and the management for the quality enhancement of the institution is

also a good practice. Executive powers are delegated to the various committee conveners as they

are given autonomy to plan and implement curriculum transaction for each

course. They also receive all relevant feedback from the students, staff,


______________________________________________________________________________


SSR-2016

parents and other stakeholders and place it before the principal in the monthly

meetings. This has ensured a second line of effective leadership in the

institutional management.

Teacher’s diary and work record are maintained by each member of the staff

in which the details of the work done - teaching, preparation for teaching,

assignment correction, testing/exam, tutorials, internship, library work,

laboratory work, practical work/workshop, interaction with students, club

activities, cultural programmes, project/seminar/research guidance, own

reading, notes preparation, etc. are noted. The principal verifies the diary and

record work regularly. Additional informations after first Accrediataion

1 What were the evaluative observations made under Governance and

Leadership in the previous assessment report and how have they been acted

upon?

Observations, suggestions and recommendations in the previous assessment

report -

6.1 Institutional Vision and Leadership -

The vision and mission of the college is in consonance with the slated

objectives of higher education.

The principal and the management provide leadership and guidance in

achieving the goals and objectives of the institution.

6.2 Organizational Arrangements -

The governing body, staff council and other committees meet periodically.

The management encourages the teachers to take part in workshops,

conferences and faculty development programmes.

6.3 Strategy Development and Deploment -

The networking of the practice schools and other academic activities are

planned and executed.

An integrated functional MIS to be developed and implemented.


______________________________________________________________________________


SSR-2016

6.4 Human Resource Management -

The management is sensitive to the human resource requirement to implement

academic programmes and all the teaching positions are filled.

Performances of the teachers are monitored through student feedback and self

appraisals.

Recruitment of staff is done as per government rules and NCTE.

6.5 Financial Management and Resource Mobilization -

The college is a self-financed one and the financial resources are utilized well.

Accounts are audited by internal and external auditors. There are no major

audit objections.

6.6 Best Practices in Governance and Leadership (if any) -

Participatory management is encouraged and welfare scheme like group insurance

facility, medical facility for staff implemented.

2 What are the other quality sustenance and enhancement measures


Accreditation with regard to Governance and Leadership?

The college is continually striving for excellence in all its endeavours with

quality, democratic administration, motivated teachers and non teaching staff etc.

The college has adequate infrastructure and learning resources to conduct the

educational programs to facilitate trainees learning. The institution has a well-

established functional internal quality management system. The institution

governs on the principals of participation and transparency. The sources of the

income are well known. The financial planning ensures that no planned activity is

withheld due to lack of money. The Management committee of the institution

arranges funds from own sources as well as from the annual fee. The management

credits salary of the staff directly in their bank accounts. All the teaching and

non-teaching staff members do their work with harmony and teamwork.

Management and principal of the college ensure the policy of transparency and

decentralization. The democratic administrative mechanism is deeply rooted in

every activity of the college.

INDEX


1. INTERNAL QUALITY ASSURANCE SYSTEM

214

2. INCLUSIVE PRACTICES

219

3. STAKEHOLDER RELATIONSHIPS

224


RE-ACCREDITATION

226

CRITERION - VII INNOVATIVE PRACTICES


______________________________________________________________________________

Criterion VII :Innovative Practices 214

SSR-2016

Criterion – VII: Innovative Practices 7.1 Internal Quality Assurance System 1 Has the institution established Internal Quality Assurance Cell

(IQAC)? If yes, give its year of establishment, composition and

majoractivities undertaken.

Yes, the college IQAC was established in 2009. Performance based education is

the goal of our institution. The IQAC is constituted in the college with the view to

maintain quality of teacher education program through cooperative efforts,

involvement and effective implementation of the programs with the help of all the

stakeholders.

The Internal quality assurance cell (IQAC), of Sanjay Teacher's Training College,

Lal kothi, Jaipur is committed to the multidimensional development with respect

to quality of teacher education program. The IQAC comprises of the following

members.

Principal Dr. Sunita Bhargava

Secretary Dr. Ravi Juniwal

Advisor Prof. Gopinath Sharma

Administrative Mr. D.R. Singh

Teachers Representative Dr. Kalpna Sengar

Alumni Representative Mrs. Raju Pansari

Stakeholder/Community Representative Mr. S.D. Gupta

Employers/Industrialist Mr.Sunny Kapoor

External Experts Dr. Radha Rani Sexana

Students Representative B.Ed/ Shiksha Shasrti Representative

M.Ed Representative

The Major functions of the IQAC are as follows:

1. To maintain quality, parameters for the various academic and administrative

activities of the institution.

2. Ensuring progress of institution, stakeholders and obtaining their feedback.


______________________________________________________________________________


SSR-2016

3. Continuous monitoring and comprehensive evaluation to maintain quality of

the teacher education programme.

4. To help our trainees in job opportunities specially the rural students and

ensuring services of good quality teachers to the nation.

The IQAC meetings are held twice in a year but if needed we can manage more

than two meetings to discuss the various points which are necessary to implement

in our programme to enhance the entire quality of our teachers training

programms. . For the effective monitoring of these services, the IQAC has

constituted four major cells. IQAC cell and their work is given under mention

table: Research

Cell

Publication Cell Student Support

Cell

Extension Cell

U.G.C. Seminar Books Scholarship S.U.P.W

Research Committe Research Published Paper Awards Educational Tour

Dissertation

National/ International

Article Published

Counselling

Programme

Excursion

Research Guide Publication of college

magazine UTKARSH

Career Guidance Library Facilities

Research

Consultancy

Seminar

Sovenieur

Placement Services Extension Lecture

Action Research &

Research Projects

Assignments

Clubs Awarness Rallies

Ph.D Thesis Projects Free Internet

facilities

Use of websites

All these activities are organized and observed by in charge faculty members and

monitored by the principal

2 Describe the mechanism used by the institution to evaluate the achievement

of its goals and objectives.

The major objectives of IQAC are:

1. To develop unique teachers who excel in the global scenario and realize the

Indian concept of Guru.

2. To develop quality consciousness among teachers.


______________________________________________________________________________


SSR-2016

3. To promote educational research and extension.

4. To monitor administrative as well as academic, co curricular activities, extra

curricular activities of the institution.

5. To develop role of value education.

6. To spread formal and informal education

7. All round development of the personality.

8. To develop creativity of writing.

To achieve these goals, our college has prepared detailed plan of action for the

successful implementation of its objective. The head of the college observes the

academic programmes carefully. She guides, assists and inspires the faculty

members in the implementation of the programmes.

Management Level -

The managing committee meets regularly to evaluate the performance and

feedback of these activities. The management thoroughly studies the

achievements of the college and remain in contact with the college for fulfilling

the goals and objectives successfully.

Annual Planning is done in the beginning of the year.

The annual report budget accounts, future plans etc. are discussed and

evaluated.

Get feedback from various sources.

To provide timely financial assistance to the institution.

To provide suggestions and feedback for improvement of the entire working

of the IQAC.

College Level -

Continuous evaluation of students is done through out the year by the all

faculty member and Headmaster of concerned practice teaching school.

Acdaemic calendar and Prospectus is prepared.

Monthly meeting of the faculty with the class representative to evaluate the

progress of the plan.

The internship of the trainees at school is evaluated by using an evaluation

performa prepared by the institution.


______________________________________________________________________________


SSR-2016

To monitor the administrative as well as academic, co-curricular extra

curricular activities of the institution.

To evaluate the overall academic performance of the institution.

3 How does the institution ensure the quality of its academic

programmes?

The institution ensures the quality of its academic programmes by providing the

human resources, infrastructure and technical facilities. Academic programmes

are distributed to various faculty in-charges according to their areas of interest.

All co-curricular and extra-curricular activities are assigned to the concerned

faculty members and they carried out the work assigned to them efficiently and to

the best of their abilities.

The management reviews the academic programmes and offers suggestion during

its meeting and decides the strategies for qualitative improvement of the college.

The management also encourages the faculty to participate in quality

improvement programme such as orientation programme, refresher course,

conference, workshop the national and international seminar etc.

College and University both collectively thought about new regulation 2014 and

prepared two-year programme of the curriculum of M.Ed, B.Ed and Shiksha

Shastri accordingly. After preparing the draft, a seminar was organized by the

institution in the chairmanship of Dean, faculty of education university of

Rajasthan, convener, faculty members, Principals and Staff of various PG

colleges and university discussed and redrafted with collectively consice in the

presence of Promonient educationists.

The institution yearly provides classes for preparation of

NET/SLET/CTET/RTET/REET and other competitive exams.

Development in the Library Services:

The institution has a library council to monitoring the functioning of the library.

The infrastructure and learning resources of the library are upgraded and free

internet facility is provided.

The insitiution provides the technical support to its academic programs.. A

research consultancy service for teachers and researchers is started for faculty

development under IQAC.


______________________________________________________________________________


SSR-2016

A student support service cell has functions in the college to provide the needs of

the student, academic student representative groups are formed by the election

process in a democratic way. The head of the college and the faculty members

monitor this entire process.

The students’ council comprises of:

College principal(chair person)

President of every house (7)

Vice President of every house (7)

Teacher in charge of every house (7)

The complete batch of students is divided into various houses as under:

1. Arvind House

2. Gandhi House

3. Nehru House

4. Radhakrishnan House

5. Tagore House

6. Vivekanand House.

7. Dayanand House

All these cells check out the detailed schedule, content, modus operandi of all

activities under the guidance of the in-charge faculty by keeping activities in

centre under the monitoring and coordination of the head of the college.

4 How does the institution ensure the quality of its administration and

financial management processes?

Based on the data of income and expenditure during the previous years, a

budgetary plan is prepared by the management committee of our college.

The head of the college communicates with the administrative staff on a regular

basis and discusses the strategies of administration and financial matters on day-

to-day basis. Every day the head of the principal monitors and reviews the work

allotted to the administrative and supporting staff. Separate cash books are

maintained. As ours is a self-financed college, all financial matters are managed

by our management committee, which organizes audit of the financial matters

time to time as an internal audit. After Internal Audit, there the external audit is


______________________________________________________________________________


SSR-2016

done by the Chartered Accountant Mr. S. K. Gupta. The C.A.’s office issues a

utilization certificate at the end of the financial year.

5 How does the institution identify and share good practices with

various constituents of the institution?

Our college visualizes good practices throughout the academic year for our

academic programmes. Winner of various co-curricular, curricular, extra-

curricular activities are given prizes, certificates and cash awards. Special

achievements of the faculty members and students are also highlighted and

published in leading newspapers like Rajasthan Patrika, Dainik Bhaskar, Daily

News, Hindustan Times,Times of India and Annual college magazine

UTKARSH. The students are given opportunity to express their views in the

morning assembly in the form of thought for the day. During block teaching

programme under the guidance of in-charge faculty member, the students conduct

various activities and competitions; prizes are given to the winners i.e. school

students in the form of gift, trophy, books and certificates of appreciation. Prizes

are also given by the principal of school to our faculty in-charge and students in

the form of gifts and certificates of appreciation. The student who has good

teaching skill and with a good academic record, we provide suitable placement

facility.

7.2 Inclusive Practices 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?

Inclusive education is a part of M.Ed, B.Ed and Shiksha Shastri programme. Our

college organizes various activities, keeping in view the state and the national

level policies. Under these policies we organize literary programme [saksharta

abhiyan] each year, which includes programme like Street plays, Rallies, literacy

drive for the aged people at the villages, Blood Donation Camps, World

Environmental Day, World Blind Day, World AIDS Day, World Cancer Day,

visit to Red Ribbon Express, Government Policy about saving Female Child.

The institution aware its teachers to issue of inclusion by encouraging them to

participate in seminars, workshop and conference.


______________________________________________________________________________


SSR-2016

The college celebrates world-disabled day every year. Lift facility is provided for

physically challenged students. The number of the physically challenged students

of the current academic year is:

Year B.Ed M.Ed Shiksha Shastri

2015-16 01 02 03

But in some circumstances if they could not reach on higher floor, college

conduct classes for them at the ground floor and there is a provision for extra

classes also.

Our college plays a leading role in supporting and spreading the benefits of

various social schemes and policies announced by the government and associate

itself in the implementation of the same with the help of the students. The

institution organizes visit to special schools in the locality by its staff and

student’s example - Society for the welfare of mentally handicapped, Shri Nirmal

Vivek a special school for mentally handicapped.

The innovative approaches are implemented by faculty members through various

publications. Through these novelties, various activities are designed for the

students. Learning through fun, story telling and writing workshop are conducted

regularly. Story writing/telling, street plays, poster making are organized to

eradicate superstitions and social evils. The message of patriotism and sacrifice,

peace and progress, humanity and brotherhood is developed through celebration

of various national and religious festivals.

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?

Our institution takes the responsibility of shaping the future teachers. At the

beginning of the new academic year, we organize an orientation programme for

our newcomers. In the orientation programme, we teach them to work in a team

spirit essence of group work, pair work and develop leadership quality. The

SUPW provides an opportunity for the students to reach out to the society,

commitment and responsibilty towards society. Information about rules and

regulation and discipline of our college, different prayers with their meaning,


______________________________________________________________________________


SSR-2016

significance of duties etc. are thoroughly discussed. Discussion of activities of

various days celebration, etc. are carried out to give them in-depth feeling of the

schedule. We prepare annual calendar for academic year and this schedule is

strictly followed by all. Introduction of teaching staff to the students in

orientation programme, doubts of students regarding, syllabus, question, queries

of the students, etc. are discussed and solved by the faculties.

3 Detail on the various activities envisioned in the curriculum to

createlearning environments that foster positive social interaction, active

engagement in learning and self-motivation.

Co-curricular activities are supposed to be an integral part of curriculum during

the whole academic year, various activities are organized through which students

are benefitted to live an enlightened social life. By means of various seminars,

tutorial, discussion, counseling, interaction between students and faculty

members thus, develop socialization. Microteaching, unit lesson, block teaching,

cultural activities, develop the qualities of truthfulness, honesty, self confidence,

patience, responsibilities, punctualities, leadership, adaptation, time management,

sense of co-operation, sharing and caring. Thus, they develop their personality

and professional skills and ultimately achieve the peak performance. They also

prepare lesson plans, teaching aids, bulletin board, inspiring story, unit test, test

items, blue print, psychological test, practical work, book review, etc. Our

institute motivates the trainees to participate in such programs, which provide

ample opportunities for learning out side. In respect to this curricular program, we

have co-curricular activities for the development of our students various co-

scholastic programs are organized under various clubs from this year i.e. 2015-

2016.

Kautilya The Quiz Club Ragini The Music Club Sankalp The Oratory Club Arogya The Health Club Mission The Science Club Marudhara The Social Science Club Srijan The Language Club


______________________________________________________________________________


SSR-2016

Students organize various programmes after consultation of in-charge faculty.

During the block teaching various activities like prayer, inspiring story, time

table, making proxy period, arrangement of classroom activities, subject related

activities, sports activities which foster healthy relation among our student.

Programme of student activities provide opportunity to children for facing real

situation service of community and independent decision beside it develops

democratic citizenship. Our institution frequently organizes extension lecture

timely. The college offers value education classes for the proper guidance of the

students.

4 How does the institution ensure that student teachers develop proficiency for

working with children from diverse backgrounds and exceptionalities?

Each individual has a fundamental need to be acknowledged by others. He wants

security.Feeling of security should be given assurance by the society. Our

students mainly come from rural backgrounds. The feeling of co-operation and

co-existence the children coming from various atmosphere and to make them

emotionally united so that the path of national integration may be developed. For

that we divide our student teachers in such a way that each group is comprised

with the students coming from various backgrounds. The supervisor of the group

keeps track of the atmosphere and dialogues of the group and keeps himself

always in close contact with the group. While preparing all the lesson plans and

assignments care is taken to address the students from diverse background and

different levels of mental capabilities. Remedial or extra coaching is incorporated

for the students from the weaker group. Pupils, are brought to our college for the

teaching training session like demonstration classes and criticism classes so that

the students teacher get an opportunity to deal with real situation before going for

internship in the school.

5 How does the institution address to the special needs of the physically

challenged and differently-abled students enrolled in the institution?

Special care of these students is taken by their respective faculty member

according to their special need or limitations. Each faculty member tries to

enhance the rate of educational achievement of each student by motivating

him/her with special guidance and care. Favourable atmosphere is provided by


______________________________________________________________________________


SSR-2016

our college to encourage students in education. Faculty member in charge of

‘Mentor Group’ takes care of the group for the whole year. The Mentor Group in

charge works as a facilitator, friend, philosopher and a guide and takes atmost

care of the physically challenged and disabled students for the whole year by

making them feel and work without any sort of discrimination. Lift facility is also

provided but in those circumstances if they could not reach on upper floors

college conduct classes for them in the ground floor. For blind students, Braille

material is available in our library.Extra class facility is also provided them.

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)?

Our college is a co-education institution, We have established women cell to

solve the problem of girls.Our college is quite sensitive towards gender issues.All

those problems which are related to women are analysed and solved by women

cell. Our institutions has formed women cell that solve the personal as well as

focusing on gender issue and other burning issue related to women at the present

time. Women cell also serves venue for enlightening the trainees on gender

issues. Structure of women cell consists of two senior lady lecturers of the college

and one girl representative from each course. Our institution organized time-to-

time extension lecture for the girl’s awareness programme, in which we deliver

information about gender issue. Our institution also formed grievance redressal

cell. A cell guidance and counseling is also established for staff and student to

tackle problem related to gender issue. The group of students gets regular

advice/guidelines for their individual, social, financial and academic problems.

Thus, their problems are reduced and they increase their educational

achievements to their potential. If some sensitive issue occurs, which does not get

solved by the Mentor teacher, it is brought to the notice of the Women Cell,

which helps to solve the problem.


______________________________________________________________________________


SSR-2016

7.3 Stakeholder Relationships 1 How does the institution ensure the access to the information on

organizational performance (Academic and Administrative) to the

stakeholders?

Our college maintains a transparent method of operation where all relevant

information is shared with the stakeholder with a view to enhance the

performance of an individual candidate and the college as a whole. Our

institutions also maintain contacts with the stakeholders through the website of

the college, interaction with employers and the head of the school. We keep live

contacts with our former students. We regularly update their social-financial

progress and more over we try to provide placement for job seeking students. We

organize parents-teacher association meetings for discussion of behaviour,

achievements, limitation of students as per necessity.

Through electronic media ,we telecast and publish various activities organized by

our institution. All academic assignments, co-curricular, extra-curricular activities

and administrative activities concerning stakeholders are planned and executed by

taking them into confidence. Our college organizes Alumni Meeting wherein we

discuss about individual achievements, feedback progress of the college and its

future plans of actions for students.

2 How does the institution share and use the information/data on

success and failures of various processes, satisfaction and

dissatisfaction of students and stakeholders for bringing qualitative

improvement?

The principal and the faculty members discuss the causes of failure and success

of educational and non-educational activities on regular basis. Question Bank is

prepared and discussed with the students to improve their performance. Remedial

training programmes are organized in each session of every academic year. A

special mechanism is established where as bright students seek counseling and

guidance to the weak candidates of their group. Thus, peer-work is carrying out to

enhance and share the success. Feedback reports are collected from the students

for analyzing their strengths and weaknesses and administer corrective measures

for enhancement of their overall performance.


______________________________________________________________________________


SSR-2016

3 What are the feedback mechanisms in vogue to collect, collate and data from

students, professional community, Alumni and other stakeholders on

program quality? How does the institution use the information for quality

improvement?

The QAC and IQAC committee also meet timely to analyze the feedback

received.

Student Evaluation

Alumni feedback

Parents feedback

Practicing school teachers feedback

Oral feedbacks are taken at regular interval during the academic sessions. At the

end of each academic year, feedback forms is collected from the students through

which we obtain opinions of students about academic and related activities,

infrastructural facilities at college, conduct of non-teaching staff, teaching and

counselling by teaching staff, educational programme, overall process of

education, behaviour and guidance of principal, facilities of library etc. The

feedback received from various stakeholders is discuss in the staff meeting and

relevant committees. These feedbacks are used to plan the following academic

year. In case, the students or staff members are hesitant to express their opinions

in open, then there is a provision of ‘suggestion box’ at the college

Administrative Office, through which they can express their opinions, suggestion

or grievances. We collect written suggestions about students from rural

schools/areas during continuous education programme through teachers and

principal of schools. The information thus collected is used as inputs for planning

the academic activities on the campus and off the campus student teacher training

programmes. The college also provides performa for evaluation of the teachers by

student’s curriculum and course evaluation, feedback from the practice teaching

schools etc.

Through Alumni Association, college alumnus is invited to the campus to interact

and share their experience with the ongoing student teachers. Thus ,our college is

not only constantly updating the theoretical aspects of education, we are sincerely


______________________________________________________________________________


SSR-2016

committed to update the practice and practical aspects of our teaching and

training programmes as per the ground reality and future needs.


accreditation

1. How are the core values of NAAC reflected in the various functions of the

institution?

7.1 Internal Quality Assurance System:

IQAC exists which ensures quality check.

IQAC should make attempts to institutionalize the best practices of the

individual faculty.

7.2 Inclusive Practices:

Orientation programmes, annual functions, celebration of days of national

importance and cultural festivals develop the skill and knowledge of pupil

teachers.

The progress of all categories of students especially the SC and ST students

are monitared.

7.3 Stakeholder Relationships:

The involvement of the pupil teachers in outreach activities make the

institution relevant to the neighborhood.

Students satisfaction and the confidence of parents in the institution is seen.

Our institution is committed to give best practice and achieve the highest

standards in Performance, Quality and competency based teacher education and

healthy tradition.

We want to beat these high standards and go further………because anything that

can be done,can be done better. There are many dimensions to produce

competent,Knowledgeable, Highly skilled teachers, Who have the

entrepreneurship awareness and will strive for excellence in value based

education also provide ample opportunities to individuals in pursuing their

tertiary education dreams and to develop human capital to fulfill the best

teacher`s needs of the country and future by providing an environment for

personal growth,opportunity,knowledge, exposure,personal attention and career

direction empowered by superior latest technologies of teaching.


______________________________________________________________________________


SSR-2016

Instiutuion is attentive towards:

1 National Development:- The college contributes to national development by

developing national values and prepare smart young teachers who are well

trained to meet the changing needs of the time. Our institution ensure the all

round development of its student by providing them information and training

in the latest developments in the field of education. The trainees improve

their knowledge and experience of teaching in their areas of specialization.

Seminar, Workshop, Extension lecture provides adequate exposure to the

trainees. Classes on the value based, literacy survey, assemblies conducted by

students, conduct of various curricular and co-curricular program, celebration

of national and international days etc. add to the varied experiences that the

teacher trainee receives from our institution.

2 Global competency:- Our institution gives priority to build competent

teachers. They provide training in communication skill and IT based

techniques to enrich their teaching profession.

3 Value System:- Our institution gives importance on human values. The

entire education Program aims at the practice and propagation of these

fundamental values. The environment of the college helps to practice these

values. The peaceful and respectful relationship between the various stake

holders of the college bear witness to this.

Value based education and extension lectures are conducted frequently by

distinguished personalities of the society.

Seminars, conferences and workshops are regularly conducted in our

institution.

The educational tour such as visits to historical places, special school,

awareness rallies etc. help to inculcate values and be one with the real world

out side.

4 Use of technology:- The teacher education program provided in the college

is IT Based. Both members of faculty and the students avail the technological

facilities in the college for conducting classes, seminars, projects,

presentation and other co-scholastic activities.


______________________________________________________________________________


SSR-2016

The free internet services help the faculty as well as students in their research

projects. The faculty member also uses social network like Blogs in the


5 Quest for excellence:- Our institution makes changes as suggested by its

stakeholders time to time, our college strives to keep latest development in

the field of teacher education. We are in the path of development and

excellence and we have to travel a lot to reach perfection.

III Mapping of the Academic

Activities of the Institution


______________________________________________________________________________

Mapping of the Academic Activities 229

SSR-2016


______________________________________________________________________________


SSR-2016

IV

Declaration by the

Head of the Institution


______________________________________________________________________________

Declaration by the Head of the Institution 232

SAR-2016

APPENDICES

S. No. Contents Page No.

1. Photos Gallery 1

2. Certificate of NAAC Accreditation 2011 18

3. Institutional Data

En-1 Home Page (Website) 19

En-2 Master Plan 20

En-3 Affiliation by the University

[B.Ed, Shiksha Shastri (B.Ed Sanskrit) & M.Ed]

21

En-4 UGC Recognition Under section 2 (f) and 12 (B) 24

En-5 NCTE Recognition Letter 26

En-6 University Letters for Curriculum Development 32

En-7 Students Feedback on Assessment of Teachers 39

En-8 Faculty Exchange Programme 40

En-9 Revised Syllabus of

B.Ed, Shiksha Shastri (B.Ed Sanskrit) and M.Ed

41

En-10 Academic calendar 164

En-11 Report on Minor Research Projects (4) 169

En-12 Students Participation in Cultural Events 178

En-13 Students Participation in Sports Competition 179

4. Criteria I - Curricular Aspects

(i) Teacher Education Scenario in Rajasthan 180

(ii) List of B.O.S. Members 182

(iii) M.Ed Curriculum Review 188

APPENDICES

(iv) List of Paper setters 190

(v) List of Visitors in various institution

NCTE - V.T. Members List

191

(vi) Feedback Performa on Courses

(a) Peer Group 197

(b) Employers 198

(c) Alumni 199

(d) Head of Practice Teaching Schools 200

(e) Students (Trainees) 201

5. Criteria II - Teaching-Learning and Evaluation

(i) P.T.E.T., P.S.S.T. & P.M.E.T. Fees Structure 202

(ii) Time Table 204

(iii) Feedback Performa

(a) Micro Teaching 207

(b) Orientation 208

(c) Practice Teaching 209

(vi) Performa for Evaluation of Practice Teaching by Teacher

Educators, Peer Trainees

210

6. Criteria III - Research, Consultancy and Extension

(i) Ph.D. Holders and NET/SLET List of staff 214

(ii) Publications (International Journals - 04, National - 08,

News Paper - 10 and Books - 13)

217

(iii) Award List 219

(iv) Extension Lecture 220

(v) Letter of Ph.D. Guide approval from university 224

(vi) Information Regarding ongoing UGC Project 227

7. Criteria IV - Infrastructure and Learning Resources

(i) Lab wise List of Equipments and Materials (08) 228

(ii) Staff Detail (Teaching and Non Teaching) 258

(iii) List of Computer Equipments 272

(iv) No. of Book List in Library 277

(v) Library Feedback Performa 278

(vi) Sports Stock List 279

8. Criteria V - Students Support and Progression

(i) Drop Out Students List 280

(ii) List of Percentage pass student (last 5 years) 281

(iii) List of NET/SLET Students 282

(iv) Scholarship 283

(v) Financial Support 286

(vi) Cultural Activities (College and Inter college Competition) 287

(vii) Sports Activities (College and Inter college Competition) 288

(viii) Alumni List 289

(ix) Students List for Further studies 290

9. Criteria VI - Governance and Leadership

(i) Account Statements for Last Three years 291

10. Criteria VII - Innovative Practices

(i) List of Clubs 304

1

NAAC CERTIFICATE

INFRASTRUCTURE

5

INTER COLLEGE COMPETITION

7

NATIONAL SEMINARS

8

EXTENSION LECTURE

9

ALUMINAI MEET

10

EDUCATIONAL TOUR AND VISIT TO BOOK FAIR

11

COMMUNITY SERVICES

13

ACTIVITIES IN SCHOOL

14

ACTIVITIES IN COLLEGE

15

CULTURAL ACTIVITIES

16

SPORTS

17

SUPW CAMP

SELF STUDY REPORTsttcindia.org/ssr_uploaded_link.pdfLal Kothi Scheme, Near New Assembly Tonk Road,...

Documents

Transcript of SELF STUDY REPORTsttcindia.org/ssr_uploaded_link.pdfLal Kothi Scheme, Near New Assembly Tonk Road,...