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EASTERN DOOARS B.ED. TRAINING COLLEGE, BHATIBARI, ALIPUR DUARS (W.B.)

SELF-STUDY REPORT (SSR) SUBMITTED TOSUBMITTED TOSUBMITTED TOSUBMITTED TO

NATIONAL ASSESSMENT AND

ACCREDITATION COUNCIL

(NAAC)

galo

Submitted by

EASTERN DOOARS B.ED.TRAINING COLLEGE

BHATIBARI ALIPUR DUAR (W.B.) 736121

E-Mail: [email protected]

Affiliated to: THE WEST BANGAL UNIVERSITY OF TEACHERS

TRAINING EDUCATION PLANNING & ADMINISTRATION

25/2& 25/3, BALLYGUNGE CIRCULAR ROAD, KOLKATTA (W.B.),

700019 A

EASTERN DOOAEASTERN DOOAEASTERN DOOAEASTERN DOOARS B.ED. TRAINING RS B.ED. TRAINING RS B.ED. TRAINING RS B.ED. TRAINING COLLEGECOLLEGECOLLEGECOLLEGE BHATIBARIBHATIBARIBHATIBARIBHATIBARI, ALIPURDUAR, ALIPURDUAR, ALIPURDUAR, ALIPURDUAR (W.B.)(W.B.)(W.B.)(W.B.)


INDEX

SECTION-B

Serial Description Page No.

Part-I Evaluation Report 04-10 Part-II Institutional Data 11-48 CRITERION WISE ANALYSIS I- Curricular Aspects 50-64 II- Teaching Learning

Evaluation 65-91 III- Research Consultancy &

Extension 92-107 IV-Infrastructure & Learning

Resource 108-124 V- Student Support &

Progression 125-144 VI- Governance &

Leadership 145-165 VII- Innovative Practices 166-178 Mapping 185-188 Declaration 49

Section-C Appendi

x-I (i) Feedback from students 183 (ii) Feedback from Teachers 184 (iii) Overall Appraisal 4-185


Report Format I & II Appendix-II

Teachers Appraisal Report Format I & II

Appendix-III

Value Frame Work For Assessment

Serial Description Page No.

Appendix-IV Document

(i) A Brief Note on Teacher Education

(ii) Institutional Calendar & Time Table 202-203

(iii) NCTE REVISED ORDER 196-201

(iv) Feed Back on Faculty 185

(v) Audit Statement 192-197

(vi) NCTE order of B.Ed. 190-193

(vii)NCTE order of M.Ed. 194-195

(viii)University Result of B.Ed. 204=210-

(ix) Simple Format of Supervision 183-184


THE EVALUATION REPORT

Executive Summary

Eastern dooars B.Ed. Training College, Bhatibari,Alipurduar (W.B.),

736121 was established with the aim to provide quality education under the

Geographical Society of North Bengal, Thanamore ,Bhatibari, Alipurduar,

Pin code 736122 in 29th October 2003 with Vide Registration No.

S/IL/SW/17258/2003-04 under the Society Registration Act XXVI, 1961 .The

college is initially recognized by the NCTE of India vide Letter No. ERC/7-

7063/2006/3839(1) dated on 31ST October 2006 for conducting B.Ed. course of

one year duration from the academic session 2006-2007 with an annual intake of

100 students and M.Ed. recognized by the NCTE of India vide Letter No. ERC/7-

52.6(1).12/2009/15759 dated on March/ 7/ 2009 for conducting M.Ed. course of

post graduate level of one year duration with an annual intake of 25 from the

academic session 2009-2010. B.Ed. affiliated to North Bengal University,

Darjeeling (W.B.) with Vide letter No. 307/84/9873 P-06 dated on 7-12-2006 and

M.Ed. is affiliated with Vide Letter No. F.87/ACL/M.Ed./09-10/261 dated on 14-

08-2009.

Now our B.Ed. & M.Ed. courses have been renewed recognition by

the NCTE with vide letter no. F.ERC/NCTE/APE 00557/B.Ed./Revised

Order/201532425 dated on 30.05.2015 & B.Ed. affiliated to North Bengal

University, Darjeeling with Vide letter No.64/37/insp-16 dated on 21/10/2016 &

F.ERC/NCTE/ERCAPE 00826/M.ED. (Revised Order)/2015/32332 dated on

28.05.2015 & M.Ed. affiliated to West Bengal University of Teachers Training

Education Planning and Administration (W.B.) Kolkata.


The Institute has a mission & vision for great further of students.

Cultural values of community or a nation are the foundation upon the edifice of

excellence is built. Those who tear away their cultural tag become rootless and

roll like pebbles on sand of time. This institute is wedded to attain peaks of

excellence by preserving our cultural values so the college has message to the

prospective teacher to imbibe the best which is in the modernity and preserve the

best of their part to work hard and get the best from teachers.

The institute is going to complete its 10 glorious years. College was

granted recognition from NCTE on 31st October 2006 and also got NOC from

state govt. Affiliation was given by The University of North Bengal, Darjeeling,

West Bengal to run B.Ed. course with 100 intake of students for the academic

session 2006-2007.After this, selection Committee was appointed for the

appointment of Principal and Teaching faculty for the B.Ed. Course Seven

lecturers were appointed. Big Classrooms, Seminar Hall, Subject Teaching

Rooms, Language Lab, S.St. Lab, Science Lab, Computer Lab .E.T. Lab, Sick

Room ,Well Equipped Psychology Lab, Common Rooms for Boys & Girls and

vast Playground, Spacious Library. College has got its own Water resource. A

large plant of Aqua guard plant has been installed to supply fresh and clean water.

Separate toilet facilities are available for Boys & Girls besides staff.

Every Year there is an inspection of The North Bengal University,

for affiliation, for 2006-07 session there was inspection on 22-12- 2006 .

The institute enjoys a very healthy relationship with its Regulatory

i.e. NCTE & North Bengal University Darjeeling (W.B.).and faces no problem

from them. Similarly the relationship with the local school, college & community

such is very friendly and cordial. Eastern dooars B.Ed. Training College


Bhatibari,Alipurduar (W.B.),736121 carries and excellent reputation within the

state of W.B. and Neighboring state.

Every year no. of books is added to the library. In the first session

there were 3108 books & at present there are 4857 books.

The college begins with the session of morning assembly. The main

aim of this is to inculcate healthy values among the pupil teachers & to develop

the quality of leadership among them, which is very essential for them to become

good teachers.

The motto of the college is “GYANM SARVOTTAM SAMPDA”

and pupil teachers are provided ideal environment to develop in competency skills

and methods with the latest technology devices. Besides university co-curricular

frame work. Co-curricular activities are being organized in the college such as

Talent Search Comp., Cultural function, Rangoli Comp.,Mehandi Comp., Poster

making, Debate, Declamation, Sports activities, Annual function etc for all round

development of students.

The institute’s main objective is to prepare better skilled teachers and

to make institute and make the college rise high in the field of education & best

lecturer. Everything is running smoothly under the esteemed leadership of

Principal. In the years to come college will definitely leave its mark in the history

of North Bengal University Darjeeling (W.B.) Education system.

Being located in the remote area the major challenges for this institution face is availability of quality faculty.

This college is situated in the district Alipurduar is aiming to

produce teachers of dynamic personality. It is justifies its good name and


has excellent result in past years. Good discipline, dedicated and devoted

works, are the land marks of this college. The environment of college,

premises, class rooms and labs are highly impressive and

impulsive. Teaching faculties are so dynamic, motivate and friendly with his/her

students. This institute fulfill all the norms formulated by authorities like

NCTE, & the West Bengal University of Teachers Training ,Education

Planning and Administration (W.B.) and state government rules and

regulations. The institute is appreciated by the inspecting authorities for the

institutional and infrastructural facilities and the innovative working and

enthusiastic performance of the management and staffs.

The main objective of the college is to bring about the physical,

mental, emotional, social, cultural and ethical integration of an individual

in order to involve a complete human being who can serve better to his/

her society and nation. A good reputation is maintained among the

students and the masses because of its result oriented design.

The mission statement characterized the institution by providing

comprehensive value – based education/ training of the students who can

full fill the vacancy of skilled man. The college is aiming to nurturing a

scientific tempered person with socio-economic-cultural based life,

enabling him to work in creative thought, with dynamic personality, who

can motivate for doing work in positive way for society who are very poor

or discarded and lies on border line.

The college is also aim to train the students in practical life, and

doing Tree-plantation, Campaign against Dowry, Foeticide, Child labour,

early marriage and other literacy programmes are conducted from time to

time with a view to develop the curricular and co-curricular activities.

Besides this, students are made availed of every opportunity catering to


other future career through socially useful productive works (S.U.P.W.)

The vision of our institute is to prepare teachers who integrate to

develop soft skills and ICT based methodology. Additions and expansions

have always been made in the relevant infrastructure facilities as well as in

keeping with norms and standard fixed by University Grant Commission (UGC), the

NCTE and State University to which the institution is affiliated.

The college has taken upon itself a great

deal of social responsibilities to provide the best in terms of

academics, extracurricular activities, infrastructure maintenance and

environment as a whole.

The highly experience faculty members are an important asset of

the college for providing sound academic input blended with organization of

national seminar, conferences, workshop ,extension programmes,

orientation towards research and innovative practices etc.

The institute provides an environment which is fully conductive to all

academic pursuits while offering many faculty development schemes for the

teachers to participate in national and international conferences. Presently

the institute has 2 Ph.D. and 2 NET holders as faculty in the institute.. The

overall staff students ratio 1:10 and is one of the best in self financing

colleges.

The place is surrounded by Hills, forests and tea gardens in the north.

The rivers, cultivated lands, dwelling houses, schools, markets, fresh air etc.

make the area naturally beautiful and healthy for living. People of the local

area are mostly from scheduled caste and scheduled tribe families and most

of them are cultivators and labours. All cultures of Raj banshees and

Scheduled Tribes such as Rava, Kharia, Santal, Boro etc. are present in the


surrounded area. There is unique unity among all the people although they

are from different religious families. The total area of the institute is 3965.92

sq. mt. and has built up area is 3511.08 sq. mt. The institute has computerized

library with bar coding system and Wi-Fi internet facility, well stocked

with specialized books, national and international Journals, apart from

daily news papers, and popular magazine etc.

It has a well developed and well managed Reference section, Housing

Encyclopedia’s, Hand books, Manuals, Dictionaries etc. College has well

maintained Conference Hall, Psychology Lab, Science Lab, ET Lab, ICT

Lab and Language Lab with full furnished and well maintained class rooms.

The institute fallow a fair and transparent process of Admission,

Curriculum and Academic Calendar as prescribed by North Bengal

University Darjeeling (W.B.) . The seats filled through centralized

counseling. Seat allocation is made on the basis of merit through counselling.

The candidates attend counseling and are offered seats in the college of their

choice, as per their merit. It is proud to say that this institute is the first

choice among all the students offering B.Ed. and M.Ed. course

The prospectus published by university very transparently

contained information about eligibility conditions, last date of receipt of

application form, reservation of seats, submission of application for

centralized counseling.

Students of SC/ST categories get the scholarship under the norms of

state Government. Concession in fee is also given to economically weaker


students. College has also developed feedback mechanism for students and

teachers both. On the basis of feedback, corrective steps and appropriate

measures are taken. Faculty members provide guidance to the students for

better adjustment and also in solving day to day problems. In recreational

facilities, the college has provided indoor and outdoor games (Cricket,

Football, Volleyball, Badminton etc.) with different cultural activities.

Apart from imparting instructions to the students, the institute also

pays special attention to inculcate human values and grooming its

students for a bright career. It continuously strive to develop the students

realized their potential while acquiring professional knowledge.

A counselling cell has been created to conduct workshop on career

counselling and personality development and communication skills for the

students and to prepare them for job world.

The chairman of the trust is accessible, highly understanding, a

great inspiration, motivator and guiding force. The Director and Principal of

the institute give advice, direction and supports to the staff that are

responsible for the proper working of the institute.

The key differentiator of this college is to force on

overall development of the students, to equip them not only in academic

contents but also make them good human beings, who would be pride of the

nation and would make a mark wherever they go in their future so that they

bring repute not only to themselves but also to their all matters.


A. Profile of the Institution

1. Name and address of the institution: EASTERN DOOARS B.ED. TRAINING ```````````````````````````````````````COLLEGE BHATIBARI ,ALIPUR DUAR (W.B.),736121

2. Website URL: www.edbdtc.org. 3. for communication: 03564-222413 Office

Name Telephone Number

with STD Code

Fax No. E-Mail Address

Dr. Sanatana

mohanty

Principal

03564-222413 03564-222557 [email protected]

Vice-Principal - - -

DR. R.P Gupta

Coordinator

09450658595 03564-222557 guptarp1958@

gmail.com

Residence

Name Telephone Number

with STD Code

Mobile Number

Dr. Sanatana

mohanty

Principal

0356-222413 7074969046

Vice-Principal - -

DR.R.P Gupta

Coordinator

03564-222413 9450658595


4. Location of the Institution: Urban Semi-urban Rural Tribal

Any other (specify and indicate)

5. Campus area in acres: 6. Is it a recognized minority institution? Yes No 7. Date of establishment of the institution: Month & Year

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

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

3965.92 Sq. MTRS.

North Bengal University Darjeeling (W.B.).

MM YYYY

10 2006

MM YYYY

- -

MM YYYY

- -

�

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10. Type of Institution

a. By funding i. Government ii. Grant-in-aid iii. Constituent iv. Self-financed v. Any other (specify and indicate) b. By Gender i. Only for Men ii. Only for Women iii.Co-education c. By Nature i. University Dept. ii. IASE iii. Autonomous College iv. Affiliated College v. Constituent College vi. Dept. of Education of Composite College

vii. CTE viii.Any other (specify and indicate)

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

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

�

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

Sl. No. Level Programme/ Course

Entry Qualification

Nature of Award

Duration Medium of instruction

i) Pre-primary

- - - - -

- - - - - - - - - -

ii) Primary/ Elementary

- - - - -

iii) Secondary/ Sr. secondary

B.Ed. Graduation 50%

Degree 2 Year Bengali & English

iv) Post Graduate

M.Ed. B.Ed. 50% University Entrance Exam

Degree 2year Bengali & English

v)

Other (specify)

- - - - -

- - - - -

- - - - -

(Additional rows may be inserted as per requirement)


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

Level Programme Order No. & Date Valid up to

Sanctioned Intake

Pre-primary - - - -

Primary - - - -

Secondary/ Sr.Secondary

B.Ed. ERC/NCTE/APE00557/B.ED./REVISED-ORDER/2015/32425 dated on30/05/2015

Till Date 100 Intake

100 IST year

100IInd year

Post Graduate

M.Ed. ERC/NCTE/APE00826/M.ED. Revised Order)2015/32332dated on 28/05/2015

Till Date 50 Intake

50 IST year

50IInd year

Other (specify) - - - -



B) CRITERION-WISE INPUTS CRITERION I: Curricular Aspects

1. Does the Institution have a stated Vision

Mission

Values

Objectives

a) Does the institution offer self-financed Programme? If yes, b) How many programmes?

c) Fee charged per programme

2. Are there programmes with semester system

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

processes of the regulatory bodies?

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

committees/boards of universities/regulating authority?

Yes No

B.Ed. - Rs 70000 M.Ed. - Rs75000

Yes � No

4

�

2

YES

Yes � No

Yes No

Yes � No

Yes � No

�


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

D.Ed.

B.Ed.

M.Ed. (Full Time)

M.Ed. (Part Time)


5. Are there Programmes offered in modular form

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

7. Are there Programmes with faculty exchange/visiting faculty

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

• Heads of practice teaching schools

------ghnggfhd

15

Yes No �

Number -

-

Yes � No

Number

Yes � No

Number 05

Yes � No

08


• Academic peers

• Alumni

• Students

• Employers

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

within the existing system?

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

the last three years?

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

12. Does the institution develop and deploy action plans for effective

implementation of the curriculum

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

1 Year

Yes � No

Yes � No

Yes � No

Yes � No

Yes � No

NO � YesS

Numb -

NO YE �

Numb

Yes � No


CRITERION II: Teaching-Learning and Evaluation

1. How are students selected for admission into various courses?

a) Through an entrance test developed by the institution

b) Common entrance test conducted by the

University/Government

c) Through an interview

d) Entrance test and interview

e) Merit at the qualifying examination

f) Any other (specify and indicate)

(M.Ed. by entrance & B.Ed. by direct counselling) 2. Furnish the following information (for the previous academic year): a) Date of start of the academic year b) Date of last admission c) Date of closing of the academic year d) Total teaching e) Total working days

�

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11/07.2016

31.06.2017

180

220

16.08.2016


3. Total number of students admitted

Programme Number of students Reserved Open

M F Total M F Total M F Total

D.Ed. - - - - - - - - -

B.Ed. 43 57 100 26 37 63 17 20 37

M.Ed. (Full Time)

27 20 47 17 07 24 10 13 23

M.Ed. (Part Time)

- - - - - - - - -

4. Are there any overseas students?

If yes, how many?

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

annual recurring expenditure divided by the number of students/ trainees

enrolled).

a) Unit cost excluding salary component

b) Unit cost including salary component

(Please provide the unit cost for each of the programme offered by the institution as

detailed at Question 12 of profile of the institution)

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

considered for admission during the previous academic session

Yes No �

27926.12

60126.66


Programmes

Open Reserved

Highest

(%)

Lowest

(%)

Highest

(%)

Lowest

(%)

D.Ed. - - - -

B.Ed. 79% 58% 65% 51%

M.Ed.(Full Time)

75% 54% 58% 50%

M.Ed.(Part Time)

- - - -

7. Is there a provision for assessing students’ knowledge and skills for the programme (after admission)?

8. Does the institution develop its academic calendar?

9. Time allotted (in percentage)

Programmes Theory Practice Teaching

Practicum

D.Ed. - - -

B.Ed. 50% 33.33% 16.67%

M.Ed. (Full Time) 70% - 30%

M.Ed. (Part Time) - - -

10. Pre-practice teaching at the institution

a) Number of pre-practice teaching days b) Minimum number of pre-practice teaching Lessons given by each student

Yes � No

Yes No

2 0

0 5

�


11. Practice Teaching at School a) Number of schools identified for practice Teaching b) Total number of practice teaching days c) Minimum number of practice teaching Lessons given by each student 12. How many lessons are given by the student teachers in simulation and pre-practice teaching in classroom situations? 13. Is the scheme of evaluation made known to students at the beginning of the academic session?

14. Does the institution provide for continuous evaluation?

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

Programmes Internal External

D.Ed. - -

B.Ed. 30 70

M.Ed. (Full Time) 30 70

M.Ed. (Part Time) - -

7 0

6 0

Yes � No -

Yes � No -

No. of Lessons In

simulation No.05-05 No. of Lessons Pre-practice

teaching No. 08-08

1 5


16. Examinations a) Number of sessional tests held for each paper

b) Number of assignments for each paper

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

Yes No

Computers � -

Intranet - �

Internet � -

Software / courseware (CDs) � -

Audio resources � -

Video resources � -

Teaching Aids and other related materials

� -

Any other (specify and indicate)Projector

� -

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

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

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

Compulsory Optional

0 1

No

� Yes

- �

0 1

Yes � No

Num 5


CRITERION III: Research, Consultancy and Extension

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

strength

2. Does the Institution have ongoing research projects?

If yes, provide the following details on the ongoing research Projects.

Funding agency Amount (Rs) Duration (years) Collaboration, if any

-- -- -- --

-- -- -- --

-- -- -- --

-- -- -- --

(Additional rows/columns may be inserted as per the requirement) 3. Number of completed research projects during last three years.

4. How does the institution motivate its teachers to take up research in education? (Mark �for positive response and X for negative response) � Teachers are given study leave � Teachers are provided with seed money � Adjustment in teaching schedule

Yes No

�

�

�

�

02 10

Number %

Nil


� Providing secretarial support and other facilities � Any other specify and indicate 5. Does the institution provide financial support to research scholars? 6. Number of research degrees awarded during the last 5 years. a. Ph.D.

b. M.Phil./NET

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

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

Type of Journals Yes No Number

International journals � - 5

National journals – referred papers (Non referred papers)

� - 50

Academic articles in reputed magazines/news papers

� - 18

Books � - 8

Any other (specify and indicate) Souvenirs, Peer revised journal

� - 12

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

�

X

Yes No �

Yes - No �

01

--

Yes No

Number


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

years): Faculty Students

National seminars

International seminars

Any other academic forum

11. What types of instructional materials have been developed by the institution? (Mark `�’ for yes and `X’ for No.)

Self-instructional materials Print materials Non-print materials (e.g. teaching

Aids/audio-visual, multimedia, etc.) Digitalized (Computer aided instructional materials) Question bank Any other (specify and indicate ,PPT)

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

If yes, indicate the nature of the post.

� Full-time Part-time Additional charge

50 05 5

�

�

�

�

�

�

Yes No

--

-

-


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

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

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

agencies/NGOs on Campus

16. Does the institution provide consultancy services? In case of paid consultancy what is the net amount generated during last three

years.

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

organizations?

Local level � State level � National level � International level -

Yes No �

Yes No �

10

Nil

Yes No �


CRITERION IV: Infrastructure and Learning Resources

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

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

a) Methods lab Yes No

b) Psychology lab Yes No

c) Science Lab(s) Yes No

d) Education Technology lab Yes No

e) Computer lab Yes No f) Workshop for preparing Teaching aids Yes No 3. How many Computer terminals are available with the institution?

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

during the previous academic year?

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

previous academic year?

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

facilities during the previous academic year?

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

for the current academic session/financial year?

3511.08 sq.

�

�

�

�

�

25

45000.00

131551.00

�

31350 = 00

1250000 = 00


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

9. Total number of posts sanctioned Open Reserved

Teaching

Non-teaching

10. Total number of posts vacant Open Reserved

Teaching

Non-teaching

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

Open Reserved

Lecturers

Readers

Professors

M F M F

14 6 5 -

M F M F

- - - -

Yes No No

M F M F

- - 1 -

M F M F

21 3 1 -

09

33

05 0

M F M F

06 - - -

- - - -


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

Open Reserved

Lecturers

Readers

Professors

c. Number of teachers from

Same state

Other states

12. Teacher student ratio (program-wise)

Programme Teacher student ratio

D.Ed. -- B.Ed. 1:10 M.Ed. (Full Time) 1:10

M.Ed. (Part Time) -

13. a. Non-teaching staff Open Reserved

Permanent

Temporary

M F M F

10 - 4 1

- - - -

15

06

M F M F

- - - -

M F M F

- - - -

M F M F

- - - -


b. Technical Assistants

Permanent

Temporary

14. Ratio of Teaching – non-teaching staff

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

academic session (% of total expenditure)

16. Is there an advisory committee for the library?

17. Working hours of the Library

On working days

On holidays

During examinations

18. Does the library have an Open access facility

2:1

Yes � No

6

x--

Yes No �

x--

M F M F

01 - - -

M F M F

- - - -

35.61

Yes No �


19. Total collection of the following in the library

a. Books

- Textbooks

- Reference books

b. Magazines

c. Journals subscribed

- Indian journals

- Foreign journals

d. Peer reviewed journals

e. Back volumes of journals

f. E-information resources

- Online journals/e-journals

- CDs/ DVDs

- Databases

- Video Cassettes

- Audio Cassettes

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

Seating capacity of the Reading room

21. Status of automation of Library

Yet to intimate

Partially automated

Fully automated

04

5308

4788

520

04

13

11

02

21

10

45

1864 sqft

100

--

-

10

YES

-

-


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

Circulation

Clipping

Bibliographic compilation

Reference

Information display and notification

Book Bank

Photocopying

Computer and Printer

Internet

Online access facility

Inter-library borrowing

Power back up

User orientation /information literacy

Any other (please specifies and indicates)

Are students allowed to retain books for examinations?

24. Furnish information on the following

Average number of books issued/returned per day

Maximum numbers of day’s books are permitted to be retained

By students

By faculty

Maximum number of books permitted for issue

For students

For faculty

�

�

�

�

�

�

�

�

�

�

�

�

�

60

Yes � No

14

02

05


Average number of users who visited/consulted per month

Ratio of library books (excluding textbooks and book bank

Facility) to the number of students enrolled

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

institution

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

the library during the last three years and their cost.

I II III

Number Total cost (in Rs.)



Text books

4938 163787=00 628 76809=00 567 73435=00

Other books

07 25360=00 21 45860=00 1 50=00

Journals/ Periodicals

08 3000=00 17 6500=00 14 3174=00

Any others specify and indicate

02 63=00 01 200=00 03 919=00

(Additional rows/columns may be inserted as per requirement)

5 %

16: 01

100


CRITERION V: Student Support and Progression

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

Programmes Year 1 Year 2 Year 3 D.Ed. - - -

B.Ed. -- -- -

M.Ed. (Full Time) 03 01 -

M.Ed. (Part Time) - - -

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

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

3. Does the institution offer Remedial instruction?

4. Does the institution offer Bridge courses?

Yes No -

-

Yes - No -

Yes No

�


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

UG PG M. Phil

I II III

I II III I II III

Pass percentage 100 100 - 100 100 - - - -

Number of first classes

98 -- -- 43 34 - - - -

Number of distinctions

-- -- - - - - -

Exemplary performances

(Gold Medal and university ranks)

- - - - - - - -

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

last three years (provide year wise data)

NET

SLET/SET

Any other (specify and indicate) M.Phill

I

01

-

II

-

-

III

-

-

-- -- -


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

past three years.

Financial Aid I II III

Merit Scholarship -- -- --

Merit-cum-means

scholarship

-- -- --

Fee concession -- -- --

Loan facilities -- -- --

Any other specify

and indicate

-- -- --


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

9. Does the institution provide Residential accommodation for:

Faculty

Non-teaching staff

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

If yes, number of students residing in hostels

Men

Women

Yes � No

No Yes �

No Yes �

Yes No �

50

50


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

Sports fields

Indoor sports facilities

Gymnasium

Availability of rest rooms for Women

12. Availability of rest rooms for men

13. Is there transport facility available?

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

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

institution participated/organized.

Organized Participated Yes No Number Yes No Number

Inter-collegiate � - -- � - --

Inter-university - � - - � -

National - � - - � -


National seminar Work shop

- 1 1

- � -

Yes � No

Yes � No

Yes � No

Yes � No

Yes No �

Yes No �

Yes � No


(Excluding college day celebration)

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

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

Participation of students (Numbers)

Outcome (Medal achievers)

State -- --

Regional - -

National - -

International - -

18. Does the institution have an active Alumni Association?

If yes, give the year of establishment

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

20. Does the institution regularly publish a college magazine?

21. Does the institution publish its updated on prospectus annually?

Yes � No

Yes � No

Yes � No

Yes � No

2010


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

study (Give percentage) for last three years

STUDENTS Year 1

(%)

Year 2

(%)

Year 3

(%)

Higher studies

47% 57.05% 59.33%

Employment (Total)

12.35% 17.05% 07.33%

Teaching

Non teaching

12.35% 15.88% 05.33%

Nil 1.17% 02.00%

23. Is there a placement cell in the institution?

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

three years?

I YEAR II YEAR III YEAR

11 15 10

24. Does the institution provide the following guidance and counseling services to students?

Yes No

• Academic guidance and Counseling • Personal Counseling • Career Counseling

Yes � No -

� -

� -

� -


CRITERION VI: Governance and Leadership

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

(IQAC) or any other similar body/committee

2. Frequency of meetings of Academic and Administrative Bodies: (last year)

Governing Body/management �

Staff council �

IQAC/or any other similar body/committee �

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

�

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

staff of the institution?

Loan facility

Medical assistance

Insurance

Other (specifies and indicates)

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

teaching staff during the last three years

1 1 1

Yes � No -

Yes No �

Yes - �

Yes - �

Yes - �


5. Furnish the following details for the past three years

a. Number of teachers who have availed the Faculty Improvement

Program of the UGC/NCTE or any other recognized

Organization

b. Number of teachers who were sponsored for professional development

programmes by the institution

National

International

c. Number of faculty development programmes organized by the Institution:

d. Number of Seminars/ workshops/symposia on curricular development,

Teaching- learning, Assessment, etc. organized by the institution

e. Research development programmes attended by the faculty

f. Invited/endowment lectures at the institution

Any other area (specifies the programme and indicates)

• Adult Education Programme

• Disability Education

Nil

1 1

- - -

1 3 3

- 2 1

3 3 5

- 1 1

- 1 2


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

teaching staff?

a. Self-appraisal

b. Student assessment of faculty performance

c. Expert assessment of faculty performance

d. Combination of one or more of the above

e. Any other (specifies and indicates)

7. Are the faculty assigned additional administrative work?

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

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

institution for previous academic session

Grant-in-aid

Fees

Donation

Self-funded courses

Any other (Interest and indicate)

Yes No �

Yes � i

No -

Yes � No -

Yes � No -

--

Nil

9019000=00

Nil

Nil

1138=00

Yes - No �

Yes - No -


9. Expenditure statement (for last two years)

Year 1 Year2

Total sanctioned Budget 75% 90% % spent on the salary of faculty 42.29 000 % spent on the salary of non-teaching employees

11.25 7.40

% spent on books and journals 1.38 0.41 % spent on developmental activities (expansion of building)

15.67 01.63

% spent on telephone, electricity and water

01.12 3.05

% spent on maintenance of building, sports facilities, hostels, residential complex and student amenities, etc.

13.11 00

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

0.92 0.72

% spent on research and scholarship (seminars, conferences, faculty development programs, faculty Exchange, etc.)

0.76 1.63

% spent on travel 01.368 03.98 Any other (Loan / Audit /Bank Charges ) 00.95 00.02 Total expenditure incurred 88.83 18.84

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

(specify the amount in the applicable boxes given below)

Surplus in Rs. Deficit in Rs.

16226=00 00

109534=50 00

1790718=50 00


11. Is there an internal financial audit mechanism?

12. Is there an external financial audit mechanism?

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

Administration

Finance

Student Records

Career Counseling

Aptitude Testing

Examinations/Evaluation/

Assessment

Any other (specifies and indicates)

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

mechanism?

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

of the non-teaching staff?

Yes � No

Yes � No

Yes � No

Yes � No

Yes � No

Yes � No

Yes � No

Yes � No

Yes � No

Yes � No

Yes � No

Yes - No -


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

approved by a competent authority?

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

temporary/ ad hoc / guest teaching staff?

18. Is a grievance redressed mechanism in vogue in the institution? a) For teachers

b) For students

c) For non - teaching staff

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

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

audit/quality checks?

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

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

�

�

�

Yes � No

Yes � No

Yes � No

Yes � No

Yes No �


CRITERION VII: Innovative Practices

1. Does the institution have established Internal Quality Assurance Mechanisms? 2. Do students participate in the Quality Enhancement of the Institution? 3. What is the percentage of the following student categories in the institution?

Category Men % Women % A SC 37 24.83 42 28.18 B ST 00 - 00 -- C OBC 17 11.40 11 7.38 D Physically

challenged 0 0 0 0

E General Category

18 12.08 24 16.10

F Rural 47 31.54 43 28.85 G Urban 35 23.48 24 16.10 H Any other

( specify) - - - -

Yes � No

Yes � No


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

Category Teaching staff

% Non teaching staff

%

a SC 06 30% 05 29.4%

b ST - - - - c OBC 01 05% - -- d Women 04 20% 03 17.64% e Physically

challenged -- -- - -

f General Category

13 85% 12 70.58%

g Any other ( specify)

- - - -

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

last two batches?

Category At Admission On completion of the course

Batch I Batch II Batch I Batch II SC 79 46 79 46 ST -- 04 - 04 OBC 28 37 28 37

Physically challenged

-- - - -

General Category

42 60 42 60

Rural 106 107 106 98 Urban 43 40 43 40 Any other ( specify)

- - - -


D. Declaration by the Head of the Institution

I certify that the data included in this Self- Appraisal Report (SSR) are true to the

best of my knowledge.

This SSR is prepared by the institution after internal discussions, and No part

thereof has been outsourced.

I am aware that the Peer team will validate the information provided in this SSR

during the peer team visit.

Signature of the Head of the institution

With seal:

Place: W.B.

Date: 28/March./2017


CRITERION-WISE ANALYSIS

CRITERION I: CURRICULAR ASPECTS 1.1: CURRICULAR DESIGN & DEVELOPMENT

EASTERN Dooars B.Ed. Training College, Bhatibari ,Alipurduar (W.B.) is

affiliated to The West Bengal University of Teachers Training Education Planning

and Administration (W.B.) & B.Ed. affiliated to North Bengal University, Darjeeling

(W.B.) and follows the curriculum, programmes prescribed by the those

universities. Curriculum and academic programmes attempt to meet the vision,

mission, and objectives of teacher education. Some major change has been made

in the syllabus since last 2 years. There is no role of the college/faculty in

curriculum design.

1.1.1: State the objectives of the institution and the major considerations

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

disadvantaged, Equity, Self development, Community and National

Development, Issue of Ecology and Environment, Value Orientation,

Employment, Global trends and Demands, etc.)

The Vision, Mission and Main objective of the college is to bring about

physical, mental, emotional and ethical integration of an individual in order to

evolving a complete human being. This is communicated to the students and staff

by providing a back ground in humanities and social sciences as essential to retain

a human touch so as to mellow down the harshness of a mechanical world with a

view to develop pride in the national ethos. The mission statement characterised


the college by providing comprehensive value-based education, aiming at

developing a socially acceptable human having the virtues of dignity of labour,

simple living and high thinking. It is also aim to impart excellence in teacher

education, latest knowledge of teacher education to the students.

Institution also provide equal opportunities of learning to all irrespective of caste,

creed, sex, socio-economic status and make efforts for all round development of

the personality of the students.

Vision of the Institute:

The vision of the institute is to provide quality education to the students with the

exposure of practical application of the knowledge and practice of life skills so

that can contribute to self development and development of the nation.

• Physical development of the students.

• Mental and emotional development.

• Ethical integration

• To make a complete human being.

Mission of the Institute:

� To pursue knowledge through curricular, co-curricular and extracurricular

activities and to develop the learner’s personality with strong value base.

� To provide comprehensive value based education/ training of the students who can

fulfill the vacancy of skilled man.

� To nurturing scientific based tempered person with socio-economic cultural based

life enabling work to creative thought with dynamic personality.

� To make motivator for doing work in positive way for society who are very poor or

discarded and lies on border lines.


Objectives of the Institution:

• The institute is translated into academic programme, research, and academic

activities by using innovative ideas of faculty members.

• To strive to promote value based education which develops social responsibilities

and good citizenry among in student community.

• To develop and deploy action plan to ensure the effective implementation of

curriculum through day to day activities within the classroom and outside the class

room.

• To engage the students in active learning through various curricular activities and

different learning resources like library, computer lab, psycho lab, language lab,

and ICT Lab.

• To provide congenial campus environment which promotes, motivates and

enhanced the performance of all students.

Multimedia based environment creations and innovative research methodology

practice in order to solve classroom problems in specific and general to

educational problems to action research.

1.1.2: Specify the various steps in the curricular development process. (Need

assessment, development of information database pertaining to the feedback

from faculty, students, alumni, employers and academic experts, and

formalizing the decisions in statutory academic bodies).


College follows rules, regulations and syllabus as prescribed by The West Bengal

University of Teachers Training, Education Planning and Administration (W.B.)

&North Bengal University, Darjeeling (W.B.) by which it is affiliated. Beside this

college also contribute and take initiative in developing a positive environment for

teaching, catering to fulfillment their needs by conducting various extension

activities besides the curricular ones. Regular feedback from students is usually

taken through holding seminar etc., their by maintaining the quality of education.

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

curriculum and existing courses modified to meet the emerging needs?

The objectives of the college are to translate into the academic programmes,

research and academic activities of the college by using innovating ideas of the

faculty members. Institution always tries to adopt other useful ideas from our

surrounding colleges also. Because as inclusion of ICT and environmental

education are growing demand of the globe and in general and our nation in

particular. So both these are thrust area of the college. The students are motivated

to give their emphasis on research work in these areas. The faculty members of

our college are also actively engaged in research work in these broad areas. We

follow the rules; norms and syllabus of The West Bengal University of Teachers

Training, Education Planning and Administration (W.B.) &North Bengal

University Darjeeling (W.B.). and modification in existing course and curriculum of

B.Ed. and M.Ed. have been initiated to meet the emerging needs of global trend in

teacher education.

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

on national issues like Environment, Value education and ICT?


Syllabus as provided by the university has an inclusion of ICT just for the sake of

imparting elementary knowledge about computer to the students. The meet the

global and technical demands, our college has facilitated its students with the use

and working of computers by providing 2-3 periods/week in E.T. Lab. The other

point modification in curriculum is taken into account as environmental issues and

value education. The various steps taken to address the different issues are

under:-

Environmental Awareness:

� Students are made aware by the college about the environmental pollution and

problems caused by it, by showing CD’s related to it.

� To provide practical exposure on optional paper of environment in B.Ed. & M.Ed.

students.

� A piece of land is allotted to students to develop garden of the college.

� World environmental day is celebrated every year on 5th June in the institution and

in neighboring community by maintaining cleanliness by plantation and by

holding discussion on cleanliness habits, pollutions and other related issues.

� Aware about solid waste disposal , using bad habit of poly bags, air , water, land

pollutions and their hazardous effects in future on human life.

Value Orientation:

• Students are oriented towards the inculcation of value through regular morning

assembly by maintaining punctuality, delivering moral lesson on moral values and

developing feeling of togetherness.

• Through its initiative in gender sensitization, community service and

environmental care, the institution seeks to give value oriented education to its


students by its work culture and different activities to inculcate the value among

them through mutual understanding and cooperation.

ICT

� The institution has computer literacy programme to encourage its students and

faculty to pick up ICT skills.

� Faculty members are encouraged to use Digital projectoralong with different

learning materials and LCD presentation for effective transaction of teaching

learning process.

� Digital projector, LCD, Computers with internet browsing facility are readily

available in the institution for peer presentation, seminar, guest lecture, workshop

and different academic activities of the institution.

� Orientation of CAI (Computer Assisted Instruction), CBT (Computer Based

Learning) and multimedia applications in teaching learning environment focused

by the institution.

Research Methodology orientation programmes:

• Use of statistical package for social science orientation (SPSSO) for M.Ed.

research activities in general to social science and specific to teacher education

programme organized by the institute time to time.

• Inter & Intra Students Associations (IISA) is made within the institution running

master degree programme through seminar, workshop, promoted by the

institution.

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

details.


The college has introduced the option of Education technology and computer

application in B.Ed., M.Ed. play thrust on ICT in curriculum and its transaction.

Free internet facility is provided to the students and to the staff.

Following elements of ICT have been included in the curriculum:-

� Preparation of lesson plan on power point.

� Firsthand experience of handling various ICT equipments.

� Preparation of self instructional materials.

� Preparation of slides and transparencies on power point.

� Making Bio-data (Resume) and time-table on MS-Word.

� Making a graph on any topic or data on Excel.

The faculty members are using ICT equipments i.e., Over Head Projector (Digital

projector) and Slide Projector for curriculum transaction. The faculty members are

instructed to teach in their respective classes by using transparencies and power

point presentation. The B.Ed., M.Ed. students are convinced to use new

technology.

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 our college the students are taught by using traditional as well as modern

methods of teaching. After the completion of the unit or the topic, regular class

test are conducted and students are invited for brain storming session. Class


seminars are conducted to develop the reflective thinking among the students.

They are encouraged to clarify their doubts.

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?

For the pupil teacher there is enough scope for flexibility in transacting the

curriculum. The students have to choose any two contents cum method course out

of the following groups.

1.2.3: What value added courses have been introduced by the institution

during the last three years which would for example: Develop

communication skills (verbal & written), ICT skills , Life skills, Community

orientation, Social responsibility etc.

To develop the skills in the students the college has well developed language lab.

The college has introduced communication skill classes and made it compulsory

for all the students.

In the beginning of the session, every pupil teacher is given training on the use of

ICT related equipments/technology. Students are motivated to use technology in

teaching during the B.Ed. course. After this a workshop is organized on computer

based project. In this workshop the following items are covered:-

� Fundamental/basic computer.

� MS-Office, MS-Power Point, MS-Word, MS-Excel, Net surfing and E-Mail.

� Preparing port folios in respective method course.


Open discussion takes place with the teacher trainees on their experience during

the workshop. Before taking up the preparation of the lesson plans, teacher and

trainees are divided into subject-wise groups. Then the students of each group

have hands on experience in the use of technology in teaching in a variety of ways

like demonstration, quiz interactive presentation, etc. Teachers also use

technology in their presentation in Seminars, Conferences, Extension lectures and

developing multi-media material as well.

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

the curriculum?

I. Interdisciplinary/Multidisciplinary

II. Multi-skill development

III. Inclusive education

IV. Practice teaching

V. School Experience/Internship

VI. Work experience/SUPW

VII. Any other (Specify and give details)

(Also list out the programmes /courses where the above aspects have been

incorporated).

I. Interdisciplinary/Multidisciplinary:

� Interdisciplinary approach is a regular practice in transiting the curriculum in this

college. The teaching of various subjects in the syllabus like education,

philosophical and sociological bases, learner learning and cognition etc. Entail

disciplinary approach where as in case of research mythically and about static


multidisciplinary approach for curriculum transaction is used. Faculty members

having different types of specialization use interdisciplinary/multidisciplinary

approach in teaching.

II. Multi-skill development:

• The college produces highly skilled teachers and teacher educator. For their skill

development, the college organizes workshop on micro-teaching (For teaching

and development), chalk-board writing (for white board), and preparing teaching

aids (for mastery in teaching aid preparation).

Preparations of power point presentations, pedagogical skills development are

done to boost up in the confidence level.

III. Inclusive education:

� The college also provides scope for inclusive education for different by abled

students. A resource room has been created in the college which have been

equipped with

1) Wheel chair.

2) Ten chairs.

3) One bed.

4) Books and magazine for disabled.

5) Water cooler.

6) Refrigerator.

They are also encouraged to participate in curricular and extracurricular activities

with normal students. So that they may join the main Stream of the college.

IV. Practice teaching:


The pupil teachers undergo practice teaching programmes and teach 60 lessons in

each teaching subject including 30 observation lessons are also observed by the

pupil teacher educators (M.Ed.) and pupil teacher (B.Ed.) and teachers. The

teacher in charge is assigned a school to observe the pupil teachers. They give

feedback according to the observation which they feel on the spot at the time of

teaching. Teacher in charge aware the students about they lacking and what is

positive in their teaching. Apart of this every pupil teacher observes 10

observation lesson plans of their peer group at the time of teaching practice.

V. School experience/Internship:

During practice teaching session the students are attached with experienced

teachers in any of the school. They are trained in various teaching strategies from

motivation to evaluation and consolidation. Teachers and trainees are involved in

day to day working of the school as a whole. They are instructed to prepare the

record like attendance, home work records, time table, report cards, school leaving

certificate etc. Besides these they have to conduct morning assembly and organize

co-curricular activities in the school. They have to present in the school from

morning till the last period.

VI. Work experience/SUPW:

As far as work experience is concerned the students of the college have to opt two

from the following:

� Out of school children enrolment drive.

� Recycling of the waste paper.

� School/Class room ambience, interior decoration including drawing and

painting.


� Polio drive and first aid.

� Serva Siksha Abhiyan

� Alternate school monitoring-Support teaching

� Outreach programme

� Mid-day meal preparation

� Organizing parent teacher meeting.

VII. Other Activities:

A Computer based project named ICT enable project is a compulsory practical

work for all the students. They undergo rigorous training in their opted papers and

produced good things from the available material in SSA. They plan to go out in

village for their project work to impart education to all. As far as ICT project is

concerned computer teacher enable the student to aware about MS-Window, MS-

Office, MS-Power point, MS-Excel, making a small presentation, introduction to

multimedia, and it’s applications, access of internet, proper of internet, E-Mailing,

file exchange discussions, line conference etc. It is also includes handling of

available equipment. Our teacher education institution will make available

positive equipment for the use of the pupil teacher.

� Over head projector.

� Slide projector.

� Epidiascope.

� T.V and Video cassette records etc.

� DVD Player.

� Transparencies, Brushes, colours etc.


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?

As the college strive for excellence. It tries to get the feedback from the

stakeholders with reference to curriculum in the following.

� FEEDBACK: College provides the provision of getting feedback about the

college, course and even about the teachers.

� STUDENTS: Through the assignment, class test, quizzes, seminars GD’S and

symposium etc.

� ALUMNI : Information feedback is obtained from the alumni when they are called

or whenever they come to the college.

� PARENT: Parents are timely informed about progress, complaints of their wards.

� EMPLYEORS : Help in maintaining disciplined academic scheduled. Give guide

lines regarding the maintenance of discipline and the academic schedule of the

college followed by providing feedback for the same.

� ACADEMIC PEERS : Suggestions are taken into consideration with a view to

enhance the academic achievements in the college.

1.3.2: Is there mechanism for analysis and use of out comes from the

feedback to review and identify areas for improvement and changes to be

brought in curriculum. If yes, give details on the same.

The college records, the feedback and suggestions given by its students and other

alumni members for existing curriculum. Top review to feedback and suggestion


on curriculum the college constituted a committee of 3 senior members headed by

the principal of the college. The committee reviews the feedback and put

suggestion to identify the area of improvement and implement than in future if

required accordingly.

1.3.3: What are contributions of the institution to curriculum development?

(Member of BOS/Sending timely suggestion, feedback, etc.)

The college plays directly no role in curriculum design but suggestion collected

and feedback taken from different stakeholders are updation of the exiting

curriculum from time to time.

1.4: 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 college is affiliated to West Bengal University of Teachers Training

Education Planning and Administration (W.B.) & North Bengal University,

Darjeeling (W.B.) and course curriculum designed by these universities. Major

change has been made last 2 years.

1.4.2: What are the strategies adapted by the institution for curriculum

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

practicing school etc.)?

The curriculum revision and update course, Put line mentioning with proper house

examination is given to the students and Principal of the college holds meeting


with the student of the college and to gets their views about the changes to be

made in the curriculum. The Principal and staff members meets the Teachers,

Principal and Management of the school during practice teaching and get

feedback regarding B. Ed syllabus and try to get the information that what type of

curriculum revision and updation they required from the coming generation of the

teachers.

1.5: BEST PRACTICES IN THE CURRICULUM ASPECTS:

1.5.1: What are the quality sustenance and quality enhancement measure

undertaken by the institution during the last five years in curricular aspects?

For quality enhancement stress is laid on using information and communication

technology in teaching learning process. The faculty members are motivated to

use power point and Digital projector to teach the content to B. Ed. Students and

M.Ed. students. Students are advices to prepare computer assisted lesson plans for

practice teaching and find skill in teaching examination. For quality sustenance, a

committee of senior teachers is constituted by the principal to keep the check on

quality in teaching and curriculum transaction.

1.5.2: What innovations /best practices in ‘Curricular aspects’ have been

planted / implemented by the institution?

It has been planted that college will create online community of existing and

ex students of the college so that they learn from each other’s experiences and

share their problems. The college as also planned to publish a research journal to

provide a platform to provide a teacher and teacher educator to share their

researches with outer world.


CRITERION II: TEACHING – LEARNING AND EVALUTION

2.1: ADMISSION PROCESS & STUDENTS PROFILE:

2.1.1: Give details of the admission process and admission policy (criteria for

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

transparency, etc.) of the institution?

� Admission done through combined manual counselling conducted by state

government University. All 100 per cent candidates are admitted through

counselling mode. Reservation policy of the counselling fills by the college as per

the state government norm.

� Assess to different categories like disadvantage community, girls, physically

challenged, economically weaker section of a community and sports personal is

ensured as per reservation policy of the state.

� Admission process is systematically administrated and transparent. The seat are

filled through centralize counselling. Seat allocation is made on the basis of marks

obtained by the candidate in the qualifying counselling, the candidate attend the

counselling and are offered seats in the college of their choice as per their merit.

� The merit for admission is considered only if has obtain at least 50% marks in the

graduation/ post graduation class and produces the detailed marks sheet for the

same on his/her respective date of counselling. In the case of SC candidates,

minimum pass marks i.e., 45% are taken in the consideration for determining the

eligibility criteria for admission.


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

prospective students about the programs through the advertisement and

prospectus or other similar material of the institution?

Admission programmes are advertised by the university through leading

national news papers.

Admission programmes are also posted on the website of the university.

The prospective students are informed about the fees structure, how to fill

the form of application, criteria of admission, minimum eligibility criteria for

admission, procedure of admission and counselling through advertisement and

prospectus.

Through advertisement the students are also informed about the last date of

filling up the form and its submission.

Wide publicity is given to the fact that ragging is a criminal offence under

law.

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

determined admission criteria are equitably applied to all applicants?

To ensure that the determined admission criteria are equitably applied to all

applicants, the institution monitors admission decisions in the following manner.

� As the institution, M.Ed. is affiliated to West Bengal University of Teachers

Training Education Planning and Administration (W.B.) & B.Ed. is affiliated

North Bengal University Darjeeling (W.B.) the norms and standards of regulatory

body are given due consideration.

� The students are admitted to the course based on the guidelines laid down by

university.


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

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

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

physically challenged).

Following are the strategies adopted by the institute to retain the diverse student

population admitted to the institution.

� Students of different cultural background study in the college. Students are given

chance to lead the group for various activities, irrespective of castes and culture.

� Special lectures are arranged by inviting experts who have specialization in special

education field to deal with physically challenged students.

� For different abled students, there is a resource room. They are also encouraged to

take part in the co-curricular and extracurricular activities so that they can join the

main stream.

� Economically weaker students are given concession in the fee and hostel charges.

The concession is given in view of diverse economic needs of the students and is

without any bias of cultural, religious, gender, and linguistic background.

2.1.5: Is there a provision for assessing student’s knowledge/ need and skills

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

same.

Yes, there is a provision for assessing student’s knowledge/needs and skills before

the commencement of teaching programmes. There are:-


• B.Ed. students offering teaching of English are given written test as well as

oral test after the orientation programme. Those who are found deficient in certain

respect are given remedial classes to improve their English.

• There is a provision for house meeting; every teacher is assigned 50 students

during meeting. The teacher in charge asks the students to perform same activities

on individual basis. From here, the teacher in charges assesses the strong points

and weak points of students.

• The subject knowledge in their respective subject is assessed by the teaching

faculty through individual interview, written and oral test are organized in the

class.

• English language skill and the knowledge of the computer/ICT have been

assessed at the beginning of the course as most of the students are poor rural

background. Also their co-curricular expertises have been assessed.

2: CREATING TO DIVERSE NEED:

2.2.1 Describe how the institution works toward creating an overall

environment conductive to learning and development of the student?

Healthy environment is provided to the student in the college. Informal

mechanism to assist students to solve their problems has been introduced.

Evaluation of student‘s performance is done continuously through sessional tests

and assignments.

• The principal address all the new comers on the orientation day and explain

the academic programmes of the year. This programme given an opportunity to

the students to ask thought Provoking questions and clear the doubts.


• The institution prepares the academic calendar well in advanced before the

commencement of the session which goes a long way in planning the class room

session and other activities of the college.

• Course committee and coordinator oversee the delivery of course,

preparation of the lesson plan by the various faculty members and setting of the

sessional papers.

• The faculty members maintain a course file for their respective course which

includes course plan, lecture note, syllabi, old question papers and attendance.

• The institution adopts an approach of “eliciting” stance rather than are

informing stance.

• Interactive and participatory approach is adopted in transaction of theory.

• Conscious efforts are made to integrate theory and practice.

• Continuous assessment of student at regular intervals is done through class

tests, assignments, unit tests etc.

• Teaching learning process through practices such as use of charts, models,

pictures, internet, field work, seminars, terminal examination become a complete

exercise.

• Tutorials in various subjects, where the students are given an opportunity to

work out assignments, case studies and engage in group discussion.

• There is a provision of mentoring system for the counselling of the students.

• E-Learning provides benefits to students to have the relevant skills and

information in hand.

• Value addition programmes such as computer literacy, language skill

enhancement programmes are offered to the students.

• The college organizes its own student’s development programmes from time

to time consisting of seminars, workshops, extension lectures etc.


• The institution adheres to the examination system of its affiliating University

by holding various tests such as terminals, project work, internal assessment and

annual evaluation.

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

students?

The institution caters to the diverse learning needs of the students through the

following activities:

� The institution conducts orientation programmes for the students. The

Principal and all the faculty members address the students to give a road map of

the activities of the institution including the transaction of curriculum to be

conducted in whole of the year to cater to the diverse learning needs of the

students.

� The planning and organization of learning programme is done by the

committee which is headed by the Principal.

� Students are given the choice to select the particular paper based on their

area of interest.

� Field experiences and practice teaching are developed in such a way that the

students acquire the knowledge, skills and values related to diversity of different

aspects.

� Activities cover participation in community services e.g., Blood donation

camp, Cleanliness of slum areas, educating the children of labourers, Pulse Polio,

tree plantations, save the girls child/SSA.

� The advanced learners are given special assignments to learner through

individual discussion beyond classes. Such learners are given case studies/minor

research projects to satisfy their quest for learning.


� The weak students are identified on the basis of class performance, exam

performance and informal discussions and are provided with extra coaching to

enable them to make up their weakness.

� Remedial classes and tutorial classes are organized for slow learners.

� A resources room is available for physically challenged students. Remedial

classes are conducted as per their need.

� The College has mentoring system. The class coordinators provide the

guidance and counselling to the student mentors. The student mentor works in

each section in respect of regular conduct, student grievances etc.

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 College aims at teaching for diversity and equity by providing a variety of

learning experiences such as:

� Institutional engagements with local communities are another key to

supporting and enhancing student’s diversity.

� Introductory lectures as ‘Success and Self-Confidence’, ‘Facts of Life’ lead

to great changes in students as well as in the faculty members.

� Life skill curriculum including Self-Management, Creative Problem Solving,

Career Planning, and Computer based Technology etc.

� Teacher divides the students in small group so that all students can

participate and speak up freely in a larger setting.

� The students are involved in a variety of school-based activities without any

discrimination of sex. They play diversified role and understand the concept of

diversity.


� Teaching also takes places in non-traditional setting (schools, Non-

Government projects)

� An anti-raciest and anti-biased learning environment is provided to the

students.

� Appropriate instructional strategies are adopted by the institution which

fulfills the requirements of all the students.

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

knowledgeable and sensitive to cater to the diverse student needs?

� All the time of recruitment, the teachers with higher percentage, higher

qualifications, higher competence to teach, having command over the subject and

fulfilling the norms laid down by UGC, NCTE and The West Bengal University

of Teachers Training, Education Planning and Administration are selected.

� To fulfill the diverse needs of the students with multicultural backgrounds,

staff with multicultural background in recruited. Students from, West Bengal

Assam, Nepal, Jharkhand, Bihar are on roll of this College.

� At the time of recruitment of assistance professor of M.Ed. the preference is

given to the candidates who have passed UGC NET examination or Ph.D. in

education & assistance professor of B.Ed. only M.Ed.

� Extension lectures are organized from time to time to ensure that teacher

educators get acquainted with the diverse needs of the students.

� Faculty exchange programmes are organized to acquire the knowledge,

skills and values related to diversity.


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

knowledge and skills to diversity and inclusion and apply them effectively in

class room situations?

The situation adopt an approach of ‘eliciting’ stance rather than an informing

stance to help student teachers develop knowledge and skill related to diversity

and inclusion and apply them effectively in class room situation as under:

� The class rooms and courses are actively managed, so that all students with

diverse needs are welcomed and supported in their efforts to learn.

� Additional and different kind of support is given to gifted and talented

students to meet their high expectation.

� A student-to-student mentoring programme facilitated by the staff.

� In the inclusive classrooms, students with diverse needs are given

opportunities to interact with students from all walks of life.

� Class talent is based on values, character development, high technology and

strong emphasis is placed on positive, bold and creative thinking.

� Student directed teaching styles are practiced as per the age, skill level,

cultural background, physical ability, gender, race and ethnicity of students.

2.3: TEACHING-LEARNING PROCESS:

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

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

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

The institution promotes active learning of students by different techniques such

as:


� Student participation in various activities in and beyond the classroom.

� Visual learning in teaching and learning process as pictures, diagrams,

graphs, schematics, demonstration etc.

� Problem centered and student driven activities.

� The students are encouraged to apply their knowledge and skills to design

certain projects.

� Assessment tests are conducted that provide immediate feedback.

� Small group as tutorial groups, subject-centered groups are formed to focus

on individual growth and development.

� As a supplement to class work, the teachers motivate and encourage students

to give demonstrations on a skill or a topic of their choice.

� The presentation of case studies based on direct interaction and observation

of the differently abled children.

� The teacher acts as facilitator and resource person.

� Guest lectures are organized on current issues so that students can keep pace

with the latest development in their subjects.

� Familiarization programmes are also carried out with modern teaching and

research aids.

2.3.2: How is ‘learning’ made student centred? Give a list of the participatory

learning activities adopted by the institution and those, which contributed to

self-management of knowledge, and skill development by the students.

� Teacher educators teach through student cent red methods like discussion,

assignments, project work, seminar etc.

� Students consult teachers for their personal, academic and vocational

problem.


� Quiz, group discussion, debate and poetry competition are held from time to

time during the year.

� Participatory learning activities such as public lectures by eminent persons

with the support of the Principal.

� The students’ learning is supplemented with discussion, seminar,

assessments and workshop of short duration.

2.3.3: What are the instructional approaches (various models of teachings

used) and experiences provided for ensuring effective learning? Details any

innovation approach/method developed and/used.

� Inductive-Deductive approach is used in generalizing the concept.

� Learning is done through observation if immediate and remote phenomena.

� Much of the instruction is based in Problem solving approach.


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

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

lessons given by each student.

As per curriculum of B.Ed., instead of practicing different models of teaching,

students are required to practice different skill of teaching during microteaching.

The teacher trainees are required to master the teaching skills in definable,

observable, measurable and controllable from till they attain the perfection in the

use of the skills.

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

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

each student per skill.

� During the first phase of practice teaching, micro-teaching skills are organized by

the institution.

� Emphasis is laid in pedagogy by organizing orientation programmes to prepare

lesson plan on micro teaching skills by the faculty members.

� Demonstration lessons presented by the Principal and teacher educators are

observed by the students.

� The teacher educators use projected teaching aids like, Digital projector and slide

projector to create effective and motivating environment.

� Practice is provided for preparing micro lessons plans in five skills, namely, Skill

of Probing Questioning, Skill of Illustrating with Examples, Skills of Explanation,

Skill of Using Black Board and Skill of Stimulus Variation.

� Two lessons for per skill are taught by each student teacher.

� Micro-lessons on five skills are delivered by the pupil teacher.


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

gives per day, lesson observed by the teacher educators, peers/school

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

� The practice teaching is carried out in both Government and Non-Government

schools.

� During practice teaching each student participates in morning assembly of the

school, organizes cultural activities.

� Each student delivers 60 lessons for one teaching subject.

� Two Discussion lessons for one teaching subject are delivered in addition to 60

lessons.

� Observation is done by the teacher educator & pupil teacher educator for

monitoring the performance of students.

� Each student teacher observes 10 lessons for one teaching subject of their peers

and gives feedback.

� The school teachers also give feedback to the student teachers as and when they

have vacant period.

� Students use teaching aids during their practice teaching.

� The facilities available in the schools are also utilized by the students during

practice teaching.

� At the end of the teaching practice each student teacher prepares a report known as

School Plan Report which contains record of morning assembly, daily attendance,

school leaving certificate, time-table, co-curricular activities organized during

teaching practice.


2.3.7: Describe the process of block teaching/Internship of students in vogue.

� Block teaching in schools is arranged by the institution.

� Schools are allotted keeping in mind the place of residence of the student

teacher.

� Supervision and evaluation of practice teaching is done by the teacher

educators of the institution.

� Teacher educators make efforts to understand and solve the difficulties faced

by student teacher during practice teaching session.

� Suggestions in the form of observation are given in the notebook.

2.3.8: Are the practice teaching sessions/plans developed in partnership, co-

operatively involving the school staff and mentor teachers? If yes, give details

on the same.

Yes, the practice teaching plans are developed in partnership, co-operatively

involving the school staff and mentor teachers. The first phase including

microteaching and mega teaching is carried out with the help of mentor teacher.

The second phase including real teaching is carried out with mentor teacher as

well as with school staff.

� During micro teaching session, the students are explained how to prepare

micro lesson plans on different skills. During microteaching session, the mentor

teacher helps the students about the source (the text books prescribed by the state

board for particular class) material to be referred for improving their teaching

plans.


� During mega teaching session the students prepare lesson plans for 35 minutes

duration and for the specific class. They learn how to prepare question for testing

the previous knowledge of the students, how the lesson is to be developed so as to

ensure active participation of the students, what to write and how to write on chalk

board. Many other points are also explained by the mentor teacher to the student

teachers.

� During real teaching practice, the student teachers are sent to schools with their

mentor teacher. The mentor teacher after conducting a meeting with the Principal

of school and concerned subject teacher instructs the student teachers to prepare

lesson plans. The student teacher are asked to keep in mind the locality, the age,

mental level, interest, need etc. of the students while preparing the lesson plan. The

suggestions given by the staff members, subject teachers and the Principal of

school are given due importance for preparing teaching plans.

Thus, the practice teaching plans are developed in partnership, co-operatively

involving the school staff and mentor teachers and student teachers.

.

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

learning needs of students in schools?

� Feedback by the Principal and faculty members is given to the student teachers

with regard to managing the diverse learning needs of the students in the schools.

� Certain programmes are held to offer challenging opportunities for growth and

development of the schools.

� In order to have good interaction with the students, the institution arranges literary

programmes, debate, and declamation competition during teaching practice.

� Emphasis is placed on the development of teaching and communication skills in

the students.


� Micro teaching sessions are organized is simulated conditions to train students in

teaching skills.

� Teacher educator helps the student teachers to understand and solve the

difficulties faced during teaching practice sessions.

2.3.10: What are the major initiatives for encouraging student teachers to

use/adopt technology in practice teaching?

� Keeping in mind the current trends and demands, the student teachers are trained to

prepare instructional material in the form of Power Point Presentation.

� Training is also provided in preparation of charts, models transparencies etc.

� The institution encourages the students to develop teaching aids like Chart,

Models, Maps, and Picture Cut-outs in their regular practicing schools.

� The college allows the student teachers to use the Digital projector and slide

projector for demonstration lessons.

� Efforts are made by the college to give awareness to student teachers about

Information Technology and Computers.

2.4: TEACHER QUALITY:

2.4.1: Are the Practice teaching plans developed in partnership, co-

operatively involving the school staff and mentor teachers? If yes, give

details.

Yes, the practice teaching plans are developed in partnership, co-operatively

involving the school staff and mentor teachers. In the first phase, microteaching

and mega teaching in carried out with the help of mentor teacher. The second


phase including real teaching is carried out mentor teacher as well as with school

staff.

� During micro teaching session, the students are explained how to prepare micro

lesson plans. During microteaching session, the mentor teacher helps the students

about the source (the text book prescribed by the state board for particular class)

material to be referred for improving their teaching plans.

� During mega teaching session, the students prepare lesson plans for 35 minutes

duration and for the specific class. They learn how to prepare questions for testing

the previous knowledge of the students, how the lesson is to be developed so as to

ensure active participation of the students, what to write and how to write on chalk

board. Many other points are also explained by the mentor teacher to the student

teachers.

� During real teaching practice, the student teachers are sent to schools with their

mentor teacher. The mentor teacher after conducting a meeting with the Principal

of school and concerned subject teacher instructs the student teachers to prepare

lesson plans. The student teachers are asked to keep in mind the locality, the age,

mental level, interest, need etc. of the students while preparing the lesson plan.

The suggestion given by the staff members, subject teachers and the Principal of

school are given due importance for preparing teaching plans. Thus, the practice

teaching plans are developed in partnership, co-operatively involving the school

staff and mentor teachers and students’ teachers.

2.4.2: What is the ratio of student teachers to identified practice teaching

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


The ratio of student teachers to identified practice teaching schools varied from 14

to 15. While indentifying the school for practice teaching, following points are

taken into consideration:

• Availability of computer, Digital projector, Slide Projector etc. in school.

• Availability of English medium students.

• Availability of Music, Home Science, Sanskrit student in the school.

2.4.3: Describe the mechanism of giving feedback to the students and how it

is used for performance improvement.

The feedback is provided to students throughout the session in the following

ways:

� The College has mentoring system. The class coordinators give the assessment of

students to the Principal in respect of their classroom performance. The Principal

oversees the performance of the students from time and takes appropriate

measures for improvement.

� Group discussion seminars, project method, giving assignments, viva-voice in

different subjects are some of the measures adopted to improve the performance

of students.

� To inculcate values, the feedback is provided through house meeting, assembly and

other functions being organized by the College.

� Regarding their theory papers, the feedback is provided through their answers

scripts and by discussing the mistakes generally committed by them.

� During microteaching, rating scale is used to make student know which component

of skill he/she has practiced or not.


� During mega teaching, the students are provided feedback by the teacher

concerned as well by the peer group. Main observation points are recorded on the

lesson plan notebook of student teacher.

� During real teaching practice, the student are given feedback by telling them orally

as well as by writing main points in their lesson plan notebook.

2.4.4: How does the institution ensure that the student teachers are updated

on the policy direction and educational needs of the schools?

� The institution ensures that the student teachers are updated on in the knowledge

on the policy directions and educational needs of the schools through seminars

held by the institution from time to time.

� As the college, M.Ed. is affiliated to (W.B.) University, & B.Ed. is affiliated North

Bengal University Darjeeling (W.B.) so the policies lay down by the university are

taken into consideration.

� Newspaper clippings of educational needs are displayed on the displayed board for

the students.

2.4.5: How do the students and faculty keep pace with the recent

development in the school subjects and teaching methodologies?

The students and faculty keep pace with the recent development in the school

subjects and teaching methodology through:

� Discussion in the class about the concerned subject.

� Going through the syllabus prescribed by state board during lesson plan

preparation.

� Seminars and extension lectures delivered by the guest faculty.


� By organizing various literary functions on the topics related to the school

curriculum.

� Through journals, news papers and various magazines in the library.

� Faculty keep abreast of recent developments in their subject by attending seminars,

conferences, workshops, symposia and contributing articles to journals of national

repute, maintaining contact with departments of affiliating university visiting

institution of national repute.

2.4.6:What are the major initiatives of the institution for ensuring personal

and professional/career development of the teaching staff of the institution

(training/organizing and sponsoring professional development activities,

promotional policies, etc.).

The initiatives have been taken by the institute for ensuring personal and

professional/career development of the teaching staff of the institution. These are:

• Personality Development Programme.

• Workshop on “Microteaching skills and teaching competency”.

Moreover, the faculty members are encouraged to participate in national and

international seminars, conferences, writing articles for journals of national repute

maintaining contacts with departments of affiliating University.

2.4.7: Does the institution have any mechanism to reward and motivate staff

member for good performance? If yes, give details.


The teachers who excel in the field of teaching-learning process and using

innovative ideas are provided appreciation certificate by the Principal and the

Management.

2.5: EVALUATION PROCESS AND REFORMS:

2.5.1: How are the barriers to student learning identified, communicated and

addressed? (Conducive environment, infrastructure, access to technology,

teachers’ quality, etc.).

The barriers to student learning are identified at appropriate points of time. The

barriers are identified through the students’ feedback regarding various aspects of

learning. For this purpose a suggestion box is provided in the College campus.

The suggestion given by the students are given due importance and the same are

communicated to the teachers in the staff meeting.

Various barriers and addressed in different manner. These are as follows.

For Conducive Environment:

� The students are provided Conducive environment both from physical as well as

academic view point.

� By providing noise and pollution free campus.

� By ensuring the cleanliness of rooms and campus that makes the students mentally

prepared to be present in College and take interest in studies.

� Teaching by discussion and exposition method. Topics are discussed in the class

with active involvement of the students. Wherever the student is wrong, he is


rectified in a gentle manner. Teachers are instructed not to pass students during

the free period for discussion and clarifying their doubts.

� The students have a direct access to the Principal. The students having any

problem can meet the Principal any time can put forth their problem. The

problems are listened carefully. When the problem is not genuine or it is beyond

the control of College, they convinced and they leave the Principal office as

satisfied persons.

For Infrastructure:

� The college possesses an imposing building and excellent infrastructure. It is not

disturbed by the main road traffic.

� Every class room is well furnished and has ample source of light. The benches and

desks are in required quantity. Therefore, every student has a comfortable seating

arrangement.

� All class rooms are architecturally designed in such a way that the voice of teacher

is clearly audible to all the students and the writing board is clearly visible from

all angles. Even a teacher can have clear visibility of all students and can identify

the non attentive students immediately.

� Seminar Hall is well equipped with chairs, lecture stand and other required

equipments. It is ensured that all students pay attention and are actively involved.

For Access to Technology:

� The Computer Lab is well equipped and is spacious enough to accommodate a

large number of students. The College offers Computer Education, Teaching of

Computer Science and Computer application as optional papers. Thus every care


is taken to give chance to all students for hands on experience on computer desk.

They are motivated to prepare lesson plans on computer.

� Educational Technology Lab is well equipped with latest gadgets like Television,

Overhead Projector, CDs and AV cassettes. The students are given training of

using the equipments in teaching learning process.

� Internet facility is available to work on-line. The students have an easy access to

the vast world of knowledge and information.

� Seminar Hall is spacious enough to make students sit comfortably and prepare

their charts, models etc.

� Library and reading room facility is available. The students and faculty have an

easy access to journals, magazines in addition to books. This helps the students to

broaden their horizon of cognitive abilities. Reading room facility motivates

students to learn.

SPECIAL FEATURE: The Institute has its own reprographic system to

facilitate research work.

Teacher’s Qualification and Competence:

� Qualified and competent staff is the biggest asset of this institute. Every teacher is

highly qualified and is engaged in one or other research work.

� The teachers do their best to become the role model of students. The teachers help

in solving the problems of students and channelizing their energy towards

perfection.

� The teachers take pains for preparing their lectures, completing the task assigned to

them in a best possible way.

� Every teacher is serious towards performance of the duty assigned to him.


2.5.2: Provide details of various assessment/evaluation processes (Internal

assessment, mid-term assessment, term end evaluations, external evaluation)

used for assessing student learning?

• In the beginning of each session, the total contents of each paper are divided into

two terms: July to December, January to April.

• In each term, certain numbers of units are covered. Each teacher educator conducts

a unit test in his/her class in order to facilitate learning and to get the feedback

from students about teaching and learning.

• In the middle of the session, house tests are conducted in which more than 65% of

syllabus in each subject is covered for purpose of examination. It helps to ensure

quality of teaching and understanding of student teachers. Wherever, there is a

gap/shortcoming, timely remedial measures are adopted.

• The affiliating University has introduced the unit based curriculum. The candidates

are required to answer questions from each unit. The candidates are free to apply

for re-evaluation if they so desire.

• As the College M.Ed.is affiliated to West Bengal University of Teachers Training

Education Planning and Administration (W.B.), & B.Ed. is affiliated North Bengal

University Darjeeling (W.B.) the educational and examination reforms done by

University are taken care from time to time.

• The college prepares the students for University examinations, first of all by the

completion of syllabi and then 7 days time is given for revision before they appear

for University examination. Whenever there are internal exams, house test, the

answer scripts are given to the students after evaluation.


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

in improving the performance of the students and curriculum transaction?

The basic purpose of doing the internal evaluation is to use the outcome of

evaluation for improving the performance of students. For improving the

performance of the students, the following steps are taken.

� The marked answer sheets are given to the students to give them the opportunity to

look into their performance.

� When the students have seen their performance, the subject teacher discusses about

each and every question-attempt made by majority of the students and then tells

the right way to answer those questions.

� Then the students are offered opportunity to discuss with the teacher at individual

level.

� The students are given two assignments in each subject and then the performance

of each student teacher is monitored.

� The evaluation through annual examination of M.Ed. is done by West Bengal

University of Teachers Training Education Planning and Administration (W.B.).

& B.Ed.is done by North Bengal University Darjeeling (W.B.). After the

declaration of result by the University on its web site, Detailed Mark Cards are

dispatched to the College concerned. The students collect their DMC from the

College.

2.5.4: How ICT is used in assessment and evaluation process?

ICT is used in assessment and evaluation process in the College in the following

manner:-


� The attendance, the marks obtained in the unit test and the house examination are

fed to the computers for compiling and preparing reports and for sending the

reports to their homes.

2.6: BEST PRACTICES IN TEACHING-LEARNING AND EVALUA TION

PROCESS

2.6.1: Detail on any significant innovations in teaching/learning/evaluation

introduced by the institution?

The institution has introduced following significant innovations in the field of

teaching/learning and evaluation.

• College organizes various functions of cultural and literary interest for improving

the personality development. Talent search programme and Morning assembly are

two such programmes:

• During Talent search Programme, various activities are organized by the

institution. The participants are made to prepare for their best performances and

all other students are motivated for their active participation in the different

programmes of the College.

• Morning Assembly is theme based. The institutional values are practiced during

morning assembly. These values are:

� Contributing to national development.

� Quest for excellence.

� Develop inner qualities like honesty, punctuality, co-operation and truthfulness.

� Develop self-discipline.


Every activity revolves around these values. Thus emphasis is laid upon the fact

that each aspect of personality of student gets developed.

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

instruction, including use of technology?

The Institution reflects on the best practice in the delivery of instruction. Up to a

great extent it involves the use of technology. These can be summarized as

follows.

� Internet facility in the Computer Lab and Language Lab.

� Well equipped Technology Lab with advanced electronic gadgets

� Internet access to faculty to made available on the campus.

� Innovative teaching learning methods to teach variety of students and to meet their

diverse needs.


CRITERION III- RESEARCH CONSULTANCY AND EXTENSION:

3.1: PROMOTION OF RESEARCH:

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

education?

The Institution constantly motivates its faculty to take up research in education

from time to time. They are motivated to attend the seminars and workshop etc.

There teaching schedule are made/adjusted accordingly. Institution also holds

seminars and workshops with facilities interaction with other experts and the

students. Research ideas in normal teaching are the common practice in the

college. Teachers are provided with various facilities like internet access, Typing

Assistance, Research Journals at free of cost.

3.1.2: What are the thrust areas of research prioritized by the Institution?

The thrust areas of research prioritize by the institution are as under:

• Teaching of language.

• Use of technology in the field of education, use of computers, Digital projector,

slides, PowerPoint presentation etc.

3.1.3: Does the institution encourage Action research? If yes, details on some

of the major outcomes and the impact.

Yes, the institute encourages action research with clear objectives in mind and

achievable and outcome and impact.

OBJECTIVES OF ACTION RESEARCH

� To develop the research oriented activities among teachers and to help them

solving day to day problems of classroom and also help them in developing the

excellence in their working/communication skills.

� To bring excellence in teaching of school practice.


� To develop/scientific attitude/professional improvement among teachers trainees.

� To bring qualitative outcome of teaching learning process by adopting scientific

method in class room activities and related evaluation.

� Teacher’s trainers are made aware of action research, their concepts achievement,

aims, areas and significance/outcome etc.

� Group discussions are organized to motivate teacher trainees on the research

activities. It also enhances the problem solving abilities, efficiency in teaching.

Description:

Before going for teaching practice, the teacher trainees are provided with

conceptual knowledge of action research which covers the following areas:-

� Concept of action research.

� Objectives of action research.

� Characteristics of good research worker.

� Areas of action research.

� Paradigm for action research project/steps of action research with examples.

� Significance of action research.

After this, open discussion takes place with the teacher trainees and they are

motivated and inspired to conduct research on the problems with they actually will

face in their regular class room teaching.

The Outcome and Impact

• Developed problem solving ability and scientific attitude among teacher trainees.

• Made the teacher trainee’s research minded.

• Helped teacher trainees in improving the efficiency of their teaching.

• The quality of teaching-learning process was improved.

• Teacher trainees were able to solve the day to day problems of school teaching.


3.2: RESEARCH AND PUBLICATION OUTPUT

3.2.1: Give details of instructional and other material’s developed including

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

during the last three years?

The various instructional and other materials developed or used by the institution

are as given below:-

� Self instructional material

� Print material such as:- assignments

� Lesson plans (appox.1200).

� Charts (appox.100).

� Flash Cards (appox.20).

� Transparency (appox.50).

� Slides (appox.100).

� Non print material such as models (appox.200).

� PowerPoint presentation (appox.100).

� Questions Bank.

� Audio cassettes and CD’s on various topic of English, Bengali, Math’s.

3.2.3: Give details of facilities available with the institution for developing

instructional materials?

The various facilities available with the institution for developing instructional

material are as follows:-

� The institution has a well equipped computer Lab with 25Computers with

free internet access and printers/Photocopier is available. All the computers are

used for development of self instructional material PowerPoint presentation and

computer assisted learning material.


� A fully equipped language lab and work experience lab is also available in

the college.

� A Psycho lab with all Psycho tests is available.

� In ET lab, including Digital projector and slide projector are also available in

the institution.

� A seminar hall is also there with 300 chairs.

� A resource room for handicapped children is also available

� Free internet service facility for student during all working days.

Well equipped library with following facilities:-

� Test books and reference books.

� Journals.

� Periodicals, Magazines and Newspapers.

� Computers.

� Audio-video cassettes.

� Internet.

� Resource materials.

� Photocopier.

� Wi-Fi.

3.2.3: Did the institution develop any ICT/technology related instructional

materials during the last five years? Give details.

Yes, the institution has developed following ICT/technology related instructional

materials:

� Lesson plan CD’s

� Subject related CD’s

� PowerPoint presentation.

� Audio Cassettes and CD’s on various topics of English and Bengali.


3.2.4: Give details on various training programmes and/or workshops on

material development (both instructional and other materials).

• Organized by the institution.

• Attended by the staff.

• Training provided to staff.

The institution organized training programme on instructional material

development for the pupil teacher in which they were trained the faculty member

to prepare various teaching aids such as chart, transparencies and models etc.

The institution organized training programme on the following:-

� Poster making (in previous years).

� Interior decoration.

� Yoga.

� A college level seminar on “Educate the Educator” was held on 22nd December

2016.

� A national level seminar on “Today`s Education Tomorrow’s Nation” is held on

22th &23 March.2017.

� Total 47 Numbers of Seminars have been attended by the staff during last five

years.

3.3: CONSULTANCY:

3.3.1: Did the institution provide consultancy services in the last five years? If

yes, give details.

The institution extends its expertise for consultancy services to educational

institutions and organizations in the following manner:-

• The institutions hold Conferences on professional technical skill in teaching,

microteaching, guidance and counselling.


• Institution deputes the faculty to hold consultation sessions with head/manager of

local schools for improving school education.

• Institution organizes a programme to train the pupil teacher for the use of new

technology at the time of teaching practice.

• Institution encourages the Pupil teacher’s to use power point presentation/use of

Laptops as teaching aids.

3.3.2: Are faculty/staff members of the institute competent to undertake

consultancy? If yes, list areas of competency of staff members and the steps

initiated by the institution to publicise the available expertise.

Yes, the faculty members of the institute are competent to undertake consultancy.

Their areas of competency are education and the subject of their post graduation.

They provide Consultancy to students of B.Ed., M.Ed. and M.A. (in relative

subject) and M.Phil.

3.3.3: How much revenue has been generated through consultancy in the last

five years? How is the revenue generated? Shared among the concerned with

staff members and the institution?

Consultancy is given at free of cost/or voluntary for the near village school,

Practice Teaching School.

3.3.4: How does the institution use the revenue generated through

consultancy?

N.A.

3.4: EXTENSION ACTIVATIES:

3.4.1: How has the local community benefited from the institution?

(Contribution of the institution through various extension activities, outreach

programmes, partnering with NGO’S and GO’S?)


The community by and large recognizes the extension activities of the institution

it improves the local linkages and gives awareness to the community on basis

issues and organized various extension activities, outreach programme etc.

For the benefits of local community with the help of NGO’S the institution

involve the students in it and teach the children of labour class. They help to teach

them for creating resources for earning:-

Our pupil teacher trains them about the following:-

� How to make newspaper envelopes.

� Candle making.

� Vest out of waste.

The pupil teacher was taken into villages and they help to aware the village people

about the cleanliness of themselves and about their surroundings.

Pupil teacher emphasized upon the need of education in today’s world and

motivated them to learn and educate their family.

The pupil teachers are encouraged to plantation of the trees and take care of them.

Importance of tree plantation is told to the students, Van Mahotsava have been

organised in the college from time to time.

Various projects works or rallies are organized by the pupil teachers on the

following topics:-

� Tree plantation.

� Save girl child.

� S.S.A.

� Pulse polio Abhiyan.

� Awareness about Dowery.

� Cleanness program

� Other social issues.


� OUTREACH PROGRAMME:

The pupil teacher and members of the faculty are carrying outreach progremme

in the following manners:-

� Providing counselling, training, feedback, to the Student teacher.

� Providing placements at the end of the session.

� Extending help to the teachers of adopted school with regard to updating

their teaching competencies in different schools.

� Distributing audio-visual aid to neighboring schools where our pupil

teachers go for training also.

3.4.2: How has the institution benefited from the community? (Community

participation in institutional development, institution-community

networking, institution-school networking etc?)

The institution has been benefited by the community in various ways:-

Institution School Networking:

Institution sends the pupil teacher in 15 different neighboring schools at the time

of teaching practice. All teacher trainees interact well with the school. Besides

class room teaching each pupil teacher is supposed to take part in the morning

assembly of the school. Organize certain activates like writing, moral thought of

the day on thought display board, writing update news on bulletin board daily,

aware students about the day to day festivals and their importance in our life. Thus

the pupil teachers interact with school/community to study their emerging needs

and provide appropriate solutions to their problem.

Institution – Community Networking:

� As the pupil teacher interact with the student after being given training, they

perform well in teaching and thus help them in their placement. However, it can


be said that boarding prospective regarding their placement. Moreover, broader

prospective regarding teaching develops during community interaction. The pupil

teacher learns to tackle the students according to their need and psychology. When

pupil teacher deals with the community, variety of students interacts with them

and thus their communication skills are improved. The pupil teachers are taken to

various areas and are given chances to interact with various communities.

Students come to know, how illiteracy affecting them? Institution organize

various programmes such as plantation of trees, save girl child, educate girl child

will help them to aware about its importance and moral values in our life. As far

as, one of our project works is also very helpful for the pupil teacher to interact

with the nearby community.

� On the other hand time to time heads and staff to the schools are invited in the

institution to give their views about improvement in curriculum and other school

activities.

� Our pupil teacher with faculty members, after teaching practice, organizes a get

together with all schools/staff/party/vote of thanks with school authorities.

Principal of our college makes it a point to attend the party and expresses gratitude

to the school head as well as staff members.

The views regarding the improvement in organization of teaching practice

discipline among school students, preparation and utilization of teaching aids by

school teachers are exchanged with the pupil teachers.

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 future plans and major activities that will be taken up are as follows:-


� To broaden the scope of educating downtrodden people of nearby

community/areas.

� Increasing the scope of community service programmes.

� Adult education programme.

� Provision of support to differently abled person’s sports like (Carom Board, Chess,

Ludo, Craft etc).

� Will organise “Nukkad Natak” on one of the evils of our society “Dahej Pratha” to

show the social evils related to education and to make people aware of them.

� Extension activities will be conducted on the following topics:-

� Tree plantation.

� Educate the girl child.

� Aware the people about using covered look’s its importance.

� Organizing of workshop to develop communication skills in teachers and

personality development.

3.4.4: Is there any project completed by the institution relating to the

community development in the last five years? If yes, give details.

The institution has completed following projects related to community

development:-

� Socio economic educational survey.

� Women empowerment.

� Pulse polio drive.

� Cancer Survey, Anti Tobacco Drives.

� Diabetes’s.

� Awareness on Save Environmental through tree plantation.

� Hypertension.

� Tuberculosis.

� To give respect to women


3.4.5: How does the institution develop social and citizenship values and skills

among its students?

In a professional institution, especially social work e.g. Pulse Polio Abhiyan,

Aware the students of related schools of teaching practice about pollution in the

surrounding. Cleanliness of yourself and our institution has adopted a number of

practices through which a sense of social and civic responsibility is inculcated.

They are stated below:

� While holding programme like house meeting and morning assembly,

different responsibility are assigned to the student teachers. They get opportunity

to organize programme indirectly under the guidance and supervision of house in

charge.

� The student teachers share different responsibilities in teaching preparing

teaching aids, drawing painting, card making, rangoli making, statue making

competitions etc.

� During the week members of house on duty perform various duties like

writing news and thought of the day, observing discipline in the library,

controlling and regulating the visitors.

� In previous years, student teachers are involved in plantation of tree and

decorative plants in the post and in this session pupil teacher are also involved in

plantation of trees.

� Various extension activities such as Adult Education, Environmental

Awareness, Social work, AIDS awareness etc. are organized to inculcate social

concern in the minds of the student teachers.


3.5: COLLABORATION:

3.5.1: Name the national level organizations, if any, with which the institution

has established linkages in the last five years. Details the benefits resulted out

of such linkage.

Following is the list of national level organization with which the institution has

established linkages:-

• Go’s

• Government Education Department and College of Education (DIET), Divisional

Board of Secondary Education, Alipurduar. W.B.

• N.G.O’s

1. Alipurduars Hospital.

2. Nursing Home

3. All India Pediatrics Association,

4. Lions Club

5. JCI

The details of benefits which resulted out of above linkages are as under:-

These types of linkages are obviously helpful for the benefit of the activities

organized by the motivates their pupil teachers to attend different activities

organized by the GO’s and N.G.O’s, They participate in Social service, work with

N.G.O. which is also create social and civilized qualities in our pupil teachers.

Overall such type of linkages also help in inculcate developed curriculum in the

institution and linkage with N.G.O’s and government agencies help in arranging

faculty exchange and academic development through teaching. These types of

linkage help in gaining experience, institution and feedback regarding various

teaching skills also. The students get training with modern equipments and ICT

enabled hardware/software such students are able to complete at National level for


getting jobs. Such type of linkages also promotes research activities in the

institution and promotes students for Social Welfare Programmes. These linkages

also help to develop National and International competency and expertise in our

students and members of the faculty. The linkage with National organization

encourages extension activates such as Seminars, Rallies, Social service etc. The

Student also gets trained with hands on experience in relevant schools during their

practice teaching. The institution has established a placement cell for promotion of

linkage with the institution and the schools in order to fulfill the needs of the

schools and better placement of our students.

3.5.2: What are the linkages of institution with the school sector? (Institution

School-Community networking)

The College has linkage with following;-

1. Vivekanand High school, Tufanganj ,Coachbehar

2. Kanuram Valika Vidyalaya,Chaparerpar,Alipurduar

3. Kamakhyaguri Girls High School,Alipurduar

4. Shantidevi Girls High school,Alipurduar

5. Salasalabari Model high school,Alipurduar

6. Majidkhana High school,Alipurduar

7. Kamakhyaguri High School,Alipurduar

8. Chikliguri High School,Alipurduar

9. Padmeswari High School ,Chaparerpar,Alipurduar

10. Andaranfulbari Harir Dham High School,Tufanganj,Coachbehar

11.N.N.M High School ,Tufanganj,Coachbehar

12.Bhatibari High School,Bhatibari,Alipurduar

13.Uttar Bhatibari Girls Hiogh School, Bhatibari, Alipuduar


3.5.3: Are the faculties actively engaged in schools and with teachers and

other school personnel to design, evaluate and deliver practice teaching? If

yes, give detail?

Yes, the member of faculty are actively engaged in schools and with teachers and

other school personal to design, evaluate and deliver practice teaching. The

principal of the institution appoints teacher educators in different schools during

practice teaching session. All the concerned faculty members discuss and plan out

whole practice teaching schedule with the head of the school. They actively

collaborate with teachers and other school personal to design the time-table of the

student teachers evaluation of student teacher organizing certain activities in the

school etc. Moreover, the faculty members interact with school to study their

emerging needs and provide appropriate solutions to their problem.

3.5.4: How does the faculty collaborate with school and other college or

University faculty?

The institution has a large number of linkages of research and extension activities.

Such linkage helps in training the faculty in the field of Research and Extension

Programmes in service of society. Such activities also provide value addition to

the academic programmes of the institution. As far as collaboration with schools

is concerned, the institution always is in links with the schools. Our students go

for teaching practice and keep in touch with school. Schools teachers always gives

guideline to improve the syllabus etc. and the seminars held in our college and

other colleges, conferences and work, shops are the part of linkages with other

colleges and the university authorities attend the Seminar and conference and

Workshop. The university authority will also interact with the colleges at the time

of external practical work and the institution provide consultancy service to other

institution/schools with regard to selection of teacher/staff and organizing special


lecture series in collaboration with experts from schools and other college or

university faculty to improve the quality of research in teacher education.

3.6: BEST PRACTICES IN RESEARCH, CONSULTANCY AND

EXTENSION

3.6.1: What are the major measures adopted by the institution to enhance the

quality of Research, Consultancy and Extension activities during the last five

years?

For Research Service:

To enhance the quality of Research, Consultancy and Extension activities the

institution has adopted following measures:-

� For Research Activities members of the faculty are encouraged to undertake

individual research projects.

� Institution encouraged the faculty members to increase their qualifications, Staff

guides, the pupil teachers to conduct action research in school setting during

practice teaching.

For Consultancy Service:

Regular Meeting with the Heads/Manager of local schools for improving school

education. Conduction guidance and counselling session in local schools. Deputing

the faculty to act as resource persons in orientation programmes for teachers and

heads of the schools and colleges.

For Extension Activities:

� Extension activities are an integral part of teaching programmes in the institution.

� Members of the faculty are encouraged to participate in extension activities.


3.6.2: What are significant innovation/good practices in Research

Consultancy and Extension activities of institution?

Research:

To promote research in the field of education and to extend this service to

stakeholders including research workers, teachers, teacher educators and

educational administrators, the process to establish a centre for innovation and

Research (CIR).

Consultancy:

The institution has established linkage with schools for research, training, campus,

placement and consultancy.

Extension:

Extension programmes like tree plantation, aware the villagers about save the girl

child, rallies on educate the girl child. Involvement with NGO’s and Go’s to help

the labour class children, Adult education etc. The various extension programmes

are planned and executed by the institution in collaboration with National and

local organizations such as Trust and Societies.


CRITERION IV: Infrastructure and L earning Resources:

Physical Facilities:

1. Does the institution have the physical infrastructure as per NCTE

norms? If yes, specify the facilities and the amount invested for developing

the infrastructure. Enclose the master plan of the building.

Yes, the college has all sort of physical infrastructures as per NCTE norms. The

total amount that has been invested for developing the infrastructure is Rs.

140.56247-00. The details of infrastructural facilities are given ahead:

(i) Ground Floor (DAYANANDA BLOCK): ,

Office, Enquiry room, Library, Sports room, Computer lab, Store Room, Theory

room, Aqua guard water, Auditorium, Examination Hall, Girls Common Room,

Boys Common Room. Educational Technology Science lab Room, Psychology

lab, Sick room.

(ii) 1st Floor (AUROBINDO BLOCK):

Principal office, H.O.D. Room, Directors Office, Staff Room, Work Experience

room, Meeting Hall, Language lab, Activity Room, ,Theory Rooms, Social

Science lab ,Aqua guard water.

2. How does the institution plan to meet the need for augmenting the

infrastructure to keep pace with the academic growth?

In order to keep pace with the academic growth, Geographical Society of North

Bengal, THANAMORE Bhatibari, Alipurduar, Pin code 736122 estimates the

requirements of essential infrastructure as per the norms of concerned regulatory

bodies. The required infrastructure is accordingly developed by at certain points;

the members seek suggestions from faculty members regarding infrastructural


requirements for the development of the same. All the developmental works

related to different sort of infrastructural facilities are carried out by Geographical

Society of North Bengal, THANAMORE Bhatibari, Alipurduar Pin code 736122.

3. List the infrastructure facilities available for co-curricular activities and

extracurricular activities including games and sports.

The Institute has huge ground for outdoor games like cricket, Football etc

.Separate Basket Ball, Volleyball and Badminton Courts beside the indoor game

facility such as carom, Chess and Table Tennis etc. Every year the Institute

arranges the Athletic meet in the institute. The institute takes full care of health

and hygiene of staff and students. The college campus provided with water cooler

attached with Aqua guard to provide pure filtered and cooled water to staff and

students.

4. Give details on the physical infrastructure shared with other

programmes of the institution or other institutions of the parent society or

university.

NIL

5. Give details on the facilities available with the institution to ensure the

health and hygiene of the staff and students (rest rooms for women, wash

room facilities for men and women, canteen, health center, etc.)

Following facilities are available with the institution to ensure health and hygiene

of staff members and students:

• Common room for girls.

• Water facility on every floor.


• Wash rooms on every floor 5 For Girls and 5 for boys

• Canteen facility available in the Ground Floor.

• Sick Room available for students and Doctor visit in the college time to time

for the medical checkup of the students.

6. Is there any hostel facility for students? If yes, give details on capacity, no.

of rooms, occupancy details, recreational facilities including sports and

games, health and hygiene facilities, etc.

Yes, ‘Hostel Facilities available for Boys and Girls. Capacity: Male 50 Female: 50

Hostel facilities for teaching staff Capacity: 15 & Residence of Principal/H.O.D:2

including Games and Sports facility are available.

4.2 Maintenance of Infrastructure

1. What is the budget allocation and utilization in the last five years for the

maintenance of the following? Give justification for the allocation and

unspent balance if any.

How does the institution plan and ensure that the available infrastructure is

optimally utilized?

T

h

e

i

n

f

r

a

Sr. No. Facility Amount invested during Last three Years

14-15 15-16 16-17

1 Building 8336=00 620075=00 1326929=00

2 Laboratories 4740=00 31350=00 13462=00

3 Furniture 558=00 32505=00 69541=00

4866=00 4 Equipments 1245=00 252687=00

5 Computers 9367=00 15800=00 150000=00

6 Transport

/Vehicles

36600=00 123439=00 357124=00


Infra-Structure is used regularly and for maximum possible duration per

week throughout the year. The infrastructure is extensively used for academic

activities and organizing various co-curricular activities so that varied learning

experiences can be provided to the students.

How does the institution consider the environmental issues associated with

the infrastructure?

During the construction of college building, no trees located in college land have

been cut down. The college campus is no smoking zone and use of polythene bags

is prohibited in the college campus. For beautifying the college campus, campus

beautification committee has been constituted by the college which is responsible

for raising small lawns and maintaining plants and flower pots in the institution so

that the campus looks attractive and beautiful. The dustbins have been placed in

the campus of the institution for placing garbage and waste materials. The

committee functions with the assistance of other students of all programmes to

keep college campus clean and green.

4.3 Library as a Learning Resource

1. Does the institution have a qualified librarian and sufficient technical staff

to support the library (materials collection and media/computer services)?

Yes, the college has appointed a qualified librarian who is M.Lib. and assistant

librarian B.Lib.The staff is as per NCTE norms and responsible for library works

like cataloguing, issuing and deposit of books, maintaining visitors’ register etc.

2. What are the library resources available to the staff and students?

(Number of books-volumes and titles, journals-national and international,


magazines, audio-visual teaching-learning resources, software, internet

access, etc.).

The details of library resources available to the staff members and students are

given here under:

Total No. of Books -5308

Total No. of Titles -1230

Text Books -4337

Reference Books -520

School Books -400

Text Books (Book Bank) -332

M. Ed. Dissertations -45

Encyclopedias -21

Dictionaries (Gen. /Subject Specific) -05/03

Total National Journals Subscribed -11

Total International Journals Subscribed -02

Total Magazines Subscribed -04

Total No. of Newspapers Subscribed -04

Online Journals -10

Video-cassette -00

Audio cassette -15

C.D -10

Data base C.D. -10

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.

Yes, the institution has developed a mechanism to review the library resources.

For this purpose, Library Advisory Committee has been framed under the

responsibility and charge of librarian. For purchasing new books or subscribing

additional journals, newspapers, magazines to the library, a final list is prepared

after discussion with faculty members and placed in the meeting of library

advisory committee. After the recommendation of library advisory committee, the

final list of required materials is submitted by the head of the institution to the

office of Director for final approval as well as purchase order.

2. Is your library computerized? If yes, give details.

Although, the library is not computerized completely but Semi computerized

through a specific ‘Library Automation Software’. However, the institution is

making the library records computerized through entry of library books and other

resources in MS-Excel programme. Some online Journals have been subscribed

by Institution for the help of research scholars.

3. Does the institution library have Computer, Internet and Reprographic

facilities? If yes, give details on the access to the staff and students and the

frequency of use.

The library has one computer for maintaining the records of library books.

Internet facility is available in the library. Although, reprographic facility is not

available in the library but, the same facility is provided to the students and staff


members in the college office Access to library is very easy and simple. The

students along with their library-cum-identity cards put signatures on visitors’

register and enter. Although, the books are placed in locking book cases but can

be easily accessed by staff and students. The books are catalogued author-wise in

the library and everyone can locate any book easily. Further, library books are

placed course/subject-wise for easy accessibility and use.

The reprographic/Xerox facility is used by students and staff members as

per their own requirements. The teachers can get their study material Xerox free

of cost from the office. The internet facility is used by staff members and students

for searching respective study material from computer laboratory.

4. Does the institution make use of Inflibnet/ Delnet /IUC facilities? If yes,

give details.

Nil

5. 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 college library remains open and functional on all working days (except

Sundays, gazette holidays and vacation periods) in an academic year. The working

hours of the college library are from 9:00 AM to 4:00 PM (8 hours per day).

6. How do the staff and students come to know of the new arrivals?

The staff and students come to know about the new arrivals through the arrival

section. The books, journals; magazines are displayed on this section. The staff


also informs the students about the new arrivals or it can be informed to students

through notice displayed on the notice board.

7. Does the institution’s library have a book bank? If yes, how is the book

bank facility utilized by the students?

Yes, the college library has a book bank facility which was started from the

session 2009-10. The books from book bank are issued to the needy students on

the basis of their economic status. A total of four books from book bank are issued

to the needy students for whole academic session. Such students can also issue 5

books from the main library at the same time for a period of 14 days. Certain

students are allowed by the principal to issue more books from the library on the

basis of their performance in class activities and recommendations of concerned

faculty member.

8. What are the special facilities offered by the library to the visually and

physically challenged persons?

A) For the physically challenged persons additional books and reading materials

are issued on long term bases.

B) For visually/physically challenged persons personnel assistance is being given.

4.4 ICT as Learning Resource

1. Give details of ICT facilities available in the institution (Computer lab,

hardware, software, internet connectivity, access, audio visual, other media

and materials) and how the institutions ensures the optimum use of the

facility.


The college has well-established and functional computer laboratory with

25 computer systems. The configuration of these systems is P-IV and some old

systems have P-III configuration. A total of 15 systems have CD/DVD facility and

10 systems have FDD facility. The major software programmes that are available

in the computer laboratory are MS-Office, Adobe Acrobat Reader. The computer

systems have power back up supply with UPS facility. The 15 computers systems

are connected in LAN and have internet connectivity.

The staff members make use of computer facilities as per their own requirements

for preparing their MS-PowerPoint presentations. Some teachers who are

undertaking researches for higher academic degree use computers for typing their

research works. Some teachers of college have learned computer operating skills

through regular use of computers in the laboratory.

The students are given practical knowledge of computer operations in this

laboratory. The students in small groups are given practical training in computer

laboratory during micro teaching sessions. The students who already possess

computer skills are involved during this practical training to provide skills to other

students for promoting peer group learning. The computer laboratory remains

open for the whole day and can be accessed by the students at any time.

2. Is there a provision in the curriculum for impartin g computer skills to all

students? If yes, give details on the major skills included.

In the subject of work education and work experience (theory) in B. Ed.

programme,. The following major skills are included in the curriculum of this part

of computer applications:

(A)

I. Meaning of Computers, hardware, software.

II. Operating systems, Windows and their utility.


III. Computer aided learning and ways of using computers in

education.

IV. MS-Word, MS-Excel, MS-PowerPoint.

V. Safe use of Internet and E-mail.

VI. Virus management.

VII. Using computers in educational planning and management.

(B)

(i) Internet skills used for E-mails

(ii) How to make searches and download the data etc.

(C) The use of various devices such as CD-ROM CD Writer, Printer, Scanner

and Pen Drive.

(D) Knowledge of Networking is also provided to students which covers the

functions of computer networking.

(E) Students know the functions of window operating system.

In M.Ed. curriculum, there is no provision for imparting computer skills to

the students. Yet, the college provides practical training to M.Ed. students

regarding basic computer operating skills, use of MS-word, data entry in MS-

Excel, creating graphs and applying simple statistics through MS-Excel.

3. How and to what extent does the institution incorporate and make use

of the new technologies/ICT in curriculum transactional processes?

The teachers make use of PowerPoint presentations and Digital projector

in the curriculum transaction process as per requirement in their concerned

subjects. The faculty members employ discussions, team teaching and seminar

presentation as communication strategies during curriculum transaction process.

The students are given training in use of PowerPoint presentations and Digital

projector during micro teaching but due to time constraints (short academic


session due to delay in admissions by concerned affiliating body), it is not

possible for the students to make use of Digital projector and PowerPoint

presentations in more number of lessons during micro teaching sessions. The

students are provided learning experiences in language laboratory with regard to

its application in developing linguistic skills among school students.

4. What are major areas and initiatives for which student teachers use /adopt

technology in practice teaching? (Developing lessons plans, classroom

transactions, evaluation, preparation of teaching aids)

(I) Students prepare the teaching aids such as Charts, Models Slides,

Transparences and power point presentation.

(2) Over Head Projector is used to display the Slides, Transparences and

power point presentation.

(3) To improve listening skills, pronunciation of student’s audio cassette

are used by pupil teachers.

(4) Educational CD’s are used as supplementary teaching aids.

4.5 Other Facilities

How is the instructional infrastructure optimally used? Does the

institution share its facilities with others for e.g.: serve as information

technology resource in education to the institution (beyond the program), to

other institutions and to the community.

The instructional infrastructure is used regularly and for maximum

duration per week throughout whole academic session for the purpose of

curriculum transaction. Student teachers of B.Ed. are provided practical training in

different methods laboratories under the guidance of M.Ed. students (mentors) and

supervision of teacher in charge. The students are encouraged to visit library and


consult books for preparing their assignments, notes, lesson plans etc. No the

institute does not share its facilities with others.

1. What are the various audio-visual facilities/materials (CDs, audio and

video cassettes and other materials related to the program) available with the

institution? How are the student teachers encouraged to optimally use them

for learning including practice teaching?

Following audio-visual facilities are available with the college to provide

varied learning experiences and practical training to the students

• O.H.P -2

• SLIDE PROJECTOR` -1

• D.L.P -1

• T.V -2

• D.V.D -2

• VIDEO GAME -1

• AMPLIFIRE -1

• AUDIO CASSET RECORDER -1

• V.C.D -10

• C.D -45

• VIDEO CASSETS -15

• LESSON PLAN CD -15

• EDUCATIONAL CD -20

• SELF ISSTRUCTIONAL MATERIALS, CHARTS, MODELS, SLIDES.

The students are motivated by faculty members to make use of these A-V

aids during micro teaching/simulation sessions. The students are explained about

advantages of using audio-visual materials during teaching-learning process. The


skill of using audio-visual aids has been integrated with other teaching skills

during micro teaching. The students are given feedback on the use of audio-visual

materials in teaching-learning process. The faculty members themselves use these

aids during curriculum transaction process. The student teachers make use of

Digital projector, PowerPoint presentations during micro teaching sessions.

However, during practice teaching, it is not possible for the student teachers to use

modern electronic gadgets due to lack of basic infrastructure facilities in the

schools.

2. What are the various general and methods Laboratories available with

the institution? How does the institution enhance the facilities and ensure

maintenance of the equipment and other facilities?

Following laboratories are available in the institution:

(i) Educational Technology Lab.

(ii) Educational Psychology Lab.

(iii) Computer Lab.

(iv) Science Lab.

(v) Language Lab.

(vi) Social Science Lab.

(vii) ICT resources centre

(viii) Tutorial Room

For enhancing the facilities and ensuring maintenance of equipments in the

laboratories, the requirements are given by the concerned laboratory in charge to

the principal (either written or verbal information). The same is forwarded to the

Director for approval and afterwards, requisite articles, materials and equipments

are provided to the institution. For proper maintenance of equipments and

materials in different laboratories, one teacher has been given charge and


responsibility of one laboratory that is responsible for maintaining proper records

of equipments and materials in laboratories.

Give details on the facilities like multipurpose hall, workshop, music and

sports, transports etc. available with the institution.

Following facilities are available in the institution:

(i) Multipurpose Hall Interior decoration with drawing and painting.

(ii) Sports Room.

(iii) Various Musical Instruments.

(iv) Work Experience Room.

4. Are the classrooms equipped for the use of latest technologies for teaching?

If yes, give details. If no, indicate the institution’s future plans to modernize

the classrooms.

All the classrooms are well ventilated, airy, well lighted and fitted with electric

tubes/CFL, ceiling fans and electric extension connections Cameras. Yet, the

classrooms are not equipped with modern technologies, however, LCD projector

with computer system is used in multipurpose/seminar hall and Digital projector is

used in one classroom for regular use.

4.6 Best Practices in Infrastructure and Learning Resources

1. How does the faculty seek to model and reflect on the best practice in

the diversity of instruction, including the use of technology?

The faculty members make effort to provide interesting and different

type of learning experiences to the students by applying different methods and

techniques of training. Seminars, group discussions, class quizzes, team teaching

are conducted by the faculty members to develop reflective and critical thinking

among students. Faculty members collaborate and coordinate with each other in

planning and organizing various academic and co-academic activities. The


decisions related to various aspects of teacher training are taken by mutual

consensus among faculty members and planning is done in advance through

cooperative manner. The duties and responsibilities to faculty members and

students are distributed on the basis of willingness. These plans are then

implemented through team efforts. In addition to this, the faculty members use

modern communication technologies and strategies during curriculum transaction

process. Remedial instruction is provided to weaker students and high achievers

are provided additional academic guidance and help by the faculty members.

Different co-curricular activities and extension activities are organized to give

diverse learning experiences to the students and provide the subject related latest

information, knowledge to the students. Make use of E-mail and web site (for

coming activities if required) and searching on internet for handling the queries.

2. List innovative practices related to the use of ICT, which contributed to

quality enhancement.

(i) Use of group discussions, seminars, class quizzes team teaching by teachers.

(ii) Use of Digital projector, LCD presentations by teachers.

(iii) Training in computer operating skills.

(iv) Use of language laboratory in providing training to develop communication

skills

(v) Power point presentations are prepared by the students and teachers and then

these are used by them in their school practices.

(vi) Transparencies are prepared by teacher educators and pupil teachers.

(vii) Educational CD is used to supplement the knowledge of the pupil teacher as

well as staff members.

(viii) Research work related to faculty is done in the ICT lab by the lecturers.

(ix) Typing and other financial aids are given to the faculty.


3. What innovations/best practices in ‘Infrastructure and Learning

Resources’ are in vogue or adopted/adapted by the institution?

(i) Book bank facility for poor and needy students.

(ii) Academic help and guidance for weak as well as advanced learners.

(iii) Provision of teaching aids and TLM available in the institution for their use

during pre-practice teaching sessions and practice teaching sessions.

(iv) Institution has different method laboratories where students are provided

practical training in various aspects of teaching-learning process under the

mentors (M.Ed. students) and overall guidance and supervision of concerned

teacher in charge.

The institution is equipped with 36 computers and accesses of internet facility to

achieve the following objectives:

Objectives of the Practice:

To familiarize the students with the computers, to impart latest information in

them and to compare with the technologies of the world, it will help them to

develop higher order thinking skill in them. It will help to make their teaching

effective and interesting while using technologies in the classroom .Infrastructure

and learning resources are helpful in to bring change from teacher centered to

learner centered education. It will also helpful to provide more opportunities to

students in multiple ways to discovering , creating and communicating

information in various formats and voice .It build help to expose teacher trainees

to the latest knowledge so that they can update themselves and transmit the same

to their students.


Description of practice:

i) In the beginning of the session, orientation programme is organized, in

which all the faculty members introduce the syllabus and related subject to the

pupil teacher. It is use of technology in classroom. Instruction is also introduced to

the students. Students are motivated to use technology in teaching during the

B.Ed. course.

ii) Time to time workshop on computer is organized for the pupil teacher to

aware them about the basic use of computers. It will help them to impart the

knowledge of MS-Office, Power Point, Net surfing and E-mail etc.

iii) Open discussion takes place with the teachers. Trainees are divided into

subject wise groups. Then the students of each group make practice in the use of

technology in variety of ways like demonstration, quiz, interactive presentation

etc.

iv) Besides teacher- trainees, teacher educators also make use of technology in

their presentations at seminars and conferences and developing multimedia

material as well.

v) As a result of using new technology, we find that a quality of instruction was

used. New direction in the use of ICT emerged and our faculty members started

using ICT in their presentation. Internet facility makes it easier.

vi) As far future planning related to ICT is concerned, we are planning to invite

experts working in various areas of ICT to impart/ aware us about new inputs in

the application of ICT in teacher education and planning to organize training

programmes for in-service teachers, also to update their knowledge and to enable

them to use instruction in day to day in the class room.


CRITERION (V): STUDENT SUPPORT AND PROGRESSION

5.1: STUDENT PROGRESSION

1. How does the institution assess the students’ preparedness for the

programme and ensure that they receive appropriate academic and

professional advice through the commencement of their professional

education programme (Student’s pre-requisite knowledge and skill to

advance ) to completion?

(i) The B.Ed. / M.Ed. Students are admitted according to the procedure as laid

down by the Government /NCTE /University and as of now the eligibility

condition is pass in B.A/B.Sc./B.Com with 50%marks to get admission for the

B.Ed. Course and for M.Ed. the eligibility Condition is pass in B.Ed. Course with

45% .Students are admitted on the basis of their merit In Entrance

Exam/counseling by university.

(ii) An Orientation programme is conducted at the start of the academic session in

which the teachers interact with the students and aware them about the syllabus

and about practical work. They are suggested by the faculty to study effectively so

that they are benefited from the course not only academically but practically also.

On the other hand the pedagogical skills and other requisite qualities that a teacher

should possess are discussed and the students are motivated to acquire these

qualities.

2. How does the institution ensure that the campus environment promotes

Motivation, Satisfaction, and Development and Performance Improvement of

the students?

The institution provides healthy environment in the campus which promotes

motivation, satisfaction and performance improvement of the students in the

following ways:


(i) Enrichment programmes in the form of workshops, Seminars are organized

in the institution.

(ii) Use of ‘ICT’ in Teaching is introduced and students are making power point

Presentation.

(iii) Importance of the clean environment was discussed through slides in the

class room.

(iv) Personality development programs are organized once in the session.

(v) Continuous group discussions are done for personality development and to

give knowledge of computers and language.

(vi) Placement Cell is there to place the students in different school/college.

(vii) Seminars and extension lectures are arranged to improve their knowledge

from time to time.

(viii) The institution provides books and reading material from the library to the

students for preparation of their higher studies and for competition exams.

Employment news and current magazines are provided in the library for updating

general knowledge. Free internet facility is provided to the students and the

faculty.

3. Give gender wise- drop-out rate after admission in the last five years and

list possible reasons for the drop-out. Describe (if any) the mechanism

adopted by the institution for controlling the drop out?

Drop-out rate is very low because of self- financing nature. However, if certain

students drop out from the programme due to family or other personal problems,

then the college administration makes contact with the parents/wards of the

concerned student and tries to assist them in solving their problem. If the problem

is related to course fee, then certain relaxation in fee is given by management.

However, it is important to mention that no relaxation in attendance is given to the


students during their course period. The gender-wise drop-out rate for different

years is given here ahead:

T

h

reasons for drop-out are possibly Marriages and selections in different jobs.

4. What additional services are provided to students for enabling them to

compete for the jobs and progress to higher education? How many

Students appeared/qualified in SLET, NET, Central/State services

through competitive examination in the last two years?

(I) All the time of teaching practice, Principal of the schools are contacted for the

placement of the student teacher.

(ii) Students are encouraged to participate in co-curriculum activities organized by

the institution and other institution to develop their personality.

(iii) They are provided extra reference books/journals/magazines.

(iv) Mock test and interview are conducted to build up confidence among the

students.

(v) Institution motivates them for higher education and competitive exams for job.

Year Total Number of students admitted Number of drop-out

2012-13 B.Ed. -- Nil

2013-14 B.Ed. -- Nil

2014-15 B.Ed. --- Nil

2015-16 B.Ed.

M.Ed.

100

50

05

2016-17 B.Ed.

M.Ed.

100

50

Nil

13


(vi) Institution is continuously kept in touch with the previous year’s students.

The number of students who qualified the different competitive Examination.

5. What percentage of students on an average go for further studies /choose

teaching as a career? Give details for the last three years?

After passing out B.Ed. /M.Ed. course some of the students go for their higher

education in different courses i.e. M.A/M.Com/M.Sc./M.Ed./ M.Phill. and Ph.D.

Some of the students choose teaching as a career.

6. Does the institution provide training and access to library and other

education related electronic information, audio/video resources, computer

hardware and software related and other resources available to the student

teachers after graduating from the institution? If yes, give details on the

same.

Yes the institution has own software in the library and other education related

electronic information and other resources to the students during the session as

well as after graduating from the institution.

Year SLET/NET/STATE Center Services SLET

2015-16 00 00 0

2016-17 00 00 0

Year Total No. of

Students

Joined for

Higher Studies

Joined as Teacher Self- Employed

2014-15 -- -- --- --

2015-16 150 -- --- ---

2016-17 300 --- --- ---


(i) The institution has adequate equipment’s like Digital projector , DLP projector

,Slide Projector , Camera, Cassette Player, Computer , Colored TV ,DVD player,

Mikes , Transparencies, etc.

(ii) The institution give first hand training to the trainers with regard to handling and

operating of Audio Visual equipment provided by the institution to the students.

Computers are used by the student and by the faculty members whenever needed.

The books and the materials like models of statue making in previous years in

provided to the students whenever they are required.

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, Institute has its own placement cell, which is responsible for organizing the

placement of the student in the nearby schools. It is not possible for the college to

get the college students placed in service in these govt. schools. But we supports

for placements in Private institution. In previous three years appox.112 students

were placed.

8. What are the difficulties (If any) faced by the placement cell? How does the

institution overcome these difficulties?

(i) The main difficulty which is faced by our placement cells or by the nearby

schools, is that our session generally ends between July and August where as

mostly teacher required in schools are in the start of their session that is in the

month of March.

(ii) We have also approached the university regarding the change in their session

schedule so that our students get maximum benefits.


9. Does the institution have arrangements with practice teaching schools

for placements of the student teachers?

Yes, all the schools where students undergo practice teaching are government.

10. What are the resources (financial, human and ICT) provided by the

institution to the placement cell?

We provide the resume of the students according to their subject along with our

views. We also provide them the college resources like computer,

Telecommunication, stationary, for off campus interviews etc. any other lab

equipment as per their needs.

5.2: STUDENT SUPPORT

1. How are the curricular (teaching-learning process), co-curricular and

extracurricular programmes planned, (developing academic calendar,

communication across the institution, feedback) evaluated and revised to

achieve the objectives and effective implementation of the curriculum.

The curricular, co-curricular and extracurricular programmes are planned,

evaluated from time to achieve the objectives and effective implementation of the

curriculum as under:

(i) The institution develops an academics calendar by preplanning the annual

schedule. It includes the date for celebration of educational programmes.

Examination schedule curricular activities, extension lectures, important days and

schedule of micro and real teaching.

(ii) In the beginning of the session, orientation day is organized in which faculty

members and principal of our college welcomes them warmly and aware them

about the course, papers, practical and about the other co-curricular activities

among the student trainees.


(iii) Faculty members aware those as regard to the institution’s comprehensive

teacher trainee programme to promote the interest for curricular and co-curricular

activities among the student trainees.

(iv) Institution organizes various extension activities seminars, programmes on

computer applications in college time to time.

(v) Institution also impart knowledge about , how to use equipment like Digital

projector, slide projector, DVD players, ICT is the part of our syllabus as

compulsory practical and is also the part of our time table.

(vi) Academic calendar and time table is displayed on the notice board at the

beginning of the session.

(vii) On the other hand institution always aims at the development of personality

of its students to make them effective and competent teacher as well as

responsible citizen. Each trainee is involved in various activities in the college

which help in developing their talent in the respective field of their interest.

Following activities are the part of institution:-

(viii) Our 300 students are divided into six houses. Each house organizes

the activities on the weekly basis and they are responsible to organize morning

assembly, arrangements in the class room in their duty week. Through weekly

morning assembly, it will help to inculcate the different values among students

which are as following :-

(ix) Thought of the day.

(x) Recitation of pray and National anthem.

(xi) Presentation of self composed poems and articles on national issues.

(xii) Celebration of important days like Independence Day, Gandhi Jayanti,

Republic day.

2. How is the curricular planning done differently for physically

challenged students?


There is no specific procedure adopted for curricular planning in respect of

physically handicapped students. However, the teachers try their best to ensure the

participation of such students in academic as well as co-academic activities along

with other normal students of the college.

3. Does the institution have mentoring arrangements? If yes, how is it

organized?

Yes, the institution has mentoring arrangements. Our college has 300 students in

B.Ed. and M.Ed. These 300 students are divided into 6 sections. These six

sections have a monitor in the class, who will represent the class. All these six

sections are further divided in 6 houses. Each house has a group of 50 students

and has been assigned to a mentor known as a house in charge who remains in

touch with them throughout the session monitors, find out the potential of his

group students in different areas and encourage them to participate in various

curricular and co-curricular activities. Mentors are also responsible for helping

them in solving their personal or academic problems during the session.

4. What are the various provisions in the institution, which support and

enhance the effectiveness of the faculty in teaching and mentoring of

students?

(i) The institution provides various provisions, which will support and enhance

the effectiveness of the faculty in teaching and mentoring of students. Institution

organizes Seminars, Conferences, Campus Interviews, Workshops, exhibitions

etc. regularly for the professional growth of the faculty. Above all institution

allows the faculty members and to the students to use the equipment and internet

facility whenever they are required for the official or as far as the personal use.

(ii) Institution encourages the faculty to undertake individual research projects in

teacher education and teacher are given academic leave for attending seminars.


Adjustments are made in teaching schedule to meet their requirements for

professional growth. Most of the members of the faculty are given chance to

engage themselves in research work, various journals and Magazines are available

in the library and teachers have easy access to them to update their knowledge.

The faculty members are encouraged to acquire higher qualification, like M.Phill,

Preparation of NET and Ph. D. etc.

5. Does the institution have its website? If yes, what is the information

posted on the site and how often is it updated on?

Yes, the institution has its website.

Named-www.edbdtc.org

The following information is posted on the site:

Introduction of the Institute

� Missions,

� Vision

� Values

� Courses

� Course Curriculum

� Admission Procedure as per University direction

� Academic Calendar as per University direction

� Society

� Common facilities/silent features

The website of the institution is updated on from time to time.

6. Does the institution have a remedial programme for academically low

achievers? If yes, give details.


Yes, institution has a remedial programme for academically low

achievers which are given below:

(i) Week students are observed by the teachers and feedback is given to them by

the faculty time to time.

(ii) Through house examination teachers are able to find out the low achiever than

remedial work is done in the class.

(iii) Personal guidance by the subject teacher is given.

(iv) Group formation is done. High achieves helps the low achievers in their

weaker areas.

(v) The institution provides extra coaching and counseling service to support low

achievers. Through counseling and personal guidance they are guided properly to

keep pace with other students.

7. What specific teaching strategies are adopted for teaching?

(a) Advanced learners

(I) No doubt, advance learners are those who are above intelligent level.

(II) The advanced learners are given special assignments and opportunities

to learn more through individual discussion beyond classes. Subject teacher make

them group leader and they help the week students to come up to the mark. Such

learners are given extra assignments. Case studies and discussion that help to

satisfy their quest for learning. They are also involved in institutional and other

activities like extension activity, house activities and other co-curricular activities

e.g. conducting morning assembly, anchoring the programmes, etc. Some time

they help the faculty members wherever they needed.

(b) Slow learners

The slow learners are given personal/ remedial coaching. Teachers are

giving them feedback time to time. Through house examination teachers are able


to find out low achievers and institution plan the remedial work for them. In the

classroom particular subject teacher in which a student is weak, try to give

personal guidance and try to solve their problems. Remedial material is provided

to slow learners. Counseling is done by the teacher. Groups are made and high

achievers are the group leader, who tries to cope up with the low achievers and do

the remedial work. Extra coaching is also given to them.

8. What are the various guidance and counseling services available to

the students? Give details.

The principal and members of the staff provide guidance and counseling to

the students at different stages as under:

(i) Before admission, when a desired candidate come to visit the institution and

meets the faculty and the principal.

(ii) At the time of inauguration of the session, when orientation day is organized

in the institution for academic guidance and counseling to the newly admitted

students to enable them to choose their Subject/Options/Activities.

(iii) Time to time guidance is given for how to use electronic media as a medium

of instruction or as a better teaching aids in the teaching profession.

(iv) The faculty members provide guidance and counseling to student teacher to

solve their problems related to their teaching subjects etc.

(v) A grievance cell is there to guide the students during the entire course.

(vi) Institution provide time to time personal or professional counseling to

students for higher education or what they should opt for higher studies in their

future or which may be beneficial for them.

(vii) Time to time counseling is provided in the areas of sports and curriculum

also.


(viii) Institution organize mock interview to prepare the students for campus

interview.

(ix) Counseling is provided by the institution for cracking the competitive

exams.

9. What is the grievance redressal mechanism adopted by the institution

for students? What are the major grievances redressed in last two years?

Yes, the grievance redressal mechanism is adopted by the institution for students.

There is a grievance cell in the institution which is headed by the Principal and

two senior faculty members and six house in-charges are the members of the cell.

The students who approach the cell with their grievances are listening patiently

and genuine grievances are redressed & counseled according to nature of

grievance. Suggestions/grievances are checked periodically.

10. How is the progress of the candidates at different stages of programmes

monitored and advised?

(i) The faculty members keep the record of the students. Class tests and unit are

conducted in the class room by the subject teacher to check their progress.

(ii) Half yearly Examination is conducted to check the performance of the

students which will help to find low achievers.

(iii) Extra attention is given to the weaker students. Students who are weak in

their studies are given additional help and guidance remedial coaching in the

vacant periods.

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?


To ensure competence of students to begin practice teaching following measures

are adopted:

(i) Micro teaching skills are practiced in the college on various micro skills in

both ways practically as well as theoretically.

(ii) Students are explained the pedagogical analysis of method courses.

(iii) Objective of the different (areas) topics are explained to the students.

(iv) Quality of teaching aids should be best, it is also explained.

(v) They are explained the technologies of lesson planning of different subjects.

(vi) The students are explained the concept of mega teaching and teaching under

simulated conditions followed by practice of mega lessons.

5.3: STUDENTS ACTIVITIES

1. Does the institution have an Alumni Association? If yes,

(i) List the current office bearers.

(ii) Give the year of the last election.

(iii) List Alumni Association activities of last two years.

(iv) Give details of the top ten alumni occupying prominent position.

(v) Give details in the contribution of alumni to growth and development of the

institution.


1. Yes, the institution has an Alumni Association. The list of the current office

Bearers are as under:

(i) Parton - Dr. Sanatana Mohanty

(ii) Lecturer In charge- Moumita Banerjee

(iii) Lecturer co-In charge – Ashis ghosh

(iv) President - Sujan Sarkar

(v) Vice-President - Jibonangshu Dey

(vi) General Secretary - Uttam Kumar Das

(vii) Executive Members

1. Joyeta Dutta

2. Anup Kundu

3. Bholanath Majumdar

4. Hironmoy Das

5. Badal Roy

6. Janardan Bhowmik

9. Bula Dey

10. Atanu Das

(viii) Local secretary :Subhasis Sarkar

1. The association was framed in December, 2011 and the executives were elected

with mutual consensus.

2. EASTERN DOOARS B.ED. Training College conducts alumni meets in the

month of March, every year till date we organize one meeting.

1st Meeting March 10,2016

2nd Meeting March 10,2017(purposed)


3. The old students have given many suggestions for improving the functioning of

college and have promised to make their contribution in enhancement of quality

education in the college in future.

2. How does the institution encourage students to participate in

extracurricular activities including sports and games? Give details on the

achievement of students during the last two years.

The institution encourages the students to participate in extracurricular activities

including sports and games are as follows:-

1. Institution gives awards/Prizes/Trophies to the students. Motivation to the

participant is also given.

Sr. No. Name of Member Designation

1. Hira Talukdar Asstt. Teacher

2. Manoj Kumar Oraon Asstt. Teacher

3. Prabhat Chandra Das Asstt. Teacher

4. Samrita Das Asstt.Teacher

5. Mrinmoy Nag Asstt. Professor

6. Pranab Kumar Roy Asstt. Professor

7. Firdos Zamin Asstt. Teacher

8. Subhasis Sarkar Asstt. Professor

9. Dipak Das Asstt. Teacher

10. Janardan Bhowmik Asstt. Teacher


2. Institution provides all guidance facilities, material and kit etc. for the

sports of their interest.

3. Students who participate or win will appreciate in morning assembly.

4. Students teacher who actively participated in the different activities are

further involved in organizing and sharing responsibilities and participants are

given extra coaching to keep their regular studies up to date.

3. How the institution dies involve and encourage students to publish

materials like catalogues, wall magazines, college magazines, and other

material. List the major publications/ materials brought out by the students

during the previous academic session.

1. Slogan writing.

2. Poster making

3. Creative and other out works are displayed on notice board.

4. Students are grouped in various houses.

5. Notice board is allocated to different houses in the college. They decorate it

according to occasion i.e., all festivals. Important days, quotations etc.

4. Does the institution have a student council or any similar body? Give

details on constitution, major activities and funding.

Yes, the institution has a student council. The major activities of council are as

follows:

1. In the institution for better results group leaders are chosen for different

activities for off and on the campus.

Under the supervision of these group leaders following activities are done:-

2. Blood donation camp.

3. HIV Aids Awareness.


4. Tree plantation.

5. Discipline in the institution.

6. Organizing education tours.

7. Making proper arrangements for extension lectures.

8. Organizing talent search competitions.

9. Duties are assigned for cleanliness of the washroom, water. Facilities. Duty

chart are displayed in the washrooms.

10. The college provides the all desired funds for all activities.

5. Give details of various bodies and their activities (academic and

administrative), which have student representation of it.

The following bodies have students’ representation with activities because

institution is maintaining different committees and cells involving the students as

part of it:

• Grievances Cell

Institution is running a grievance cell for this program, Intuition has place a

grievance suggestion box. Students write their grievances suggestion and put it in

box. After every fifteen days’ grievance committee open the box , read the

suggestion and grievances and act accordingly .

• Extra Co-curricular activities

Institution deals with various co-curricular activities like celebration of

important days’ Republic Day , Independence day , Diwali , Holi etc. Many

competition are organized on their house basis for such types of house

competition group leaders are chosen and they are responsible for their

work . Many competitions like Rangoli Making , flower arrangement , poster

making , gardening , and recycling of waste materials were done as house


competition , every house leader and house in charge is responsible for such

type of competition . Organizing seminar is also the part of extra co-curricular

activities.

• Administrative Work.

Practice Teaching:

During the teaching practice in different school, schools wise observational or

supervision of the pupil teacher duties are organized to the faculty members

with the students . Students responsibilities include preparing of time table

with the help of their teacher In charge and they deals with the students of

the school and participated in the school activities like morning assembly ,

discipline of the students , preparing of effective teaching aids which will help

them to be a proper teacher . Some time pupil teacher uses laptop as a

teaching aid in the class room to show their power point presentation , paint

brush presentation etc.

• Campus maintenance and upkeep of campus.

Students are also assigned the duties to maintain the campus building and of

the surrounding areas . House wise duties are assigned on weekly basis and

group leader and teacher in charge of the house is responsible to assign the

duties further to the other group students duties like maintaining the

cleanliness of the building , (washroom, canteen, Black /white board , Notice

Boards, Sports room , water facilities etc. ) and duties are divided in the

students they are also responsible for the upkeepment of the plants and

grounds etc.

• Project Work

Students worked with various projects like woman empowerment ,

environment , diseases like cancer , diabetes , hypertension , polio etc. Students

visit to their surrounding areas and collect the data. On the other hand for the


fulfillment of different psychological test students visit in their surrounding

and try to solve the psycho tests .

5.3.6:Does the intuition have a mechanism to seek and use data

and feedback from its Graduates and from employers to improve the

preparation of the programmme and the growth and development of the

institution?

Yes, the institution has a mechanism to seek and use data of feedback from its

graduates and employers to improve the preparation of the programme and the

development of institution.

1. The feedback obtained from the student regarding course content, and teachers.

At the end of the session, feedback is taken from the students about their

experience and about campus and on receiving feedback from the student’s

teacher. The members of faculty are informed to improve their performance and

try to implement the suggestion, which is required.

2. In the formal and informal meetings peers interact with each other and do

analysis of their Strengths, Weaknesses. In the light of students and peer feedback

the principal with faculty members, prepares need based college programmes and

assign duties keeping in mind the potentialities and capabilities of the teacher

educators.

3. Institution has also mechanism to obtain feedback from the teacher. Faculty

members given suggestions and management, try to fulfill the suggestions and

requirement.


5.4 BEST PRACTICES IN STUDENT SUPPORT AND PROGRESSION.

5.4.1 Give details of institutional best practices in Student support and

progression?

The institute has made effort to provide support system for the growth of student

teachers and to make them professionally competent to undertake teaching as a

profession. They are provided support in carrying out their Professional activities.

The following are the best practices:

1. The institute extends full support in facilitating programmes like self awareness,

working for community etc.

2. Placement cell helps to finding the job.

3. Extension activities like seminar, various house competitions are done.

4. Well equipped ICT Lab.

5. Well equipped library, with free internet facility, journals, books and news

papers.

6. Free internet facility is available to the students.

7. Well equipped Psycho lob.

8. Medical room to give first aid.


CRITERION VI: GOVERNANCE AND LEADERSHIP

6.1: INSTITUTIONAL VISION AND LEADERSHIP

6.1.1: What are the institutions’ stated purpose, vision, mission and values?

How are they made known to the various stakeholders?

Purpose:

� To prepare effective teachers for the growth of the nation according to the needs of

the society.

� To provide competency to teachers for meeting social, economic and academic

needs of the society.

� To develop leadership quality among pupil-teachers.

Our Mission

The mission of the our college is, to be an institute driven by values enriched

with diverse cultures, to promote economic, social and spiritual advancement for

an egalitarian society. The college aims to lead the nation in research and

education. We seek to do this in ways which benefit society on a national and a

global scale .College strives to create knowledge, to open the minds of students to

that knowledge, and to enable students to take best advantage of their educational

opportunities.

Our vision

To develop human resource for furtherance of knowledge through teaching,

research and innovation and ranked amongst the top educational institutions of the

world for the better service to the humanity in general and our nation in particular.


Values:

Throughout all our activities and programmes the college will continue to promote

equality and celebrate diversity and contribute to the development of the society

and institution.

Understanding, respect, professionalism, unity, enthusiasm and pride will be

central to everything we do for students.

• Foster innovation and creativity

• Value excellence, quality and service

• Integrity

• Diversity

• Collaboration

• Respect

• Leadership.

6.1.2: Does the mission include the institution’s goals and objectives in terms

of addressing the needs of the society, the students it seeks to serve, the school

sector, education institution’s traditions and value orientations?

Yes, the mission statement has come out of institution’s goals and objectives and

reflects all the values included in the vision statement of the college. As young

minds want to get the best of education, skills, technical knowledge and practical

exposure to get success in various forms of life and also betterment of the society,

We are following the path of the mission and it addresses the need of the society,

its students, school sector, education, institution’s traditions and values. This

college competes with the advancements taking place in order to achieve its

mission. And always engaged in holding better steps for the welfare of masses in

favour of goal orientation mission.


6.1.3: Enumerate the top management’s commitment, leadership role and

involvement for effective and efficient transaction of teaching and learning

process (functioning and composition of various committees and board of

management. BOG etc)

• The President Mr. Bimal Roy a great visionary and missionary is very liberal and

magnanimous in his approach. He is a great Redeemer and Savoir of culture and

education and has created a history in materializing his dreams. He plays a very

positive liberal role for engaging in transaction of teaching and learning process.

He is always promoting the faculty member and students to achieve their goals

and wishes. He has a broader spectrum and plays an incredibly amazing role in

progress of the institution. He has a remarkable judicious nature in motivating the

faculty and administrative staff to take the college to Zenith of glory with their

efforts and endeavors.

• In addition to this, governing body of the trust are the guiding pillars of the

college and are torch bearer of development.

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?

To ensure proper communication of responsibilities at the beginning of the

session, principal with the help of management make various committees to run

the institution smoothly. The following committees are framed:-

� Sports committee

� Cultural committee

� Teaching practice

� Grievance cell

� Administrative committee


� Extension activities committee

� House committee

� And in charge of the particular committee do their related details.

� IQAC Cell

� Library committee

� Feedback committee

� Staff Council Committee

� Purchasing Committee

� Admission Committee

� Health and Hygiene Committee

6.1.5: How does the management/head of the institution ensure that valid

information (from feedback to personal contracts etc.) is available for the

management to review the activities of the institution?

The feedback obtained from various sources like students, faculty from Alumni’s

parents, visitors, teachers, visiting resource persons etc. is reviewed by specially

formed committee comprising of the head of the institution and two senior faculty

members. Feedback is analyzed by the Administrative committee and appropriate

decisions are taken. These decisions are then communicated to the management

for review and to bring about desirable changes, which is required. We take

feedback from other’s college members in order to remove biasness.

6.1.6: How does the institution identify and address the barriers (if any) in

achieving the vision/mission and goals?

� At the beginning of the institution, every management sets their vision and mission

to achieve their goals.


� In the beginning of the session, students welcome party is being organized and

orientation day is celebrated; faculty members introduce the syllabus to the new

comers. After that they start to run the classes where they find many barriers in

achieving the goals.

� Lack of efficiency in language skills as most of the students are from the other

state. They are unable to understand English as a medium of instruction even in

the class room.

� As it is observed that, the B.Ed. course is more than sufficient for one year course

aid. It is also observed that, the time limit is short.

� Students from rural background and they are usually unaware not aware of even

basic knowledge of the computer and using the internet to achieve their goals.

� For addressing the above barriers, following provisions of facilities are available

in the college:-

� Remedial classes in English are organized.

� Orientations in Computer Application.

� Orientations in operation of hardware like, DIGITAL PROJECTOR and internet

are imparted.

� Extra classes are organized for low achievers.


6.1.7: How does the management encourage and support involvement of the

staff for improvement of the effectiveness and efficiency of the institutional

process?

Management encourages and support involvement of staff for improvement of the

effectiveness and efficiency of the institution process in a number of ways:-

� Day to day interaction with the management and provide the guidance to the staff.

� Time to time financial assistance is given to them.

� Management motivates the staff members to attend the seminars to achieve the

mission of the institution.

� They have freedom to talk any time.

� Management provide them facilities like transportations, free access of internet,

library facility, use of equipment, encourage or help them for higher studies and

special arrangements are done in the time table also. Management provides all

infrastructural facilities are required by the staff or the institution without

constraint.

� Technical support (Projected aids, Psycho lab, ET Lab, Language Learning Lab

material etc.) is made readily available.

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 plays a dynamic role in governance and

management of the curriculum, administration, allocation, making of committees

and utilization of the resources because of his twin qualities of head and heart.


• Principal has good relation with the management, staff and students. He has

efficient internal coordinating and monitoring mechanism. He frequently holds

meetings of staff council and other committees for improvement of the

institutional process.

• Principal maintains various committee and assign related duties to all the

committee in charge.

• Principal monitors overall activities included in the curriculum of the institution

like coverage of syllabus, well in time or according to the time schedule,

attendance of the students, participation and organization of inter and intra college

competitions, discipline, time table, up-liftment of campus extension activities etc.

• Principal is sensitized to modern managerial concepts such as strategic planning,

team work, decision making and is well versed with the concept of ICT and total

quality management.

• Principal allocates various resources to ensure its optimum use. Utilization of

resources is monitored by obtaining feedback from the respective in-charges.

6.2: ORGANIZATIONAL ARRANGEMENT

6.2.1: List the different committees constituted by the institution for

management of different institutional activities? Give detail of the meetings

held and the decisions made regarding academic management, finance,

infrastructure, faculty, research, extension and linkages and Examination

during the last year.

Faculty members are represented in Board of Governors (BOG). Major decisions

regarding management of the institution are taken by the Governing Body of the

college whereas the academic decisions are taken by different committees

constituted by the principal which have been mentioned in point 6.2.2.


DETAILS OF MEETING OF SESSION 2015-16

S.No. Date of Meeting

dd/mm/yyyy

Major Decisions Taken

1. 31/08/2015 Approval of the proceeding of selection committee

meeting held on 31/08/2016.

2. 02/05/2016 Approval of the budget for the financial year 2015-16

3. 02/10/2016 Approval of the proceeding of selection committee

meeting held on 2/10/2016.

4. 15/07/2016 Purchase of more Books

6.2.3: To what extent is the administration decentralized? Give the structure

and details of its functioning.

The administration of the institution is decentralized to a large extent. The

Hon’ble Chairman of the Trust delegates certain powers to HOD’s of the different

department who further distribute powers and responsibilities.

Students are involved in every department. Department in-charge further to the

students.

� Board of Management

� Governing body of the institution

� IQAC

� Academic Body Administrative Body

� Academic Committee Finance Committee (FC)

� Research Innovation committee (RIC)

� Library Committee (LC)


� Faculty Development Committee (FDC)

� Infrastructure Committee (IFC)

� Examination Committee (EC)

� Extension Lecture Committee (ELC)

6.2.4: How does the institution collaborate with other sections/departments

and school personnel to improve and plan the quality of educational

provisions?

Institute collaborates with different departments, schools and sections to improve

the quality of educational provision in the following manner:-

� Extension activities like Pulse polio Abhiyan, tree plantation, Rallies on Aid’s Day

and save the girl child/ educate the girl child, are organized to improve the all

around development of the pupil teachers placement cell.

� Feedback from students about course and experience are utilized for improving the

quality about institution.

� Adopting suggestion given by schools through feedback.

� Student’s teachers help the pupils of the school in the teach with effective teaching

aids and how they minimize mistakes.

� Adopting the School for academic improvement of the students coming from

deprived sections of the society.

6.2.5: Does the institution use the various data and information obtained

from the feedback in decision making and performance improvement? If yes,

give details.

Yes, the institution uses the various data and information obtains from the

students, visitors, parents, faculty members and from the Alumni association. A

grievance cell is also maintained and their suggestion and grievance are taken into


consideration and used for decision making and performance improvement. The

feedback obtained from various sources is analyzed by specially constituted

committee. Feedback is used for improvement in decision making and

performance.

6.2.6: What are the institution’s initiatives in promoting co-operation,

sharing of knowledge, innovations and empowerment of faculty? (Skill

sharing across department creating/providing conducive environment).

The institution takes initiative in promoting co-operation, sharing of knowledge,

innovations and empowerment of faculty through the following activities:

� Staffs meeting are organized with the principal and management.

� Team Teaching.

� Faculty development programme by the HOD is organised by the institutions time

to time.

� Participation of faculty in national and international

seminars/conferences/workshops.

� Orientation programme on micro teaching, mega teaching and practice teaching.

� Institution provides free internet facility and use of computers and equipments

whenever required by the faculty members.

� Provide financial support to attend the seminars and arrangements in the time table.

� Faculty can use journals and magazines freely.


6.3: STRATEGY DEVELOPMENT

6.3.1: Has the institution an MIS in place, to select, collect align and integrate

data and information on academic and administrative aspects of the

institution?

Yes, the institution has Management Information System (MIS) to select, collect,

align and integrate data and information on academic and administrative aspects

of the institution. The information is obtained through following sources:

Feedback from students and other stakeholders.

Analysis of previous performance of students and remedial work for the low

achievers and extra co-curricular work for the high achievers.

Grievances cell/suggestions cell in maintained and reviewed by specially formed

committee and appreciate decisions are taken.

Taking verbal feedback from the students regarding academic and administrative

aspects of the institution.

Purchase of books.

6.3.2: How does the institution allocate resources (human and financial) for

accomplishment and sustaining the changes resulting from the action plans?

The requirement of resources is made known to the management through the

Principal. The Trust allocates human and financial resources from within and

outside the organization to meet the monetary requirement arising out of changes

resulting from action plan.


6.3.3: How are the resources needed (human and financial) to support the

implementation of the mission and goals, planned and obtained?

The in-charges of respective committee enlist the requirements through interaction

with students and other faculty members. These requirements are communicated

to the management which provides the required human as well as financial

resources.

6.3.4: Describe the procedure of developing academic plan. How are the

practice teaching school teachers, faculty and administrator involved in the

planning process?

At the beginning of the session, institution makes an academic calendar which

involves celebration of important days with the distribution of syllabus. This

academic calendar is displayed on the notice board. In which month of practice

teaching schedule is discussed before with the principal of the schools. The school

faculties are also involved in planning about allocation of classes to pupil teachers

and its smooth conduct thereof. Time table In-charge of respective schools is

actively involved in the process. Teaching practice schools are also invited to take

the teaching aids for use in the schools according to their needs.

6.3.5: How are the objectives communicated and deployed at all levels to

assure individual employee’s contribution for institutional development?

To assure individual employee’s contribution for institutional development, the

objectives of the institution are communicated to them through following ways:

� Academic calendar of the institution is planned and prepared by the staff and

approved by the principal.

� The College meets the requirements given by respective teachers for development

of the institution.


� Staff meetings are held at regular intervals to discuss the institutional development.

� Circulars by the management and principal.

6.3.6: How and with what frequency are the visions, mission and

implementation plans monitored, evaluated and revised?

The vision, mission and implementation plans are regularly monitored, evaluated

and revised quarterly by the head of the institution and management. Grievance

cell are there, feedback are taken from, Student, parents and from the visitor.

Their suggestions are studied and vision and mission of the college are revised if

required, if there is some change in and changes are done accordingly.

6.3.7: How does the institution plan and deploy the new technology?

Institution plans and deploys the new technology for effective and efficient

transaction of teaching learning process. Lesson delivered on Power Point

presentation, they make the slide or topic on the power point and presents through

transparencies on Digital projector. Use of internet by the students and faculty

members are free access. Use of equipment’s like, Digital projector, slide

projectors, DVD players, Colour television and planning to introduce LCD

projector shortly. So that presentation can be done directly by LCD projectors.

The institution is planning to introduce in library software and accusation is done

through library software.

6.4: HUMAN RESOURCE MANAGEMENT

6.4.1: What are the mechanism in place for performance assessment

(teaching, research, and 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?

Each of the faculty members is required to fill in self-appraisal report in each

academic year which highlights the teaching performance, research progress and

the participation in other institutional activities like sports and cultural events,

innovative practices adopted to contribute to academic development etc. Based on

the above said report the performance of faculty is evaluated by the Principal. The

self-assessment report is an important chain for promotion of the faculty. It also

highlights the needs of the faculty in terms of their research and other activities.

The college makes efforts to identify and meet such needs to encourage the

faculty. Faculty is given various opportunities to take part in developmental

activities like conferences, seminars etc. at national level. Faculty members are

also encouraged to organize seminar, conference, workshop in the college.

Suggestions to improve the academic system provided by the faculty though Self-

Appraisal Report are also taken into account by the 150’s college to improve the

teaching, research and service of the faculty and other staff members.

6.4.3: What are the welfare measures for the staff and faculty? (Mention only

those which affect and improve staff well-being, satisfaction and motivation)

� The increment of the staff member is done on yearly bases according to their

performance.

� Timely payment of the salary i.e. by 10th of every month.

� Medical leave and schedule adjustment of the higher studies.

� Institution provides money assistance for higher studies and give seed money for

them.

� Motivate the staff by training and attending seminars at various levels.


� Secretarial support and faculty resources i.e., use of computer with internet,

stationary support, typing facility, and separate Almirahs are provided to faculty

member.

� Separate rooms are provided to the in-charges

� Transport facility is also provided to the faculty.

6.4.4: Has the institution conducted any staff development programme for

skill up-gradation and training of the teaching and non-teaching staff? If yes,

give details.

Yes, the college organizes developmental programmes for teaching and non-

teaching staff at the college level. It focuses on the teaching methodology and also

for skill up gradation and training of non-teaching staff. Seminar are organized

which will help the staff as a development programme. Time to time experts is

invited to impart knowledge of new technology and advancement of computer.

Personality development programmes are organized by the institution.

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

recruitments of the statutory and regulatory bodies (NCTE,UGC, University

etc.) ?

Institution published proper advertisements in various newspapers for the

recruitment of faculty. The selection is done through West Bengal University of

Teachers Training Education Planning and Administration (W.B.) norms. In which it

is done by constituting a committee comprising of university nominee and subject

experts. While selecting teachers, no compromise is made regarding the


qualification prescribed by statutory and regulatory bodies for retaining the

facilities like medical leave, free transport facilities, access of equipments, typing

assistance & motivation for higher studies, seed money, adjustment in time table,

motivate them to attend the seminar etc.

6.4.6: What are the criteria for employing part time/Adhoc faculty? How the

part time/adhoc faculties are different from the regular faculty? (i.e., salary

structure, workload, specializations)

Institution appoints all the faculty members on regular basis and if they needed

appoint adhoc faculty on it will be on lecture basis, on the specialized subject area

and their workload is not as the load of the regular faculty.

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 seminar, conferences, workshops etc. and supporting

membership and active involvement in local, state, national and international

professional associations).

The institution provides many policies, resources and practices of the institution

that support and ensures the professional development like:-

� The library facilities enable the faculty to make effective use of these resources for

research and advance study. Institution provides those journals, magazines,

newspapers, Research encyclopedias, text book etc.

� The staff members are granted academic leave for participation in seminars,

conferences, workshops etc.

� Arrangements are done in their schedule whenever they required leave for

participation in seminar etc.


� Seed money is given for their higher studies.

� Institution motivate them to go higher studies, give all administrative and academic

facilities like arrangements in time table, use of library, use of internet and typing

facilities 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).

Institution provides computer facilities with free access of internet to all staff

members. Separate staff room is provided to in charges. All staff members have

separate tables and Almirah which provides the space to carry out their work

effectively. Free transport facility is provided to them to access the college

premises.

6.4.9: What are the major mechanism in place for faculty and other

stakeholders to seek information and/or make complaints?

The institution has a website of its own where all the details are provided for

ready reference and to seek relevant information. E-Mail ID of the institution

helps to communicate with the other B.Ed. institutions and with Alumni.

Staff, students and Alumni’s are given equal importance. The grievances received

from them are taken into consideration. The institute treats these grievances and

complaints as suggestions for improvement. A suggestion box has also been fixed

in the college for this purpose.

6.4.10: Details on the workload policies and practices that encourage faculty

to be engaged in wide range of professional and administrative activities


including teaching, research assessment, mentoring, working with schools

and community engagement.

Workload of the faculty is according to the norms laid down by the statutory body

like NCTE, West Bengal University of Teachers Training Education Planning and

Administration (W.B.) North Bengal University Darjeeling (W.B.). Subjects are

allotted to teachers according to their specialization and interest. The teachers are

also engaged in different school and community services like adopting different

schools for teaching the students.

6.4.11: Does the institution have any mechanism to reward and motivate staff

members? If yes, give details.

Yes, the institution has mechanism to reward and motivate staff members. Staff

Members who excel in making constructive contribution to teaching-learning

process, bring out innovative ideas and contribute effectively in the development

of the college are awarded appreciation letters by the principal and Management.

6.5: FINANCIAL AMANGEMENT AND RESOURCES MOBILIZATIO N

6.5.1: Does the institution get financial support from the government? If yes,

mention the grants received in the last three years under different heads. If

no, give details of the source of revenue and income generated.

The institution does not get any financial support from the Government. The

college is running under self-financing scheme. The fees of B.Ed. students are the

main income source of the college. However, the management of the college is

financially sound and it fully concerned with the college and full fills all the

requirement of the college time to time.


6.5.2: What is the quantum of resources mobilized through donations? Give

information for the last three years?

No, there is no quantum of resources mobilized through donations.

6.5.3: Is the operational budget of the institution adequate to cover the day-

to-day expenses? If no, how is the deficit met?

Yes, Budget of the institution is adequate to cover the day-today expenses. As our

educational institute is run under self-financing scheme.

6.5.4: What are the budgetary resources to fulfill the missions and offer

quality programmes? (Budget allocations over the past five years, depicted

through income expenditure statements, future

Planning, resources allocated during the current year and excess/deficit).

Management of the college actively supports and strengthens the processes going

on in the institution. They provide infrastructural facilities without any constraint

and help in making the academic calendar appropriate for learning and

YEAR BUDGET

ALLOCATION

EXPENDITUE

2012-13 Rs.0000/- Rs. 00000/-

2013-14 Rs.1190502/- Rs. 1174276/-

2014-15 Rs.1027438/- Rs.917904/-

2015-16 Rs.9135125/- Rs.9020191/-

2016-17 Rs.12355000/- Rs.10325641/-

TOTAL Rs.23708065/- Rs.21438012/-


development. Support is provided readily with regard to faculty development,

management, active participation in college like cultural programme, extension

activities and celebration of important days etc..

6.5.5: Are the accounts audited regularly? If yes, give the detail of internal

and external audit procedures and information on the outcome of last two

audits. (Major pending audit paras, objectives raised and dropped).

Yes, the accounts are audited regularly by duly qualified C.A. appointed for

college finance. There are no major objections till date.

6.5.6: Has the institution computerized its finance management system? If

yes, give details.

Yes, the institution has computerized its finance management system.

Preparation of income expenditure statement, balance sheet, fee collection, salary

statement etc. is computerized for which different software’s are used. Every

activity is being computerized with transparent manner without any error and

barrier.

6.6: BEST PRACTICES IN GOVERNANCE AND LEADERSHIP

6.6.1: What are the significant best practices in Governance and Leadership

carried out by the institution?

Linkage of all Activities with Vision and Mission

All the activities of the institution are linked with the vision and mission. It has led

to the growth of the college in the recent years in the field of infrastructural

facilities, enhancement of teaching-learning process and image enhancement in

the masses. The commitment of the principal, faculty and staff has elicited

cooperation from the alumni, parents, community and local bodies. Staff meetings


are held at regular intervals to review whether the activities are being carried out

in tune with vision and mission of the institution. Periodic review is done to

ensure the same. All institutional activities are being carried out while keeping the

view and concept in mind related to vision and mission.

• Providing Excellent Growth Oriented Academic Environment of the faculty.

The members of faculty are provided conducive environment for the growth of

institution and their personal growth as well. All faculty members and non-

teaching staff direct their efforts towards the improvement of the institution. This

has led to the satisfaction level among members of the staff. Self motivation and

initiation are the outcomes of this constructive environment. Institution always

motivates the faculty member to attend seminars, workshops and for higher

studies and necessary needs are fulfilled by the institution. Our educational

institute carries whole expenditure and is always engaged in financial help for

performing these all types of activities on the behalf of his own level.

• Active Support of Management in College Activities.

Our management is always ready for inculcating active support in all college

activities and provides all types of facilities without any delay which leads to

progressive result of educational institute Management of the college actively

supports and strengthens the processes going on in the institution. They provide

infrastructural facilities without any constraint and help in making the academic

calendar appropriate for learning and development. Support is provided readily

with regard to faculty development, management, active participation in college

like cultural programme, extension activities and celebration of important days

etc.


CRITERIAN VII: INNOVATIVE PRACTICES

7.1: INTERNAL QUALITY ASSURANCE CELL (IQAC)

7.1.1: Has the institution established Internal Quality Assurance Cell

(IQAC)? If yes, give its year of establishment, composition and major

activities undertaken.

Yes, the institution has established Internal Quality Assurance Cell (IQAC).

Which is as follows:-

Year of establishment: 2014-15

IQAC Members:-

• Dr. Sanatana Mohanty

• Mr.Abdul Gani

• Mr. Ajay Kumar Prajapati

• Mr.Ashis Ghosh

Major activities undertaken:

IQAC of the institution checks the internal quality in the institution and plays a

very important role for an enhancing its efficiency, effectiveness, productivity and

quality of the institution. The IQAC has adopted certain practices to maintain

quality in process of institutional programmes.

They are stated as follows:-

Each programmes of the institution are planned and executed in such a manner

that each programme is a success. The comments, observations and suggestions of

the faculty, parents and feedback of the students and of the Alumni’s treat as

suggestions for remedial programmes.


This cell checks all the facilities provided by the institution. Whether it is working

properly or not. It may be setting plans, HAE, Networking in ICT Lab, water

facility. Cleanliness, teaching schedules changes of required.

Through IQAC Cell the member of IQAC checks whether the following

committee:

� Discipline committee

� Academic progress committee

� Syllabus committee

� Students Assessment

� Maintenance of upkeepment of the campus.

� Solving the pending grievances (if any). However no major grievances have

been recorded so far.

� Time to time monitoring is done.

After the completion of each and every programme and activity the review

meetings are held to assess the strengths and weakness of the programme and try

to improve it further.

In the review meetings, critical points, constructive suggestions and observation

are received from the faculty and members of the IQAC cell and some are

incorporated for the improvement of the quality of programme especially related

to the curricular programmes, Administrative programmes, Budgeting and over all

development of the college.

7.1.2: Describe the mechanism used by the institution to evaluate the

achievement of goals and objectives.


The institution has a mechanism to evaluate the achievement, goals and

objectives. At the beginning of the session, institution plan for whole of the

session Academic calendar is formed and displayed on the notice board. Different

committee like:

� Sports Committee

� Cultural Committee

� Teaching Practice Committee

� Grievances Committee

� IQAC Committee

� Administrative Committee

� Co-curricular and Extension Committee

� House Committee

� Library Committee

� Feedback Committee

� Staff Council

After formed to run the institution firmly or properly. IQAC cell is there to check

the internal Quality of the institution. Institution has also develop to evaluate the

achievement of goals and objectives.

This mechanism functions through decentralization of power and shared

responsibilities. All the programmes of the institution are executed in team spirit.

Each and every member of institution is concern with the development of the

institution. And each member is the faculty is assigned specific jobs to be

accomplished in the specific given time by the head of institution. The progress


report is received either individually or in the meetings. Feedback, necessary help

and co-operation guidance is provided by the Principal and other senior members

of the staff regarding evaluation of specific goals and objectives of the institution

in the following ways:

• Analysis of Examination results.

• Suggestions from Alumni’s

• Grievances from the students, visitors and from the parents.

• Academic calendar with the start and end dates.

7.1.3: How does the institution ensure the quality of its academic

programmes?

The institution has developed the following mechanism for the quality assurance

of its academic programmes:

� The division of the syllabus in different months is planned at the beginning

of session.

� Celebration of important days and examination schedule is discussed and

displayed on the notice board.

� The emphasis is laid down to revise and update teaching methodology in

accordance with the changing needs of society, industry and knowledge explosion.

� The institution is promoting interdisciplinary research to enhance the quality

research.

� Teaching through PowerPoint, better access to internet has enabled faculty

members to provide more of real time and challenging assignment to the students.


� The institution motivates the faculty members and students for higher

studies and use of equipments properly and to organize seminars, work shop and

exhibition.

7.1.4: How does the institution ensure the quality of its administration and

financial management process?

The institution ensures the quality of its administration and financial management

processes in the following ways:-

• Institution does the admission of M.Ed. through West Bengal University of

Teachers Training Education Planning and Administration (W.B.),& B.Ed. through

North Bengal University Darjeeling (W.B.). Counseling and transparency is there

in all matters concerned with staff and students.

• Administrative department maintains documentation for all major activities.

• Various committees are formed to run the institution properly.

• C.A/financial experts appoint look after all financial matters.

• Budgeting is done at the beginning of the session.

• Management the institution is very much concern with the progress of the

institution and participate in day to day activities.

• To ensure quality of the faculty, qualification and demonstration method is

used to recruit the faculty and no other influences are entertained by institution.

The CRITERION for appointment of faculty is as per university norms i.e. Ph.D.,

NET, Publications, Experience is taken into consideration. In this way the

objectivity is maintained outside influences are minimized.

7.1.5: How does the institution identify and share good practices with various

constituents of the institution?


The institution identifies and makes different committees and share good practices

and views in the form of feedback from time to time. The students give their

feedback in the mid of session and at the end of the session for houses are made

each house is responsible for their activities and workouts. Staffs give feedback in

the staff meetings where the faculty members interact and express their own

achievements and limitation and also share their views. Similarly the management

shares the ways and mean for the betterment of the institution in the meeting in

which the management, Principal of the institution and staff representative

interacts and gives their views regarding best practices.

7.2: INCLUSIVE PRACTICES

7.2.1: How does the institution sensitise teachers to issues of inclusion and the

focus given to these in the national policies and the school curriculum?

The institution sensitizes teachers to issues of inclusion and the focus given to

these in the national policies and the school curriculum in the following ways:

• Through discussions on issues of inclusion.

• Through extension lectures.

• Giving examples of distinguished persons with disabilities and their

contribution to the society.

• Through research journals.

• Through orientation on different disabilities.

7.2.2: What is the provision in the academic plan for students to learn about

inclusion and exceptionalities as well as gender differences and their impact

on learning?


There are following provisions in the academic plan for students to learn about

inclusion and exceptionalities as well as gender differences and their impact on

learning:

The knowledge regarding various disabilities, gender differences and their impact

on learning is imparted to the students while teaching the following subjects:

• Learner’s Learning and Cognition

• Gender Sensitization and School

• Vision of Secondary Education in India in the context of 21st Century

• Curriculum and School Management

• Educational Vocational Guidance and Counselling

• Inclusive education (as compulsory paper)

Various discussions are organized for the teachers and for the students also

provide different types of disabilities, identifications causes and prevention.

Institution plans how to help the children with disabilities in class-room and at

home. Gender difference and their impact on learning. Institution holds seminars,

extension lecturer, organizes debates, discussion, declamation contacts, speech,

symposia etc.

Institution always encourages the students for higher studies and time to time

guidance is given to them.

Institution organized mock interviews and campus interviews for the betterment of

the student’s future.

A project work is done with the B.Ed. students they are encouraged to collect

information about the children with disability in their own locality and their rights

to education.


7.2.3: Detail on the various activities envisioned in the curriculum to create

learning environments that foster positive social interaction, active

engagement in learning and staff motivation.

The various activities envisioned in the curriculum to create learning

environments that faster positive social interaction, active management in learning

and self-motivation are details as under:-

• Staff and students are extensively involved in most of these activities by

spending money also.

• For enhancing the capacity of the students to learn their active engagement

in learning and self motivation through assignments, projects, discussions,

practice teaching and peer teaching is ensured.

• Holding seminars and programme like skill-in-teaching.

• Organizing cultural activities and community services by the student

teachers.

• The faculty members are encouraged the pupil teachers to participate in

various extension as well as campus activities.

• The faculty members encouraged the pupil teacher for educating the children

of labourer working in nearby villages.

• Encourage students to participate in social activities like Blood donation

camps, Tree plantation, pulse polio abhiyan, rallies are conducted in the nearby

areas on the various topic like educate the girl child/save the girl child,

cleanliness, save environment etc.

• Extension activities like health and hygiene campaigns for the neighbouring

villages are regularly arranged.


• Whenever there is free period there is a provision of another arrangement, or

students go to library for self-study.

• Developing core competencies in prospective teacher through curriculum

activities and skill-in-teaching.

7.2.4: How does the institution ensure that student teachers develop

proficiency for working with children from diverse backgrounds and

exceptionalities?

• The student teachers develop proficiency for working with children from diverse

backgrounds and exceptionalities through several subjects included in the

curriculum like Learner’s Learning and Cognition, Gender Sensitization and

School, Educational vocational Guidance and Counselling and inclusive

education. The institution also organizes special lecture and educative

programmes on disabilities for student teachers. Further, the institution sensitize

students on the issues of disability and right to education for all children through

discussions, audio-visual aids, giving information and examples of distinguished

with disabilities.

Feedback and personal data is taken from the student. Two house examinations

are conducted through which faculty and subject teacher came to know about the

low achievers and about the weakness and strength of the students and most of the

students in B.Ed. are from such a background and are not able to communicate

their ideas in English language. For such types of students, Institution

Organization remedial classes in “English communication skills”

Personality development classes are organized for overall development of

students.


Organization arranges the programme related to ICT to impact new technology

education.

7.2.5: How does the institution address to the special needs of the physically

challenged and differently-abled students enrolled in the institution?

The institution address to the special needs of the physically challenged and

differently-able students enrolled in the institution in the following manner:

• Regular parental counselling.

• Referral services for medical treatment, if needed.

• Development of daily living skills in the students so that they become independent

in their daily lives and social aspects of their lives.

• Provision of resources room for physically challenged students and differently

able to student.

• For physically student and differently able student additional books and materials

are issued on long term basis.

• Our college and students treats the physically different students equal as the

normal students. Institution encourage them to participate in different activities

like cultural, seminars, workshop and sports as well as like indoor games chess,

carom etc..

• Remedial classes are organized as per their needs.

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)?

In view of very sensitive gender related issues the institution has created a women

cell comprising of two female faculty members and three female students duty


elected by the students. In case of any complaint regarding any gender complaint

the women cell discuss the case with higher college authority and tries to close the

case immediately. College has also provided the separate common room for boys

and girls and separate toilets also.

7.3: SHARE HOLDER RELATIONSHIP

7.3.1: How does the institution ensure the access to the information on

organizational performance (Academic and Administrative) to the

stakeholders?

The institution ensures the access to the information on organizational

performance whether it is academic or administrative to the stakeholders in the

following ways:

• In the beginning of the session, the institution prepared academic calendar

mentioning the schedule and all the activities, like syllabus, house examination,

education excursion and celebration of important days, sports events etc. This

academic chart is discussed with the stakeholder for the approval. The stakeholder

meeting regarding the progress of the institution is held once in every month.

• The institution has created various committees like Administrative

• Academic

• Alumni

• Teaching practice

• Grievances etc

These committees also discuss their various requirements and the feedback, the

progress report of the all above committee is provided to the stakeholder for their

approval.


7.3.2 How does the institution share and use the information/data on success

and failures of various processes, satisfaction and dissatisfaction of students

and Stakeholders for bringing qualitative improvement?

The institution has developed a strong relationship with their Stakeholders.

Regular meetings are arranged by the institution. The student’s faculty members

and stakeholders are provided equal opportunities to put forward their demands

and issues for the welfare of the institution. Various committees are formed to run

the institution, smoothly. The various programmes and processes are revised as

per feedback from students and other stakeholders. There is a feedback

committee, feedback is taken by the students, parents and from the visitors about

the institution and syllabus and necessary changes are made for beginning

qualitative improvement. The feedback taken from the student about the syllabus

and teacher in the mid of the session and about institution is in the end of the

session. This feedback is very useful to know the students expectation from the

institution. Suggestions are discussed and analyzed. Institution tries to take

necessary step to improve.

7.3.3 What are the feedback mechanisms in vogue to collect, and correlate

and data from students, professional community, alumni and other

stakeholders on program quality? How does the institution use the

information for quality improvement?

To collect data from students, professional community, alumni and other

stakeholders on programme quality, following feedback mechanisms are used:-

• By students twice in a year. Once in the mid of the session about syllabus and

faculty members and at the end of the session feedback is taken from the students

about the institution facilities provided to them.


• Alumni meeting are held once in a year and feedback is collected from them.

• Feedback is also taken from the parents and from the visitors.

• Grievances cell is there to collect grievances of the students.

• All the students have been divided into 6 houses. Each house in charge seeks

suggestions of the students on existing curriculum and reports to the Principal for

further actions.

• These views are reflected at the time of planning. In addition to above informal

feedback is periodically taken from the stakeholders.

****


EASTERN DOOARS B.ED.TRAINING COLLEGE , BATIBARI

(W.B.).

TEACHER FEED BACK PERFORMA. Session (2015-2016)

NAME: -_____________________________ GENDER:-____________________

QUALIFICATION: -___________________ DURATION OF WORK:-________ INSTRUCTIONS. This is not an examination for you. There is no right or wrong answer in your

response. You should feel free in marking your responses.

Sr..No. Question Strongly agree

Agree Disagree Strongly disagree.

1 You are suitable to study by nature. 2 Your college is at appropriate place according to your work.

3 Your pay /wages are suitable according to your work.

4 You feel that your head of your institute is suitable for his Post.

5

All the male and female teachers work together with Cooperation in your institute.

6

Your institution have neat and clean place where any body/ Anyone will like to work there.

7 There are opportunities of promotion in your profession.

8 You are provided opportunities for giving suggestions for the planning of your institution.

9 Your friend and relatives give respect to their profession.

10 You get full time and chance for look after your family.

11 There is provision of incentive except your regular/ Continuous study work in your profession


12 The head of your institution take interest for the welfare of people and you also

13 Being a teacher, your students like you

14 There is provision for proper ventilation in your classes

15 You like the behaviour of your head of institute with Other teachers.

16 There is better relation between teachers and students.

17 You will like to go in another profession with similar wages

18 There is always provision of books in your library.

19 You have suitable opportunity for sports including study.


SUGGESTIONS : ________________________________________________________________________ ________________________________________________________________________ ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Principal Sign.Prof./Assistant.Prof.

20 Classes are well decorated according to needs

21 You are provided suitable opportunities for increasing your profession

22 You are provided suitable opportunities of other Co-curricular activities except sports.

23 You feel proud of your profession.

24 I conduct tests periodically to evaluate my teaching.

25 I do help my students facing personal and educational Problems.

26 Did you assign administrative work of your college as one Of duty of the teacher.


EASTERN Dooars B.Ed. Training college Bhatibari Alipurduar(W.B.)

Student Feedback on Teachers (B.Ed.)

Please rate the teacher on the following attributes using the 4 -point scale shown 4- Very Good 3- Good 2- Satisfactory 1- Unsatisfactory

Name of the Teacher:

Parameters

A Very Good

B Good

C Satisfactor

y

D Unsatisfactor

y

1. Knowledge base of the teacher (as perceived by you)

2. Communication Skills (in terms of articulation and comprehensibility)

3. Sincerity / Commitment of the teacher

4. Interest generated by the teacher

5. Ability to integrate course material with environment/other issues, to provide a broader perspective

6. Ability to integrate content with other courses

7. Accessibility of the teacher in and out of the class (includes availability of the teacher to motivate further study and discussion outside class)

8. Ability to design quizzes /Tests /assignments / examinations and projects to evaluate students understanding of the course

9. Provision of sufficient time for feedback

10. Overall rating


EASTERN Dooars B.Ed. Training college Bhatibari

Alipurduar(W.B.)

SAMPLE FORMAT OF SUPERVISION.

S. No.

ITEM SPECIFICATION WEAK AVERAGE GOOD VERY GOOD

EXCELLENT

1. Appropriateness of instructional Objectives

Clarity, relevance to the Content, adequacy with reference to domains and level of objectives, Attainability in term of Pupil outcomes.

1 2 3 4 5

2. Proper organization of content

Logical organization according to content and psychological organization as per need of the pupil.

1 2 3 4 5

3. Creating situations For introducing The lesson

Greeting, accepting Securing attention and giving rapport, ensuring facilities like chalk, duster, aid, apparatus etc.

1 2 3 4 5

4. Effective introduction of lesson

Linking with past experiences Link between introduction and main parts properly formed, use of appropriate devices, technique like questioning, examples, exhibits etc.

1 2 3 4 5

5. Questions properly Structured.

Structuring questions at different levels, which are grammatically correct, unambiguous, precise and relevant to content.

1 2 3 4 5

6. Questions well delivered and distributed.

Questioning delivered with appropriate speed, with proper intonation and questions covering even non volunteers.

1 2 3 4 5

7. Pupil responses properly handled.

Handling pupil responses ,techniques like prompting, eliciting further information, Refocusing and asking critical awareness questions.

1 2 3 4 5

8. Explanation Clear and concrete.

Clarity, continuity, relevance To the content using beginning And concluding statements, Covering essential points

1 2 3 4 5


S. No.

ITEM SPECIFICATION WEAK AVERAGE GOOD VERY GOOD

EXCELLENT

9 Using appropriate Examples for illusions

Simple, interesting, illusions, And relevant to the point being explained.

1 2 3 4 5

10 Used appropriate Teaching aids

Relevant to content, appropriate To the pupils Level, properly Displayed and appropriately Use or handled.

1 2 3 4 5

11 Varied stimuli for securing & sustaining pupil attention.

Appropriate body movements, Gestures change in notation &pitch, change in sensory, focus change in interaction pattern & pausing. Aural-visual switching &encouraging pupils, Physical participation .

1 2 3 4 5

12 Used appropriate Verbal and non-Verbal reinforces

Use of praise words, Statement ,Accepting and using students, ideas, use of pleasant and expressions, writing pupils answer on blackboard .

1 2 3 4 5

13 Appropriate pacing of the lesson

Adjusting the Speed of the lesson to the level of pupils.

1 2 3 4 5

14 Innovation Providing novelty in teaching Approach, student activities, Lesson structure of teaching Aids.

1 2 3 4 5

15 Conclusion of the lesson

Giving the lesson a logical closure with asking adequate Recapitulation question.

1 2 3 4 5

Signature of the principal EASTERN dooars B.Ed. training college.

This is to certify that Indraneel Goswami of EASTERN DOOARS B.Ed.

TRAINING COLLEGE has successfully uploaded the data of All India

Survey on Higher Education(AISHE) 2016-2017.

C-57134-2016

26/04/2017

1 0861506010021 86/BED-I/160057 ABDUL MOMEN MIAH Piyasuddin Miah 329 1st class

2 04-0003 86/BED-I/160001 PARAMITA SARKAR Gouranga Chandra Sarkar 328 1st class

3 0861506010021 86/BED-I/160002 SHRABANI DAS Sailan Das 349 1st Class

4 320944 86/BED-I/160003 RIMIKA DAS Rajkumar Das 350 1st Class

5 320619 86/BED-I/160004 MOUMITA ADHIKARY Bablu Adhikary 334 1st Class

6 321130 86/BED-I/160058 RAHAMAT ALI Majidul Mandal 324 1st Class

7 321027 86/BED-I/160059 SUJIT MANDAL Dinesh Chandra Mandal 335 1st Class

8 01-1489 86/BED-I/160060 SOMEN DAS Shambu Nath Das 321 1st Class

9 140694 86/BED-I/160061 MANASH DEY Dulal Dey 310 1st Class

10 01-0738 86/BED-I/160005 SHAMPA DAS Amal Chandra Das 362 1st Class

11 06-0062 86/BED-I/160007 SNITA SAHA Nitai Saha 354 1st Class

12 0861506010006 86/BED-I/160062 PIYUS SEAL Pranhari Seal 325 1st Class

13 350357 86/BED-I/160063 NIBARAN DEBNATH Nikhil Debnath 327 1st Class

14 05-0249 86/BED-I/160006 ANANYA BASAK Sankar Kumar Basak 341 1st Class

15 890043 86/BED-I/160064 BISWAJIT DAS Dhiren Das 344 1st Class

16 190115 86/BED-I/160008 ANYATRIKA ROY Bitan Kumar Roy 321 1st Class

17 04-0045 86/BED-I/160009 SAMPA DAS Jjotish Chandra Das 356 1st Class

18 0861506010004 86/BED-I/160065 ARUP DUTTA Alok Dutta 341 1st Class

19 0861506010043 86/BED-I/160040 AYNDRILLA GHOSH Uttam Kumar Ghosh 338 1st Class

20 0011206030043 86/BED-I/160034 PINKI ROY Jitendra Nath Roy 316 1st Class

21 32-0249 86/BED-I/160010 MITALI PRADHAN Sashi Nath Pradhan 330 1st Class

22 07-0765 86/BED-I/160011 RUMA DAS Arun Kumar Das 307 1st Class

23 350418 86/BED-I/160012 BIBIKA DAS Biren Das 338 1st Class

24 090210 86/BED-I/160013 MAMPI DAS Nanigopal Das 329 1st Class

25 0861506010023 86/BED-I/160014 RITUPARNA DAS Dulal Chandra Das 322 1st Class

26 010179 86/BED-I/160037 MEGHA GUHA RAY Late Amal Kr Ghuha Roy 321 1st Class

27 07-0699 86/BED-I/160015 MADHUMITA DAS Haran Chandra Das 335 1st Class

28 0861506010014 86/BED-I/160066 ABHISHEK BARMA Nirmal Chandra Barma 332 1st Class

29 21-0311 86/BED-I/160016 HAIMANTI ROY Dhanesh Chandra Roy 338 1st Class

30 320866 86/BED-I/160067 MIRON ALI BEPARI Siddique Hossain 322 1st Class

31 141404 86/BED-I/160017 ASHALATA ADHIKARI Dhanesh Chandra Adhikari 341 1st Class

32 01-0719 86/BED-I/160068 LOKESH PRASAD DEBNATH Chandan Kumar Debnath 335 1st Class

33 0861506010003 86/BED-I/160069 SUMAN SARKAR Shyamal Prosad Sarkar 326 1st Class

34 0861506010035 86/BED-I/160018 SUSMITA BARMAN Amarendra Nath Barman 336 1st Class

35 0861506010041 86/BED-I/160019 BASANTI DAS Parimal Das 317 1st Class

36 350417 86/BED-I/160070 SOURABH BANERJEE Sital Banerjee 308 1st Class

37 104-0057 86/BED-I/160039 PALI SAHA Parimal Saha 314 1st Class

38 0861506010027 86/BED-I/160054 CHAITALI ROY (SAHA) Late Gopeswar Chandra Roy 317 1st Class

39 0861506010033 86/BED-I/160050 KAKALI ROY Parimal Chandra Roy 308 1st Class

40 0351205010278 86/BED-I/160031 SUPRIYA ROY Sushil Chandra Roy 323 1st Class

41 0011205010205 86/BED-I/160085 MOHIT KUNDU Naresh Kundu 331 1st Class

42 0861506010010 86/BED-I/160097 LABLU RAHAMAN Habibar Rahaman 332 1st Class

43 0861506010042 86/BED-I/160046 ANINDITA BISWAS Ramesh Chandra Biswas 334 1st Class

44 36-0630 86/BED-I/160076 BIJOY BARMAN Naresh Barman 313 1st Class

45 0861506010038 86/BED-I/160045 MANIKA BARMAN KashiNath Barman 354 1st Class

46 0211205010538 86/BED-I/160030 UMA ROY Paresh Chandra Roy 333 1st Class

47 14-1162 86/BED-I/160083 ARIFUL HOQUE Abu Hossain 298 2nd Class

48 0351205010011 86/BED-I/160084 AMLAN DUTTA Narayan Dutta 320 1st Class

49 0861506010015 86/BED-I/160093 PRADIP BARMAN Hakim Barman 328 1st Class

EASTERN DOOARS B.Ed. TRAINING COLLEGE

B.Ed. Student (2015-17) Semester -I

College Roll

Regn. No.University Roll No.

Sem_1Name of Student Guardian Name Status

Marks

Obtained

(500)

50 05-0292 86/BED-I/160020 JHUMA DAS Arun Kumar Das 336 1st Class

51 0861506010040 86/BED-I/160049 ANJALI SARKAR Shashadhar Sarkar 324 1st Class

52 0861506010026 86/BED-I/160051 SUJATA BARMA SINGHA KARJEE

Late Dipti Baran Barman 289 2nd Class

53 0861506010036 86/BED-I/160043 PAROMITA DAS Ajit Chandra Das 317 1st Class

54 0861506010045 86/BED-I/160048 BEAUTY SARKAR Ashutosh Sarkar 320 1st Class

55 0861506010037 86/BED-I/160056 MAMPI PAL (DEBNATH) Dulal Debnath 314 1st Class

56 05-0143 86/BED-I/160025 ANINDITA KARJEE Ramesh Chandra karjee 342 1st Class

57 0861506010001 86/BED-I/160091 DILIP RAJBHANSI Dinesh Rajbansi 301 1st Class

58 35-0349 86/BED-I/160029 HIMADRI ROY Bhupendra Nath Roy 322 1st Class

59 0861506010011 86/BED-I/160087 TAPAS MAHANTA Gour Mahanta 331 1st Class

60 14-0949 86/BED-I/160082 BISWAJIT BARMAN Late Khagendra Nath Barman 324 1st Class

61 0861506010016 86/BED-I/160096 PRONAY DEB ISHORE Birendra Deb Ishore 324 1st Class

62 0861506010007 86/BED-I/160098 BIMAL SARKAR Nirod Chandra Sarkar 300 1st Class

63 0321205010009 86/BED-I/160022 ADITI DAS Atul Chandra Das 346 1st Class

64 0491206010569 86/BED-I/160081 KRISHNA BISWAS Kumad Biswas 311 1st Class

65 350036 86/BED-I/160071 SWAPAN BARMAN Jogesh Barman 328 1st Class

66 0071205010041 86/BED-I/160028 BARNALI ROY Ashoke Kumar Roy 335 1st Class

67 490132 86/BED-I/160074 DEBASIS SINHA ROY Bhabesh Chandra Sinha Roy 304 1st Class

68 0011205010041 86/BED-I/160026 ARPITA ROY Manu Roy 350 1st Class

68 0211205010045 86/BED-I/160032 ARPITA ROY Jyotish Roy 319 1st Class

69 05-0023 86/BED-I/160080 ANIBRATA DAS Prafulla Chandra Das 315 1st Class

70 AM-5224 86/BED-I/160100 TAPAN SARKAR Sasanka Sekhar Sarkar 329 1st Class

71 0861506010029 86/BED-I/160044 MAMPI ACHERJEE Late Nitai Acharjee 326 1st Class

72 0861506010002 86/BED-I/160094 DIPANKAR DAS Naren Das 351 1st Class

73 490003 86/BED-I/160072 SUJAN SARKAR Pujan Sarkar 331 1st Class

74 05-0997 86/BED-I/160038 UMA BRAHMA Swarna Kamak Barman 338 1st Class

75 0141205010065 86/BED-I/160079 BHUPAL BARMAN Shubhash Barman 311 1st Class

76 0861506010024 86/BED-I/160053 ARPITA NANDI Ajit Nandi 311 1st Class

77 0491205010206 86/BED-I/160073 SUBIT BARMAN Nripen Barman 329 1st Class

78 0491205010075 86/BED-I/160075 GOUTAM DAS Late Chandan Das 353 1st Class

79 0861506010039 86/BED-I/160047 MITHU ROY Ghani Ram Roy 324 1st Class

80 0491206011421 86/BED-I/160033 SUSMITA RAY Jagadish Roy 307 1st Class

81 320076 86/BED-I/160035 ANUSHREE SAHA Akhil Chandra Saha 351 1st Class

82 0491205010170 86/BED-I/160023 ROSHNI DAS Bharamalal Das 331 1st Class

83 0861506010030 86/BED-I/160041 ARPITA SAHA Nishikanta Saha 327 1st Class

84 0861506010005 86/BED-I/160088 DEBABRATA KAR Atindra Kar 336 1st Class

85 0491205010064 86/BED-I/160024 DIPA ROY Shubhas Ch Roy 332 1st Class

86 490032 86/BED-I/160077 GAUTAM DAS Jananendra Das 296 Supply

87 0861506010013 86/BED-I/160089 ACHINTA PANDIT Bimal Pandit 318 1st Class

88 0861506010028 86/BED-I/160042 RIMA SAHA Tapan Saha 324 1st Class

89 380128 86/BED-I/160078 SUJIT KUMAR ROY Bhabendra Nath Roy 311 1st Class

90 0861506010008 86/BED-I/160095 MANIK BISWAS Ashutosh Biswas 325 1st Class

91 0861506010019 86/BED-I/160092 BIPLAB DAS Kanai Roy 317 1st Class

92 0861506010009 86/BED-I/160090 NAKUL BARMAN Nikhil Barman 325 1st Class

93 0861506010018 86/BED-I/160099 PRASENJIT DEBNATH Sudhanya Debnath 321 1st Class

94 490846 86/BED-I/160027 GOURI DAS Kanai Das 328 1st Class

96 0861506010025 86/BED-I/160052 SARMITA DUTTA Badal Chandra Dutta 330 1st Class

97 070011 86/BED-I/160036 SUSMITA SAHA Shyamal Saha 333 1st Class

98 0861506010044 86/BED-I/160055 MOUMITA DAS Debraj Dulal Kumar Das 306 1st Class

99 210203 86/BED-I/160021 DEBASHREE ROY BARMAN Sushil Kumar Roy 318 1st Class

100 0861506010020 86/BED-I/160086 PRAJNAJYOTI DUTTA Pankaj Dutta 309 1st Class

1 0861506010021 86/BED-II/160057 ABDUL MOMEN MIAH Piyasuddin Miah 348 1st Class

2 04-0003 86/BED-II/160001 PARAMITA SARKAR Gouranga Chandra Sarkar 348 1st Class

3 0861506010021 86/BED-I/160002 SHRABANI DAS Sailan Das 357 1st Class

4 320944 86/BED-I/160003 RIMIKA DAS Rajkumar Das 358 1st Class

5 320619 86/BED-I/160004 MOUMITA ADHIKARY Bablu Adhikary 351 1st Class

6 321130 86/BED-I/160058 RAHAMAT ALI Majidul Mandal 324 1st Class

7 321027 86/BED-I/160059 SUJIT MANDAL Dinesh Chandra Mandal 344 1st Class

8 01-1489 86/BED-I/160060 SOMEN DAS Shambu Nath Das 352 1st Class

9 140694 86/BED-I/160061 MANASH DEY Dulal Dey 346 1st Class

10 01-0738 86/BED-I/160005 SHAMPA DAS Amal Chandra Das 369 1st Class

11 06-0062 86/BED-I/160007 SNITA SAHA Nitai Saha 355 1st Class

12 0861506010006 86/BED-I/160062 PIYUS SEAL Pranhari Seal 327 1st Class

13 350357 86/BED-I/160063 NIBARAN DEBNATH Nikhil Debnath 329 1st Class

14 05-0249 86/BED-I/160006 ANANYA BASAK Sankar Kumar Basak 360 1st Class

15 890043 86/BED-I/160064 BISWAJIT DAS Dhiren Das 330 1st Class

16 190115 86/BED-I/160008 ANYATRIKA ROY Bitan Kumar Roy 329 1st Class

17 04-0045 86/BED-I/160009 SAMPA DAS Jjotish Chandra Das 362 1st Class

18 0861506010004 86/BED-I/160065 ARUP DUTTA Alok Dutta 354 1st Class

19 0861506010043 86/BED-I/160040 AYNDRILLA GHOSH Uttam Kumar Ghosh 361 1st Class

20 0011206030043 86/BED-I/160034 PINKI ROY Jitendra Nath Roy 335 1st Class

21 32-0249 86/BED-I/160010 MITALI PRADHAN Sashi Nath Pradhan 343 1st Class

22 07-0765 86/BED-I/160011 RUMA DAS Arun Kumar Das 326 1st Class

23 350418 86/BED-I/160012 BIBIKA DAS Biren Das 337 1st Class

24 090210 86/BED-I/160013 MAMPI DAS Nanigopal Das 343 1st Class

25 0861506010023 86/BED-I/160014 RITUPARNA DAS Dulal Chandra Das 334 1st Class

26 010179 86/BED-I/160037 MEGHA GUHA RAY Late Amal Kr Ghuha Roy 334 1st Class

27 07-0699 86/BED-I/160015 MADHUMITA DAS Haran Chandra Das 337 1st Class

28 0861506010014 86/BED-I/160066 ABHISHEK BARMA Nirmal Chandra Barma 342 1st Class

29 21-0311 86/BED-I/160016 HAIMANTI ROY Dhanesh Chandra Roy 348 1st Class

30 320866 86/BED-I/160067 MIRON ALI BEPARI Siddique Hossain 314 1st Class

31 141404 86/BED-I/160017 ASHALATA ADHIKARI Dhanesh Chandra Adhikari 345 1st Class

32 01-0719 86/BED-I/160068 LOKESH PRASAD DEBNATH Chandan Kumar Debnath 326 1st Class

33 0861506010003 86/BED-I/160069 SUMAN SARKAR Shyamal Prosad Sarkar 350 1st Class

34 0861506010035 86/BED-I/160018 SUSMITA BARMAN Amarendra Nath Barman 339 1st Class

35 0861506010041 86/BED-I/160019 BASANTI DAS Parimal Das 336 1st Class

36 350417 86/BED-I/160070 SOURABH BANERJEE Sital Banerjee 3315 1st Class

37 104-0057 86/BED-I/160039 PALI SAHA Parimal Saha 329 1st Class

38 0861506010027 86/BED-I/160054 CHAITALI ROY (SAHA) Late Gopeswar Chandra Roy 341 1st Class

39 0861506010033 86/BED-I/160050 KAKALI ROY Parimal Chandra Roy 331 1st Class

40 0351205010278 86/BED-I/160031 SUPRIYA ROY Sushil Chandra Roy 317 1st Class

41 0011205010205 86/BED-I/160085 MOHIT KUNDU Naresh Kundu 327 1st Class

42 0861506010010 86/BED-I/160097 LABLU RAHAMAN Habibar Rahaman 320 1st Class

43 0861506010042 86/BED-I/160046 ANINDITA BISWAS Ramesh Chandra Biswas 355 1st Class

44 36-0630 86/BED-I/160076 BIJOY BARMAN Naresh Barman 352 1st Class

45 0861506010038 86/BED-I/160045 MANIKA BARMAN KashiNath Barman 369 1st Class

46 0211205010538 86/BED-I/160030 UMA ROY Paresh Chandra Roy 350 1st Class

47 14-1162 86/BED-I/160083 ARIFUL HOQUE Abu Hossain 312 2ndClass

48 0351205010011 86/BED-I/160084 AMLAN DUTTA Narayan Dutta 313 1st Class


B.Ed. Student (2015-17) Semester -II

College Roll

Regn. No.University Roll

No. Sem_1Name of Student Guardian Name

Marks

Obtained

(500)Status

49 0861506010015 86/BED-I/160093 PRADIP BARMAN Hakim Barman 321 1st Class

50 05-0292 86/BED-I/160020 JHUMA DAS Arun Kumar Das 360 1st Class

51 0861506010040 86/BED-I/160049 ANJALI SARKAR Shashadhar Sarkar 342 1st Class

52 0861506010026 86/BED-I/160051 SUJATA BARMA SINGHA KARJEE

Late Dipti Baran Barman 303 1st Class

53 0861506010036 86/BED-I/160043 PAROMITA DAS Ajit Chandra Das 334 1st Class

54 0861506010045 86/BED-I/160048 BEAUTY SARKAR Ashutosh Sarkar 343 1st Class

55 0861506010037 86/BED-I/160056 MAMPI PAL (DEBNATH) Dulal Debnath 330 1st Class

56 05-0143 86/BED-I/160025 ANINDITA KARJEE Ramesh Chandra karjee 359 1st Class

57 0861506010001 86/BED-I/160091 DILIP RAJBHANSI Dinesh Rajbansi 313 1st Class

58 35-0349 86/BED-I/160029 HIMADRI ROY Bhupendra Nath Roy 344 1st Class

59 0861506010011 86/BED-I/160087 TAPAS MAHANTA Gour Mahanta 332 1st Class

60 14-0949 86/BED-I/160082 BISWAJIT BARMAN Late Khagendra Nath Barman 338 1st Class

61 0861506010016 86/BED-I/160096 PRONAY DEB ISHORE Birendra Deb Ishore 319 1st Class

62 0861506010007 86/BED-I/160098 BIMAL SARKAR Nirod Chandra Sarkar 333 1st Class

63 0321205010009 86/BED-I/160022 ADITI DAS Atul Chandra Das 331 1st Class

64 0491206010569 86/BED-I/160081 KRISHNA BISWAS Kumad Biswas 328 1st Class

65 350036 86/BED-I/160071 SWAPAN BARMAN Jogesh Barman 328 1st Class

66 0071205010041 86/BED-I/160028 BARNALI ROY Ashoke Kumar Roy 345 1st Class

67 490132 86/BED-I/160074 DEBASIS SINHA ROY Bhabesh Chandra Sinha Roy 313 1st Class

68 0011205010041 86/BED-I/160026 ARPITA ROY Manu Roy 353 1st Class

68 0211205010045 86/BED-I/160032 ARPITA ROY Jyotish Roy 339 1st Class

69 05-0023 86/BED-I/160080 ANIBRATA DAS Prafulla Chandra Das 334 1st Class

70 AM-5224 86/BED-I/160100 TAPAN SARKAR Sasanka Sekhar Sarkar 364 1st Class

71 0861506010029 86/BED-I/160044 MAMPI ACHERJEE Late Nitai Acharjee 335 1st Class

72 0861506010002 86/BED-I/160094 DIPANKAR DAS Naren Das 339 1st Class

73 490003 86/BED-I/160072 SUJAN SARKAR Pujan Sarkar 347 1st Class

74 05-0997 86/BED-I/160038 UMA BRAHMA Swarna Kamak Barman 361 1st Class

75 0141205010065 86/BED-I/160079 BHUPAL BARMAN Shubhash Barman 331 1st Class

76 0861506010024 86/BED-I/160053 ARPITA NANDI Ajit Nandi 333 1st Class

77 0491205010206 86/BED-I/160073 SUBIT BARMAN Nripen Barman 345 1st Class

78 0491205010075 86/BED-I/160075 GOUTAM DAS Late Chandan Das 338 1st Class

79 0861506010039 86/BED-I/160047 MITHU ROY Ghani Ram Roy 337 1st Class

80 0491206011421 86/BED-I/160033 SUSMITA RAY Jagadish Roy 318 1st Class

81 320076 86/BED-I/160035 ANUSHREE SAHA Akhil Chandra Saha 367 1st Class

82 0491205010170 86/BED-I/160023 ROSHNI DAS Bharamalal Das 316 1st Class

83 0861506010030 86/BED-I/160041 ARPITA SAHA Nishikanta Saha 342 1st Class

84 0861506010005 86/BED-I/160088 DEBABRATA KAR Atindra Kar 334 1st Class

85 0491205010064 86/BED-I/160024 DIPA ROY Shubhas Ch Roy 350 1st Class

86 490032 86/BED-I/160077 GAUTAM DAS Jananendra Das 310 Supple

87 0861506010013 86/BED-I/160089 ACHINTA PANDIT Bimal Pandit 318 1st Class

88 0861506010028 86/BED-I/160042 RIMA SAHA Tapan Saha 329 1st Class

89 380128 86/BED-I/160078 SUJIT KUMAR ROY Bhabendra Nath Roy 342 1st Class

90 0861506010008 86/BED-I/160095 MANIK BISWAS Ashutosh Biswas 324 1st Class

91 0861506010019 86/BED-I/160092 BIPLAB DAS Kanai Roy 316 1st Class

92 0861506010009 86/BED-I/160090 NAKUL BARMAN Nikhil Barman 324 1st Class

93 0861506010018 86/BED-I/160099 PRASENJIT DEBNATH Sudhanya Debnath 333 1st Class

94 490846 86/BED-I/160027 GOURI DAS Kanai Das 330 1st Class

96 0861506010025 86/BED-I/160052 SARMITA DUTTA Badal Chandra Dutta 356 1st Class

97 070011 86/BED-I/160036 SUSMITA SAHA Shyamal Saha 341 1st Class

98 0861506010044 86/BED-I/160055 MOUMITA DAS Debraj Dulal Kumar Das 312 1st Class

99 210203 86/BED-I/160021 DEBASHREE ROY BARMAN Sushil Kumar Roy 327 1st Class

100 0861506010020 86/BED-I/160086 PRAJNAJYOTI DUTTA Pankaj Dutta 344 1st Class

43 0110100002(2015-16 011011-150001 ANANYA ROY Balaram Roy 7.6 1st Class

28 0110100003(2015-16) 011011-150002 ANINDITA JOARDER Narayan Ch Joarder 6.8 1st Class

26 0110100004(2015-16) 011011-150003 ANINDITA ROY Priyanath Roy 6.6 1st Class

5 0110100009(2015-16) 011011-150004 BRATATI BHATTACHARYA Bidhan Ch roy 7.9 1st Class

6 0110100012(2015-16) 011011-150005 FALGUNI MONDAL Prabir Ku mar Mandal 7.8 1st Class

27 0110100014(2015-16) 011011-150006 MAHUA PAUL Ganendra Narayan Paul 7.4 1st Class

29 011010027(2015-16) 011011-150007 NIBEDITA PAUL Mukul Paul 7.4 1st Class

19 0110100016(2015-16) 011011-150008 NIPA SARKAR Naresh Chandra Sarkar 6.6 1st Class

13 0110100017(2015-16) 011011-150009 PARAMITA DASGUPTA Parimal Das Gupta 7.6 1st Class

2 0110100020(2015-16) 011011-150011 RESHMI JHA Radhe Kanta Jha 7.1 1st Class

50 011011-150012 RASIDA BANU Abdul Rahaman

25 0110100072(2015-16) 011011-150013 SMRITI REKHA BARMAN Narendranath Barman 7.6 1st Class

3 0110100026(2015-16) 011011-150014 SNAOLI SASMOL Sakti Pada Sasmal 7.3 1st Class

15 0110100027(2015-16) 011011-150015 SOMA DAS Mantosh Kumar Das 7.2 1st Class

44 0110100028(2015-16) 011011-150016 SOMA MAJUMDER Siba Prasad Majumder 7 1st Class

31 0110100026(2015-16) 011011-150017 SONALI BHOWMIK Rajendra Chandra Bhowmik 7.4 1st Class

4 0110100035(2015-16) 011011-150018 SOUMITA ROY Ramesh Roy 7.3 1st Class

1 0110100031(2015-16) 011011-150019 SRITAMA ROY Punya Brata Roy 7.3 1st Class

30 01101-00034(2015-16) 011011-150020 SUDIPA SAHA Suprakash saha 6.8 1st Class

14 01101-00035(2015-16) 011011-150021 SUMITA ROY Ramesh Roy 7.7 1st Class

22 01101-00036(2015-16) 011011-150022 SUNIPA DUTTA Sunil Kumar dutta 6.8 1st Class

7 01101-00038(2015-16) 011011-150023 SWARNALI PAUL Kanai Lal Paul 7 1st Class

16 01101-00001(2015-16) 011011-150024 AKRAM ROY Late Debdas Roy 6.6 1st Class

20 01101-00005(2015-16) 011011-150025 ANUPAM MITRA Subhendu Narayan Mitra 7.4 1st Class

34 01101-00006(2015-16) 011011-150026 BINAY KRISHNA SARKAR Goutam kumar Sarkar 6.5 1st Class

32 01101-00007(2015-16) 011011-150027 BIPLAB DAS Balaram Das 7.3 1st Class

45 01101-00008(2015-16) 011011-150028 BIPLAB ROY Kshitish Roy 6.5 1st Class

8 01101-00010(2015-16) 011011-150029 DEBABRATA DEBNATH Narayan Debnath 7.6 1st Class

35 0110100011(2015-16) 011011-150030 DEBABRATA SINHA Upendra kumar Singha 7 1st Class

42 01101-00259(2015-16) 011011-150031 DEBDULAL ADHIKARY Bimal Adhikary 6.6 1st Class

33 01101-00013(2015-16) 011011-150032 JOY SARKAR Rakhal Sarkar 7 1st Class

18 01101-00015(2015-16) 011011-150033 MANIK MAJUMDER Late Sukumar Majumder 7 1st Class

39 01101-00271(2015-16) 011011-150035 NIHAR CHANDRA DAS Puspa Nath Das 6.3 1st Class

47 01101-00018(2015-16) 011011-150036 PRADIP SARKAR Paritosh Sarkar 6.4 1st Class

23 01101-00019(2015-16) 011011-150037 PRASANTA MAHATA Rohini kanta Mahata 6.8 1st Class

41 01101-00267(2015-16) 011011-150038 RANA BARMAN Late Debendra Barman 6.4 1st Class

36 01101-00022(2015-16) 011011-150039 RATUL KUMAR KAR MAZUMDER

Ranjit Kumar Kar Mazjumder 6.5 1st Class

10 01101-00023(2015-16) 011011-150040 RUPESH CHAKRABORTY Ranjit Chakrobarty 6.9 1st Class

9 01101-00024(2015-16) 011011-150041 SAJAL DAS Bhaben Das 7.4 1st Class

21 01101-00025(2015-16) 011011-150042 SHIBU ROY Late Manindra Chandra Roy 6.8 1st Class

11 01101-00032(2015-16) 011011-150043 SUBHASIS MAJUMDER Sudhaansu Kumar Majumder 6.8 1st Class

48 01101-00033(2015-16) 011011-150044 SUBHOMAY CHAKRABORTY Sushil Chakrobarty 1st Class

40 01101-00274(2015-16) 011011-150045 SUDIP DAS Binay Kumar Das 7.2 1st Class

01101-000268(2015-16) 011011-150046 SUDIP SAHA Santi Ranjan Saha 6.6 1st Class

24 01101-00037(2015-16) 011011-150047 SUSANTA ADHIKARI Hari Pada Adikari

12 01101-00260(2015-16) 011011-150048 SUSANTA SARKAR Late Swapan Sarkar 6.7 1st Class

37 01101-00039(2015-16) 011011-150049 TANMOY KARJEE Niranjan Karjee 6.8 1st Class

17 01101-00040(2015-16) 011011-150050 UTTAM KUMAR MAJUMDER Priya nath Deb Majumder 6.9 1st Class

38 01101-00269(2015-16) 011011-150051 ANKITA ADHIKARY Paresh Chandra Adhikary 7.2 1st Class

49 01101-00273(2015-16) 011011-150052 SUBRATA BARMA Surendra nath Barma 6.8 1st Class


M.Ed. Student (2015-17) Semester -I

College Roll


No. Name of Student Guardian Name

Marks

Obtained

(500)

Status

43 01101-00002(2015-16 011011-150001 ANANYA ROY Balaram Roy 6.4 1st Class

28 01101-00003(2015-16) 011011-150002 ANINDITA JOARDER Narayan Ch Joarder 6.4 1st Class

26 01101-00004(2015-16) 011011-150003 ANINDITA ROY Priyanath Roy 6.2 1st Class

5 01101-00009(2015-16) 011011-150004 BRATATI BHATTACHARYA Bidhan Ch roy 6.6 1st Class

6 01101-00012(2015-16) 011011-150005 FALGUNI MONDAL Prabir Ku mar Mandal 7 1st Class

27 01101-00014(2015-16) 011011-150006 MAHUA PAUL Ganendra Narayan Paul 6.4 1st Class

29 01101-0027(2015-16) 011011-150007 NIBEDITA PAUL Mukul Paul 6.9 1st Class

19 01101-00016(2015-16) 011011-150008 NIPA SARKAR Naresh Chandra Sarkar 6.5 1st Class

13 01101-00017(2015-16) 011011-150009 PARAMITA DASGUPTA Parimal Das Gupta 7.8 1st Class

2 01101-00020(2015-16) 011011-150011 RESHMI JHA Radhe Kanta Jha 7 1st Class

50 011011-150012 RASIDA BANU Abdul Rahaman SUPPLE

25 01101-00072(2015-16) 011011-150013 SMRITI REKHA BARMAN Narendranath Barman 6.7 1st Class

3 01101-00026(2015-16) 011011-150014 SNAOLI SASMOL Sakti Pada Sasmal 6.5 1st Class

15 01101-00027(2015-16) 011011-150015 SOMA DAS Mantosh Kumar Das 6.3 1st Class

44 01101-00028(2015-16) 011011-150016 SOMA MAJUMDER Siba Prasad Majumder 6.5 1st Class

31 01101-00026(2015-16) 011011-150017 SONALI BHOWMIK Rajendra Chandra Bhowmik 6.9 1st Class

4 01101-00035(2015-16) 011011-150018 SOUMITA ROY Ramesh Roy 6.9 1st Class

1 01101-00031(2015-16) 011011-150019 SRITAMA ROY Punya Brata Roy 7.6 1st Class




7 01101-00038(2015-16) 011011-150023 SWARNALI PAUL Kanai Lal Paul 6.7 1st Class


20 01101-00005(2015-16) 011011-150025 ANUPAM MITRA Subhendu Narayan Mitra 7 1st Class

34 01101-00006(2015-16) 011011-150026 BINAY KRISHNA SARKAR Goutam kumar Sarkar 6.8 1st Class


45 01101-00008(2015-16) 011011-150028 BIPLAB ROY Kshitish Roy 6.8 1st Class

8 01101-00010(2015-16) 011011-150029 DEBABRATA DEBNATH Narayan Debnath 7.2 1st Class

35 01101-00011(2015-16) 011011-150030 DEBABRATA SINHA Upendra kumar Singha 6.4 1st Class

42 01101-00259(2015-16) 011011-150031 DEBDULAL ADHIKARY Bimal Adhikary 6.1 1st Class

33 01101-00013(2015-16) 011011-150032 JOY SARKAR Rakhal Sarkar 6.4 1st Class

18 01101-00015(2015-16) 011011-150033 MANIK MAJUMDER Late Sukumar Majumder 7.2 1st Class

39 01101-00271(2015-16) 011011-150035 NIHAR CHANDRA DAS Puspa Nath Das 6.2 1st Class



41 01101-00267(2015-16) 011011-150038 RANA BARMAN Late Debendra Barman 6.4 1st Class

36 01101-00022(2015-16) 011011-150039 RATUL KUMAR KAR MAZUMDER Ranjit Kumar Kar Mazjumder 6.9 1st Class



21 01101-00025(2015-16) 011011-150042 SHIBU ROY Late Manindra Chandra Roy 1st Class

11 01101-00032(2015-16) 011011-150043 SUBHASIS MAJUMDER Sudhaansu Kumar Majumder 7.1 1st Class

48 01101-00033(2015-16) 011011-150044 SUBHOMAY CHAKRABORTY Sushil Chakrobarty 7 1st Class


01101-000268(2015-16) 011011-150046 SUDIP SAHA Santi Ranjan Saha 6.6 1st Class

24 01101-00037(2015-16) 011011-150047 SUSANTA ADHIKARI Hari Pada Adikari 7 1st Class

12 01101-00260(2015-16) 011011-150048 SUSANTA SARKAR Late Swapan Sarkar 7.3 1st Class





Guardian NameMarks

Obtained

(500)

Status


M.Ed. Student (2015-17) Semester -II

College Roll


No. Name of Student

43 0110100002(2015-16 011011-150001 ANANYA ROY Balaram Roy 7.4

28 0110100003(2015-16) 011011-150002 ANINDITA JOARDER Narayan Ch Joarder supple

26 0110100004(2015-16) 011011-150003 ANINDITA ROY Priyanath Roy supple

5 0110100009(2015-16) 011011-150004 BRATATI BHATTACHARYA Bidhan Ch roy 7.4 1st Class

6 0110100012(2015-16) 011011-150005 FALGUNI MONDAL Prabir Ku mar Mandal 7.9 1st Class

27 0110100014(2015-16) 011011-150006 MAHUA PAUL Ganendra Narayan Paul 6.8 1st Class

29 011010027(2015-16) 011011-150007 NIBEDITA PAUL Mukul Paul 7.3 1st Class

19 0110100016(2015-16) 011011-150008 NIPA SARKAR Naresh Chandra Sarkar 7.3 1st Class

13 0110100017(2015-16) 011011-150009 PARAMITA DASGUPTA Parimal Das Gupta 8.7 1st Class

2 0110100020(2015-16) 011011-150011 RESHMI JHA Radhe Kanta Jha 7.8 1st Class

50 011011-150012 RASIDA BANU Abdul Rahaman supple

25 0110100072(2015-16) 011011-150013 SMRITI REKHA BARMAN Narendranath Barman 7.4 1st Class

3 0110100026(2015-16) 011011-150014 SNAOLI SASMOL Sakti Pada Sasmal 6.9 1st Class

15 0110100027(2015-16) 011011-150015 SOMA DAS Mantosh Kumar Das 7 1st Class

44 0110100028(2015-16) 011011-150016 SOMA MAJUMDER Siba Prasad Majumder 7.6 1st Class

31 0110100026(2015-16) 011011-150017 SONALI BHOWMIK Rajendra Chandra Bhowmik 7.3 1st Class

4 0110100035(2015-16) 011011-150018 SOUMITA ROY Ramesh Roy 7.8 1st Class

1 0110100031(2015-16) 011011-150019 SRITAMA ROY Punya Brata Roy 7.3 1st Class




7 01101-00038(2015-16) 011011-150023 SWARNALI PAUL Kanai Lal Paul supple


20 01101-00005(2015-16) 011011-150025 ANUPAM MITRA Subhendu Narayan Mitra 7.7 1st Class

34 01101-00006(2015-16) 011011-150026 BINAY KRISHNA SARKAR Goutam kumar Sarkar supple


45 01101-00008(2015-16) 011011-150028 BIPLAB ROY Kshitish Roy 1st Class

8 01101-00010(2015-16) 011011-150029 DEBABRATA DEBNATH Narayan Debnath 8 1st Class

35 0110100011(2015-16) 011011-150030 DEBABRATA SINHA Upendra kumar Singha 6.9 1st Class

42 01101-00259(2015-16) 011011-150031 DEBDULAL ADHIKARY Bimal Adhikary supple

33 01101-00013(2015-16) 011011-150032 JOY SARKAR Rakhal Sarkar 8 1st Class

18 01101-00015(2015-16) 011011-150033 MANIK MAJUMDER Late Sukumar Majumder 7.3 1st Class

39 01101-00271(2015-16) 011011-150035 NIHAR CHANDRA DAS Puspa Nath Das supple



41 01101-00267(2015-16) 011011-150038 RANA BARMAN Late Debendra Barman supple

36 01101-00022(2015-16) 011011-150039 RATUL KUMAR KAR MAZUMDER Ranjit Kumar Kar Mazjumder supple



21 01101-00025(2015-16) 011011-150042 SHIBU ROY Late Manindra Chandra Roy 1st Class

11 01101-00032(2015-16) 011011-150043 SUBHASIS MAJUMDER Sudhaansu Kumar Majumder 1st Class

48 01101-00033(2015-16) 011011-150044 SUBHOMAY CHAKRABORTY Sushil Chakrobarty 7.6 1st Class


01101-000268(2015-16) 011011-150046 SUDIP SAHA Santi Ranjan Saha 1st Class

24 01101-00037(2015-16) 011011-150047 SUSANTA ADHIKARI Hari Pada Adikari 6.7 1st Class

12 01101-00260(2015-16) 011011-150048 SUSANTA SARKAR Late Swapan Sarkar 7 1st Class





M.Ed. Student (2015-17) Semester -III

College Roll



Marks

Obtained

(500)

Status


15 01101-00002 of2016-17 011011-160001 ANINDITA BEJ Swapan Kumar Bej Absent

48 011011-160002 BABITA BHATTACHARJEE Tapan kumar Bhattacharjee Absent

25 01101-00005 of2016-17 011011-160003 DIMPI ROY Sankar Roy 7.2 1st Class

2 01101-00006 of 2016-17 011011-160004 ISHITA SARKAR Shiba Pratbp Sarkar 7.1 1st Class

39 011011-160005 JAYASHREE PAUL Sarat Ch Paul 7.2 1st Class

19 01101-00007 of 2016-17 011011-160007 MAMPI ROY Barendranath Roy 6.6 1st Class

17 011011-160008 MANJU CHHETRI Ram Bahadur Chhetri 6.6 1st Class

24 01101-00010 of 2016-17 011011-160009 MOUSUMI ROY Rabindra nath Roy 6.5 1st Class

8 01101-00238 of 2016-17 011011-160010 NIPA CHOWDHURY Anup Chowdhury Supple

7 011011-160011 RAKHI SAHA Ragunath Saha Absent

18 01101-00014 of 2016-17 011011-160012 RIMPI DEY Narendra Chandra Dey 7.3 1st Class

11 01101-00241 of 2016-17 011011-160013 RIYA ROY Promodh Kr . Roy Supple

45 01101-00015 of 2016-17 011011-160014 SAMRAGGI DASGUPTA Chandan Das Gupta 7 1st Class

28 01101-00016 of 2016-17 011011-160015 SANGJUKTA ROUTH Subha Chandra Routh 7.7 1st Class

32 01101-00017 of 2016-17 011011-160016 SANJITA LAKRA Hiralal Lakra 7.6 1st Class

6 01101-00020 of 2016-17 011011-160017 SOURIMA GHOSH Subir Ghosh 7.7 1st Class

10 01101-00022 of 2016-17 011011-160018 SUDIPTA CHAKRABARTI Sunirmal Chakrobarty Absent

13 01101-00023 of 2016-17 011011-160019 SUSMITA BISWAS Shibendra nath Biswas Absent

37 01101-00246 of 2016-17 011011-160020 SUTAPA GOSWAMI Sushil Kumar Goswamai Absent

12 01101-00024 of 2016-17 011011-160021 SUTHIRTHA SARKAR Sibesh Sarkar 7.4 1st Class

27 01101-00001 of 2016-17 011011-160023 ABDUL MANNAN Eunus Ali 7.1 1st Class

46 011011-160024 ABHIJIT SAHA Ananda mohan Saha Supple

1 01101-00233 of 2016-17 011011-160025 ANUP KUMAR MOHANTA Manoranjan Mohanta 6.8 1sr Class

42 01101-00234 of 2016-17 011011-160026 ARITRA DAS Biman Das Fail

29 01101-00003 of 2016-17 011011-160027 ASHISH KR BISWAS Shyamal Kumar Biswas Supple

34 01101-00235 of 2016-17 011011-160028 BHASKAR DEB Himadri Kumar Deb Absent

33 01101-00004 of 2016-17 011011-160029 DEBARSHI DEBNATH Manik Chandra Debath Supple

30 01101-00403 of 2016-17 011011-160030 KARTICK CHANDRA ROY Late Dadhi Kanta Roy Supple

47 011011-160031 LITAN DEB SARMA Prasanta Kumar Deb Sarma Supple

20 01101-00008 of 2016-17 011011-160032 MD BARKATTULLAH Gulam Ahamed Supple

21 01101-00009 of 2016-17 011011-160033 MINSARUL HOQUE Abdur rashid 6.7 1st Class

31 01101-00404 of 2016-17 011011-160034 MITHUN ROY Jagadipendra Roy Supple

44 01101-0001 of 2016-17 011011-160035 PARTHA ADHIKARY Nilmani Adhikary 7.1 1st Class

16 01101- 00239 of 2016-17 011011-160036 PRADIP ROY Ranjit Roy 6.5 1st Class

40 01101-00012 of 2016-17 011011-160037 PRANAB KUMAR GHOSH Ramani Chandra Ghosh 7.3 1st Class

50 011011-160038 PRASANTA BARMAN Brojan Barman 6.8 1st Class

23 01101-00013 of 2016-17 011011-160039 PRASANTA DEBNATH Prahallad Debnath Supple

26 01101-000242 of 2016-17 011011-160041 ROUSAN SABBIR ALAM SARKAR

Amjad Sarkar 6.5 1st Class

5 01101-00243 of 2016-17 011011-160042 RUPENDU MALLICK THAKUR 7.7 1st Class

35 01101-00244 of 2016-17 011011-160043 SANJIB SAHA Sambu Saha Absent

9 01101-00018 of 2016-17 011011-160044 SARTHAK PAUL Hari das Paul 7.3 1st Class

38 011011-160045 SOUMYADIP BORAL Gopi nath Boral Supple

3 01101-00019 of 2016-17 011011-160046 SOUMYADIP BOSE Kajal Bose 6.7 1st Class

22 01101-00021 of 2016-17 011011-160047 SUBIR KUMAR ROY Swapan Kumar Roy 7.1 1st Class

43 01101-00245 of 2016-17 011011-160048 SUBRATA DAS Chandra kanta Das Supple

4 01101-00247 of 2016-17 011011-160049 SYED ASHARUL HAQUE Syed Muiaffarul Hoque 7.2 1st Class

36 01101-00248 of 2016-17 011011-160050 TAPASH BARMAN Kanai Barman 7 1st Class


M.Ed. Student (2016-18) Semester -I

College Roll



Marks

Obtained

(500)

Status

Day Time 12.00-1.00 P.M. 1.00 -2.00 P.M. 2.00 - 2.3 P.M. 2.30-3.30 P.M. 3.30-4.30 P.M.

Monday2.2.6

Awadhesh Kumar2.2.3

Dr. R.P. Gupta2.2.4

Mr. P.B. Saha2.2.5

Mr.S.Prasad

Tuesday2.2.2

Mr. S. Prasad2.2.3

Dr. R.P. Gupta2.2.4

Mr. P.B. Saha2.2.5

Mr.S.Prasad

Wednesday2.2.2

Mr. S. Prasad2.2.3

Dr. R.P. Gupta2.2.1

Mr. A.K.Prajapati2.2.3

Dr. R.P. Gupta

Thursday2.2.2

Mr. S. Prasad2.2.3

Dr. R.P. Gupta2.2.1

Mr. A..PrajapatiLIBRARY

11.00 - 12.00 A.M.

2.2.1 Mr. A.K.Prajapati

RECESS

2.2.1 Mr. A.K.Prajapati

2.2.4 Awadhesh Kumar

2.2.4 Awadhesh Kumar

Recognized by NCTE & Affiliated to The W.B.U.T.T.E.P.A.Bhatibari, Dist-Alipurduar

TIME TABLE M.Ed. Classes 2016-18

2nd Semster


Thursday Mr. S. Prasad Dr. R.P. Gupta Mr. A..Prajapati

Friday2.2.2

Dr. S. Mohanty2.2.3

Dr. R.P. Gupta

Saturday 2.2.6 Awadhesh Kumar

Seminar co-ordinator: Dr. S.Mohanty

Mr.A.k Prajapati

Esatern Dooars B.Ed. Training college

2.2.3 : Introduction to Research Methodology.2.2.4 : Inclusive Education and gender Issues in Education.2.2.5 : Curriculum Studies.2.2.6 : Internship in Teacher Education Institutions.

H.O.D. (M.Ed.)

LIBRARY / DISSERTATION

2.2.5 Mr.S.Prasad S E M I N A R

2.2.1 : Philosophical Perspective of Education.2.2.2 : Sociological Perspectives of Education.

SAwadhesh Kumar2.2.5

Mr.S.Prasad

Day Time 12.00-1.00 P.M. 1.00 -2.00 P.M. 2.00 - 2.3 P.M. 2.30-3.30 P.M. 3.30-4.30 P.M.

Monday2.4.3B

Awadhesh Kumar2.4.3C

Mr. A.K.Prajapati2.4.3A

Awadhesh Kumar2.4.5 DISSERTATION

WORK

Tuesday2.4.3C

Mr. A.K.Prajapati2.4.3B

Mr. S. Prasad2.4.3A

Mr. A.K.Prajapati2.4.5 DISSERTATION

WORK

Wednesday2.4.3C

Mr. A.K.Prajapati2.4.3B

Mr. S. Prasad

2.4.3A Mr. Awadhesh

Kumar

2.4.5 DISSERTATION WORK

2.4.3B 2.4.3C 2.4.3A

M.Ed. Classes 2015-174th Semster

11.00 - 12.00 A.M.

2.4.1 Dr. R.P. Gupta

RECESS



2.4.1

EASTERN DOOARS B.Ed. TRAINING COLLEGE Recognized by NCTE & Affiliated to The W.B.U.T.T.E.P.A.

Bhatibari, Dist-AlipurduarTIME TABLE

Thursday2.4.3B

Mr. S. Prasad2.4.3C

Mr. A.K.Prajapati

2.4.3A Mr. Awadhesh

Kumar

2.4.5 DISSERTATION WORK

Friday2.4.1

Dr. R.P. Gupta

Saturday2.4.1

Dr. R.P. Gupta2.4.1

Dr. R.P. Gupta

Seminar Co-ordinator : Mr. S. Prasad

2.4.3A : Educational Policy in the context ofSecondary Education.

Esatern Dooars B.Ed. Training college

2.4.1 : Perspectives and Issues and Research in Teacher Education.

2.4.3B : Management, Leadership in the Context of Secondary Education.2.4.3C : Educational Technology and ICT in Secondary Education .2.4.5 : Dissertation.

H.O.D. (M.Ed.)

2.4.1 Dr. R.P. Gupta S E M I N A R

2.4.1 Awadhesh Kumar LIBRARY / DATA COLLECTION

S2.4.1 Dr. R.P. Gupta

IEQA EVALUATION RESULT

DETAILS RESULT

Track ID WBCOTE27468

Name Of The College EASTERN DOOARS B.ED. TRAINING COLLEGEBHATIBARI,ALIPURDUAR (W.B.)

Address DAKSHINAYAN,P.O.-BHATIBARIALIPURDUAR

E-Mail [email protected]

IEQA Submission Date 01/05/2017

IEQA Closing Date 01/05/2017

IEQA Evaluation Status Congratulations ! You have earned IEQA status . Institution should submit SSR/SAR (5 hard copies and 1 softcopy) within two weeks from the date of obtaining IEQA Status.

Please note that the SSR/RAR uploaded on your institutional website must not be password protected andaccessible to public until completion of the A&A process by NAAC. For further details/ instructions on proceduresand timelines for processing A&A applications kindly visit our website: www.naac.gov.in

Note :

a) No Separate intimation will be mailed on the above matter.

b) Ensure submission of the SSR in the correct and applicable format. Please use the NAACs Manual for SelfStudy applicable to your institution.

c) The Institutions are hereby advised to upload information on All India Survey of Higher Education inMHRD website (http://aishe.gov.in) under intimation to NAAC. At the time of submission of SSR/RAR to NAAC,institutions have to submit the documentary proof of uploading the AISHE information

Please note that a copy of IEQA application submitted by college is to be annexed to SSR/SAR so that peer teamcan verify the data

Kindly note: SSR/SAR should be submitted by post/courier only. SSR/SAR will not be accepted by hand inNAAC office.

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