Documente Academic
Documente Profesional
Documente Cultură
Website : umabed.weebly.com
Uma B.Ed.
Page 1
(A)
PREFACE
Place: Pandharpur
Date:13/04/2016
Uma B.Ed.
-NAAC SSR Preparation Steering CommitteeAll the members of the steering committee are involved in the careful
preparation of this Self Study Report. The Steering Committee constituted by the
Principal includes all the teaching staff & a member of non-teaching staff. Our team
efforts
resulted in the successful preparation of this self study report (SSR) for final
submission.
We hope that we have taken maximum efforts to focus on almost all the aspects
of institutional progress during last three years.
Steering Committee:
Sr. No.
Name
Dept.
Coordinator
Member
Member
Member
Uma B.Ed.
Page 3
INDEX
Sr. No.
Criteria
Page No.
Criterion-wise Inputs
6 to 9
10 to 41
Executive Summary
I- Curricular Aspects
45 to 57
58 to 76
77 to 91
92 to 103
104 to 115
116 to 132
133 to 140
141
142
Uma B.Ed.
Page 4
Sr.
No.
1
2
3
4
5
8
9
Uma B.Ed.
Page 5
A.
1.
2.
Website URL :
www.umabed.weebly.com
3.
For communication:
02186 - 225500
Office
Name
Principal- Dr. Pandhare
V.D.
Self appraisal Co-ordinator
Smt. Pujari S. A.
Self - appraisal
Co-ordinators
Mr. Bandgar V.B.
Mr. Bagwan J.S.
Telephone
Number with
STD Code
9421040273
9960012625
Fax No
02186-229000 vidyulata1@gmail.com
--
9860845730
9890843549
E-Mail Address
gavadesulabha@gmail.com
vilasbandagr@gmail.com
-jakir.bagwan@yahoo.in
Residence
Telephone
Number
02186-225500
Mobile
Number
9421040273
02186-225500
9960012625
Name
Self - appraisal
Co-ordinators
Mr. Bandgar V.B.
Mr. Bagwan J.S.
Uma B.Ed.
9860845730
02186-225500
9890843549
Page 6
4.
Semi-urban
Rural
Tribal
5.
6.
7.
Yes
No
MM
YYYY
07
2008
9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act.
Month & Year
2f
MM
YYYY
---
---
10.
MM
YYYY
---
---
Type of Institution
a. By funding
i. Government
ii. Grant-in-aid
iii. Constituent
Uma B.Ed.
Page 7
iv. Self-financed
i. University Dept.
ii. IASE
iii. Autonomous College
Does the University / State Education Act have provision for autonomy?
Yes
Uma B.Ed.
Yes
No
No
Page 8
12.
Level
PrograEntry
mme/ Qualificatio
Course
n
Nature of
Award
Dura-tion
Medium
of
instructi
on
2 Years
Marathi
Certificate
i)
Pre-primary
ii)
Primary/
Elementary
iii)
Secondary/
Sr.
secondary
iv.
Diploma
Degree
Certificate
Diploma
Degree
Certificate
B.Ed.
Graduate
Diploma
Degree
Certificate
Post Graduate
v.
Other
(specify)
Diploma
Degree
D.S.M.
Teacher
Diploma
1 Year
Marathi
Degree
Progra
mme
Valid up
to
Sanctioned
Intake
B.Ed.
WRC/56/98th/2008/304
25
dt.01.03.2008
APW
03726/123426
Continue
50
Pre-primary
Primary/Elementary
Secondary/ Sr.
secondary
Post Graduate
Other (specify)
Uma B.Ed.
Page 9
B) Criterion-wise inputs
Criterion I: Curricular Aspects
1.
2.
Yes
No
Mission
Yes
No
Values
Yes
No
Objectives
Yes
No
Yes
No
01
Rs. 31365/-
Yes
No
Yes
2
7 methods/2elective
Page 10
7.
No
Number
--Are there Programmers where assessment of teachers by the
students has been introduced
Yes
No
Number
8.
Two
No
Number
---
10.
Academic peers
Yes
No
Alumni
Yes
No
Students
Yes
No
Employers
Yes
No
Yes
11.
No
12.
No
Yes
No
Number
---
Uma B.Ed.
Yes
Number
No
02
Page 11
13.
Does the institution develop and deploy action plans for effective
implementation of the curriculum?
Yes
14.
No
Uma B.Ed.
No
Page 12
1.
c) Through an interview
d) Entrance test and interview
e) Merit at the qualifying examination
f) Any other (specify and indicate)
Uma B.Ed.
Page 13
2.
academic year)
Academic Year : 2014-15
a) Date of start of the academic year
1.07.2014
30.08.2014
14.05.2014
200
200
Uma B.Ed.
Page 14
3.
Number of students
Reserved
Open
Total
Total
Total
31
53
84
24
15
39
16
29
45
D.Ed.
B.Ed.
M.Ed.
(Full Time)
M.Ed.
(Part Time)
4.
Yes
No
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
14695/-
65982/-
(Please provide the unit cost for each of the programme offered by the
institution as detailed at Question 12 of profile of the institution)
Uma B.Ed.
Page 15
Open
Reserved
Highest
Lowest
Highest
Lowest
(%)
(%)
(%)
(%)
70.82
47.34
68.84
47.50
D.Ed.
B.Ed.
Is there a provision for assessing students knowledge and skills for the
programme (after admission)?
Yes
No
8.
Yes
No
9.
Theory
Practice Teaching
Practicum
50%
8.5%
41.5%
D.Ed.
B.Ed.
M.Ed. (Full Time)
M.Ed. (Part Time)
10.
Number
14
Number
06
Uma B.Ed.
Page 16
11.
Numbe
rr
25
Number
20
12.
Number
24
How many lessons are given by the student teachers in simulation and
pre-practice teaching in classroom situations?
No. of Lessons In
simulation
13.
No. --
No. 11
No
14.
No
15.
Internal
External
66.67%
33.33%
D.Ed.
B.Ed.
M.Ed. (Full Time)
M.Ed. (Part Time)
Uma B.Ed.
Page 17
Examinations
a) Number of sessional tests held for each paper
02
02
Intranet
Internet
Video resources
Electronic Media,
OHP, LCD Projector,
Laptop, Printer, T.V., r,
Tape recorder, Public
Address system
Yes
No
Number
19.
00
No
--
Optional
Uma B.Ed.
Page 18
Number of teachers with Ph. D and their percentage to the total faculty
strength.
2.
01
Number
10%
No
Amount
(Rs)
Duration (years)
Collaboration,
if any
Self-finance
--
--
---
4.
5.
6.
No
Uma B.Ed.
0
1
0
Page 19
7.
Does the institution support student research projects (UG & PG)?
Yes
8.
No
No
Number
----
----
--
----
----
----
10.
No
`
Number
1
Number of papers presented by the faculty and students (during last five
Yes
years):
Faculty
National seminars
40
International seminars
14
--
Students
Uma B.Ed.
Page 20
Print materials
Question bank
No
Part-time
Additional charge
14.
No
16.
No
Yes
15.
No
In case of paid consultancy what is the net amount generated during last three
years.
Uma B.Ed.
NIL
Page 21
17.
Uma B.Ed.
Local level
State level
MSSTEA
National level
--
International level
--
Page 22
2.
Yes
No
b) Psychology lab
Yes
No
c) Science Lab(s)
Yes
No
Yes
No
e) Computer lab
Yes
No
Yes
No
teaching aids
3.
4.
5.
6.
Uma B.Ed.
Page 23
7.
What is the Budget allocated for campus expansion (building) and upkeep
for the current academic session/financial year?
--
8.
9.
10.
No
Open
M
Teaching
--
--
Non-teaching
--
--
--
Open
M
11.
Reserved
Teaching
03
Non-teachin
02
Reserved
F
-1
--
--
--
02
--
Open
M
Reserved
F
--
--
Asso.Prof.
--
--
--
--
Professors
--
--
(Gender-wise)
03
Assit.Prof.
Reserved
F
--
M
--
F
-Page 24
Readers
Professors
c. Number of teachers from
--
--
--
--
--
--
--
--
Same state
Other states
12.
Programme
13.
D.Ed.
----
B.Ed.
1 : 14
---
---
a. Non-teaching staff
Open
Permanent
Temporary
b. Technical Assistants
Permanent
Temporary
14.
--
Reserved
--
--
--
--
--
--
--
--
--
--
01
--
--
--
15.
16.
Uma B.Ed.
43.20%
Yes
s
No
Page 25
17.
On holidays
10
During examinations
12
18.
19.
No
a. Books
3970
- Textbooks
2424
- Reference books
2424
b. Magazines
12
e. Journals subscribed
00
- Indian journals
- Foreign journals
06
NIL
00
00
h. E-information resources
No
- Online journals/e-journals
00
- CDs/ DVDs
55
- Databases
20.
Yes
NIL
- Video Cassettes
00
- Audio Cassettes
05
Mention the
359.92
Uma B.Ed.
Page 26
40
Yet to intimate
Partially automated
Fully automated
22.
Circulation
Clipping
Bibliographic compilation
Reference
Book Bank
Photocopying
Internet
Inter-library borrowing
Power back up
24.
No
Uma B.Ed.
Page 27
50-60
07
by faculty
90
06-08
for faculty
8-10
500
1 : 10
25.
26.
01%
Provide the number of books/ journals/ periodicals that have been added to
the library during the last three years and their cost. As per academic year.
I(2014-15)
No.
Text books
Other books ref.
Journals/
Periodicals
Any others specify
and indicate lit.
II(2013-14)
Total cost
Total cost
No.
(in Rs.)
(in Rs.)
III(2012-13)
Total cost
(in Rs.)
48
6044
No.
152
00
27053
00
102
00
21965
00
00
00
15
2955
12
3205
12
2505
00
00
00
00
00
00
Uma B.Ed.
Page 28
I(2014-15)
II(2013-14)
III(2012-13)
D.Ed.
----
----
----
B.Ed.
02
03
01
----
----
----
2.
---------Does the Institution have the tutor-ward/or any similar mentoring system?
Yes
No
13
4.
5.
Examination Results during past three years (provide year wise data)
III(2014-15)
I
Pass percentage
II
III
Yes
Yes
No
No
III(2013-14)
III(2012-13)
II
III
II
III
94.20
93.44
86.52
50
26.22
39.28
Number of distinctions
--
--
--
Exemplary
performances (Gold
Medal and university
ranks)
6.
2013-14
--
2012-13
--
---
--
--
---
--
---
NET
SLET/SET
Page 29
7.
Mention the number of students who have received financial aid during the
past three years.
Financial Aid
2014-15
2013-14 2012-13
Merit Scholarship(SC)
----
----
----
Merit-cum-means scholarship
----
----
----
Fee concession
---
----
----
Loan facilities
----
----
----
----
----
Medical help
Blood donation
9.
10.
No
Yes
No
Non-teaching staff
Yes
No
No
Men
Women
11.
0
0
Uma B.Ed.
Yes
No
Yes
No
Page 30
Gymnasium
Yes
No
12.
Yes
No
13.
Yes
No
14.
15.
Yes
Yes
experience?
16.
No
No
Give information on the Cultural Events (Last year data) in which the
institution participated/organized.
----
----
----
Participated
Yes
No
Number
---05
---01
----
----
----
----
---
Inter-collegiate
Inter-university
National
Yes
--
Organized
No
Number
-----
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)
01
NIL
Regional
NIL
NIL
National
01
NIL
NIL
NIL
State
International
18.
Yes
No
02-10-2011
Page 31
19.
20.
No
22.
No
21.
No
Higher studies
Employment (Total)
Teaching
2014-15
2013-14
2012-13
(%)
(%)
(%)
38.57
52.17
32.14
00
00
00
17.14
23.18
29.76
Non teaching
23.
No
If yes, how many students were employed through placement cell during the
past three years.
Uma B.Ed.
13
10
07
Page 32
24.
Does the institution provide the following guidance and counseling services
to students?
Yes
Uma B.Ed.
Personal Counseling
Career Counseling
No
Page 33
2.
No
Bodies
Dates
24/12/2014
06/07/2015
IQAC
12/12/2014
02/07/2015
Admission Committee
26/08/2015
Library Committee
24/12/2014
12/03/2015
24/09/2015
BC Cell Committee
03/01/2015
03/09/2015
17/10/2015
27/10/2015
18/12/2015
3.
What are the Welfare Schemes available for the teaching and non-teaching
staff of the institution?
Uma B.Ed.
Loan facility
Yes
No
Medical assistance
Yes
No
Insurance
Yes
No
Yes
No
Page 34
4.
Number of career development programmes made available for nonteaching staff during the last three years.
5.
Yes
01
organization
Yes
International
No
No
0
0
No
No
No
6.
How does the institution monitor the performance of the teaching and nonteaching staff?
Yes
No
a. Self-appraisal
Uma B.Ed.
Page 35
0
2
7.
Yes
No
Yes
No
Yes
No
Yes
No
Yes
If yes, give the number of hours spent by the faculty per week
00
8.
Provide the income received under various heads of the account by the
institution for previous academic session
Grant-in-aid
----
Fees
Rs. 31,365
Donation
----
Self-funded courses
-----
-----
Year 1
Year2
2013-14
2014-15
4044488
5045820
72.66
68.49
14.62
21.60
0.88
0.54
---
--Page 36
0.31
0.26
1.22
0.092
0.24
0.99
--
--
0.74
0.54
9.33%
7.48%
46.48Lack
47.82 Lack
amenities, etc.
Surplus in Rs.
2012 - 13
---
2013 - 14
---
No
13.
603874/-
263556
Yes
12.
------
2014 - 15
11.
Deficit in Rs.
No
Uma B.Ed.
Administration
Yes
No
Finance
Yes
No
Page 37
Student Records
Yes
No
Career Counseling
Yes
No
Aptitude Testing
Yes
Examinations/Evaluation/
Yes
No
Assessment
Yes
No
15.
No
Yes
No
Yes
No
Does the institution have an inbuilt mechanism to check the work efficiency
of the non-teaching staff?
Yes
16.
No
Are all the decisions taken by the institution during the last three years
approved by a competent authority?
Yes
17.
No
Does the institution have the freedom and the resources to appoint and pay
temporary/ ad hoc / guest teaching staff?
Yes
18.
No
Page 38
20.
21.
No
Yes
No
Yes
Uma B.Ed.
No
Page 39
Yes
2.
Yes
3.
No
No
Men
Women
SC
05
5.95
08
9.52
ST
00
00
OBC
06
7.14
11
13.09
Physically challenged
01
1.19
---
---
General Category
16
19.04
29
34.52
Rural
30
35.71
22
26.19
Urban
03
3.57
29
34.52
4.76
5.95
SBC
4.
SC
Teaching
staff
1
ST
---
---
---
---
OBC
14.28
22
Category
Uma B.Ed.
14.28
Non-teaching
staff
0
%
0
Page 40
Women
Physically
57.12
---
---
---
---
challenged
5.
General Category
14.28
57.12
What is the percentage incremental academic growth of the students for the
last two batches?
Category
SC
ST
At Admission
Batch I
Batch II
2013-14 2014-15
09
13
-----
OBC
17
25
15
20
Physically challenged
--
01
--
01
General Category
38
46
36
42
Rural
35
46
32
36
Urban
29
---
38
---
28
---
34
---
Any other
Uma B.Ed.
Page 41
Executive Summary
Page 42
Executive Summary
The B.Ed. curriculum is developed by Solapur University, Solapur. The
institution is bond and very active for quality implementation of curriculum.
The institute is very keen towards teaching learning practices. Institute
stresses the innovative practices in teaching, use of information communication
technology in teaching and evaluation process and other mechanism to monitor
the quality of teaching and learning.
Institute believes that all research and extension activities have a lot of
importance for quality enhancement. Institute provides all the facilities required
for research and extension.
The institute has sustainable good practices which effectively support
and facilities optimal progression, benefits obtain the assurance of quality
results.
The Governance and leadership helps to gather data pertaining to the
institutional planning, financial management and performance appraisal.
Internal quality assurance cell (IQAC) has been established to develop a
quality system for conscious, consistent programmed action to improve the
academic and administrative performance of the institute. The institute is
equipped with the best physical resources. The institute is also set with fully
qualified, enthusiastic human resources of teaching, non-teaching staff.
Uma B.Ed.
Page 43
Discipline
Computerization of office and library.
Enhancement of Infrastructure.
Students Participation in administration through Student Council.
Strong Cultural Department.
Well-equipped Gymkhana.
Teaching aids and models and equipments in Science lab, Psychology
lab, Technology lab.
viii. Result 80 to 90 % or more
ix.
Action Research proposal Presentation an innovative practice.
x.
Personal mentoring by teachers to students in Diary Cell.
xi.
Blood Donation, Hemoglobin Testing, Medical Checkup etc.
activities organized in school experience.
xii.
More than 20 Practicing Schools available for practice teaching and
internship.
xiii. Book Bank facility.
xiv. College Diary maintained by the students.
xv.
Not a single case of ragging or women sexual harassment recorded.
xvi. Competent experienced, highly qualified dedicated permanent teaching
staff .
xvii. Provision of LMC, BC Cell, Prohibition of Women Sexual Harassment,
Student Council
xviii. Distance Education course of YCMOU such as D.S.M. for in service
teachers supporting our Mission, Vision and Objectives and extending
association with teachers and Head Masters in the society.
Weaknesses :i) Playground :ii) No MOUs (but working in collaboration with many agencies )
Opportunities:i) To obtain the status of 2F / 12B form UGC
ii) NAAC highest grade and highest CGPA score among all colleges and
all universities in India.
iii) Furthering MOUs (with schools/society/other agencies at National and
International level)
iv) Music, Fine Arts and Courses on Acting, establishment of a media lab.
v) Library sharing for non-students and external researches.
Challenges:i) Employability and more Employment opportunities for student.
ii) To establish more linkages at National-International level.
iii) Enhance library resources.
iv) Availability of school time for practice teaching, late admissions,
unmatched holidays of college and practicing schools.
v) To improve English language proficiency of staff including some of the
teachers.
vi) Gap between intake capacity and actual admission for B.Ed. Class.
Uma B.Ed.
Page 44
Our Vision:*
educational
opportunities to the desirous students.
* To make students aware of the social need of excellence in Higher
Education &
pursue the same.
Uma B.Ed.
Page 45
the University B.O.S. By means of the same curricula, the sincere efforts are
made as per the college mission and goals, to strive hard to inculcate in the
minds of the pupils the basic values of life and enable them to imbibe the
spirit of service and sacrifice, truth, honesty, character and love of social
service.
The Vision, Mission and the Objectives are displayed in the Principal Cabin
as well as in the porch. The same is communicated to the various
stakeholders of the college through the college prospectus.
1) Our faculty members have also worked in the syllabus formation workshops of
Solapur University, Solapur.
2) The Non-Teaching staff is encouraged to participate in short term training
programmes on ICT.
3) Our College Principal and one staff member have completed orientation
programme.
* Access and Equity:During the admission process, to B.Ed. course reservation to all the
disadvantaged group SC, ST, OBC, Women etc. are adopted as per
Government norms.
* Community and national Development, Environment and Value
Orientation:The institute organizes social service camp, special lecturers, workshops, rallies,
street plays and other social awareness and value orientation activities,
including EPC (NCTE New Norms)
ICT introduction:The institution has promoted the ICT activity by providing the following
activities:
1) Provision of Computer education, Internet, Usage of ICT tools in TeachingLearning and evaluation works.
2) In new B.Ed. curriculum ICT programme is including under EPC.
3) C.D. ROM, and other ICT facilities are available in the library.
4) The institution has provided 15 computers for academic and practical works.
Uma B.Ed.
Page 46
Page 47
Page 48
Core elements and values have been included in the syllabus. The teacher
trainees are required to study them, Undertake pertinent activities in workshops
and practice them in classroom teaching.
The B.Ed. curriculum incorporates the following core elements and
values.
Core Elements:1) History of Indias freedom movement.
2) Constitutional obligations.
3) Content essentials to nature national identity.
4) Indias common cultural heritage.
5) Protection of environment.
6) Equity of sexes.
7) Removal Social Barriers.
8) Egalitarism, Democracy and secularism.
9) Observance of small family norms.
10) Inculcation of scientific temper.
Values:1) National Integration.
2) Patriotism
3) Tolerance to words all revisions
4) Generate equality
5) Dignity of labor
6) Scientific Attitude
7) Modesty
8) Sensitivity
9) Punctuality
10) Neatness
These values essential for character formation. They reflect Indias aspiration
to provide a healthy and joyful life, promote, interallectual and aesthetic
pursuits and elevate moral culture spiritual/fulfillment.
In addition to this, our institution conduct the social service programme. In
the social service programme. Teacher trainees are divided in to the
following:Uma B.Ed.
Page 49
1) Environment Education
2) School Health Services
3) Cultural Activities
All these group present street plays to create awareness and a serve is also
undertaken to find out the attitude, awareness and interest in relation to the
above topics. In addition to this, every teacher trainee as to conduct two lesson
on environment Education, Value Education and ICt based lesson in the
internship programme. We have also divided the teacher trainees into study
groups as follows:
1) Environment study group.
2) Social Science study group.
3) Language study group.
The groups organize many activities like lectures teaching aids workshops and
debates
that focus on the current national issues.
1.1.5 Does the institution make use of ICT for curricular planning & If yes, give
details.
Yes, the institution makes use of ICT for curricular planning which is as follows.
1) Referring syllabus on Internet.
2) Time table, Workshop time table
3) Day-to-Day use teaching (PPT)
4) Calendar activities.
5) Use of MS-Excel, Power Point, MS-Word for release and data
analysis.
6) Uploading information on college websites for reference.
1.2 Academic Flexibility:1.2.1 How does the institution attempt to provide experiences to the students so
that teaching becomes a reflective practice?
In order to teaching becomes a reflective practice we following
experiences.
1) CPD programme
2) During Internship Presentation.
3) During Tutorials.
4) Feedback sharing and guidance after Practice Lesson. Group
discussion, Debate Brain storming etc.
5) Reflective thinking and sharing during and after students seminar.
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1.2.2 How does the institution provide for adequate flexibility and scope in the
operational curriculum for providing varied learning experiences to the
students both in the campus and in the field?
This is done through:- Organizing Practice lesson at various schools.
- Using different teaching methods.
- Activities under subject clubs (History, Geography)
- Elective subjects (Value Education, Environment Education,
Educational Technology and Educational Management etc.)
- Options in practical work.
- Field experience using internship.
- Choice of roles in planning Activities.
- Co- Curricular Activities.
1.2.3 What value added courses have been introduced by the institution during
the last three years which would for example : Develop Communication
skills (verbal & written) ICT skills, Life skills, Community orientation,
Social responsibility etc.
Mock Viva-voce
SUPW
Weekly Paripath
Poster exhibition
1.2.4 How does the institution ensure the inclusion of the following aspects in the
curriculum?
1) Interdisciplinary / Multidisciplinary:Topics and issues in Psychology, Sociology, History, Philosophy,
Science, Management, Computer Project, by students on historical spots
such as Vithoba Temple, Various Maths (Gopalpur Temple) Pandharpur
spots.
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2) Multi Skill Development:ICT skill use and orientation, micro- teaching classroom teaching, role
playing, personality development & special day and subject day
celebration.
3) Inclusive Education :In the admission process of the B.Ed., there is 2% reservation for
disabled and challenged students. We give admission as per Government
norms.
4) Practice teaching :Micro teaching workshops, Planning of practice lessons, guidance for
observation of lessons for B.Ed. students.
5) School experience / internship:Guidance for planning of practice teaching, internship, bulletin hours,
organization of cultural programmes during internship, reports writing,
keeping records, study of facilities in schools, interviewing, head
masters, experienced teachers, interaction with office staff, execution of
psychological tests and data analysis.
6) Work Experience /SUPW :Introduction in indication programme, demo lectures and preparation of
various articles such as sky lamps, pockets, Book Binding etc.
7) Any other (specify and give details) :i) Physical education & physical efficiency test (B.Ed.)
ii) Social Service (B.Ed.)
iii) Visit to innovative Institutions (B.Ed.)
iv) Tour (B.Ed.)
v) Workshop on Constructivism
vi) Action Research
vii) Teaching Aids Workshops
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1.3
Feedback on Curriculum
1.3.1 How does the institution encourage feedback and communication from the
students, Alumni, Employers, Community, Academic peers and other
stakeholders with reference to the curriculum?
The institution encourage feedback and communication from the
students, alumni, employs committee, academic peers and other stake holders
with reference to curriculum is as follows:
1. From Student: At the end of each and every semester and after completion
of B.Ed course a questionnaire based on the curriculum is given to students to
fill up on the basis of their experience, the give appropriate score mentioning
their views such a questionnaire is collected by the college evaluation is done
by team of teacher educators. The discussions are held in staff meeting and
necessary action is taken.
Institution has prepared questionnaire regarding teaching, learning and
evaluation and distribute it to students at the end of each and every semester for
getting feedback.
A suggestion Box is kept is in the institution, which is checked regularly.
Students complains, suggestion are invited through h this. If there are any
suggestions from them, they are taken in to consideration after discussion in the
staff meeting.
2. Alumni: The college has the develop Alumni Association. Institution
conducts twice a year meeting of alumni association. One off the agenda of this
meeting is curriculum discussion. Oral feedback is taken and is consideration
for improvement.
3. Community: Regarding curriculum and its coverage, if there are suggestions
from parents of students they are discussed in parent teacher education meeting.
This is held twice a year. The necessary action is taken accordingly.
4. Academic peer and other stake holders: Meeting of staff members and
class representative in the form of student council are arranged from time to
time to discuss on syllabus and implementation.
5. School Teacher and Head Master: During practice of teaching lessons and
internship programme verbal informal discussion take place amongst faculty
members, school teachers and head masters which help to understand their
views.
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1.3
Curriculum Update:
1.4.1 Which courses have undergone a major curriculum revision during the last
five years? How did these changes contribute to quality improvement and
student satisfaction? (Provide details of only the major changes in the
content that have been made)
The curricular of the B.Ed. & DSM courses were freshly accepted
thoroughly revised from June -2015.
- The curricular are updated almost every year and additions and supporting
changes are suggested even for 2013-14, 2014-15 before the commencements of
the academic years by the University.
* Details of the major changes:- Up to the last year B.Ed. syllabus is one year but now the NCTE has changed
frame work of syllabus, NCTE converted syllabus in Two years. Many new /
additional concepts such as education for peace, Constructivism, Emotional &
Multiple Intelligence, concept of life skills, Action Research, Teaching Aid
workshop, EPC etc. have been prominently introduced in the new curriculum
making it and keeping pace with the developments in academic and social,
National & International contexts.
- In previous pattern, students had to undertake 24 lessons in the academic year
(apart from Micro-Teaching lessons) this number now has been gone up to 30.
- Continuous and comprehensive Evaluation has been strengthened to move in
the previous one.
- In previous pattern, B.Ed. students had to choose one of the options Paper ICT
and Environment Education. But now days a full paper on ICT has been
compulsory in first term, while environmental Education Paper has been one of
the electives for second semester. But now a days in this year ICT is not
compulsory paper ICT included under the EPC and environment Education
optional paper for fourth semester.
- In earlier pattern 50 Marks were reserved for Micro-teachings skill but now 75
Marks are meant for Micro-Teaching skills, this has given due to weightage to
core training programme which is important for developing teaching skills.
- In earlier pattern we cover 50 Marks within 15 Days internship but now new
syllabus weightage given to internship to 200 Marks.
- In this year EPC programme has been added in new B.Ed. curriculum.
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1.4.2 What are the strategies adopted by the institution for curriculum revision
and update? (Need assessment, student input, feedback from practicing
schools etc.)
The strategies are
- As the curriculum is designed by the university. But teacher suggested
changes in meeting organized at Dayanand College of education,Solapur,
College of Education, Barshi during 2009,2013,2015 and thereafter in other
colleges in our University in various syllabus reconstruction / reform meeting
organized by the University level workshop.
- Feedback of teacher, student, external members/ Faculty experts from other
Universities is consider or taken in to consideration in BOS / Faculty meeting
and decisions in these matters are first Finalized under BOS, Faculty and
Finally in Academic Council.
- Feedback from practicing school about curriculum is so far not acknowledged
in this context.
1.5
Page 56
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Sr. No.
Uma B.Ed.
Category
Reservation
Open
50%
S.C.
13%
S.T.
07%
N.T.
08%
OBC/SBC
19%
VJNT/ DT
03%
Page 58
* The intake capacity for B.Ed. programme in the institution is 50 per year.
* Minimum qualification for B.Ed. admission is as Sr.No. Programme
Minimum
Marks
Qualification
B.Ed.
Graduation
of
any
Open
SC / ST
NT /OBC
49.50%
44.50%
44.50%
University
B. D.S.M. Admission Process:* From the academic year 2009-10 our institution started D.S.M. of
Y.C.M.O.U., Nashik.
* The experienced teachers are eligible for this.*YCMOU governs the D.S.M.
admission.
Sr. No.
2
Programme
D.S.M.
Minimum Qualification
Marks
55%
teaching Experience.
Page 59
& evaluation updated. Admission policies are widely published in the leading
news papers.
- In this the planning for admission of upcoming year is done in advance. For
that every member of faculty makes direct contact with prospective student. We
provide them various information about admission process, fee structure,
infrastructure as well as we publish advertisement in popular news papers. The
facility for submitting form is provided by the college. The faculty also visits
more than ten academic senior colleges to
give information about B.ed.course and our college, for taking admission.
Prospectus:The teacher trainees are provided the prospectus of the institution along with
the admission form.
* Information about our parent institution.
* Information about the institution.
* Infrastructure facilities.
* Eligibility criterion.
* Fee Structure
All the above information is provided in prospectus.
* Syllabus
D.S.M.
Generally in the month of May / June the advertisement for D.S.M. is
published by Yashvantrao Chavan Maharashtra Open University, Nashik. .
* The admission is totally governed by the YCMOU, Nashik. The
advertisements generally provide the following information.
* Course & its duration.
* Admission Process.
* Dates of receiving & submitting admission.
* Contact Number, Address, Website etc.
2.1.3
How does the institution monitor admission decision to ensure that the
determined admission criteria are equitably applied to all application?
After entrance test results are declared and centralized admission list is
executed by Director of Higher Education. After 3 or 4 rounds of admission
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region wise spot admission is conducted. All these processes are transparent &
executed under Govt. rules.
* Verification & Scrutiny of all the testimonials is done by the office & teaching
staff.i.e. by admission committee.
* Confirmation of admission only after fulfilling the necessary requirement
within the stipulated date by regulating body.
* College sends daily update report of admitted candidates directly to Director
of Higher Education through online.
* D.S.M. admissions are controlled by YCMOU Nashik. The documents of
admitted teacher trainees are verified by the authorities of the institution.
* Thus the institution monitors admission decisions & ensures that the
admission criteria are equitably applied to all applicants.
2.1.4
Specify the strategies if only, adopted the institution to retain the diverse
student Population admitted to the institution. (e.g. individuals of diverse
economic, cultural religion, gender, linguistic, backgrounds & physically
challenge.)
* Strategies for retention of diverse teacher trainee population.
The teacher trainees are admitted to the institution through the central
admission process. These teacher trainees are from diverse group regarding
their economy, culture, religion, gender, linguistic background & challenged
with special need.
To retain all these diverse teacher trainees in the institution, we adopt the
following strategies according to their needs.
* Various Scholarships and Free ships are provided to the economically
backward teacher trainees as per the rules & norms of the Govt. fee facility in 34 installments.
* For cultural & religions diversified group the institution has adopted secular
approach in all the practices. All the festivals of different culture and religions
are celebrated in the institution. Teacher trainees sing a secular prayer daily. All
the teacher trainees are equally treated irrespective of their caste, creed, culture,
religion, language, economy, abilities & gender in the institution.
* The institution is a co-educational. There is an increase in female teacher
trainees taking admission for this course. Separate ladies room, parking, is
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provided for girls. The problems of girls are discussed with the female faculty &
solved. The Women Harassment Prohibited Committee is also formed.
* For linguistically divert students necessary reference books are provided.
* Physically challenged students are given extra facilities as per their needs.
We also have a separate mechanism to take care of diverse teacher
trainees through diary cell. There are special meetings of each diary cell along
with the cell members & parent teacher, where all the problems are discussed &
solved. The problems which are not solved at the Diary Cell meetings are
forwarded by the in-charge professor to the Principal for solution.
Thus the institution tries to retain the diverse teacher trainee population
very effectively.
2.1.5. Is there a provision for assessing students knowledge / needs & skills before
the commencement of teaching programmes? If yes, give details on the same.
The teacher trainees are admitted through CAP in which Common
Entrance Test (CET) is conducted. This CET is based on teaching aptitude
intelligence & general knowledge of the candidate. In this way, there is a
provision of assessing not only the knowledge & intelligence of the teacher
trainees, but also their teaching aptitude before commencement of the course.
* Also after admission there is a provision of self introduction & talent search
programme.
* During the interview & talent search programme, the teacher in charge asks
the students to perform some activities on individual basis. The faculty
members act as mentors & assess their strong points & week points & make the
confidential record.
* Orientations are organized in the class to give details of programme and
subjects according their needs.
* In Enriching teaching skill the skills before training is checked.
* Also in knowledge constructivism the knowledge / skills are checked.
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- The institution prepares the academic calendar well in advance before the
commencement of the session. This goes long way in planning the classroom
sessions & other activities of the college.
* Different curricular & co-curricular activities, competitions, youth festival,
book review, Physical Education, SUPW, orientation of these programmes.
* Students are allotted various duties such as stage decoration, arrangement of
sound system, preparing invitation cards for the guests etc.
* Students Council is formed by conducting elections so as to inculcate
leadership qualities & problem solving skills.
* Students are encouraged to ask their doubts & discuss their problems freely
with the staff.
* Activities like Science Club, Cultural Committee, Geography Club, History
Club, Library Committee are taken over by the students with the help of mentor
teachers.
* The college organizes its own student development programmes from time to
time consisting of seminars, workshop, and guest lecture etc.Tutorials are held
in various papers, where the students are given an opportunity to solve
questions & engage in group discussion or with faculty.
* The institution adheres to the examination system of its affiliating University
by holding various tests such as class test, practice test, project work, internal
assessment & semester work.
2.2.2 How does the institution cater to the diverse learning needs of the students?
The institution takes care of the teacher trainees with diverse learning
needs such as gifted teacher trainees, academically weak teacher trainees,
Physically challenged teacher trainees, socially & Economically backward
teacher trainees, the rural & tribal teacher trainees by using the various
strategies like remedial teaching for weak teacher trainees, extra practice /
coaching classes for gifted teacher trainees.
* Most of the teacher trainees admitted in the institution are economically &
socially deprived. The faculty identifies such teacher trainees & provides
guidance & counseling so that they cope with the institution & learn efficiently
to overcome their inferiority complex.
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* A group of 10 teacher trainees are handed over each teacher educator at the
commencement of the academic year in the diary cell. The cell group in charge
interacts with these teacher trainees.
* Also the Grievance Committee takes care for the different problems or needs
of teacher trainees.
* Health Education including Yoga, Asana, Pranayam.
* Lectures on Stress Management by experts.
* Lectures by eminent persons on various topics are organized.
* Workshops and Seminars on current topics.
* Library facility special books are provided for linguistically diverse students.
2.2.3 What are the activities envisioned in the curriculum for student teachers to
understand the role of diversity and equity in teaching learning process?
* The theory as well as practical course includes various topics that help to
understand the role of diversity.
* Conduct lessons based on 10 core elements & values incorporated in the
curriculum.
* Psychological experiments.
* Teaching aid workshop, internship programme.
* Lessons based on technology, constructivism.
* Action-research project.
* Social service, cultural programme, book review, physical education.
* All students are instructed to participate in college level educational activities
like seminar, personality development programme, as equally irrespective of
their gender, caste, colour, creed or class.
* The EPC Programme includes Paripath, Yoga, SWOT Analysis, Value
Education etc.
2.2.4 How does the institution ensure that the teacher educators are
knowledgeable & sensitive to cater to the diverse student needs?
* The teacher educators are ensured while appointing, that they are well
qualified. Knowledgeable, techno savvy with communication skill & higher
competence to teach.
* At the time of recruitment the preference is given to those candidates who
fulfill the UGC criteria to meet the diverse student need.
* Lesson observation by Principal.
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2.3.3 What are the instructional approaches (various models of teaching used)
and experiences provided for ensuring effective learning? Detail any innovative
approach/method developed &used?
* Teachers conduct at least two lessons based on models of teaching.
* Teachers use OHP in daily teaching.
* Teachers conduct team-teaching sessions for selected topics.
* The teachers are using various models of teaching such as CAM, Role
Playing, Advance Organizer, and Inductive-Deductive Method.
* Experimental.
* Discussion, Debate.
*Seminar is taken.
2.3.4 Does the institution have a provision for additional training in models of
teaching? If yes, provide details on the models of teaching? & No. of lesson
given by each student?
* Four days workshop on models of teaching.
* Each student has to conduct two lessons during internship based on the
models of teaching. Every student prepares four lesson notes under the guidance
of method teachers on models of teaching. Viz Concept Attainment, Advance
Organizer, Inquiry Training, Inductive Thinking etc. The students take lessons
with the use of models of teaching. The students are given spoke for using new
models of teaching in practice teaching lessons in school experience week.
2.3.5 Does the student teacher use micro-teaching technique for developing
teaching skills? If yes, list the skills practiced & No. of lessons given by
each student per skill.
From the year 2015 the training of Micro-teaching skill is given under the
practical Enriching Teaching skill. During this training every-trainee is required
to conduct lessons for the development of teaching skills.
The following skills are practiced by teacher trainees.
1. Set-induction
2. Explanation
3. Questioning
4. Stimulus-verification
5. Black board writing.
There are two Lessons given by each student per skill& two bridge lessons.
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2.3.6 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 Mechanism of lesson plans etc.)
* Each student conducts total 30 practice teaching lessons based on any two
school subjects.
* School teachers specify the teaching units based on which the pupil-teachers
prepare lesson plan.
* Each student conducts only 1 or 2 lessons /day.
* Method in charge gives guidance to the students allotted to him.
* Lesson plans are revised & lessons are conducted in the schools by the pupil
teachers.
* No. of the lessons observed by each teacher is 06 per day.
* Positive remarks & suggestive remarks are written by the observer on lesson
plans & discussed with the student after the lesson if necessary.
* Peer students also observe lesson & give remark.
* Timely records are kept regarding lessons.
* Observations by school teachers.
2.3.7 Describe the process of Block-Teaching / internship of students in Vogue.
In B.Ed. course, a lot of weightage is given for internship program in term
of marks & time period. The time period for internship is totally of 11 weeks.
The semester wise time period is as given.
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Sr.
Semester
No.
Duration of
Marks
Internship
I) Interview of experienced teacher
50
1 Week
100
II
3 Weeks
teaching aid.
iii) co-curricular activities including
psychology
education,
Value
education, Paripath.
I) 18 Lessons
250
III
6 Weeks
IV
1 Week
50
2.3.8 Are the Practice teaching sessions / plans developed in partnership, Cooperatively involving the school staff & mentor teachers? If yes, give details
on the same.
Yes,
* The schools staff is involved in preparing the time table or schedule of
practice teaching lesson in their schools.
The school staff is also requested to supervise the lessons when the teacher
mentor supervises the lessons.
* The teacher mentor allots the periods, the class & the sections, to the student
teacher after consultation with school staff.
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* Lesson plans are developed as directed by subject teacher of the school &
topic / content are selected as per their syllabus & need of the students.
* In the Semester 1st under the school internship the students got guidance about
lesson planning, time table, teaching methods, skills from the school staff &
mentor teachers.
2.3.9 How do you prepare the student teachers for managing the diverse
learning needs of students in schools?
It is necessary for a trainee teacher to be exposed to the diverse
learning needs of Student in schools.
In Course no.1, the unit Individual Differences Among Learners
includes the information about diverse learning needs. This enables the teacher
trainees to get an idea about inclusion of students with special needs, their
characteristics types & modifications that are necessary to be made for students
in the inclusive set up. Hence they are oriented & prepared to teach each
student.
* Also practically we give personal guidance for using teaching methods,
teaching aid, evaluation techniques according to the needs of students.
* Planning varied learning experiences according to diversified needs of the
students.
* Use of teaching aid, maps, tape-recorder.
2.3.10 What are the major initiatives for encouraging student teachers to use /
adopt technology in practice teaching?
* Faculty is instructed to use technological aspects in their teaching learning
process. To motivate & imitating the practices by students.
* They have to prepare teaching aid, use of innovative & Non-conventional
teaching methodologies & the technologies to be used in their teaching-learning
process.
* During models lesson the teacher educators ask to use technology available in
the school. This encourages students-teachers to use & adopt technology in
practice teaching.
* University added a workshop on teaching aid from the year 2015-16.
* The college has OHP, Computer, CD, Tape-recorder, and CD-Player which is
easily made available to student teachers.
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2.4.2
2.4.3
Describe the mechanism of giving feedback to the students & how it is used
for performance improvement.
* All faculty members are persuaded to give feedback on students performance
in various activities time to time.
* They are also given feedback on their performance.
* After every programme, faculty / Principal gives immediate feedback on their
performance.
* Lesson observer observes the lesson as per the marking scheme given in the
prescribed format by the University.
* Descriptive positive & suggestive remarks are given.
* Oral feedback is given to the student-teacher after the lesson.
* Pupil-teacher is given the guidance in order overcome the drawback.
* Peer student also has written feedback in observation book.
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2.4.4 How does the institution ensure that the student teachers are updated on the
Policy directions & educational needs of the schools?
* Practice teaching forms the core curriculum of the B.Ed. programme. The
institution conducts this in collaboration with schools. The institution makes
every effort to comply with the policy directions of the schools in which
practice teaching is conducted. The schools convey their policy directions &
needs to the institution regarding practice teaching.
* Sometimes, the teachers from schools are engaged in orientation programmes
& express the need for practice lessons to be conducted. At such times, the
institution co-operates & co-ordinance with the school to fulfill the needs & also
ensure that the teacher trainees are updated on the policy directions & cocurricular activities in the school during internship.
* Organization of co-curricular activities in the school during internship.
* Demonstration of science experiments in the school.
* The student teachers are sent for supervisions of different examinations held
in schools like drawing, MTS.
2.4.5 How do the students and faculty keep pace with the recent developments in
the school subjects and teaching methodologies?
It is necessary for the institution to make practice teaching consistent and
relevant
With the school curriculum & the new methodology advocated in the revised
curriculum of the school. The teacher trainees & faculty keep pace with the
recent developments in the school subjects & teaching methodologies through
the content cum methodology workshops. The teacher trainees get the required
inputs in recent developments in the school subjects & teaching methodologies.
The following activities are undertaken and completed by the teacher
trainees for both the school subjects selected as special methods.
1) Developing the structure of the subject.
2) Critical study of the curriculum & syllabus.
3) Comparison of the syllabus & the text book.
4) Critical study of the text book.
5) Analysis of content & one unit.
6) Teaching methodology.
7) Preparation & conducting lessons based on various types of teaching.
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2.5 Evaluation Process and Reforms:2.5.1 How are the barriers to student learning identified, Communicated and
addressed? (Conductive environment, infrastructure, access to technology,
teacher quality, etc.)
* Students feedback.
* Grievance Redressal Cell.
* Conductive barriers are communicated to the Principal .
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2.5.3 How are the assessment / evaluation outcomes communicated and used in
improving the performance of the students and curriculum transaction?
* Giving prompt and immediate feedback is one of the best ways to
communicate the performance, achievements.
Answer sheets of internal examination are shown to the teacher trainees &
written remarks are given on the answer paper if required. This is supplemented
with oral feedback to the teacher trainees for further improvement in the
examination.
* Depending upon the problems communicated by the teacher trainees, different
strategies & teaching methods are adopted for curriculum transaction.
* Tutorial mark records are displayed on bulletin board immediately after
checking Tutorial.
* During Enriching teaching skill workshop instant feedback is given to the
teacher trainees through teacher and peer group observations. The low achievers
are oriented and guided on proper techniques and study skills to improve the
performance. The high achievers are motivated by appreciating their
performance.
* Direct Feedback.
* Retest is conducted for those who fall in Tutorials.
* Personal Counseling.
* Discussion on model answer paper in the class room.
2.5.4 How is ICT used in assessment and evaluative processes?
Use of ICT in assessment and evaluation processes:ICT is used for the assessment and evaluation as follows:* Preparing all instructions related to assessment.
* Typing question papers.
* Typing assessment schemes.
*Typing evaluation charts for various activities.
* Recording marks secured by all teacher trainees.
* Analysis of result.
* ICT is also used for communication regarding B.Ed. admissions, and other
major events are done through online to MKCL & central Admission Govt.
Maharashtra.
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2.6 Best Practices in Teaching-Learning and Evaluation Process:2.6.1 Details on any significant innovations in teaching / learning / evaluation
introduced by the Institution?
* The teacher educators themselves use technology in teaching-learning
process.
* The teacher educator suggest questions topic wise & as per University pattern.
For drill & practice students are suggested to solve the questions in the class.
* In order to make teaching learning process innovative the following activities
are conducted. Demonstration lessons based on micro, enriching Skills by
subject expert followed by open discussion.
* Conducting lectures based on different models of teaching.
* Use of ICT in teaching.
*Group-discussion.
*Provision of guest lecture.
2.6.2 How does the institution reflect on the best practice in the delivery of
instruction, including use of technology?
* The teacher educators are asked to use innovative method other than lecture
method. They are also asked to use teaching aids and technology based
instructions like computer, OHP, transparencies etc.
Provision of using electronic media for teaching as well as taking practice
lessons in school.
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M.Phil.
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3.1.3 Does the institution encourage action research? If yes give details on some of
the major outcomes and the impact.
The institution promotes and encourages the faculty members and
community teachers to undertake action research through DSM course.
The institution runs diploma in school management course [DSM] of
Y.C.M.O. University, Nashik for school teachers. As a part of the course, every
teacher undertakes action research, and the required guidance is provided by the
institutions faculty members from time to time.
3.1.4 Give details of the Conferences / Seminars/Workshops attended and
/Organized by the faculty members in last five year.
The following table depicts the details about Seminars/Conference
/Workshops organized by our college.
Sr.
No.
1
Title of
Seminar/Conference/Workshops
Sanvidhanatil Shikshan vishayak
Tartudi
Financial
Assistance
Date
19,20
Jan.2013
Self
Level
State
Name of Teacher
Prin.Dr.SmtV.D.Pandhare
Asst. Prof.Smt. S.A. Pujari
Asst. Prof. V.B. Bandgar
Asst. Prof. J.S. Bagwan
Asst.Prof.Smt.S.S.Dudhabhate
Asst. Prof. S.B. Randive
International
3
1
4
3
3
-
National
Other
Total
10
6
25
8
9
12
3
5
4
3
4
12
16
12
33
14
16
24
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Faculty members develop and use their own teaching aids in the form of
pictures, charts, maps, puzzles and models which are used for the micro lessons,
bridge lessons and practice lessons in school while conducting practice
lessons in their respective subjects.
Following instructional and other material have been developed by the
institution.
Teaching Aids
1) Charts. - 35
2) Models. - 15
3) Transparencies. - 80
4) CD/DVD - 35
5) PPT 35
3.2.2 Give details on facilitates available with the institution for developing
instructional material?
A] A library with more than 3500 books, encyclopedia, volumes etc.
B] Well furnished computer lab with internet facility and print.
C] Education technology lab.
D] Psychology lab.
E] Chart papers, stationary, transparencies, compact disc ,internet facility are
made available to the faculty to develop instructional material.
3.2.3 Did the institution develop any ICT/technology related Instructional
materials
during the last five years? give details.
The faculty of the college has developed power point presentation and
transparencies.
Downloaded and prepared E-resource material of different subject for library.
ICT related material has been developed by the faculty and teacher trainees
in the institution.
Uma B.Ed.
Page 79
Year
Transparencies
PPT
2010-11
10
05
2011-12
10
05
2012-13
20
15
2013-14
30
15
2014-15
30
15
Uma B.Ed.
Page 80
Journal name
Publication
Date
Page
No.
31/03/2012
88
31/12/2011
81
Golden Research
Thought
ISSN- 2231-5063
Golden Research
Thought
ISSN- 2231-5063
Higher Education
Challenges and security
ISBN 978-81-9209728-2
Shikshan Tarang ISSN0976-0636
05/01/2012
--
Feb.2012
26
8
9
10
Development of women
Education.
Contribution of literature of Sant
Kabir in Higher Secondary level.
Human right Education & women
development.
Uma B.Ed.
--
--
--
April -2012
8
95
19/03/2012
Page 81
--
Uma B.Ed.
Publication
Date
Current issues in 25, 26 May
education of social 2013
sciences ISBN- 97893-80039-06-0
Challenges in Higher 14/03/2013
Education
ISBN978-93-83192-37-3
Naac & Teacher 23/03/2013
Education
ISSN2230-7850Journal name
Page
No.
38
87
24
New
Trends
In 2013
Education
ISBN978-81-927211-1-8
78
Page 82
3.
Sr.
No
1
3
4
Nature of ISBN.
Shikshanshastra Mahavidyalayatil
Varg Aadhypantil Mahiti
tantradnyanachya Suvidha
vapracha chikistak Aabhyas.
Developing Creativity Based
programme for among B.Ed.
Student Teacher.
Teaching & Learning Strategies in
21st Century.
10
11
12
13
Shikshanshastra Mahavidyalayatil
Vdhyarthi Shikshya Udyojak
Shamata viksanamadhe
shikshakachi Bhumika.
Eayatta Navavichy Vargavar
paryavarnacha samandhit
ghatkachya Adhypanasathi dnyan
Vavyasthapan karyaniticha vapar.
Paryavaran Shikshanachya
Parinmkarak Aadhyan
Aadhyapanasathi Janiv Jagruti
Prashikshan Partimanacha
Parinamkarktecha Aabhyas.
Human right Education for
empowering women.
Uma B.Ed.
Journal name
Young Research
ISSN 2277-7911
Publication
Date
April-2013
Page
No.
85
Young Research
ISSN 2277-7911
Oct. 2012
Young Research
ISSN 2277-7911
Indian Stream
Research Journal
ISSN- 2230-7850
Golden Research
Thought ISSN2231-5063
Indian Stream
Research Journal
ISSN- 2230-7850
Teacher Education in
Modern Era ISBN978-93-83993-84-0
Jully-2013
69
May 2013
38-44
Jan. 2013
75-77
24 Feb. 2013
37-41
08 Feb. 2014
47-52
23 March 2013
43-45
19 & 20 Feb.
2014
37-39
24 , 25 Aug. 2013
17-21
Indian Stream
Research Journal
ISSN- 2230-7850
38
39-41
9 March 2014
11-13
Page 83
Sr.
No
1
Journal name
Current issues in
Education & Social
Sciences ISBN-97893-80039-06-0
Current issues in
Education & Social
Sciences ISBN-97893-80039-08-4
Challenges in Higher
Education. ISBN978-93-83192-37-3
Qulity Teacher
Education in Modern
Era. ISBN- 978-9383993-84-0
Higher Education
Challenges &
Security ISBN- 97881-920-972-8-2
New format of
Teacher Education
ISBN- 978-81921232-2-6
Marathyachya
Itihasatil Nivdak
Sandharbh ISBN864-92-80314-03-2
New Trends in
Education ISBN978-81-927211-1-8
Shikshanshastra Mahavidyalayatil
Vidhyarti shikshakanchya Santulit
Vaktimatava sathi Vipashanya
tanrracha Wapar.
Marathyanchya Itihasatil sandesh
vahan yantrana .
Shikshanshastra Mahavidyalyatil
Vidhyarthi Shikshkana Aadhyan
Kartana Yenara Aabyasacha Tan
Kami Karnya Sathi Tan Rahit
aadhyan Ukti Pruyuktinchi
parinamkarkta tapasne .
Uma B.Ed.
Publication
Date
25,26 May 2013
Page
No.
463
102
14 Mar.2014
85
139
165
15 March 2015
40
8,9 Feb.2013
146
Jun.2013
12
Page 84
Shikshanatun Udyogakatecha
vikas.
3.2.6
Journal name
Quality Teacher
Education in modern
Era. ISBN- 978-9383993-84-0
Indian Stream
Research Journal
ISSN- 2230-7850
The Emerging issues
& Challenges In
teacher Education
ISSN2231-5063
Use of ICT for
Teacher Education
Programme ISSN2230-7850
National Seminar on
challenges in Higher
Education ISBN978-93-83192-37-2
Publication
Date
8, 9 Feb 2014
Page
No.
134,
135
31 March 2012
24
64
11,12 Aug.2012
14
14 March 2014
89
Give details of the awards, honour and patents received by the faculty
members in last five years.
Aadarsh shikshak puraskar 2015-16 from Manavseva foundation
Amarawati to Asst. Prof. Sanjay Randive
Z Marathi Puraskar for co-operation 2015-2016 from Z Marathi network to
Asst Prof.Sanjay Randive .
3.2.7 Give details of the Minor /Major research projects completed by staff
members of the institution in last five year.
Nil
3.3 Consultancy.
3.3.1 Did the institution provide consultancy services in last five years? If yes
give details.
Yes the institution has provided consultancy in the following subjects /area.
Parvatibai Tad B.Ed college curriculum guidance to staff.
Expertise provided by our staff to DIET department workshop.
Academic guidance to student to get admission in the B.Ed. and DSM course.
Guidance on dissertation for DSM student.
Guidance & counseling to poor student and on their personal problems.
Uma B.Ed.
Page 85
Page 86
3.4.2 How has the institution benefited from the community ? Community
participation in institutional development institution community
networking, institution school networking ,etc.
Smt. Sunita Patil is Legal advisors on our committee for prohibition of sexual
harassment of woman.
There are more than 20 schools with which we are associated. We can not
conduct practice lessons and internship without their co-operation .
-Some times doctors provide free of cost service to college students and also
for medical check up.
-Blood donation camp.
-Blood group testing camp.
-Sane Guruji kathamala ,Solapur. They provide training to student on
construction and narration of stories(katha)
-Local police station invites our teacher trainees to take training for police
Mitra.
3.4.3 What are the future plans and major activities the institution would like to
take up for providing community orientation to students?
The institution future plans and major activities for providing community
orientation to the teacher trainees are as follows.
-Organize environmental awareness programme.
-Organize international seminar /conference.
-Plantation of trees.
-Organization of rallies social issue to create awareness.
-By organizing rallies on various issue.
-We have been associated with schools wherein we want to provide our
expertise for hand writing improvement, SUPW, preparation of teaching aids
etc.
Uma B.Ed.
Page 87
3.5 Collaborations:
3.5.1 Name the national level organizations, if any ,with which the Institution has
established linkages in the last five years .Details the benefits resulted out of
such linkages.
The college established linkages with the national level organizations like.
NCTE,
N.C.E.R.T
SCERT
UGC, through their newsletters and journals.
YCMO University, Nashik.
Solapur University, Solapur.
Uma B.Ed.
Page 88
3.5.2 Name the international organizations, with which the institution has
established any linkage in the last five years. Details the benefits resulted
out of such linkages.
No International organization is directly linked to the institute.
3.5.3 How did the linkages if any contribute to the following?
Curriculum Development
Teaching
Training
Practice teaching
Research
Consultancy
Extension
Publication
Student Placement.
Practice Teaching :The institute has linkage with schools in Pandharpur city
for
practice teaching . The school management makes the schools available for
the practice teaching , internship programmes of B.ED courses.
Student Placement :The students get trained with hands on experience in relevant
schools due to internship during their project work /field work.
The institution has established a Placement Cell in order to cater
to the needs of the students and better placement of our students.
Uma B.Ed.
Page 89
3.5.4 What are the linkages of the institutions with the school
sector?(Institute school community networking)
The college has linkage with more than 20 schools all of which are
affiliated to state board of Maharashtra .
The institution offers DSM course for the Head Masters, Supervisors
of various schools.
Every year about 60 school teachers take admission to this course
.Our teachers work as Resource Person in the in-service training programme of
DIET, all these activities make a strong relationship with various schools.
3.5.5 Are the faculty actively engaged in schools and with teachers and other and
school personnel to design evaluate and deliver practice teaching. If yes
give details.
Yes,
The faculty is actively engaged in the schools and with teachers and other
school personnel by the following ways.
1) By developing of schedule for practice teaching as per availability of
periods.
2) In designing of lesson plans according to school formats
3) By evaluating the lessons delivered by student teachers.
4) Experts for observation of final lesson examination by schools teacher.
5) Guidance to student teachers after practice teaching in schools.
3.5.6 How does the faculty collaborate with school and other college or
university faculty?
The faculty collaborates in a very cordial and good way with the schools
during teaching practice.
-Guidance to school teachers for action research.
-Working in
association
with
university / other
Uma B.Ed.
Page 90
Uma B.Ed.
Page 91
Institute has separate wing The institution is provided with equate number of
class rooms well equipped laboratories (psychology, Educational Technology
,Seminar hall, science and technology lab) And cubicles for teacher, Discussion
room.
The library has adequate space with Sufficient number of books and journal
and support facilities
The institution has canteen facility with serve food and refreshment.
Page 92
Description
Room No
No
Length in
Breadth
Carpeted
meter
meter
area in Sq
Meter
Gymkhana
5.49 X 7.32
40.18
432.40
Gymkhana
5.49 X 7.32
40.18
432.40
First floor
Sr.
Description
Room No
No
Length in
Breadth
Carpeted
meter
meter
area in Sq
Meter
Class room
5.49X7.32
40.18
432.40
Class room
5.49X7.32
40.18
432.40
Computer Lab
7.92 X11.58
91.71
986.83
Multipurpose Hall
139.68
1503.05
Second floor
Sr.
Description
No
Room
Length in
Breadth
Carpeted
No
meter
meter
area in Sq
Meter
Principal Room
Office
7.92 X 11.58
91.71
986.83
Lecture Hall
7.92 X 11.58
91.71
986.83
Method No 1
7.92 X 05.49
43.48
467.84
Method No 2
7.92 X 05.49
43.48
467.84
Method No 3
7.92 X 05.49
43.48
467.84
Teacher Room(Male)
7.92 X 05.49
43.48
467.84
Teacher Room(Female)
7.92 X 05.49
43.48
467.84
Library
4.57X 7.32
33.45
359.92
Uma B.Ed.
Page 93
Reading Room
5.49X 7.32
40.18
432.33
10
Educational technology
5.49X 7.32
40.18
432.33
Room
11
Psychology Lab
5.49X 7.32
40.18
432.33
12
Curriculum lab
5.49X 7.32
40.18
432.33
13
NAAC room
5.49X 7.32
40.18
432.33
14
Ladies Room
5.49X 7.32
40.18
432.33
15
3.5X 6.85
23.97
257.97
4.1.2
How does the Institution plan to meet the need for augmenting the
Infrastructure to keep pace with the academic growth?
* Infrastructure is so as to keep with academic growth:-
To keep pace with the need and requirements as separate wing has been allotted
to our Institution .The Institution has a lot of scope for augmenting in the
future.
4.1.3 List the infrastructure facilities available for co- curricular activities and
extra curricular including. games and sports?
Physical infrastructural for academic co- curricular and game /sports Activity
Particulars
Details
college campus
Details of availability of play ground
Sr.No
1
2
3
4
5
6
Uma B.Ed.
Number of playground
Length
in meter
Breadth
meter
Kabbaddi
Kho-kho
Cricket
Volleyball
Tennis
Other Running, Standing Broad
jump ,Throw Ball (cricket),
Chin-ups, Putting the shots,
Dandas, Baithakas,
Surynamskar
12.50
18
85
24
40
85
10
14
60
15
18.5
60
Carpeted
area in Sq
Meter
125
252
5100
360
740
5100
Page 94
* Academic Activity:
The institution has well furnished classrooms, educational Technology
Laboratory, Information. Technology Laboratory, Psychology Laboratory and
method rooms. Library is accessible, to all Audio-visual aids like LCD, OHP is
available in the institution .The institution has well furnished seminar/ tutorial
rooms, Art & Craft Room and music room, socially useful productive
work(SUPW) Room.
* Co-curricular activities:
Institution has Art and crafts room and multipurpose hall to provide excellent
Facility for co-curricular activities.
* Sports:
The institution has facilities for indoor and out door sports like cricket,
Kho-Kho, Kabaddi, Volley-ball, tennis etc. sufficient material and kits facilitate
sport activities. The guidance by the physical teacher in games and sports also help
the student in enhancing their skills. The institution has a well maintained play
grounds.
4.1.4
Body. There is separate wing for our institution the other facility like play
ground, parking, are common and shared with the other institution of parent
society within the campus.
4.1.5
Give details on the facilities available with the institution to ensure the
health and hygiene of the staff and students (rest rooms for women ,wash
room facilities for men and women , canteen, health centre ,etc)
There is a first aid facility available for preliminary treatment.
Other Facilities :
-There is separate ladies room for girls.
-Washroom Facility- there are urinals for students.
Canteen- There is a canteen facility to provide food and refreshment to at list 50
students at a time.
Uma B.Ed.
Page 95
4.1.6 Is there any hostel facility for students? If yes give details of capacity, no of
rooms , occupancy details, recreational facilities including sports and games
health and hygiene facilities etc.
No
4.2
Maintenance of Infrastructure :-
4.2.1 What is the budget allocation and utilization in the last five years for the
maintenance of the following? Give justification for the allocation and
unspent balance if any.
The allocated amount is spent properly on different Infrastructure items
such as building, laboratory, furniture, equipment, computers, transportation &
maintenance of these facilities. The budget statement are enclosed.( enclosure
No.05)
4.2.2 How does the institution plan and ensure that the available infrastructure is
Optimally utilized?
The institution identifies the need for annual maintenance of physical
infrastructure and the estimation therein is sought for budget allocation. Based
on the need based assessment for proper maintenance of equipment, Furniture,
Laboratories and class room budget provisions are optimally made. The
requirement given by the staff and students are considered on priority. The
institution conducts vacation course such as D.S.M. So as to make optimum use
of building and other infrastructure.
4.2.3 How does the institution consider the Environmental issues associated with
the Infrastructure.
The institution arranges following activities related to Environmental issues:
Page 96
Particulars
No./ Collection
Total collection
3982
Books
3982
Reference Books
325
Encyclopedia Titles
32
12
Back Volumes
CDs
55
Audio-Video Resources
--
4.3.2 What are the library resources available to the staff and student? ( No. of
Books volumes and Title, Journals- National and International,
Magazine, Audio-Visual, Teaching Learning Resources, Software,
Internet accesses.
Particulars
No./ Collection
NCERT Journals
02
NCTE Journal
02
300
Along with the above resources available in the library there is Marathi
Vishwa Kosh and various Encyclopedia in education dictionaries. Our Library
provides competitive examination books for B.Ed. students. The previous action
research reports are provide by the D.S.M. students. Whenever required other
related books on Marathi literature like katha, kadambari etc.are also available
for students teachers.
4.3.3 Does the institution have in place, a mechanism to systematically, review
the various library resources for adequate access. Relevance, etc. And to
make acquisition decisions. If yes, give details including the composition
and functioning of library committee.
The library committee is formed at the beginning of the year. Committee
consists of one member from teaching staff in B.Ed., Librarian and Principal.
The committee takes decision regarding acquisition of books and other library
resources. Procurements are made only on the recommendations of the member
of library committee. Two meetings are held yearly to consider various aspects
Uma B.Ed.
Page 97
of library with help of latest books from teaching staff and students. Library
committee approves the necessary books and books purchased as per the
budget.
The amount of money spent for Procurement of books / journals during last
five year.
* Books:
Sr No.
Year
No. of Books
Expenditure (Rs.)
2011-12
296
44272
2012-13
355
33875
2013-14
152
27053
2014-15
102
21965
2015-16
48
6044
* Journals / Periodicals :
Sr No.
Year
Expenditure (Rs.)
2011-12
--
2012-13
--
2013-14
2955
2014-15
3205
2015-16
2505
Uma B.Ed.
Page 98
4.3.7 Give details on the working days of the library? (Days the library is open in
an academic year, hours the library remains open per day etc.)
The library is open for 8 hours on regular working days. During the
period of examinations it is open for 10 hours.
4.3.8 How do the staff and students come to know of the new arrivals?
New arrivals: Library has a display board for displaying the books newly
arrived in the library. Teachers in the library committee suggest the new books
to be purchased. The librarian also suggest the newly suggest published books
from time to time. The books are purchased as per budget and demand. Library
staff also orally gives information regarding the new arrivals to students and
concerned teachers. The concerned teachers tell their students about these new
books in the class room. The students are motivated to read the books of new
authors. The staff of library attendance the students in identifying related books
for reference.
4.3.9 Does the institutions library have a book bank? If yes, how is the book
bank facility utilized by the students?
Book Bank Facility:- There is book bank facility available for all the
students. The B.Ed. students are given 06-08 books, under book bank scheme at
the beginning of the year.
4.3.10 What are the special facilities offered by the library to the visually and
physically challenged persons?
At present there are no such students. The institution proposes to make
necessary arrangements in the library for physically challenged student.
Uma B.Ed.
Page 99
Uma B.Ed.
Page 100
Uma B.Ed.
Page 101
4.5.4 Give details on the facilities like multipurpose hall, workshop, music and
sports transports etc. available with the institution.
* Physical infrastructural facilities: - The institution has established excellent
instructional facilities for sports. Physical education is practical part of B.Ed.
Education. A well qualified staff guide and motivate the students. The
institution has play ground for different out door events such as Kabaddi, KhoKho, Cricket, Running Track and other facilities for volley-ball, foot-ball, short
put, long jump, High jump, Disc throw etc. there is sound system, amplifier,
speaker and necessary height arrangements, stage etc.
4.5.5 Are the classroom equipped for the use of latest technologies for teaching?
If yes, give details. If indicate the institutions future plans to modernize the
classrooms.
The main classroom is well equipped for the latest technology with
computer LCD, OHP, Sound system. These facilities help in the enhancement
of the teaching-learning process.
Best practices in diversity of instruction:The faculty is always engaged in development of institution material
with new technology resources. The faculty members always give preferences
in use of technology and new trends in their instructional transaction. They
experiment new innovative ideas in their day to day lectures and share. to make
necessary improvements.
4.6.2 List innovative practices related to the use of ICT which contributed to
quality enhancement.
Use of ICT for quality enhancement: - The institute always encourages the
staff members and students for enhancing the teaching learning process. The
institute as following facilities available.
Uma B.Ed.
Page 102
For guidance to the students the separate cubicles are provided to staff.
Use of internet & computers for preparing lesson plans, PPT Presentation.
Uma B.Ed.
Page 103
Year
No.
Number Drop-
Drop-out
No. of Drop-
Drop-out
percentage
out Female
percentage
2010-11
04
4.70
03
3.52
2011-12
00
00
00
00
2012-13
01
1.4
00
00
2013-14
02
2.89
01
1.4
2014-15
01
1.19
00
00
Uma B.Ed.
Page 104
Year
B.Ed.
Percentage
2012-13
27
38.57%
2013-14
36
52.17%
2014-15
27
32.14%
Year
B.Ed.
Percentage
2012-13
12
17.14%
2013-14
16
23.18%
2014-15
25
29.76%
Uma B.Ed.
Page 105
5.1.6 Does the institution provide training and access to library and other
education related electronic information, audio / video resources, computer
hardware and software related and other resources institution? If yes, give
details on the same.
No
5.1.7 Does the institution provide placement services? If yes, give details on the
services provided for the last two years and the number of students who
have benefited?
Yes,
Placement cell is Established in our Institute. We display various
advertisement on our notice board.
5.1.8 What are the difficulties (if any) faced by placement cell? How does the
institution over come these difficulties?
At presently government has banned however. Our Placement Cell
provides guidance to the desirous students in getting suitable jobs in other
fields.
5.1.9 Does the institution have arrangements with practice teaching schools for
placement of the students?
The teachers in various practice teaching school in Pandharpur are the
past students of our institute. Most of school headmasters and supervisor are
students of our D.S.M. course. The past students serving in various schools help
and guide us in placement activity.
Some of the schools identified are as follows.
1) Matoshri Sakhubai Kanya Prashala , Pandharpur
2) Sant Gadagebaba Vidyalaya, Pandharpur
3) wakhari Aashram Shala, Pandharpur
4) Vitthal Rukmini Gurukul Vidyalaya, Pandharpur
5) Kavathekar Prashala, Pandharpur
6) Anna Bhau Sathe Prashala, Pandharpur
7) Vivek Vardhini Vidyalaya, Pandharpur
Uma B.Ed.
Page 106
5.1.10 What are the resources (financial, human and ICT) provided by the
institution to the placement cell?
The office staff helps in the placement activity. The Placement Cell
carries its operation efficiently with co-ordination of all the staff members and
under the guidance of Principal.
celebration of days of
National and International Importance etc. The timetable is prepared for B.Ed.
course as per the guidelines of the University. Regarding the workload the
committees are allotted to every staff member. So as to make him/her role in the
curriculum transaction and functioning of various activities in the entire year.
The institution keeps track of all the difficulties, obstacles faced during
implementation of various programmes and activities. The problems are
discussed and possible solutions are found in planning of the activities in the
next year. This helps the institution in smooth functioning and implementation
of various activities.
5.2.2 How is the curricular planning done differently for physically challenged
students?
Curricular Planning For differently / physically challenged Students:The percentage of physically challenged students admitted to our
institution is very low. Only one or two physically handicapped students from
all the courses have admitted in last five years. The physically handicapped
student admitted is given special considerations such as allotment of near by
practice teaching schools, necessary support by the faculty in curriculum
transaction and participation in different activities depending upon the nature of
disability. We make special seating arrangement for physical challenge
students.
Uma B.Ed.
Page 107
Uma B.Ed.
Page 108
5.2.6 Does the institution have a remedial programme for academically low
achievers? If, yes give details.
The Remedial programme for Academically low achievers:The low achievers are identified by various activities such as tutorials,
practice teaching lessons, enriching teaching skill /Micro-teaching workshop,
creativity and personality development programmes supervised study, retesting,
classroom discussion, internal examinations, general observation of students
etc. These students are given extra guidance and time for their improvements.
We organize remedial Teaching programme for the low achievers student.
5.2.7 What specific teaching strategies are adopted for teaching.
a) Advance learners and b) Slow Learners
a)Advance learners: - The advance learners are identified and are given
following facilities along with guidance.
* Guidance For Internet access / searches for accessing more information on
the topics. Seminar topic, regular notes checking, motivation for reading more
additional reference books, High order questions
b) Slow Learners: - The slow learners are identified and are given following
facilities along with guidance.
* Supervised Study
* Extra-time for practicing and studies
* Additional learning material provided
* Revision
*Remedial Teaching
5.2.8 What are the various guidance and counseling services available to the
students? Give details.
Guidance and Counseling Services:Guidance and Counseling Services are provided to students for following
activities.
* Career development
* Personality development
* Teaching Skill Development
* Developing Research Attitude
* Perusing Higher Education
*Guidance and Motivation for appearing for CET, TET, CTET.
* Guidance for stress Management.
Uma B.Ed.
Page 109
5.2.9 What is the grievance redressal mechanism adopted by the institution for
students? What are the major grievances redressed in last two years?
Their is a grievance redressal mechanism has been established in institute.
* Grievances Redressal during last two years:1) Suggestion box
2) Extra copies of books provided during exam.
3) Computer & Internet facility
4) Bench repairing
5) Toilet Facility
5.2.10 How is the progress of the candidates at different stages of programs
monitored and advised?
The progress of the students at different stages:The B.Ed. programmes are of two year duration. The progress of the
students is monitored after completion of every activity. i.e. enriching Teaching
Skill, Practice Teaching Lessons, Tutorials, Internal Exams, Conclusion of
various Workshop etc. Performance of students in every activity is assessed,
evaluated and the student is guided for further improvement. The students are
given relevant orientation on lesson note. Writing and taxonomy of educational
objectives.
5.2.11 How does the institution ensure the students competency to begin practice
teaching (Pre-practice preparation details) and what is the follow up
support in the field (practice teaching) provided to the students during
practice teaching in schools?
The institution ensures the students competency before giving practice
teaching by his/her performance in enriching teaching skill and bridge lessons.
If the student does not achieve a level of competency in any skill then he/she is
given extra guidance time for practice before allotment and commencement of
the practice teaching the teacher / observer puts his/her remarks on the lesson
note and discusses the same with the pupil teachers.
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Name
Designation
No.
1
ChairPerson
Vice- ChairPerson
Secretary
Member
Member
Member
Member
Alumni Member
Alumni Member
10
Alumni Member
11
Shri Kore P. N.
Alumni Member
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information helps the present students to contact the alumni for suitable
placement. Some of the alumni have contributed generously to various
academic events on the campus. the alumni association organizes various
programmes, workshops for the students.
* Alumni contributing to the development of the institution:The alumni contributes generously to the development of the institution.
The alumni put their views so as to improve the infrastructure and learning
resources. They also provide the feedback to the institution to reshape the
present teaching and learning programmes to suit the new job requirements
5.3.2 How does the institution encourage students to participate in extra
curricular Activities including sports and games? Give details on the
achievements of Students during the last two years.
The students are given additional coaching sports kits and blazer. They
are provided with travel support when they represent the institution at district
state and national level. They are also supported for less attendance in case of
shortage if any.
The institution awards certificates shields etc. the institution always
encourages the students to participate for extra curricular activities including
sports and game.
One student have been selected National level competition in Volleyball.
Participation of Students in Extra Curricular Activities:
The students often participate in extra curricular activities. The
institution promotes and encourages the participation of students in extra
curricular activity.
Sr No
1
2
Event
Elocution Competition
Youth Festivals
Classical dance
Competition, Youth
Festivals, Solapur
Pakhwas Vadan
Competition, Youth
Festivals, Solapur
Kavya Vachan
Competition, Youth
Festivals, Solapur
Classical Vocal
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2013-14
2014-15
Second
--
--
--
Third
--
--
First
--
--
Participant
--
--
Participant
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6
7
8
10
Competition, Youth
Festivals, Solapur
Drawing
Street Play
Akhil Bhartiya Natya
Parishad, Pandharpur
Classical Dance
Akhil Bhartiya Natya
Parishad, Pandharpur
Granth Dindi
State level Elocution
Competition, Akkalkot
---
---
Participant
Participant
--
Participant
--
--
Participant
--
--
--
Participant
5.3.3 How does the institution involve and encourage students to publish
materials like catalogues, wall magazines, college magazine, and other
material. List the major publications / materials brought out by the
students during the previous academic session.
* Encouraging Students to Publish materials:The institution always encourages and motivates the students for their
involvement in publishing their materials like paintings, greeting cards,
handicrafts SUPW and different article. The students are also encouraged to
publish their thoughts and articles in the institution magazine Sushant every
year.
* Number of articles published by students in the institution magazine last year
2014-15
Section 2014-15
No. of articles
B.Ed.
05
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Sr No
Position held
President / Principal
Staff Representative
General Secretary
Member
Member
Member
Member
Member
Member
The members of student Council put the problems of students and discuss
them with the Principal and other members.
1) Cultural Activities
2) Discipline
3) Sports Activities
4) Teaching Subjects
5.3.5 Give details of the various bodies and their activities (academic and
administrative), which have student representation on it.
The institution has formed various Committees which have student
representation on it.
* Administrative:1) Library Committee
2) Disciplinary Committee
3) B.C. Cell Committee
4) Women Harassment Prohibition Committee
5) Anti Ragging Committee
6) Alumni Association etc. have the representation of students.
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5.3.6 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?
The institution collects feedback form students about the teachers,
curriculum and over all evaluation of the programme.
The same is analyzed. The IQAC Committee helps in this process of
analysis. Such feedback from the students provides valuable inputs for
improving the support services like library sports activities, health care, other
instructional and infrastructural resources. These feedbacks help in formulation
of policies and future plans for growth and development of the institution.
The institution always works under the guidelines of the Management.
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Our Vision:*
To make
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Training and Self- Development :1)Our faculty members have also worked in the syllabus formation workshops
of Solapur University, Solapur.
2)The Non-Teaching staff is encouraged to participate in short term training
programmes on ICT.
3)Our College Principal and one staff member have completed orientation
programme.
* Access and Equity:During the
disadvantaged group SC, ST, OBC, Women etc. are adopted as per Government
norms.
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6.1.2 Does the mission include the institutions goals and objectives in terms of
addressing the needs of the society, the students it seeks to serve, the school
Sector, education institutions traditions and value orientations?
Yes, The mission includes the institutions goals and objectives.
Also there is large population working in various field. The vision and
mission statements are in keeping with the needs of the society.
Our institution is a teacher education institution catering teacher education
courses from Degree level. The course curriculum is developed by the
university and we aim at imparting quality education in teacher education
through the course. The various activities help the students in development of
their intellectual as well as academic growth. The programmes like C.P.D.,
S.U.P.W., Social Service Camp and new curriculum EPC make the students
understand their accountability towards the community development and
national development value orientation. Introduction of ICT in Teaching
Learning Process help the pupil teachers to become competent teachers which
in course will work for the betterment of the society.
6.1.3 Enumerate the top managements commitment, leadership role and
involvement for effective and efficient transaction of teaching and learning
processes (functioning and composition of various committees and board of
management, BOG ,etc.)
Uma Shikshanshastra Mahavidyalaya (B.Ed.) Pandharpur is
managed by
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Name
Designation
President
Secretary
Treasurer
Member
Member
Member
Vice-President
6.1.4 How does the Management and head of the institution ensure that
responsibilities are defined and communicated to the staff of the institution ?
The Principal of the institution has been a bridge between the management
and the staff and a source of inspiration. The annual planning of academic and
administrative transaction is done under the supervision of the Principal by the
virtues of heads of internal departments and the members of various
committees. The committees are set up at the outset of the academic year and
the conveners, members are informed about the works of the committees by
engaging meetings to assess the performance regularly. The responsibilities of
each staff and their progress is communicated to the management.
6.1.5 How does the management/head of the institution ensure that valid
information (from feedback and personal contacts etc.) is available for the
management to review the activities of the institution?
The information regarding the institutional progress is given in the LMC
meeting. The feedback, complaints and other problems are resolved by
discussion and meeting of Principal and staff members. The important issues
discussed in the LMC are put at the time and meeting of Board of Institution for
decision making. The Honable Dr. D.S. Paricharak of the institution visits the
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institution frequently and discusses with the Principal about the on-going
activities of the institution and the problems. The validity of any information is
checked by the management.
6.1.6 How does the institution identify and address the barriers (if any) in
achieving the vision/mission and goals ?
In the process of achieving the goals, the administrative and financial
problems identified are resolved by taking guidance and help from the
Management institution. Any other academic problems are solved by discussion
among the staff members. Guidance and views of some senior experts in
Education field are also taken in to consideration. All these things help the
institutions to achieve its mission and vision without any obstacle.
6.1.7 How does the management encourage and support involvement of the staff
of improvement of the effectiveness and efficiency of the institutional
processes?
The Management always encourages and supports the staff for their
improvement and the effectiveness. The Management always keeps pace with
the changing trends and provides all the facilities time to time. The staff
members are always motivated by the Management for participation in carrier
advancement programme (Refresher/Orientation Programmes) .The staff is
always encouraged for participation in University/state/national/International
Conferences. Thus the Management gives very healthy support to the staff for
their continuous development and increasing their efficiency in the institutional
processes.
The Management is like a Light House that gives moral support and adequate
freedom to each staff member for a better performance in their duties and
functions.
The staff members with excellent performance are motivated and appreciated in
general functions.
The faculty members are a great source of resource. They are entrusted with the
responsibility to maintain high standard in teaching and research activities.
Three faculty members and a representative from non teaching staff represent
Local Managing Committee.
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6.1.8 Describe the leadership role of the head of the institution in governance
and management of the curriculum, administration, allocation and
utilization of resources for the preparation of students.
The Principal of the institution provides requisite leadership to the
institution. The Principal is involved in the activities such as planning.
monitoring and evaluation of various programmes. In case of some decisions on
important issues, the Principal seeks the guidance of the Board of Management.
The Principal designs and develops strategies in association with all the staff
members for the governance, management of the curriculum, administration,
allocation and utilization of recourses for the preparation of the students and
academic growth of the institute.
To enhance the cultural heritage and to change positively organizational
structure.
The Principal as a head of the college is the source of inspiration to all members
of Institution.
She is the bridge between Governing Council and the staff of college
Principal being the head of the college takes measured steps in academic,
administrative, policy-making and disciplinary.
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Dates
24/12/2014
06/07/2015
IQAC
12/12/2014
02/07/2015
Admission Committee
26/08/2015
Library Committee
24/12/2014
12/03/2015
24/09/2015
BC Cell Committee
03/01/2015
03/09/2015
17/10/2015
27/10/2015
18/12/2015
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Courses
No. Of admitted
B.Ed.
47 Students
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6.2.4
6.2.5
Does the institution use the various data and information obtained from
the feedback in decision-making and performance improvement? If yes,
give details.
The feedback from students about teachers and curriculum is taken at
the end of the year. These feedbacks are discussed with staff members for
possible solutions. These feedbacks help the institution and Principal for
decision making and performance improvement. The suggestions and the
worthy opinions are considered while allotment of responsibilities and
departments in the next academic year.
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6.3.2 How does the institution allocate recourses (human and financial ) for
accomplishment and sustaining the changes resulting from the action
plans?
&
6.3.3 How are the resources needed (human and financial ) to support the
implementation of the mission and goals, planned and obtained?
The institution is always aware of the changes resulting from the action plans.
The B.Ed. course is self financed. The institution takes the course fees
prescribed by
endowment and reserve funds for Non-aided course is deposited with NCTE.
The financial recourses are utilized optimum for accomplishment of goals.
6.3.4 Describe the procedure of developing academic plan. How are the practice
teaching school teachers, faculty and administrators involved in the
planning process?
Academic calendar is prepared at the beginning of the year by the
Principal and the staff members keeping track of University, Govt. holidays,
number of possible working days etc. The possible dates of various activities,
workshops, tutorials, internal examinations, Psychology experiments etc. are
decided. The academic calendar is distributed to the students so as to enable
them to know about the future proceedings. The institution seeks permission
from different schools for arranging Practice teaching lessons in the schools.
The time-table of practice teaching schools and list of holidays, examination
dates etc. are considered at the time of lesson allotments. The school teachers
allocate the units to pupil teachers. The faculty is involved in planning,
guidance and evaluation of lessons. The school teachers are also appointed as
the external examiners for evaluating final lessons and the practicum work.The
administrative staff help in communication and office work.
6.3.5 How are the objectives communicated and deployed at all levels to assure
individual employees contribution for institutional development?
In light of the objectives of the institution the perspective institutional plan
is prepared under the supervision of the Principal. The Committees with various
responsibilities and tasks are involved for the academic other developments and
activities. The member of the committees in collaboration with the teachers,
administrators, the Non-teaching staff and the representatives of the students
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council bring about the institutional plan. The plan is promptly executed
according to the decisions taken by the committees under the guidance of the
Principal so as to meet the objectives.
6.3.6 How and with what frequency are the vision, mission and implementation
plans monitored, evaluated and revised?
The academic plan is designed at the beginning of the year. The various
committees design and define their strategies for the academic year in light of
the vision and mission of the institution. The overall development and
implementation of plans is monitored by the Principal and the members of
IQAC Committee. The IQAC suggests for necessary revisions. The overall
performance is evaluated twice in a year.
6.3.7 How does the institution plan and deploy the new technology?
The institution is fond of accepting, implementing new technology and
recent trends in education. The curriculum transaction mechanism involves
optimum use of ICT for enhancing the effectiveness of teaching learning,
evaluation process. The institution has all the necessary modern hardware and
software. The teacher educators, administrative staff and the students are always
encouraged for making the use of technology in their work. The management
offers maximum support to the staff and institution for its continuous
development in knowledge society.
programmes,
conferences,
Seminars,
Workshops,
Paper
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6.4.2 What are the mechanisms in place for performance assessment (teaching,
research, service) of faculty and staff? (Self-appraisal method,
comprehensive evaluations by students and peers) Does the institution use
the evaluations to improve teaching, research and service of the faculty and
other staff?
The evaluation of teacher by students is made at the end of year. The
overall evaluation report helps the teachers to make self improvements . By
examining the overall performance the Principal gives course gives his
suggestions to the faculty members for further improvement. The Principal
observes the lectures and gives suggestions to teachers for improvement.
6.4.3 What are the welfare measures for the staff and faculty? (mention only
those which affect and improve staff well-being, satisfaction and
motivation).
No
6.4.4 Has the institution conducted any staff development programme for skill
up-gradation and training of the teaching of the teaching and non-teaching
staff? If yes, give details.
Institution has not conducted faculty improvement programme but has
given guidance and co-operation for Teachers improvement.
6.4.5 What are the strategies and implementation plans of the institution to
recruit and retain diverse faculty and other staff who have the desired
qualifications, knowledge and skills (Recruitment policy, salary structure,
service conditions) and how does the institution align these with the
requirements of the statutory and regulatory bodies (NCTE,UGC,
University etc.)?
The institution recruits the Teaching staff and Non-Teaching staff
according to the norms of UGC, Maharashtra State Govt. , NCTE rules and
Solapur University, Solapur and advertisement in news papers, interview, demo
lectures in case of teaching staff. The desired qualifications, ICT capabilities,
other knowledge and skills are ensured and then the selection is made. The pay
and service conditions are as per UGC and Maharashtra State Gov. norms.
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6.4.6 What are the criteria for employing part-time / Adhoc faculty? How are
the part-time / Adhoc faculty different from the regular faculty?(E.g.
salary structure, workload, specializations).
All the faculty members of B.Ed. are appointed on permanent full time
basis there are two vacancies. As per have been the new norms of NCTE,
Music, Craft and Physical teachers appointed part-time and visiting faculty.
DSM Course is vacation course so the same faculty work for this course.
6.4.7 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 membership and active involvement in local, state ,national and
international professional associations).
The institute always encourages and supports the faculty for its
professional development. The faculty is given TA/DA as per rules for his /her
participation in seminars, conferences, workshops etc.
6.4.8 What are the physical facilities provided to faculty? (Well-maintained and
functional office, instructional and other space to carry out their work
effectively).
The faculty is provided with a separate cubicles with sitting
arrangement for guidance to student. The other facilities include cupboard, fans,
tubes etc. The other physical facilities like safe drinking water, toilets etc. are
common to all faculty.
6.4.9 What are the major mechanisms in place for faculty and other
stakeholders to seek information and / or make complaints?
The faculty seeks desired information from the institution office on
written application prior permission of the Principal. The faculty is free to lodge
his/her complaints if any with the Principal and can approach of the Secretary of
institution in resolving the matter. The parents and students discuss their
complaints with the Principal.
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6.4.10 Detail on the workload policies and practices that encourage faculty to be
engaged in a wide range of professional and administrative activities
including teaching, research , assessment, mentoring, working with schools
and community engagement.
The institute
Course
2014-2015
2015-2016
No.
B.Ed.
Tuition Fee
Other Fee
Tuition Fee
Other Fee
26815
4550
26815
4550
1000
225
1000
225
(Un-aided)
2
DSM
(YCMOU)
Vacation
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Committee Members
Sr.
Name of Member
Academic Designation
No.
1
Chairperson
Prof. Pujari S. A.
Co-Ordinator
Member
Member
Member
10
Hon. Wagh M. R.
11
The major activities undertaken by the IQAC are to make library more
rich and resourceful. IQAC always keeps eye on vision, mission, objectives &
values of the institution to reflect in all activities. It prepares the academic
calendar and the activity calendar of the institute & keeps check on quality
maintain.
* Work distribution.
* Planning, allocation of resources, Feedback.
* Student Council, Time table
* Teachers Day celebration & observance of special Subject days, club and
activities of clubs.
* Social Service and Extension Service.
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* LMC Committee also takes review of the administration and financial process
regularly on every major.
* The decisions are taken on the issues raised in the meeting of LMC.
* All Non-Teaching staff is directed to keep healthy relationship with the
parents and students for smooth functioning.
* The major financial aspects are discussed with management by Principal or
LMC committee.
7.1.5 How does the institution identify and share good practices with various
constituents of the institution?
* The students give suggestions on every academic programme for its effective
implementation.
* Students also identify and share good practices with the faculty and
Management, the suggestion box, class representative and ladies representative
of the student council is the interface between Management & students.
* The IQAC also assesses the activities undertaken and provides suggestions if
necessary.
* The good practices are brought to the notice of the faculty members and are
discussed in the faculty meetings. These are communicated to the NonTeaching staff as well.
* The report of all the good practices is sent to the parent institution. The
governing body also appreciates these by communicating them in the
administrative board meetings of the governing body.
7. 2 Inclusive Education
7.2.1 How does the institution sensitize teachers to issues of inclusion and the focus
given to these in the national policies and the school curriculum.
It is the need of the hour that the teacher educators are sensitized to the
philosophy of inclusive Education. This is done as follows:
The topic of inclusive Education has been included in the revised
curriculum of B.Ed. (2016) in course-I Childhood & Education in Sem.-I,
Course V -Teaching and learning in Sem.-II.
The teacher educator who teaches the above topics ensures that student
teachers are sensitized to inclusive practices through discussions of the basic
topics.
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The institution address to the special needs of the physically challenged and
differently able students enrolled in the institution through.
Extra guidance.
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7.2.6 How does the institution handle and respond to gender sensitive issues
(activities of women cell and other similar bodies dealing with gender
sensitive issues?)
For the course our institution follows the co-education pattern. There is a
Women Harassment Prohibition Committee established in the institution so as to
resolve the gender sensitive issues. A lecture on Women Harassment Prohibition
Acts & the rights of women is organized every year. The institution has also
provided separate facilities such as ladies room, toilets, etc. The ladies staff
members also guide the female students in resolving their gender sensitive issues,
personal problems which they could easily disclose.
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The institute publishes its annual magazine Sushant which contains all
the relevant information best practices in the entire year are known to the
stakeholders. The News is given in local news papers records of various
competition and activities of institution. The best performances are felicitated at
the time of prize distribution programme.
7.3.2 How does the institution share and use the information / data on success
and failures of various processes, satisfaction & dissatisfaction of students
and stakeholders for bringing qualitative improvement?
The institution shares and uses the information / data on the success and
failure of various processes, satisfaction & dissatisfaction of student
&stakeholders for bringing qualitative improvements by way of different
activities & mechanism.
The academic bench marks are created for this purpose. A wide publicity
of the various U.G. (B.Ed.), Diploma (D.S.M.) courses in the institution
research activities, programmes facilities, qualified faculty, academic calendar,
financial aspects, support services, carrier guidance etc. is made on the
websites.
Transparency is maintained in admission and other activities. The fees
structure is as per Govt. Norms. There is academic flexibility with wide
programme options in teacher education. The institute always encourages for
effective pedagogy practices & Ict enabled teaching learning processes. The
institution follows continuous internal assessment & evaluation is transparent.
The campus is very vast & the facilities like play ground, canteen, good
infrastructure facilities like class rooms. Laboratories, good collection of books
in the library etc. are available; there is a provision of scholarship & freeships,
awards for best performance of the student. There is a grievance redressed
mechanism for resolving various complaints the mobilization of financial
resources is done as per demand and priority for research, infrastructure
support, books, equipment, and faculty development.
The institutional results are good & the dropout rate is negligible .The
institution has career guidance cell.
The institute is always striving for human & cordial relationship with
the students & stakeholders for their satisfaction & delight. The satisfaction of
student, stakeholders is measured informally & formally though the outgoing
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Sr.
No.
1
2
3
4
5
8
9
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( Felicitation of winner who won first prize in Music instrument like Mrudung
in Solapur university, Solapur )
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(On the Occasion of Blood donation camp with Principal Dr. Sudhakar Gandhe)
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