1

CRITERION I

CURRICULAR ASPECTS

1.1 CURRICULUM DESIGN AND DEVELOPMENT

1.1.1 STATE THE VISION AND MISSION OF THE INSTITUTION.

The following is the mission statement of the University:

The objectives of the University shall be to disseminate and advance knowledge, wisdom

and understanding by teaching and research and by the example and influence of its

corporate life. Towards this end the University shall:

1. advance learning and knowledge by teaching and research and by extension

programmes so as to enable a student to obtain advantages of University

education;

2. provide the right kind of leadership in all walks of life;

3. promote in the students and teachers an awareness and understanding of the social

needs of the country and prepare them for fulfilling such needs;

4. Take appropriate measures for promoting inter-disciplinary studies in the University;

5 foster the composite culture of India and establish such departments or institutions

as may be required for the study and development of the languages, arts and

culture of India;

6. make such provision for integrated courses in Humanities, Sciences and

Technology in the education programmes of the University.

2

1.1.2 WHAT ARE THE MAJOR CONSIDERATIONS ADDRESSED BY THE

GOALS AND OBJECTIVES OF THE INSTITUTION? (INTELLECTUAL,

ACADEMIC, TRAINING, ACCESS TO THE DISADVANTAGED,

EQUITY, SELF DEVELOPMENT, COMMUNITY & NATIONAL

DEVELOPMENT, ECOLOGY AND ENVIRONMENT, VALUE

ORIENTATION, EMPLOYMENT, ICT INTRODUCTION, GLOBAL

DEMANDS, ETC.)

The following major considerations are effectively addressed by the goals and

objectives of the institution:

MAJOR CONSIDERATIONS ADDRESSED CORRESPONDING

OBJECTIVE

Intellectual 1, 4, 5, 6

Training 1, 4, 5, 6

Equity 5, 6

Community & National Development 2, 4, 5, 6

Value Orientation 2, 3, 4, 5, 6

ICT Introduction 5, 6

Academic 1, 5, 6

Access to the Disadvantaged 3

Self-Development 1, 2

Ecology and Environment 3, 4, 5, 6

Employment 1, 2, 4, 5, 6

Global Demands 3, 4, 5, 6

Academic programmes such as in Hindi, English, Sanskrit, Sociology,

Geography, Performing Arts, Visual Arts, Yoga, History, Political Science are

expected in the development of the languages, arts and culture of India and in turn

fostering the composite culture of India, inculcating human values and enhancing

self-development.

The introduction of courses in Sciences and Technology such as Chemistry,

Physics, Mathematics, Botany, Zoology, Bio-Technology, Engineering etc. aim to

provide training in specific skills, impart knowledge of ecology and environment,

raise employment potential and fulfill global demands resulting in community

development.

The teaching of Economics, Commerce, Management like subjects has been

initiated with the objective of providing knowledge and training in the

understanding and development of national living standards and providing

leadership.

3

The provision of co-curricular activities in a variety of spheres aims at self-

development and inculcating values like tolerance, cooperation, courage, helping

attitude, scientific attitude, respect for others etc. and developing characteristics

like expression, language development, capability to face audience, precision etc.

The participation in cultural activities is aimed at understanding and preservation

of culture.

All this is expected to promote intellectual, academic, social, personal and value

development among students besides training them in certain skills leading to

better employment, understanding their surroundings including ecology,

environment, society and world as a whole.

1.1.3 HOW ARE THE INSTITUTIONAL GOALS TRANSLATED INTO THE

ACADEMIC PROGRAMMES, RESEARCH AND EXTENSION

ACTIVITIES OF THE INSTITUTION?

Institutional goals are translated into the academic programmes, research and

extension activities of the institution by starting courses commensurate with the

goals of the Institution and framing curricula in a way that promote the

achievement of these goals effectively and within a time frame. The courses are

revised regularly so that the students keep pace with new and emerging

knowledge and skills.

The Departments are motivated to focus the research activity on the current and

future needs of the society, make it relevant and result oriented along with delving

into the arena of pure research. The research conducted especially in Chemistry,

Bio-Sciences and Bio-Technology in recent years has come out with useful

outcomes in this context. Similarly, the research conducted in Departments like

Hindi, Sanskrit, English, Performing Arts and History etc. have promoted the

understanding of our past, culture and value systems.

The Departments are motivated to undertake extension activities in order to

disseminate the knowledge to different quarters of the society.

4

1.1.4 HOW DOES THE UNIVERSITY GUIDE ITS COLLEGES TO DEVELOP

PROGRAMMES BASED ON THEIR REGIONAL NEEDS? (NOT

APPLICABLE FOR UNITARY UNIVERSITIES)

Though the general courses designed for affiliated colleges are common in nature,

however, the University motivates and provides academic support to start need-

based and job-oriented courses as per their local needs termed as Add-On courses.

The scheme `Introduction of Career Oriented Programmes at First Degree Level

in Universities and Colleges’, was initiated by UGC during Xth Plan Period with

an aim to introduce career and market-oriented, skill enhancing add-on courses

that have utility for job, self-employment and empowerment of the students. At

the end of three years, the students are awarded a Certificate/Diploma/Advanced

Diploma in an add-on orientation course along with a conventional degree in

Science/Arts/Commerce. The institutions are expected to offer a wide range of

career-oriented subjects in various related areas.

There are no watertight compartments and students have the freedom to diversify

into various fields not necessarily related with their core discipline. For instance,

a student pursuing a bachelors' degree in a science subject can side by side pursue

a course in Event Management. Similarly a student with Arts background has the

option to pursue a course in Science Journalism.

All Colleges and Universities recognized by the UGC under Section 2 (f) and 12

(B) of UGC Act, 1956 are eligible for implementing the scheme of Career-

Oriented Programme.

Till date 9 affiliated colleges have introduced following add-on courses in their

institutions:

S.No. College No. of

Courses

Type of Courses

1 Dharamshala 7 Science = 4, Commerce = 3

2 Sundernagar 3 Arts =3

3 Saint Bedes 3 Arts =3

4 Bhatoli 3 Science = 3

5 Rajpura 6 Science = 3, Commerce = 3

6 Sanjauli 5 Science = 2, Commerce = 3

7 Mandi 6 Science = 5, Commerce = 1

(3 = Under Process)

8 Seema 5 Arts = 3, Commerce = 2

9 Una 1 1 = Under Process

5

1.1.5 SPECIFY THE STEPS UNDERTAKEN BY THE INSTITUTION IN THE

CURRICULUM DEVELOPMENT PROCESS. (NEED ASSESSMENT,

DEVELOPMENT OF INFORMATION DATABASE FROM FACULTY,

STUDENTS, ALUMNI, EMPLOYEES AND ACADEMIC EXPERTS, AND

FORMALIZING THE DECISIONS IN STATUTORY ACADEMIC

BODIES.)

On the basis of the feedback received from various quarters including Faculty,

students, employers and academic experts, the Departmental Councils discusses

the issue of revising the existing curriculum or framing curriculum for newly

envisioned course in their respective Departments. The process of need

assessment is generally informal and no formal database is prepared. The outlines

of the course are prepared by the Department.

The preliminary draft of the course is placed in the meeting of respective Board of

Studies for discussion and modifications.

The curriculum finally approved by Board of Studies is placed in a meeting of

Faculty. The faculty either approves or refers it back to respective Board of

Studies for making the suggested changes and directs to place it again in next

Faculty meeting.

After approval from Faculty, the curriculum is placed before Academic Council.

The Academic Council either approves or refers it back to respective Faculty

along with suggestions and directs to place it again in next meeting of the

Academic Council.

1.1.6 HOW DO THE BOARDS OF STUDIES ENSURE THE CURRENCY AND

RELEVANCE OF THE PROGRAMME OFFERINGS?

The Board of Studies consists of members from PG centre Department, affiliated

colleges and other Universities (external experts). The draft curriculum prepared

by Departmental Council is discussed threadbare along with currency and

relevance of the course as a whole.

6

1.1.7 HOW EMPLOYABILITY IS ENSURED THROUGH CURRICULUM

DESIGN AND DEVELOPMENT?

The courses especially in professional and vocational streams like MBA, MTA,

MCA, BCA, BBA, Engineering, Chemistry, Bio-Technology, Yoga, Journalism,

certain certificates and diplomas are designed as per needs of industry and other

organizations offering employment to the students of the University.

The practical/training aspect is given special emphasis in courses where desired.

An attempt is made to equip laboratories with latest and sophisticated equipment

so that the students have sufficient exposure in their handling. This exposure is

expected to make them successful in any organization they will join.

As and when need arises the courses are revised. For example, recently, on the

initiative of students, the courses of BCA and MCA were revised. The Vice-

Chancellor too quite frequently urges and motivates the Departments to

modernize their course curriculum and ensures every help at his disposal.

1.1.8 STATE THE CURRICULAR DESIGN AND MODEL ADOPTED BY THE

UNIVERSITY IN THE ORGANIZATION OF ITS CURRICULA.

No single model has been adopted by the University as a whole. This varies from

Department to Department depending upon the inputs received from different

quarters: students, faculty, industry and concerned organizations and academia in

general. The differences would be visible between various faculties such as the

sciences, social sciences, languages and the performing and visual arts.

1.1.9 HOW ARE THE GLOBAL TRENDS IN HIGHER EDUCATION

REFLECTED IN THE CURRICULUM?

At first instance the course content at the Departmental level is continually

changed to reflect the most recent developments that are taking place in the

discipline at the international level. At the second level several Departments have

started new courses that have emerged out of global trends in the world of

7

education. For instance, the introduction of courses such as those on Business

Economics, Disaster Management, Population Studies, Tribal Studies etc., are a

few examples of the increasing intermeshing between global trends and

curriculum composition at the University.

1.1.10 HOW DOES THE INSTITUTION ENSURE THAT THE CURRICULUM

BEARS SOME THRUST ON NATIONAL DEVELOPMENT?

The curriculum in the University has been periodically revised, especially to

remain in harmony with the model curriculum that was earlier recommended by

the UGC. Being the only general university in the whole State, this University

has to be particularly conscious of its privileged position in this regard, and has

virtually by default attempted to emulate good national level developments as

guiding factors. As a result, all courses in different Departments have content that

is derived from and influenced in some manner by issues of larger national

concerns.

1.1.11 WHAT IS THE COMPOSITION OF THE BOARD OF STUDIES?

SPECIFY PG AND UG REPRESENTATION IN THE BOS IF THERE IS

ONLY ONE BOS FOR BOTH?

The Board of Studies are different for UG and PG courses. The composition of

the two is as under:

Composition of Board of Studies at UG Level

The composition of the Board of Studies for the subjects or groups of subjects

taught in the under-graduate classes shall be as under:-

i. Chairman of the Department of the subject concerned in the University or

if there is no such Department in the University, the Principal, if any, as per

clause (ii) below or in his absence, the senior most Lecturer. Chairman

8

ii. One Principal, if any, teaching the subject, by rotation on the basis of

seniority.

iii. Three Lecturers from College affiliated to the University, by rotation on

the basis of seniority.

iv. One Lecturer from H.P.University Evening College, Shimla by rotation on

the basis of seniority.

v. One Lecturer from the Directorate of Correspondence Courses, by rotation

on the basis of seniority.

vi. Not more than two experts to be nominated by the Vice-Chancellor.

Provided that the senior most person from the colleges shall be designated as the

Member-Secretary of the Board of Studies concerned in each subject.

Composition of Board of Studies at PG Level

The composition of Board of Studies for the subject or group of subjects taught in

the Post-graduate classes shall be as under:-

i. The Chairman of the Department of concerned subject and where the

Chairman of Deptt. is a teacher of another subject, the seniormost

Associate/Assistant Professor of the subject as the case may be.

Chairman

ii. All Professors in the subject concerned.

iii. Two Associate Professors in the subject concerned by rotation on the basis

of the seniority.

iv. Two Assistant Professors in the subject concerned by rotation on the basis

of seniority.

9

v. Not more than two experts, to be nominated by the Vice-Chancellor.

Provided further that the Vice-Chancellor shall constitute Board of Studies in the

subject(s) which are not taught at University level but are being taught in any of

the college(s) affiliated to/maintained by the University. The composition of

Board of Studies in such subject(s) shall be as under:-

i. Dean of the concerned Faculty Chairman

ii. Director Regional Center(s) Member

iii. Principals of the concerned colleges Member

iv. Two lecturers of the colleges in the Member

subject concerned to be nominated

by the Vice-Chancellor.

v. Not more than two experts to be

nominated by the Vice-Chancellor. Member.

1.1.12 DOES THE INSTITUTION USE THE UGC/AICTE GUIDELINES FOR

DEVELOPING OR RESTRUCTURING THE CURRICULA?

Yes

1.1.13 WHAT PERCENTAGE OF THE COURSES FOCUS ON EXPERIENTIAL

LEARNING INCLUDING PRACTICAL AND WORK EXPERIENCE?

FOR OVERALL DEVELOPMENT OF STUDENTS, WHAT MEASURES

HAVE BEEN TAKEN IN THE CURRICULUM DESIGN?

Fifty per cent.

Apart from classroom teaching and training component, there is a provision of

participation in a number of activities by students, viz., cultural activities (songs,

10

dances, plays, mono-acting, mime, vocal and instrumental music etc.); sports

activities (outdoor and indoor), debates, declamations, quizzes, photographic

competition, collage competition and poetic symposium etc.

The students are encouraged for participation in social activities like tree

plantation, blood donation camps, public awareness campaigns, and collection of

funds for needy during natural calamities etc.

The elections to students’ bodies are held which permit the students to understand

the intricacies of democracy and its mode of functioning.

All the girls are provided hostels and quite a good number of boys are also

provided this facility. By living in hostels for two or more years, the students

develop a variety of traits needed to lead a successful future social life.

These activities help the students to acquire qualities, attitudes and values

necessary for overall development.

1.1.14 WHAT ARE THE COURSES AIMING TO PROMOTE VALUE

EDUCATION OR SOCIAL CITIZENSHIP ROLES?

Every course aims to promote value education and social citizenship roles directly

or indirectly apart from providing academic inputs. This mainly depends upon

the teacher how he/she treats the course content.

1.1.15 IS THERE A PROVISION FOR COMPUTER SKILLS TO BE

INCORPORATED IN THE CURRICULUM FOR ALL STUDENTS?

There is no formal provision for incorporation of computer skills in the

curriculum of all the courses. But the provision of computer laboratories in many

Departments, inflibinet facility in the library and University cyber café with

Internet facility helps the willing students to acquire necessary computer skills.

11

1.1.16 ARE WOMEN’S ISSUES INCORPORATED IN THE CURRICULUM? IF

YES, WHAT ARE THE INITIATIVES TAKEN TO INTRODUCE

WOMEN RELATED COURSES/TOPICS IN THE CURRICULUM?

At the time of curriculum formation the Departmental Council usually keeps in

mind the fact that gender issues are a major and growing concern in a rapidly

changing country like India. This certainly gets reflected in the topics included

within each course thereby leading to a subtle merging of gender concerns with

the overall syllabus. Such an approach may, perhaps, be more effective than a

standalone course on women’s issues. Furthermore, the University has a fairly

high percentage of women in the faculty and a very large number of women

students. The University has an active Centre for Women Studies that keeps track

of issues pertaining to gender concerns and carries out programmes in support of

them.

1.1.17 WHAT PROGRAMMES ARE DEVELOPED FOR DIFFERENTLY

ABLED STUDENTS AND HOW THE SAME IS IMPLEMENTED?

There are no specific courses/programmes that have been developed for

differently-abled students.

1.1.18 WHAT PROGRAMMES ARE DEVELOPED FOR DISTANCE

EDUCATION IN THE CORRESPONDING UNITS?

Through Distance Education Mode the following courses are offered:

B.A/B.Com & B.C.A Three Years (Annual System)

M.B.A(Master of Business Administration) Two Years (Semester System)

M.J.M.C One Year Annual System

P.G.D.M & L.W.

P.G.D.C.A & A.P.G.D.I.T

P.G.D.M.C(Post Graduate Diploma in Mass

Communication)

One Year Semester System

One Year (Annual System)

12

M.M.C. (Master of Mass Communication) Two Years (Annual System)

M.A. Hindi, English, Sanskrit, Political

Science Economics, Public Administration,

History, Sociology, Music, M.A/M.Sc

(Mathematics) & M.Com

Two Years Semester System)

B.Ed

M.Ed

Two Years(Annual System)

Two Years Annual System)

1.2 ACADEMIC FLEXIBILITY

1.2.1 WHAT IS THE RANGE OF PROGRAMME OPTIONS AVAILABLE TO

LEARNERS IN TERMS OF DEGREES, CERTIFICATES AND

DIPLOMAS? GIVE THE CUT OFF PERCENTAGE FOR ADMISSION AT

THE ENTRY LEVEL.

The number of progarmmes options available to learners in terms of degrees,

certificates and diplomas is 104.

The minimum eligibility criterion is 45 per cent marks in the qualifying

examination apart from other eligibility conditions like entrance test, interview or

performance test etc. where applicable. The admission cut-off point varies from

Department to Department and year to year, is related to the number of seats

available in the Department and is not on the same scale for all the

Departments/Courses.

1.2.2 WHAT OTHER PROGRAMMES ARE OFFERED FOR EMPLOYEES/

PROFESSIONALS IN TERMS OF TRAINING FOR CAREER

ADVANCEMENT?

The Orientation and Refresher Courses through the Academic College are offered

for those in the teaching profession. A large number of courses are open to

employees and persons of different professions through the distance learning

mode. This enables them to obtain advancement in their careers. There is a

13

provision of some seats in Departments for in-service teachers. MBA programme

admits persons already working in industries and other organizations after

acquiring engineering degrees.

1.2.3 GIVE THE LIST OF PROGRAMMES OFFERED BY THE UNIVERSITY

FOR THE COLLEGES TO CHOOSE FROM.

The programmes offered by the University to its affiliated colleges are in the

following streams:

i. Arts

ii. Science

iii. Commerce

iv. Computer Applications (BCA)

v. Business Administration

vi. Science (Medical-Non Medical)

vii. Vocational Courses in Tourism

viii. Bio-Technology

ix. Diploma Yoga Studies (Dr.Shama Prasad Mukherjee College of Education,

Nurpur, Distt. Kangra(HP)

x. B.Ed/ M.Ed

xi. B.A.LLB. (Five & Three Years)

xii. B. Tech. Engineering

xiii. MBA

xiv. MCA

xv. B. Pharmacy

xvi. MBBS

xvii. BAMS/MS/MD

xviii. BDS/MDS

xix. BHMS

xx. B.Sc, Bio-Technology

xxi. B.Sc. Medical Technology

xxii. OT/MIL

xxiii. PG Courses (English, Economies, M.Com, History, Hindi, Pol. Science,

Sanskrit, Mathematics, M.Sc. Chemistry, Botany

xxiv. B.Sc (UG), M.Sc./ M.Phil/ Ph.D. Microbiology

14

1.2.4 WHAT PROGRAMMES ARE AVAILABLE FOR INTERNATIONAL

STUDENTS?

All the existing programmes in the University are available for International

students.

1.2.5 DOES THE UNIVERSITY PROVIDE TWINNING PROGRAMMES?

GIVE DETAILS.

No. No programme on collaborated basis with other Indian or Foreign

Universities is run by H.P. University.

1.2.6 DOES THE INSTITUTION OFFER ANY SELF-FINANCING

PROGRAMMES IN THE INSTITUTION? IF YES, LIST THEM.

Yes.

Following programmes fall in fully self-financed category:

1. Information Technology

2. PG Diploma in Clinical Psychology

3. PG Diploma in HRD

4. PG Diploma in Disaster and Disaster Administration

5. M.Tech (Computer Science

6. M.Sc. Microbiology.

Apart from these, other Department may fill 5 or more seats under self-financed

category in each regular course run by them.

15

1.2.7 WHAT IS THE PROCEDURE ADOPTED TO EXTEND ADDITIONAL

PROGRAMMES OF STUDIES TO AFFILIATED INSTITUTIONS?

There is provision of add-on courses as discussed under 1.1.4.

1.2.8 DOES THE INSTITUTION FOLLOW ANNUAL SYSTEM, SEMESTER

SYSTEM, TRIMESTER SYSTEM AND CHOICE BASED CREDIT

SYSTEM (CBCS)?

The University follows the following systems:

Annual System for 42 Courses.

Semester System for 62 Courses.

1.2.9 DOES THE INSTITUTION PROVIDE FLEXIBILITY TO PURSUE THE

PROGRAMME WITH REFERENCE TO THE TIME FRAME (FLEXIBLE

TIME FOR COMPLETION)?

The University provides considerable flexibility in this regard. In most

programmes there is a five year period within which the candidate is allowed to

complete all the courses for obtaining the degree. This period has been found

more than adequate.

1.2.10 DOES THE INSTITUTION HAVE ANY PROVISION FOR SLOW AND

DISADVANTAGED LEARNERS? IF YES, FOR WHAT COURSES?

No specific formal strategies are adopted in University campus. However, some

Departments devote extra time and some others provide special coaching (like

Department of Physical Education). While faculty members are available in the

Departments for consultation by slow learners, lectures are also occasionally

repeated for them.

16

Recently, the University has identified two affiliated Government Colleges for

implementing a scheme `Remedial Coaching for Students belonging to SC/ST

category’ under `UGCs merged schemes’. One of the colleges is situated in

Kinnaur, a tribal district, and the other is situated on the boundary of Kinnaur.

The schemes are operational in both the colleges.

1.2.11 HOW DOES THE INSTITUTION IDENTIFY SLOW AND ADVANCED

LEARNERS? HOW ARE THE ADVANCED LEARNERS FACILITATED

TO MEET THE CHALLENGES?

Advanced and slow learners are identified only on the basis of general interaction,

observation and their performance in semester examinations.

No specific formal strategies are adopted in this regard. However, the readings

provided for almost all courses of study in the University are of differentiated

levels: essential and advanced. The library is well-stocked with books and

journals even for advanced readings. Advanced students have no problem in

obtaining individual guidance from faculty members.

1.2.12 DOES THE INSTITUTION PROVIDE FLEXIBILITY TO THE

STUDENTS TO MOVE FROM ONE DISCIPLINE TO ANOTHER? GIVE

DETAILS.

After completing a course in one discipline, a student may take admission in any

other discipline as a fresh candidate subject to his/her eligibility and merit.

1.2.13 DOES THE INSTITUTION PROVIDE FACILITIES FOR CREDIT

TRANSFER, IF THE STUDENTS MIGRATE FROM ONE INSTITUTION

TO ANOTHER INSTITUTION IN OR OUTSIDE THE COUNTRY?

No

17

1.2.14 DOES THE INSTITUTION PROVIDE A) CORE OPTIONS B) ELECTIVE

OPTIONS C) ENRICHMENT COURSES?

In most programmes of study there are Core Options that are considered

compulsory and these are usually combined with Elective Options which

represent specializations that the candidate chooses. Enrichment courses are not a

part of the official programme.

1.2.15 DOES THE INSTITUTION PROVIDE THE FLEXIBILITY OF

COMBINING THE CONVENTIONAL AND DISTANCE MODE OF

EDUCATION FOR STUDENTS TO MAKE USE OF THE

COMBINATION OF COURSES THEY ARE INTERESTED IN?

No. This facility is not provided.

1.3 FEEDBACK ON CURRICULUM

1.3.1 HOW DOES THE UNIVERSITY OBTAIN FEEDBACK FROM:

A. STUDENTS

B. ALUMNI

C. EMPLOYER

D. COMMUNITY

E. ACADEMIC PEERS

F. INDUSTRY

G. PARENTS

There is no official or formal mechanism to collect feedback from the above-

mentioned category of group of people. However, an indirect feedback is received

from them through informal discussions, meetings, invited talks, seminars and

conferences.

18

Indirect feedback is received from the employers, especially from private enterprises

by the teaching Departments running professional/vocational courses. This is evident

from regular placement of students of these Departments in private organizations.

On the basis of the experiences gained from the visits of representatives of private

enterprises, the Departments come to know the demands of the market. This helps

the Departments to review/revise their syllabi. For example, recently the Department

of Computer Sciences revised its syllabi for BCA and MCA.

At times, the students’ bodies themselves come forward with their suggestion for

opening new courses or revising the existing curricula.

1.3.2 HOW ARE THE FEEDBACKS USED FOR SIGNIFICANT CHANGES IN

THE CURRICULUM?

The feedback gained from different sources is utilized at the time of curriculum

construction for new courses or revising the existing ones.

1.3.3 WHICH COURSES HAD MAJOR SYLLABUS REVISION DURING THE

LAST FIVE YEARS? (WITH CHANGE IN TITLE AND CONTENT)

All the courses were revised as per UGC guidelines and incorporated major and

significant changes during the last five years..

1.3.4 HOW DO THE AFFILIATED INSTITUTIONS GIVE FEEDBACK TO

THE UNIVERSITY ON CURRICULA?

The Board of Studies have representatives from the affiliated institutions and have

the opportunity to provide the necessary feedback.

19

1.4 CURRICULUM UPDATE

1.4.1 DOES THE INSTITUTION REFER UGC/NATIONAL/INTERNATIONAL

MODELS WHILE UPDATING CURRICULA?

Yes, especially the UGC model. The models adopted by other Universities are

also studied.

With the facility of internet now available, some Departments also scan and

review International models.

1.4.2 WHAT ARE THE INTERDISCIPLINARY COURSES INTRODUCED

DURING THE LAST FIVE YEARS?

No course was introduced specially under the name `Interdisciplinary’.

1.4.3 HOW ARE THE EXISTING COURSES MODIFIED TO MEET THE

EMERGING NEEDS?

The new concepts, contents and modules in accordance with the changing

societal needs, industrial demands and employment prospects are

introduced.

1.4.4 WHAT VALUE ADDED COURSES ARE INTRODUCED WHICH

WOULD:

A. DEVELOP SKILLS

B. OFFER CAREER TRAINING

C. PROMOTE COMMUNITY ORIENTATION?

20

In a way all the courses aim to develop the above mentioned traits among students

in one way or the other. For example, Language courses (Hindi, English,

Sanskrit, Bhoti, and Foreign Languages) develop skills of writing, expression,

critical appreciation etc.; offer career training; and also promote community

orientation. Similarly, courses in Sciences (Chemistry, Physics, Bio-Sciences,

and Bio-Technology) develop skills in handling sophisticated instruments,

working in modular laboratories, managing a variety of reagents, keen

observation and also train for specific careers. However, traditionally speaking

following are the courses which seek to develop specific skills; offer specialized

career training; and promote explicit community orientation:

Old Courses

1. MBA

2. MTA

3. Law

4. B.Ed.

5. Yoga

6. UIIT

7. Journalism

8. MCA

9. Performing Arts

10. Visual Arts

Courses Introduced during the last Three Years

1. Ph.D. In Journalism and Mass Communication

2. Ph.D. In Bio-Technology

3. M.Tech (Computer Science)

4. M.Sc. Microbiology

5. Bachelor of Tourism Administration (BTA)

6. Master in Mass Communication

7. PG Diploma in Mass Communication

8. Ph.D. in Microbiology

9. Ph.D. In Computer Science

21

1.4.5 DOES THE INSTITUTION FOCUS ON MULTI SKILL DEVELOPMENT

IN ITS PROGRAMMES? IF YES, ILLUSTRATE.

Yes, the institution focus on multi-skill development in its programmes by

introducing varied content and activities including encouraging students to

participate in variety of co-curricular and social activities.

1.4.6 WHAT THRUST IS GIVEN TO ‘INFORMATION COMMUNICATION

TECHNOLOGY’ IN THE CURRICULUM FOR EQUIPPING THE

STUDENTS FOR GLOBAL DEMANDS?

There is no formal provision for incorporation of ICT in the curriculum of all the

courses. But the provision of computer laboratories in many Departments,

inflibinet facility in the library and University cyber café with Internet facility

helps the willing students to acquire necessary computer skills.

1.4.7 HOW OFTEN IS THE CURRICULUM PERTAINING TO THE

AFFILIATED INSTITUTIONS UPDATED AND DIVERSIFIED?

Normally every after three to four years or when the need arises.

1.4.8 WHAT WERE THE INITIATIVES TO RESTRUCTURE THE UG

COURSES TO MAKE THEM SOCIALLY RELEVANT AND/OR JOB

ORIENTED?

By introducing the add-on courses as discussed under 1.1.4.

22

1.5 BEST PRACTICES IN CURRICULAR ASPECTS

1.5.1 WHAT ARE THE QUALITY SUSTENANCE AND QUALITY

ENHANCEMENT MEASURES UNDERTAKEN BY THE INSTITUTION

DURING THE LAST FIVE YEARS IN CURRICULAR ASPECTS WITH

REFERENCE TO CURRICULAR DESIGN AND DEVELOPMENT /

ACADEMIC FLEXIBILITY / FEEDBACK FROM STAKE

HOLDERS/CURRICULUM UPDATE?

1. Curriculum in keeping with standards recommended by UGC/AICTE.

2. Mandatory presence of external member in Board of Studies to ensure

regular improvement, comparability and quality of curriculum.

3. Increased number of courses and increased options within courses of study

updated according to the latest developments in the discipline.

4. Obtaining feedback from industry, students and other stakeholders through

informal and regular contact that ensures information about qualitative

changes required in courses.

5. Revision of courses generally after every three to four years.

6. Emphasis on enhancing computer and internet availability.

23

For Re-accreditation:

The same assessment framework will be used. However, additional information has to be

provided for the following probes:

1. What were the evaluative observations made under Curricular Aspects in the

previous assessment report and how have they been acted upon

2. What are the other quality sustenance and enhancement measures undertaken by

the institution since the previous Assessment and Accreditation with regard to

Curricular Aspects?

* Responses to questions from 1.1.1 to 1.5.1 should be based on data of five years

after accreditation.

RELEVANT COMMENTS BY EARLIER COMMITTEE FOR

CONSIDERARION BY THE UNIVERSITY

1. It has, however, been felt that the curricular revision should be comprehensive and must

introduce contemporary concepts and issues. Besides, the recommended readings

mentioned in the syllabi need to be kept up-to-date.

2. It was felt by the Committee that the curricula of the certificate programmes offered by

such Departments as Geography, Bhoti Language, Public Administration, Sanskrit,

Political Science and Commerce are career oriented but can be strengthened further.

Course in Bhoti language is unique and has a potential and the University may consider

establishing a separate Centre for Buddhist Studies. The University may also consider

restructuring some of its existing departments which are allied in nature but have meagre

resources in a single unit so as to improve resource use efficiency and quality.

24

3. Yet another area where the University may concentrate is the integration of computer

awareness in the curricula of all of its academic programmes. This will provide

Computer orientation to all teaching programmes of the University.

ACTION TAKEN BY THE UNIVERSITY

1. During the past years, all the Departments have revised their curricula quite

comprehensively particularly in accordance with UGC guidelines by introducing

contemporary concepts and issues.

2. The concept of integration of computer awareness in the curricula of all of the academic

programmes could not be materialized, however, computer facility has been extended to

a greater extent in general. For example, nearly all the teachers have been provided

individual computers in their rooms along with internet facility. The strength of internet

bandwidth has been considerably enhanced and a fresh proposal to UGC has been

forwarded during UGCs team visit for XI plan period recommendations for further

increasing internet bandwidth. This has helped in easy and regular access to internet

facility by students and teachers.

New computer laboratories have been established in different Departments e.g.

Education, Computer Centre, Computer Science, ICDEOL, and Academic Staff College,

etc. and the existing have been strengthened including the Cyber café.

These facilities have helped in providing Computer orientation to all teachers and

students of the University.