INSTITUTE OF EDUCATION (P.G.) FOR WOMEN, CHANDERNAGORE, HOOGHLY

P.O. KHALISANI, PIN-712138, DISTRICT-HOOGHLY, WEST BENGAL, RECOGNIAED BY NCTE

Phone no.- 033-2683-6040

www.bedchanw.com

AFFILIATED TO UNIVERSITY OF BURDWAN

SELF STUDY REPORT 2016

SUBMITTED TO

NATIONAL ASSESSMENT AND ACCREDITATION COUNCIL, BENGALURU

Location of Chandannagar, Hooghly, West Bengal, India

INSTITUTE OF EDUCATION (P.G.) FOR WOMEN, CHANDERNAGORE, HOOGHLY, ESTABLISHED IN 1965

N

College motto: “Lead the eternal glory through superior intellect”

Vision: The Vision of the College is to pursue excellence in teacher education by opening global avenues in education and research for the all round development of competent and committed female teachers to meet the challenges of 21st century by providing good education, enabling and empowering young women, emphasizing the need to mainstream the marginalized and weaker sections among them to ensure justice and equity in society.

Mission:

ü To prepare efficient, competent, committed teacher educators, administrators and researchers.

ü To provide opportunities and facilities for the all round development of f e m a l e teacher trainees

ü To develop, sensitivity towards emerging issues in the changing society

ü To create awareness in teacher trainees about the modern trends in education

ü To undertake quality research studies, consultancy and training programs

ü To make quest for excellence an inherent aspect for all curricular and co-curricular transactions

ü To develop inquisitiveness, scientific temper and spirit of enquiry among the trainees,

ü To broaden the perspectives of the understanding of our country’s cultural heritage, scientific knowledge and social values through teacher training

ü To develop a sense of belongingness

ü To help underprivileged and meritorious students to transcend social barriers

ü To train the learners to live amicably in the society

ü To promote healthy student-teacher relationship

ü To draw out the best from the individual students

ü To manifest perfections already in man,

ü To motivate students in organising and participating in various co-curricular activities

ü To impart both theoretical and practical training in the field of T e a c h e r Education to develop appropriate skill among the learners

ü To provide opportunities to the students and teachers to expand their knowledge base and quality development

I

Values:

Modesty, sensitivity, punctuality and neatness. Patriotism, national integration and tolerance towards all religions. Gender equality, dignity of labour and scientific attitude. Acquisition of knowledge: knowledge and truth. Aesthetic value: Beauty and Truth. Moral value: Belief and Truth. Vocational value Activity and Truth Entertainment value: Pleasure and Truth (work with pleasure).

Objectives:

Ø Providing skilled and trained teachers for secondary and higher secondary schools, teacher educators and researchers, development of presentation and writing skills (by incentives for research and innovation)

Ø Providing suitable educational environment for all those who desire to be good teachers.

Ø Creating awareness of history, heritage and environment (through its own location within these and its links with global concerns and issues)

Ø Fostering and nurturing good character and high moral persona and belief in self as a woman (through enabling strategies and empowerment as women)

Ø Inculcating values of community service, national integrity, national pride, religious tolerance and aesthetic sense for environment.

Ø Making knowledge a source of power, respect and sensitivity for the Other (by exposure to cultural diversity, languages, human rights )

Ø values of citizenship (civic sense, public conduct, leadership, rights and responsibilities)

Ø Providing education as an instrument for human growth & social uplifting. Ø Developing competencies such as communication power, technological awareness,

spirit of accountability, leadership qualities, ability of judgment/decision-making, and required professional skills.

Ø Imparting higher education uniting modern scientific thought with Indian culture and wisdom.

Ø Blending ethics with practical knowledge. Ø enhancement of employability and life-skills (by organizing hands-on training and

workshops) Ø Fostering holistic development through curricular and co-curricular activities

(through mandatory membership and participation in a minimum of two co-curricular activities) in the College.

Ø Contributing towards inclusive school and all inclusive society.

II

Table of Contents

Serial no. Title Page no.

1. Section A I-XI

a. Motto, Vision, Mission and Value I-II

b. Objectives II

c. Preface IV-V

d. acknowledgement VI

e. NAAC Steering Committee Members VII

f. Members of the staff Council VIII

e. Abbreviations IX-XI

2. Section - B 1-204

Part – I Institutional Data 1-25

A. Profile of the institution 2-4

B. Criterion Wise Inputs 4-25

Part – II Evaluative Report 26-203

i Executive Summary: SWOC Analysis of the Institution 27-41

ii Criterion Wise Analysis 42-190

Criterion 1 Curricular Aspects 42-59

Criterion 2 Teaching-Learning and Evaluation 60-84

Criterion 3 Research Consultancy and Extension 85-109

Criterion 4 Infrastructure and Learning Resources 110-130

Criterion 5 Students Support and Progression 131-149

Criterion 6 Governance and Leadership 150-181

Criterion 7 Innovative Practices 182-190

Declaration by the Head of the Institution 191

III

Preface

Institute of Education (P.G.) for Women, Chandernagore, Hooghly, established in 1965, housed in a heritage building, is proudly aware of its glorious history and tradition. The institution is the oldest women’s Teacher Training College in Hugli district affiliated under the University of Burdwan.

This self-study report is the result of a long drawn, rigorous and introspective

process that commenced in the winter of 2015. True to the mission objectives of NAAC, which inter-alia encourage self-evaluation, accountability, autonomy and innovations in higher education, the entire college community was involved in this venture.

This SSR is written in the perspective of the National Knowledge Commission, mentioning that the higher education system must provide for accountability to society and creates accountability within. Keeping this in mind, we embarked on a participative process of preparing this self-study report with the distribution of a faculty data sheet cum feedback form to each faculty member who was expected to describe in detail her/his professional experience in the institution. These data sheets have been a vital source of information about each member of the faculty and a self-appraisal of academic activities in the college.

The Steering Committee for this report held a series of meetings with the committees of the Staff Council which oversee the various aspects of the working of the college in order to assess and evaluate the performance of the institution. Faculty members who represented the various committees prepared brief accounts of their working.

Student societies are the heart and soul of any college, and that is true of this College for as well. All faculty advisors to student societies associated themselves with the process of preparing this self-study report, by recording the nature and activities of their respective societies. All the wings of the college, be it Administration or Accounts, Hostel or the Library have contributed to the preparation of this Report.

Each and every department, through the Officer-in-charge, has had an opportunity to introspect, record its activities and achievements and future vision of the department. This did necessitate many rounds of meetings and intense deliberations at the level of each department. Further, departments were encouraged to assess and critically evaluate each others’ accounts.

IV

Faculty members were pro-actively associated with collection and analysis of data, preparation of statistical tables and charts, devising and administering questionnaires, sharing documents, visual data and other vital information to finally prepare a comprehensive, fair, objective and self-critical Report.

The college organised discussions with alumnae, local practice teaching schools, families, and neighbours and the local police to gain insights into their perception an assessment of this college. While the feedback was very encouraging, it also made us realise the necessity of further improvement. This self-study report also recapitulates the collective memory and archival record of many associated with this institution- past and present. We would like this report to become the beginning of yet another phase of the journey that this college embarked upon in 1965. My brief association as Officer-in-Charge of this institution was no handicap to feel and realise the unique and extraordinary position enjoyed by this institution in the University of Burdwan. At the same time, working in an institution of higher learning for women in an essentially patriarchal society is a tough challenge. We are at a historical juncture in the march of education and knowledge where technology has provided a cutting edge and fast paced, easy access to information and knowledge. We, therefore, need to constantly update ourselves to maintain the high standards of this institution and disseminate education and knowledge to the future women teachers of the nation.

I would like to use this opportunity to thank everyone involved in the preparation of this report. My colleagues on the steering committee worked admirably with a sense of institutional loyalty, intellectual rigour and clarity of thought. Their enthusiasm and passion for not only presenting the good work but also actually working hard to achieve excellence is noteworthy.

Prof. Mahasweta Palaniyandi

Officer-in-Charge

Institute of Education (P.G.) for Women, Chandernagore, Hooghly

V

Acknowledgements The most pleasant part of a project such as the compilation of this Self-Study

Report is the opportunity that it provides us for thanking and appreciating the generosity, support, guidance and patience of a large number of people.

At the very outset, we thank Prof. Mahasweta Palaniyandi, Officer-in-Charge of this College who has extended to this process steadfast support and robust guidance. Her faith in our efforts and abilities has been a great source of encouragement.

Dr. Biswanath Bandyopadhyay, IQAC coordinator has extended all manner of support and assistance to the compilation of this self-study report and we need to thank him. His knowledge on the history of the place and the college has helped us in our research. He has also provided us the very rare and valuable photographs and other documents on chandannagar. We are also thankful to Prof. Subhra Ghosh, former IQAC coordinator, Prof. Basabi Pal and Prof. Ajanta Chakrabarti, external members of IQAC for documentation and providing with the necessary information and guidance as and when required.

The office staff led by Mr. Debasis Das Ghosh and Mrs. Madhumita Bhattacharya, cashier deserves our gratitude for their assistance at all times. All other staff is to be thanked for explaining and interpreting complex figures and accounting procedures despite the demands on their time by the college community. The non teaching including the hostel staffs have always been an indispensable part of all activities in this College, as they have been of this report as well.

The library team led by Prof. Anshuman Seth needs to be thanked for sharing vital information regarding the library and its activities in absence of a regular librarian. Prof. Aabriti Sharma and Prof. Samir Kumar Mahato have been ever ready to help with the preparation of this report and have always smilingly provided all assistance. Prof. Rakheebrita Biswas deserves a special mention, as also Prof. Subhra Ghosh who ensured that the countless meetings of the steering committee could be conducted smoothly. Mr. Indrajit Bhattacharjee, Mr. Bidyut Dey, Mr. Dilip Prasad and Mrs. Suniti Halder helped us with odd jobs, as did Mr. Sanjoy Ghosh with endless photocopying. Mr. Lakshmikanta Dhara provided comfort with his willingness to fulfil a diverse range of requests.

Our present students and alumni have as always risen to the occasion and provided us with inspiration, joy and rendered unmatched assistance. We are also thankful to the Head and other teachers of the Practice teaching schools for their endless support.

Our colleagues have been exemplary in their support, patience and critical engagement through the long and tedious process of contributing and compiling this report. We thank all staff advisors of student societies, without whose whole hearted support and keen interrogation, this report would not have seen the light of day.

We owe a special debt to the various reports, compiled records and archived resources that our colleagues have maintained and put together over time. This storehouse of information proved invaluable in the putting together of this self-study report.

NAAC Steering Committee

VI

NAAC Steering Committee

Serial no.

Name Designation NAAC related portfolio

1. Prof. Mahasweta Palaniyandi Officer-In-Charge President 2. Dr. BiswanathBandyopadhyay Associate Professor IQAC, Coordinator 3. Dr. Keka Trivedi Assistant Professor NAAC Coordinator 4. Dr. Chandan Adhikary Assistant Professor NAAC Jt. Coordinator

Contributors in SSR:

• Dr. BiswanathBandyopadhyay, Associate Professor in History • Prof. Subhra Ghosh, Assistant Professor in Economics • Dr. Chandan Adhikary, Assistant Professor in Chemistry • Dr. Keka Trivedi, Assistant Professor in Geography • Prof. Anshuman Sheth, Assistant Professor in Bengali • Prof. Rakheebrita Biswas, Assistant Professor in Botany • Prof. Aabriti Sharma, Assistant Professor in Education (Foundation Course) • Prof. Samir Kumar Mahato, Assistant Professor in English

SSR Editorial Team:

• Dr. Keka Trivedi, Assistant Professor in Geography • Dr. Chandan Adhikary, Assistant Professor in Chemistry

The Members of the Teacher’s Council, Institute of Education (P.G.) for Women, Chandernagore, Hooghly

VII

Members of the staff Council

SERIAL NO

NAME DESIGNATION

1. Prof. Mahasweta Palaniyandi Officer-In-Charge 2. Dr. BiswanathBandyopadhyay Associate Professor 3. Prof. Subhra Ghosh Assistant Professor 4. Dr. Chandan Adhikary Assistant Professor 5. Dr. Keka Trivedi Assistant Professor 6. Prof. Anshuman Sheth Assistant Professor 7. Prof. Rakheebrita Biswas Assistant Professor 8. Prof. Aabriti Sharma Assistant Professor 9. Prof. Samir Kumar Mahato Assistant Professor

10. Mr. Debasis Das Ghosh Service Group-C 11. Mrs. Madhumita Bhattacharya Cashier, Group-C 12. Mrs. Suniti Kundu (Halder) Typist, Grade-I, Group-C 13. Mr. Bidyut Dey Laboratory Bearer, Group-D 14. Mr. Chandrakanta Chowdhury Helper, Group-D 15. Mr. Dilip Kumar Prasad Darwan, Group-D 16. Mr. Gopal Adhikary Night Guard, Group-D 17. Mr. Nirmal Kumar Jana Assistant Cook, Group-D 18. Mr. Sanjoy Ghosh Cook, Group-D 19. Mr. Swarup Kumar Ghosh Cook, Group-D 20. Mr. Indrajit Bhattacharjee Casual Staff 21. Mrs. Durga Bala Ghosh Casual Staff

VIII

Abbreviations

AMC Annual Maintenance Contract

B.Ed Bachelor of Education

BU Burdwan University

CAT Common Aptitude Test

CBCS Choice Based Credit System

CBSE Central Board of Secondary Education

CCA Co-Curricular Activities

CDP Child Development Programme

CSIR Council of Scientific and Industrial Research

CU Calcutta University

CWSN Children with Special Need

DELNET Developing Library Network

DST Department of Science and Technology

GOI Government of India

ICSSR Indian Council of Social Science Research

ICT Information and Communication Technology

IEQA Institutional Eligibility for Quality Assessment

IEW Institute of Education (P.G.) for Women

IEW Institute of Education for Women

IGNOU Indira Gandhi National Open University

IIM Indian Institute of Management

IQA Institutional Eligibility for Quality Assessment

IQAC Internal Quality Assurance Cell

IT Information Technology

JRF Junior Research Fellowship

LOI Letter of Intent

XI

MHRD Ministry of Human Resource and Development

MOU Memorandum of Understanding

MT Micro Teaching

NAAC National Assessment and Accreditation Council

NCC National Cadet Corps

NCERT National Council of Educational Research and Training

NCF National Curriculum Framework

NCFTE National Curriculum Framework for Teacher Education

NCTE National Council for Teacher Education

NET National Eligibility Test

NGO Non Governmental Organisation

NSO National Sports Organisation

NSS National Service Scheme

NSSO National Sample Survey Scheme

OBC Other Backward Classes

ODL Open and Distance Learning

OPEC Online Public Access Catalogue

PWD Person With Disability

RTI Right to Information

SC Scheduled Caste

SCERT State Council of Educational Research and Training

SRF Senior Research Fellowship

SSR Self Study Report

ST Student Teacher

X

ST Scheduled Tribe

SWOC Strengths Weakness Opportunities and Challenges

TE Teacher Educator

TEI Teacher Education Institution

UGC University Grants Commission

UID Unique Identification

UPSC Union Public Service Commission

WBUTTEPA West Bengal University of Teachers Training Education Planning and Administration.

WDC Women Development cell

XI

PART-I

INSTITUTIONAL DATA

Page 1

A. Profile of the Institution 1. Name and address of the institution: INSTITUTE OF EDUCATION (P.G.) FOR

WOMEN, CHANDERNAGORE, HOOGHLY, P.O.-KHALISANI, PIN-712138 2. Website URL: www.bedchanw.com

Phone no with STD code: 033- 2683-6040 3. For communication:

Designation Name Mobile Number

E-Mail Address

Head/Principal/Officer-in-Charge

Prof. Mahasweta Palaniyandi

9433404014 instituteofeducation65@rediffmail.com

IQAC Coordinator Dr. Biswanath Bandyopadhyay

9433736670 biswanathchandernagore@gmail.com

NAAC-SSR Coordinator

Dr. Keka Trivedi 9830811437

kekatrivedisengupta@yahoo.co.in

NAAC-SSR Jt. Coordinator

Dr. Chandan Adhikary

9432184217 cadhikary123@gmail.com

4. Location of the Institution: Urban √ Semi-urban Rural Urban Any other (specify and indicate)

5. Campus area in acres: 1.76 6. Is it a recognized minority institution?

Yes No √

If yes specify the minority status (Religious/linguistic/any other) and provided Documentary evidence.

7. Date of establishment of the institution:

Month & Year MM

MM

08 1965 8. University/Board to which the institution is affiliated: University of Burdwan, West Bengal 9. Details of UGC recognition under sections 2(f) and 12(B) of the UGC Act. Month & Year Under Section Date, Month & Year(dd-

mm-yyyy) Remarks (If any)

i.2(f) 1956 Since inception of UGC Act

ii.12(B) 1972 College was established before 1972

10. Type of Institution: a. By Funding

i. Government √ ii. Grant-in-Aid

iii. Constituent

iv. Self-financed

b. By Gender i. For Men ii. For Women √ iii. Co-education

c. By Shift i. Morning

ii. Day √ iii. Evening d. By Nature

i. Affiliated College √ ii. Constituent College

iii. University Dept. iv. IASE v. Autonomous College

vi. Dept. of Education of Composite College vii. CTE viii. Any other (specify)

11. Does the affiliating university Act provide for conferment of autonomy (as recognized by the UGC), on its affiliated colleges?

Page 3

Yes No √ If yes, has the College applied for availing the autonomous status?

Yes No √

(At present, there exists no scheme for autonomy in favour of a Government College)

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

Level Programme/ Course

Entry Qualification

Nature of Award

Duration Sanctioned/approved Student strength

Medium of instruction

Secondary/ Sr. secondary

B.Ed. Graduation Degree Certificate

2 years 100 Bengali and English

B.Ed.(ODL) A Study Centre of

Netaji Subhas Open

University, Kolkata,

W.B.

Graduation ( exclusively for Deputed School Teachers)

Degree Certificate

2 years (session 2013-15)

200 Bengali and English

Primary

Training of Primary Teachers

ODL mode

Higher Secondary

Degree Certificate

1 year (session 2012-13)

100 Bengali and English

(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

Secondary/ Sr.secondary

B.Ed. F.ERC/NCTE/ WB-S/E-6/97 and APE00554/B.Ed. (Revised Order)/ 2015/32414, dated 29.05.2015

Permanent recognition

100 (50/sem.)

(Additional rows may be inserted as per requirement)

B. Criterion-wise inputs

Page 4

Criterion I: Curricular Aspects

1. Does the Institution have a stated

Vision

Yes √ No

Mission Yes √ No

Values Yes √ No

Objectives Yes √ No

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

Yes No √

3. Are there programmes with semester system?

Yes √ No

4. Is the institution representing / participating in the curriculum development/ revision processes of the regulatory bodies?

Yes √ No

If yes, how many faculties are on the various curriculum development/vision committees/boards of universities/regulating authority?

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

B.Ed.

Methods 09 Electives 01

6. Are there Programmes offered in modular form?

Yes No √

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

Yes No √

02

Page 5

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

Yes √ No

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

Ø Heads of practice

teaching schools Yes √

No Ø Academic peers

Yes √ No

Ø Alumni

Yes No √

Ø Students

Yes √ No

Ø Employers

Yes No √

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

within the existing system?

As per rules and regulation led down by the University of Burdwan and or Government of West Bengal as and when it is required.

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

last three years? Yes No √

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

last five years? Yes √ No Number of major syllabus revision

13. Does the institution develop and deploy action plans for effective implementation

of the curriculum? Yes √ No

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

Yes √ No

2

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Criterion II: Teaching-Learning and Evaluation

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

a) Through an entrance test developed by the institution b) Common entrance test conducted by the University/Government c) Through an interview d) Entrance test and interview e) Merit at the qualifying examination √ f) Any other (specify and indicate)

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

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

a)Date of start of the academic year 01.07.2014 b) Date of last admission 21.07.2014 c) Date of closing of the academic year 30.06.2015 d) Total teaching days 198 e) Total working days 236

3. Total number of students admitted

Programme Number of students Reserved Open

M F Total M F Total M F Total SC ST

B.Ed. -- 100 100 -- 25 7 32 -- 68 68

4. Are there any overseas students?

Yes No √

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

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

Rs. 1,10,000.00 (Approximately)

6. Highest and Lowest Grade point at the qualifying examinations considered for admission during the previous academic session: 2015-2017

Programmes

Open Reserved

Highest Lowest Highest Lowest B.Ed. 47.3 23.40 40.7 28.1

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

(after admission)?

Page 7

Yes √ No

8. Does the institution develop its academic calendar?

Yes √ No

9. Time allotted (in percentage)

Programmes

Theory Internship/Practice Teaching

Practicum

B.Ed. 50 15 35

10. Pre-internship practices

a) Microteaching classes taken by each students 12 b) Simulated classes taken 12

c) Peer evaluation by each students 12 d) Demonstration classes taken by each teacher educator 2 classes by respective method

subject teachers

11. Internship/Practice Teaching at School a) Number of schools identified for Internship/Practice Teaching

08

b) Total number of practice teaching days

40

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

40

12. Is the scheme of evaluation made known to students at the beginning of the academic session?

Yes √ No

13. Does the institution provide for continuous evaluation?

Yes √ No

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

Page 8

Programmes

Academic session 2014-15 Current Academic session 2015-17

Internal External Internal External B.Ed.

20 80 40 60

15. Examinations

a) Number of sessional tests held for each paper 02 b) Number of assignments for each paper Varies with the nature

of the paper

16. 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 √ Projectors √ Document Camera √ Interactive Smart-board (under process) √

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

Yes √ No

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

Yes No √

Criterion III: Research, Consultancy and Extension

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

Number 03 percentage 33.33

2. Does the Institution have ongoing research projects?

Page 9

Yes No √ (Applied for) If yes, provide the following details on the ongoing research projects: NA

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

NIL

4. How does the institution motivate its teachers to take up research in education? (Mark for positive response and X for negative response)

Teachers are given study leave √ Teachers are provided with seed money × Adjustment in teaching schedule √ Providing secretarial support and other facilities √ ICT and Physical Support √ Enhanced Library Access √

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

Yes No √

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

NIL

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

Yes No √

8. Details of the Publications by the faculty (Last five years) Yes No Number Ø International journals √ 03 Ø National journals – referred papers √ 20 Ø Academic articles in reputed magazines/news

papers √ 11

Ø Books √ 16 Ø Any other (specify and indicate) Edited books √ 04

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

Page 10

Yes √ No Number 12

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

Faculty Students Ø National seminars 23 Ø International seminars 05 Ø Any other academic forum 3

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

Ø Self-instructional materials √ Ø Print materials √ Ø Non-print materials (e.g. Teaching Aids/audio-visual,

multimedia, etc.) √

Ø Digitalized (Computer aided instructional materials) √ Ø Question bank √ Ø Any other (specify and indicate)

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

Yes No √

If yes, indicate the nature of the post: NA

Full-time Part-time Additional charge

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

Yes No √

14. Number of other curricular/co-curricular meets organized by other academic agencies/NGOs on Campus

01(Paschim Banga Vigyan Mancha)

15. Does the institution provide consultancy services?

Yes For students at free of cost No

Page 11

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

NIL 16. Does the institution have networking/linkage with other institutions

organizations?

Ø Local level Yes Ø State level Yes Ø National level Yes Ø International level Yes

Criterion IV: Infrastructure and Learning Resources

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

7122.467 sq. mts.)

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

Yes No a) Methods lab √ b) Psychology lab √ c) Science Lab(s) √ d) Education Technology lab √ e) Computer lab √ f) Workshop for preparing teaching aids √

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

15

4. What is the Budget allotted for computers (purchase and maintenance) during the previous academic year?

Rs. 1,99,500/- for 2015-16

5. What is the Amount spent on maintenance of computer facilities during the previous academic year?

Rs. 2955/- for 2015-16

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

Page 12

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?

NIL

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

Yes No √ 9. Number of teaching and non-teaching positions in the Institution

Positions

Teaching faculty Non-teaching

staff

Technical staff

Professor Associate Professor

Assistant Professor

*M *F *M *F *M *F *M *F *M *F Permanent: Sanctioned

by the UGC/University/State

Government

00 17 22 00

Recruited 00 00 01 01 03 04 08 02 00 00

Yet to recruit 00 08 12

Positions Teaching faculty *M *F

Part-time: Sanctioned by the UGC/University/

State Government

0

Recruited 0 00

0 01 Yet to recruit 0 0

*M-Male*F-Female

10. Qualifications of the teaching staff:

Highest qualification

Professor Associate Professor

Assistant Professor

Total

Male Female Male Female Male Female Permanent teachers

Ph.D. 00 00 01 00 01 01 03

Rs. 6467/-

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M.Phil./M.Tech 00 00 01 00 01

PG 00 01 01 03 05 Part-time teachers

Ph.D. 00 00 00 00 00 00 00 M.Phil. 00 00 00 00 00 00 00

PG 00 00 00 00 00 00 00

11. Ratio of Teaching – non-teaching staff

9:10

12. Teacher student ratio (program-wise)

Programme 2014-15 2015-17

B.Ed. 1:14.29 1:5.33

13. Amount spent on the salaries of teaching faculty and non-teaching staff during the previous academic session (% of total expenditure)

42% (approx) 14. Is there an advisory committee for the library?

Yes √ NO

15. Working hours of the Library

On working days 11.00am to 4.00pm

During examinations 11.00am to 4.00pm

16. Does the library have an Open access facility?

Yes √ (only for faculty members) NO

17. Total collection of the following in the library

a. Books 12600( Approx) v Textbooks 7000 (Approx) v Reference books 5600 (Approx)

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b. Magazines 5 c. Journals subscribed 2

v Indian journals 2 v Foreign journals 0

d. Peer reviewed journals 0 e. Back volumes of journals 0 f. E-information resources 0 Ø Online journals/e-journals NIL Ø Multimedia course-ware NIL

18. Mention the followings:

Ø Total carpet area of the Library (in sq.ft.) 1000 sq. ft Ø Seating capacity of the Reading room 15

19. Status of automation of Library

Ø Yet to intimate Ø Partially automated √ work under process Ø Fully automated

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

Ø Circulation ü Ø Clipping Ø Bibliographic compilation ü Ø Reference ü Ø Information display and notification ü Ø Book Bank ü Ø Photocopying Ø Computer and Printer ü Ø Internet ü Ø Online access facility ü Ø Inter-library borrowing Ø Power back up ü Ø User orientation /information literacy ü Ø Any other (pleases Specify and indicate)

21. Are students allowed to retain books for examinations?

Yes No √

22. Furnish information on the following

a. Average number of books issued/returned per day 10 b. Maximum number of days books are permitted to be retained

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Ø by students 30 days Ø by faculty 1 year

c. Maximum number of books permitted for issue Ø for students 2 Ø for faculty 30

d. Average number of users who visited/consulted per month 60 e. Ratio of library books (excluding textbooks and book bank facility)

to the number of students enrolled 56:1

23. What is the percentage of library budget in relation to total budget of the institution?

As per State Government allotment from time to time and allocation of UGC fund.

24. Provide the number of books/ journals/ periodicals that have been added in last three years

2013-2014 2014-15 2015-16 Number

Total cost (in Rs.)

Number

Total cost (in Rs.)

Number

Total cost (in Rs.)

Text books -- -- 465 5400 -- -- Other books -- -- -- -- -- -- Journals Periodicals -- -- -- -- -- -- Any others specify and indicate

-- -- -- -- -- --

Criterion V: Student Support and Progression

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

Programmes

2012-13 2013-14 2014-15

B.Ed. 01out of 98 students

04 out of 101 students

03 out of 100 students

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

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Yes Only during teaching internship No

3. Does the institution offer Remedial instruction?

Yes √ No

4. Does the institution offer Bridge courses?

Yes No √

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

Academic Years 2012-13 2013-14 2014-15 Pass percentage 100% 100% 100% Number of first classes 96 96 96

6. Students appeared for competitive examinations during previous years:

No definite records are readily available from the ex-students and present students, but the students appear in different competitive examinations viz. TET, CTET, SSC, SET NET etc. and the forms are forwarded by the authority as and when these are required as per prescribed proforma.

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

three years College authority forwards the application of the students categorically 1. Minority, 2. SC/ST, 3. OBC, 4. Merit-cum means scholarship whenever the students apply.

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

Yes No √

9. Does the institution provide Residential accommodation for:

Faculty Yes Available Only for principal

No

Non-teaching staff Yes Available Only for hostel and darwan

No

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

Yes √ NO

If yes, number of students residing in hostels.

Men -- women 18

(Appr.)

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

Sports fields Yes ü No Indoor sports facilities Yes ü No Gymnasium Yes No ü

12. Availability of rest rooms for Women

Yes √ No

13. Availability of rest rooms for men

Yes No √

14. Is there transport facility available?

Yes No √

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

Yes √ No

16. Give information on the Cultural Events (Last year data) in which the institution participated/organized.

Annual cultural programme organised in the college

on 06.05.2016

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

NIL 18. Does the institution have an active Alumni Association?

Yes √ No

If yes, give the year of establishment

2010 revived in 2016

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

Yes √ No

20. Does the institution regularly publish a college magazine?

Yes √ No

21. Does the institution publish its updated prospectus annually?

Yes No √

22. Give the details on the progression of the students to employment/further study (Give percentage) for last three years.

Exact numbers are not readily available.

23. Is there a placement cell in the institution?

YES Recently formed NO

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

NA

24. Does the institution provide the following guidance and counselling services to

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students?

Academic guidance and Counseling Yes ü No Personal Counseling Yes ü No Career Counseling Yes ü No

Criterion VI: Governance and Leadership

1. Does the institution have a functional Internal Quality Assurance Cell (IQAC) or any other similar body/committee?

Yes √ No

2. Frequency of meetings of Academic and Administrative Bodies: (2014 -15)

Ø Staff Council Frequently Ø Teachers council As when it required Ø IQAC Regular interval Ø Hostel committee As when it required

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

Ø Loan facility Yes ü No Ø Medical assistance Yes ü No Ø Insurance/P.F/G.P.F Yes ü No Ø Other (specify and indicate) Yes No

4. Number of career development programmes made available for non- teaching staff during the last three years?

05

5. Furnish the following details for the past three years

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a. Number of teachers who have availed the Faculty Improvement Program of the UGC/NCTE or any other recognized organization.

NIL

b. Number of teachers who were sponsored for professional development programmes by the institution.

§ National 08 § International NIL

c. Number of faculty development programmes organized by the Institution: 00 d. Number of Seminars/ workshops/symposia on curricular development, Teaching- learning, Assessment, etc. organized by the institution.

05

e. Research development programmes attended by the faculty. 00 f. Invited/endowment lectures at the institution. 01 Any other area (specify the programme and indicate) (one day workshop on drama, Yoga and awareness campaign organised by the college)

03

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

a. Self-appraisal Yes ü No b. Student assessment of faculty performance Yes ü No c. Expert assessment of faculty performance Yes No ü d. Combination of one or more of the above Yes No ü e. Any other (specify and indicate)

7. Are the faculty assigned additional administrative work?

Yes √ No

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

14 Hours

8. Provide the income received under various heads of the account by the institution for previous academic session (2014-15)

Ø Grant-in-aid 589698 Ø Fees 120000/- Ø Donation NIL Ø Self-funded courses NIL Ø Any other (Specify and indicate) NIL

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9. Expenditure statement (for last two years)

2012-13 2013-14 Total sanctioned Budget NIL NIL spent on the salary of faculty and non-teaching staff

Rs. 10256571/- Rs. 10319929/-

spent on books and journals NIL NIL spent on developmental activities (expansion of building)

NIL NIL

spent on telephone, electricity and water

225426/- 257698/-

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

Rs. 129970/- NA

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

Rs. 12320/-

Spent on research and scholarship (seminars, conferences, faculty development programs, faculty exchange, etc.)

NIL NIL

spent on travel

Rs. 11751/- Rs. 21569/-

Any other (specify and indicate) other charges

Rs. 1680993 /- Rs. 1436982/-

Total expenditure incurred

10. Specify the institutions surplus/deficit budget during the last three years? (Specify the amount in the applicable boxes given below): NA

Surplus in Rs. Deficit in Rs. 2012-13 -- -- 2013-14 -- -- 2014-15 -- --

11. Is there an internal financial audit mechanism?

Yes No √

12. Is there an external financial audit mechanism?

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Yes √ No

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

Ø Administration Yes ü No Ø Finance Yes ü No Ø Student Records Yes ü No Ø Career Counselling Yes ü No Ø Aptitude Testing Yes ü No Ø Examinations/Evaluation/ Yes ü No Ø Assessment Yes ü No Ø Any other (specify and indicate) Yes No

14. Does the institution have an efficient internal co-coordinating and monitoring mechanism?

Yes √ No

15. Does the institution have an inbuilt mechanism to check the work efficiency of the non-teaching staff?

Yes √ No

16. Are all the decisions taken by the institution during the last three years approved by a competent authority?

Yes √ No

17. Does the institution have the freedom and the resources to appoint and pay temporary/ adhoc / guest teaching staff?

Yes √ No

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

a) For teachers Yes ü No b) For students Yes ü No

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c) For non - teaching staff Yes ü No

19. Are there any on-going legal disputes pertaining to the institution?

Yes No √ 20. Has the institution adopted any mechanism/process for internal academic

audit/quality checks?

Yes √ No

21. Is the institution sensitized to modern managerial concepts such as strategic planning, teamwork, decision-making, computerization and TQM?

Yes √ No

Criterion VII: Innovative Practices

1. Does the institution have established Internal Quality Assurance Mechanisms?

Yes √ No

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

Yes √ No

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

2014-15 2015-17 SL. No

Category Female % Female %

1 SC 25 25 12 25 2 ST 7 7 3 6.25 OBC 3 3 0 0 3 Physically challenged 1 1 2 4.2 4 General 62 62 30 62.5 5 Any other ( specify)

Muslim

2 2 1 2.08

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

SL. No.

Category Teaching staff

Non-Teaching staff

1 SC 00 10 2 ST 00 0 3 OBC 11.1 00 4 Physically challenged 00 00 5 Women 55.55 20 6 General 88.9 90 6 Any other ( specify)

5. What is the percentage intake and passed out in relation to academic growth of the students of previous 3 years?

2012-13 2013-14 2014-15 Category Intake passed Intake passed Intake passed SC 28 28 22 22 25 25 ST 08 08 04 04 07 07 Physically challenged 02 02 03 03 01 01 General 59 59 68 68 64 64

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PART-II

EVALUATIVE REPORT

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EXECUTIVE SUMMARY: SWOC ANALYSIS OF THE INSTITUTION

Location of the college: IEW, Chandernagore is situated in the city of Chandannagar, under Chandannagar Municipal Corporation. It is located beside the railway station. The graticules of the institution are 22° 87´N latitude and 88° 35´E longitude.

Chandannagar: A city of historical importance

Chandernagore is situated in the Hooghly district on the west bank of river Hooghly. It is only 32k.m. far from Kolkata. The nomenclature of the place is indebted to a number of factors but it is more likely that this place was named according to the name of its deity Chandi and thus called as “Chandirnagore” later it assumed the name Chandernagore in course of the changing of pronunciations.

It is the only French colony in Bengal, remained up to under the indirect supervision of French government. Chandernagore achieved the status of free city from French government in 1958 after a referendam. Under the French, the process of the urbanisation was accelerated. They at the same time tried to increase their volume of trade and established a port at Chandernagore. In 1691, the French started to build a “fort” here and it was ended in 1696. At this hour the political atmosphere of Hooghly was horrible some. Different revolt like the revolt of Sova Sing occurred. Many frightened people took shelter in Chandernagore under French care. Most of them remained here and engaged themselves in .trade or other services which was also started through the French initiative. The town acquired a cosmopolitan demographic character.

The famous temple of Boraichandi from which the name Chandernagore was

originated

Nitya Gopal Sriti Maandir-Theatre and Library-The only existing Greco Roman Structure at Chandannagar

Tower of Chandernagore, (early 18th century)-Gateway to chandannagar jail

The Gateway to chandernagore

During the era of Dupleix (1730 to 1741), the famous Director General of chandernagore the growth of urbanisation was accelerated with the spreading of trade.

Later this city was defeated by the British in 1757. The British East India Company captured it but returned it to the French in 1763.In the 19th century the middle class intellectuals of chandernagore rose into prominence. Spreading of English education came into being. Side by side revolutionary ideas were prolifered among the people of Chandernagore they became more anti British. From the end of 19th century up to 1947 people of Chandernagore helped a lot to the freedom movement of India.

There are a lot of temples, Mosques and Church existed in chandernagore. The French also tried to beautify the city for their own interest. A harmonious co-existence of occidental and oriental culture prevailed in the city. Different festivals are important.

The Palace of French Governor

The famous court of chandernagore with baroque style of Staircase which was a hotel called Otel-de-Paris before 1878

An age old Bishalakhhi temple erected in 17th century

The Roman Catholic Church of 1720

An age old mosque erected in Pathan Period

The Church called Sacred Heart erected in 1868 by Roman Catholic Christian

The famous Chandni on the bathing ghat of Chandernagore

Jagadhatri Puja is one of the famous festivals. On 1947 India was freed from bondage and achieved her freedom but chandernagore remained under the French domination. A cry for liberation was raised later and at last chandernagore was declared a free city on 1950 by the French. In 1954 chandernagore was ceded with West Bengal and got a prominent place in the map of West Bengal.

History of the Institute of Education (Post Graduate) for Women starts from the year 1965. The Govt. order regarding this was the G.O. No. 2054-Edn (D) dated. 21.04.1965 & the letter from the secretariat to start this college bearing no.3162-Edn (6) cal dated. 14.5.1965. This college was started in this building which was acquired by the Govt. of West Bengal.

Historical background of the college building:

This college building is an age old structure & it has the characteristics of heritage building. The oldest construction of this building was started in 1880 & it was renovated on 1908. It looks like a palace & was designed by the 19th century architectural style of Bengal. After Independence the West Bengal Govt. took over this house & used it as refugee rehabilitation centre. The commencement of the college was proposed 0n May 1965 but it is the year of Indo-Pak war & Govt. used this premises to keep up the prisoners of East Pakistani Army so Students of this college went to study B.T. at Govt. Training College Hooghly.

From the very beginning this college was named as Institute of Education (P.G.) for Women, Chandernagore. (P.G. means Post Graduate), it was written so because it was decided that extension & research work may be taken up as the institute develops.

At this time college has a Principal, one Vice Principal, four Assistant Professor, eight Lecturers & three demonstrators & three part time teachers. The college started its full swing from 1966. From that year this college works hard for promoting women education. It is the only women B.Ed. College in this district.

In course of time number of students is reduced to 50 from 200. According to N.C.T.E. Regularation, 2014 it is done. The course is designed for two years. From the very

The Famous Jagadhatri Puja of Chandannagar

beginning the college produced very good academic performances. A lot of students get first class in B.T. later in B.Ed. Many able & renowned professors came and went from this college. College arranged seminar other social and academic activities in her past. It is still doing the same thing and became the worth full academic centre of Chandernagore. This college is situated just beside the Chandernagore station. It has hostel facilities for the students it has an age old heritage and culture of its own.

This College embarked upon its journey in 1965 when India was still a young state with a tenuous economy and a fragile and unequal social structure. Women’s education was seen as central to the project of democratic transformation towards commitment to creative experiments in education ranging from pedagogy, curriculum, education, teacher-training and use of ICT is well known.

As an affiliated college of the University of Burdwan, this College has today been recognised as a pioneer and a leader in women’s higher education. The college is recognised under sections 2 (f) and 12 (B) of the UGC Act and is funded through the UGC’s grants-in-aid. It is primarily an undergraduate college focusing on quality teacher education that gradually opened up to other disciplines as well.

Executive Summary: Criterion I: Curricular aspect

The institution being affiliated to Burdwan University follows the syllabus pattern, prescribed by the University for the academic year 2015-17. The institution provides ample opportunities for the student teachers to develop professional skills through curriculum transaction and other activities. Faculty members have actively participated in curriculum development programme organised by the university. The institution has developed a college calendar which provides all the relevant information about the admission, rules, regulations, infrastructure facilities, details about different committees or clubs and proposed activities which helps the student teachers to prepare themselves for the course. Faculty members adopt innovative practices like brain storming, collaborative learning, team teaching and co-operative learning etc. ICT is integrated in the curriculum transaction. The institution organizes an Add-on program on creative teaching to broaden the scope of the curriculum.

Criterion II: Teaching- learning and evaluation

The total sanctioned intake to our institution is hundred, out of it 50 seats are reserved for deputed teachers and 22% seats are reserved for SC, 6% for ST category (both Fresh & Deputed) and 3% reservation for PWD in each of the category following reservation policy on merit basis. Since 2015-17 the college is able to admit only one unit following NCTE rules. 50 percent of seats are allotted for deputed trainees. The students admitted to the B.Ed. course are from diverse background. Our institution adopts inclusive approach to cater the needs of the diverse population by providing equal opportunities for all the student teachers in all the activities. Institution organizes an intensive induction programme. to orient the student teachers about the course. Professional skills among student teachers are developed through communication skill practice, microteaching sessions, demonstrations, simulated teaching, and feedback mechanism as a pre- practice teaching activity which makes them to think and reflect it in their practice.

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Each student teacher completes 60 lessons during practice teaching which is monitored by the faculty members through lesson plan correction, supervision of lessons, preparation of teaching aids, construction of unit test and feedback on given lessons. The evaluation process has two formal components, namely continuous evaluation and semester examination. Continuous assessment is based on the percentage of attendance, participation, involvement, performance in assignments, seminars, teaching skills, and practice in teaching and internal tests. Semester examination is conducted in theory and practical by BurdwanUniversity.

Criterion III: Research, Consultancy and Extension

This Woman empowering Institute was established to promote research and extension activities from its inception. The institution knows that a lot more has to be done in the area of Research and consultancy. However, enough has been done in the area of extension activity. As already stated that two Assistant professor and one Associate Professor have got Ph.D. degree and 04 have M.Phil. degree. One Assistant Professor qualified NET in method subject as well as in Education also. Other Assistant Professors qualified NET either in their method subject or in Education too. Dr. Chandan Adhikary, Assistant Professor of Chemistry successfully completed a DST sponsored Fast Track Project in Chemical Sciences during the tenure of his previous college. Three Assistant Professors Applied for UGC sponsored Minor research project. One of our Associate professor have been engaged in numerous research activities in Historical perspectives and literary works and obtained many awards for his contributing works. Five Assistant professors have been continuing Ph.D. work.

A proposal has been accepted in the meeting of research committee that an appeal has to be made to the affiliated University in near future to recognize the college as a research center in order to encourage and motivate our young resourceful teachers in productive activities through research and extension programme. Some teachers have presented research oriented papers in National and State level seminars. Teacher Educators keep on giving field survey projects to students as a part of academic activity. Dr. Biswanath Bandopadhyay, Associate Professor has published many historical books and research articles maintaining national standard. Subhra Ghosh (Sinha Roy), Assistant Professor in Economics has been undergoing Ph.D. in Economics education without hampering schedule class work. Dr Chandan Adhikary has published many articles in International Standard journals e.g., ACS (American Chemical Society), Elsevier, Francis and Taylor and also in national standard journal. Dr. Adhikary also published a review in ‘Coordination Chemistry review’ having high impact factor. Dr. Adhikary has also been engaged in research work both in Chemical Science and in Education to explore and update professional competency. He has also been engaged to develop self instructional material for the Open and distance learner for Burdwan University. Dr. Keka Trivedi, assistant Professor of Geography has been engaged in research and extension work. Dr. Trivedi has prepared module for learners of Netaji Subhas Open University and at present engaged in writing books for the Student teachers undergoing B.Ed. course of study. She has presented papers in International Seminars also. Rakheebrita Biswas, Assistant Professor in Methodology of teaching Life Science has published many books containing ISBN recognition for the Student Teachers undergoing B.Ed. programme. Samir Kumar Mahato, Assistant Professor of English has published so many books containing ISBN recognition for the Student teachers undergoing B.Ed. course. Almost all the teachers prepared instructional material for the student teacher to facilitate students’ learning. The college published magazine and wall magazine in regular intervals to encourage students in enhancing their language skills.

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Our students have shown deep interest in the culture study programmes conducted by the institute throughout the entire course of study. Workshop on Drama, Art and Craft, Yoga and sports has frequently been organized by the college to enhance life skill among the learners. Regional level seminars have been organized by the Institute regularly in order to develop professional capacities of the teachers and to orient the students towards new paradigm of learning.

Criterion IV: Infrastructure and Learning Resources The institution is situated in an eco-friendly serene atmosphere with all necessary facilities. The management has provided well established infrastructure like classrooms, laboratories, seminar hall, staff rooms, principal chamber, office room, library, Computer laboratory and as per the norms of NCTE. All t he c la s s r o o m s and laboratories are well equipped and well furnished. Library possesses approximately 1260 books, journals and periodicals. Library is equipped with computers with internet facilities and undergoing digitisation process using COHA software. The institution is possessed with playground for out- door games and also facilities for in-door games. The classrooms are equipped with interactive boards and LCD projectors. All the laboratories are well equipped with necessary requirement. The power generator is also installed in the campus. The college is also planning to install 16 CCTV cameras (8 indoor and 8 outdoor) for safety and security.

Criterion V: Student’s progress and support The official website www.bedchanw.com and college calendar provide the relevant information to the stakeholders about the institution. The welfare and progress of every student teacher who steps in the campus, is ensured through constant interaction and support. The mentoring system is adopted in the institution to provide academic, social and psychological support and monitor the academic progress of the student teachers. The institution provides special support to academically low achievers through remedial classes. Academically better achievers are selected for peer teaching sessions.

Constant exposure to community centered activities develops the capacity for effective social interaction among the student teachers. Apart from this, the institution has constituted different committees/cells to cater the diverse needs and welfare of the student teachers. The grievance cell of the institution encourages the suggestion/ grievances of the students and resolves for the better functioning. Guidance and counseling cell organizes various individual/group counseling sessions to help the student teachers in resolving their academic / personal / social issues. Women Redressal cell organizes programs on women issues and it tries to resolve the problems faced by the women student teachers. Placement cell helps the student teachers to seek the job opportunities in reputed schools. Alumni Association is established by the institution to maintain a meaningful and a lifelong relationship with the alumni. It provides a platform for the alumni to share the current issues and challenges in the field of education and motivates them to contribute for the growth and development of the institution. The institution organizes value added programs on personality development, yoga, mental health, stress management and soft skills. The institution brings out a college magazine “Anwesha” and wall magazine “Srijoni” every year to encourage the literary and creative writing of the student teachers.

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Criterion VI: Governance, leadership and management Teachers’ Council is the decision making authority who takes the academic and administrative decisions pertaining to the institution. The Government provides all the necessary support and infrastructure facilities for smooth running of the institutional programmes. The democratic ideals of the authority empower the faculty members in sharing of responsibilities. Teachers’ Council decentralises institutional activities through exemplary leadership among teaching and non-teaching faculty. All the academic and administrative activities of the institution are continuously monitored by the IQAC. The principal/Officer-in-Charge motivates the faculty members by recognizing their potentialities and rewards them. The principal/Officer-in-Charge being the Chairman of Teachers’ Council plays a leading role in the administration and ensures the transparency in institutional activities.

Criterion VII: Innovation and best practices: The institution has established an IQAC to look after the quality parameters in all academic and other activities. Innovative practices of the institution comprise of ICT integration in teaching and learning, in-house paper presentations on innovative practices and significant topics, college calendar, Alumni association etc. Various activities like soft skill development, teaching skills, ICT training, orientation, seminar, workshops, guest lectures, community based activities, research oriented activities, practice teaching, extended curricular activities, faculty exchange programme and extension activities are conducted through which the institutional vision, mission and objectives are realized. SWOC analysis of the institution: Our institution makes a realistic analysis of the factors that constitute its strengths, weaknesses, opportunities and challenges by considering the diverse aspects related to the entire spectrum of stakeholders of the institution.

Strengths:

• Good infrastructure facility.

• Highly supportive faculty.

• Decentralized responsibilities.

• Qualified and committed teaching faculty.

• Supportive non-teaching staff.

• Democratic outlook of principal/ Officer-in-Charge

• Integration of ICT in Teaching and administration.

• Supportive Practice teaching schools.

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IEW, Chandernagore, Hooghly is committed to a meaningful partnership between students and teachers. This is evidenced from the fact that students and faculty members are involved in the planning of all academic and co-curricular activities. These deliberations are conducted through a series of consultative meetings of the numerous committees that exist for this purpose. An annual calendar is set in place, time-tables are organised before the commencement of the new semester, work plans are ready in advance and students’ activities are planned in consultation with student societies and association.

The college conducts a thorough orientation to the college on the first day of the semester, addressed by the Officer-in-Charge. Each department conducts its own orientation programmes. Prior to admissions, pre-admission counselling is a very rigorous process and the website is constantly updated.

Co-curricular activities are given the pride of place in the college calendar. Observation of significant days and various community enrichment programmes and social activities are a vital part of the life of the students in LSR thus enabling them to discover their true potential. Students have performed admirably in solo as well as team sports at all levels. The curricular framework is further enhanced by a number of focused skill development programmes and workshops. This college is sensitive to the changing aspirations and needs of students and with this in mind student feedback is constantly sought through student surveys and meetings.

Faculty at this college is valued for its academic expertise, professional competence, pedagogic initiatives and extension activities. Faculty members are active participants in the research activities under different reputed Universities, syllabus review committees, examination bodies. Faculty at IEW, Chandernagore is encouraged to pursue scholarly activities such as participation in seminars, conferences and workshops. Faculty publications are extensive and well regarded, with current faculty having authored books/text books, papers in reputed journals, and papers presented in national/international conferences. These publications are academic, journalistic and creative in nature. The faculty is consulted by a wide range of bodies-academic, administrative, NGOs, media houses, hospitals, public sector undertakings and research and think-tank bodies.

As a women’s Teacher Training College, this college has long been committed to the idea of enlightened feminism. Empowered women who move out of the portals of the college assume positions of leadership in teaching with sensitivity and a sense of social responsibility throughout the country and abroad as well. Programmes of various kinds to empower women students to deal with the various professional and personal challenges that they might face are organised in addition to the curricular requirements. Workshops, lecture series, seminars, performances, counselling services and many other activities foster a sense of self-worth and self confidence in the young women students of the college. The

• Cordial relationship with the stakeholders.

• Good examination results.

• Locational advantage of the college.

• Residential accommodation for trainees.

annual academic seminar by a large number of scholars, activists, researchers, performers, teachers from practice teaching schools enriched the academic activities of the college.

Teaching-learning at IEW, Chandernagore is understood to be a dialogic process that encourages students to question, to think, to reflect and to analyse. Hence, students are an integral part of the teaching learning programme in IEW, Chandernagore. The entire approach is student centric, keeping in mind especially the diverse nature of the teacher trainees. Students are evaluated periodically as required by the University. Feedback is provided during the tutorials. It is not surprising therefore that the college has outstanding results in the examinations conducted by the University of Burdwan. As a result, the dropout rate is negligible; Students are encouraged to make seminar presentations, write reports and undertake projects and surveys as well. Internships and field visits are encouraged and a well organised student mentoring programme is in place. While the lecture format is followed as prescribed by the University, the college encourages innovative pedagogy through group activities, group research, extensive use of documentary films, the internet, field visits, interaction with scholars and activists and peers. Extension activities are numerous and most faculty and all students are involved in various extension activities. IEW, Chandernagore believes that the purpose of higher education is to research, reflect and interpret critically the world that we live in. Teachers and students engage in this ruminative activity consistently and diligently. New ideas and new ways of understanding are constantly being created in the classrooms and seminar hall of IEW, Chandernagore. Students are encouraged to conduct surveys and reports. Some of the programmes have built into it the writing of a short dissertation.

The college organises Demonstration teaching and Practice Teaching and Internship programme for the trainee teachers in every academic year in the locality. At present the college conducts these programmes in collaboration with nine schools in the locality for a considerable duration as prescribed by the University. All the classes are executed by trainee teachers with approved lesson plans by the teacher educators. The classes are supervised regularly by the teacher educators and the senior/subject teachers of the concerned schools. At the end of the programme feedback is taken from the school authority regarding quality of teaching and code of conduct by the trainees. The college has a strong bondage with the local community and local educational institutions through regular educational exchanges.

Every student who joins the college is extended all manner of financial, academic, psychological and professional assistance to make her stay in the college a life affirming experience. The college is committed to excellence in all spheres. However this pursuit is located within the larger commitment that the college has to the ideals of inclusivity and democracy. The college attempts to provide access to all kinds of reinforcements that students would need to complete their education. The college offers counselling services to students and special facilities for the students in the residence hall as well. The college has a strong grievance redressal system and a well functioning Internal Complaints Committee.

The college prides itself in the special rapport that its students and faculty members share. This extends even to the alumnae and families, prospective employers and the community. In order to consolidate this relationship the college has an alumna association, planning to be registered very soon. IEW, Chandernagore alumnae are an important asset who have maintained their ties with the college. The teachers and Head Mistress in most of the schools of Chandernagore and surroundings have been trained from this reputed institute. Learning from the past to create new possibilities for the future is the credo at IEW, Chandernagore,

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and this conviction has resulted in the preservation of documents that help the important landmarks in the institution’s history.

IEW, Chandernagore is firm in its belief that young students need to be provided opportunities for meaningful, creative and experimental avenues to explore their talents and interests. With this in mind the college has an elected Students’ Council with about 7 student committees. The college organises a wide array of co curricular activities ranging from performing arts steeped in the classical traditions, to experimental art and theatre. The college also focuses on special workshops on Art and Drama. Community oriented workshops and activities are offered through specially designated student bodies and societies.

A well equipped library system enhances the academic life of the college. The library has a huge collection of a l m o s t 1 2 6 00 books, journals, periodicals, magazines. A dedicated committee to oversee the functioning of the library is very active. A regular update on new additions is provided by the library. The library is planning to be fully digitised and is open even after class hours. The library conducts an orientation for new users and discourages any unauthorised photocopying of copyrighted materials.

IEW, Chandernagore has kept pace with the rapid changes in the world of communication and incorporated these to enhance the teaching-learning and administrative aspects of the college very successfully. The college has a well equipped ICT laboratory. Besides, other computers and laptops with internet connection are used for administrative, accounting and record keeping purposes. Faculty make extensive use of the Wi-Fi facility for reading and research. Seminar room is equipped with ICT facilities. The college has extensive facilities for the use of computers and the internet to enhance the classroom experience.

The brick and mortar of the college reflects the values and spirit that it stands for- inclusivity and equity. Infrastructure in IEW, Chandernagore is functional, accessible and caters to diverse needs. The college has well appointed conference cum seminar room, lecture and tutorial rooms, laboratories, hygienic kitchen with dining room, visitor’s room, faculty lounges and reading rooms, common room for students, playgrounds, well maintained gardens, hostels, and limited residential facilities for faculty and non-teaching staff. The locational advantage of the college is probably one of the greatest strength of the college. The college is flanked by two major national highways and chandannagar railway station making it easily accessible.

The residential facility for students is a great source of comfort for the students joining the college from all over the country. The residence hall is well equipped with a library and a visitor’s room and recreational facilities. Maintenance of discipline and regularity is another characteristic feature of the college. The college has an effective anti-ragging committee and the authority undertakes anti ragging declaration form by trainees at the time of admission.

A shared vision and a passionate commitment to the stated mission by all the stakeholders of the college is the greatest strength of the college. The Officer-in-Charge, faculty members and the office staff share a strong commitment to the vision and the mission of the college. The college is characterized by a sense of collegiality and co-operation. The college finances and accounts are maintained scrupulously and audited systematically by internal auditors.

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IEW, Chandernagore has responded very meaningfully to the opportunities provided by the increasing trends towards internationalisation of higher education. The college has enough confidence in its strong foundations and heritage to be able to engage with the many international programmes and collaborations that have come its way.

As a purely government institution we are serving a vast majority of poor semi urban and rural pupils, hereby catering their developmental need with minimal admission and tuition fees. Our fees rate which is surprisingly low in comparison to other nongovernment and self-financing private colleges who are greater in number, there are only 7 such government colleges in our State.

Accessibility of faculty and other staff to the students is strength of the college. Trainees are well informed, having our contact numbers from the day one of the commencement of the course, and they enjoy the opportunity and freedom to contact us at any point of time with any kind of quarries about his academic, employment and private or personal problems.

Weaknesses:

The increasing diversity of the student body is most certainly a challenge that the college tries to grapple with. The sterling reputation of the college attracts applicants from far and near, much in excess of the seats available. The college feels constrained to restrict admissions to only a few of these eager aspirants. The limited number of seats in the hostel further restricts the numbers of students who look to joining the college. The admission to the college is entirely based on the marks scored in the qualifying examination as prescribed by NCTE regulations and the college has no way of assessing the specific suitability of students wishing to pursue a particular subject of study.

Shortage of teaching staff particularly Librarian and non teaching staff is a constraint for smooth running of the teaching learning and administrative activity of the college. The college has the intake capacity of 100 students (2 units), but at present only 50 students (1 unit) are being admitted. At present 8 teaching and 12 non teaching sanctioned posts are vacant. The college also suffers from lack of some of the infrastructure facilities for the PWD. At present the college is planning to set up a ramp at the entrance of the college, but there is no

• Lack of academic flexibility in curriculum designing.

• Duration of the course.

• Limitation of seats

• Lack of sufficient opportunities for the professional enrichment of the faculty

• Shortage of staff

• Inability to generate fund

• Lack of documentation

• Lack of infrastructure needed for PWD trainees

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provision of installing elevator or lift. Moreover, the college lacks the specialised training programme and infrastructure for the CWSN.

Our inability to generate fund through donations or fees hike is another weakness observed.

One of our serious lapses is that we do not document many things yet we have done those activities regularly.

Opportunities:

To undertake major and minor research projects from UGC the college in the coming decades seeks to embrace the rapidly changing nature of Indian society and respond to it creatively. As a public institution the college is obliged to carry out the mandate of the Indian Constitution. IEW, Chandernagore seeks to strive to translate the formal equality guaranteed by the Constitution into a more substantive experience. Institutes of higher education can no longer afford to be isolated ivory towers. The 21st century calls for a greater degree of integration with the immediate vicinity of the college, and beyond. This is an important opportunity for the college to meaningfully engage with the larger society to impact both the classroom and the curriculum.

In a rapidly changing world where dialogue needs to be privileged over conflict, education could be a great vehicle of peace and understanding. This is especially so in the South Asian region. In a world connected by new modes of technology, linkages with academic programmes across the world are yet another opportunity that IEW, Chandernagore seeks to explore to the fullest. Video conferencing, Skype discussions, virtual classrooms are still in a planning stage but can become important tools in disseminating quality education.

The members of the IEW, chandernagore alumni association are very much active and enthusiastic. The president of the association and other members participate actively in all the academic activities of the college. They also organise extension activities like awareness campaign, blood donation camp through which the college can serve the outer community in the locality.

• Enriching human resources.

• Financial assistance from UGC.

• Development of research culture among faculty members and student teachers.

• Bringing the institution to the level of potential of excellence.

• Our trainee interns those who want to do for their own improvement and empowerment

• Vast campus area

• Our alumni support

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Challenges:

Questions are often raised about the relevance of women’s only colleges are this day and age. However till such time as our society remains hierarchical and marginalises women’s voices, a women’s college has a great deal of worth and is an extremely important space for empowering women. At the same time, IEW, Chandernagore seeks to move beyond empowerment and create new patterns of leadership in teaching learning that are co-operative, caring, consultative and communicative, while being acutely aware of the social responsibilities of such leadership.

The changing demography of the faculty of the college is a challenge that the college has embraced whole heartedly by offering new programmes of assistance and reinforcement. Demographically, the change is already evident, in the years to come it would be more so.

Faculty and students from varied backgrounds are the strength of the college; more efforts would have to be made to move away from monolithic practices, celebrations and conventions within college. Hence, this challenge is a glorious opportunity for the college.

It is a challenge to create in our community, value and regard for friendship, love, care and compassion, peace and democracy especially in the context of a world that increasingly defines happiness and success in narrow material terms through teaching learning.

IEW, Chandernagore takes full cognisance of the vulnerability of the earth’s environment and encourages the college community to act with responsibility. The college is environmentally sensitive and the college maintains a green campus with plantation of trees every year on the occasion of “Banomahotsav”. The college has set up Kalpana Chaola ECO club in collaboration with alumni association.

• Bringing the institution to the level of ‘potential of excellence’.

• Implementation of new prescribed syllabus.

• Preparing student teachers as prospective teachers for 21st century.

• Dealing with the heterogeneous group of the student teachers due to the relaxation

in eligibility criteria for admission.

• Creating value orientation

• Filling up teaching posts and office post timely

• Motivating existing teachers and trainees to take a crucial shift from traditional to constructive Teaching learning.

• Changing general public perception about teacher preparation in West Bengal

• Initiating action research in various fields relating to education.

• Relating institutional experiences with community services.

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CRITERIA 1: CURRICULAR ASPECT

1.1 Curricular Design and Development

1.1.1 State the objectives of the institution and the major considerations addressed by them? (Intellectual, Academic, Training, Access to the Disadvantaged, Equity, Self- development, Community and National Development, Issue of ecology and environment, Value Orientation, Employment, Global trends and demands, etc.)

Institute of Education (P.G.) for Women, Chandernagore, Hooghly has the following objectives:

Objectives:

Ø Providing skilled and trained teachers for secondary and higher secondary schools, teacher educators and researchers, development of presentation and writing skills (by incentives for research and innovation)

Ø Providing suitable educational environment for all those who desire to be good teachers.

Ø Creating awareness of history, heritage and environment (through its own location within these and its links with global concerns and issues)

Ø Fostering and nurturing good character and high moral persona and belief in self as a woman (through enabling strategies and empowerment as women)

Ø Inculcating values of citizenship (civic sense, public conduct, leadership, rights and responsibilities), community service, national integrity, national pride, religious tolerance and aesthetic sense for environment.

Ø Making knowledge a source of power, respect and sensitivity for the Other (by exposure to cultural diversity, languages, human rights )

Ø Providing education as an instrument for human growth & social uplifting. Ø Developing competencies such as communication power, technological awareness,

spirit of accountability, leadership qualities, ability of judgment/decision-making, and required professional skills.

Ø Imparting higher education uniting modern scientific thought with Indian culture and wisdom.

Ø Blending ethics with practical knowledge. Ø enhancement of employability and life-skills (by organizing hands-on training and

workshops) Ø Fostering holistic development through curricular and co-curricular activities

(through mandatory membership and participation in a minimum of two co-curricular activities) in the College.

Ø Contributing towards inclusive school and all inclusive society.

The major considerations addressed by the objectives of our institution are as follows:

• To promote academic excellence, our institution provides quality education and ensures the intellectual growth of student teachers through the curriculum

prescribed by Burdwan University. Institution facilitates the self-development among student teachers through various programmes like orientation, seminar, expert’s talk, workshops, supervision by experts from other college, communication skills and leadership qualities. Various activities like peer teaching practice sessions on communication and teaching skills, brain storming activities, innovative practices in curriculum transaction are conducted. These programmes ensure the harmonious growth and the self-development of prospective teachers.

• Our institution, by providing the best possible facilities and services equips the student teachers with essential skills contributing in the national development. In addition, the institution has infused ICT in all its academic and administrative activities which in turn equip the student teachers to meet the global demands and trends of the society.

• The institution provides the equal opportunities for all the students’ teachers irrespective of caste, religion, language, gender etc. in all its activities.

• Our institution makes an effort to harness the potentialities of the student teachers by instilling the values of respect, honesty, patriotism, discipline and team spirit etc. These values are inculcated among the student teachers with their active participation in extension activities, group/individual projects and cultural programmes etc.

• The community centred activities enable the student teachers to become aware of the social concerns and prepares them as socially responsible individuals who can contribute to the national cause.

• To create environmental awareness and to sensitize the student teachers on environmental issues during “Banomahotsav” through formation of Kalpana Chaola Eco club and various activities like environment awareness programmes, planting the saplings, cleaning of campus etc. These activities promote the culture of protection and preservation of natural resources.

1.1.2. Specify the various steps in the curricular development processes. (Need assessment, development of information database pertaining to the feedback from faculty, students, alumni, employers and academic experts, and formalizing the decisions in statutory academic bodies?) The curriculum prescribed by Burdwan University is followed by our institution. Now B.Ed. is Two year course which has four semesters. After the formation of the new University the West Bengal University of Teachers’ Training, Education Planning and Administration, WBUTTEPA, a new syllabus prepared by the curriculum committee constituted by the Higher Education Department, Government of West Bengal, to introduce an uniform curriculum structure for two years B.Ed. programme in West Bengal, following the NCTE Regulations,2014. A core committee was formed to draft the framework of the syllabus. Later, committees were constituted to prepare the syllabus for different subjects. Senior faculty members of the affiliated colleges were appointed as chairman and members of the committees. The committees had discussed in length about the priority of the content to be included keeping the changing scenario of teacher education in 21st century, recommendations of NCTE and NCFTE (2009) on teacher education programme and prepared the draft of the syllabus. The prepared draft was modified as per experts’ suggestions and then sent to the academic bodies of the university like for approval. The

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approved syllabus was sent to the affiliated B.Ed. colleges for implementation from 2015-17. The institution has records of information database pertaining to the feedback from faculty, trainees, alumni, employers, and academic experts regarding development of curriculum. Feedback is taken every year from faculty members, trainees, alumni, employers, academic experts and analysed to identify the improvement areas in all aspects and respects to develop the curriculum transaction only and modify the teaching method and techniques. There is a scope for further modifications in the syllabus every year based on feedback received. However the institution does not have the liberty to change or modify the curriculum.

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 global trends in teacher education are reflected in the curriculum through the inclusion of new papers such as ICT, activity based learning, Value Education, Peace Education, and Inclusive Education in B.Ed. course as included in the syllabus, developed by BU, effective from 2013-14. The University plans and prescribes the syllabus as per National Curriculum Framework for Teacher Education (NCFTE) and NCTE. The institution does not have the academic liberty to change the curriculum. The newly developed curriculum called “Uniform Curriculum Structure for Two Year B.Ed. programme in West Bengal, following the NCTE Regulations 2014” by Higher Education Department, Government of West Bengal also includes the contemporary issues and global trends in Teacher Education. This includes a compulsory paper of EPC which stresses on Drama and Arts in Education in semester II, Critical Understanding of ICT in semester IV. Moreover, Semester IV also includes some optional papers like Gender, School and Society, Creating Inclusive school, Vocational/work education, Health and Physical Education, Peace Education, Guidance counseling, Environment and Population Education, Yoga Education etc. However the institution organises various programmes to develop global competencies among the student teachers as follows: Ø Co-curricular activities-cultural activities, gardening, games, sports Educational out-

reach programmes. Ø Workshop based activities or school based activities- any one WBA: achievement test

preparation or admission of psychological test. SBA: conducting a case study. Ø ICT skill development- computer practical-word, excel and power point. Ø Language proficiency item: debate, seminar, recitation, group discussion, extempore

speech; to verify: phonetics, pronunciation, fluency, exposition and use of punctuation.

Ø Action research, school study project and community out-reach programme. Ø Inclusive education for an inclusive society formation. Ø Use of information communication technology is one of the most important global

trends in teacher preparation. The college thus orient and motivate trainee interns to develop their skills in the use of computers, internet and e-resources. Special emphasis is giving on practice teaching subjects. Teachers deliver their lectures through electronic presentation. Video clippings and films are also shown to interns. Language laboratory is also active. The college try to put emphasis to resolve

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language barriers among the trainee-interns to make them proficient for global demands.

Ø Workshop on Drama, Fine Arts, Yoga education etc.

1.1.4 How does the institution ensure that the curriculum bears some thrust on national issues like environment, value education and ICT?

The present curriculum followed by Burdwan University under Two-Year B.Ed Programme in WB has ample scope to address the national issues like environment value education and ICT. The present curriculum includes Drama and Arts in Education in semester II, Critical Understanding of ICT, Understanding the Self in semester IV as compulsory paper and optional papers like Gender, School and Society, Creating Inclusive school, Vocational/work education, Health and Physical Education, Peace Education, Guidance counseling, Environment and Population Education, Yoga Education etc. The institution organizes the following programmes to implement the above mentioned issues: Environment Education: Ø Bio-diversity observation through college excursion to ecological places Ø Tree plantation and Gardening Ø Practicum on Environment awareness generating programmes Ø Nature Park and reserve forest area tour. Ø State level seminar on environmental issues.

Value Education: Ø Institution gives importance on maintaining punctuality and monitoring attendance of

trainees and overall discipline of the college. Trainees are motivated to attend classes regularly.

Ø The institution tries to build up values like sense of democracy, equality, leadership, responsibility, duties, rights and good citizenship through formation and working of effective Students’ Council.

Ø Try to develop co-operative attitude among trainees through group activities like organization of games and sports, annual social, reunion, gardening, campus beautification, cleaning and clearing of jungle.

Ø To create sense towards dignity of labour, encourage our trainees to prepare ground for tree plantation and sports of their own, to help friends and others in need.

Ø Our college Hostel is managed by the trainees on rotation basis. They keep accounts, they raise the fund towards daily meal arrangement, some-time occasionally they cook their selves. They also wash their dishes.

Ø Nationally and internationally important days are observed in the college to generate values by organizing academic lectures, seminars and co curricular activities as well.

National Youth Day (India) – January 12 Republic Day (India) – January 26 International Mother Language Day – February 21 International Women’s Day- March 8 Birth anniversary of Rabindranath Tagore- May 8 Independence Day- August 15 Death Anniversary of Rabindranath Tagore- August 7 Teachers' Day – September 5 World Literacy Day-September 8

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World AID Day-December 1 International Human Rights Day-December 10

Information Communication Technology: Ø The faculty members use LCD, PPT, interactive boards, OHP in their classroom for

teaching-learning process. Ø Our student teachers are trained to use ICT in lesson plan and teaching aid

preparation, seminar, assignments etc. 1.1.5. Does the institution make use of ICT for curricular planning? If yes,

give details.

Yes, the institution has made use of ICT in all its curricular planning. • College calendar which is the institutional annual planning, is uploaded on

the website for the stakeholders’ reference. • Faculty members prepare a plan of action of work in hard copies and soft

copies. • The faculty members use LCD, PPT, interactive boards, OHP in their

classroom for teaching-learning process. • Our student teachers are trained to use ICT in lesson plan and

teaching aid preparation, seminar, assignments etc.

Trainees at Darjeeling Botanical Garden

Trainees using ICT during seminar in the seminar hall

Observation of Independence Day

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?

Our institution provides an intensive training by organizing curricular, co-curricular and extension activities for the student teachers throughout the course. Each activity intends to develop the abilities required for teaching profession. After the completion of activity student teachers are expected to write its reflection on them in reflective journal. Reflection of these experiences is seen in the teaching of student teachers.

1.2.2 How does the institution provide for adequate flexibility and scope in the operational curriculum for providing varied learning experiences to the students both in the campus and in the field?

• Though the institution follow curriculum prepared by Curriculum Committee of Higher Education Department, Government of West Bengal and prescribed by Burdwan University, the institution has the flexibility in curriculum transaction. By looking into the scope and nature of the topics and the potentialities of student teachers, faculty members adopt various innovative practices in the transaction of the curriculum

• Institution provides flexibility in the organization of various co-curricular activities incorporating multicultural approach.

• Institution has the flexibility to organize extension activities as per the current community issues.

• Flexibility is given to the student teachers in the selection of seminars, projects, assignments, practice teaching lessons, practical examination etc.

• Flexibility is provided for the student teachers in the participation of the cultural activities based on their interest and the talents.

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 and written), ICT skills, Life skills, Community orientation, Social responsibility etc.

Being an affiliated college under BU, the institution can only introduce some curricular ad co curricular activities to enhance the courses developed by the concerned authority. The following value added practices have been, therefore, introduced by the institution,

• Soft skill development programme under EPC by organizing debate, extempore, recitation in College Annual Programme

• Teaching skills development through micro teaching and simulation teaching • ICT skill development of trainees by organizing seminar presentation using

PPT • Local Community Survey • Tree plantation

• The institution has organized workshop on drama and Art in Education.

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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 in 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)

Interdisciplinary/ Multidisciplinary: B.Ed. curriculum has interdisciplinary nature with an inclusion of Philosophy, Psychology, Sociology and Technology as the basic foundation courses. All these multidisciplinary subjects are interrelated in the process of teaching and learning. Soft Core disciplines are comprised of Pedagogy of Language Teaching (Bengali, English, Hindi, Sanskrit, Urdu and Arabic), Science (Physical Science, Life Science, Computer and application), Social Science (History, geography, Political Science, Economics, Education, Commerce, Sociology, Philosophy, Music, Fine Arts, and Psychology) and Mathematics. Each student teacher selects any one of these school subjects as his/her teaching methods. In Addition, Gender, School and Society, Creating Inclusive School are introduced as core papers. whereas, Vocational/work education, Health and Physical Education, Peace Education, Guidance counseling, Environment and Population Education, Yoga Education etc. are the open elective papers. The institution organises various programmes such as teaching skills and communication skill’s practice sessions, simulated lessons, different clubs ‘activities, teaching practice etc.

Multi-skill development: B.Ed. curriculum focuses on the cognitive, affective and psychomotor development of the student teachers. Within the duration of Two year B.Ed. programme along with the theoretical knowledge, our institution strives to equip the student teachers with all the required skills for efficient teaching like teaching skills, soft skills, ICT skills, administrative skills and organisational skills etc. Workshop based activities includes:

1. Lesson planning 2. Teaching strategies based on teaching models 3. Different approaches of teaching: debate, discussion, peer work 4. Practice teaching skills micro lessons 5. Achievement test preparation/ psychological test ( discussion) 6. Interpretation of scores 7. Preparation of TLM 8. Orientation on school based activities 9. Content analysis on all school subjects using integral approach 10. Preparation of achievement test/ psychological test 11. Reporting test results, marking and grading, writing test items, reporting

results to learners. 12. Dealing children with inclusive learning environment

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13. Group project/ action research on a topic on problem related to elementary and secondary education

School based activities include: 1. Addressing and organising morning assembly 2. Organization of study trip 3. Organization of awareness campaign 4. Administering achievement test 5. Organization of debate 6. Celebration of Independence Day, Republic Day 7. Action research on any issues related to school 8. Selection of a topic and preparation of power point presentation 9. Preparation of school and class time table 10. Conducting survey and case study

Community based activities: 1. Organizing a rally or campaign on any social issue, e.g. Polio, HIV, Electoral Rights,

Gender sensitization etc. 2. Gardening 3. Cleanliness of the campus and beautification 4. Cleaning of furniture 5. Assembly 6. Community games 7. Cultural programmes 8. SUPW 9. Scout and guide/NSS 10. Celebration of National Festivals, Teachers’ Day etc. 11. First Aid 12. Aesthetic Development activities-decoration of classroom

Inclusive education: The candidates who join B.Ed. course are of diversified background and needs. Our institution seeks to address the diversified needs of the student teachers through a wide and flexible range of programmes. However B.Ed. curriculum has a paper on Inclusive Education which updates the student teachers with the theoretical aspect of inclusive education. The institution also practices the followings:

• Reservation of seats and Admission of differently able trainees • Identification of PWD trainees from other trainees learners with special educational

need • Generate awareness among all trainees about various types of learners and how to

address their particular needs Develop empathic attitude towards special children

• Providing inclusive infrastructure with all provisions on the ground floor

Practice teaching and school internship: Practice teaching is an integral part of teacher training programme. The student teachers are oriented about instructional objectives, preparation of lesson plan, unit plan and unit test. Each student teacher

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undertakes minimum 60 lessons in her method during her teaching practice. The faculty members and school staff supervise their lessons; provide feedback and suggestions at different stages of their teaching practice. Peer observation helps them to get feedback. During their practice teaching student teachers stay in school as regular teachers for 5 months and attend all activities that are conducted in the school including co-curricular and sports activities.

Work experience/SUPW: Our institution ensures the provision of SUPW centred activities. In order to provide work experience to our student teachers, throughout the academic year various activities are conducted like campus cleaning, preparation of wall magazine to create awareness etc. The institution conducts an exhibition of socially useful and creative products made by student teachers.

Hand on experiences gained by the trainee interns are as follows: • Gardening • Campus beautification • Teaching aid preparation • Stage decoration • Floor painting • Ground preparation for sports • Court preparation for Badminton etc • Wall magazine bulletin board preparation

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Inauguration of wall magazine Srijoni by the honorable Mayor of Chandannagar Municipal Corporation during Banomahotsav, 2016

1.3 Feedback on Curriculum

1.3.1 How does the institution encourage feedback and communication from the

Annual cultural programme

Workshop on Drama in Education

Honorable Chief Guest and Speakers at college annual Seminar

Students, Alumni, Employers, Community, Academic peers and other stakeholders with reference to the curriculum?

At the end of each semester, feedback is collected on various aspects of curricular programme from the student teachers, with special reference to curriculum designing. Faculty members, in their classroom interaction collect the feedback on the relevance of the curriculum. Institution collects the feedback in an informal way during the Alumni meet. Institution also collects feedback from the heads of practice teaching schools and the school teacher about the practice of the B.Ed. Programme including the curriculum. The feedback collected from various stakeholders are analysed and constructive suggestions are implemented after the detailed discussion in the IQAC meeting.

1.3.2 Is there a mechanism for analysis and use of the outcome from the feedback to review and identify areas for improvement and the changes to be brought in the curriculum? If yes give details on the same.

Yes, there is a mechanism to analyse the feedback received on curriculum. Every year at the end of the semester feedback is collected from the student teachers about the B.Ed. curriculum which is analysed and discussed in the staff meetings and report for the modification if needed is sent to the University for Consideration. The institution being an affiliation institution has lesser role in the modification of the curriculum.

1.3.3 What are the contributions of the institution to curriculum development? (Member of BOS/ sending timely suggestions, feedback, etc.).

As far as the present curriculum is concerned no faculty members were involved in the curriculum committee. The Officer-in-Charge and four faculty members were invited as Resource person and participant in the Workshop organized by the WBUTTEPA and BU in last three years for implementation of Curriculum.

Sl no

Name Designation Participation status

Organized by

venue Duration

1 Dr. Bishnupada Bera

Officer-in-Charge

Resource Person

BU BU 24.09.2013

2 Prof. Mahasweta palaniyandi

Officer-in-Charge

Resource Person

WBUTTEPA DHTC, Kolkata

03.04.2016

3 Prof. Subhra Ghosh

Assistant Professor in Economics

Participant BU BU 24.09.2013 Participant WBUTTEPA DHTC,

Kolkata 01.03.16-05.03.2016

4 Dr. Chandan Adhikary

Assistant Professor in Chemistry

Participant BU BU 09.09.2016

5 Dr. Keka Assistant Participant BU BU 24.09.2013

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Trivedi Professor in Geography

Participant BU BU 09.09.2016

6 Prof. Rakheebrita Biswas

Assistant Professor in Botany

Participant WBUTTEPA DHTC, Kolkata

01.03.16-05.03.2016

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 B.Ed curriculum has undergone two major changes in last five years in BU. The college followed one curriculum till 2012-13 sessions which was introduced in 2008-09 by The University of Burdwan. A New curriculum of B.Ed. course of study was introduced with effect from 2013-14 for consecutive two sessions 2013-14 and 2014-15, carrying total marks of 1400 for 1 year of duration. Once again the curriculum was changed in 2015. “Uniform Curriculum Structure for Two Year B.Ed. programme in West Bengal” which was prepared by the curriculum committee constituted by the Higher Education Department, Government of West Bengal, to provide uniform curriculum structure for two years B.Ed. programme in all over West Bengal following the NCTE regulations, 2014. The semester system also introduced with 2000 total marks divided in to four semesters 500 X 4=2000. Now only one method subject is selected by our trainees, in the new two year B.Ed. course, through four semester system. Some new courses are also introduced in the new curriculum. The major changes are as follows:

Curriculum Duration Total Marks

Newly introduced Changes Quality improvement and student satisfaction

2013-2014 1 year (1st July to 30th June)

1400 • Duration of the course was increased from 10 months to 1 year and Full marks had been increased from 1000 to 1400 as per NCTE rules

• Number of core papers had been increased from 4 to 8

• (i) Guidance and counselling and (ii) Evaluation and Measurement had

• Student teachers enjoyed a full academic session of 1 year for the first time including the term end examination. They were able to devote additional 2 months for their professional preparation.

• Guidance and Counselling as a core paper enabled student teachers to acquire knowledge about new

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enjoyed the status of core paper instead of optional papers

• Special emphasis had been laid upon Lab based practical activity. This had been reflected in increasing marks from 20 to 50

• For non lab based subjects Book review had been introduced in place of lab practical

• Greater emphasis was given upon Micro teaching/Simulated Teaching in terms of increase in marks from 20 (10 for each method) to 50 (25 for each method)

• Newly designed courses were introduced into sessional activities, such as language proficiency, ICT, Workshop based activities.

trends and challenges of vocation/occupation and mental hygiene related issues.

• Incorporation of ICT and Language Proficiency as sessional activities helped the learners to develop their language proficiency skill and ICT enhanced skill as per the changing demand of the society and global educational perspectives as well.

• Greater emphasis on lab-based practical activity encouraged activity centred pragmatic outlook among the learners.

• Student teachers of non-lab based method papers learned the procedures of book review.

2015-2017 2 year 2000 • Credit Based Four Semester system with 2 year duration, carrying 2000 marks was introduced for the first time.

• A paradigm shift was observed in curricular aspects concerning- perspective in education (core papers), pedagogics of education (method papers), internship programme (practice teaching and school and community based activities) and

• Student teachers enjoyed two full academic sessions with multifaceted activities.

• Incorporation of Gender, school and society, Creating an Inclusive School, Critical understanding of ICT, Understanding the self and EPC and related activities is expected to help the learners to develop their language proficiency skill and ICT enhanced skill, community

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engagement with field/practicum.

• (i) Language across the curriculum, (ii) Understanding discipline and subject, (iii) Gender, school and society, (iv) Creating an Inclusive School, (v) Critical understanding of ICT, (vi) Understanding the self and (vii) EPC (Enhancing Professional Capacities) have been introduced as core papers

• Vocational/work Education, Health and Physical Education, Peace Education, Guidance counseling, Environment and Population Education, Yoga Education etc. Are incorporated as the open elective papers

• In the curricula of Contemporary Indian Education (History of Education) the pre-Independent era was completed omitted

• The components of Philosophical and Sociological foundation of education have been totally neglected

• Over emphasis has been given on Psychological bases of learning, instruction and Assessment.

• Over emphasis is given on language proficiency

development skills and personality development skills as per the changing demand of the society and global educational perspectives as well.

• Greater involvement in school arena during internship programme will help the student teachers to acquire teaching skills, community based skills, soft skills, and life skills associated with school environment will help them to cope up with actual classroom setting in future.

• Orientation of student teachers with diversified activities , keeping in mind the recommendations laid down in the comprehensive document of NCF, 2005 and NCFTE, 2009

• Student teachers will be able to develop learner centric, burden free, joyful, activity based, integrated, constructivist teaching strategy based on psychological bases of learning and instruction which has been over emphasised in the curricula

• The integrated approach in studying the method papers will enhance empathetic attitude towards the discipline concerened.

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development of the trainees.

• Integrated approach in teaching method papers have been followed

• The duration and weightage of internship programme has been increased to 5 months, carrying 350 marks in one method, divided into two phases.

• Incorporation of assignment activities in core papers and CCE based internal assessment

• Greater emphasis on engagement with field/practicum activities, carrying 650 marks

1.4.2 What are the strategies adopted by the institution for curriculum revision and

update? (Need assessment, student input, feedback from practicing schools etc.)

The institution does not have the provision to revise or update the curriculum. However our faculty members have played a very important role in the development of curriculum which is implemented from the academic year 2013-14. Most of our faculty members have participated in the curriculum development as chairperson and members of different papers. They have contributed for the curriculum development considering present needs of schools education and the feedback received from the stakeholders. We collected Feedback from our trainees and from practice teaching schools. We discussed the issue in our Teachers’ Council meetings. Finally we sent our views through our representative to the University Board of Studies in 2013-14. In 2015-17, the faculty members and the Officer-in-Charge of the institution were invited to discuss the implementation of new Curriculum as resource persons and participants to contribute their views.

1.5. Best practices in curricular aspects:

1.5.1. What is the quality sustenance and quality enhancement measure undertaken by the institution during last five years in curricular aspects?

The institution has established IQAC in 2012 to sustain and maintain the quality parameters in the institutional activities. Following quality sustenance and quality enhancement measures undertaken by the institution during recent years in curricular aspects.

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ü Faculty members use the innovative practices in curriculum transaction which promotes participative and meaningful learning.

ü Institution adopts the regular feedback mechanism from the stakeholders from December 2015.

ü The institution has established ICT laboratory which helps the faculty members and student teachers to infuse ICT technology in teaching- learning process.

ü Faculty members are encouraged to participate in various professional enrichment programmes and research based activities.

ü Academic activities taken up by the college are as follows: § Academic and teaching skill practice § Role playing for value education § Co-operation with immediate community § Personality and aptitude development of the trainees § Environmental awareness and education § Practising dignity of labour § Peer learning § Project work § Excursion and field work § Teaching practice and internship § Supervision by teacher educators from other colleges as a part of faculty

exchange programme § Student council formation and student involvement § Socially relevant programmes like blood donation camp etc. § Text book review by trainees § Text book and article writing by the faculty members § Organizing Cultural programmes § Organizing workshops for skill development

1.5.2 What innovations/ best practices in ‘Curricular Aspects’ have been planned/ implemented by the institution?

• The institution organises every year an Add-on course on creative/innovative teaching which equips the student teachers with the additional skills required for teaching profession.

• The institution organises value added programmes on computer application, soft skill, and personality development.

• Faculty members infuse ICT in curriculum transaction.

• Faculty members use innovative practices like brain storming, team teaching, co- operative learning, and collaborative learning and buzz session.

• College calendar for the academic year is given to the student teachers in the beginning to orient them about the institution, rules and regulation of the institution, faculty, facilities available, various committees/clubs and proposed activities which help them to prepare themselves for the course.

• The significant and relevant topics which are not included in the syllabus but required for the professional development are taught by the faculty members.

• The faculty members apply for research activities. • Organizing academic discussion or seminar by experts from different organizations,

universities, focusing on the need of the in service school teachers. Page 58

• Ensuring participation of the teachers from neighbourhood schools including 8 practice teaching schools in the academic seminar to enrich them.

• High quality Cultural programmes and practices • Rendering service to the neighbouring school meant for the poor dalit section of our

society • Organizing inter school debate, recitation, extempore competition, involving

practice teaching school children • Conducted Practicum in each general course papers. • The institution is planning to open up Placement cell and Guidance Counseling cell

in the college to help the present trainees and alumni. • The institution is also planning to organize workshop on awareness camp in

association with Paschim Banga Bigyan Mancha, mental health, professional ethics and personality development of the teachers by experts to help our trainees, alumni and teachers from practice teaching schools.

Plantation programme by students and alumni members

One day Yoga workshop organized by the college

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CRITERION II: TEACHING-LEARNING AND EVALUATION

1.2. Admission Process and Student Profile

2.1.1 Give details of the admission processes and admission policy (Criteria for admission, adherence to the decisions of regulatory bodies, equity, access, transparency, etc.) of the institution.

• It is only since 2015 that the College is conducting the whole admission procedure on its own. Previously it was conducted by Burdwan University through a centralised process. The College follows norms given by NCTE and Burdwan University for admission of the students. Minimum qualification is Graduate in Arts/ History/ Science/ Music of available Method Subjects such as Bengali, English, Art and Craft, Economics, Geography, History, Life Science (Zoology/ Botany), Physical Science (Physics/ Chemistry) and Music. Candidates (both Deputed and Fresher) with at least 50% marks in Bachelor’s Degree or 50% marks in Master’s Degree are eligible for application.

• Reservation of seats for admission follows State Government and NCTE norms.

• A relaxation of 5% mark in favour of SC, ST and Physically Handicapped/ Differently able candidates as per NCTE norm has been given.

• Age of Fresh Candidates shall not be exceeding 38 years and there will be a relaxation of 5 years in favour of PWD candidates.

• Total number of seats is 50 out of which 25 seats are reserved for Deputed Candidates and 25 seats for Fresh Candidates. For Deputed Teachers, length of service in an Approved Govt./ Govt. Aided/ Govt. Sponsored School will be taken into consideration.

• On the basis of the following academic score a merit list is prepared :

Madhyamik Pariksha / Secondary ( Class X ) 10%

Higher Secondary ( Class XII ) 10%

Graduation ( General) 15%

Graduation (Hons.) 20%

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Post – Graduation 20%

M.Phil.

Ph.D

5 marks

8 marks

2.1.2 How are the programs advertised? What information is provided to prospective teacher trainees about the programs through the advertisement and prospectus or other similar material of the institution?

• The earnest endeavour of the College is to ensure admission to all deserving and meritorious students and to implement this, the College takes utmost care to publicise its admission process in the leading newspapers and the College website. Information regarding the details of admission procedure and publication of merit lists are notified on the College Website as well as on the College notice board. Important dates are also announced in print and electronic media.

• Application forms are available on-line and can be submitted on-line only during the month of May. Merit lists are prepared based on Total Mark for all categories of students. Weightage of marks from Madhyamik to M.Phil/ Ph. D. was given for calculating the Total Marks. Finally admission is made strictly on the basis of merit through open counselling. There is no scope of any manipulation in this 100% open and transparent admission process.

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GOVERNMENT OF WEST BENGAL

OFFICE OF THE PRINCIPAL/OFFICER-IN-CHARGE

INSTITUTE OF EDUCATION (P.G) FOR WOMEN

CHANDERNAGORE, HOOGHLY.

Ph.No.033-26836040.

N.C.T.E RECOGNISED (Vide order No.ERC/716/2001/298, dated 05.02.2001)

ADMISSION TO B.Ed. COURSE OF STUDIES

INFORMATION SHEET

For the Session 2015-2017

(Candidates are advised to follow the information given below) Medium of Instruction : Bengali or English

ONLY FOR WOMEN CANDIDATES

1.

Issue of application form to a candidate does not automatically ensure her eligibility for admission to the course. Candidates, engaged in any other Course of Studies/Job/Full-time Research Work, shall not be allowed to pursue this course simultaneously. Fresh candidates must verify eligibility as in (3), age limit as in (4), availability of method subject(s) as in (7) & category of application form to be issued as in (8) before applying the course.

2.

For Deputed candidates only : As per Govt. order no.330-ED(CS)/ES/EE/10M-16/15, dated 06.04.15, 50% seats are to be reserved for deputed teachers of classes IX - XII. If the seats, reserved for deputed teachers, remain vacant, they may be de-reserved and offered to the fresh candidates.

3.

Eligibility : Women Candidates only (both Fresh & Deputed) with at least 50% marks either in the Bachelor's Degree (50% marks in Bachelor's Degree means 50% marks in aggregate i.e. 50% of total marks of Honours subject + Elective subject) and/or in the Master's Degree in Science/Social Science/Language be eligible for application. There shall be relaxation of 5% marks in favour of SC/ST, OBC, PwD (Persons with disabilities) categories.

4. As per instructions of UGC, the eligible SC/ST/OBC, PwD Students etc. should submit their scholarship form for the academic year by February .

5.

Age Limit : Age of the Fresh Candidates as on 30th June, 2015 shall not exceed 38 years and there shall be relaxation of 5 years in favour of PWD category candidates.

6.

Reservation : In each college 22% & 6 % of total seats shall be kept reserved for SC & ST candidates (both Fresh & Deputed) respectively and PwD candidates will enjoy a 3% reservation in each of the categories, i.e. in SC, ST and in the Unreserved or General category.

7. As per Govt. order no.330-ED(CS)/ES/EE/10M-16/15, dated. 06.04.2015, ratio for home University students and other University students shall be 80:20.

8. Availability of Method Subject :

a).

Beng., Eng., Geo., Hist., Econ., LSc. (Zoo., Bot., Physio. /Bio-tech./Nutri./Micro-bio/Env. Sc.), PSc.(Chem./Phys/ Bio-Chem.), Music, Art & Craft.

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b). Availability of method subjects in the college may be changed at any stage during the process of admission to the Course.

c).

Bio-chemistry & Electronics shall be treated as subjects in the Physical Science Group and in this case candidates shall have to take Physical Science as the 1st method. Bio-technology, Nutrition, Microbiology & Env.Sc. Shall be treated as subjects in the Life Science Group and in this case candidates shall have to take life Science as the 1st method.

d).

Canandidates (both Fresh & Deputed), who did not study at the degree level at least two of the method subjects available in any college (including Compulsory Language Paper as 2nd method), will not be considered for admission even if their names are found in the list. Deputed Candidates shall have to take the subject as the 1st method in which they are the approved teachers.

9. Availability of Application Form : Application Forms shall be available on line (

only) on and from 16.05.2015 to 30.05.2015. College Website No. www.bedchanw.com

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10. (a) Before submitting the application forms, candidates must ensure that they have carefully and entered their detailed information and the marks in different columns of the forms.

(b) Duly filled in application forms, be submitted through online.

( c) All candidates must show their originals and submit self attested photo copies of

Admit Card (M,P./S.E) or equivalent ) , Marksheets (both sides) of all public examinations passed and Certificate(s) of M.Phil, and/or Ph.D .(if any). After selection students are requested to meet Principal/Officer-in-charge's office before submission of challan copy to the Bank of Baroda, Chandannagar Branch, near Chandannagar Railway Station.

(d)

Candidates (both Fresh & Deputed), who are seeking reservation against SC/ST category, must enclose self attested photo copy of the Certificate obtained from the competent authority to authenticate their claim. Relevant certificate must confirm to THE W.B. GOVT. MEMO NO. 1813-BCW/MR-94/11 dated Kolkata, 20th June, 2011.

The Certificate must be obtained from one of the authorities listed below :

Ø Deputy Director, Backward Classes Welfare, West Bengal and Commissioner, Backward Classes Welfare, West Bengal in case of candidates claiming to be Scheduled Caste or Scheduled Tribe residing in any part of West Bengal.

Ø Deputy Commissioner of Land Revenue, Kolkata, Collector of Stamp Revenue, Kolkata, Metropolitan Magistrate, Kolkata, Addl. Chief Metropolitan Magistrate, Kolkata, Chief Metropolitan Magistrate, Kolkata, 1st class Stipendiary Magistrate, Executive Magistrate, Sub-Divisional Magistrate, Sub-Divisional Officer, Deputy Collector, Addl. District Magistrate, Collector and District Magistrate with their respective jurisdictions in case of candidates claiming to be Scheduled Caste or Scheduled Tribe and ordinary residing within such jurisdictions.

Ø Candidates (both Fresh & Deputed), who are seeking reservation against SC/ST category, must enclose self attested photo copy of the Certificate

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obtained from the competent authority to authenticate their claim. Relevant certificate must confirm to THE W.B

(e)

Deputed Candidates must enclose self attested photo copies of Admit Card (M.P. /S.E. or equivalent), Mark Sheets (both sides) of all the public examinations passed, Certificate(s) of M.Phil, and /or Ph.D., if any and the Copy(ies) of Approval for the post(s) held at present and earlier along with the resolution of the Managing Committee of the School concerned(present employer). Teachers, teaching for class IX onward in the Govt. and Govt. Aided Institutions only, shall be considered as Deputed Candidates. Their application forms must be countersigned by the concerned District Inspector of Schools/ Competent Authority otherwise, their application forms shall be treated as cancelled.

(f) No candidate needs to submit more than one application form .

11

For PwD Candidtes only : Candidates (both Fresh & Deputed) who are seeking reservation against PwD catetory, must enclose self attested photo copy of the Certificate obtained from the competent authority to authenticate their claim and the certificate must be obtained from the authority not below the rank of a Superintendent of Sub-Divisional Hospital. If any discrepency found at any stage the candidature will be cancelled.

12 Selection Porocedure :

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(a)

For Deputed Candidates of all categories (Gen, S.C, S.T. & PwD), provisional merit list along with waiting list shall be prepared on the basis of their approved length of service. In case of same length of service of two or more candidates, the 2nd and 3rd criteria shall be Academic Score and Date of Birth respectively.

(b) Separate list for deputed applicants shall be prepared as per the following groups :

i). Language & Social Science Group : (Bengali, English, Geography, History, Economics, Music, Art & Craft.

ii). Life Science Group : (Zoo, Bot., Physio., Bio-tech., Nutri, Micro-bio., Env. Sc.)

iii.) Physical Science Group : ( Phy. Elect., Chem., Bio-Chem.)

c)

For Fresh Candidates of all categories (Gen., SC., ST.,& PwD), subject wise provisional merit list along with waiting list shall be prepared on the basis of their Grade Points to be computed as per the following norms. :

i). 10% of the percentage of marks obtained at the M.P.(S.E.) or Equivalent Examination.

ii). 10% of the percentage of marks obtained at the (H.S.)(10 +2) or Equivalent Examination.

iii). a) 15% of the percentage of marks obtained at the B.A/B.Sc (Gen) Examination.

Or

b) 20% of the percentage of marks obtained at the B.A./B.Sc.(Hons. Or Equivalent Examination (% of marks obtained be computed considering the marks of Hons. Subject + Elective subjects).

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iv). 20% of the percentage of marks obtained at Post Graduate Examination.

v). a) Ad hoc 5 marks shall be awarded for M. Phil Degree or,

b) Ad hoc 8 marks shall be awarded for Ph. D. Degree.

(Candidates with M. Phil, & Ph. D degree both, only 8 marks be awarded.

13 Provisional Merit List along with Waiting List will be published on 16.06.2015 on the college Website no. www.bedchanw.com

14

At the time of admission, selected candidates (both Fresh & Deputed) must produce all the testimonials in original. The mere fact that any candidate, provisionally recommended for admission does not by itself ensure admission to the course unless her original testimonials are found in order and admission shall be made final only after proper verification of all the testimonials in original . In addition, deputed candidates must have to submit 'No Objection Certificate" in original, at the time of admission, taken from their employer permitting them to pursue the course of studies (from July 2015 to June 2017.) on fulltime basis.

15 The minimum attendance of student teachers shall be 80% for all course work & practicum and 90% for school internship as per NCTE Regulation-2014.

16

The college reserves the right to drop or include any name if any supression of facts on the part of the applicants or any mistake in the calculation of grade point is detected at any stage before and after admission.

17 Rules of The Govt. of West Bengal & The NCTE shall be followed.

2.1.3. How does the institution monitor admission decisions to ensure that the determined admission criteria are equitably applied to all applicants?

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• The admission committee of the College chaired by the Officer In Charge/ Principal/Officer-in-charge and comprising of the Convener, Secretary of the Teachers’ Council and teacher members plays an important role in framing the admission criteria. There is provision for reviewing the admission process and student profiles whenever needed and modifications are done for inclusion of candidates on the basis of merit-cum-need. The candidates are selected and admitted according to the number of seats reserved for specific category and specific subjects as follows:

• Table : Number of seats reserved for different categories: Category Deputed Fresh Candidate Unreserved 12 12 SC 5 (22%) 5 (22%) ST 2 (06%) 2 (06%) PWD 1(03%) 1 (03%) Other University 5(20%) 5 (20%) Total 25 25

• Table : Number of seats available in each subject : Subject No. of seats available Bengali 3 English 3 Art and Craft 1 Economics 2 Geography 2 History 2 Physical Science 5 Life Science 5 Music 1 P.H. Candidate 1 Total No. of Fresher Candidates 25 Deputed Candidates 25 Total No. of Seats 50 [The seats are converted from one another when candidates are unavailable in a particular category or a subject]

2.1.4. Specify the strategies if any, adopted by the institution to retain the diverse teacher trainees population admitted to the institution. (E.g. Individuals of diverse economic, cultural, religious, gender, linguistic, backgrounds and physically challenged). The teacher trainees admitted to this college are from diverse group regarding their economy, culture, religion, gender, linguistic background and challenged with special needs. Here, we find students both from English Medium and Bengali Medium backgrounds. Number of minority students admitted each year also free studentship (full/half) is awarded by the

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Government of West Bengal to needy and deserving candidates on the recommendation of the Principal/Officer-in-charge/Officer-in-Charge. 2.1.5. Is there a provision for assessing teacher trainee’s knowledge/ needs and skills before commencement of teaching program? If yes, give details on the same. Yes. As it is a professional course, before the commencement of a new session, an Orientation programme is conducted by the Principal/Officer-in-charge /OIC followed by the teachers for the students. There a new exposure is provided to the students about the aims and objectives of B.Ed. course. Immediately after the commencement of class basic knowledge and shortcomings of the students can be judged by the teachers through one to one interaction. Programmes like talent search and guidance and counseling are held before the commencement of the class. The teachers usually spend a few classes for recapitulation of the previous subject matters to bridge the gap between their subject, knowledge and the way of teaching that subject. 2.2 Catering to Diverse Needs: 2.2.1 Describe how does the institution work towards creating an overall environment conducive to learning and development of the teacher trainees?

• The faculty members and office staffs are assets of the college for providing sound academic inputs and necessary support services in favour of all the students including poor needy downtrodden pupils hailing from different districts of West Bengal.

• In this institution, along with curricular activities, special importance is given on

cultural activities, throughout the academic session. We organize seminars, workshops, debate and various in-service orientation programmes towards promotion of enthusiasm and eagerness to participate among our trainee interns.

2.2.2 How does the institution cater to the diverse learning needs of the teacher trainees?

Orientation of trainees by teacher educators at the opening day

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• The teachers of the departments always identify and respond to special learning needs of advanced learners. They are motivated to refer advanced texts and journals. The College has advanced laboratory facilities in the science and language subjects. The wireless internet facility is always available for students’ access. Special attention is given towards the academically weak teacher trainees. The institution provides special coaching, practice and guidance to these teacher trainees.

• The College has always shown an empathetic attitude to differently- able students. The Institution strictly follows all Government rules and regulations regarding admission of the differently-able students. They are given special guidance and counseling by the teachers. The new trends in education such as models of teaching lessons, team teaching and technology based lessons, value based lessons and environmental education lessons are included as well as content enrichment programmes are also organized for the trainees.

2.2.3 What are the activities envisioned in the curriculum for teacher trainees to understand the role of diversity and equity in teaching learning process?

• The concept of “Inclusive Education” is present in the curriculum to enable the teacher trainees to understand the concept, the need, characteristics, importance of inclusive education and problems of challenged children so that the faculty members and the trainee- teachers can exhibit their concern and awareness regarding the other teacher trainees with special needs.

• In the course “Childhood and Growing Up”, the units such as intelligence, individual differences, inclusive education, and classroom interaction lay the foundation and theoretical background with respect to diversity and equity in the teaching learning process.

• Course related practical like psychological experiments, administration of psychological tests, study of exclusive school plant, technology based practical, development of self-instructional material, content cum methodology practical develop the insight among the teacher trainee regarding the diversity and equity in teaching learning process and their role in the schools.

• Internship program gives them an opportunity to apply their knowledge regarding the diversity and equity, which is gained in the classroom. While teaching, they find out the diversity in the classroom and try to create equity through the teaching learning process.

2.2.4 How does the institution ensure that the teacher educators are knowledgeable and sensitive to cater to the diverse teacher trainee needs?

• Our faculty members participate in the professional development program like conferences, workshops, symposia at local, regional, national and international levels and gain the knowledge useful for catering the diverse teacher trainee needs. This keeps them updated regarding new trends and contemporary issues. Some of them also participate in these professional development programs as resource persons and disseminate the knowledge. Our faculty members also write conceptual, empirical and research articles.

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• Besides, there are Guidance & Counselling Cell, Grievance Cell, and Students’ Welfare Cell for understanding the needs of our trainees.

• The IQAC cell of the college ensures qualitative monitoring of academic excellence

and upgrading of knowledge of the teacher educators so as to cater to diverse needs of the trainee.

2.2.5 What are the various practices that help teacher trainees to develop knowledge and skills related to diversity and inclusion and apply them effectively in classroom situations? The institution takes efforts to help the teacher trainees to develop their knowledge and skills related to diversity and inclusion. Through the theory components of the curriculum, the knowledge regarding diversity and inclusion is provided to the teacher trainee-teachers. Experts are invited to deliver lectures for the same. The knowledge regarding diversity and inclusion is provided to the teacher trainees through the practical assignments and visits to special schools also. Extension programmes and community outreach activities are a part and parcel of the training so as to make the trainee teachers well equipped with the necessary skills required to accommodate diversity and special needs in the class. The teacher educators provide live demonstrations to develop the skills of teacher trainees regarding the diversity and inclusion during their teaching sessions, microteaching and simulation lessons. The trainees are encouraged to carry out action research on the problems related to students with special needs to resolve their problems.

The Officer-in-Charge participating in CCRT orientation course, 2016 at Udaipur

Supervision of teaching by expert from other colleges during teaching internship

Micro teaching practised by trainees

2.3 Teaching –Learning Process: 2.3.1. How does the institution engage teacher trainees in “active learning”? (Use of learning resources such as library, website, focus group, individual projects, simulation, peer teaching, role playing, internships, practicum, etc.) The Curriculum of B.Ed. Programme in our state is designed in such a way that the teacher trainees remain engaged in active learning. Our efforts are there to transact this curriculum effectively by implementing the following activities to engage the teacher trainees through active learning:

• Library: The College possesses a rich library to facilitate active learning by providing reference books, text books, books on method subjects and magazines. Both reading and lending facility is available in the college library.

• Micro-teaching and Simulated lessons : Micro- teaching is the essence of teacher training programme, where teacher trainees remain focused in acquiring mastery over various teaching skills which will be useful in simulation lessons and classroom teaching.

• Peer Tutoring: The trainee teachers are actively engaged in peer tutoring which enables bridging the gap of knowledge and skills between slow learners and average, economically backward and advantaged.

• Practice Teaching and Internship: During practice teaching and internship lessons, the teacher trainees have to teach in real classroom situation, for that purpose they have to do a lot of preparation. Such as writing the lesson notes, guidance from teacher- educators, finalization of lesson notes, preparation of teaching aids etc. For all these activities the teacher trainee- teachers remain busy actively.

• Practicum: Each and every course in the new curriculum has a part called

“Engagement with the Field” containing 25/50 marks. Every teacher trainee has to conduct several school-based/ community based action research or survey and has to prepare detailed analytical review of their work for the purpose of Engagement with the Field.

• Individual projects: The teacher trainees undertake individual and group projects as part of practical work. They have to complete these projects like content cum methodology report; technology based teaching, administration of psychology tests, where teacher trainees remain engaged in active learning.

2.3.2. How is learning made teacher trainee-centred? Give a list of the participatory learning activities adopted by the institution and those, which contributed to self- management of knowledge, and skills development by the teacher trainees? Learning is mainly teacher trainee-centered. The list of participatory learning activities is as follows:

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• Pedagogical Analysis of Contents and Methodology of Teaching.

• Peer Learning : Micro-teaching and Simulated teaching.

• Group Discussion

• Seminars, Workshops, Presentations and Tutorials

2.3.3. What are the instructional approaches (various models of teaching used) and experiences provided for ensuring effective learning? Details of any innovative approach/ method developed and used?

• Both direct and indirect instructional approaches are adopted by the teacher educators whatever is needed for enriching the students. Besides, essay writing, collaborative

Seminar presentation by trainee teachers

Group discussion by trainee teachers

and co-operative learning, stress management, proper guidance is arranged for the students to ensure effective learning.

• Innovative approach of Brain storming sessions are held so as to develop communication skill, teaching aptitude and raise the level of self confidence in the trainees.

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 teacher trainee. Models of teaching are discussed theoretically and how the teaching can be done by adopting these models is explained in the theoretical classes. The institution further has a provision of training in models of teaching. The different method subject teachers exhibit the following models of teaching to our trainees who also practice the same under the guidance of the respective subject teachers:

a. Herbartian Model of teaching

b. Concept Attainment Model of Teaching

c. Advance Organiser Model of Teaching

d. Icon Model for Teaching 2.3.5. Do the teacher trainees use micro-teaching technique for developing teaching skills? If yes, list the skills practiced and number of lessons given by each teacher trainee per skill. After orienting the teacher trainees on microteaching skills and techniques, every trainee is required to conduct lessons for the development of teaching skills. The following five skills are practiced by teacher trainees that are as follows – 1. Skill of introducing a lesson

2. Skill of Questioning

3. Skill of Explaining

4. Skill of Using Black Board

5. Skill of Closure

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2.3.6. Detail the process of practice teaching in schools (Lessons a teacher trainee gives per day, lessons observed by the teacher educators, peer/ school teachers, feedback mechanism, monitoring mechanisms of lesson plans, etc.) In the newly prescribed curriculum, practice teaching is described as “School Internship” which consists of total 20 weeks and is divided into two parts, i.e. 4 weeks during 2nd semester and 16 weeks during 3rd semester.

• Previously, each year 9-19 schools were involved in practice teaching. At present, school internship involves 8 schools where 50 students are distributed according to their method subjects.

• At least 60 duly prepared and approved lesson plans have to be delivered. Usually, each teacher trainee executes at least one lesson every day. The lessons are duly observed by our teacher educators and necessary instructions are given to the trainees for their betterment. Besides, peer groups and the subject teachers of the school also observe the classes taken by the trainees and feedbacks are given to them regularly.

• Occasionally the college also organizes supervision of teaching practical by the external experts from other colleges for their valuable guidance and suggestion.

• During internship, the student teachers are acquainted with the overall conduct of the school activities and keeping records. It may include the following :

• Addressing and organising morning assembly

• Preparing school and class time table

• Maintaining attendance register, stock register

• Conducting mid-day meal activities • Organization of study trip • Organization of awareness campaign

• Administering achievement test

• Organization of debate

• Celebration of Independence Day, Republic Day

• Action research on any issues related to school problems

• Selection of a topic and preparation of power point presentation

• Conducting survey and case study 2.3.7. Describe the process of Block teaching / Internship of teacher trainees in vogue. Block teaching is practised by the teacher educators in their respective methods just before the commencement of the practice teaching. Moreover, Internship of 20 weeks duration includes an enormous scope to the trainees to observe and participate in each and every activity of the school.

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2.3.8 Are the practice teaching sessions/ plans developed in partnership, cooperatively involving the school staff and mentor teachers? If yes give details on the same. There is development of partnership in the practice-teaching schools and institutions for the school internship. The mentor teacher communicates with the school teachers regarding time-table and units to be taught. There are non-formal discussions/ guidance between teacher trainees and school teachers regarding unit and teaching methodology. The school teachers also supervise the classes taken by trainee teachers and give feed back to the teacher trainees to improve the quality of lessons.

Lesson supervision by mentor Teacher Educator

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Demonstration by Trainees during Teaching internship

2.3.9. How do you prepare the teacher trainees for managing the diverse learning needs of students in schools? It is necessary for a trainee teacher to be exposed to the diverse learning needs of students in schools. The theoretical knowledge is provided to them through Course I, Course III, and Course VII. This enables them to get an idea about inclusion of students with special needs, their characteristics, types and modifications that are necessary to be made for students in the inclusive set up. Diversity in socio economic status of the students and the infrastructure of schools is experienced by trainees during their internship. The teacher educators inculcate the attitude towards inclusive education by guiding them formally as well as informally. 2.3.10. What are the major initiatives for encouraging teacher trainees to use/ adopt technology in practice teaching? The practice teaching schools merely possess ICT equipment. However, the teacher trainees sometimes use laptops, audio recorders, etc. on their own for better teaching- learning. In our institution though they regularly practise lessons using computers, projectors, tape recorders etc. 2.4 Teacher Quality: 2.4.1 Are the practice teaching plans developed in partnership, cooperatively involving the school staff and mentor teachers? If yes give details. There is development of partnership in the practice-teaching schools and institutions for the school internship. The mentor teacher communicates with the school teachers regarding time-table and units to be taught. There are non-formal discussions/ guidance between teacher trainees and school teachers regarding unit and teaching methodology. The school teachers also give feed back to the teacher trainees to improve the quality of lessons. 2.4.2 What is the ratio of teacher trainees to identified practice teaching schools? Give the details on what basis the decision has been taken? The number of teacher trainees in our institution is 50 since 2015. The institution has identified about 8 Bengali medium schools as the trainees are from Bengali Medium background. Approximately, 7/8 teacher trainees are allotted to each school. Thus, the ratio of teacher trainees to identified practice teaching is 7:1. There are 9 teacher educators as faculty for different method subjects in the institution. Hence, 1 teacher educator-in-charge deals with necessities and problems of the trainees of 1 practice teaching school as mentor. 2.4.3 Describe the mechanism of giving feedback to the teacher trainees and how it is used for performance improvement. The institution developed a feedback form or supervision sheet on the basis of different skills that are to be used/ applied by the trainees. Important comments are provided by the teacher educators and subject teachers of practice teaching schools and an overall grade is also given towards the whole lesson. Thus, almost every lesson of a trainee is supervised by teacher-educators.

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2.4.4 How does the institution ensure that the teacher trainees are updated on the policy directions and educational needs of the schools? The institution always keeps the student teachers updated by informing them on the latest government circulars and policies regarding school service published in the latest Headmasters’ Manual, Parshad Barta (Secondary Education), Samsad Parichiti (Higher Secondary Education). 2.4.5 How do the teacher trainees and faculty keep pace with the recent developments in the school subjects and teaching methodologies? The Head of the Institution/ the Principal/Officer-in-charge is taking initiative to participate in different programmes. As for example: i. Resource persons and Experts of different programmes of other Academic institutions (e.g. GCE, Burdwan),

ii. Chairman of Academic Evaluation Programmes of B.U and C.U. and Gourbanga University.

iii. Academic Resource persons of diff seminars / workshop etc. like CTE, RIE Bhubneswar, UNIV.(s) etc. iv. Member of Board of Studies of Gourbanga University. During school internship, our faculties communicate with the school teachers to understand if there is any change in teaching methodology that the school is following. Thus, not only the individuals but also the whole institution along with the teacher trainees becomes acquainted with current practices in school subjects.

Lesson supervision by subject teacher of the practice teaching school

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 teaching staffs of the college regularly attend various workshops, seminars, and present papers and research articles in such forum. The faculties regularly attend refresher courses and orientation courses from time to time to boost their professional development. Table : Participation of Faculties in Different Programmes between 2013- 2016 Name of the Faculty

No. of Refresher Course attended

No. of Orientation Course attended

No. of Workshops/ Seminar/ Conferences invited as resource person

No. of Workshops/ Seminar/ Conferences presented papers/ publication of books/papers

No. of Workshops/ Seminar/ Conferences participated

Prof. Mahasweta Palaniyandi

- - 03 - 05

Dr. Biswanath Bandopadhyay

- - 10 10 10

Pof. Subhra Sinha Roy Ghosh

01 - - 06 03

Dr. Keka Trivedi

01 01 05 03 10

Dr. Chandan Adhikari

02 01 3 09 1

Prof. Angshuman Sheth

-

-

-

-

03

Prof. Rakheebrita Biswas

-

-

01

06

06

Prof. Aabriti Sharma

- - 02 02 04

Prof. Samir Kumar Mahato

- - - 02 01

2.4.7 Does the institution have any mechanism to reward and motivate staff members for good performance? If yes, give details. The staff members, here, get pleasant and cooperative work environment and so, they feel happy to work in and for the institution. The Principal/Officer-in-charge always acknowledges and felicitates our faculties for their good performance and contribution in the

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institution. The teacher educators get full cooperation from the Head of the Institution about their requirements in teaching-learning or in other activities of the College. The College authority inspires teachers to apply and conduct UGC Minor Research Projects.

2.5. Evaluation Process and Reforms: 2.5.1 How are the barriers to teacher trainee regarding learning identified, communicated and addressed? (Conducive environment, infrastructure, access to technology, teacher quality, etc.)

• Some teacher trainees face barriers in learning as well as in practice teaching. The barriers identified are generally coping with new subjects like psychology and statistics based courses. Teacher trainees sometimes have limited communication skills and many find it difficult to conduct lessons. Some trainees lack confidence and cannot adjust to the school environment. The subject teacher, at first, tries to solve the problem of the trainee. In some cases, Guidance and Counselling Cell also take active part in addressing problems of the trainee. There is Feedback Mechanism where trainees provide feedback about the teacher educators and also about the College infrastructure. These feedbacks also help to address the barriers of the trainees.

2.5.2 Provide details of various assessment/ evaluation processes (internal assessment, midterm assessment, term end evaluations, external evaluation) used for assessing teacher trainee learning? Recently, in the year 2015, new curriculum has been introduced throughout the state along with which semester system (4 semesters in 2 Years) has also been launched. The whole evaluation process is changed according to the new syllabus where stress has been given on both external as well as internal evaluation (70% external and 30% internal in Theory and 40 % external and 60% internal in Practicum/Field work). Ø A candidate shall have to secure 40% marks separately in each course of each

Semester to be declared as successful in B.Ed. Examination.

Ø A Candidate shall have to secure the requisite pass marks (40%) in the theory paper / practicum/ viva (in each module) separately.

Ø A candidate who fails to secure 40% marks in one or two courses in a semester shall be declared as supplementary candidate in that semester.

Ø A candidate who fails to secure 40% marks in more than two courses in a semester shall be declared as failed in that semester.

Ø A candidate if failed in a particular semester shall have to appear the whole semester. In case the candidate passes in practicum and viva-voce in any Semester examination then his practicum/ viva-voce marks may be carried forward.

Ø A supplementary candidate shall have to clear his/her back course(s) within two more consecutive chances such that his/her total number of appearance in all the semester never be more than six.

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2.5.3 How are the assessment/ evaluation outcomes communicated and used in improving the performance of the teacher trainees and curriculum transaction?

• The assessment/ evaluation outcomes are communicated to all concerned through the college notice board, College website, and also in certain cases, through emails and telephones as per requirement. The feedback obtained from various stakeholders is circulated among the members of the respective cells.

2.5.4 How is ICT used in assessment and evaluation processes? ICT is used for the assessment and evaluation is as follows:

• Preparing all instructions related to assessment

• Preparing question banks

• Typing question papers

• Typing assessment schemes

• Typing evaluation charts and tabulation sheets for various activities

• Recording marks secured by all teacher trainees

• Preparing result sheets

• Analysis of results 2.6 Best Practices in Teaching -Learning and Evaluation Process: 2.6.1 Detail on any significant innovations in teaching / learning / evaluation introduced by the institution. The significant initiatives taken by the institution in this regards may be noted as follows: In order to make all the courses activity based, tremendous field work/practicum has been conducted. For example,

a) Listing down different maladjusted behaviours of adolescents.

b) Interviewing High-achievers and Low-achievers to find their ways of learning.

c) Planning and Implementation of Activities of Eco- Club and preparation of wall magazines.

d) School visit to find out communication problems in students

e) Identification of core, hidden, null and latent curriculum in textbooks.

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f) Internal evaluation and monitoring by practice teaching schools and external experts fro other colleges

g) Designing vocabulary games

h) Reading and Comprehension exercise etc.

i) Co-curricular activities and field trip are done regularly.

j) Psychology practical is conducted at regular interval.

2.6.2 How does the institution reflect on the best practice in the delivery of instruction, including use of technology? The institution tries to frame its best practices while trying to update and to keep up with the constant changes that are continuously taking place in the field of education. Delivery of instruction is also modified accordingly as a part of this continuous change. The college on its part always tries to use the latest technology available as regards the delivery of instruction within its own financial capacity.

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CRITERION III: RESEARCH, CONSULTANCY AND EXTENSION

3.1 Promotion of Research:

3.1.1. Does the institution have recognized research center/s of the affiliating University or any other agency/organization?

Yes, the institution has a Centre for Research to promote research and inculcate research culture. Institute of Education (P.G.) For Women, Chandernagore had been established with a motto to disseminate research and extension activities from its inception and it has been best mentioned in the related G.O. of establishment. But at present the institute has no recognition as a research centre of the affiliating University. The research committee decided that an appeal has to be made to the affiliated University in near future to recognize the college as a research center.

The institution has created research ambience in the campus by initiating action research, engagement with field/ practicum activities as mentioned in the curriculum. The faculties have been engaged themselves in active research and extension activities.

3.1.2. Does the Institution have a research committee to monitor and address the issues of research? If so, what is its composition? Mention a few recommendations made by the committee for implementation and their impact.

A research committee has been constituted to monitor and address the issues of research.

The members of the research committee which was constructed on 04.02.13 are as follows:

1. Prof. Mahasweta Palaniyandi (Officer-in-Charge)

2. Prof. Subhra Ghosh (Sinha Roy), Assistant Professor of Economics

3. Dr. Chandan Adhikary, Assistant Professor of Chemistry

4. Dr. Keka Trivedi, Assistant Professor of Geography

The Committee in its meeting held on 01.03.2016 incorporated Dr. Biswanath Bandyopadhyay, Associate Professor of History as a new member of the committee on and from 01.03.2016

The following are the objectives of the centre for research:

ü To inculcate research culture in the institution

ü To disseminate information, motivate, guide and monitor research projects

ü To motivate the faculty members to undertake research, present papers and publish articles

ü To organize training and workshops in research

ü to find newer avenues of research related to teacher education

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ü to participate in seminars and workshops related to research interest

The following are a few significant recommendations which have been implemented.

• Provision of on-duty leave for M.Phil. / Ph.D./Course Work viva-voce examination / thesis submission.

• Purchase of research equipment to augment Research Laboratories under government fund.

• Young faculties are allowed to register themselves for engagement in Ph.D. programme.

• Faculties are allowed to participate in Nation/International Seminars, Workshops, conferences etc.

3.1.3. What are the measures taken by the institution to facilitate smooth progress and implementation of research schemes/projects?

• Extension of Infrastructure support and office support

• autonomy to the principal investigator

• timely availability or release of resources

• adequate infrastructure and human resources

• time-off, reduced teaching load, special leave etc. to teachers

• support in terms of technology and information needs

• Availability of research methodology books in the college library.

In addition to study leave, leave vacancy, and the use of internet facility are some of the provisions made by the institution for promotion of research.

3.1.4. What are the efforts made by the institution in developing scientific temper and research culture and aptitude among students?

The institution provides scientific and research atmosphere on the campus in the following aspects.

• Student Teachers remain engaged in the field/Practicum activities as laid down in their prescribed curriculum which requires collection of data, analysis, and interpretation. This systematic and scientific approach certainly nurtures their scientific temperament.

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• The teacher educators encourage the students to undertake action research related teaching learning arena.

• Even in educational outreach programmes the students collect information relating to language, culture, history etc which involve the steps of research methodology creating in the students the thirst for research, experiment and investigation.

• The improvisation and innovations in the research lab in the college inspire and motivate the students in experimental research too.

• The guidance and the counseling cell of the college find out the latent research aptitude among the Student teachers to provide necessary guidance.

3.1.5. Give details of the faculty involvement in active research (Guiding student research, Leading Research Projects, engaged in individual/collaborative research activity etc.

Following have completed their Ph.D and they have been awarded Ph.D. Further they are guiding research students or students who have taken up field surveys and project works at the institution level. They are also actively engaged in presenting research papers in journals and seminars.

1. Dr. Biswanath Bandyopadhyay, Associate Professor of History

2. Dr. Chandan Adhikary, Assistant Professor of Chemistry

3. Dr. Keka Trivedi, Assistant Professor of Geography

The following teachers have been engaged in Ph.D. work

1. Prof. Subhra Ghosh (Sinha Roy), Assistant Professor of Economics 2. Dr. Chandan Adhikary, Assistant Professor of Chemistry (pursuing Ph.D. in

Education) 3. Prof. Rakheebrita Biswas, Assistant Professor of Methodology of teaching

Botany 4. Prof. Aabriti Sharma, Assistant Professor in Education (Foundation course) 5. Prof. Samir Kumar Mahato, Assistant Professor in English

All the above have been presenting and publishing research papers in national and International level seminars and research oriented journals. Further, they are guiding and assisting student teachers in their project works and field surveys.

3.1.6. Give details of workshops/ training programmes/ sensitization programmed conducted/ organized by the institution with focus on capacity building in terms of research and imbibing research culture among the staff and students.

No such programmes have been conducted by the institution. However, whenever the university conducts workshops and training programmes, the teachers are deputed to such workshops.

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3.1.7. Provide details of prioritized research areas and the expertise available with the institution.

Faculty Research area of interest

Dr. Biswanath Bandopadhyay, Associate Professor of History

History, History of Education

Prof. Subhra Ghosh (Sinha Roy), Assistant Professor in Economics

Economics Education

Dr. Chandan Adhikary, Assistant Professor in Chemistry Inorganic Synthesis, Magneto Chemistry, Catalysis, Chemical Education, Design of teaching learning methodology

Dr. Keka Trivedi, Assistant Professor in Geography Geography, Guidance and Counselling

Prof. Rakheebrita Biswas, Assistant Professor in methodology of teaching Life Science

Education

Prof. Angshuman Sheth, Assistant Professor in Bengali Bengali, Education

Prof. Aabriti Sharma, Assistant Professor in Foundation courses

Education

Prof. Samir Kumar Mahato, Assistant Professor in English Education

Teacher Educator participating in International Conference, Kolkata, 2016

3.1.8. Enumerate the efforts of the institution in attracting researchers of eminence to visit the campus and interact with teachers and students.

Great scholars who are invited for special lectures insist upon research to be taken as they also motivate teachers to undertake research work.

Researchers from various institutions have visited the heritage campus, interacted with the students during data collection. They have been guided by Dr. Bandopadhyay, an eminent historian in this region. Besides that after formation of IQAC cell for qualitative improvement of the faculty members and students the college has arranged lectures of eminent educationists in the college premise.

3.1.9. What percentage of the faculty has utilized Sabbatical Leave for research activities? How has the provision contributed to improve the quality of research and imbibe research culture on the campus?

Sabbatical Leave facility is not given to the teachers as any kind of approval has not been accorded by the Government.

3.1.10. Provide details of the initiatives taken up by the institution in creating awareness/ advocating/ transfer of relative findings of research of the institution and elsewhere to students and community (lab to land).

The Officer-in-Charge encourages the faculties to apply for undertaking UGC projects and other projects. She also encourages participating in various national and international seminars and conferences to orient teacher with new trend of research. Articles are also frequently published in the academic journals by the teacher educators.

3.2. Promotion of Research:

3.2.1. What percentage of the total budget is earmarked for research? Give details of major heads of expenditure, financial allocation and actual utilization.

No provision is made.

3.2.2. Is there a provision in the institution to provide seed money to the faculty of research? If so, specify the amount disbursed and the percentage of the faculty that has availed the facility in the last four years?

No such provision is made available.

3.2.3 What are the financial provisions made available to support student research projects by students?

No such facility is available yet.

3.2.4. How does the various departments/units/staff of the institute interact in undertaking inter-disciplinary research? Cite examples of successful endeavors and challenges faced in organizing interdisciplinary research.

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Our teachers are motivated to discuss and exchange their views on their research interest; they are encouraged to participate in various national and international seminars and workshops. Dr. Adhikary has completed a DST sponsored Fast Track Project during the tenure in his previous institution. Three of our teaching faculty Dr. Keka Trivedi, Pro. Subhra Ghosh (Sinha Roy) and Dr. Chandan Adhikary have applied for UGC-MRP in interdisciplinary research projects

3.2.5. How does the institution ensure optimal use of various equipment and research facilities of the institution by its staff and students?

Though the facility is minimum, optimal use is ensured.

Teachers and students have the free opportunity to use ICT tools whenever they need them. Learning resources in the library are at their finger tips. The institution has a library with a good collection of books which the teachers access as and when necessary. The teachers have free and easy access to internet. Besides that the computers, Photo copier, Scanner machines and printers are also used by the teachers for their work. They are encouraged and relieved to join various national and international seminars and workshops.

3.2.6. Has the institution received any special grants or finances from the industry or other beneficiary agency for developing research facility? If yes, give details.

Since our college is only possesses B.Ed. department there is limited scope for such facility.

3.2.7. Enumerate the support provided to the faculty in securing research funds from various funding agencies, industry and other organizations. Provide details of ongoing and completed projects and grants received during the last four years.

Nature of the Project

Duration Year

From To

Title of the project

Nature of the funding agency

Total grant Utilized

Sanctioned Received

NIL

-- -- -- -- -- --

At present no such project is undergoing in this institution.

3.3 Research facilities:

3.3.1. What are the research facilities available to the students and research scholars within the campus?

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Learning resources in the library and ICT tools are the only minimum facilities which are available to research scholars. Research is promoted through action research, practicum and field work.

3.3.2. What are the institutional strategies for planning, upgrading and creating infrastructural facilities to meet the needs of researchers especially in the new and emerging areas of research?

A separate infrastructure committee has been constituted to look after the infrastructural needs of the college. There is no separate infrastructural facility to meet the needs of the researchers. However, all the required facilities are given to the researchers to carry out their work. In order to explore the newer avenues of research like Educational Technology, Research methodology and Action Researches in various subjects, the institution has tried to be equipped with modern facilities like computers with newer operating system, advanced Xerox machines, printers, purchase of books and journals.

3.3.3. Has the institution received any special grants or finances form the industry or other beneficiary agency for developing research facilities?? If ‘yes’ what are the Instruments/facilities created during the last four years.

State Govt. Funding, Central Govt. Funding through UGC grants.

3.3.4. What are the research facilities made available to the students and research scholars outside the campus/other research laboratories?

Faculties involved in research visit institutes outside the campus and frequent other research laboratories like National Library, Asiatic Society Library, Bose Institute British Council, ISI, IACS, IICB, Universities.

Students often visit community, industries, and establishments to carry out their project/research work.

3.3.5. Provide details on the library/information resource centre or any other facilities available specifically for the researchers.

Books on research methodology are available in the library.

3.3.6. What are the collaborative research facilities developed/created by the research institutes in the college? For eg., Laboratories, library, instruments, computers, new technology etc.

Attempts are being made in this regard.

3.4 Research Publication and Awards:

3.4.1. Highlight the major research achievements of the staff and students in terms of:

Our faculties have been awarded Ph. D degrees for their endeavour.

Original research contributing to product improvement

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Dr. Adhikary’s research work would contribute significantly in the field of Chemistry and Chemical Education.

Research studies or surveys benefitting the community or improving the services

Dr. Adhikary developed a chunk based strategy for writing electron configuration of the elements in minimum outlay of time which would benefit the Chemistry beginners. Three of faculties’ research proposals if accepted for funding by UGC would contribute in benefitting the community

3.4.2. Does the Institute publish or partner in publication of research journal(s)? if ‘yes’ indicate the composition of the editorial board, publication policies and whether such publication is listed in any international database?

The institution does not publish or has not become partner of any research journal. However, Ph.D holders have been requested to take up his issue seriously.

3.4.3. Give details of publications by the faculty and students

Name: Prof. Dr. Biswanath Bandyopadhyay Designation: Associate Professor of History

Sl. No

Topic Entitled / Title with Volume, Year

and page no.

Journal/Book

ISSN/

ISBN No

Whether

peer reviewed.

Impact factor, if

any

Whether

you are the main author

1.

Chandannagarer Sankhipta Itihas

2003

Chandannagar Corporation

- - Yes

2. Chandannagarer Prag-Ouponibesik Itihas

2010

Chandannagar Corporation

- - Yes

3. Chandannagarer Itihase Charu Chandra Roy

2008

Chandannagar Corporation

- - Yes

4. Chandannagarer Jagadhatri Puja: Ekti Sankshipta Itibritto

2014

DNV Publication, Kolkata

- - Yes

5. Europer Bibartan: Panchadas to

Kalpana Prakashani

- - Yes

Page 92

Saptados Satabdi 2003

6. Japaner Itihas 2010

Kalpana Prakashani, Kolkata

- - Yes

7. Chattogram Avvuthane Boudho Musalman O Mahila Samaj (1930-1941) 2012

Rupali Publication, Kolkata

- - Yes

8. Mahamrittur Sandhane Bharatiyo Biplabira 2016

Rupali Publication, Kolkata

ISBN No: 978-81-92-1011-5-6

- Yes

9. Jibanananda 2001

Kathashilpo Publication , kolkata

- - Yes

10. Ferar Sarani 2000

Daha Patra, Chandannagar

- - Yes

11. Tinira Visar 2010

Darkaker Basa, Chandannagar

- - Yes

12. Sekarer Sandhane Hooghly Zeela (Edited book) 2007

Sabujer Avijan, Chandannagar

- - -

13. Paribes Bisayak Probandha Sankalon (Edited book) 2008

Sabujer Avijan, Chandannagar

- - -

14. Prafulla Chakraborty: Fire Dekha (Edited book) 2009

Sabujer Avijan, Chandannagar

- - -

15. Chandannagar Bisayak Probandha Sankalon: Amader Katha (Edited book) 2016

Morning Walkers’ Association

- - -

16. Urbanization in Chandannagar 2007

Paper Publication in: Indian Geographical Foundation, Kolkata

- - Yes

Page 93

Name: Prof. Subhra Ghosh

Designation: Assistant Professor (Stage-II) of Economics

Sl. No

Topic Entitled / Title with Volume, Year and page no.

Journal/Book

ISSN/

ISBN No

Whether peer reviewed. Impact factor, if any

Whether you are the main author

1.

Women Empowerment in the view of Swami Vivekananda

9 (2015) 801-804

Educational Thoughts of Swami Vivekananda: India and Global Perspective

ISBN-978-81-422902-87

- Yes

2. Globalization and its impact on Indian Economy: Development and Challenges

02 (2016)

Quest: Multidisciplinary Journal of Humanities and Social Sciences.

ISSN: 2349767X

- Yes

Name: Dr. Chandan Adhikary

Designation: Assistant Professor of Chemistry

Sl. No

Topic Entitled / Title with Volume, Year and page no.

Journal/Book

ISSN/

ISBN No

Whether peer reviewed. Impact factor, if any

Whether you are the main

Page 94

author

1. “Copper(II) azide complexes with NNO donor ligands: Syntheses, structure, catalysis and biological studies” 65 (2013) 48-53

Polyhedron 0277-5387 Yes, 2.047 Yes (First and corresponding author

2. “Structural and magnetic studies on copper(II) azido complexes”254 (2010) 2933-2958

Coord. Chem. Rev 0010-8545 Yes, 11.42 Yes (First author)

3. .“Single end-on azido bridged 1D chain copper(II) complex: active catalyst for homogeneous olefin oxidation” 29 (2010) 2166-2170

Polyhedron 0277-5387 Yes, 2.033 No

4. “Novel 1D ladder-like azido-bridged copper(II) complexes: Synthesis, X-ray Structure and Magnetic Study” 362 (2009) 5211-5218

Inorg. Chim. Acta 0020-1693 Yes, 2.322 Yes (First author)

5. “Tridentate (NNO) Schiff base copper (II) complex: Synthesis, crystal structure and magnetic study” 62 (2009) 3573

J. Coord. Chem. 1029-0389 Yes, 0.825 Yes (First author)

6. “Catalytic efficacy of Schiff-base copper (II) complex: Synthesis, X-ray structure and olefin oxidation” 27 (2008) 1556-1562

Polyhedron 0277-5387 Yes, 1.801 Yes (First author)

7. “Synthesis, X-ray crystal structure and magnetic study of a dicyanamido bridged 1D chain nickel(II) complex” 361 (2008) 183-187

Inorg. Chim. Acta 0020-1693 Yes, 1.94 No

8. “Synthesis X-ray crystal structure and magnetic study of a µ1,5-dca bridged ferromagnetic dimeric copper(II) complex” 61

J. Coord. Chem. 1029-0389 Yes, 0.732 No

Page 95

(2008) 3486-3492

9. “Chunking Strategy as a tool for teaching electron configuration” 2015, 92, 664−667

J. Chem. Education Yes, 1.5 Yes (First author)

10. "Tridentate (NNO) schiff base c opper (II) complex and its 1D chains azido derivative: structure, magnetism and catalytic efficacy’’

409 (2014) 202.

Inorg. ChimActa 0020-1693 Yes, 1.94 No (Second author)

11. “Synthesis, X-ray crystal structure and magnetic study of a novel µ2-1,1-azido bridged dimeric copper(II) complex” 26 (2007) 1658

Polyhedron 0277-5387 Yes, 1.801 Yes (First author)

12. “Synthesis, X-ray crystal structure and magnetic study of the 1D {[Cu(N,N-diethyl-1,2-ethanediamine)( µ1,5-dca)(dca)]}n complex” 26 (2007) 736

Polyhedron 0277-5387 Yes, 1.801 NO

13. “Synthesis, characterization, X-ray structure and magnetic study of the azido adducts of tridentate (NNO) Schiff base copper (II) complexes”

25 (2006) 2191

Polyhedron 0277-5387 Yes, 1.801 Yes (First author)

14. “Synthesis, characterization and X-ray structure of an azido adduct of a tridentate (NNO) Schiff base Nickel(II) complex”

J. Coord. Chem. 1029-0389 Yes, 0.732 No

15. ‘‘Asymmetric µ2-1,1-azido Inorg. ChimActa 0020-1693 Yes, 1.94 No

Page 96

bridged copper(II) complex: synthesis, X-ray structure, magnetic study and DFT calculate ions”

16. “Food Adulteration: A Social Offence” 1(2014) 303, ISBN 978-93-84106-14-0

ENVIRONICA ISBN 978-93-84106-14-0

- Yes

17. “Sufism: A Way towards Retaining Peace, Solidarity and Harmony’1(2015)29-38

Sufism And Indian Spiritual Traditions: An Educational Perspective

ISBN 978-81-85503-006-6

- No

18. “Blended Learning: A Strategy for Fostering Open Educational Resources

Open and Distance Learning System: Recent Developments,Chapter written

ISBN: 978-93-821112-28-0

- Yes

19. “Youth Dynamics and The Nation: An Impact of A.P.J. Abdul Kalam’s Philosophy” 3(24) 2016, 2282-2287

Scholarly Research Journal For Interdisciplinary Studies

ISSN 2278-8808

- No

20. “Sustainable Learning: Innovations in Teacher Education” 2 (2013) 135-140

The Light of Education

ISSN 2277-4556

- Yes

Name: Prof. Dr. Keka Trivedi

Designation: Assistant Professor of Geography

Sl. No

Topic Entitled / Title with Volume, Year and page no.

Journal/Book

ISSN/

ISBN No

Whether peer reviewed.

Whether you are the main author

Page 97

Impact factor, if any

1.

Role of Distance Education in Higher Education in India

(2013) 95-102

Higher Education in India: Reforms and Reality

ISBN: 978-81-8211-111-0

- Yes

Name: Prof. Rakheebrita Biswas

Designation: Assistant Professor of Botany

Sl. No

Topic Entitled / Title with Volume, Year and page no.

Journal/Book

ISSN/

ISBN No

Whether peer reviewed. Impact factor, if any

Whether you are the main author

1.

Contribution: Entire 2nd Half of the Book (Assesment of the Learning System):

Unit-1: Infrastructural Facilities

Unit-2: Human Resource

Unit-3: Management & Record Maintenance

Unit-4: Special Service Provided

Unit-5: School Community

Book: Assesment for Learning

[ Semester-II, Course-IX

( Book Based on Uniform Curriculum Structure for 2 year B.Ed. Programme in West Bengal) ]

ISBN :81-89169-39-4

-

2nd Author

(Co-authored by Dr. M. Panda)

Page 98

Relationship

Year of Publication:

June 2016 (1st Edition)

Pg. No.: 305-590

From Aaheli Publishers

2. Contribution :

1st Half:

Unit-1: Growth & Development Pattern of Learners

Unit-2: Stages of Development

Unit-3: Different Types of Development

2nd Half :

Unit-3: Attention & Interest

Unit-5: Creativity

Year of Publication:

January 2015(1st Edition) Pg. No.: 17-211

& 301-322 & 343-368

Book:

Childhood and Growing Up

[ Semester-I, Course-I

( Book Based on Uniform Curriculum Structure for 2 year B.Ed. Programme in West Bengal) ]

From Aaheli Publishers

ISBN :81-89169-24-6

-

2nd/Middle Author

(1st Author:

Dr .S. Pal &

3rd Author:

Dr .P.K.Chand)

3.

Title of the Article : Importance of Meditation in the Development of Human Being through the Process of Education as Envisaged by Swami Vivekananda and

Educational Thoughts of Swami Vivekananda : Indian & Global Perspective

(Proceedings

ISBN:978-81-922902-8-7

-

Main Author

Page 99

Interrelation of Brain with Meditation: An Introspection

Year of Publication:

June 2015 (1st Edition)

Volume No:

SSCE Publication No. 09

Pg. No. 341-349

on UGC Sponsored National Seminar Held on May 2015 at SSCE, Shimurali, Nadia, West Bengal)

4.

Article: Qualities of the Teachers in the Modern Era

Year of Publication:

November 2014

Vol. 03

Pg. No. 134-140

Evolving Horizons

ISSN: 2319-6521

-

1st Author

(Co-authored by Dr. D.Banenrjee)

5.

Article : Approaches to Daily Living Skill and Orientation and Mobility to the Education of the Visually Impaired Children

Year of Publication:

May 2016

Volume : V

Pg. No. : 16-24

Magis

ISSN : 2319-3239

-

Main Author

Page 100

Name: Prof. Aabriti Sharma

Designation: Assistant Professor in Education (Foundation Course)

Sl. No

Topic Entitled / Title with Volume, Year and page no.

Journal/Book

ISSN/

ISBN No

Whether peer reviewed. Impact factor, if any

Whether you are the main author

1.

Empathy Skills

Pg 57-59

Year of Publication: 2015

Himalayan Journal Of Social Science

ISSN :2231-6639

-

Main Author

2. Life Satisfaction of teachers teaching at the Secondary Level

Vol.3 Issue 2

Pages: 57-60

Year of publication: 2013

Himalayan Journal Of Social Science

ISSN :2231-6639

-

Main Author

3.

Social competence of Adolescents in relation to gender and family structure

Volume 4 Issue 1

Year of Publication: 2015

Himalayan Journal Of Social Science

ISSN :2231-6639

-

Main Author

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Name: Prof. Samir Kumar Mahato

Designation: Assistant Professor of English

Sl. No

Topic Entitled / Title with Volume, Year and page no.

Journal/Book

ISSN/

ISBN No

Whether peer reviewed. Impact factor, if any

Whether you are the main author

1.

Freedom, Love and sexual Awakening in Kanbili: An Account of Chimamanda Adichie’s Purple Hibiscus

(2013)

The Criterion ISSN: 0976-8165

- Yes

2. The Relevance of Swami Vivekananda’s use of English Language in Today’s Teaching Learning Situation: A Social Linguistic Enquiry

(2013)

Sikshachintan ISSN: 0973-5461

- Yes

3. Vivekananda: The Messiah of Indian English in the 21st Century

2014

Aprameya Vivekananda

ISBN: 978-81-925539-1-7

- Yes

4. Pedagogy of Language Teaching

2016

Book ISBN 978-93-84472-25-2

- Yes

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3.4.4. Provide details (if any) of

• research awards received by the faculty

• recognition received by the faculty from reputed professional bodies and agencies, nationally and internationally

• Incentives given to faculty for receiving state, national and international recognitions for research contributions.

No such awards or recognition from any reputed professional a bodies or agencies

3.5. Consultancy:

3.5.1. Give details of the systems and strategies for establishing institute-industry interface?

Not applicable.

3.5.2. What is the stated policy of the institution to promote consultancy? How is the available expertise advocated and published?

Since the teachers are well known and recognized, they are invited by the neighboring institutions that wish to avail their services in their respective areas.

The institution does not have the stated policy to promote consultancy. However, experts give their expertise to the local institutions on voluntary basis whenever the need arises. The local organizations seek consultancy service from our staff members some areas.

3.5.3. How does the institution encourage the staff to utilize their expertise and available facilities for consultancy services?

Though no financial assistance is provided by the institution, their absence from the college would be treated as on official duty and their services are recognized. The services rendered are voluntary and free of cost.

3.5.4. List the broad areas and major consultancy services provided by the institution and the revenue generated during the last four years.

Paid Consultancy has not been arranged. Consultancy service is free of cost, as they are related to academic and cultural matters but not to industry or business.

3.5.5. What is the policy of the institution in sharing the income generated through consultancy (staff involved: Institution) and its use for institutional development.

The Institution has not availed such opportunity

3.6 Extension Activities and Institutional Social Responsibility (ISR)

The college significantly contributes to the social welfare as the trainees of this institution visit neighbouring schools for teaching practice and provide service according to the need of the schools.

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3.6.1. How does the institution promote institution-neighborhood –community network and student engagement, contributing to good citizenship, service orientation and holistic development of students?

Inter collegiate seminars and workshops, competitions and personality training progammes and inculcation of job and life skills, blood donation and grouping develop a healthy and positive social attitude in the students. Students of our college are invited for participation and training by other institutions on a reciprocal basis.

Students are often deputed to other colleges to take part in seminars, workshops, sports and cultural events.

The college has organised popular awareness campaign and lecture demonstration by eminent scientist and speakers on contemporary issues. An awareness campaign on superstitions in India is organised jointly by the college eco club and alumni association which invited participants from neighbouring schools.

3.6.2. What is the Institutional mechanism to track students’ involvement in various social Movements/ activities which promote citizenship roles?

No such mechanism is developed yet. It has been decided in the meeting of IQAC that details about students’ and membership to various organization are collected in the admission application form.

The college is organising a Blood donation camp in collaboration with alumni association on 20th November, 2016 to cater to need of local need.

3.6.3. How does the institution solicit stakeholder perception on the overall performance? and quality of the institution?

A feedback form is given to students where in they answer various questions related to the institution. This gives enough knowledge about students’ perception on the overall performance of the college. Also parents and old students’ meetings express views opinions and suggestions on various issues. Feedback is also collected from practice teaching schools on overall quality of teaching standard of trainees.

3.6.4. How does the institution plan and organize its extension and outreach programmes? Providing the budgetary details for last four years, list the major extension and outreach Progarmmes and their impact on the overall development of students.

The college arranges educational excursion regularly. According to the curricular provision for study tour, field trip and community outreach programme, we organize this college excursion every year. Along with the formation of the Student council, we form our Excursion committee. The following objectives in mind the college arranges outreach programmes every year.

• To observe bio-diversity

• To observe man-nature interaction

• To reach local community and their life

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• To know our State vividly

• To have/gather knowledge about utilisation of natural resource

• To generate knowledge about mutual interdependence of species

• To know the history and cultural heritage of that place.

3.6.5. How does the institution promote the participation of students and faculty in extension activities including participation in NSS, NCC, YRC and other National/International agencies?

The institution encourages the students and teachers for participation in NSS, NCC, YRC and other National/ International agencies. For this the institution is planning to take some fruitful measures for realization of such programmes.

3.6.6. Give details on social surveys, research of extension work (if any) undertaken by the college to ensure social justice and empower students from under-privileged and vulnerable sections of society?

3.6.7. Reflecting on objectives and expected outcomes of the extension activities organized by the institution, comment on how they complement students’ academic learning experience and specify the values and skills inculcated.

As the institution works with different teaching practice schools, our trainees engage themselves in various activities organised in schools. Obviously such participation improves their cognitive knowledge, skills, makes them realistic, prompts them to value labour and hard work and above all motivates them to learn better.

3.6.8. How does the institution ensure the involvement of the community in its reach out activities and contribute to the community development? Detail on the initiatives of the institution that encourage community participation in its activities?

Yes, the institution tries to ensure the involvement of the community in its reach out activities. The college has visited different ecological places to study man nature relationship. Students have visited and conducted survey and gathered important information for research work on local habitat of Chalsa, Darjeeling and Purulia in last three years.

3.6.9. Give details on the constructive relationships forged ( if any) with other institutions of the locality for working on various outreach and extension activities.

Inter collegiate seminars and workshops, competitions and personality training Programmes and inculcation of job and life skills, blood donation and grouping develop a healthy and positive social attitude in the students. Students of our college are invited for participation and training by other institutions on a reciprocal basis.

Our institution has worked with the following institutions

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• Different teaching practice schools

• Different B.Ed colleges

• Department of Education of Chandernagore Government College

3.6.10. Give details on the constructive relationships forged (if any) with other institutions of the locality for working on various outreach and extension activities.

Awards are yet not received

3.7. Collaboration:

3.7.1. How does the institution collaborate and interact with research laboratories, institutes and industry for research activities. Cite examples and benefits occured of the initiatives-collaborative research, staff exchange, sharing facilities and equipment, research scholarships etc.

1. Academic institutions

2. Industry

3. Other agencies

The faculty members and the student teachers visit laboratories, institutes and industry for research activities. Faculties involved in research visit institutes outside the campus and other research laboratories like National Library, Asiatic Society Library, Bose Institute British Council, ISI. Our institution is planning to exchange staff with neighboring B.Ed colleges.

3.7.2. Provide details on the MoUs/ collaborative arrangements (if any) with institutions of national importance/other universities/industries/Corporate (Corporate entities) etc. and how they have contributed to the development of the institution.

No such initiatives have been taken by the institute so far. But there is ample opportunity of collaborative measures to develop the institute in future.

3.7.3. Give details (if any) on the industry-institution-community interactions that have contributed to the establishment/ creation/up-gradation of academic facilities, student and staff support, infrastructure facilities of the institution viz. laboratories/library/ new technology/placement services etc.

Contributions towards up gradation are expected and attempts have been made in this regard.

• Our entrance has ramp to give easy entry to differently able people.

• Our library, full of valuable and important books, can provide important information to people with special permission from the head of the institution.

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• ICT room, Language Laboratory, Psychological Laboratory have been established.

• Fully automated digitised library is under process.

3.7.4. Highlighting the names of eminent scientists/ participants who contributed to the events, provide details of national and international conferences organized by the college during the last four years.

National of International Seminar are not organized so far. However eminent persons from various fields have visited the college and interacted with students.

3.7.5. How many of the linkages/ collaborations have actually resulted in formal MoUs and agreements? List out the activities and beneficiaries and cite examples (if any) of the established linkages that enhanced and/ or facilities-

a) Curriculum development/ enrichment

Our college has contributed in curriculum development time to time by participation of the faculty members in Workshops conducted by the affiliating universities.

b) Internship/ On-the- job training

Student teachers are neighborhood schools for practice teaching programme as a part of partial fulfilling of curricular activities.

c) Faculty exchange and professional development

The college has invited Prof. Sarbari Baksi, Associate professor, Department of Education, Chandernagore Government College to share her experience during teaching internship. Our institution would avail the expertise of other neighborhood colleges in sharing views and ideas pertaining to teaching learning and research activities.

d) Research

Our teachers are intensely eager to carry out research work. Almost all the faculties have been undergoing research work in their individual effort and fullest potentials.

e) Consultancy

The college has the history of providing consultancy services to candidates appearing School Service Commission’, NET, SET examination and other related job oriented examination by motivating the students.

f) Extension

The institution is eager to provide extension programme. The college has organised Awareness campaign in collaboration with Pashim Banga Vigyan mancha, District Committe, Hooghly on 26th September, 2016.

h) Student Placement

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Student placement cell has been established.

i) Introduction of new courses

M.Ed course will be introduced making our students avail the opportunity of doing M.Ed in this institution and necessary initiatives have taken by the institution in Govt. level.

3.7.6. Detail on the systemic efforts of the institution in planning, and implementing the initiatives of the linkages / collaborations. Any other relevant information regarding Research, Consultancy and Extension which the college would like to include.

There is limited scope for us in this area. Although our institution is eager to provide motivation classes, career consultancy, guidance and counseling to the unemployed youth of our society. Employment Exchange is one institution where the unemployed youth gets themselves registered, so they can actually provide us the candidates who actually need our service.

3.8. Best Practices in Research, Consultancy and Extension:

3.8.1. What are the major measures adopted by the institution to enhance the Quality of Research, Consultancy and Extension activities during the last five years?

Research, consultancy and extension are an integral part of the academic work in the institution.

• Faculty members are encouraged to take up action research every year. • Institution is trying to get research projects from various agencies

for faculty members. • The institution has encouraged all the faculty members to publish /

present papers in the national and international conferences/journals. • Faculty improvement programs enrich the knowledge of the faculty

members which helps them in providing quality consultancy services. • The institution has initiated to collaborate with few NGOs to provide

community orientation to student teachers.

3.8.2. What are significant innovations / good practices in Research, Consultancy and Extension activities of the institution?

Research

• In-house seminars are conducted for faculty members to update their knowledge.

• School/college based action research is undertaken by the student teachers.

Consultancy

• Free consultancy is provided for secondary school teachers and also to parents.

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Extension activities of the institution

• The outcomes of the Action Research Project are communicated to practice in teaching schools

• In-service programs are planned and organized by the principal/ Officer-in-Charge to provide opportunity for faculty members to share their experiences with school teachers and also with alumni’s.

• The institution has organized one day workshop for the school teachers of practice teaching schools and trainees in collaboration with the Paschim Banga Vigyan mancha for creating awareness against superstition.

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CRITERION IV: INFRASTURE AND LEARNING RESOURCE

4.1 Physical Facilities:

4.1.1. Does the institution have the physical infrastructure as per NCTE norms? If yes specify the facilities and the amount invested for developing the infrastructure. Enclose the master plan of the building.

Yes, Institute of Education (PG) for women has physical infrastructure facilities that are modified suitably according to the NCTE norms.

The institution is partly Residential College. Main college building is very large. It is a heritage building. A ladies hostel with total accommodation for about 60 trainees and staff quarters are part of the main college building. Sufficient number of toilets situated all over the ground floor and 1st floor, attached ladies hostel with sufficient toilets, accommodation and 24 hour water facilities. The college campus also accommodates a play ground and small flower garden. Student’s common room, emergency generator facilities are available in addition to the above facilities. There are one Xerox room and one generator room in the college building.

The following give a glimpse of the various Physical Infrastructural aspects with all sorts of modernizations, very much helpful for the administrative as well as academic mechanisms:

College Infrastructure:

1) Main Building:

Comprises of:-

PART –A (for college purpose)

• Principal’s Room

• Teachers’ common room (with facilities for 10 teachers)

• Office room no. 1

• Office room no. 2

• Physical Education and sports room with indoor game facilities.

• Store room

• Students common room

• Library room

• Reading Room

• Education Technology and ICT Laboratory cum resource centre

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• Language Laboratory cum resource centre

• Psychology Laboratory cum resource centre

• Life Science Laboratory cum resource centre

• Physical science Laboratory cum resource centre

• Geography laboratory and resource centre

• Audio visual Lecture hall-1cum seminar room

• Classroom cum Lecturer hall-2

• Audio Visual room

• Art and craft room

• IQAC office -1

• Alumni association office -1

• History method class room-1

• Visitor’s room

• Mini canteen for staff

• Students toilet for college -2

• College staff toilet for male -1

• College staff toilet for female 1

PART –B (for hostel purpose)

• Students hostel room- 13 ( 13 room with 60 bed facilities)

• Kitchen room for hostel -1

• Dining room for hostel -1

• Waiting room for hostel -1

• Rest room for kitchen staff -2

• Hostel Staff toilet for Male -1

• Hostel Staff toilet for Female- 1

• Students toilet for hostel -8

• Students bath room for hostel -2

• Common room for hostel students with T.V. with cable connection.

PART – C ( Staff quarters)

• Principal quarter -1 (presently unused)

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• Hostel Super quarter -2 (one is used and another one is unused for a long time)

2) College Annex Building:

Comprise of:-

• Guard room.

• Rest room for non teaching and hostel staff - 2

3) Mini Play ground:

• A Volley and badminton playground.

• Beside the hostel kitchen room there is a mini play ground which is used for sports practices of the trainees. Annual athletic meets of some events also take place in these mini-play grounds.

(4) Garden

• There is a small flower garden in front of the college with a beautiful fountain.

4.1.2. How does the institution plan to meet the need for augmenting the infrastructure to keep pace with the academic growth?

In the last five years some developments have taken place to keep pace with the academic growth. The institution meets all the infrastructure needs for running the B. Ed. course .There are all the facilities in terms of physical conveniences, ICT related and Laboratories related to the experiments with the acquired theoretical learning in all the method papers and continuous and comprehensive evaluation system.

The fountain within the garden at the entrance of the college

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4.1.3. List the infrastructure facilities available for co-curricular activities and extra-curricular activities including games and sports.

The college has separate room for Laboratories for each method subject and for Music and Art and Craft. A large number of pieces of equipment for co-curricular activities and extra curriculum activities are also available. The institution conducts various curricular, co-curricular, extra-curricular activities and sports.

List of the infrastructure

• Musical instruments like Tabla Badya, Harmonium, Tanpura etc.

• Audio and video systems for cultural programme.

• Projector for power point presentation in seminar.

• Computers

• TV

• Videos and DVDs

• Sports equipments include Carom board, Volley ball, Badminton racket, and skipping, cycle, and Dumbbell instrument

A. Language Laboratory:

a. TLM Number

Language Learning Material (Sub: Mathematics) 8Pcs. (CD)

Language Learning Material (Sub: English) 4Pcs. (CD)

Language Learning Material (Sub: Sanskrit) 6Pcs. (CD)

Language Learning Material (Sub: Hindi) 6Pcs. (CD)

b. Electronic Aids and Equipments

Lingua Phone for Language Learning

Extra Bass Ultra-Clear Supporting Material

Ahuja Amplifier SSA 250 W

Ahuja Microphone Stand

Microphone/ASM 780 XLR

Studio Master Box- XVP 1520

Studio Master Wireless Microphone/ ER-11

Speaker ware

Speaker Box stands

c. Tools (National Psychological Corporation)

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1. Language Ability Test 2. Reading Ability Test 3. Language Creativity Test 4. A Scale of Reading-Writing Skills 5. The Essay/Paragraph Analysis Scale

B. Psychology Lab

Tools (National Psychological Corporation)

• Questionnaire on Self-Concept • Mirror Tracing Board • Study of Values • Rapid Automatic Naming • Draw a Man Test • Divergent Production Abilities • Problem Solving Ability Test

C. Sports Room

• Carom Board • Carpet (Satranji) • Volley Ball • Racket (Badminton) • Feather Cork • Dress • Flying Pad • Tennikoit Ring • Skipping Rope • Small Drum • Middle Size Drum • Big Drum • Table Tennis Racket • Hanging Microphone • Mic Set • Chess Board • Electronic Heating Pad • Short Put & Discus Equipment • Dumble Set • Lezim Set • Table Cloth • Weight Machine • First Aid Box • Umbrella • Tent Samiana (tent)

D. Life Science Laboratory

• Spring Balance • Compound Microscope

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• Simple Microscope • Eye Piece (Double Ocular) • Spectro Photometer • Test Tube Rack • Weighing Machine • Biology Box • Beakers • Petridish • Slide box • Stethoscope • Sphygmomanometer • Automatic Blood • Pressure Monitor • Test tubes with holders • Burette • Pipette • Measuring Cylinder • Dissecting Tray • Zoological Specimen • Clay model • Charts and models • Permanent slides • Reagents: Benedict’s reagent 500 ml

Cupric sulphate 500 gm

Sodium hydroxide flakes 500 gm

Millon’s Reagent 125 ml

Acetic Acid 500 ml

Nitric Acid 500 ml

Iodine Solution 500 ml

E. Geography Lab:

I. Maps

A. Wall Maps: Physical and regional maps of World continent: India, USA, USSR, UK and West Bengal (Total- 327)

B. Landuse Maps: 6

C. Toposheet: 83

D. NATMO Atlas: 25

II. Instruments:

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A. Hygrometer: 5

B. Barometer: 2

C. Thermometer: 8

III. Tools and Equipments:

A. T- Scale: 6

B. 18” Scale: 1

C. Tracing Table: 2

D. Ranging Rod: 6

E. Divider cum Compass: 33

F. Set Square: 23

G. Scale: 38

H. Stencil: 1

I. Hardness Scale: 1 Box

J. Magnifying Glass: 29

K. Measuring Tape

L. Globe: 8

M. Vernier Scale: 41

N. Protractor: 21

O. Board, Scale, Divider, Protractor Box: 1

P. Ink Compass: 15

Q. Extension Bar: 18

R. Nibs: 37

S. Magnet: 1

T. Scissors: 3

IV. Map Book and Pictures:

A. NATMO Atlas Book: 1

B. Outline Map (Continents) Book: 6

C. Pictures: 6

D. George Westerman Verlag: 6

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E. Calcutta and Howrah Guidebook Map:

F. India Historical: 3

G. Historical Museum: 1

H. Archaeology: 1

Hostel kitchen

Lecture cum seminar hall

College Library

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/

4.1.4. Give details on the Physical infrastructure shared with other programmes of the institution or other institutions of the parent society or University.

Institute of Education for women is such an institution which holds and organizes time to time seminar, workshops and various others activities like inter college debate competition, workshop on various activities. All these programmes exclusively take place within the college campus and therefore share all the facilities in terms of hardware resources, physical accommodations etc.

Various programme organised by the college are as follows:

• The College organise an annual programme every year. Inter college debate competition is a part of this annual programme. Some neighbour B.Ed. College students participate in this competition.

• College organise various workshop for students like workshop on drama, yoga, workshop on low cost teaching material etc.

• Other than these programmes the institution also shares with the following institution and for the following purposes:

Ø The University of Burdwan (for conducting professional related exams of B.Ed.) Ø Govt. of West Bengal ( for conducting various programmes) Ø Alumni Association of this College( for coordinating the activities of the alumni

association, and ex-students )

Life Science Laboratory

Geography laboratory

Reading Room

Physical science Laboratory

Ø The Netaji Subhas Open University ( for conduction ODL B.Ed. Programme) Ø Public Election for the community (3 Booths) (Municipality election, Assembly

election, Parliament election )

4.1.5. Give details on the facilities available with the institution to ensure the health and hygiene of the staff and students.

The college campus is spotlessly clean through continuous effort of a part time sweeper and all the resident and non resident staff of the College and the Hostel. The toilets are tried to be kept spick and span. Arranging three water purifiers for pure drinking water is another step forward in this regard.

The other facilities available with the institution to ensure health and hygiene of the staff and students areas follow:

• Separate washroom for ladies

• Separate toilet facilities for students in the college.

• Separate toilet facilities for male and female teaching faculties

• First aid facilities for students and staff.

4.1.6. Is there any hostel facility for students? If yes give details on capacity, no. Of rooms, occupancy details, recreational facilities including sports and games, health and hygiene facilities, etc.

Yes there is hostel facility for the students and from the very inception of this institution it has been made a partly residential one.

• The hostel can accommodate 60 students in an attached building of college. There are 13 rooms in the hostel meant for the students.

• Bed distribution of hostel room;-

Room No. Number of seats.

1 5 2 8 3 4 4 5 5 5 6 5 7 5

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8 5

9 5

10 3

11 3 12 3

13 3

• There are separate cots, bookrack, chairs and tables for each one. Students can avail TV for their recreation.

• Various sports and games equipment like Badminton, Table tennis, Carom boards are available for the students.

• There is separate dining hall for the students facilitated by tables and chairs.

• Cooking is done in LPG.

• There are other rooms and accommodations for the hostel staff also within the campus of the hostel.

• Each floor has facility of latrine and toilet complex for the residents. They are enough and kept spick and span by the sweeper of the hostel regularly. The sweeper also cleans the floors every day.

• There are underground sewerage systems in the hostel and enough water availability for keeping the campus duly clean.

• The building is whitewashed from time to time and water storages are cleaned in due intervals. Special attention is given for cleanliness of the dining room and kitchen.

4.2. Maintenance of Infrastructure:

4.2.1. What is the budget allocation and utilization in the five years for the maintenance of the building, laboratories, furniture, equipment, computers and transport?

The College has spent funds on the Infrastructure facilities and their maintenance. Records of expenditure over last five years are given as under:

Year 2010-11

Rs.

2011-12

Rs.

2012-13

Rs.

2013-14

Rs.

2014-15

Rs.

Building 884689/- 480855/- 1106529/- 573225/- --

Laboratories -- -- -- -- --

Furniture -- -- -- -- --

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Equipment -- -- 129376/- 7375/- 49300/-

Computers 12000/- -- 95700/- 3110/- 3750/-

Transport/Vehicle -- -- -- -- --

Library -- -- -- -- --

Other expenditure 10235322/- 104205581/- 11186415/- 11222310/- 8785708/-

4.2.2. How does the institution plan and ensure that the available infrastructure is optimally utilized?

The College class hour is from 11A.M. to 4.40 P.M. Throughout the days each and every room is used for one activity or the other. The college lecture hall is used for holding functions, examinations of the college. Other rooms are used for regular classes, various competitions cum examination, special lectures, talks, Guest Lectures, conducting college examinations etc. The other electronic, digital copier and printing devices are used for various academic and administrative purposes by both the teachers and the students. The subject specific Laboratories and resource centres are used by the teachers and students for teaching and learning purposes.

4.2.3. How does the institution consider the environmental issues associated with the infrastructure?

The College gives adequate attention to the environmental issues. There are two gardens within the college campus, in which different varieties of plants have been planted.

The college always tries to sensitize the students through both formal syllabi and informal meet about the various emerging Environmental Issues. It has provision within the syllabi the subject like Environmental Issues and Population Education.

There is a tree garden behind the main college building. Many varieties of fruit trees are nurtured and maintained all through the year. There is no full time gardener of the college. Trainees enthusiastically take part in maintaining a well nurtured herbal garden behind the college building. Thus the environmental issues are seriously taken care of.

4.3. Library as a Learning Resource:

4.3.1. Does the institution have a qualified librarian and sufficient technical staff to support the library (material collections and media/computer services)?

The institution does not presently have any librarian and technical or Group-D staff to support the library functionaries. One teaching staff and one non teaching staff look after the library. The college library has 04 computers with intranet and internet connection, 02 printers and 01 barcode hand scanner. There is a counter for stocking of new books. At Present one teaching and one non- teaching staff make and issue the library membership for the students. Students and other teaching staff collect books regularly from them.

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4.3.2. What are the library resource 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.)

Total No. Of Books

No. of Title of Books:a) Text books

b) Reference books

7000 text books app.

5600 reference books

Journals 2

Magazines 5

Audio-Visual/teaching-Learning Resources

24

Software KOHA

Internet Access available

e- Books Nil

Back Volumes of journal Nil

Serial no.

Facilities Availability(Y/N)

1 Computer with Software Y

2 Computer Net surfing Y

3 Wi-Fi Y

4 Local area Networking Y

5 Printer Y

6 Photocopier(Xerox) Y

7 Scanner Y

4.3.3. Does the institution have in place, a mechanism to systematically review various library resources for adequate access, relevance etc. And to make acquisition decisions? If yes, give details including the composition and functioning of library committee.

The institution does not presently have any librarian and technical or Group-D staff to support the library functionaries. One teaching staff and one non teaching staff look after the library. The college library advisory committee consists of 4 teaching members.

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4.3.4. Is your library computerized? If yes, give details.

At present, the computerized facilities are under process.

4.3.5 Does the institution library have computer, internet and reprographic facilities? If yes, give details on the access to the staff and students and the frequency of use.

At present, all these infrastructure facilities are going to be available very soon. The work is under process.

4.3.6. Does the institution make use of INFLIBNET/DELNET/IUC facilities? If yes, give details.

At present, the facilities such as and INFLIBNET/DELNET/IUC are not available. However, in the near future the institution will try to make it available.

4.3.7. Give details on the working days of the library? (Days the library are open in an academic year, hours the library remains open per day etc.)

There is no permanent librarian in this institution .So there is no particular working hour for library. It is operated by one teaching and non teaching staff as demand of students.

4.3.8. How do the staff and students come to know of the new arrivals?

The new arrivals are regularly displayed on the book display shelves.

4.3.9. Does the institution’s library have a book bank? If yes, how is the book bank facilities utilized by the students?

Yes, the library has a book bank. But in absence of library staff this facility is not available at present.

4.3.10. What are the special facilities offered by the library to the visually and physically challenged persons?

No, there is no such provision. Special facilities in terms of reference resources have not been developed so far.

4.4. ICT as a Learning Resource:

4.4.1. Give details of ICT facilities available in the institution (computer lab, hardware, software, internet connectivity, access, audio visual, other media and materials) and how the institutions ensure the optimum use of the facility.

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Serial no.

Facilities Availability(Y/N)

1 Computer Y

2 Projector Not in working mode

3 Local area Networking Y

4 Camera Y

5 Wi-Fi Y

6 Sound Systems/audio visual Y

7 Printer Y

8 Photocopier Y

9 Scanner Y

10 Document Camera Viewer and Interactive Smart Board

N

11 External Hard Disk(1T.B.) y

The institution has proper ICT facilities available. It has the following facilities:

• 5 functional computers

• 4 functional laptop

• Windows operating systems

• Printer cum scanner

• Wi-Fi staff room

• Colour TV

• Projector

• Local Area Networking (LAN) for all the systems

• Software: Recorded educational video and audio cassettes, film strips, Films slides and transparencies are available in the institution.

• Teaching Aids: Teaching aids are either purchased or prepared by teacher or Trainees such as Pictures, charts, portraits, models, outline maps, maps of different Countries (political / physical) are of prime importance in the teaching learning process.

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4.4.2. Is there a provision in the curriculum for imparting computer skill to all students? Give details on the major skills included.

The knowledge of ICT is significant but more significant is its use in practical situations in the teaching learning process. Moreover, it is felt that the teacher trainees need to idealize the application of ICT in teaching.

The teaching faculty and teacher trainees make use of the internet for knowledge, model lesson plans, survey of related literature for field work to guide. The institution gives most priority in the use of new technology and ICT for day to day teaching.

Computer Curriculum

The B.Ed. curricula include ICT based courses. The theory and computer skills to be imparted to teacher trainees are given below:

Critical Understanding of ICT (Theory 50 and Engagement with the field 50)

Theory:

Unit 1

Digital Technology and Socio-economic Context:

• Concepts of information and communication technology; Universal access VS Digital Divide – issues and initiatives;

• Challenges of Integration of ICT in School; Aims and objectives of National Policy on Information and Communication Technology (ICT) in School Education in India; IT@ School Project;

• Components and Objectives of National Mission on Education through ICT (NMEICT), Spoken Tutorials, Gyan Darshan, Gyanvani, Sakshat Portal, e Gyan Kosh; Virtual laboratory and Hepatic technology.

Unit 2

• MS office:

• MS Word

• MS Power Point

• MS Excel

• MS Access

• MS Publisher

Unit 3

Internet and Educational Resources:

• Introduction to Internet

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• E-mail, Search Engines, Info-Savvy Skills; Digital Age Skills, safe surfing mode;

• Intermit resources for different disciplines like natural sciences, social sciences, Humanities and Mathematics.

• General Introduction to E-learning, Mobile learning' distance learning, On-line learning,

• Virtual University, Wikipedia, Massive Open Online Courses (MOOCs);

• Social networking

Unit 4

• Techno-Pedagogic Skills:

• Media Message Compatibility

• Contiguity of Various Message Forms

• Message Credibility & Media Fidelity

• Message Currency , Communication Speed & Control

• Sender-Message-Medium-Receiver Correspondence

Engagement with Field:

Any two of the following:-

• Installation of Operating systems, Windows, installation of essential Software and Utilities;

• Projects that may involve the hardware like LCD Projector, digital camera, camcorder, scanner, Printer' interactive white board and software like word processors (MS Word/Libre Office), spread sheet and Slide Presentation (PPT/impress); and/or Creating and using Blogs and Google Groups, Google Docs.

• Develop a report on preparing a learning designing on any topic from your methods while using internet resources. They report should mention the details of navigating, searching, selecting, saving and evaluating the authenticity of the material and also mention how it adds or justify the facts, _figures(data), graphics, explanation and logic of the topic.

• Teaching with a multimedia e-content developed by the student.

4.4.3. How and to what extent does the institution incorporate and make use of the new technologies/ICT in curriculum transactional process?

• Teachers are trained and encouraged to power point presentation.

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• Teachers prepare and present lesson presentation through the projector.

• Internet surfing for academic up gradation by the teachers.

• Lesson plan material prepared through computer

• Wide use of laptop and internet in implementing course material

4.4.4. What are the major areas and initiatives for which student teachers use? Adopt technology in practice teaching?

• Developing lesson plans and other related academic materials

• Classroom transaction of teaching learning process

• Preparation of results of unit tests

• Preparation of teaching aids

• Use projector during final teaching

The B.Ed. teacher trainees are required to demonstrate technology based lessons during the internship programme. This provision makes the application and the use of technology a must for every B.Ed. teacher trainee. Thus, using technology in the curricular transaction is a prominent aspect.

4.5. Other facilities:

4.5.1. How is the instructional infrastructure optimally used? Does the institution share its facilities with other?

Yes, the institution shares its resources with other organisations during academic seminar, extension activities.

4.5.2. What are the various audio-visual facilities/ material are available with the institution? How are the student teachers encouraged to optimally use them for learning including practice teaching?

Various audio-visual facilities / materials CDs and the audio and video cassettes are used on a large scale for learning and teaching practice by the B.Ed. teacher trainees. They are used for the core training programme, practice lessons and block teaching. The science and other laboratories are used for practice of science experiments before they are demonstrated in the real classroom situation.

4.5.3. What are the various general and method laboratories available with the institution? How does the institution enhance the facilities and ensure maintenance of the equipment and other facility?

The College has laboratories and resource centres for demonstration and conducting experiments. List of Laboratories is given below:

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Physical science laboratory

Life Science laboratory

Psychology Laboratory

Computer Lab ICT Laboratory

Geography Laboratory

Language laboratory

Audio visual room

Music room

Art and Craft Room

4.5.4. Give details on the facilities like multipurpose hall, workshop, music, and sports, transport etc. available with the institution.

At present the facilities of multipurpose hall is not available. However, in the near future the institution will try to make it available.

Workshop on drama, yoga and low cost teaching aid was organised by the college. Music being a popular method subject and a part of compulsory paper is religiously practised and performed by the students. The college has a well equipped music room. Games and Sports are also conducted annually. The college also has a well equipped physical education room.

Use of ICT during Annual Seminar organised in the college

4.5.5. Are the classrooms equipped for the use of latest technologies for teaching? If, yes give details. If no, indicate the institution’s future plans to modernize the classrooms.

Classroom of the College are constructed in such a way that all technologies can be used as per the requirements and needs. Almost all the class rooms (lecture halls) are spacious, well ventilated and airy, well lighted and fitted with electric tubes/ CFL ceiling fans and electric extension connection.

One main lecture hall is well equipped with advanced Audio visual systems. These have been permanently installed in the classrooms. It is supported / well aligned with audio visual peripheral equipments needed like the speakers, cordless mike with proper and safe electrical connections. In the future the college is planning to modernize the classrooms with permanently installed computers and Wi-Fi internet connectivity and convert to SMART CLASS ROOM.

4.6. Best Practice in Infrastructure and Learning Resources:

4.6.1. How does the faculty seek to model and reflect on the best practice in the diversity of institution, including the uses of technology?

The institution focuses on the right priorities and responsibilities especially with reference to teaching and learning as their primary mission. Each general course paper of B. Ed. (Intake 100) is divided into two subsections which are being taught by qualified faculty members. Subject methodology course is taught by all respective teacher educators of teaching methodology.

The student teachers admitted to B Ed course from different disciplines i.e. Arts, Science and economics. Keeping in mind the diversity of students’ academic, social and psychological background and their special needs, attempts are made to provide relevant inputs for educational improvements.

Our institution offers two languages - English and Bengali as the medium of instruction. Most of the information available on internet is in English which becomes quite difficult for Bengali medium students to understand. The teacher educators put in a lot of efforts giving instructions simultaneously in both the languages. For this purpose, the faculty uses technology for teaching. Proper training in ICT is also provided to the teacher trainees.

Skill of acquiring newer and extensive knowledge needs rigorous training in self- learning. Teacher trainees should go beyond the classrooms to seek knowledge and learn to make use of other learning resources like library, self study exercise etc. Learning with the help of these supportive learning resources is an advanced skill in today’s contemporary society. This is being practiced in the institution during the teaching learning interaction.

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4.6.2. List innovative practice related to the use of ICT, which contributed to quality enhancement.

• ICT has been made a part and parcel of the curriculum

• The institution conducts various activities with the active participation of students’ teachers as well as the faculty members with the use of computers, LCD projectors, etc.

• Non-print material like, Teaching Aids, audio-visual facilities (Computer with speakers) sets tape recorders, computer systems, headphones, digital camera, a handy cam, computer aided instructional materials like –Databases, CDs, DVDs, Audio cassettes are widely used.

List of Innovative Practices related to ICT:

• The teacher educators could procure proper references for their teaching and enhance their content knowledge enrichment. As a result of this, they could provide better and latest instructional inputs to teacher trainees.

• As a result of better teaching, quality of learning by the teacher trainees has improved.

• All the data related to the teacher trainees could be stored. They included scores of internal evaluation, attendance and the bio-data. These data could be used for remedial teaching and mastery learning of teacher trainees.

4.6.3. What innovations / best practice in infrastructure and learning resource are in vague or adopted/ adapted by the institution?

Following are a few best practices adopted.

• The use of ICT in class room and student teacher interaction.

• Brainstorming session is held on regular basis to inculcate innovative teaching skill among the trainee teachers.

• Laboratories and class rooms are species and well.

• All factuality’s of the college have basic knowledge of the computer.

• Outdoor sports facilities

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CRITERION V: STUDENT SUPPORT AND PROGRESSION

5.1 Student Progression:

5.1.1 How does the institution assess the teacher trainees’ preparedness for the program and ensure that they receive appropriate academic and professional advice through the commencement of their professional education program (Teacher trainees’ pre-requisite knowledge and skill to advance) to completion?

The college follows an admission procedure which is clearly based on merit. Admitted teacher trainees are adequately oriented regarding the structure – contents and methods- curricular and co-curricular activities followed by an orientation programme at the beginning of the session. Talent search of the trainees is also conducted. In regular classes of the course students are provided with academic, social, cultural, economic, moral and spiritual support all through the programmes of the session. For the sake of ‘Man Making’, for producing well trained teachers, awareness regarding how to teach well – these is our aims and objectives and quest of excellence. The institution regularly assesses the students’ progress of knowledge and skill time to time from the very beginning to the end. The process is as follows:

The academic scores in the previous qualifying course.

An induction program is conducted to orient the student teachers about the importance of the teaching profession and also course requirement. In addition, the traditions of the institution are also made known to students.

Faculty members conduct ice breaking activities to know the strengths and weaknesses of the student teachers.

Talents day is organized to know the talents of the student teachers.

Welcome address by the Officer-in-Charge in Orientation programme

5.1.2 How does the institution ensure that the campus environment promotes motivation, satisfaction, and development and performance improvement of the teacher trainees?

The college is a women’s college and houses a girls’ hostel with the intake capacity of 50 students. It is partially residential. There is ample scope of exchange and interaction between Deputed trainees and Fresh Students, Boarder and Day- scholar students. They share their problems and help each other. They share their experiences and ideas mutually as well as like a joint family.

Motivation:

The institution organizes various programs to motivate the student teachers towards the professional development through following activities.

• Arranging talks on great personalities and educationists.

• Displaying of thoughts and quotations of educationists in the library, classrooms and different laboratories.

• Illustrations by the teachers in their classroom interactions.

Different cultural activities like Foundation Day, Rabindra Smaran, Teachers’ Day, Sharodotsav etc. are celebrated throughout the session. All these events encourage healthy co-operation among the students and also gives them a chance to exhibit their enormous talents. We have our Wall Magazine that is seasonal and a College Magazine that is published annually. Wall magazines are titled ‘Srijoni’, ‘Shravana Shankhya’ and ‘Sharada Shankhya’ the title of the wall magazine is ‘Anwesha’. There is another wall magazine by the name of ‘Evolving Science Horizon’ exclusively for Life Science Department. The College also publishes a magazine annually Students and Teachers are immediately connected and involved with this work. Thus, Students and teachers are able to express their intellectual ideas and imagination and opinions and their innovative thinking.

Our students are provided with appropriate coaching directly and indirectly to enable them succeed in various competitive as well as professional examinations conducted by P.S.C., S.S.C., C.S.C., M.S.C. etc. Students are sent to exposure visits which help them to improve their performances in various fields such as Debate, Seminar, Recitation, Writing Essays,

Talent search programme in the beginning of the session

Extempore speech etc. The students’ improvement and progress are regularly guided and monitored by means of assessments (internal and external) assignments, Group Discussion, Seminars, Tutorials and Test Exam, Micro and Macro Teaching etc recently followed by 4th semester exam also. There is also adequate mechanism for formal and informal feedback from the students in course of the academic session so as to ascertain their views about the academic scenario in the college.

Satisfaction:

The institution provides all kind of support to the student teachers by knowing their expectations and makes an effort to develop a feel of satisfaction in all their endeavours.

• The campus has eco-friendly environment with full of greenery, flower garden, fountain which makes the environment pollution free and generates positive energy.

• The campus has playground and other facilities for outdoor and indoor games.

• Democratic approach of the principal/Officer-in-Charge and faculty members helps them to share their expectations and problems.

Development: The institution provides effective learning experiences needed for personal and professional development through the following activities.

• The necessary skills for the teaching profession are inculcated through theoretical and practical experiences provided by the faculty members.

• Mentoring system is practised by allotting a group of 10 to 15 student teachers to a faculty member to get assistance on various aspects.

• Programs on mental health and personality development are organized for student teachers to groom their personality.

• The ICT training is given to develop technical competencies among the student teachers. The institution has necessary instructional facilities like LCD, computers, interactive board etc.

• Remedial teaching is provided for the low achievers. • Guidance and counselling cell of the institution tries to find out solution to

the personal and academic problems of the student teachers. • Extended curricular activities are provided to the gifted students to enrich

their knowledge and experiences.

Performance Improvement:

The institution adopts the following techniques to assess the performance and also to adopt different strategies to improve the student teachers. ü Periodical tests and examination are conducted to know the achievement of the

students. ü Seminar and practical activities are organized to improve the practical and social

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skills. ü Extension activities are conducted to make the student teachers socially sensitive.

5.1.3 Give gender wise dropout rate after admission in the last five years and list possible reasons for the drop out. Describe (if any) the mechanism adopted by the institution for controlling the drop out.

The college being pure women’s college the drop out after admission pertains to only female students. It is also to be remembered that it is a training college and 50% of the seats are reserved for deputed candidates; the dropout rate is almost negligible. Between 2012-2015, out of 349 students who had taken admissions, 11 have dropped out of the college. But these dropouts cannot be termed as wastage because the candidates here dropout for the following good reasons:

• Getting chance for research and higher studies pertaining to their subject areas • Selected in other B.Ed colleges in their locality or near to their residence . • Selected for some jobs.

However the dropout rate is minimized in the following ways: Ø By providing information at the entry point about the expectations and the nature

Traditional tribal dance performed by trainees

Annual sports, 2016

of B.Ed. course.

Ø Individual guidance is given to drop out by the principal and faculty members.

Ø The faculty members counsel the family members and convince them to cooperate with the student teachers to complete the course.

Ø Faculty members render need based help to the student teachers to complete the course.

5.1.4 What additional services are provided to teacher trainees for enabling them to compete for the jobs and progress to higher education? How many teacher trainees appeared / qualified in SET / NET, Central / State Services through competitive examination in the last two years?

The institution is of the opinion that just curriculum transaction is not sufficient for the development of the professional skills. Hence, the institution provides the following services to enable them to compete for the career prospects.

• Soft skill development programs.

• Value added programs on the personality development and stress management.

• Training in the use of technology in teaching.

• Placement service is provided by the placement and consultancy cell.

• Guidance and counselling services are provided.

The trainee teachers are always inspired and encouraged by the teacher educators of the college along with necessary guidance and counselling provided by the Guidance and Counselling Cell of the college. Students are informally given guidance and coaching for different competitive examinations like TET/SET/NET/Central/State Services.

Regarding accurate database it may be mentioned that no definite records are readily available from the ex-students and present students .But the students appear in different competitive exams viz TET,SSC,.SET,NET, P.SC., C.S.C,W.B.S.S.C.,S.I. etc. and the forms are forwarded by the college authority as and when these are required as per prescribed proforma.

5.1.5 What percentage of teacher trainees on an average go for further studies / choose teaching as a career? Give the details of the last three years.

As already mentioned, that since 50% of our students are deputed candidates, they continue with their jobs. It is most likely that from the remaining 50% most of the students go for teaching profession and some even go ahead with further studies. The college has no accurate record top corroborate the same.

5.1.6 Does the institution provide training and access of 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.

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The college has a well set up computer lab. The library too contains ample resources that may be useful and supportive for one involved in the teaching profession.

5.1.7 Does the institution provide placement services? If yes, give details on the service provided for the last two years and number of teacher trainees who have been benefited

The college is a pure Government college therefore the above criterion is not applicable. But the college has an active Placement cell which provides necessary information, displayed on the notice board to the trainees regarding vacancy in the educational institutes. The information are collected from various sources like print media, digital media, personal contact with alumni members, other educational institutes etc. The cell also prepares trainees for interview.

5.1.8 What are the difficulties (if any) faced by Placement Cell? How does the institution overcome those difficulties?

The major difficulty is lack of data and information on vacancy position. Moreover, being a government institution the college can not directly arrange campus interviews for recruitment.

5.1.9 Does the institution have arrangement with practice teaching schools for placement of the student teachers?

Practice teaching activities of the students of this institution is carried out solely in Government/ Government aided schools located in the vicinity of the college. As per Government Laws, appointment in various posts of these institutions is made centrally either by West Bengal Public Service Commission or West Bengal School Service Commission. Hence there is no scope of having any arrangements with practice teaching schools for placement of student teachers.

5.1.10 What are the resources (financial, human and ICT) provided by the institution to the Placement cell?

The institution bares the expenditure to conduct activities of the placement cell like guidance and counselling sessions, training to face the interview, preparation of curriculum vitae etc. One of the faculty members is in charge of placement cell that takes care of all the activities of the cell with the assistance of other faculty members and the maintenance of the record is done by the office superintendent. Faculty members also conduct programmes to develop demonstration skills and confidence among the student teachers.

5.2 Student Support:

5.2.1 How are the curricular (teaching – learning processes), co-curricular and extracurricular programs planned (developing, academic calendar, communication across the institution, feedback) evaluated and revised to achieve the objectives and effective implementation of the curriculum?

The annual calendar of the college is planned and chalked out in advance by the Teachers’ Council prior to the commencement of the academic session and thereafter the same is communicated to the students through the College notice board. College calendar is

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prepared before the commencement of the academic year by keeping the University calendar as a reference. The curricular, co- curricular and extension activities to be conducted are planned keeping in view, the vision and the mission of the institution. After discussing in the staff meeting about the financial requirement, hurdles faced and feedback received from the stakeholders, the programs are incorporated in the calendar of events.

College calendar of event and method wise calendar of events are prepared. To ensure proper planning and smooth execution of the calendar of events, the principal distributes the portfolio to carry out different activities to the faculty members on rotation basis considering the interest and the potentialities of the faculty.

Performance of student teachers in the curricular, co-curricular and extended activities is assessed. It is based on continuous comprehensive evaluation. The institution evaluates the curricular, co-curricular and extension activities by adopting different strategies and the same are revised through feedback mechanism.

The teaching learning process is regularly assessed in course of and at the end of every semester in the form of assignments, projects, field works and of course through term end examinations. Weightage is also given to various co- curricular activities that intersperse the academic calendar. The feedback obtained through students and teachers helps to make necessary revision in the extracurricular programmes in the subsequent session.

5.2.2 How is the curricular planning done differently for physically challenged teacher trainees?

The college abides by a standing instruction issued by the designated authorities that stipulates that in case of curriculum transaction the physically challenged should face minimum challenge in the classroom. The college authorities ensure that during practice teaching of the B.Ed students, the orthopedically and visually impaired students are allotted teaching responsibilities at schools located in close vicinity of the college. The whole ambience of the college is inclusive and attempts have been made to make it barrier free.

5.2.3 Does the institution have mentoring arrangements? If yes, how it is organized?

Yes, the institution has mentoring arrangements for teaching practical. The trainees are divided into small groups during internship and are placed into eight local schools under the mentorship of one faculty member. The method subject teachers are automatic mentors of the students. Students are divided into small groups of 10 to 12 members being mentored by one faculty member only for practicum. The faculty members discuss with the student teachers about their academic, personal and vocational issues. The mentor teacher monitors and supervises the activities of the student teachers of their group and keeps a track of their development. Guidance is given by the mentors for their professional and overall development. The students are attended individually at the practicum classes.

5.2.4 What are the various provisions in the institution which support and enhance the effectiveness of the faculty in teaching and mentoring of teacher trainees?

The institution has a cordial, democratic and healthy environment. The support system provided by the management and the principal motivates the faculty members to work effectively. The institution adopts the following steps to enhance the effectiveness of the

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faculty member:

• The institution provides all necessary infrastructure facilities.

• The institution provides all the necessary instructional facilities.

• Flexibility is provided to the faculty members to experiment with the innovative ideas.

• Faculty members are encouraged to attend workshops, seminars and orientation programs to update their knowledge in the field.

• Expert’s talks on the current issues and challenges in the field of education are arranged by the institution for faculty improvement.

• The institution provides necessary ICT related facilities like computers, Wi-Fi, software, etc., The principal conducts periodic staff meetings to know the problems faced by the staff members in carrying out their responsibilities and suggestions are sought in the staff meeting.

The institution also provides necessary facilities to find out the individual differences which enable the faculty members to know the potentialities and problems: v Counselling sessions by the professionals are also arranged by the principal to

resolve the problems faced by the student teachers, in case of necessity. v The institution encourages the faculty members to take remedial classes for low

achievers. v The institution also encourages to organize various activities to provide

enriched experiences to the student teachers by knowing their interest and the potentialities

5.2.5 Does the institution have its website? If yes, what is the information posted on the site and how often is it updated?

Yes the college has its own website (www.bedchanw.com). The website contains information about the college, infrastructural facilities the notice and eligibility for admission, admission form, other admission related information, merit list, the details of the faculty members, students’ portfolio, the details of curriculum and services available, location, address and calendar of events of the institution. It is updated once a year.

5.2.6 Does the institution have a remedial program for academically low achievers? If yes, give details.

Yes, the institution conducts remedial program for the low achievers. The method teachers identify low achievers by considering their entry test scores, achievement test scores and the performance in the microteaching sessions, practice teaching session and participation in various activities.

The following remedial measures are taken in this regard:

§ The institution offers instruction both in Bengali and English medium

§ Study materials by the faculty are given to low achievers.

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§ Peer teaching method is adopted to help the low achievers.

§ Individual counselling is provided by the mentoring teachers to the low achievers.

5.2.7 What specific teaching strategies are adopted for teaching – a) Advanced learners b) Slow learners?

The following strategies are adopted for the advance learners.

ü Advance learners are given assignments, projects, seminar, PPT Preparation, preparation of documentation, web browsing and creative writing.

ü Advance learners are included in the editorial board of the institution magazine and class magazine to nurture their creative writing.

ü They are involved in the peer teaching, debate, discussion in the institution and other inter collegiate competitions.

The strategies adopted for slow learners include

ü Slow learners solve the question bank, prepared by the faculty members and feedback is given for further improvement.

ü Individual guidance is provided by the mentor teachers.

ü Faculty members encourage and motivate the slow learners by providing an opportunity to work with advanced learners by constituting the study circle.

ü For the slow learners remedial classes are held throughout the year. To monitor their progress tests and assignments are also given. Extra attention is given to the slow learners.

5.2.8 What are the various guidance and counselling services available to the teacher trainees? Give details.

The faculty members guide the students throughout the year and counselling is also given to students who seek for it. The following guidances are provided:

The college has just set up a Guidance and counselling cell for the students from academic year 2016-17. The guidance and counselling cell is expected to organize many programs on

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personality development, stress management, mental health, and orientation for examination preparation, study habits etc. Apart from this guidance and counselling cell will also conduct individual/group counselling sessions for the needy students. Placement cell of the institution also provides career counselling to the student teachers.

5.2.9 What is the Grievance Redressal Mechanism adopted by the institution for teacher trainees? What are the major grievances redressed in the last two years?

The college has an official complaint box to address the grievance of the students. The students can easily approach the Officer-in charge and the teachers concerned if they have any grievances

5.2.10 How is the progress of the candidates at different stages of program monitored and advised?

The progress of the candidates at different stages of the programme is monitored primarily on the basis of internal exams and semester end exams.

ü Microteaching lessons are observed and assessed to know the acquisition of the skill. Feedback is given for further improvement both by the peer group and also by the method teachers.

ü Student’s performance in various activities like assignments, projects, seminars is assessed.

ü Student teachers are also observed and assessed by the faculty members on various aspects like discipline, attendance, participation in cultural and other extension activities of the institution.

In case of co- curricular activities talent hunt programmes and several cultural programmes are organized to monitor the candidates’ progress regarding art and creativity and students are further advised on how they can improve their abilities.

5.2.11 How does the institution ensure the teacher trainees’ competency to begin practice teaching (Pre – practice preparation details) and what is the follow up support in the field (practice teaching) provided to the teacher trainees during practice teaching in schools?

In the pre practice teaching stage:

The students are given an idea about the various aspects of teaching through Demonstration classes by the Teacher Educators, simulated/micro/peer teaching sessions by trainee students.

The teachers point out the various skills related to introducing a lesson, questioning, explaining, illustrating with examples, using the black board, charts etc.

Trainees develop an ability to analyse a lesson and frame its corresponding lesson plan.

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Demonstration class by Teacher Educator

Observation of Micro Teaching by Teacher Educator and peer group

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The pre-practice preparation activities conducted by the institution are

ü Orientation and demonstration on microteaching skills in different methods by the faculty members.

ü Practice to develop the episodes for micro lessons.

ü Practice to develop microteaching skills in groups.

ü Orientation on writing instructional objectives and developing and designing the lesson plan.

ü Demonstration by the experts on the preparation of teaching aids

ü Demonstration lessons are given by faculty members

ü Practice of simulated teaching.

ü Orientation on observation of the lesson.

ü Orientation about the practice teaching.

ü Guidance for selecting topics for practice teaching.

ü Lesson plans in each method are corrected by the method teachers and necessary guidance is provided.

The follow-up support in practice teaching given by the faculty members is as follows:

ü The faculty members help the group leader in the preparation of the time table and allotment of the class to the student teachers.

ü The lessons taught by the student teachers are observed by the faculty members and subject teachers of the school and the feedback is given every day.

ü Faculty members help in getting sufficient number of classes (minimum 60 classes) for the student teachers by requesting of the head of the institution.

ü The faculty members stay back in the practice teaching school to support and supervise the student teachers in lesson planning, teaching and classroom management.

In the field (practice teaching) all faculty members are assigned various schools which they visit in order to supervise the lessons. Feedback is given to the trainee immediately; drawbacks are pointed out along with the merits. The trainee incorporates the feedback in the practice so that they continue to improve. The following practice teaching schools are included:

1. Krishnabhabini Nari Siksha Mandir 2. Khalisani Nari Siksha Mandir 3. Lalbagan Balika Vidyalay 4. Indumati Girls’ High School 5. Sarada sadhan Balika Vidyalay 6. Bhadreswar Dharmatala Balika Vidyalay

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7. Bhadreswar Telenipara Girls’ High School 8. Saradapally Kanya Vidyapaith, Bhadreswar

Trainee teachers at Krishnabhabini school during internship

Lesson supervision by external faculty during teaching internship

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5.3 Student Activities:

5.3.1 Does the institution have an Alumni Association? If yes,

i) List the current office bearers

President: Mrs Saraswati Poddar, Retired Head Mistress

General Secretary: Mrs Sulagana Ghosh, Contractual Part time teacher at Kabi Sukanta College, Bhadreswar

Treasurer: Miss Kasturi Dutta, Guest lecturer at the college

ii) Give the year of last election

The alumni association was reformed very recently in the month of February, 2016

iii) List Alumni Association activities of last two years: In the Annual Function held in the month of May, 2016 the Alumni Association organized a cultural programme along with the regular students.

Formation of Alumni Association, 2016

iv) Give details of the top ten alumni occupying prominent position

Most of the former students of the college are well placed in various posts across the states. Some of them are teachers, some Headmistress and some of them are pursuing higher studies.

V) Give details on the contribution of Alumni to the growth and development of the institution.

The college has recently begun the process of alumni formation with its first meeting held on the 20th of February, 2016. The registration process in underway. Alumni association provides opportunity for the former student teachers of the institution to develop a lifelong relationship with the institution and contribute to the growth and development of the institution. The office bearers are unanimously elected in the general body meeting.

5.3.2 How does the institution encourage teacher trainees to participate in extracurricular activities including sports and games? Give details on the achievements of teacher trainees during the last two years.

The students of this institution remain involved in a plethora of activities all year round. Some of which are as follows:

Ø Talent hunt function Ø Observation of days of national importance Ø Workshops of various kinds Ø Various cultural programmes Ø Preparation of wall magazine

Members of the Alumni Association in the Reunion, 2016

5.3.3 How does the institution involve and encourage teacher trainees to publish materials like catalogues, wall magazines, college magazine and other material. List out the major publication(s) / materials brought out by the teacher trainees during the previous academic session.

The college has been actively encouraging creative writing skills among the students by bringing out wall magazines seasonally. Since three wall magazines are prepared during one session all students are given a chance to write articles and decorate the wall magazine The college also has its own annual magazine ‘Anwesha’ and students are its main contributors with them also editing and organizing it.

Annual sports, 2015

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Formation of Students’ Council for 2016-17

5.3.4 Does the institution have teacher trainees’ council or any other similar body? Give details on constitution, major activities and funding.

Yes, the institution takes initiative to form a Students’ Council based on free and fair election every year. The elected students’ representative are assigned specific duties throughout the year.

Posts Nature of Activities

General Secretary Assistant General Secretary

Students’ representative, in charge of all the activities, co-ordinating between different communities, link between faculty members and students.

Cultural Secretary Assistant Cultural Secretary

In charge of organizing all cultural activities through out the year

Magazine Secretary Assistant Magazine Secretary

In charge of collecting articles, editing, decorating wall magazines

Excursion Secretary Assistant Excursion Secretary

In charge of excursion(as and when it happens)

Games Secretary Assistant Games Secretary

In charge of games and sports; looking after parade practice for Independence day

College magazine Anwesha

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Decoration, Cleanliness &Exhibition Secretary Assistant Decoration, Cleanliness & Exhibition Secretary

In charge of decorating the hall for various functions, maintaining its cleanliness etc.

Food Secretary In charge of the food department during functions

Class Representative

Maintaining the discipline of the class looks into the cleanliness of the class.

General Secretary of Students’ Council delivering speech in Annual Programme,

2016

Fresher’s Welcome organised by the Students’ Council

5.3.5 Give details of various bodies and their activities (academic and administrative) which have student representation in it.

NA

5.3.6 Does the institution have a mechanism to seek and use data and feedback from its graduates and from employers to improve the preparation of the program and the growth and development of the institution?

At present the college collects feedback from trainees at the end of the session and practice teaching schools only.

5.4 Best Practices in Student Support and Progression:

5.4.1 Give details of institutional best practices in student support and progression

The institution adopts the following best practices for the students support and progression:

The institution conducts intensive induction program to develop awareness among student teachers towards the institutions vision, mission, objectives and values.

The institution provides college calendar with the details of all the proposed academic and other activities which ensures the preparedness of student teachers.

Mentoring system is adopted by the institution to provide academic support to the student teachers.

The institution has a placement cell, which provides information to the student teachers.

Faculty members use the innovative practices in curriculum transaction which promotes participative and meaningful learning.

Since 2015 the institution has adopted feedback mechanisms through which students views regarding teaching learning can be received and incorporated for betterment.

Inspite of the absence of a regular librarian in the college, the faculty members make sure that students have access to it as per the requirement of the students.

Various academic and co- curricular activities are organized by the college throughout the year for students’ betterment. Some of the activities are as follows:

• Cultural programmes • Community work • Field Work • Excursion

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CRITERION VI: GOVERNANCE AND LEADERSHIP

6.1 Institutional Vision and Leadership:

6.1.1 What are the Institution’s stated purpose, vision, mission and values? How are they made known to the various stakeholders?

Purpose:

“Lead the eternal glory through superior intellect”- motto of the institution

Established in 1965, housed in a heritage building, the College is proudly aware of its glorious history and tradition. The institution is the oldest women’s Teacher Training College in Hugli district affiliated under the University of Burdwan.

To inspire, prepare, and empower students from all sections of the society with particular emphasis on deprived sections for academic growth, better personality development, and employability and help building a society with social justice and moral ethos, which is competent to meet the challenges of globalized world. In this context, our institution is one of the pioneering institution is the field of Teacher training for women, so far both Govt. and non- govt. institutions are concerned, even after the Independence.

It also carries forward the legacy of our traditional “Ashramic mode of education” by accommodating trainees into college hostel attached to the college.

Vision:

The Vision of the College is to pursue excellence in teacher education by opening global avenues in education and research for the all round development of competent and committed female teachers to meet the challenges of 21st century by providing good education, enabling and empowering young women, emphasizing the need to mainstream the marginalized and weaker sections among them to ensure justice and equity in society.

Mission:

Our mission is to train young women teachers to be competent, well-informed, liberal-minded human beings with an abiding faith in India’s democratic institutions and the rule of law, and abhorrence for tyranny, injustice and corruption.

ü To prepare efficient, competent, committed teacher educators, administrators and researchers.

ü To provide opportunities and facilities for the all round development of f e m a l e teacher trainees.

ü To develop, sensitivity towards emerging issues in the changing society ü To create awareness in teacher trainees about the modern trends in education. ü To undertake quality research studies, consultancy and training programs ü To make quest for excellence an inherent aspect for all curricular and co-curricular

transactions ü To develop inquisitiveness, scientific temper and spirit of enquiry among the trainees, ü To broaden the perspectives of the understanding of our country’s cultural

heritage, scientific knowledge and social values through teacher training ü To develop a sense of belongingness, ü To help underprivileged and meritorious students to transcend social barriers, ü To train the learners to live amicably in the society, ü To promote healthy student-teacher relationship, ü To draw out the best from the individual students, ü To manifest perfections already in man, ü To motivate students in organising and participating in various co-curricular activities. ü To impart both theoretical and practical training in the field of T e a c h e r

Education to develop appropriate skill among the learners. ü To provide opportunities to the students and teachers to expand their knowledge base

and quality development

Objectives:

Ø Providing skilled and trained teachers for secondary and higher secondary schools, teacher educators and researchers, development of presentation and writing skills (by incentives for research and innovation)

Ø Providing suitable educational environment for all those who desire to be good teachers.

Ø Creating awareness of history, heritage and environment (through its own location within these and its links with global concerns and issues)

Ø Fostering and nurturing good character and high moral persona and belief in self as a woman (through enabling strategies and empowerment as women)

Ø Inculcating values of community service, national integrity, national pride, religious tolerance and aesthetic sense for environment.

Ø Making knowledge a source of power, respect and sensitivity for the Other (by exposure to cultural diversity, languages, human rights )

Ø values of citizenship (civic sense, public conduct, leadership, rights and responsibilities)

Ø Providing education as an instrument for human growth & social uplifting. Ø Developing competencies such as communication power, technological awareness,

spirit of accountability, leadership qualities, ability of judgment/decision-making, and required professional skills.

Ø Imparting higher education uniting modern scientific thought with Indian culture and wisdom.

Ø Blending ethics with practical knowledge. Ø enhancement of employability and life-skills (by organizing hands-on training and

workshops)

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Ø Fostering holistic development through curricular and co-curricular activities (through mandatory membership and participation in a minimum of two co-curricular activities) in the College.

Ø Contributing towards inclusive school and all inclusive society.

The major considerations addressed from these objectives include the following:

Values:

Imbibing values in the personality of trainees is core consideration of the college. In order to keep values intact in this modern society IEW, Chandernagore is trying to retain traditional values by providing that kind of cultural environment in the organization. IEW, Chandernagore emphasizes on education for peace and value centric education.

The institution tries to inculcate and promote the following values amongst its stakeholders. 1. Modesty, sensitivity, punctuality and neatness. 2. Patriotism, national integration and tolerance towards all religions. 3. Gender equality, dignity of labour and scientific attitude. 4. Acquisition of knowledge: knowledge and truth. 5. Aesthetic value: Beauty and Truth. 6. Moral value: Belief and Truth. 7. Vocational value Activity and Truth. 8. Entertainment value: Pleasure and Truth (work with pleasure).

All these purpose, vision, mission and objectives and values are circulated to the various stakeholders by the following ways and means:

Through the regular academic programmes and notices Through college Web-site. Through formal teaching. Through cultural exchange programme/ collaborative programme (inter- institutional).

Through different ceremonies, self-government system of management (student council).

Through Hostel related activities. Through outreach programmes. Through service to school student by class teaching. Through co- curricular activities like v Gardening v Games and sports v Outreach programmes v Observation of national/ auspicious days v Social community programmes like Barshamangal, excursion etc.

6.1.2 Does the governance of the institution is reflective in relation to its goals and objectives, in terms of addressing the needs of the society, the students it seeks to serve, the concerned schools, education institutions traditions and value oriented achievements?

Yes, the governance of the institution definitely reflects its goals and objectives. Being a purely a government educational institution, the goals and objectives are set to fulfil the needs and aspiration of the people in general and to the socio economically backward but meritorious and talented trainees to provide opportunities in particular. Therefore, the institution’s mission includes:

§ Needs of global / modern teacher trainees: The institution develops the competencies among the student teachers required to be effective and efficient teachers.

§ Concerned schools: The institution prepares the prospective teachers to provide quality learning experiences to the school students.

§ Tradition of the institution: Institution provides conducive, cordial, democratic environment.

§ Value orientation: Institution vision and mission aims to provide value based education through the integration of values through its curriculum transaction and co curricular activities organised by the college throughout the year.

§ Needs of the society: The objective of the institution is to develop awareness among the student teachers to know the social realities and issues and to produce socially competent citizens.

6.1.3. The institution practices decentralisation and participative management- management's commitment, leadership role and involvement for effective transaction of teaching and learning process (functioning and composition of various committees and board of management &Governance)

IEW, Chandernagore, Hooghly is purely a Govt. institution, run by the D.P.I.(Director of Public Instruction), West Bengal and Department of Higher Education, Bikash Bhavan, Salt Lake, Kolkata-91 of Govt. of West Bengal.

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Following the Constructional and democratic nature of our state and country, the institution functions according to the rules and regulations laid down by the State Govt, Union Policies, Policies formulated by the UGC, NCERT &other constitutional agencies of the central Government.

This institution is affiliated to the University of Burdwan. So the rules and regulations along with other conditions formulated for academic, curricular and co- curricular activities are followed, following the practices of decentralisation and participative management.

Keeping in mind the democratic nature, all sorts of activities are taken for consideration of implementation in the institution, all faculty members, teaching and non- teaching members participate in various activities to run the institution smoothly. Members of Teachers’ Council, Staff Council and elected members of Students’ Council constitute various committees to help the administration.

Within certain limitations, all the members perform their respective decentralised activities with utmost satisfaction of all, including not only for the trainees, but also for the people and community around us and help the neighbouring educational institutions of schools in administrating the formal and informal academic &official activities.

The managerial role of both Officer-in-Charge and other faculty as well as staff members are committed to play roles in leadership and involved for effective and efficient transaction of versatile activities and performances, beyond teaching and learning process.

The Officer-in-Charge and other faculty members serve in WBES ( West Bengal Education Service)- hence, all are to participate in state educational activities, as and when they are required, in education programmes in district level, state level and in university affairs.

Decentralisation and Management of the institution are conducted by the following members/departments -

MIC of Higher Education Dept. Govt. of West Bengal.

D.P.I, West Bengal.

Officer-in-Charge/ Officer-in-Charge of the college

Teachers’ Council

Staff council (Teaching and Non- teaching Staff Members)

IQAC cell (internal and external members)

Alumni committee

Different sub- committees of the college (headed and under the chairmanship of the Officer-in-Charge and Prof- in- charge as convenor of each sub committee).

Student's council (A self-govt. system with different functional committees, under the guidance of one Prof- in- charge)

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Some administrative committees and different cells are contributed with co-ordinators for each committee eg. UGC- committee, NAAC committee, So, accordingly with the development of different committees and sub- committees, all faculty members, other office staff, trainees and ex- teachers as well as ex- students get involved in various curricular and co- curricular functions of the college administration. These committees remain accountable to the Government, University and the community as well.

A separate Hostel committee looks after the Hostel affair and Welfare of the boarders, under the guidance of the Hostel superintendent and Officer-in-Charge of the college.

For smooth Governance and tackling of unfair activities, a few other committees or cells are in force. eg. Anti-ragging committee, grievance cell, women’s cell etc.

Other relevant and respective Government departments also play an important role, as and when we require for maintenance and other affairs to run the institution smoothly, within certain limitations and lengthy official procedures. viz. PWD- Dept, WBHS(Health) Dept. etc.

6.1.4. How does the Management and head of the institution ensure that responsibilities are defined and communicated to the staff of the institution?

The institution defines the responsibilities of the faculty and other staff. The responsibilities have been defined by the University as well. These are communicated and defined by the Teachers’ Council under the leadership of the Teachers’ Council secretary and chairmanship of the Officer-in-Charge at the in the beginning of the new academic year to the faculty.

IEW, Chandernagore, Hooghly is concerned with the teaching- learning processes of B.Ed courses only. It is constituted with a few teaching and non- teaching staff members. Therefore, the communication is easier and all the members of the staff committee help each other and communicate to run the college smoothly.

Mainly the important notices are served to inform the faculty members and the office staff members separately for conveniences. Whenever the important aspects of both academic and administrative affairs are concerned, the staff meeting or the Teachers' Council Meeting is convened by the secretary of the T.C. members of the meeting or by the Officer-in-Charge, who acts as the President of the meeting. All the members put signatures that remain present in the meeting. Mostly the informal meetings take place in the Teachers’ common room or in the chamber of the Officer-in-Charge to take immediate decision for implementing the strategic activities concerned with either academic or non- academic or administrative activities by the sub- committees, constituted for the purpose.

Moreover, IQAC meetings are held as and when required for making important decisions regarding administrative, academic and other activities.

Whenever important notices are required to serve to inform the students as well as the teaching and non- teaching staff, the notices are displayed in the Notice Board (s), notice book in the staff room and notice book in the office. Separate notices are displayed in the separate Notice Board (s) categorically for the convenience of notification as follows:

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Besides this, important announcement and notices are served in our college website, particularly during admission which has been started as "online admission" procedure w.e.f. 2015-2017 sessions, as per instruction of the Higher Education Dept. of Govt. of West Bengal. The website is updated frequently to display the important announcements and developments.

On emergency, the messages are conveyed or served directly to the members or concerned staff or even the students over telephone, through SMS or using social media in their mobile cell-phone numbers or through email.

The college also maintains a social media page. Important announcements are regularly updated on the social media page. Alumni actively keep in touch with the institution through social media.

However, no problem or no complaint from the end of the teaching, non-teaching and student-trainees has been heard off about not being properly informed or intimated as regard to the allocation of any duty or responsibility till date proves that procedure followed by the management or Officer-in-Charge to ensure that the responsibilities are properly defined and communicated to the staff is adequate.

6.1.5 How does the Management or head of the institution ensure that valid information (from feedback and personal contacts etc.) is available for the management to review the activities of the institution?

Trainees are provided to fulfil their opinion in the feedback form at the end of each semester. They are motivated to freely express their views, suggestions, complaints etc in the written form. Moreover, the trainees in general and hostellers are instructed to lodge their complaint in the grievance box provided in the college. The committee members of the Grievance, Hostel, Women, Anti ragging cells meet frequently to discuss the issues under the chairmanship of the Officer-in-Charge. Sometimes the issues, raised by the student’s representatives, teachers or non-teaching staff of the college, are discussed informally or formally in TC meetings or IQAC meetings and resolved carefully.

General Notice Board

•Regular Course student.

Notice Board •Bridge course students of PTTI

NoticeBoard

•B.Ed (ODL) students of NSOU.

Library Notice Board

•library accession.

hostel notice board •important notice for the hostellers/boarders of the hostel

Bulletin Notice Board

•News and Notes for notification/ information of opportunity for providing scholarship/further studies/placement etc

Alumni Notice Board

•alumni meetings and other activities

The feedback is collected from the student teachers through various feedback forms developed by the institution. The data collected are analysed and a report is submitted to the authority. The mechanisms of collecting feedback from the student teachers are

• Self-appraisal report of teachers

• Feedback on the B.Ed. course

• Feedback on Women’s Cell

• Feedback from the heads of the practice teaching schools.

Generally the members of different sub- committees and convenors formally or informally take note of the responses, criticism, advices from different sectors and sections which are discussed at length and accordingly the developmental, persecution, or remedial measures are suggested and are taken into consideration for overall improvement therein or thereof.

Mainly the democratic decisions are considered with the rational and logical approaches where a high degree of transparency is maintained along with the national thought of "Majority must be granted, though minority should not be neglected "for the sake of the institution and Welfare of the students as well.

Importance is given on collective team effort for taking decision making work and accordingly the consequences are followed with the participatory administrative efforts. Valid information is available for the management through direct and personal contacts and informal but very much effective feedback mechanism inbuilt in the system by which internal co- ordination and monitoring are accompanied for betterment of implementation of the decisions taken.

6.1.6. How does the institution identify and address the obstacles or barriers (if any) in achieving the vision/ mission and goals?

With the collective efforts of the Officer-in-Charge and the faculty members, the obstacles and barriers are identified from the feedback both formally and informally from the stakeholders and the strategies, to minimise the barriers are chalked out in staff meetings. All the activities are democratically distributed among the faculty members and action plan for each activity is prepared to execute the task effectively and efficiently. With the collaboration and the cooperation of the stakeholders, barriers are minimised to achieve the vision and mission of the institution.

Moreover, the feedback regarding obstacles, barriers, disadvantages are obtained through the assessment of different activities by the Govt. officials, inspection, supervision by the university team ( as is done during final examination in the college exam centre by the inspection team) or during meeting with the alumni or ex- students and ex- staff, well wishers of the locality and other institutional personal ( as the suggestion are obtained from the Headmasters or Headmistresses of the respective schools regarding &during practice teaching programmes and demonstration lessons delivery).

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Besides these, the trainees or officials play an important role in identifying the obstacles or disadvantages and to overcome these during internship and other academic and cultural programmes every year.

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?

The management promotes and encourages the staff for their professional growth. The management encourages and supports the faculty members for the improvement of the effectiveness and efficiency of the institutional processes in the following ways:

ü The management encourages the faculty members to attend seminars, refresher course, workshops, and conferences at state and national and international level to update them.

ü The management encourages the faculty to take Ph.D., post doctoral programme

ü The management encourages the faculty to write books, contribute papers in journals

ü The management encourages the faculty to take major and minor research projects by providing necessary arrangements and physical infrastructure.

ü The management appreciates and acknowledges the achievements of staff members in the official gathering of the institution.

ü The management permits the faculty members to take up any work assigned by the University such as Member of Board of studies, IQAC member of other colleges, participant as Resource person in Curriculum revision, appointment as external examiners, paper setter, moderator, evaluator, scrutiniser etc.

ü The management provides necessary guidance and support for qualitative improvement in the institution.

On the other hand, all the dedicated staff comes to the college on urgent and emergency basis, on Sundays and holidays, whenever they are required for completion of certain urgent works e.g. performance appraisal and other related works, observation of days, to help the ex-trainees and ex-staff for official purpose and work hard. In fact, the service is provided beyond college hours over the telephone and with the help of other technological supports by the staff.

Along with this, all the staff is provided with necessary moral and physical support as and when needed, and this also provides to render this services effectively and efficiently to the best of the satisfaction of all.

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6.1.8 What are the leadership roles of the head of the institution in governance and management of the curriculum, administration allocation and utilization of resource for the preparation of students?

The head of the institution, the Officer-in-Charge is actively involved at various levels of academic governance and management as well as allocation and utilization of resources. She is needed to play his advisory role right from the level of the students’ council, Teachers’ council / Staff council, Alumni Association, management of hostel affairs/ students’ hostel welfare committee to different college academic programmes, cultural and other outreach programmes.

The leadership role of the head of the institution in governance and management is as follows:

Curriculum: Whenever the curriculum is modified or revised, an orientation program is conducted to identify the changes and to spell out the details of the courses. The Officer-in-Charge initially prepares an annual plan of the academic activities and accordingly the plan of the work is distributed to the faculty.

Administration: The Officer-in-Charge distributes various duties regarding academic program among the teacher educators and administrative staff. To organize various academic programs, different committees are formed and monitored by the Officer-in-Charge. This type of administrative planning helps in the smooth functioning of the institution.

Allocation and Utilization of Resources: The Officer-in-Charge makes the technological aids available in the institution. The library facility is made available for longer duration during the examinations. She always encourages faculty members for optimum utilization of modern technology and resources in the teaching learning process. Decisions related to financial matters such as allocation and utilization of resources are monitored and co-ordinated by the officer-in-Charge himself in consultation with the D.P.I office, purchase committee officers of A.G Bengal, Kolkata, Audits and A/c(s), PWD officers, Treasury office, respective Prof. In charge of the college sub- committees, Hostel superintendent, subject to approval/ ratification. As regards petty purchase, officer-in-Charge’s decision is taken to be final. The officer-in-Charge keeps constant vigilance over proper utilization of such resources.

Teacher participating in Orientation Programme, Jadavpur University, 2014

Officer-in-Charge acts as the chairman of almost all the committees and she regularly shares her academic experiences that she gains from her visit to different institutions, agencies, universities and various other Government and academic committees. The existing officer-in-Charge acts as member of different bodies or committees of government and university too which is as follows:

§ Member of Board of studies (UGBS) of C.U, § State Govt. Nominee of CAS of College Teachers, § Resource persons and Experts of different programmes of various universities § As External university examiner § Faculty Recruitment expert of various educational institutions under organisations

like NTPC § Chairman of Academic Evaluation Programmes of B.U, § Academic Resource persons of different seminars / workshop etc. like CTE, IASE,

SCERT, UNIVERSITIES etc.

6.2 Organisational Arrangement:

6.2.1 List the different committees constituted by the institution for management of different institutional activities. Give details of the meetings held and the decisions made, regarding academic management, finance, infrastructure, faculty, research, extension and other linkages and examinations during the last year

Being a Government college, the faculty members are recruited and appointed through PSC (Public Service Commission), West Bengal by the secretary, Dept. of Higher Education, Govt. Of West Bengal, Bikash Bhavan, salt Lake, Kolkata. The institution has constituted various committees/cells to organize academic and other activities of the course. Faculty members are made in charge of different committees. In the beginning of the academic year all the committees are constituted by including the student representatives and meetings are conducted by each committee/cell separately to decide about the activities of the academic year. Under the guidance of Officer-in-Charge and the faculty in charge, the committees/cells carry out the proposed activities by conducting meetings as and when required. The institution provides all necessary requirements to accomplish the proposed activities. The list of committees/cells is given below with the proposed activities for the academic year 2015-16.

Constitution of the Teacher’s Council

The Teachers’ council which acts as Academic Council, of the following Members of the subject teachers:

1. Officer-in-Charge: Prof. Mahasweta Palaniyandi (Chairman)

2. History: Prof. Biswanath Bandyopadhyay (IQAC Coordinator and TCS)

3. Economics: Prof. Subhra Ghosh

4. Chemistry: Dr. Chandan Adhikary

5. Geography: Dr. Keka Trivedi

6. Physical Education: Vacant

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7. English: Prof. Samir Kumar Mahato

8. Sanskrit: Vacant

9. Physics: Vacant

10. Education: Prof. Aabriti sharma

11. Life Science: (Bot /Zoo) Prof. Rakheebrita Biswas

12. Mathematics: Vacant

13. Music: Prof. Kasturi Dutta (Honorary Guest lecturer)

14. Art & Craft: Prof. Mahasweta Palaniyandi

15. Hindi: Vacant

16. Psychology: Vacant

17. Library Science: Vacant

Meeting of the Teachers’ council held during Academic year 2015-16 and resolutions taken up are as follows:

Resolutions of the meeting held on 11.08.2015

1) As per UGC regulations, the college has to undertake all the processes that are necessary for NAAC visit / accreditation of our college.

2) A committee will be reformed to deal with all the NAAC related issues & Prof. Keka Trivedi will be take co-ordinator of the NAAC committee.

3) For NAAC a committee has to be formed comprising of external members and for that, proposal for membership will be sent to Prof. Sangeeta Tripathy, Prof. Aparna Chakraborty & Maharaj Tattwoswaranandaji of R.K. Mission, Belurmath.

4) Before NAAC, the following issues have to be considered:-

a) Staff pattern according to the new regulation has to be arranged (Self appraisal report).

b) Laboratories should be reorganized.

c) Smart classroom has to be arranged. The college has already received grant for smart classroom.

d) A placement cell has to be setup.

e) For NAAC the college library has to be reorganised and digitized.

f) A journal section has to be introduced in our college library and for this allocation of funds is essentially required.

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g) As the college is in need of a librarian, this requirement has been sent to Higher Education department for the publication of the advertisement of the post of a librarian immediately

5) Prof. Angshuman seth & Prof. Aabriti Sharmawill contact the librarian of Chandernagore Govt. college for collecting all the information regarding library related issues.

6) Prof. Aabriti Sharma will collect all the information related to NAAC form internet and provide it to the college authority for further assistance & work.

The resolution of the meeting held on 18.08.2015

1. Distribution of syllabus for semester 1

2. Issues regarding submission of practicum

• File work has to be submitted for 7 separate practicum

• Files to be submitted after puja vacation and it will be notified later as per academic calendar

• Field work has to be done during puja vacation by the students and the dates will be notified later.

The resolution of the meeting held on 11.09.2015

1) A letter was sent by U.G.C. dated on 03.02.2014 to the Officer-in-Charge of Institute of Education (P.G.) for Women, Chandernagore for keeping the U.G.C. funds in savings bank account rather than keeping in current A/C. As the above mentioned letter and matter was ignored by the previous Officer-in-Charge, the present Officer-in-Charge is taking now the initiative transfer the above mentioned fund, now in saving accounts.

2) Transferred the current account no. 10410200000177 (U.G.C. fund) in savings bank account in the Bank of Baroda, Chandernagore. The account will be operated by Officer-in-Charge (Prof. Mahasweta Palaniyandi) and cashier Mrs. Madhumita Bhattacharya.

3) Brief discussion on new B.Ed. curriculum

Resolution of meeting held on 01.12.2015 (On the basis of the discussion on 27.11.2015 at David Hare Training College)

1) By 31st December the college authority will have to apply for NAAC (Otherwise RUSA grant will not be received from U.G.C.)

2) As 28, 575 to the submitted for SSR related to NAAC through on live & SSR has to be prepared by 21st December, 2015

3) Student’s feedback will have to be arranged as well as collected for last 3 years and for this the feedback form has to be made.

4) Internet connection has to be provided in staff room & ICT laboratory.

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5) An initiative will be taken to make the internet connection available to all the teachers and students for better work.

6) Anti-Virus to be installed in all the computers of the Institution.

7) COHA software has to be installed for maintaining library catalogue.

8) Separate cabinet or almirah should be arranged for preservation of NAAC documents.

9) Reading register should be made for library & ICT Lab.

10) For NAAC –SSR, Dr. Chandan Adhikary, Aabriti Sharma and Prof. Rakheebrita Biswas, Prof. Angshuman Seth would always be there to help Dr. Keka Trivedi, the NAAC co-ordinator.

Resolution of meeting held on 15.12.2015

1) Syllabus distribution of semester II

2) Practice teaching – 2016 (semester – II): School contact is on 5th January, 2016 Trainees will demonstrate 40 lessons at this semester.

3) Simulated teaching: Five lessons will be demonstrated. There will be a five for it. Total marks allotted 25

4) NAAC- The report cannot be prepared within 31st December, 2015 because of dearth of time.

Resolution of meeting held on 25.01.2016

1. The college has to be accredited by NAAC and for that purpose, the self appraisal report has to be prepared and drafted within the month of Feb/March.

2. Ex students are to be informed and an alumni association is to be formed at the earliest. An alumni association meeting is scheduled to be held on the 20th of February, 2016.

3. The annual sports of the college to be held on the 10th of February (tentative). 4. From the 1st till the 9th of Feb, 2016, teachers’ will go for supervision in the first

half and in the second half they are to supervise sports practice in the college. 5. Miss Kasturi Dutta, an ex student of this college, will serve as guest faculty for

Music Method for this session.

Resolution of the Teachers’ Council Meeting held on 11.3.2016

1. As per IQAC regulation, Dr. Biswanath Bandopadhyay, Associate Professor as well as the senior most faculty member of this institution, will act as the Co-ordinator of the Internal Quality Assessment Cell (IQAC) in place of Prof. Subhra Ghosh with effect from the 1st day of March, 2016 for having experience of working as the co-ordinator in the IQAC of the David Hare Training Institute from where he has been transferred hereto.

2. Dr. Biswanath Bandopadhyay will be the Secretary of the Teachers’ Council in place of Prof. Sonia Chattopadhyay due to her transfer.

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3. Dr. Chandan Adhikary will be the Joint Co-ordinator of the NAAC reporting team to assist Dr. Keka Trivedi, the Co-ordinator of the team.

4. All the teachers of the institute are requested to submit the draft copy of the SSR by the 28th day of March, 2016.

5. The Headmaster/Headmistress of all the internship schools will be requested to gather for a common meeting at this institution before the internship programme get started.

Teacher’s council meeting 01.04.2016

1. It is resolved than advertisement for the admission in B.Ed. course should be published through the website according to the letter sent by Higher Education Department Govt. of West Bengal with eligibility criteria for admission & other relevant information.

2. I.Q.A.C. should be maintained according to norms, Files & related papers would be handed over to Dr. Biswanath Bandyopadhyay the co-ordinator of I.Q.A.C. of this college.

3. Dr. Keka Trivedi, the NAAC, co-ordinator stated that work & activity of NAAC are being done. Proposed draft copy would be uploaded soon. A requisition list would be made according to immediate necessity. There were a few confusions, reported by the concerned teacher; this was discussed in the TC meeting.

4. The date of the formation of I.Q.A.C. is on 1.12.2012. Necessary papers should be arranged for it.

5. Duty for the up gradation & stock verification of labs should be done by the in-charge of the relevant laboratories of the department. Other can be entrusted with different duties. A list of officers with entrusting different duties is given below.

1. Physical Science Lab.- Prof. Chandan Adhikari

2. Life Science Lab - Prof. . Rakheebrita Biswas

3. Geography – Prof. Keka Trivedi

4. Physical Education - Prof. Angsuman Seth

- Prof. Samir Mahato (Assistant In-Charge)

5. Language lab - Prof. Samir Mahato

- Prof. Angsuman Seth (Assistant In-Charge)

6. Psychology Lab. – Prof. Abbriti Sarma

7. I.T.C. Lab – Prof. Chandan Adhikari

6. Verification of the existing equipment in the laboratories & the need full requisition for maintaining laboratories would be .submitted by the relevant in-charge to the co-ordinator of NAAC within one week.

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7. Locked almirahs whose keys have not been found should be opened in presence of the officer-in-charge and verification must be done.

8. It is resolved that Annual Function & programme of this college should be held on 6th May 2016. Seminar & cultural programme would be done. The participation of alumnis is welcome.

9. Necessary official notice should be circulated for publishing College Magazine.

10. The topic of the seminar would be “Activity based learning and its relevance: perspectives of West Bengal”.

11. The council decides that in the seminar Prof. Swapan Sarkar Secretary, School Education, Netaji Subhas Open University & Dr. Pranab Krishna Chanda, Registrar, W.B.U.T.T.E.P.A. would be invited as speakers.

12. Other suggestion

1. Library needs stock verifications.

2. Catalogue should be prepared.

3. Proposal for smart classroom.

4. Proposal for NET connection in library.

5. Renewal of books must be done.

6. Procurement of more journals on education and books for new syllabus of B.Ed. course is necessary.

7. I.C.T. rooms should be maintained.

8. G.S. & A.G.S. of student union must be included in to the grievance cell.

9. “A ramp should be made on stair cases this was proposed by Prof. Keka Trivedi to cater to the needs of the differently able persons in an inclusive environment.

10. Proposal to purchase digital cameras.

11. Renovation of toilet of the college.

12. Beautification of the college.

Resolution of the Teachers’ Council Meeting held on 08.04.2016

Professor Subhra Ghosh started the discussion held in the workshop where she participated as a representative. She stated that every skill should be mentioned in simulated lesson. According to the discussion, it is resolved that.

1. Every skill should be mentioned (5 skills). All components of the skills may be mentioned.

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2. Every simulated lesson will take 10/15 minutes to be delivered. Five lessons will be prepared by the students. One of them should be presented and furnished in the class.

3. Integrated skill would be presentable.

4. Format prepared by professor Chandan Adhikary & Professor Samir Mahato would be followed.

5. Concerned subject teachers will help the students if it is necessary for the students.

Resolution of the Teachers’ Council Meeting held on 3.5.2016

1. Sorting of admission forms for the session (2016-18) to start from the 20th of May. 2. Hard copies of the forms are mandatory and forms sent through posts are to be

accepted even if there is a little delay. 3. All faculty members will be engaged in the sorting of applications for their respective

subjects. 4. Prof. Subhra Ghosh will deal with the sorting of applications of Deputed candidates

while Prof. Samir Kumar Mahato will take care of applicants coming from other universities.

5. Dr.Biswanath Bandopadhyay will be the coordinator for the Seminar on the 6th of May,2016

6. Prof. Subhra Ghosh will be in charge for the distribution of lunch on the Annual Function.

7. Around 50 Seminar Kits to be purchased for the seminar to be held on the Annual Function day.

8. A locker is to be handed to the Alumni Association for keeping their records and finances.

9. Last date for submission of practicum records and assignments for the trainees is 27th of May, 2016.

10. Full detention was offered to all the faculty members. However members may alter the detention period with prior notice to the officer in charge.

Resolution of the Teachers’ Council Meeting held on 24.6.2016

1. Distribution of syllabus for Semester I 2. For Practicum/ Engagement with Field all teachers teaching the respective papers will

take charge. 3. For 3rd Semester students’ Teaching Internship will commence from the 18th of July,

2016. Trainees’ attendance will be strictly maintained by the concerned head of the school and the College will provide a record book for the same.

Constitution of IQAC: (Reconstituted on 11.03.2016) Internal Quality Assurance Cell

1. Prof. Mahasweta Palaniyandi, Officer-in-Charge (Chairman)

2. Dr. Biswanath Bandyopadhyay, Co-ordinator (Associate professor)

3. Dr. Keka Trivedi, Assistant Professor (NAAC steering committee co-ordinator)

4. Dr. Chandan Adhikary, Assistant Professor (NAAC steering committee Jt. co-ordinator)

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5. All faculty members

6. Prof. Basabi Pal, Associate Professor, Chandernagore Government College

7. Prof. Ajanta Chakabarti, Associate Professor, Khalisani Mahavidyalay

8. Mr. Debasis Das Ghosh, Non Teaching Staff, Group-C

Dates of Meeting of IQAC during 2015-16:

20.04.2015, 30.06.2015, 11.08.2015, 20.08.2015, 11.09.2015, 01.12.2015, 15.12.2015, 25.01.2016 and 27.09.2016.

Other constituted cells/ Committees/ (Administrative Sub-committees) for 2015-16

Sub committees

Name of the convener

Name of other members

Proposed Activities

Anti ragging cell

Prof. S. Ghosh Dr. K.Trivedi, Dr. C. Adhikary

• Orienting the student teachers about the Cell

• Collection/selection/recording of the grievances by the faculty in charge.

• Solving the grievances of the student teachers

Student welfare and hostel

Prof. S. Ghosh Dr. K.Trivedi, Prof. S. Chattopadhyay, Prof. A. Sharma

• Establishing collaboration with NGOs like Rotract Club, Red Cross Society.

• Organizing blood donation camp.

• Developing the sense of sharing through organizing various donation activities.

College Discipline

Prof. S. Ghosh Dr. K.Trivedi, Dr. C. Adhikary

• Orienting student teachers about the college discipline in the beginning of session

• Monitoring over their attendance and overall performance

UGC,NCTE, RTI, I.TAX

Dr. C. Adhikary

Prof. S. Ghosh, Dr. K.Trivedi

• Keeping records and mitigating issues to be solved as and when required

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• Recommending UGC MRP to the faculty

Magazine Prof. A. Seth Dr. C. Adhikary, Prof. A. Sharma

• Conducting orientation programme on writing articles, collection of advertisement etc.

• Distributing the roles and responsibilities in relation to literary collection, typing, advertisements, collecting the messages, printing etc.

• Consolidation of all the activities conducted during the academic year including photo album.

Cultural activities

Dr. K.Trivedi Prof. R. Biswas, Prof. A. Seth, Prof. A. Sharma

• Organization of talent’s day in the beginning of the academic year.

• Celebrating various days of significance like Independence Day, Teachers’ Day, Banomahotsav, Republic Day and other observation days etc.

Time Table and Academic Calendar

Prof. S. Ghosh Dr. K.Trivedi, Dr. C. Adhikary

• Preparing time table and academic calendar of the college for each semester

• Orientation of students at the beginning of the session

Games and Sports

Prof. A. Seth Prof. S. Ghosh, Prof. R. Biswas, Prof. S. Chattopadhyay, Prof. A. Sharma

• Organizing sports day.

•Organising and conducting parade on Independence day and Republic day

Examination, Internal assessment and tutorial

Dr. C. Adhikary

Prof. S. Ghosh, Dr. K.Trivedi

• Organising internal assessment and university examination

• Allotment of duties and Preparation of duty roaster for teachers and non-teaching staff

• Submission of assignments and practicum

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• Tabulation and submission of internal marks

Admission Dr. C. Adhikary

Prof. S. Ghosh, Dr. K.Trivedi, Prof. R. Biswas, Prof. A. Seth

• Organising admission procedure • Updating information in college

website • Preparing merit list • Counselling for admission

College seminar

Dr. C. Adhikary

Prof. S. Ghosh, Dr. K.Trivedi, Prof. R. Biswas, Prof. A. Seth, Prof. S. Chattopadhyay, Prof. A. Sharma

• Organisation of academic seminar, workshop etc.

• Inviting different delegates, guest and participants from different educational institutions

Practice Teaching, Demonstration and Internship

Dr. K.Trivedi Prof. R. Biswas, Prof. A. Seth, Prof. A. Sharma

• Organising demonstration classes, peer teaching, simulated, micro teaching classes

• School contact and organisation for internship

Women’s Cell S. Chattopadhyay

Prof. S. Ghosh, Dr. K.Trivedi

• Celebration of International Women’s Day

• Organization of guest lectures on women and their legal rights, women empowerment and women related issues.

• Guidance and counselling is given to women student teachers as per the need.

• Panel discussion on women related issues.

Excursion Prof. R. Biswas

Prof. S. Ghosh, Dr. K.Trivedi, Prof. A. Sharma

• Organizing community living camp and educational excursion.

• Organizing visits to orphanage, special schools and old age home, Science museum, historical, ecological, commercial, educational and Political places

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6.2.2. Give the organisational structure and the details of the academic & administrative departments of the institution.

The activities of the institution are decentralised through different committees. The OIC guides each committee to function systematically. All the issues, grievances and suggestions are discussed and conveyed to the staff in charge of each committee. The OC takes advice and support from the governing council according to the gravity of the issue. The hierarchy of the institution is as follows:

6.2.3. To what extent is the administration decentralised? Give the structure and details of its functioning.

The academic and the administrative activities of the institution are decentralized by assigning responsibilities through the constitution of different committees and clubs for the smooth functioning of the institutional activities.

• The faculty members are made in charge of each committee. With the assistance of the student representatives and the other staff members, the responsibilities are carried out.

• The faculty in charge plans and executes the assigned activities and submits reports to the Principal/ Officer-in-Charge with the feedback received from the student teachers.

6.2.4. How does the institution collaborate with other sections/ Departments and school Personnel to improve and plan the quality of educational provision?

The main objective of the institution is to equip the student teachers with professional

The DPI, WB

Principal/ Officer-in-Charge

Faculty

Non-Teaching

Students

competencies and life skills needed for effective teaching. The institution provides enriched experiences related to community issues and technological changes.

• The institution collaborates with the nearby schools for conducting demonstration classes and teaching practice.

• The secondary schools, near to the institution provide permission for the student teachers to conduct various activities like quiz, exhibition, inter school competitions etc., which develops the practical skills of planning, organizing and executing.

• The institute organises academic seminar, workshop, inter school and college debate, recitation competition, extempore and exhibition during its annual programme.

• The institution, affiliated to Burdwan University has the cordial relationship with the University regarding admission approval, conduction of examination, submission of internal assessment, declaration of results etc. The University also assigns different responsibilities related to examination and preparation of curriculum to the faculty members.

• The institution provides exposure to community service through NGOs.

• The institution co-operates with the other B.Ed. colleges by deputing faculty members to attend seminars, workshops, conference conducted by them.

• Institution invites different organizations to conduct various academic and other activities for the benefit of the faculty members and the student teachers.

• The institution organises field visits to different organizations to provide hands on experiences to the student teachers.

6.2.5. Does the institution use the various data and information obtained from the feedback in decision-making and performance improvement? If yes, give details.

The institution collects the feedback from the student teachers to find the positive and negative aspects of different programs organized by the institution.

Feedback is collected in the feedback forms, developed by the institution. The feedback is collected from students, faculty members, head of the practice teaching schools and also through the informal interaction with the stakeholders and other collaborated organizations. The feedback is analysed and discussed with the Principal/ Officer-in-Charge in the staff /IQAC meetings and the suggestions are sought to improve the academic and administrative activities. The IQAC take the necessary actions to improve the quality of program using feedback.

6.2.6. What are the institution’s initiatives in promoting co-operation, sharing of knowledge, innovations and empowerment of the faculty? (Still sharing across departments’ creating / providing conducive environment).

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§ The democratic environment of our institution makes the faculty members to work in cooperation and coordination towards the quality education.

§ Each portfolio is shared by the two or three faculty members so that the different ideas are shared to accomplish the work.

§ The responsibilities are judiciously distributed among all the faculty members and freedom is provided to implement innovative ideas in the accomplishment of the responsibility.

§ Periodic staff meetings help the faculty members to share and exchange the ideas. § Faculty improvement programs are conducted in the institution by providing

interaction with experts in the field § Research cell of the institution conducts in-house seminar on current trends in

education. § The faculty members are encouraged to attend various workshops, seminars,

orientation programmes for professional development. § Faculty members are encouraged to upgrade their qualification like PGDHE, NET,

SLET etc. required for professional development. § Faculty members are encouraged to attend refresher and orientation programs

conducted by the Academic Staff College of the UGC.

6.3 Strategy Development and Deployment

6.3.1. Has the institution an MIS in place to select, collect align the integrate data and information on academic and administrative aspect of the institution?

The institution has always kept the information related to the academic and administrative aspects although there is no MIS till date.

• The student teachers profile is prepared by the office staffs which consist of required information about the student teachers of that academic year.

• The financial transactions are recorded using the software, Tally which gives information about the cash book, day book, income and expenditure.

• Library is planning to be automated.

• Soft copies of different committees, allotment of students for different activities, time table, calendar of events, criteria for assessment, internal assessment etc. are maintained.

• Alumni and placement database is also maintained in the soft copies.

• The institute also maintains a dynamic website and a social media page.

6.3.2. How does the institution allocate resources (human and financial) for accomplishment and sustaining the changes resulting from the action plans?

The institution has employed proper human and financial resources to achieve its mission and objectives and set a ground to attain the vision of the organisation.

• The institution has possessed well qualified efficient faculty members.

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• The responsibilities are allotted to faculty members based on the competencies and the interest.

• The authority provides additional support to the faculty members by providing opportunities to meet the experts in the field to carry out their professional responsibilities efficiently.

• The institution encourages and motivates the staff members to implement the innovative ideas through action research to provide quality education.

• Provision is made in the budget for the purchase of instructional materials, library books and other requirements needed for the academic and administrative activities.

6.3.3. How are the resources needed (human and financial) to support the implementation of the mission and goals, planned and obtained?

The human and financial resources are the most important assets of the institution. The institutional mission, vision and the goal can be achieved by the proper management of human and the financial resources

• As per NCTE norms the institution has sufficient human resources. However the sister institutions provide the additional human resource whenever required.

• The additional financial requirement is fulfilled by the institution.

6.3.4. Describe the procedure of developing academic plan. How are the practice teaching schools teachers, faculty and administrators involved in the planning process?

Academic plan development:

The calendar of events of the academic year is prepared before the commencement of the academic year in consideration with the University calendar of events as a reference.

• Semester wise plan of action for each subject is prepared by the concerned teachers for curriculum transaction, extended activities, and extra-curricular activities.

• The responsibilities to carry out the academic activities are judiciously allocated among the faculty members according to their competencies and interest.

• The distribution of the portfolio and the responsibilities of each faculty member are discussed and approved in the IQAC meetings.

• The faculty member in charge of practice in teaching approaches the headmaster’s and the school teachers for the convenient dates of commencement of practice in teaching.

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• A meeting is organized in the institution with the head master of the schools to prepare a plan of action for practice in teaching.

• School teachers are involved in allotment of subjects and classes to the student teachers for practice in teaching.

• School teachers are taken as external supervisors during internship.

6.3.5. How are the objectives communicated and deployed at all levels to assure individual employee’s contribution for institutional development?

All the academic and administrative activities are planned to realise the vision, mission and the objectives of the institution. The objectives for each activity are designed and necessary steps are taken to accomplish these activities which help in the realisation of the institutional objectives.

6.3.6. How and with what frequency are the visions, mission and implementation plans monitored, evaluated and revised?

Vision and mission statements are used to express objectives of the institution. The Principal/ Officer-in-Charge monitor and evaluate the activities, which reflect the vision and mission of the institution in the following ways:

Periodic meetings are held in which the Principal/ Officer-in-Charge reviews the vision, mission and objectives of the institution reflected in the academic and administrative activities.

Each activity is monitored and evaluated by the principal/ Officer-in-Charge by adopting different strategies and techniques.

Feedback mechanism is used to see the level of accomplishment of the activity and the same is revised / modified for further improvements, in turn helps in reaching towards the vision and mission.

6.3.7. How does the institution plan and deploy the new technology?

To provide ICT integrated teaching learning experiences to the student teachers the institution plans in the following ways:

Ø An annual plan is prepared for the integration of ICT in academic and administrative activities, accordingly a list of equipment required, are prepared and the same is communicated to the faculty. As per the budget provision and the need, the college provides the required technological facilities to the institution.

Ø Faculty members use, PPT and video lessons in the curriculum transaction.

Ø Training is given to the student teachers about the application of computers in the teaching learning process.

Ø Computer facility is provided to the student teachers as a learning resource.

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Ø Wi-Fi facility is provided in the institution both, for the faculty members and the student teachers.

Ø Office records are maintained in the form of soft copies.

Ø Library is under construction to be automated.

6.4. Human resource management:-

6.4.1. How do you identify the faculty development needs and career progression of the staff?

The institution is more concerned about the academic needs and progression of its faculty members. The faculty members equip themselves with current trends and challenges in the field of education. The institution identifies the needs and encourages the faculty members towards their career progression in the following ways:

v The faculty members are encouraged to attend seminars, workshops, conferences to enrich their knowledge.

v The institution deputes the faculty members for orientation and refresher courses conducted by the Academic Staff College managed by the UGC.

v The faculty members are encouraged to present papers in the national, international and state level seminars and conferences and write books.

v The institution encourages faculty members to pursue SET/NET/PG/Ph.D. and improve their qualification.

v The faculty members are encouraged to use technology in classroom teaching.

v In-house seminars are conducted for the benefit of the faculty members.

v Academic discussions are conducted to share the experiences gained by faculty members during seminars, workshops and other professional enrichment programmes.

v Guest lectures are organized for faculty improvement.

6.4.2. What are the mechanisms in place for performance assessment (teaching, research, service) of faculty other staff? (Self-appraisal method, comprehensive evaluation by students and peers)? Does the institution use the evaluation to improve teaching, research and service of the faculty and other staff?

The following mechanism is adopted to evaluate the performance of the faculty members

• The faculty member’s performance is appraised by the students, Principal/ Officer-in-Charge informally and also by themselves by using appropriate appraisal forms at the end of each semester.

• Information about the faculty members is collected by the Principal/ Officer-in-Charge informally through the interaction with the students and other staff members.

• The faculty members are also assessed by the Principal/ Officer-in-Charge considering their research related activities and other academic activities of the institution.

• The assessments are communicated by the Principal/ Officer-in-Charge personally to the faculty members and guidance is given for further improvement.

6.4.3. What are the welfare measures for the staff and faculty? (Mention only those which affect and improve staff wellbeing, satisfaction and motivation)

The institution adopts welfare measures to improve staff well-being, motivation towards the development of the institution and finally the satisfaction of each employee.

The welfare measures introduced by the institution are

• Loans are provided for the required employees from their GPF as per Government rules.

• The facilities like PF, GI and other financial benefits are available as per Government rules.

• TA is provided to the teaching and non teaching staff for various activities assigned to them by the college.

• The faculty are allowed to participate in course work or other academic activities for which on-duty leave is sanctioned and class adjustment in Time Table are done religiously.

6.4.4. Has the institution conducted any staff development program for skill up gradation and training of the teaching and non-teaching staff? If yes, give details.

• Lectures by experts are organized for the professional development of faculty members.

6.4.5. What are the strategies and implementation plans of the institution to recruit and retain diverse faculty and other staff who have the desired qualifications, knowledge and skills ( recruitment policy, salary structure, service conditions) and how does the institution align these with the requirements of the statutory and regulatory bodies(NCTE, UC, University etc.)

The institution has qualified teaching and non-teaching staff as per the NCTE norms and ours is a Government institution which follows the recruitment policy of Government of West Bengal and UGC.

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6.4.6. What are the criteria for employing part time / adhoc faculty? How are the part-time / adhoc faculty different form the regular faculty? (Eg. salary structure, workload, specialization)

The institution has sufficient staff as per the NCTE norms. Only one guest lecturer in Music is appointed by the college on the honorary and adhoc basis. Being one of the alumni members, she is giving her service on voluntary basis. She is allotted 2 classes per week. The college has already applied to the Higher education Department, Government of West Bengal for sanctioning the post of guest faculty in Music. of for All other faculty members are full time.

6.4.7. What are the policies, resources and practice of the institution that support and ensure the professional development of the faculty? (e.g. budget allocation for staff development, sponsoring for advanced study, research, participation in seminars, conferences, workshops etc. and supporting membership and active involvement in local, state, national and international profession association).

• The institution encourages all the faculty members for their professional growth and development.

• The institution encourages the faculty members for higher studies like M.Phil. and Ph.D.

• To make the faculty members competent and be at par with technology, institution has provided ICT centre. The faculty members are motivated to attend seminars, conferences and workshops held in the various organizations.

• The college authority forwards for sanction study leaves to pursue higher education and also provides permission for on duty work to the office of the DPI, WB.

Participation of staff in college Annual Sports, 2015

• The institution has established a U G C ( research) cell to encourage the faculty members to undertake research based activities.

6.4.7. What are the physical facilities provided to faculty? (Well maintained and functional office, instructional and other space to carry out their work effectively).

• The faculty members are provided with the well-furnished staff rooms and other supporting facilities.

• Wi-Fi facility, scanning and printing facilities for the faculty members.

• The institution has well-furnished office.

• Library is has procured of valuable books, journals, periodicals and archives with open access facility to the faculty and it is equipped with computers with internet, scanner facility and undergoing automated digitisation process.

• The classrooms are furnished with LCD facilities.

• The laboratories are well equipped as per the requirements of the course.

6.4.8. What are the major mechanisms in place for faculty and other stakeholders to seek information and / or make complaints?

The institution has adopted various mechanisms to provide information and also seek suggestions/complaints from its stakeholders in the following ways:

• The stakeholders can get the information and also details of the course through institution website www.bedchanw.com.

• The student teachers are provided with the institution calendar at the commencement of the academic year which gives the complete details of the academic, co-curricular and extended activities of the course.

• Faculty members get the information through the staff meeting and the circulars of the institution.

• Suggestion box is available in the institution to seek suggestions from the stakeholders.

• A grievance box is placed to receive the complaints of the students and the same is resolved through the student redressal cell which is established in the institution.

• Principal/ Officer-in-Charge also provides information in an informal way to the stakeholders and receives the suggestions.

• Principal/ Officer-in-Charge conducts the induction programme at the

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commencement of the academic year for the student teachers to give complete information about the course.

• The democratic approach of the Principal/ Officer-in-Charge encourages the faculty members to share their grievances and suggestions towards the quality improvement.

• The IQAC is approachable to the faculty members to share their problems and also suggestions.

• The institution has adopted feedback mechanism to receive the feedback from the students on its transaction.

• Students may communicate their suggestions through the student association.

• The faculty members also share information about the institution and its activities among the stake holders in a formal or informal way.

6.4.9. Detail on workload policies and practices that encourage faculty to be engaged in a wide range of professional and administrative activities including teaching, research, assessment, monitoring, working with schools and community engagement.

The work load policies and practices of the institution are as follows:

Ø An academic annual plan is prepared before the commencement of the academic year and the activities to be carried out are listed under different portfolios.

Ø The Principal/ Officer-in-Charge distributes the responsibilities under different portfolios to the faculty members at the beginning of the academic year by considering the potentialities and interest of the staff members.

Ø It is a government institution; the workload is according to the UGC norms.

Ø The Principal/ Officer-in-Charge takes the assistance of the faculty members for the administrative activities, whenever necessary.

Ø One faculty member is made in charge of practice teaching that coordinates with the department of education and the secondary schools to complete the practice in teaching programme.

Ø Faculty members are assigned to take up research based activities (action research) at least one in a year.

Ø Faculty members are assigned to monitor each activity and record the assessment about the performance of the student teacher.

Ø One faculty member is made in charge of extension activities who collaborates the institution with the community agencies.

Ø Faculty members are made involved in providing consultancy services to the school and the community.

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6.4.10. Does the institution have any mechanism to reward and motivate staff members? If yes, give details.

The institution recognises the achievement of the faculty members, honours and appreciates them in the Staff meetings. The achievements of the faculty members are displayed published in the college magazine as news to motivate the student teachers.

6.5. Financial management and resource mobilization.

6.5.1. Does the institution get financial support from the government? If yes, mention the grants received in the last 3years under different heads. If no, give details of the source of revenue and income generation.

The institution gets the financial support from the Government of West Bengal for salary. The institution also receives grants from UGC. Details of the grants received from the Government of West Bengal and UGC for past 3 years are given below.

Financial Year Grants from Government UGC Grants

2015-16 Rs. 1,81,12,900/- NA

2014-15 Rs. 1,32,90,974/- Rs. 4,50,000/-

2013-14 Rs. 3,24,30,108/- Rs. 2,50,000/-

6.5.1. What is the quantum of resources mobilized through donations? Give information for the last 3 years.

The institution does not take any donation as it is a Government institution. The alumni association of the college acts as autonomously that may receive donation/subscription for running of the association or betterment of the college.

6.5.2. Is the operational budget of the institution adequate to cover day to day expenses? If no, how is the deficit met?

The operational budget is prepared keeping the availability of the finance.

6.5.3. Are the accounts audited regularly? If yes, give the details of internal and external audit procedures and information on the outcome of last 2 audits. (Major pending audit paras, objectives raised and dropped.

the accounts are audited as and when required by the state government or the UGC.

• Accountant prepares receipts and payments, income and expenditure, balance sheet and submits to external auditor for verification and approval at the end of the financial year.

• DSERT, Department of Collegiate education and CPI (Commissioner of Page 180

Public Instruction) also conducts external audit.

6.5.4. Has the institution computerised its finance management system? If yes give details.

Yes. The institution has computerised its financial management for Salary and non-salary account.

6.1 Best practices in Governance and Leadership

6.1.1 What are the significant best practices in governance and leadership carried out by the institution?

• College calendar which gives complete information about the institution and its activities is given in the beginning of the academic year.

• The institutional responsibilities are decentralised.

• The institution provides exposure about community service, visit to slums, blind school, old age home, and orphanage.

The institution has maintained a campus which is eco-friendly with lot of greenery and flowering plants which generates positive energy

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CRITERION VII: INNOVATIVE PRACTICES

7.1. Internal Quality Assurance Cell (IQAC):

7.1.1. Has the Institution established Internal Quality Assurance Cell? If yes, give its year of establishment, composition and major activities under taken.

Yes, we established IQAC and the date of establishment is 6th September, 2013 and further IQAC is reconstituted on 11th March, 2016.

Present composition of our IQAC:

1. Smt. Mahasweta Palaniyandi, Chairperson 2. Dr. Biswanath Bandopadhyay, Co-ordinator 3. Prof. Subhra Sinha Roy (Ghosh), Assistant Professor in Economics 4. Dr. Keka Trivedi, Assistant Professor in Geography, Co-ordinator of the NAAC

steering committee 5. Dr. Chandan Adhikari, Assistant Professor in Chemistry, Joint Co-ordinator of the

NAAC steering committee 6. Prof. Angsuman Seth, Assistant Professor in Bengali 7. Prof. Rakheebrita Biswas, Assistant Professor in Botany 8. Prof. Aabriti Sharma, Assistant Professor in Education (Foundation course) 9. Prof. Samir Kumar Mahato, Assistant Professor in English 10. Sri Debashis Das Ghosh, Administrative Official 11. Dr. Basabi Roy, External Member 12. Dr. Ajanta Chakraborty, External Member

The IQAC conducts meeting at regular intervals to keep a strong vigil on the academic quality of the institution. The cell takes up appreciative measures to achieve excellence in teaching and learning activities.

Important decisions undertaken by IQAC during the last few years:

• Preparing CAS for two faculty members following API score. • Approached District Employment Exchange to provide our training and consulting

service more frequently. • Encouraged faculty members for minor research project with U.G.C. funding. • Motivated trainees for action research • Organised college excursion with wide motive to reach the community at large and

collect data for field study. • We, the faculty members participated in workshops to introduce new NCTE approved

syllabus. • Encouraged our faculty members to write text books in accordance with the new

curriculum. • Organized annual programme and reunion with new zeal to revive our Alumni

Association and alumni support towards our college. • Tried to ensure hundred percent attendances of our trainees in the college and classes

respectively with enriched lectures and use of ICT.

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• Tried to ensure active participation of our trainees in all programmes in the campus right from Games and Sports to publication of wall magazine.

• Invited and felicitated the ex-professors and alumni’s. • Invited academic dignitaries to our functions for their valuable opinion to improve. • Individualised online admission procedure has been started from the last academic

session. 7.1.2. Describe the mechanism used by the institution to evaluate the achievement of goals and objectives.

• Quality check and assurance largely depends upon the frequency of transfer, posting and timely recruitment of the faculty members by the government in a timely and reasonable manner.

• Untimely and motivated by unreasonable non-academic transfer highly hampers the maintenance of quality.

• Staff shortage in administrative and academic level blocks the academic progress. • Principal and staff members meet regularly to assess and suggest improvement

measures for the purpose of development. • A student council has been formed along with several committees to perform different

activities timely and successfully in the diverse fields. • During the last decade the institution underwent various assessment and inspection

by the NCTE team. • The Teachers’ Council and Students’ Council meet regularly. • As the college is a single faculty college, teachers of different subjects meet together

in an almost daily basis to discuss various aspects of the college activities.

7.1.3. How does the institution ensure the quality of its academic programmes?

The institution ensures the quality of its academic progress through the following means:

• Feedback is obtained from the trainees • Advise is obtained from other stakeholders • These are duly analysed and noted

7.1.4. How does the institution ensure the quality of its administration and financial management processes?

• The Officer-in-charge along with the IQAC co-ordinator and the members of the College Discipline Committee assess and monitor the academic quality improvement measures taken by our trainees, faculty and staff members.

• The Officer-in-charge and the members of the College Discipline Committee look after the office regularly and the official duties are done much to the satisfaction of teachers, trainees, parents, neighbouring community and head of the institutions and teachers of different practice teaching schools.

• Regarding purchase of articles quotations from at least three parties are invited and the lower quotation is accepted by the college authority. Renowned brand items are also directly bought from the dealers.

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• The college accounts are audited by the A.G. office in West Bengal. Hostel accounts are audited by the student council and internal audit system.

7.1.5. How does the institution identify and share good practices with various constituents of the institution?

Our democratic and collaborative practice develops and pursues the democratic attitudes and aptitudes in respect of various constituents of the institution. As a purely government organization we enjoy immense freedom because we have no immediate controlling authority, like governing body or managing committee, but the higher education department. In this situation Officer-in-charge as per the Government rules and regulations with whole hearted support from every corner right from Teachers’ Council to Staff Council, Student Council, Alumni association, local Community along with the support from district administration jointly make a vibrant performance. The all pervading co-ordination and solidarity helps the institution to discharge its day to day responsibilities in a smooth way.

7.2. Inclusive Practices

7.2.1. How does the institution sensitize teachers to issues of inclusion and the focus given to these in the National Policies and the school curriculum?

The institution sensitizes teachers to issues of inclusion and the focus given to these in the National Policies and school curriculum by taking up the following measures:

• A compulsory course paper, course X , entitled “ Creating An Inclusive School” theory 50, Engagement with the field 25, full marks: 75 in the IV Semester, was included in the newly introduced curriculum from 2015-16 academic session.

• Teachers are sent to attend workshops, seminars and special programmes on Inclusive Education.

• Teachers are sent to visit to institutes dealing with the children with special needs for greater exposure.

• Our library purchased sufficient books on inclusive Education. • Our junior faculty members are enlightened by the senior teachers those who have

some earlier experience on inclusive education.

7.2.2. What is the provision in the academic plan for trainees to learn about inclusion and exceptionalities as well as gender differences and their impact on learning?

Inclusive education has been included in the newly introduced B.Ed. curriculum so that the trainees are acquainted with. Course-X (1.4.10)

Creating an Inclusive School

Theory Internal/Assignment/ Practicum/ Sessional

Full Marks 50 + 25 = 75

Objectives:

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The objectives of the course are to enable the teacher students to:

1. Understand the concept of inclusive education and social inclusion

2. Know the legal and policy perspectives behind inclusion in education

3. Understand the types, probable causes, preventive measures and characteristics of different types of disability.

4. Understanding street children, platform children, orphans, children born and brought up in correctional homes, child labour and other socioeconomically backward children.

5. Know how inclusion can be practiced in mainstream class.

7.2.3. Detail on the various activities envisioned in the curriculum to create learning environments that foster positive social interaction, active engagement in learning and self-motivation.

The B.Ed. curriculum of the college includes the following activities to create learning environments that foster positive social interaction, active engagement in learning and self motivation.

Transactional mode:

Discussion and group work, field visit to get first hand experiences and presentation in the seminar, lecture, discussion, case study, field visits, problem solving, film show.

Sessional work: ü Observation of inclusive teaching strategies and discussion on inclusive education. ü Critical analysis of N.C.F. 2005 for planning quality teacher preparation programme. ü Identifying suitable research/action research areas in inclusive education. ü Conduct a survey on the type of problems faced by the special educator for ensuring

inclusive education. ü Visit to an institution dealing with CSN. ü Field trip

7.2.4. How does the institution ensure that trainee interns develop proficiency for working with children from diverse back grounds and exceptionalities?

B.Ed. trainees are encouraged to carry out action research on the problems related to marginalized students to resolve the problem of marginalization.

Field trip and study tours regularly organized.

7.2.5 How does the institution address to the special needs of the physically challenged and differently-able trainees enrolled in the institution.

• We admit differently able trainees. • Then Identify from trainees, learners with special educational need.

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• Generate awareness among all trainees about various types of learners and how to address their particular needs

• Develop empathic attitude towards special children • Prescribe and showing films on person with SEN, such as Anjali, Tare Zamin Par and

Forest Gump and educational video clippings • Try to provide inclusive infrastructure with all provisions on the ground floor • Educational concessions and facilities

1. We donate from our college end with individual subscription toward the medical operational cost of a physically disabled trainee.

2. We arrange one toilet facility with commode system for the same physically disable trainee.

3. We already have one Ramp in the main entrance. 4. Further infrastructure development proposals sent to the respective

government departments.

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)?

The institution being a college for female trainees only since its inception does not require responding to the gender sensitive problems in particular but in general there are measures as follows to make them aware and the institution free of any gender bias:

• Teacher educators discussed on and about gender issues in the class. • The institution does not discriminate in inviting resource persons as well as

participants on the basis of gender in any academic programmes. • The female and male staffs (teaching and non-teaching) make here a nice academic

environment. • Feedback on women’s Development cell is collected from trainees and report is

submitted to the IQAC

7.3. Stakeholders Relationships:

7.3.1. How does the institution ensure the access to the information on organizational performance (Academic and Administrative) to the stakeholders?

The institution has a dynamic web-site and almost all the information on organizational performances (academic and administrative) is made known to the stakeholders as soon as these are finalized.

The institution further ensures the access through notices either served on the notice boards or published in the news papers, intimate through verbal contacts, over telephone, prospectus and web-site and face book post.

Various stakeholders’ attempt to have an access to variety of information on organization has never been refused, discouraged, condemned or adversely treated from the institution end.

7.3.2. How does the institution share and use the information/ data on success and failure of various processes, satisfaction and dissatisfaction of trainees and stakeholders for bringing qualitative improvement?

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The institution use and share the data through web-site, Notice board, telephone and our teacher’s personal face book post and various other informal measures.

7.3.3. What are the feedback mechanism in vogue to collect data from trainees, professional community, alumni and other stakeholders on programme quality?

How does the institution use the information for quality improvement?

The college has adopted a mechanism of getting feedback and exchange of information with regard to the curricular and co-curricular programmes being run in the college. For getting feedback, following practices are in action:

• The college has setup the trainees’ committees and communicates with them to get feedbacks about curriculum of B.Ed course and various activities inside campus and outside the campus.

• Feedbacks are also taken verbally through time to time interaction with the trainees. • A questionnaire regarding the faculty performance and the curriculum is filled by the

trainee interns. The questionnaire comprises off questions regarding syllabus, methods of teaching, examination and evaluation.

• The college web site also has the provision to post feedback for the trainees and alumni on various curricular aspects.

Our academic faculty: • The members of the faculty meet before and after every activity to review and discuss

the strengths and weaknesses and necessary measures are adopted for the success of the work.

• Teachers’ council meetings are held from time to time to check the existing functioning of college related to curriculum.

• Teachers play an active role in the remedial classes and in the tutorial session to solve trainees’ problems regarding curriculum.

• Class tests Annual college tests are conducted. • Action research and surveys done. • Psychological field study. • Community:

• The college organizes a meeting with head of the institutions of the nearby and practice teaching schools related with present curricular problems.

• Head of the institutions are regularly invited to our institution in various in campus activities of the college such as Teachers’ Day celebration, in annual games and sports day, in cultural programmes.

In the previous year the trainees had some specific suggestions for further improvement of the college functioning: Ø Operating mode of library should be changed for more access. Ø Teachers should provide more study materials in writing. Ø Much more opportunity should be given for the computer learning. Ø More film and video clippings should be screened. Ø Wi-Fi connectivity should be provided throughout the campus area. Ø Hostel staff should be enhanced so that hostel service may improve.

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Quest for Excellence:

The institutional quest for excellence during last two years started with the following:

• Establishment of IQAC in 2013 and establishment of NAAC steering committee on 11.08.2015.

• Pursuing SWCO analysis as follows:-

STRENGTH:-

• Our strength is our solidarity among teacher educators and trainee interns and non-teaching staffs. We are wealthy because we are prepared to give our utmost and sincere care to all of our trainees.

• Decentralized responsibilities and Democratic atmosphere in the campus and in the class-rooms

• Democratic outlook of principal/ Officer-in-Charge

• Good infrastructure facility.

• Well furnished hostel building

• Well designed and equipped laboratories (Physical Science Lab, Life Science Lab, Geography Lab, Language Lab and Computer Lab)

• Highly supportive, qualified and committed teaching faculty. • Supportive non-teaching staff. • Integration of ICT in Teaching and administration. • Supportive Practice teaching schools. • Eminent external members of IQAC. Prof. Basabi Pal has recently awarded the

Knight of the Order of Academic by the Government of France on 18th August, 2016 • Cordial relationship with the stakeholders. • Residential accommodation for trainees. • Good academic score of students in university examination • Locational advantage of the college • As a purely government institution we are serving a vast majority of poor semi-urban

and rural pupils and thereby provide their developmental need with minimal admission and tuition fees.

• Trainees enjoy the opportunity and freedom to contact us at any point of time with any kind of queries about his academic, employment and private or personal problems.

• Our empathetic attitude towards our interns, staff and neighbouring community • Guidance and Counselling of the interns, teachers and community schools

WEAKNESS

• Lack of academic flexibility in curriculum designing.

• Duration of the course.

• Limitation of seats

• Shortage of staff in administrative and academic level blocks the academic progress.

• Staff shortage Untimely and motivated by unreasonable non-academic transfer highly hampers the maintenance of quality.

• We have many vacant posts for a long period. Subject wise the vacancies are as follows:-

1. Physics, 2. Mathematics, 3.Sanskrit, 4. Music, 5.Psychology, 6.Hindi and 7. Physical Education

We have no Head clerk, no upper division-clerk. We need Head clerk, two upper division-clerks, technicians, projectionist and one software Engineer

• Being a government institution the college suffers from inability to generate fund through donations or fees hike

• Lack of documentation

• Lack of infrastructure needed for PWD trainees

• Our Library also suffers most. There is no librarian during the last three years. We need librarian, at least two library assistant immediately for the smooth functioning of the college library.

• Inadequate and irregular fund support

OPPORTUNITIES:-

• Enriching human resource

• Financial assistance from UGC

• Development of research culture among faculty members and student teachers.

• Bringing the institution to the level of potential of excellence.

• Our trainee interns those who want to do for their own improvement and empowerment

• Vast campus area

• Our alumni support

• Academic leadership of our IQAC members

• Our practice teaching schools being the best schools of the district

• Our democratic attitude and aptitude

• Our collective and collaborative leadership

CHALLENGES:-

• Bringing the institution to the level of ‘potential of excellence’.

• Implementation of new prescribed syllabus.

• Dealing with the heterogeneous group of the student teachers due to the relaxation

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in eligibility criteria for admission. Creating value orientation

• Filling up teaching posts and office post timely

• Motivating existing teachers and trainees to take a crucial shift from traditional to constructive Teaching learning.

• Changing general public perception about teacher preparation in West Bengal

• Initiating action research in various fields relating to education

• Preparing student teachers as prospective teachers for 21st century.

• Relating institutional experiences with community services.

• Motivating existing teachers and trainees to take a crucial shift from traditional to constructive Teaching-Learning.

• Initiating action research in various fields relating to education.

• Relating institutional experiences with community services.

FUTURE PLAN:-

• To develop the college as Model professional institute.

• To set up a research laboratory equipped with tools and study materials for children with special needs.

• To construct an auditorium.

• To install 16 CC TV.

• To digitise and automate the library, the work is already in process.

• To provide more infrastructure facility to the physically challenged person and construct ramp at the ground floor

Additional information:

Our College and Hostel campuses are ragging free zone.

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Decoration of college campus by trainees